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From YouTube: CCSD Committee of the Whole Meeting | August 10, 2020
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A
B
B
C
D
B
E
B
F
Thank
you,
mr
garrett,
while
we're
waiting
for
the
first
slide
to
load
here,
we
go.
Is
the
same
introduction
slide
that
the
board
saw
in
july
at
the
committee,
the
whole
meeting
and
the
board
approval
meeting
on
the
27th,
but
the
slides
behind
it
are
not
the
same
just
to
be
clear
into
slide
deck.
We're
talking
about
five
different
areas.
F
F
Third,
we're
going
to
share
the
covet
19
trend
review,
which
is
what
you
asked
for
today.
Fourth,
we'll
talk
about
the
school
capacities
and
fifth,
we
will
just
have
one
slide.
That
summarizes
all
of
that
and
then,
when
I'm
finished
with
that
part
item,
3b
will
turn
over
to
learning
services
and
it's
in
learning
services
that
several
the
questions
about
the
virtual
academy
will
be
addressed
in
more
detail
so
to
get
started.
F
You
thanks
so
in
the
first
part
on
the
recap:
we're
just
going
to
review
the
requirements,
the
board
action
and
next
steps,
so
just
to
remind
everyone.
These
were
the
required
plan,
components
that
we
received
from
the
state
department
on
friday
july
17th
all
districts
in
order
to
have
our
plan
approved,
were
to
include
in
the
plan
an
in-person
option
for
all
students.
F
F
F
That
means
students
with
special
needs
are
to
be
served
every
student
with
any
special
instructional
need,
and
for
us
that
would
be
all
students
need
to
be
served,
and
then,
finally,
this
didn't
come
from
the
state
department.
It's
a
legislative
requirement
that
we
offer
five
additional
days
beyond
the
traditional
180
days
of
inspection.
For
students
in
pre-k
through
the
eighth
grade,
so
those
were
the
parameters
within
which
we
were
working.
F
F
F
So
the
next
steps
we
put
in
gray
font
some
of
this
slide
because
we're
on
track
with
those
items
by
mid-august.
That's
almost
where
we
are
we'll
try
to
finalize
the
individual
school
enrollment
for
those
students
who
are
going
to
be
taught
virtually.
We
might
not
say
it's
a
virtual
academy.
We
want
to
make
sure
that
students
who
want
to
be
taught
virtually
by
the
teachers
in
their
home
school
have
that
option
if
that's
possible,
at
any
rate,
we'll
try
to
get
the
parent
preference
preferences.
F
The
student
plans
the
building
capacity
all
that
together
in
the
next
week,
so
the
parents
know,
hopefully
by
august
19th
what
what
we
will
be
able
to
do
to
accommodate
their
children
between
18th
and
the
8th
will
help
families
prepare
for
the
virtual
instruction
or
their
in-school
option
and
in
the
week
of
august,
31st
again
we'll
invite
the
k-8
students
a
few
at
a
time
into
school
to
meet
their
teacher,
assess
their
needs
review.
How
to
use
the
the
devices
go
through
the
protocols
for
when
they're
in
the
building.
F
So
these
are
called
leap,
learning
evaluating
analyzing
and
preparing
they're
optional
for
our
teachers
and
instructional
staff,
who
are
on
190
day
contracts.
If
they
choose
to
come
to
work
that
week,
they
will
receive
their
regular
salary,
but
they're
not
required
to
work
that
week
if
they
prefer
not
to
so.
F
We
move
on
then
to
what
we
found
out
when
we
asked
parents
to
take
their
choices
surveyed
not
might
not
have
been
as
straightforward
as
it
could
be
if
we
were
rerunning
it
today,
knowing
what
we
know
now,
but
last
week
when
we
got
the
survey
results
from
parents
last
wednesday,
over
60
percent
of
the
parents
indicated
that
over
60
percent
of
the
parents
responded
to
the
survey.
64
percent
want
in-person
instruction.
F
35
percent
want
virtual
instruction,
and
at
that
time
one
percent
indicated
they
don't
plan
to
enroll
their
children
in
charleston
county
this
year.
So
what's
happening
now
is
that
principals
will
get
with
teachers
and
other
staff
starting
to
reach
out
to
all
the
parents
to
make
sure
they
clearly
understand
what
their
options
may
be
and
and
start
the
process
of
scheduling
of
the
parents
who
responded
about
37
percent
wanted
bus
transportation.
F
But
if
we
transporting
only
a
small
portion
of
our
students,
we're
going
to
have
to
stagger
this
start
times,
because
we
don't
have
enough
stacking
space
for
all
the
cars
so
we'll
have
to
phase
in
in
the
morning
every
10
minutes
or
for
the
arrival
so
that
the
cars
don't
back
up
when
we
get
back
to
full
operation.
So
the
next
slide.
F
We
talk
about
the
instructional
staff
survey
summary
I
just
want
to
take
a
little
bit
of
time
to
explain
about
the
teachers,
so
317
actual
teachers
were
listed
on
our
roles
as
of
july
29th
and
we're
at
this
time
of
the
year
signing
on
more
teachers
every
week.
But
that's
how
many
actual
teachers
teachers
include
the
classroom,
teachers,
librarians
guidance,
counselors
and
instructional
coaches
are
in
that
category.
F
The
survey
was
sent
to
instructional
personnel,
so
that
included
paraprofessionals
and
some
school
leaders
who
weren't
on
contract
as
of
july
29th
so
of
the
instructional
personnel
who
responded
to
the
survey.
85
percent
indicated
that,
if
covet
19
rates
continue
to
decline,
they're
willing
to
return
to
school
to
teach
smaller
groups
of
students
in
person,
14
are
absolutely
not
comfortable
returning
to
teach
students
at
this
time
and
one
percent
indicate
they
have
medical
conditions
that
would
prevent
them
from
being
able
to
return
safely.
F
When
we
look
at
the
staff
who
indicated
they
would
they
want
to
work
the
extra
days
on
august
31st
september
4th
that
85
percent
rate
still
holds
true.
These
were
two
separate
surveys.
Again.
These
are
for
the
leap
days,
learn
evaluate
analyze,
prepare
they're
for
grades
pre-k
through
eight
a
few
students
at
a
time
the
state's
going
to
cover
the
cost
of
salary.
So
the
separate
survey
asking
our
employees
who
wish
to
work
that
week,
85
percent
indicate
they
plan
to
work
in
in
pka.
F
There
are
2
329,
instructional
staff
members
when
we
cut
the
survey
information
off
together
data
for
this
presentation,
1971
indicated
that
they
plan
to
work
the
week
of
august
31st.
F
So
in
that
count
we
don't
have
the
information
from
teachers
who
teach
6-8
in
schools
like
baptist
hill
military
magnet
school
of
the
arts,
because
it
wasn't
possible
to
extract
that
information
from
powerpoint
at
that
separate
from
the
rest
of
the
teachers.
So
that's
what
we
know
about
those
who
plan
to
return
to
work
the
week
of
august
31st,
so
the
third
part
of
our
presentation
this
evening.
We
want
to
revisit
the
trend
date,
as
you
asked
us
to
do.
F
Your
emotions
must
see
a
downward
trend
in
covet
19
rates
over
a
14
day
period.
On
august
5th,
our
local
dhec
indicated
that
charleston
county
has
been
on
a
downward
trajectory
of
19
cases
for
21
plus
days
and
that
these
are
promising
signs.
F
We
want,
though,
to
look
at
two
different
indicators.
One
is
our
incidence
rate
as
of
july
19.
Our
14-day
incident
rate
was
880
cases
of
covid
per
100
000
residents.
As
of
august
8.
The
14-day
incident
rate
was
414
cases
per
100
000
residents,
so
we've
dropped
a
little
over
50
percent
during
the
past
three
weeks,
but
we
would
need
to
see
a
continuing
decline.
So
we
believe
that
people
wearing
masks
watching
their
personal
hygiene
and
watching
their
distance
is
definitely
having
an
impact.
F
We
are
still
above
the
d-hec
recommended
rate
to
bring
all
children
back
in
person.
We're
well
above
that
recommended
number
that
diac
publishes
statewide
the
covet
19
testing
positivity
rate
is,
is
declining
slowly,
but
it's
up
and
down
across
the
state.
So
we
just
wanted
to
point
out
that
this
is
is
a
challenge
for
us.
The
testing
availability,
the
ease
of
accessing
the
test
and
the
lagging
turnaround
time
for
the
test
results
make
it
hard
for
us
to
use
to
have
the
kind
of
real-time
data
that,
ideally
all
all
of
us.
F
G
Thanks
dr
posterweight,
before
I
show
the
slides
that
have
our
capacity
numbers
on
my,
I
really
want
to
make
sure
that
everybody
understands
the
overall
development
of
these
numbers
so
that
we
don't
jump
to
the
wrong
conclusions.
G
We've
got
two
types
of
data
on
the
subsequent
slides,
one
is
the
normal
capacity
and
the
other
is
part
of
our
covet
analysis.
The
normal
capacity
is
what
we've
used
regularly.
We've
we've
submitted
a
report.
We
submitted
a
report
in
the
spring
of
this
year
that
talked
about
how
that
number
was
calculated.
It's
not
maximum
capacity,
it's
not
the
total
number
of
kids.
We
could
push
into
a
school.
G
It
is
a
normal
operating
capacity
and
it's
done
in
two
ways:
between
elementary
and
middle
and
high
elementary
school,
we
use
an
average
of
22
students
per
teaching
station.
We
don't
include
include
the
fine
arts
room
that
22
comes
from
the
average
of
the
number
of
kids
that
are
permitted
in
class
per
the
district
guidelines.
G
The
covet
analysis,
this
isn't
the
number
of
kids
we
can
send
back
to
school
right
now.
It's
not
necessarily
the
number
of
kids
we
can
send
back
to
school.
In
september
or
october,
but
it
was
an
analysis
based
on
providing
six
foot
spacing
or
dividers
between
children,
and
so
what
you'll
see
on
the
subsequent
slides
and
in
some
cases,
our
covid
capacity
or
the
capacity
we
use
using
six
foot
spacing
our
dividers
is
actually
higher
than
the
normal
building
capacity.
G
That's
expected
it's
based
on
how
each
number
is
each
number
of
is
is
calculated,
and
in
this
case
some
schools
also
use
their
fine
arts
room
to
count
as
classrooms,
and
so
there
will
be
differences
between
schools
because
of
the
use
of
some
of
those
spaces.
Principals
had
the
ability
to
do
that.
In
some
cases
the
classroom
size
was
restrictive
and
you'll
see
that
in
some
numbers
it
would
be
lower
than
another
comparable
school
and
it's
because
they're
classroom
sizes
and
maybe
an
older
school
and
their
sizes
are
lower.
G
G
If
we
were
okay
with
six
foot
spacing
or
dividers
in
in
place
where
I've
got
listed,
tbds
those
are
there
are
some
differences
going
on
with
those
bell
hall
in
this
slide
is
because
it's
under
construction
we're
in
the
middle
of
a
huge
renovation
project
out
there,
and
we
don't
have
the
number
for
bill
hall
yet
so
if
we
go
to
the
next
slide,.
G
This
is
the
second
elementary
slide,
you'll
see
an
asterisk
by
james
b,
edwards
and
there's
an
asterisk
by
white
sides
on
a
slide
coming
down.
That
asterisk
is
because
we
have
some
furniture
swap
out
going
so
that
number
that
number
may
change
julian
mitchell's
tbd
they're
going
to
camp
the
old
camp
road
school
camp.
Road
school
has
plenty
of
capacity,
so
we
expect
that
number
to
be
solid
when
we,
when
we
end
up
calculating
it
next
slide
elementary
school.
This
is
where
we
start
to
see.
G
Some
of
our
montessori's
montessori
has
been
a
challenge:
we're
trying
to
accommodate
the
learning
style
that
montessori
uses.
There
is
a
different
furniture
arrangement
in
the
montessori
schools
and
so
finding
the
right
space
and
also
trying
to
maximize
the
ability
for
those
schools
to
teach,
as
they
normally
do,
has
prevented
us
from
coming
up
with
a
final
number
for
the
modest
montessori
schools
at
this.
At
this
juncture,
next
slide
is
our.
If
you
want
to
keep
going
that
one
is
elementary
school's
all
filled
in
moving
on
to
the
middle
schools.
G
G
These
are
the
desk
top
chair,
combos
and
finding
a
suitable
divider
that
everybody
is
satisfied
with,
has
been
a
challenge,
and
so
we
have
some
of
these
schools
as
tbds,
because
we're
working
through
that
configuration
for
the
again
what
they're
typically
used
for
the
high
school
desks
tables
and
chairs,
and
we've
also
got,
as
I
mentioned
earlier,
smaller
class
sizes
in
some
of
our
schools
here.
G
Moving
on
to
the
high
schools,
high
schools
about
five
or
six
of
them
are
yet
to
be
yet
to
be
completed.
Those
are
being
worked
through
again,
similar
to
middle
schools,
where
we've
got
the
high
school
style
desks.
G
That's
been
a
challenge
to
come
up
with
the
number
we
were
hoping
to
have
this
completed
by
last
friday,
we're
working
it
into
this
week
that
hasn't
slowed
down,
divider
installation
which
began
in
the
elementary
schools
and
is
moving
forward,
but
we'll
continue
to
press
through
this
and
hope
to
have
it
by
have
a
solid
number
by
the
end
of
the
end
of
the
week.
F
Yeah
we
can
revisit
those
slides
as
board
members
want
to,
but
you
can
see
we
have
a
lot
of
work
to
do
to
calculate
those
numbers.
What
we
want
to
say
about
instructional
planning
is
that
a
whole
lot
more
planning
is
occurring
at
the
schools.
This
week
there
is
a
back
to
school,
video
that
reverend
mack
and
other
board
members
requested
it's
available
on
youtube.
We
will
like
it
to
all
households
in
the
in
the
coming
week.
F
The
pictures
that
you've
seen
in
this
slide
presentation
tonight
are
clipped
primarily
are
clipped
from
that
video.
When
we
finished
any
questions
you
have
about
this
section,
we'll
move
on
to
item
3b,
which
includes
the
instructional
divisions
updates
on
on
the
particulars
regarding
academic
thing.
So
mr
garrett.
B
E
F
We
actually
have
one
more
slide,
which
is
the
summary
slide,
and
it
it
indicates
that
for
us,
we
wanted
to
see
at
least
a
50
decline
before
we
thought
about
bringing
anyone
back,
and
so,
if,
as
we
look
at
what
we
think
about,
then
our
the
trend
rates
in
our
community
that
the
the
school
facilities
ability
to
create
and
maintain
the
right,
safe,
spacing
and
enforce
the
protocols.
So
we
we
develop
a
culture
of
compliance,
our
teachers
willingness
to
come
back,
given
the
conditions,
and
then
parents
preference.
F
So
I'm
not
answering
your
question
other
than
to
say
we
think
it's
safe
enough
to
start
back
with
children
in
some
sites.
We
believe
that
we're
here
we'll
be
out
in
schools
tomorrow
and
we'll
be
out
in
schools
with
children
when
they
start
back,
but
in
a
final
analysis,
that's
a
decision
everyone's
going
to
have
to
make
what
we
wanted
to
see
was
at
least
a
50
decline
from
where
we
were
and
we'll
watch
anytime.
There
we
begin
to
head
in
the
wrong
direction.
We
may
have
to
switch
pretty
quickly
from
in
person
to
virtual.
E
F
H
Just
one
question:
I
know
that
this
survey
result
is,
as
of
august
5th,
with
the
60
of
the
parents
responding.
So
I
guess
my
question
is:
is
there
another
set
of
ways
that
will
be
done
or
is
there
an
opportunity
for
us,
or
is
there
plans
of
reaching
out
to
this
other
40
percent?
That
did
not
respond
to
try
to
get
a
more
generalized
account
of
where
we
will
be?
As
far
as
who
wants.
D
F
Yes,
sir,
I
think
we're
finished
with
surveying
it's
time
now
for
principals
and
teachers
to
take
this
over
and
reach
out
to
parents
for
decisions
who
wants
to
come
back
who's
ready
to
come
back
now.
Do
we
have
morphed
parents
who
want
to
send
their
children
back?
Then
we
have
capacity.
F
How
do
we
prioritize
who
wants?
Who
knows
that
they
want
their
child
in
virtual
learning
for
a
while?
Are
you
thinking
long
term
for
the
entire
year
or
the
first
nine
weeks?
And
then,
let's
start
pairing
up
teachers
and
children
so
that
the
classes
that
come
back
in
person
are
a
little
smaller,
somewhat
smaller?
F
They
would
have
been.
I
don't
know
if
that's
50
or
75
of
what
they
would
have
been
and
then
we
can
balance
out
with
them
in
teachers
who
are
teaching
virtually
may
be
able
to
handle
a
few
students,
two
or
three
more
students
in
person
lower.
So
what
happens
next
is
from
the
school
level
there.
There
are
no
more
surveys,
it's
do
or
not
do.
At
this
point.
F
Parents
are
schools,
are
making
some
decisions
about
the
best
way
to
get
that
done.
D
F
F
I
And
I
don't
know
if
this
is
for
mr
burroway
or
the
superintendent,
but
we
got
an
email
today
of
an
of
a
teacher
who
went
into
a
school
and
some
people
were
not
following
safety
protocol.
I
know
there
aren't
kids
in
the
school,
but
we
are
worried
about
the
adults
too.
Who
is
there
to
make
sure
that
even
our
contract
employees
are
wearing
masks
and
staying
distant.
F
That
that's
probably
both
from
mr
browey
and
me.
Fortunately,
that
employee
followed
the
protocol
and
reported
to
her
supervisor
last
week,
who
was
then
able
to
start
the
process?
The
principal
understands
what
the
principal
should
have
done.
The
employee
mentioned
two
different
schools.
Things
were
pretty
much
on
target
in
one
school,
not
as
on
target
as
they
should
have
been
in
the
other
school,
which
has
a
new
principle.
F
So
we
are
responsible
in
our
learning
services
and
personnel
offices
to
make
sure
that
we
have
a
culture
of
compliance
and
that
principals
understand
they
are
the
captain
of
the
ship.
It's
their
responsibility
to
see
that
everyone
is
in
compliance
at
all
times
and
then,
as
far
as
contracted
employees
go.
We
have
a
process
for
that
that
mr
burrowing
should
address.
G
The
piggyback
I
don't
know
what's
up
dr
postwaite
said
the
captain
is
still
the
captain
of
the
principal's,
still
the
captain
of
the
ship,
even
with
contractors
in
the
school.
So
I'm
I'm
fully
expecting
principals
to
say
something
to
those
individuals
and
take
it
up
with
them.
They
always
have
an
open
door
with
me
and
with
mr
krumps
to
talk
about
non-compliance,
and
we
could
take
that
up
from
a
contract
perspective.
G
I'm
hoping
that
by
doing
that,
in
both
directions
we
can.
We
can
maintain
compliance
as
you
as,
as
you
see
anywhere
out
in
town
where
folks
are
supposed
to
be
wearing
masks.
They
might
not
always
wear
them,
and-
and
so
we're
we're
going
to
beat
that
we're
going
to
be
better
than
that.
It's
a
matter
of
changing
that
culture
and
getting
on
board
with
it
before
our
children
get
back
in
school.
B
Okay,
miss
darby.
J
So
I
have
two
questions
and
if
this
first
question
is
going
to
be
addressed
in
your
next
presentation,
just
tell
me
that's
quite
true,
but
as
people
have
asked
us,
what
exactly
we're
offering
my
understanding
is
we're
offering
virtual
academy
so
nine
weeks
for
middle
schoolers
in
elementary
at
least,
and
a
commitment
for
high
schoolers
for
a
semester
and
then
in
school
option
and
then
a
little
bit
of
a
hybrid
as
we
get
started
in
place.
J
The
numbers
pick
up
a
little
bit,
but
but
I've
seen
some
requests
from
parents
that
they
want
virtual,
but
they
want
their
child's
teacher
for
all
year,
long,
their
child's
teacher
from
their
own
school.
But
my
understanding
was
that,
if
you're
doing
virtual
academy,
it
might
not
necessarily
be
with
all
of
the
kids
from
your
home
school.
Am
I
wrong
on
that.
F
No
ma'am
you're
not
and
miss
belcher
will
say,
but
I
will
I'll
just
say
this
very
quickly
as
we
learn
more
from
teachers
and
parents,
we
want
to
modify
where
we
can
to
try
to
be
as
thoughtful
in
responding
as
we
can
be
so
at
the
high
school.
If
one
third
of
your
children
decide
to
sign
up
for
virtual,
we
have
to
reduce
your
staff
and
with
certification
so
carefully
regulated.
F
J
I
just
wanted
to
make
sure
we,
I
think
I
know
that's
a
stupid
question
because
I
know
you're,
not
okay.
My
other
question
is
looking
at
this
summary
slide.
If
the
trend
improves
all
those
things
and
school
capacity
is
what
it
is,
the
staff
is
ready
and
more
parents.
If
we
have
more
parents,
come
back.
J
F
Yes
and
after
the
questions
are
finished,
we
wanted
to
put
the
summary
slide
up
and
just
say:
here's
where
we
think
we
are
when
we
hand
that
off
to
ms
belcher,
but
we
we.
We
believe
that
in
some
schools
we
may
not
have
25
of
the
children
coming
back,
but
in
other
schools
like
jane
edwards,
it
was
already
the
student
enrollment
was
so
so
low.
F
B
I've
got
a
couple
questions
on
that
capacity.
If
you
I
know
the
survey
is
not
a
hundred
percent,
but
it's
at
least.
If
you
extrapolate
that
over
our
fifty
thousand
students,
we
expect
that
roughly
twenty
two
thousand
or
excuse
me
thirty
32
000
want
to
come
back
to
school
and
it
looks
like
using
the
capacity
with
six
foot
spaces
and
dividers.
B
B
F
That's
precisely
the
question
we
wanted
to
ask
the
board
tonight.
If
it
turns
out
that
we
we
can
create
the
conditions
that
are
safe
if
covered
19
rates
continue
to
decline.
If
personnel
are
willing
to
come
back,
might
we
go
ahead
and
plan
to
bring
back
more
students
so
that
we
can
serve
more
students?
Okay,.
D
F
B
And
then
my
follow-up
to
that,
then,
is
if
the
will
of
the
board
is
to
go
with
the
25
capacity,
where
we're
going
to
have
excess
capacity
is
in
stack.
So
as
parents
like
me,
who
will
choose
to
to
go
private
versus
virtual
for
at
least
one
of
my
children,
that's
going
to
reduce
the
numbers,
it's
also
going
to
reduce
the
number
of
dollars
we
get
as
a
button.
B
F
K
Well
so,
as
you
know,
we
have
the
seven
day,
enrollment
adjustments
each
fall,
and
so
we
will
do
that
currently,
on
november
the
16th.
If
we
have
enough
data,
we're
not
sure
yet
whether
we
would
have
enough
data
for
them.
So
my
staff
and
I
talked
on
maybe
an
additional
enrollment
adjustment.
K
We
don't
my
understanding
right
now
is
that
even
if
we
lose
teachers,
we
should
move
it
a
little
bit
closer.
So
we
can
hear
the
understanding
right
now
is
that
even
if
we
lose
teachers
that
the
available
teacher
pool
is
very
low,
so
there's
not
as
many
teachers
that
are
willing
to
come
in
and
so
the
first
time
that
we
have.
K
We
have
an
opportunity
to
make
an
adjustment
with
the
state,
I
think,
would
be
different
than
this
year
than
previous
years,
because
the
state
has
not
adopted
a
budget
yet
so
we
will
bring
to
the
board
a
revised
since
we
have
21
budget
at
that
time.
We'll
have
more
details
on
what
the
numbers
look
like
and
the
next
time
that
we
have
an
opportunity
to
understand
what
the
state
revenues
would
be
would
be.
The
45
day.
F
But
to
answer
your
question
worst
case
scenario
is
we
may
have
to
furlough
employees?
We
would
hope
not
to
do
that
right,
but
and
we
would
definitely
have
to
adjust
for
this
coming
year.
F
Virtual
does
count
as
a
student
for
the
parents
who
can
tolerate
virtual
yeah
go
ahead.
C
Mrs
cody
sure
so
we
we're
we've
done
the
surveys
and
we've
got
about
a
64,
65
response
rate,
and
then
we
spent
a
lot
of
time
talking
about
how
we're
going
to
find
the
other
40
percent
have
the
60.
That
responded.
Is
that
a
commitment?
Are
they
going
to
be
contacted
as
well?
Everyone.
F
Will
be
contacted,
it
was
just
enrollment
options.
We
asked
people
at
the
end
of
july,
the
beginning
of
august
to
make
a
call
on
something
that
they
didn't
have
nearly
enough
information
about
either
from
us
or
with
respect
to
the
data.
So
our
goal
would
be
to
try
to
open
with
a
percent
some
percentage
of
students
in
a
fairly
stable,
five-day
week,
population.
F
But
if,
when
an
outbreak
occurs,
it
wants
to
move
to
virtual
we'd
like
to
make
that
a
fluid
process,
and
if
someone
is
virtual
and
believes
they'd
like
to
come
back
into
school
as
quickly
as
we
can
accommodate
that
with
teaching
capacity
following
safety
guidelines.
We
want
to
do
that.
So
we
we
think
ms
belcher
and
her
team
believe
that
we
can
make
that
more
fluid
than
we
originally
envisioned.
It.
F
C
C
J
C
F
If
we
have
to
do
that
more
than
once,
we
simply
we
don't.
We
cannot
put
down.
F
We
just
don't
have
a
lot
of
time
to
counsel
it
adults
about
what
needs
to
be
done,
and
we
regret
the
fact
that
a
teacher
who
was
willing
to
come
back
into
the
environment
came
back
last
week
and
didn't
feel
really
confident.
So
we're
glad
to
know
that,
and
hopefully
we'll
have
corrected
that
before
a
whole
lot
more
teachers
come
back
into
the
environment
tomorrow,.
F
E
Mr
fraser
just
observation:
I
think
you're
you're,
going
to
clear
it
up.
The
survey
was
somewhat
limiting
in
terms
of
people's
choice,
because
there
was
not
a
lot
of
understanding
of
in
person
could
also
be
remote.
So
I
think
we
agree.
It
was
either
this
or
that
and
that
really
wasn't
the
choice,
and
so
we
kind
of
had
a
little
fool's
errand
there,
where
we
didn't
create
a
good
environment.
So
hopefully
we
can
do
a
better
explanation
today,.
D
B
H
Yeah,
this
item
is
actually
listed
as
action,
slash
information.
So
if
there's
no
further
question,
I
actually
want
to
use
an
action
item.
Okay,.
B
H
Ahead
so
I
know
we've
been
talking
about
just
say
this
before
proposing
about
the
20-25.
H
Capacity
yeah,
so
I
think,
as
we
begin
to
move
forward
with
this,
I
I
like
to
propose
that
we
allow
the
allow
staff
to
have
the
flexibility
to
do
the
percentage
increases
where
it
is
deemed
safe
and
necessary
in
schools
that
that
can
provide
the
actual
spaces
for
the
increase
in
in-person.
B
And
we've
got
a
second
on
that.
I
will
go
to
reverend
collins
for
the
discussion
or
of
a
question
reverend
calling.
M
Yeah
the
chance
of
the
win,
just
remember
we
are
still
I
have
virtual,
so
don't
forget
about
us.
D
M
Ought
to
give
us
priority,
dr
posterweight,
can
you
hear
me.
M
Okay,
so
only
the
parent
enrollment
option
form
says
about
30.
000
people
responded
to
it
and
I
think
it's
63
percent,
almost
64
said
they
prefer
in
person
of
that
30
000.
M
So
when
I
do
the
math
on
that,
I
figure
that's
that
comes
to
about
other
people's
surveys,
maybe
about
56,
57,
56
percent
or
so
what
it
really
breaks
down
to
of
all
the
ones
surveyed
within
person.
M
So
what
are
we?
What
are
we
telling
the
people
that
that
did
the
survey
that,
but
we
are
telling
them?
I
see
the
options
only
here
are
we
mentioned
anything
about
the
the
temporary
virtue
was
that
was
that
an
option
or
it's
just
in
person
or
just
the
virtual
aab
days.
F
Yes,
sir,
I
can
the
more
more
detailed
slides
were
in
the
bull
pit
where
we
broke
it
down.
If
you
wanted
in
person,
this
survey
was
was
not
clear
to
people
who
didn't
already
know
what
we
were
talking
about
it,
and
it
was
intended
to
find
out
how
many
parents
are
interested
in
sending
their
children
back
in
person
as
soon
as
possible
and
how
many
know
now
that
they
want
virtual
for
a
while,
because
they're
not
comfortable
with
the
current
soviet
outbreak.
F
F
M
Yeah,
I
have
I
have
it
here,
but
but
I
don't-
I
don't
see
that
I
don't
see
this
part
you're
speaking
about
about
the
the
temporary
virtual
fact.
I
didn't
realize
it
temporary
virtual,
an
actual
virtual,
but
that's
the
difference,
but
the
virtual
one
I
called
for
for
the
high
school
kids,
one
once
full
semester
commitment,
but
but
the
temporary
version
doesn't
call
for
the
the
kids
can
return
any
time
that
the
staff
deem
it
safe.
So
so
what
I'm
asking
you
is?
F
What
it
was
reverend
collins-
and
I
think
to
your
point-
the
really
important
thing
is
moving
forward,
as
parents
now
get
ready
to
register
that
they
all
understand
that
if
they
want
to
send
their
children
back
for
virtual
instruction
connected
with
their
own
child's
school,
they
can
do
that
and
we
by
learning
services
and
principles
teachers
will
try
their
best
to
accommodate
your
children
on
a
virtual
schedule
with
taught
by
teachers
at
predominantly
by
teachers
at
your
school.
M
M
I
want
my
child
to
go
back
to
school
in
person
here
so,
but
when
you
consider
the
virtual
side
of
it,
because
there's
someone
such
a
mess,
one
semester,
commitment
and
that's
a
different
story,
then
they're
more
willing
to
try
to
take
their
risks
but
sending
the
kids
go
earlier.
But
but
enough
on
that
one
mother's
going
to
ask
you
that
I
move
on
the
teacher
survey
the
like.
I
assume
his
teacher
is
saying
the
total
number
of
responses
instruction
was
planned
that
teachers
only
was
that
principles
in
other
people
that
teachers
only.
F
There
were
also
some
paraprofessionals
in
that
survey
and
there
could
have
been
some
school
leadership
admitted
assistant
principals,
for
example,
who
contract
during
the
summer.
It
was
predominantly
teachers.
M
All
right,
so
the
question
was:
if
the
numbers
continue
to
drop
about
september
8th,
are
they
willing
to
return
to
school
in
small
group
settings
and
chris
frater
spoke
a
little
while
ago
he
said
he
went
first
asking
about
the
the
numbers.
What
do
we
deem
a
safe
number
and
you
decided
that
50
percent
of
cases
to
be
50
less
than
where
we
are
now
or
I
think
that's
what
you?
I
think,
that's
what
you
don't
imply
about
half
where
we
are
now.
M
So,
if
the
numbers
should
they
are
15
16
18.,
they've,
david
hires,
21
in
charleston,
county
and
throughout
the
state.
M
So
so
are
we
looking
for
a
realistic
number
who's
who's
going
to
make
that
determination
that
now
is
safe
for
kids
to
go
back
to
school
I
mean,
should
that
be
less
than
five
percent,
or
should
we
say
well,
dx
gonna
decide
or
the
governor's
the
governor
is
gonna
sign
or
the
hospital's
gonna
decide
who's
gonna
decide
what's
a
safe
number
for
all
children
or
even
more
than
25,
to
return
back
to
school.
How
is
that
decision
to
be
made.
F
F
I
would
suggest
to
you
given
where
we
are.
It
has
to
be
an
individual
decision.
The
parent
has
to
decide
for
children
and,
in
the
final
analysis,
right
now,
each
one
of
our
employees
needs
to
decide
whether
he
or
she
is
comfortable
coming
before
children
in
person
and
working
with
children
in
person.
The
purpose
of
this
survey
was
not
to
ask
personnel
to
commit.
F
It
was
to
find
out
what
he
was
thinking,
and
we
know
that
among
pre-k,
through
eight
employees,
85
percent
have
said
they
definitely
want
to
come
august,
31st
to
work
with
children
in
small
groups
to
meet
with
a
few
children
at
a
time
so
we'll
see
where
we
are.
F
In
our
final
analysis,
teachers
and
other
staff
members
have
to
make
the
decision
and
we
will
work
with
them
just
as
as
professionally
and
respect
as
we
possibly
can.
Knowing
that
we
have
children
who
need
to
be
served,
but
we're
trying
in
the
in
the
situation
that
we're
in
to
let
individuals
make
decisions
based
on
the
information
that
they
have
at
the
time.
B
H
Currently
at
I
think
currently,
the
proposal
is
the
range
of
20
to
25
percent.
I.
H
So
so
what
I'm
saying
is
that
there
are
some
schools
that
can
actually
hold
more
than
that
that
percentage.
So
what
I'm
saying
is
that
we
allow
staff
the
flexibility
to
be
able
to
make
that
adjustment
as
long
as
it's
safe
to
do
so,
given
that
there's
a
greater
interest
of
returning
back
to
in
persons
classroom
instruction.
C
C
That
makes
a
lot
of
sense.
Okay,
the
only
question
I
would
ask-
and
I
think
it
kind
of
just
we
have
to
get
to
the
point
of
what
reverend
collins
is
asking.
We
need
to
know
that
we
will
not
be
opening
schools
with
with
staff
that
feel
they
have
been
forced
into
the
building
when
they
did
not
want
to
be
there.
F
We
would
like
all
of
our
staff
to
report
to
the
school,
even
if
they're
teaching
virtually
if
they
have
a
classroom
to
themselves,
because,
as
you
can
see,
there's
a
lot
of
modification
that
has
to
be
made
for
future.
Let.
C
Me
rephrase
we
we're.
We
want
to
make
sure
that
we're
not
having
teachers
forced
into
in-person
classrooms,
every
person
able
and
and
and
elsewhere
works
in
an
office.
I
work
in
an
office
that
no
one
can
into
and
I'm
so
we
get
that
part.
I'm
talking
instructional,
that
we
don't
have
teachers
who
are
being
forced
to
go
teach
classes
because
they
don't
feel
comfortable
being
in
the
building
teaching
a
student
in
person,
but
we
are
demanding
that
they
do
that
in
order
to
maintain
their
job.
F
Being
in
there,
we
would
not
want
to
force
teachers
to
come
teach
in
person
in
situations
that
they
are
not
comfortable
with
when
our
infection
rate
is
what
it
is.
So
we
want
people
to
know
what
the
infection
rate
is
know
understand
what
we're
doing.
We
want
compliance
to
be
a
hundred
percent
with
the
safety
precautions
and
then
each
it
can
make
the
decision
that's
best
for
him
or
her
with
respect
to
working
directly
with
children
at
this
time
now,
when
the
rates
get
lower,
we'll
be
in
a
different
situation,.
F
F
B
H
So
staff
will
be
given
the
flexibility
on
in-person
instruction
based
on
the
school
capacity
and
also
the
number
of
that
requested
in
person,
and
we
can
do
it
very
safely,
so
one
school
may
be
able
to
do
35
in
another
school
may
only
be
able
to
do
20
percent,
but
the
flexibility
is
there
to
allow
it
to
happen.
M
Okay,
I
think
that's
kind
of
dangerous
waters
to
trade
up
on
I'm
going
to
know,
but
I
think
it's
25
percent
is
a
minimum
minimum
safety
standard
minimum
all
right.
J
B
Mr
frazier,
I
vote
yes,
mrs
green.
Are
you
on.
B
Miss
jeffrey,
yes,
okay.
The
next
item
on
is
the
learn
and
service
instructional
update.
N
So
as
as
maggie
works
to
get
the
slides
up
from
our
part
of
the
presentation,
first
of
all,
I
want
to
say
like
one
of
the
gifts
of
being
a
new
member
of
the
charleston
community
is
the
diversity
of
our
community.
N
So
there
is
a
wide
range
of
parent
vision
for
how
this
should
actually
go
about,
and
I
think
we're
at
the
point
right
now
where
we
have
to
plan
an
instructional
program,
and
I
want
to
make
sure
that
it's
most
high
bar
for
rigor
and
continuity,
and
I
think
one
of
the
challenges
of
the
ambiguity
that
we
just
discussed
is
we
don't
want
folks,
jumping
back
and
forth
into
multiple
programs,
because
that's
going
to
lead
to
confusion
around
the
content
area,
a
lot
of
catch-up
and
remediation,
and
we
really
need
to
acceleration
and
make
sure
we're
taking
more
than
a
year's
worth
of
growth
in
the
year,
so
in
learning
services.
N
The
way
that
we've
been
thinking
about
this
throughout
all
of
our
work
is
there
are
four
big
priorities
in
order.
First
is
the
health
and
safety
of
our
students,
their
families
and
the
teachers.
So
that
means
when
we're
teaching.
Yes,
we
will
stop
and
say
you
need
to
correct
the
mask.
We
will
remind
students
that
they
need
to
be
six
feet
apart,
reinforce
the
health
and
safety
protocols,
because
that's
very
important
to
make
sure
that
we're
learning
that-
and
it's
going
to
take
us
as
adults
a
little
while
to
get
used
to
that
as
well.
N
Third,
is
well-being
and
making
sure
that
we're
really
thinking
about
you
know.
I
think
this
has
been
a
traumatic
time,
certainly
for
all
of
us.
Obviously,
people
have
lost
some
loved
ones
through
the
illness.
Some
people
have
sickness
in
their
family.
Many
of
us
have
suffered
economic
hardship
and
then
there's
this
larger
conversation
around
dismantling
systemic
racism
here
in
the
county
and
across
the
country.
That's
a
lot
to
process,
don't
process
it
in
productive
ways
in
the
classroom.
N
It's
going
to
come
out
in
unproductive
ways
later
on,
so
we
need
to
make
space
in
the
environment
of
our
communities,
to
build
relation
and
to
create
that
energy,
around
care
for
adults
and
for
kids
and
then
last
because
because
in
my
title
it's
very
important
to
me
is
we
got
to
accelerate
academics.
We've
got
to
cover
more
than
a
year's
worth
of
growth.
I
I
want
us
to
get
to
that.
Fourth
one,
but
we're
not
going
to
get
there
unless
we
other
three,
the
anxiety
level.
N
That's
too
high
around
health
and
safety
people
aren't
going
to
be
able
to
focus
adults
comfortable
in
the
classroom,
so
we
we
generally
have
to
take
it
down
a
notch,
as
I'm
looking
across
the
nation
around
states
that
have
effectively
reopened.
It's
a
slow
and
steady
approach
to
that,
and
that's
the
way
we're
thinking
about
this,
so
we
can
also
also
offer
a
consistent
academic
program.
N
So
specifically,
what
I
mean
is
I'm
asking
all
schools
to
prepare
for
a
temporary
remote
instruction
with
the
child's
teachers
for
at
least
the
first
quarter
for
elementary
school.
This
quarter
from
middle
schools
for
high
schools,
we'll
have
them
prepare
at
least
a
semester
at
that.
That
will
also
allow
us,
because
one
that
this
board
has
said
from
the
very
beginning
and
also
that
our
principals
have
said
from
the
very
beginning,
is
that
we
want
to
bring
back
as
many
students,
as
we
absolutely
can
in
person
safely.
N
N
It
was
working
for
their
kids
and
keep
that
up
and
for
those
we
have
the
virtual
academy
option,
which
would
be
a
year-long
option
of
fully
remote,
because
we
want
to
make
sure
that
we
have
some
flexibility
if
we're
seeing
the
virus
levels
in
a
particular
place
at
the
end
of
the
quarter,
and
this
board
feels
comfortable
saying
we
can
have
more
students
come
back
in
person.
Parents
at
that
point
who
are
not
comfortable
can
transfer
their
children
into
virtual
academy.
Obviously
that
would
be
true
at
the
end
of
the
second
semester.
N
If
we
have
a
majority
of
parents
who
are
still
not
comfortable,
we
can
if
we
have
to
extend
temporary
remote
as
a
further
option.
My
hope
is
we're
offering
less
courses
in
that
format
based
on
parents
comfort.
So
that's
our
framework
on
this,
because
it
is
very
much
a
partnership
with
teachers
and
with
parents.
We
all
have
to
the
same
way
we're
wearing
masks
right
now,
send
a
clear
message
that
I
look
out
for
you.
You
look
out
for
me.
You
need
to
see
it
yourself.
O
O
O
The
sample
remote
at
home
schedules
provided
today
for
grades
through
12
all
take
into
consideration
the
amount
of
time
and
manner
in
which
a
student
would
be
provided.
Direct
instruction
notice
that
there
are
specified
times
allocated
for
direct
instruction,
independent
practice
and
support
for
each
schedule.
O
We
aim
to
provide
a
remote
experience
that
allows
for
live
direct
instructional
time
that
is
structured
and
scheduled
as
well
as
consistent
across
our
system,
so
the
sample
schedules
here
designed
to
provide
more
collaboration
and
conversation
among
the
teachers
and
scholars,
but
they
also
account
for
school
discretion
which
will
allow
for
differences
in
sequencing
and
approximate
times
notice.
I
said
approximately
or
about
60
minutes.
O
D
P
Alrighty
so
great
day,
everyone,
it's
so
good
to
see
you
all
many
of
you
in
person.
That
was
a
you
all
should
laugh
with
that.
No
one
left,
no
one
got
that
everyone
was
so
great
to
see
you
all
in
person.
Finally,
so
while
miss
simmons
kind
of
went
over
I'll,
give
an
an
overview
of
the
two
modes,
we'll
be
utilizing
once
school
starts,
I
want
to
delve
a
little
bit
deeper
into
the
schedules,
we're
going
to
provide
to
support
these
models.
P
P
So
in
essence,
what
you'll
see
in
our
schedules
is
more
time
for
remote
learning,
live
remote
learning
and
also
you
see
more
time
for
independent
learning
in
these.
P
What
we're
trying
to
do
in
this
schedule
is
to
make
sure
that
we
mirror
or
closely
remember
the
time
request
required
state
for
in-person
learning.
So
that's
what
you
see
in
these
schedules,
I'm
going
to
go
over
that
in
just
a
minute.
So
we
have
given
some-
we
have
been
given
some
flexibility
with
these
times.
Excuse
me,
but
not
much,
given
that
scholars
need
more
structural
time
overall
to
master
grade
level
standards.
P
So
more
specifically
in
all
of
these
pk
through
eight
sample
schedules.
What
you're
going
to
is
number
one
there's
more
time
for
math
versus
all
other
content
areas,
and
this
is
aligned
to
academic
data
which
shows
the
need
for
this
now.
This
is
what
you
would
typically
see
as
well
with
an
in-person
schedule,
all
right
so
number
two.
P
What
you're
going
to
see
with
these
samples
is
that
in
these
schedules
there
is
slightly
less
time
allocated
for
science
and
social
studies
again
need
for
more
time
allocated
for
ela
math,
which
both
again
support
academic
growth
and
science
and
social
studies
as
well
number
three.
What
you're
going
to
see
is
there
is
live
remote
time
allocated
for
related
arts.
That's
your
pe,
your
your
music
and
other
courses
as
well.
It's
time
for
independent
practice
in
these
areas.
P
We
recognize
that
scholars
still
need
these
experiences
even
in
a
remote
environment,
to
have
a
well-rounded
schedule
which
gives
them
time
for
exploration.
In
these
areas,
so
number
four
you're
going
to
see
that
in
all
of
our
schedules,
there's
time
for
social,
emotional
learning
and
we
call
that
seo
because
that
scholars
will
and
can
be
impacted
by
the
current
state
of
our
community
and
our
country
and
finally,
we've
embedded
time
throughout
the
day
for
breaks,
lunch
and
movement.
P
So
now
for
our
high
school
schedules,
we
have
taken
into
consideration
that
scholars
have
carnegie
units
time
that
must
be
fulfilled
for
graduation
purposes.
So
an
example
is
for
a
90-minute
block
class.
A
scholar
will
have
about
60
minutes
of
remote
live
time
and
30
minutes
of
independent
work
time
for
a
45-minute
class,
and
they
call
these
skinnies
that's
a
little
term.
I
can
teach
you
all
today.
P
P
So
now
we
realize
that,
with
these
schedules
you
all
teachers
will
need
some
support
implementing
them.
So
what
we've
done
is
to
support
teachers
with
executing
these
remote
schedules
with
confidence.
I
repeat,
with
confidence.
We
have
a
number
of
curricular
and
professional
development
and
training
opportunities
which
include
but
are
not
limited
to
canvas
which
you've
all
heard
a
lot.
That's
our
learning
management
system
that
we'll
be
utilizing.
P
We
also
have
zearn,
which
is
a
math
program,
that
many
of
our
elementary
schools
will
be
utilizing,
and
we
also
have
professional
professional
development
on
transitioning
to
a
remote
teaching
environment,
which
is
very
important
and
also
supporting
the
academic
needs
remotely.
So
we're
thinking
that,
with
all
these
things
that
we
put
in
place
as
far
as
the
schedule
and
the
support
we're
going
to
provide
with
teachers
with
implementing
that,
we
will
have
a
much
successful,
remote
experience
when
we
start
in
the
fall
and
now
we'll
turn
it
over
to
jennifer.
Q
Colbert
good
afternoon
borders,
it's
jennifer
coker
and
I'm
going
to
talk
a
little
bit
about
what
we're
doing
as
far
as
sel
and
working
with
our
students
and
families
around
crisis.
So
it's
essential
that
we
all
understand
the
effects
of
a
crisis
on
our
brains.
This
picture
is
a
representation
of
the
various
effects
that
crisis
can
have
on
students
and
staff.
Q
As
we
begin
this
fall,
we
need
to
acknowledge
that
our
country
and
our
community
have
lived
through
two
crises.
The
pandemic,
as
well
as
our
social
justice
crisis
and
living
through
crises,
can
bring
on
anxiety,
stress,
phobias,
depression
and
panic.
Understanding
these
potential
effects
allows
us
to
plan
better
for
our
reopening
maggie.
If
you
can
move
forward
so
to
plan
for
that
and
prepare
we've,
we've
set
out
some
additional
training
for
our
administrators
and
our
teachers.
Q
Over
the
past
few
weeks,
we
trained
our
administrators
at
our
lead
meeting
at
the
end
of
july
in
cultural
competency,
implicit
bias
as
well
as
promoting
and
wellness
through,
socially
just
practices
and
social,
emotional
learning
and
all
admin
or
school
administration
were
required
to
attend
those
sessions.
We
will
also
begin
training
on
restorative
practices
again
in
mid-august,
as
we
prepare
for
the
teachers
to
return
tomorrow.
Q
Q
Q
Q
As
dr
williams
mentioned,
and
we've
created,
we've
had
a
team
of
teachers,
guidance,
counselors,
school
psychologists
and
other
district
staff
working
on
social,
emotional
road
maps,
anchored
to
our
sec
curriculum
in
grades,
four
k
through
eight,
but
also
bringing
in
lessons
on
anti-racism
and
and
getting
along
with
others
who
are
different
than
us
and
for
our
high
schools
is
exciting
because
we
haven't
had
a
standardized
curriculum
for
sel.
Q
We've
created
a
road
map
using
overcoming
obstacles
as
well
as
teaching
tolerance
lessons
so
that
our
high
school
teachers
have
a
map
for
the
first
nine
weeks.
Those
road
maps
are
laid
out
very
specifically
for
the
first
two
weeks
of
school
and
then
for
each
week
following
and
will
continue
to
build
those
road
maps
as
we
go
throughout
the
year
and
they
will
be
for
in-person,
remote
or
virtual
learning.
Q
Q
We
have
explicit
behavioral
instruction
in
certain
classrooms
that
can
be
offered
virtually
or
in
person,
as
well
as
our
communities
in
schools,
counselors
and
then
finally,
we're
continuing
our
relationship
with
the
department
of
mental
health,
which
we
know
served
well
over
1500
students
last
year
and
will
continue
to
be
a
presence
in
all
of
our
schools,
as
well
as
our
tele
mental
health
partnership
with
musc
work
through
with
our
schools,
their
plans,
their
individual
plans.
All
of
these
parts
components
should
be
included
and
we're
supporting
them
as
they
begin
with
teachers
tomorrow.
L
Glad
to
talk
about
dr
williams
mentioned
this.
I
just
we
just
wanted
to
show
you
all
that
we
will
be
using
the
canvas
learning
management
system
for
all
of
our
learners
this
year
as
a
starting
point.
So
we've
also
built
out
resources
for
teachers
in
canvas
they'll
be
introduced
to
those
this
week
to
create
many
of
these
resources,
and
then
he
also
mentioned
that
there
will
be
some
direct
professional
development
opportunities
maggie
if
you
could
click
on
the
next
slide.
L
That
shows
some
of
the
opportunities,
the
courses
he
mentioned,
transitioning
to
a
remote
teaching
environment,
the
rubric
for
virtual
instruction
training,
and
also
we
are
paying
for
teachers
to
earn
their
google
teacher
certifications
if
they
are
inclined
to
do
that.
So
those
are
just
some
of
the
examples
of
the
over
120
pd
sessions
that
are
scheduled
for
the
next
week
for
teachers.
N
Right,
I
think
the
headline
is
we
just
want
to
make
sure
that
we're
taking
a
much
more
structured
approach
towards
any
remote
option
that
exists,
so
that
parents
can
expect
certain
certain
things
happening
consistently
across
the
system.
B
J
I
do
have
a
question
just
to
clarify
on
something
when
we
talk
about
the
capacity-
and
I
think
you
said
this
miss
belcher-
we
talk
about
the
capacity
of
the
school
that
doesn't
necess.
That
means
the
building
capacity,
not
necessarily
that
you
have
the
teachers
who
are
available
to
come
back
and
do
in
person.
I
mean
I
just
I
wanted
to
make
sure
that's
clear.
N
That's
right,
I
mean
the
the
process
would
be
to
match
up.
Who
are
the
families
that
want
five
days
a
week
of
instruction?
Who
are
the
teachers
who
are
willing
to
do
small
groups
of
instruction
in
person?
Let's
match?
Those
up,
obviously,
may
not
be
nice
and
neat
by
grade
level
and
content
area,
but
to
the
best
of
our
ability
and
then
the
rest
would
go
either
temporary
remote
or
obviously
those
people
who
opt
for
virtual
academy.
J
So
this
is
just
a
real
quick
statement.
I
don't
know
how
anybody
communicates
this.
I
was
looking
for
erica,
but
as
I
listen
to
you
guys
and
all
these
meetings
you're
putting
so
much
structure
in
place,
which
is
wonderful
and
as
I
look
at
the
feedback
that
we're
getting
from
parents
that
are
on
two
opposite
ends
of
the
spectrum,
if
we
can
communicate,
certainly,
hopefully
to
our
parents
that
we
do
all
of
this
with
grace
and
to
that
they're
going
to
have
to
be
flexible,
you
know
they.
J
They
want
that
particular
teacher,
but
they
may
their
child
may
have
a
couple
of
different
teachers.
I
mean
we're.
I
think
you
all
are
going
above
and
beyond,
to
provide
what
our
students
need
and
what
parents
want.
Parents
are
really
going
to
have
to
be
flexible
this
year.
So
I
I
encourage
us
all
to
do
that.
N
Yeah,
I
keep
saying
it's
an
adaptive
leadership
challenge.
We
all
are
going
to
have
to
be
flexible
and
I
just
would
say
that
that
is
a
good
way
to
set
the
expectation.
I
think
we
will
see
different
teachers
of
the
arc
of
the
year,
but
our
focus
will
always
be
and
trying
to
make
sure
that
teachers
a
relationship
with
the
students
that
they
work
with.
H
Just
one
question:
so
is
the
remote
training,
a
pd
for
teachers
or
voluntary?
I'm
sorry
can.
H
Remote
training
that
was
just
discussed
is
that
will
be
considered
a
pd,
which
means
that
teachers
will
be
required
to
take
it.
Or
is
it
just
a
full
week's
session.
N
They
can
opt
the
one
training
that
is
required,
as
is
a
board,
is
their
culture
of
competency
work
because
because
I
think
we're
working
very
hard
to
make
sure
we
have
a
shared
language
around
that
the
rest
they
can
opt
into.
But
it's
strongly
encouraged.
That
canvas
is
our
new
program
and
not
everyone
is
fluent
in
that,
but
they
have
a
whole
menu
of
options.
Miss
woody
is
it
close
to
120
or
140
different
professional
development
options
they
can
customize
based
on
where
their
learning
edge
is.
H
Okay,
so
so
it's
a
pathway
for
those
that,
as
you
just
indicated,
that
that
may
feel
they
need
more
more
training
or
strength
in
that
area
to
better
or
to
be
more
effective
and
remote
to
where
those
that
have
already
capitalized
on
doing
remote
teaching
that
they
can
opt
out
to
focus
in
other
areas.
N
Yeah,
I
think
we're
calling
some
of
them
canvas,
ninjas
or
something
like
that
across
the
field
that
we've
got
some
people
who
are
very
proficient
already
with
that
tool
and
they're
serving
as
contact
people
on
site,
but
they
wouldn't
go
through
the
same
basic
canvas
training
as
someone
who's
using
it.
For
the
first
time.
D
P
B
E
D
E
Would
suggest
to
you
that
it
won't
ever
go
back
to
what
it
was.
So
I
think
there's
a
lot.
We've
got
to
learn
here
because
there's
going
to
be
some
variety
version
of
what
we're
doing
now
that
we
may
be
doing
for
a
really
long
time.
So
I
hope
we're
taking
an
opportunity
to
figure
out
these
things
to
build
a
digital
library
to
build
those
kind
of
things,
because
I
think
it's
something
that's
going
to
be
with
us
for
a
while.
So
I
hope
we're
not
missing
out
on
that
learning.
So
I.
B
That
all
right
miss
code,
no
okay,
reverend
colin.
M
Sounds
like
if
I
yeah
do
you
want
to
write.
I
do
want
to
echo
some
of
the
same
concerns
that
mr
frady
just
made.
I
think
we
are
looking
for
a
long
haul
and
not
a
quick
term
solution
to
to
get
kids
back
in
school.
We
all
would
like
that
very
much,
but
I
can't
say
that
that's
going
to
happen,
but
the
report
a
little
while
to
go
by
ms
simmons
and
dr
williams,
I
may
have
missed
it,
but
what
what
would
be
the
the
school
close
time?
M
G
So
so
as
it
stands
right
now
we're
still
working
on
busing
options,
it
will
all
depend
upon
how
many
kids
come
back
to
school.
I
think
the
worst
case
scenario
would
be.
G
We
would
run
double
routes
earlier,
20
to
30
minutes
and
have
double
routes
after
that
run
20
to
30
minutes,
so
it
the
school
day
itself
would
stay
roughly
the
same,
but
it
would
take
us
longer
to
get
all
kids
to
school,
so
a
good
rule
of
thumb
would
be
20,
30
minutes
on
the
front
20
to
30
minutes
on
the
back.
If,
if
it
turns
out
that
we've
got
less
kids
coming
to
school,
it
could
be
exactly
the
way
it
was
exactly
what
what
the
bell
schedule
is
now.
M
Okay,
all
right
for
mrs
coker.
M
What
are
we
doing
for
the
turning
point
academy,
daniel
jenkins
and
before
you
answer
me,
make
the
statement
you
and
I
both
know
the
the
great
challenges
you
have
over
there
with
discipline
in
both
turning
point
and
jenga's
academy
and
liberty
hill?
You
know
I
mean
someone
has
some
of
this
student.
M
Well,
he
hit
the
teachers
and
harm
teachers
and
cursed
teachers
out
in
one
of
a,
and
is
that
school
to
be
open,
full
time
or
and
what
about
what
safety
protocols
are
going
to
put
in
place
because
they're
not
going
to
just
obey
they're,
not
going
to
obey
a
simple
voice?
Put
your
mask
on
or
sit
down.
I
mean
you
can't
get
that
accomplished
now,
not
you
personally
can't
get
accomplished,
but
they're
not
doing
it
now,
they're,
not
obeying
now.
So
what
are
you
going
to
do
at
those
schools?
Q
You
thank
you
for
the
question,
dr
reverend
collins.
Yes,
all
of
our
alternative
schools
will
be
opening
this
fall.
It's
typically,
we
open
in
the
fall
with
much
lower
numbers
than
we
do
by
this
and
by
the
spring,
and
so
we
will
also
follow
all
the
safety
guidelines
in
place
for
the
district,
as
well
as
looking
at
our
capacity
numbers
that
mr
burrows
department
has
done.
M
Us
I
I
appreciate
you
following
us:
the
safety
guidelines
and
cdc
and-
and
I
even
our
own
ccsd,
but
but
to
be
realistic,
though
that's
still
going
to
be
hard
to
enforce.
Unless
you
have
additional
support
staff,
you
have
different
additional
student
concerns
specialists.
M
Q
Well,
at
25
capacity
we
will
have
the
same
staff
as
we
normally
have,
but
with
25
of
the
students
in
the
building,
so
that
very
staff
you
mentioned
the
student
concern
specialist
and
teaching
assistants.
One
would
not
be
involved
so
much
in
the
remote
learning
but
the
in-person
part.
So
with
lower
numbers,
we
actually
have
a
higher
ratio
of
adults
to
students
with
our
support
staff,
with
a
20
with
the
25
capacity
to
begin.
M
C
M
J
J
B
D
E
B
M
C
A
Yes,
that
is
an
option.
Sometimes
the
weather,
the
school
is
set
up,
the
the
parents
may
be
able
to
get
into
the
vestibule
before
they
may
come
into
contact
with
the
first
ccsd
employee,
and
so
the
at
that
point
you
may
have
to
leave
okay.
B
Okay,
what
questions
you
have.
M
Yes
from
mask
on
the
face
covering
policy:
let's
I'm
going
to
use
the
high
school
student,
for
example,
for
this
question
you
said
the
students
are
allowed
to
remove
the
mask
but
face
at
meal
times
outdoor
recess,
which
only
high
school
has
recess,
and
some
maybe
other
from
the
school.
So
my
question
is:
the
kids
are
in
classroom.
If
this
is
a
full
day's,
the
full
day
of
school,
do
the
kids
get
a
break
during
instruction
time
or
have
a
safe
place?
M
They
can
go
to
to
get
to
get
out
of
the
mass
for
a
little
while,
although
we're
expecting
to
keep
it
on
the
whole
time
which
will
be
about
somebody
between
six
and
eight
hours,
with
the
exception
of
going
to
lunch
or
younger,
younger
kids
going
to
recess.
So
we
as
that's
going
to
be
dispatched,
especially
expectations
policy,
that
the
child
must
keep
the
mask
on
the
entire
day.
A
It's
not
something
that
we
would
manage
at
the
district
level,
but
something
that
the
teacher
will
be
able
to
appropriately
manage.
And
additionally,
we
have
some
additional
guidance
with
regards
of
the
types
of
face.
Masks
that
are
appropriate.
Ellen
knits
is
actually
online.
I'm
gonna
punt
it
over
to
her
to
to
describe
it
to
you,
but
I
would
like
to
include
some
language
that
limits
the
types
of
face
masks
that
students
are
allowed.
M
Before
you
do,
that,
can
you
answer
this
question?
I
I
agree,
would
you
say
having
the
the
mass
break?
That's
really
why
I
was
getting
it,
but
but
the
language
didn't
don't
have
the
language
in
yet,
when
you
put
the
language
in
the
policy
that
says
that
that
the
schools
are
come
up
with,
some
type
of
mass
break
face
match
break
time
instead
of
leaving
the
way.
It
is
other
specific
here.
B
What
other
questions
does
anybody
else
have
for
further
discussion?
There.
R
R
We
want
to
make
sure
that
the
mask
is
something
that
will
cover
the
nose
as
well
as
over
the
chin,
making
sure
that
it's
either
got
the
ear
loops
or
the
ties
we
want
to
stay
away
and
and
make
sure
that
we
that
we
don't
include
such
thing
as
the
neck
gaitors
and
the
scarves
in
the
bandanas,
because
what
we
have
found
through
all
of
our
different
research,
this
stretchy
material
actually
can
still
let
a
lot
of
the
droplets
come
through,
and
so
we
want
to
make
sure
that
we're
providing
the
best
coverage
that
we
can
have
by
having
a
face
covering
that
stays
close
to
the
face.
D
E
B
C
J
I
B
And
miss
jeffrey,
yes,
okay.
The
next
item
up
is
our
just
upcoming
meetings,
which
we've
got
a
special
need
to
meet
immediately
following
this.
Is
there
a
motion
to
adjourn.
B
H
While
we're
presenting
actually
let's
go
back
to
miss
belcher,
so
teachers
will
will
have
the
opportunity,
like
we
talked
about
in
remote
learning
for
remote
teaching.
H
Is
there
an
opportunity
for
parents
to,
or
is
there
a
video
or
some
type
of
canvas
that
will
be
constructed
to
to
show
parents
how
to
navigate
through
this
remote
learning
arena?
As
we
approach
because
they're
gonna
be
some
parents
who
are
going
to
have
who's
gonna
have
the
remote
going
on
at
home
for
the
kids.
So
it's
an
opportunity
for
parents
to
understand
how
this
is
going.
They
can
better
understand
the
software
so
that
we
might
on
the
learning
instruction.
N
There
we
still
have
work
to
do
in
that
honestly,
sir,
but
that
is
a
goal
before
we
open
is
to
set
up
a
parent
site
and
to
work
with
some
of
our
community
partners.
One
of
the
learned
through
the
summer
school
program
was
how
how
sometimes
like
basic
technology
access
wifi,
how
to
turn
on
a
computer
how
to
navigate
through
one
portal
what
it,
what
to
do,
if
your
internet,
spools
away
those
kind
of
things,
can
really
hold
up
virtual
instruction.
So
the
public
libraries
are
interested
in
helping
us
on
that
kind
of
thing.
N
Basically,
we're
working
a
lot
with
our
social
workers
to
talk
about
that,
but
that
is
something
that
still
needs
to
be
developed,
because
I
think
we
have
a
lot
of
work
to
do
to
make
sure
we're
maximizing
the
knowledge
among
our
entire
community
and
how
to
really
use
these
virtual
tools
fluently
and
and
right
now
we're
in
the
process
with
the
state
of
making
sure
everyone
can
have
some
form
of
wi-fi
access
for
next
year.