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From YouTube: Guidance for Schools Reopening in the Fall
Description
Dr. Sarah Lee from the Centers for Disease Control and Randi Weingarten from the American Federation of Teachers provide insights on the challenges and strategies schools will face and use in the fall. June 16, 2020.
A
Afternoon,
everyone,
thank
you
so
much
for
joining
us
today
for
our
virtual
meeting
and
today
we
are
going
to
be
focusing
on
the
topic
of
reopening
schools,
I'm
Michele,
Eckstrom
and
I'm,
director
of
the
education
program
at
ncsl
and
in
advance
of
getting
started.
We've
asked
you
to
type
into
the
chat
box
what
state
you're
from
and
what
is
the
biggest
concerns
about
reopening
we're,
getting
lots
of
great
feedback
about
your
concerns,
everything
from
overcrowding
to
containing
the
virus,
to
the
social
distancing
requirements.
How
do
you
manage
the
spread?
A
A
A
Also,
please
add
your
full
name
in
your
title
so
that
we
can
see
who's
joined
us
for
security
purposes,
and
you
can
do
that
by
clicking
on
the
three
dots
in
the
upper
right
hand.
Corner
also
be
sure
to
keep
yourself
on
mute
unless
you're
speaking.
If
you
would
like
to
speak,
you
can
either
unmute
yourself
or
you
can
also
virtual,
virtually
raise
your
hands
as
well.
A
There
will
be
times
as
we
did
at
the
opening
of
the
meeting,
and
we
will
ask
you
to
type
your
questions
into
the
chat
box
so
that
we
can
pose
those
to
our
speakers,
and
we
also
just
want
to
remind
you
not
to
share
your
own
screen
at
any
time
during
the
meeting.
Just
a
reminder
to
you
that
the
meeting
is
recorded
and
it
will
be
archived
and
publicly
posted
on
NCSL
s.
Youtube
channel
as
well
as
meeting
website.
A
So,
for
today
we
are
going
to
be
hearing
from
two
phenomenal
speakers.
Dr.
Sara,
Lee
from
the
CDC
will
be
joining
us
to
discuss
the
guidance
that
they
have
provided
and
then
we
will
also
have
a
FG
s,
Randi
Weingarten,
to
talk
about
their
guidance
that
they
have
been
issuing,
and
there
are
concerns
about
reopening
and
the
things
that
we
should
be
thinking
about
from
EMTs
perspective,
about
teachers
and
kiddos
as
they
head
back
to
the
classroom.
A
So
I'm
going
to
launch
a
poll
and
what
we're
going
to
be
Oh,
actually
I'm,
not
gonna,
be
doing
the
poll
because
it
says
the
polling,
isn't
it
for
some
reason,
I,
don't
know.
What's
going
on
what
we'd
love
for
you
today,
what
my
question
was
about
is
how
familiar
you
are
with
your
guidance
that
has
been
issued
within
your
own
state.
Do
you
know
where
to
find
it?
You
know
what
the
guidance
says.
A
Do
you
know
whether
or
not
it
aligns
with
the
CDC
guidance
or
the
guidance
from
aft
or
CCSSO
or
any
of
the
other
groups?
Who've
been
launching
guidance,
so
we'd
love
for
you
to
think
about
that
and
then
at
the
end
of
the
meeting,
I
will
have
some
resources
available
where
you
can
find
that
information
and
familiarize
yourself
if
you
are
not
familiar
with
your
own
state's
guidance.
A
So
today,
as
I
mentioned,
we
will
be
joined
by
dr.
Sara
Lee
I'm
she's
team
lead
from
for
the
research
application
and
evaluation
team
with
the
school
health
branch
at
the
division
of
population
health
at
the
CDC.
And
so
with
that
we
will
go
ahead
and
get
started
and
then
by
dr.
Lee
to
make
her
presentation.
B
Considerations
and
really
get
to
hear
from
all
of
you
what
types
of
questions
you
have,
and
can
everyone
hear
me
I'm,
seeing
this
message
that
I
meet
it?
Yes,
okay
and
and
just
listen,
you
know
being
able
to
listen
to
the
conversation
and
the
challenges
and
concerns
that
I
see
already
in
the
Curt
chat
are
very
real
and
we've
been
hearing
those
as
we
have
conversations
with
school
districts
and
State
Department's
of
Education
and
counties
and
different
communities.
B
So
I'm
going
to
give
a
hopefully
high
level
overview
about
the
considerations,
but
also
really
talk
through
what
word
we're
really
discussing
of
this
layering
approach
of
mitigation
strategies
and
talk
about?
How
does
that
layering
approach
really
apply
to
the
considerations
that
we've
published
so
before
I
get
into
that
I
think
one
of
the
most
important
things
that
we
all
of
us
know,
and
so
many
other
people
across
the
country
know
and
realize
even
more
so
is
how
important
and
how
fundamental
schools,
teachers
and
administrators
are
to
our
country
and
with
closures.
B
That
also
was
so
critical
to
ensure
that
students
continue
to
receive
their
education,
receive
school
meals
and
other
types
of
services
that
are
essential
to
the
growth
and
development
of
students,
and
we
know
that
actions
by
every
state
and
people
and
communities
across
the
country
have
certainly
helped
flatten
the
curve
across
the
last
several
months
and
helped
save
many
lives.
So
as
we
talk
about
and
move
toward
reopening,
we
all
want
to
do
so
thoughtfully
and
I,
just
even
by
the
the
questions
or
comments
I
see
within
the
chat,
as
I
mentioned.
B
That
is
absolutely
what's
happening
with
the
conversations
we're
having
as
well
as
very
thoughtful
questions
and
discussions.
I
also
think
it's
important
to
acknowledge
the
complexity
of
this
situation
that
we're
all
in
and
today,
I'm
only
focusing
on
schools
that
there
are
so
many
other
aspects
within
your
states
and
communities
in
terms
of
reopen
doing
it
safely
that
so
many
of
us
are
grappling
with
and
that
we
need
to
consider-
and
we
also
realize
that
there
are
no
easy
answers
to
what
we're
all
challenged
with
and
before
I
dive
into
the
details
of
the
considerations.
B
Documents
that
we've
released
I
also
just
wanted
to
note
that,
as
of
today,
we
have
over
2
million,
confirmed,
improbable
Coe
bid,
19
cases
and
tragically
over
115,000
vests
in
the
United
States.
So
in
order
to
continue
to
address
Co
bid,
19
and
the
unfortunate
outcomes
that
happen
with
the
disease,
there
are
two
specific
strategies
we
can
turn
to
that
slow,
the
spread
of
a
respiratory
virus
such
as
corona
virus.
The
first,
of
course,
are
pharmaceutical
interventions
like
vaccines
and
therapeutic
drugs
and
then
community
mitigation,
which
is
the
focus
of
my
presentation
today.
B
So
before
getting
into
details
about
each
type
of
mitigation
strategy.
One
of
the
things
I
wanted
to
share
is
how
CDC
usually
frames
community-based
interventions.
We
usually
group
those
into
three
different
categories.
The
first
is
personal
protective
measures
and
that
can
include
hand-washing,
covering
coughs
with
a
tissue
and
using
cloth
face
coverings.
B
The
second
would
be
community
measures
that
promote
social
distancing
and
cancelling
larger
events
and
gatherings,
and
then
the
final
one
falls
under
the
category
of
environmental
measures
such
as
cleaning
and
disinfection
and
I
know,
with
many
of
the
conversations
that
we've
been
having
with
different
communities.
School
districts
states
that
many
of
the
plans
or
the
things
that
they're
considering
and
how
to
address
include
these
three
categories.
B
So,
as
I
mentioned,
we
recently
released
considerations
documents
that
outline
ways
that
people
can
protect
themselves,
their
families
and
their
communities
and
slow
the
spread
of
Cova
19.
These
considerations
are
comprehensive
resources
that
outline
effective
mitigation
strategies
in
detail.
So
on
this
slide,
I've
provided
a
list
of
the
documents
with
their
corresponding
website
links
and,
of
course,
today,
I'm
going
to
be
focusing
on
considerations
for
schools
within
the
document
on
the
left
side
and
the
outline
you
can
see.
B
That's
essentially
the
format,
the
organization
and
the
layout
of
the
considerations,
documents
and
I'm
going
to
dive
a
little
bit
deeper
into
each
one
of
those
one
of
the
most
important
things
that
we
talk
about
when
thinking
about
these
considerations
is
that
school
administrators
and
officials
should
continue
to
consult
with
state
and
local
health
officials
to
determine
how
to
put
these
into
place.
Schools
may
also
need
to
make
many
adjustments
to
these
considerations
in
order
to
meet
the
unique
needs
in
their
communities
and
the
circumstances
within
their
district
and
school.
B
The
implementation
of
these
mitigation
strategies
and
their
actions
that
are
listed
should
really
be
guided
by
what
is
practical,
acceptable
and
tailored
to
the
needs
of
each
community
and
I.
Think
based
on
some
of
the
comments
in
the
chat.
It's
if
I
think
there
are
some
themes
that
are
common
across
many
of
your
states
that
there
are
also
different
issues
that
are
pressing
for
you
and
that
are
the
biggest
priorities
and
that's
really
important
to
take
into
account
when
looking
at
the
CDC
document
it's
well.
How
does
this
meet
the
needs
of
our
school
community?
B
B
This
is
my
my
only
other
slide
and
I've
been
really
enjoying
how
we've
laid
this
out
to
really
talk
about,
not
just
what
are
the
mitigation
strategies
that
are
within
the
considerations
documents.
But
how
do
we
talk
about
them
and
how
do
we
look
at
those
in
terms
of
combining
them
together
or
layering
them,
as
we
say,
and
we
know
that
successful
mitigation
involves
stacking
best
practices,
so
bundling
orally
layering
those
successful
mitigation
strategies
together
to
reduce
the
spread
of
kovat
and
lower
the
risk
of
another
spike
in
both
cases
and
deaths.
B
So
if
you
take
each
of
these
interventions
alone,
like
social
distancing,
frequent
hand-washing,
cleaning
and
disinfection
and
the
use
of
coffees
covering
that
confers
some
protection,
there
is
no
doubt
about
that,
and
we
also
know
that
if
you
implement
that
many
of
these
strategies
together,
that
will
really
make
a
difference
in
school
systems
in
larger
communities.
So,
within
the
considerations
document,
we
focus
on
these
layers
of
mitigation
strategies
to
help
address
Cova,
the
first
layer
of
protection
and
I'm,
going
to
go
a
little
further
into
each
of
these.
B
It's
about
promoting
behaviors
that
reduce
spread
or
things
we
do
at
an
individual
level
to
protect
ourselves
and
those
around
us.
The
second
layer
of
protection
is
maintaining
healthy
environments.
Next,
there
is
the
main
maintenance
of
healthy
operations,
and
then,
finally,
is
the
need
for
preparation
for
when
someone
is
sick
within
any
of
the
settings
that
we've
covered
for
consideration
and,
in
this
case
schools.
B
So
in
addition
to
layering
the
mitigation
strategies,
I
also
want
to
touch
on
levels
of
risk
before
I
dive
deeper
into
those
four
layers.
Basically,
within
the
considerations
document-
and
it
sounds
like
many
of
you
are
really
familiar
with
the
document
or
at
least
somewhat
familiar
at
the
very
beginning-
we
do
have
details
that
outline
the
level
of
risk
and
the
risk
of
Cova
19
spread
in
schools.
B
We've
laid
out
as
follows,
so
the
absolute
lowest
risk
is
if
we
stick
with
what
happen
in
the
spring,
for
most
schools
in
most
states
right
when
students
and
teachers
engage
in
virtual,
only
classes,
activities
and
events,
there
is
no
in-person
instruction
or
gatherings.
You
add
a
bit
more
risk
when
you
convene
small
in-person
classes,
activities
and
events,
groups
of
students
or
cohorting
of
students
and
a
teacher
staying
together
throughout
and
across
the
school
days
and
not
mixing.
B
The
cohorts
are
trying
to
minimize
that
as
much
as
possible
students,
maintaining
social
distance
and
then
not
sharing
objects
like
school
supplies
and
equipment,
and
then
the
highest
risk
is
full-sized,
in-person
class
activity,
activities,
gatherings
and
events
where
students
aren't
spaced
apart.
They
share
materials
and
supplies
and
there's
mixing
of
those
core
cohorts
of
students.
I,
don't
want
to
give
the
impression
that
it's
not
possible
to
hold
in-person
classes
in
schools.
There
are
just
a
multitude
of
actions
that
can
be
implemented
and
again
going
back
to
what
the
needs
are
and
unique.
B
Circumstances
of
your
communities
is
really
really
important
to
think
about
what
ways
you're
able
to
lower
risk.
So
let
me
talk
about
each
of
these
a
little
bit
more.
So
going
back
to
the
layering
of
mitigation
strategies,
schools
can
definitely
play
an
instrumental
role
in
encouraging
the
promotion
of
healthy
behaviors
that
we
talked
about
that
first
layer
that
reduce
the
spread
and
one
of
the
things
that's
important
in
a
role.
I
think
that
multiple
lever
levels
of
society,
whether
its
local
at
a
school
level,
it's
at
a
district.
B
That's
a
state
is
educating
everyone
within
that
school
building
staff,
students
and
Families
about
when
to
stay
home
if
they
feel
sick
or
have
symptoms.
So
many
of
you
have
students
or
I've,
had
students
in
school
I
have
a
child
in
middle
school
and
one
in
elementary,
and
we
get
regular
messaging
from
our
schools
about.
These
are
the
reasons
we
need
you
to
stay
home
if
and
when
you're,
sick
and
I
think
this
becomes
even
more
important,
given
the
status
of
koban
19
in
our
country.
B
In
addition
to
that
is
teaching
and
reinforcing
healthy
hygiene,
so
I
think.
Overall,
we
see
some
of
that
happen
anyway,
through
health,
education
within
our
schools.
It
becomes
even
more
important
when
this
is
one
of
the
strategies
we
must
have
and
must
use
to
protect
ourselves.
Is
that
teaching
and
reinforcement
of
healthy
hygiene,
the
frequent
hand-washing
and
showing
how
to
wash
hands
adequately
and
properly
and
how
to
cover
coughs
and
sneezes?
B
Another
piece
within
this
promoting
healthy
behaviors
is
the
supply
issue
and,
having
enough
hand
sanitizer
as
well
as
soap
or
soap,
I
should
say
paper,
towels
tissues
and
cleaning
supplies
the
other
piece
it's
when
appropriate,
and
we
know
that
this
is
raising
a
lot
of
questions
as
they
use
use
of
caught
face
coverings
when
feasible,
and
if
you
choose
to
do
that
and
reinforce
it,
a
lot
has
to
be
done
to
educate
folks
about
how
do
you
wear
them?
What
about
washing
them
when
to
wear
them?
Who
should
not
wear
them?
B
And
we
know
this
is
a
fairly
complex
issue,
and
perhaps
many
of
you
have
questions
about
the
cloth
base
covering
guidance
and
then
the
last
piece
of
that
layer
is
posting
signs,
making
announcements
to
reinforce
those
measures
that
I've
just
outlined.
So
it's
that
constant
communication
and
reinforcement
of
those
protective
behaviors,
so
adding
on
another
layer,
can
include
schools,
implementing
processes
and
policies
to
maintain
healthy
environments.
So
this
includes
engagement
from
all
aspects
of
the
school
environment
in
terms
of
staff,
teachers
and
others
working
within
the
school
setting.
B
So
cleaning
and
disinfecting
frequently
touch
surfaces,
especially
those
high
touch
surfaces,
door,
handles
sink,
handles,
light
switches
and
drinking
fountains.
It
is
important
at
this
point
to
really
discourage
sharing
of
items
that
are
difficult
to
clean
or
disinfect
and
ensuring
ventilation
systems
operate
properly
and
can
increase
circulation
of
outdoor
air
as
much
as
possible.
So,
for
example,
if
it's
feasible
within
a
school
to
open
windows
and
doors
to
allow
some
fresher
air
to
circulate.
We
know
that
this
can
be
helpful
in
mitigation.
B
I
know
some
of
you
mentioned
the
aspect
in
the
group
chat
of
social
distancing
and
the
challenge
with
that
again,
looking
at
what's
feasible
what
is
possible
to
be
able
to
do
in
a
school
with
this
layer
of
mitigation
related
to
social
distancing,
the
recommendation
says
modifying
such
as
spacing
desks
six
feet
apart
or
having
students
only
sit
on
one
side
of
the
table,
spaced
apart.
That
might
not
be
that
full
six
feet,
but
there's
still
some
distance.
B
Many
of
you
have
seen
I'm
sure
as
you've
gone
to
run
errands
at
a
grocery
store
or
a
pharmacy
signage
tape.
Other
suggestions
for
where
people
should
flow
through
a
store
and
where
they
should
stand
when
waiting
for
checkout
can
also
be
done
in
a
school
just
gives
those
prompts
and
constant
and
reminders
to
students,
staff
and
teachers.
So
in
some
cases
it's
going
to
be
important
to
close
shared
spaces
such
as
dining
halls,
otherwise
it's
important
to
stage
or
use
if
that's
not
feasible
and
clean
and
disinfect
between
use
by
groups
of
students.
B
One
of
the
things
we
discuss
and
we've
had
a
lot
more
discussion,
even
since
the
considerations
came
out
was
providing
alternative
options
for
foodservice.
We
know
that
schools
across
the
country
have
become
champions
in
the
last
few
months
in
finding
very
creative
solutions
to
ensure
that
students
continue
to
receive
the
meals
when
they're
not
physically
in
the
school.
So
we're
talking
a
lot
lately
to
states
and
school
districts
about
ways
to
continue
to
be
creative
and
develop
and
share
innovative
practices
that
can
keep
students
safe,
while
providing
essential
services
such
as
school
meals.
B
All
right
moving
to
the
next
layer
of
mitigation
is
actions
to
maintain
healthy
operations.
So
the
following
actions
that
I'm
going
to
go
through
fall
under
this
category.
The
first
is
consider
offering
options
for
staff
or
students
who
are
at
higher
risk
for
severe
illness
from
kovin,
a
team
that
includes
older
adults
and
people
of
all
ages,
with
certain
underlying
medical
conditions
such
as
heart
disease,
diabetes,
kidney
disease
and
chronic
lung
disease
for
staff.
B
Many
of
you
recognize-
and
this
is
also
one
of
our
discussion
points-
we've
been
having
over
the
last
few
weeks,
that
this
might
include
telework
or
modified
job
responsibilities
and
for
students.
It
could
include
virtual
learning
opportunities,
pursuing
virtual
group
events
instead
of
in-person
and
larger
gatherings,
meetings
and
field
trips.
Being
mindful
of
how
you
might
need
to
adjust
physical
education
and
organize
school
sports
will
also
be
important
when
possible.
What
I
referred
to
and
a
little
bit
before
this?
B
This
layering
strategy
was
that
reference
to
cohorting
of
students,
so,
if
possible,
identifying
small
groups
and
keeping
them
together.
This
keeps
student
and
staffs
students
and
staff
groupings
as
static
as
possible
by
having
the
same
group
of
students
stay
with
the
same
group
of
staff
all
day
for
younger
children
and,
of
course,
as
much
as
possible
for
older.
We
recognize
that
becomes
much
more
difficult
in
middle
and
high
school.
B
Staggering
scheduling,
for
example,
when
students
are
dropped
off
and
picked
up
designate
a
staff
person
to
be
responsible
for
leading
Kovan,
18
communications
and
concerns,
and
that's
something
we
found
really
important.
If
the
school
identifies
that
one
point
of
contact,
it
really
helps
that
that
communication
funnels
through
that
person
and
activities
are
coordinated
and
led
by
that
person
with
a
team
sick,
flexible,
sick
leave.
Policies
are
also
likely
very
important
to
enable
staff
to
be
able
to
stay
home
and
they're
sick
or
have
been
exposed
or
caring
for
someone
who
is
sick.
B
The
next
piece
is,
unfortunately,
there
still
may
be
times
when
a
staff
person
or
even
a
student
may
get
sick,
and
we
know
that
this
happened
and
some
schools
across
the
country
before
widespread
closures
occurred.
So
it's
really
important
to
continue
to
have
a
plan
in
place
for
this.
As
I
noted,
it's
really
important:
that's
educate
staff
students,
their
families
and
others
about
when
to
stay
home,
how
to
notify
the
school
when
stick
with
those
types
of
coded
symptoms
and
when
they
can
return
to
school
after
recovery.
B
B
Cleaning
and
disinfecting
areas
used
by
a
sick
person
is
really
important
and,
if
possible,
wait
24
hours
before
cleaning
and
disinfecting
and
allows
the
virus
to
dissipate
during
that
time,
in
accordance
with
state
and
local
laws
and
regulations,
school
administrators
should
notify
local
health
officials,
staff
and
families
immediately
of
any
case
of
koban
19.
Well,
of
course,
maintaining
confidentiality
and
accordance
with
the
Americans,
with
Disabilities
Act
and
informing
those
who
have
had
close
contact
with
a
person
diagnosed
with
Kovan
19
to
stay
home
and
self
monitor
for
symptoms.
B
These
are
unprecedented
times
and
protecting
public
health
is
paramount.
We'll
also
also
not
losing
sight
of
the
other
impacts
that
have
happened
because
of
this
public
health
crisis,
so
I
just
wanted
to
end
there.
Thank
you
all
for
all
that
you
are
doing
and
leading
across
your
states
and
I
look
forward
to
the
conversation
for
the
rest
of
the
hour.
A
Thank
you
so
much
for
that
information.
Oh
my
gosh,
there's
so
much
for
schools
to
think
about
and
for
school
district
officials
to
be
preparing
for
and
for
teachers
to
prepare
for
so
right.
Now
is
your
opportunity
to
type
in
your
questions
or
unmute
yourself
to
ask
any
questions:
dr.
Lee,
so
I'm,
just
gonna,
give
you
a
moment
to
do
that
and
as
you're
doing
that,
I
I
do
have
a
question.
A
As
you
were
talking,
it
occurred
to
me:
I
not
thought
about
the
fact
that
it
sounds
like
your
guidance
would
include
school
nurses,
maybe
to
be
in
full
PPE
when
they're
dealing
with
students
that
potentially
have
kovat
and
just
that's
just
not
something
I
thought
about
before
so
I
wanted
to
circle
back
with
you
on
that
point
and
see.
If
that
is
what
you
were
saying,
it.
B
B
A
Interesting,
it
also
makes
me
think
of
how
so
often
those
Oh's
come
to
the
office,
and
so
those
front
office
staff
would
be
the
first
line
of
little
kids.
You
don't
feel
well
and
then
they
send
him
to
the
nurse's
office.
So
just
thinking
about
all
the
different
ways
that
schools
have
to
restructure
the
way
that
they
typically
do
things
and
the
way
that
they
would
communicate
if
they're
not
feeling
well,
okay.
Well,
thank
you!
So
much
so
right
now.
At
this
point,
we
are
going
to
transition
over
to
Randy,
for
many
of
you.
A
Randy
needs
no
introduction,
but
I
will
go
ahead
and
do
so
anyway.
I'm
Randi
Weingarten
is
president
of
the
American
Federation
for
teachers
afl-cio,
which
of
course
represents
teachers,
paraprofessionals,
the
school,
related
personnel,
higher
ed
faculty
and
staff
and
I
think.
One
thing
that
we
forget
is:
they
also
represent
uses.
Nurses
and
other
healthcare
professionals
as
well.
I
knew
a
lot
of
the
work
that
you
all
do
has
been
around
healthcare
at
this
moment
and
certainly
in
response
to
to
the
Hurricanes
and
otherwise
so
welcome
Randy.
A
C
You
might
might
I
know
I
think
I
just
unmuted.
Can
you
hear
me
now?
Yes,
we
can
hear
you
now,
okay,
so
let
me
and
it's
good
to
see
all
of
you
and
let
me
you
know
we
we
have
on
our
website
several
things.
I'm
sure
we
sure
chris
has
gotten
it
to
the
participants
who
are
here.
We
have
the
plan
to
reopen.
C
You
have
probably
that
I
did
in
The
Washington
Post
about
why
we
should
try
to
use
summer
to
test
some
of
these
ideas
and
very
long.
Q&Amp;A
I
did
with
the
editorial
board
of
USA
Today,
and
that
was
all
yes
I'm
teasing.
That
was,
you
know,
that's
all
been
since
the
the
beginning,
the
end
of
April
and
the
beginning
of
May
and
I.
Just
I
want
to
make
a
few
points
here,
because
I
think
our
CDC
speaker
so
completely.
C
C
It
is
not
okay
to
treat
people
in
a
discriminatory
in
a
different
way,
and
this
is
not
a
matter
of
some
bad
apples.
But
this
is
really
really
systemic
and
that
racism
is
systemic
and
treating
black
people
and
brown
people
discriminatory.
Lee
is
systemic
and
it
has
to
be
dealt
with
all
three
of
these
issues.
C
We
have
to
think
about
next
year
as
a
bridge.
Here
as
a
year,
it's
not
gonna
be
a
regular
year.
It's
going
to
be
a
bridge
year
where
we're
gonna
have
to
figure
out
where
kids
are
and
how
we
help
create
safe,
supportive
environments
for
them
and
how
we
also
ensure
that
we
can
meet
their
instructional
needs,
their
well-being
needs
and
their
instructional
needs.
C
So
we
have
to
keep
them
safe
physically
and
we
have
to
meet
their
instructional
needs
and
well-being
needs
so
that
that's
why
I,
and
so
many
others
are
saying,
stop
the
standardized
tests
for
next
year,
not
just
for
this
year,
but
the
next
year
to
really
try
and
figure
out
how
we
do
formative
assessments
and
we
meet
kids
needs.
That's
number
one
number
two
we're
gonna
have
to
deal
with
how
you
marry-
and
you
just
heard
the
CDC
talk
all
about
it.
C
But
how
are
we
going
to
marry
all
the
public
health
needs
and
tools
with
the
instructional
and
well-being
strategies
and
that
if
we
don't
actually
deal
with
as
a
threat
old
matter,
the
public
health
tools,
then
we're
basically
going
to
be
on
remote
instruction
for
the
whole
year?
And
that's
gonna
get
me
to
number
three,
which
is
it's
a
disaster
for
kids,
particularly
for
kids,
who
are
poor
and
and
for
whom
remote
has
not
worked
as
well
as
as
as
one
would
have
hoped.
So,
I
go
back
to
the
the
the
public
health
tools.
C
There
has
to
be
some
clear
sense
that
you
can't
skirt
on
the
physical
distancing
and
you
can't
skirt
on
the
cleaning
a
school
really
really
well,
and
so
the
work
that
dr.
Lee,
put
up
at
the
end
in
terms
of
those
kinds
of
things,
are
really
important
to
me.
There's
five
of
them
there's:
what's
the?
How
do
you
get
kids
into
a
school?
What
is
this
screening
plus
what
happened
to
somebody
sick?
C
That's
number,
one
number
two
is
what's
the
physical
distancing
number
three
is:
what's
the
other
PPE
issues,
including
math,
who
wears
them
and
when
number
four
is
the
personal
hygiene
in
terms
of
washing
hands,
Senate
and
and
hand
sanitizers
and
number
five
is
the
cleaning
the
buildings
every
day.
That's
gonna
have
to
be
part
of
any
kind
of
schooling
and
that's
gonna
cost
money
and
that's
gonna
be
disrupted.
C
The
third
piece
I
wanted
to
say
was
that
we
have
to
bet
that
that
this
is
gonna
cost
money,
whether
you're
talking
about
the
summer
learning
loss
or
the
other
learning
loss,
whether
you're
talking
about
the
PPE
cost
the
bus
costs
all
these
other
things.
It's
gonna
cost
money
to
be
able
to
do
this
and
school
systems
are
strapped,
and
that
is
why,
frankly,
for
us,
the
number
one
priority
has
been
to
get
the
get
to
the
funding,
that
is
in
the
heroes
bill
in
two
school
districts
and
interstates.
C
Frankly,
the
more
people
start
modeling,
the
more
the
numbers,
the
higher
the
numbers
are
and
I
think
that
the
Chiefs
are
gonna
actually
have
a
higher
number.
Then
we
are
gonna,
have
a
number
four.
We
gotta
talk
to
people
there's
a
lot
of
distrust
about.
Thank
you.
There's
a
lot
of
distrust
about
how
schools
closed
I
live
in
New
York
school
should
have
closed
two
weeks
beforehand
in
New
York,
but
even
more
than
that.
C
Sorry
and
teachers
in
particular,
basically
had
to
build
the
plane
and
fly
it
at
the
same
time
in
terms
of
going
to
remote
education
and
all
of
that
in
terms
of
the
issue
about
the
digital
divide
in
terms
of
grabbing,
go
meals,
there's
hundreds
of
stories
about
what
was
done,
but
the
but
the
but
there's
a
lot
of
skepticism
that
given
and
frankly,
our
first
press
conference
on
coronavirus
was
February,
2nd.
Where
we
basically
said.
We
need
more
information
on
what
to
do
long
term,
particularly
if
this
is
really
a
prices.
C
But
so
so
this
moment
of
time
to
prepare,
but
also
to
consult
in
a
real
way
to
create
credibility
with
parents
and
with
teachers
is
really
important.
So
there's
a
lot,
we
have
that
things
are
gonna
screw
up,
there's
a
we
have
to
do,
but
we
really
have
to
focus
on
kids
learning
and
mental
well-being,
as
well
as
the
public
health
tools
that
these
three
crises
we
are
in.
Make
that
clear
number
two:
we
got
to
marry
the
public
health
tools
and
get
them
right
number.
Three:
it's
going
to
cost
money
and
number
four.
C
We
got
to
do
more
than
consult
Intel.
There
has
to
be
real
credibility
and
partnership
between
parents,
teachers
and
and
students.
The
last
thing
I'll
say
is:
there
are
models
out
there
that
we
can
use
they're
starting
to
be
lifted
up?
I
have
some
of
my
favorites
myself,
but
that
will
come
and
during
the
question
time.
A
Thank
you.
It
was
so
great
to
hear
your
perspective
on
this.
So
as
a
reminder,
you
are
able
to
type
your
questions
into
the
chat
box
for
R
and
E,
or,
if
you
have
additional
questions
for
dr.
Lee,
go
ahead
and
type
those
right
in
and
as
you're
doing,
that
I
have
several
of
my
own,
so
you
had
mentioned
the
impact
of
the
learning
loss
and
I
know.
This
has
been
a
big
concern
for
state
legislators
as
well.
A
This
is
something
that's
coming
up
a
lot,
knowing
that
the
access
to
learning
was
not
was
very
disproportionate
and
was
was
not
great
and
knowing
that
especially
students
with
disabilities
or
English
learners
or
others
who
struggle
generally
just
didn't,
have
a
great
experience
or
didn't
have
any
experience
at
all.
How
do
you
envision
teachers
being
able
to
assess
that
learning
loss
right
away
to
figure
out
how
to
meet
those
kiddos
needs
at
the
beginning
doubtful?
Here,
that's.
C
A
really
good
question
I
think
we
have
to
actually
integrate
the
learning
loss
and
the
well-being
issues
and
think
about
them
as
as
the
same
kind
of
issues
and
so
I
think
what
we
have
to
do
is
in
and
Linda
darling-hammond
has
made
this
suggestion
as
well.
We
have
to
actually
think
about
September
as
a
time
for
formative
assessments,
not
a
standardized
test
to
figure
out
where
people
are,
but
a
formative
assessment
within
the
new
constellation
of
whatever
that
class
structure
is
so
like
in
some
places.
C
Some
schools
are
thinking
or
some
districts
are
thinking
just
for
sake
of
argument.
That
say
you
have
a
hundred
and
fifty
kids
in
second
grade
and
say
you
had
five
teachers
for
sake
of
argument
for
those
150
kids,
how
you
think
about
all
the
teachers
and
all
the
kids
together
and
you
know
who's
on
remote.
C
You
know
what
you
can
think
about
it,
as
you
know
how
many
kids
come
into
school
at
the
same
time
versus
how
many
don't
you
know,
use
some
schools
may
say:
okay,
this
is
the
remote
teacher
who's
always
gonna
do
remote.
These
are
the
teachers
that
are
going
to
be
in
school.
You
can
have
some,
and,
and
so
there
may
be
classes
that
are
only
remote.
There
may
be
classes
that
are
only
in
school
or
you
can
have
what
I'm
hearing
in
overcrowded
districts
that
you
may
have
a
staggered
schedule
of.
C
You
know
three
classes
on
a
schedule,
two
classes
on
B
schedule
and
the
teachers
and
and
then
the
teachers
are
responsible
for
both
who's
in
school.
The
twelve
kids
is
in
school,
but
also
the
twelve
kids,
who
may
be
unrelenting,
the
constellation
of
kids
with
their
teachers
and
kids
with
their
kids.
So
so
you
have
who
do
you
have
for
this
year?
Then
you
can
start
thinking
about
how
we
do
formative
assessments
and
how
you
kind
of
assess
where
each
of
our
kiddos
are
and
what
their
needs
are.
C
And
then
we
and
then
how
you
deal
with
it.
Then
going
forward
is
going
to
be
some
of
it
will
be
a
school
level.
Some
of
it
would
be
CBO's.
Some
of
it
will
be
school
nurses.
Some
of
them
will
be
guidance
counselor's.
Some
that
will
be
instruction.
There
are
some
really
smart
teachers
that
I've
been
working
with
in
New,
York
City,
who
basically
have
said
look.
C
Maybe
we
should
think
about
the
way
and
we
we
deliver
instruction
as
how
we
would
do
it
as
if
we
was
remote
and
then
we
do
reinforcement
in
terms
of
in
school,
but
the
reason
I
am
really
really
pushing
on
making
schools.
Schools
reopen
is
because
you
know,
white,
suburban
kids
may
have
been
able
to
do
just
fine,
but
if
you
don't
it's
40
percent
of
the
kids
in
New
York
City
didn't
have
access
to
digital.
If
kids,
who
have
special
needs,
didn't
really
do
well.
C
In
terms
of
that,
we
need
to
actually
see
our
kids
and
be
able
to
see
them.
I
don't
mean
that
I
mean
this
see
them
feel
them
understand.
What's
going
on
with
them
and
and
and
what
we
had
last
year
that
we
don't
have
going
into
this
year,
and
the
last
thing
I'll
say
on
this
I'm,
sorry
I'm.
So
a
motive
on
this
is
that
last
year
we
had
them
for
seven
months.
C
So
when
we
went
on
to
remote,
we
knew
who
our
kids
are
and
the
kids
knew
each
other,
and
so
we
actually
had
real
relationships
with
them.
We
start
this
year
without
them,
which
is
part
of
without
those
relationships
which
is
part
of
why
it's
so
important
to
have
some
face
to
face.
So
that's
why
I'm
saying
next
year
is
really
a
bridge
year.
A
Thank
you
for
that
response.
That
was
really
helpful.
I
have
another
question
about
the
impact
this
is
going
to
have
on
the
teacher
teaching
profession.
I
know:
we've
seen
some
estimates
on
the
potential
loss
of
positions.
I
know
I've
been
reading
articles
about
teachers
wondering
if
this
is
the
time
to
retire
or
just
feeling
like
they
aren't
properly
equipped
to
teach
in
this
environment.
So
I'm
really
curious.
What
your
perspective
is
on
the
economic
impact
on
teachers
and
also
the
social
emotional
impact
on
teachers.
C
Nobody,
you
know,
no,
no
one
was
prepared
to
move
their
entire
teaching
for
three
months
on
to
the
moat
and
that's
separate,
and
apart
from
everything
else
that
goes
along
with
this
and
and
and
the
fact
is,
teachers
rose
to
the
occasion.
All
the
time
all
over
the
place,
I'm
often
asked.
Well,
you
know,
doesn't
collective
bargaining,
you
know
hurt
in
this
situation.
C
In
this
situation,
collective
bargaining
really
helped,
because
where
you
had
a
union
that
was
strong
and
that
was
working
with
an
administration,
you
were
getting
support
from
both
sides
in
terms
of
how
everything
that
was
was
was
thrown
at
people,
and
so
teachers
actually
have
become
much
more
adept
at
knowing
the
good,
the
bad
and
the
ugly
about
remote.
Then,
frankly,
any
tech
person
in
Silicon
Valley,
because
they've
actually
had
to
go
through
this
right
now
we
need
to
tap
into
that
knowledge
in
a
really
intentional
way.
So
that's
number
one
number
two.
C
A
lot
of
people
are
scared
because
you
know
there's
you
know,
because
there's
not
enough.
That's
known
about
about
colvett
yet
other
than
you
know
that
that
people
who
get
sick
when
they're
older
have
gotten
seriously
ill.
But
what
we
also
know
is
that
there's
been
a
huge,
disproportionate
impact
on
black
and
brown
communities.
C
You
know,
maybe
you
shouldn't
go
back
to
teaching
and
frankly,
we
need
to
actually
have
some
real
guidance
from
from
from
the
doctors
who
have
been
dealing
with
this,
as
opposed
to
just
what
we're
hearing
from
Donald,
Trump
or
somebody
else
on
TV
and
and
that's
gonna
and
unfortunately,
because
the
feds
have
not
done
as
great
as
dr.
Lee
was
today.
The
feds
have
had
come
up
with
lots
of
incoherence.
C
But
if
you,
if,
if
we,
if
given
the
magnitude
of
the
cuts,
if
you've
got
twenty
percent
of
cuts,
which
is
what
most
states
are
talking
about,
you're
not
gonna,
be
able
to
reopen
schools,
we
didn't
have
20%
of
cuts
in
the
70s
fiscal
crisis,
in
New
York
or
in
the
90s
fiscal
crisis,
in
New
York
or
in
the
2008
2012
fiscal
crisis
in
the
United
States
you
had
about
ten,
maybe
fifteen
percent.
Twenty
percent
is
a
huge
cut
and
it's
going
to
disable
school
systems
from
opening
up
effectively
and
what
it
also
does.
C
If
I
can
go
back
to
what
happened
in
the
70s
fiscal
crisis
in
New
York,
you
lose
a
generation
of
people,
you
use
a
generation
of
teachers,
you
lose
that
kind
of
of
wisdom.
You
lose
a
lot
of
sense
about,
can
do
you
lose,
you
know,
lots
of
different
things,
and
so,
when
you
see
it
already,
we
already
have
750,000
layoffs
of
educators
in
k-12.
C
You
know,
since
the
beginning
of
Coben,
so
the
fact
that
the
Senate
refuses
to
do
something
about
it,
I
don't
get
it
I,
don't
get
what
they
thinking,
because
this
will
be
the
loss
of
a
generation.
It's
not
just
summer
learning
loss.
It's
not
just
digital
issues,
it's
going
to
be
the
loss
of
the
generation
and
and
it's
just
a
really
really
really
pathetic.
So
the
teachers
scared,
yeah,
they're
scared.
Are
they
skeptical
here,
they're
skeptical,
but
frankly,
by
and
large
they
have
hearts
of
gold
and
they
have
risen
to
every
occasion.
A
B
Sure,
thank
you
back
on
my
video
I
think
just
to
add
to
that
in
terms
of
minimizing
risk
of
spread
of
kovat.
Is
that
I
think
I
shared
it
early
on?
In
my
talking
points
about
having
health
education,
lessons
regarding
hand,
hygiene
and
those
personal
protective
practices
is
going
to
be
really
important
because,
as
teachers
being
in
front
of
all
of
those
students,
they
are,
you
know,
have
a
greater
risk,
but
the
large
group
who
might
come
to
school,
sick
and
really
do
come
to
school
sick,
regardless
of
what
it
is
that
they're
sick
with.
B
I
think
it
will
be
really
important
to
not
just
let
it
be
one
or
two
lessons
in
the
school
year,
but
a
constant
reinforcement,
because
that's
one
way
that
they'll
be
able
to
really
protect
themselves
as
teachers,
and
one
of
the
other
things
that
we've
been
getting
questions
about
is
what
is
really
the
feasibility
about
cloth
face
coverings
for
teachers
and
how?
How
will
that
really
really
really
playing
out
in
a
classroom?
How
is
that
going
to
impact
students
learning
if
they
and
their
teachers
have
to
wear
and
again
we?
B
We
completely
leave
this
up
to
local
districts
and
communities
to
determine
where
they
land
with
cloth
based
coverings,
and
we
also
know
that
that
just
might
impact
teaching
it
might
impact
learning
in
a
way
we
don't
want
it
to,
but
I
think
when
you're
talking
about
as
Randy
was
mentioning
teachers
who
have
other
existing
comorbid
conditions,
that
put
them
at
higher
risk
and
are
more
vulnerable.
They
really,
you
know
really
having
that
conversation
and
determination
at
that
building
or
district
level
is
important
about
those
protective
measures.
I'm
looking
at
Randy's
dog.
B
Can
teachers
teach
students
how
to
clean
and
disinfect
appropriately,
and
while
that
would
be
ideal,
we
do
not
recommend
that,
for
probably
many
obvious
reasons
for
us
right,
but
I
think
those
three
key
pieces
and
strategies
that
that
teachers
continue
to
use
and
implement
within
their
classrooms
or
with
their
students
will
be
really
critical
to
minimize
risk.
I.
C
Also
think
that
dr.
Lee
is
right
and
we
we
have
look.
We
you
know
in
years
gone
by.
There
used
to
be
a
lot
of
hygiene,
lessons
within
schools,
and
you
know,
ultimately,
if
we
can
actually
teach
kids
and
ourselves
how
to
wash
our
hands
effectively.
That's
going
to
be
I
think
helpful
in
the
long
term
for
lots
of
different
reasons.
But
you
know
I've
heard
people
talk
about.
C
Do
think
that
if
we're
we're
going
to
know
a
lot
more
in
in
about
what
logistics
work,
as
as
people
try
different
things
even
over
the
summer
and
as
people
try
things
in
September
and
and
figuring
out,
a
clearinghouse
in
terms
of
really
listening
and
working
with
people,
it's
gonna
be
the
best
thing
that
we
can
do.
I
agree.
B
Like
Randy
said
walking
into
a
school
building
in
the
morning
where
there
are
large
crowds
convening
and
bottlenecking
down,
the
hallways
are
moving
to
from
their
classroom
the
physical
education,
where
you're,
all
in
the
hallway,
with
other
classes,
doing
the
same
thing.
So
some
of
those
types
of
scenarios
are
again
probably
more
realistic
and
feasible.
If,
if
claw
face
coverings,
do
get
implemented
in
your
school
I.
A
Will
say
it's
Mike,
my
kids
biggest
concern
they're,
not
sure
about
school
generally,
what
its
gonna
look
like,
but
I've
gotten
the
question
a
million
times
to
be
have
to
wear
masks
to
school.
I,
don't
know
I,
don't
know
well.
Thank
you
both
so
much
for
spending
time
with
us
today.
Thank
you
for
sharing
your
dog
with
us
Randy.
A
We
were
just
having
a
conversation
right
before
you
got
on
a
legislative
staffer
from
Oregon
had
her
cat
with
her
the
other
thing
it
makes
it
so
much
more
fun
to
see
people's
packs
in
to
seem
so
real.
These
zoo
meetings
are
just
people
are
real.
You
get
to
see
their
houses,
so
thank
you
both
so
much
for
joining
us
I'm
going
to
share
with
everyone
a
few
resources.
These
are
a
couple
of
the
resources
that
aft
is
put
together.
A
The
first
is
the
guidance
for
reopening
school
and
the
second
is
the
cost
of
reopening
schools.
This
is
a
conversation.
That's
really
heating
up.
Some
folks
are
saying
we
don't
understand
why
it's
been
so
expensive.
We
don't
understand
what
the
expense
is.
Gonna
be
going
forward
so
aft
and
a
couple
of
other
organizations
are
starting
to
put
out
estimates
of
what
they
think
it's
gonna
cost
in
this
new
environment.
A
I
would
also
mention,
too,
that
the
Southern
Regional
Education
board
is
also
putting
together
a
k-12
education,
recovery
task
force
or
not
they're,
not
just
putting
it
together.
They
they've
assembled
it
and
they're,
putting
together
a
playbook
that
I
think
will
be
really
helpful,
particularly
for
the
SRA
B
States,
and
then
they
are
helping
each
particular
member
state
with
guidance
on
reopening
as
well,
so
SRE
b
is
a
great
resource
for
that
too.
A
So
again,
thank
you
for
both
being
on
and
just
a
reminder
of
the
upcoming
last
three
virtual
meetings
that
we
have
in
the
Cirie's.
As
many
of
you
know,
we've
been
doing
this
series
since
the
beginning
of
april,
so
we're
gonna
conclude
it
at
the
end
of
June
on
Friday
we're
gonna
be
talking
about
civics
ed.
This
seems
to
be
a
particularly
poignant,
conversation
and
discussion
to
be
had
right
now
and
how
we're
thinking
about
voting
and
the
role
that
different
policy
makers
play
the
different
levels.
A
What
we
know
about
how
those
federal
dollars
are
being
spent
and
then
we're
gonna
end
the
series
next
Friday,
with
a
discussion
about
evidence-based
policymaking
and
how
it's
more
important
than
ever
to
be
thinking
about
digging
into
research
and
information,
that's
evidence-based,
so
that
you
can
be
making
the
difficult
decisions.
We
know
that
you
all
think
if
you
need
anything
else
from
us,
please
feel
free
to
reach
out
I.