[0:39] Mr. Stouter, would you please call the roll? Mr. Blake? Mr. Israel? Mr. Justice? Mr. Moses? Mr. Stouter, this year, Mr. Tripp?

[1:45] Yeah, first we have Matt Church.

[2:01] Good evening. My name is Matt Church and I have a son at Patengill

[2:05] elementary. My remarks tonight aren't about how virtual schooling has gone for our family

[2:12] or how my son has done as a student so far this year. I'm taking a step back and looking

[2:17] instead to our larger Berkeley community. With the board making the decision to start the

[2:23] school year virtually we have reduced the risk to our community and minimize the number of

[2:28] positive cases. Our numbers have remained low in part because we haven't filled our school

[2:33] buildings with people.

[2:36] Starting the year virtually was a wise and prudent decision.

[2:40] It's kept our little Berkeley schools community safe.

[2:43] In a time of considerable uncertainty and

[2:46] constant unknowns, we have been able to provide our students and

[2:49] teachers with a safe, consistent environment to start the school year.

[2:54] There's no phone call in the morning indicating there's been a positive case and

[2:59] we need to quarantine.

[3:00] There's no contract, contact, tracing to see who is sitting next to whom and for how long.

[3:07] There's no panic over a cough or an elevated temperature.

[3:11] We've had more calm and safety by starting the year virtually.

[3:16] How much risk are we willing to accept and take on as a community to return our students face to face?

[3:24] How many positive cases or quarantine classrooms are acceptable?

[3:29] How much are we willing to spend to safely prepare our schools?

[3:34] What level of upheaval is okay as we juggle classrooms and teachers?

[3:41] The plan to return to school is a strong one.

[3:44] It's thorough, well thought out and complete.

[3:47] Even though I see value in continuing virtually, I considered returning my son to school under this plan.

[3:55] The rational and reason part of my mind could see the potential for this that it could work.

[4:01] But then I remembered the relentless of COVID and how little control we have in the matter.

[4:08] The best laid plans will not keep us safe from the virus.

[4:12] While we are laser focused on the statistics related to Oakland County,

[4:16] we need to keep our eyes trained on our surrounding counties in the larger state.

[4:22] Surely, our Berkeley families travel to neighboring counties or visit the west side of the state or venture to the upper peninsula.

[4:30] Cases are surging throughout Michigan.

[4:33] It's only a matter of time before we see a similar surge in Oakland County.

[4:38] The Lakeview school district in Calhoun County on the west side of the state was considering a return to in-person learning.

[4:45] The county health department on Friday recommended they remain virtual to safeguard the county against a further surge in cases.

[4:54] Plainwell Community District was meeting in person and as of Friday, the elegant county health department pushed them into virtual learning to help control the spike of cases in their community.

[5:08] Just today, Grand Rapids schools announced they were pushing back their plan to return in person and will remain virtual due to the number of cases in their area.

[5:20] This situation is escalating quickly.

[5:25] The weekly COVID-19 report from Oakland County that covered the period of September 30th to October 13th showed almost all categories trending upward for the county.

[5:36] Since we don't obviously have data into the future, we can only make predictions about

[5:41] what to expect.

[5:42] As we've seen once steady regions in our state now grapple with the surging cases,

[5:48] we can likely expect the same for Oakland County.

[5:51] As districts in the area start to return to face-to-face instruction, we can expect an increase

[5:57] in positive cases and continue trending upward as a county.

[6:03] We, Berkeley Schools, are in a unique position and that we haven't yet decided how we're

[6:09] going to move forward with the school year.

[6:12] You'll be voting tonight.

[6:14] As a district and as a community, we're standing on the edge of a cliff.

[6:19] We haven't yet decided if we're going to stay where we are for a bit longer, if we're

[6:24] going to take a leap into the unknown.

[6:27] It's not too late to tap the brakes.

[6:33] I hope that you'll continue the school year virtually for all students into January and then reassess at that time.

[6:44] Thank you for your time and consideration.

[6:53] Next, we have Jennifer Rogers.

[7:02] Hello. My name is Jennifer Rogers and I am an elementary teacher here in the district.

[7:07] This is my 22nd year as a teacher here, but I'm also a product of this district.

[7:11] I want to comment briefly on a question that was asked at Thursday's meeting regarding

[7:16] how in person versus the virtual instruction will look in a classroom if we adopt this

[7:23] plan.

[7:24] To do this, I want to give you a glimpse into what my lesson plan is for tomorrow.

[7:27] First, my virtual second graders will learn a new math game and go into breakout rooms with

[7:32] partners to play the game.

[7:34] I'll pop in and out to check on their progress in each group.

[7:37] Next we'll work on writing.

[7:38] So, after our mini lesson, the students work on developing their story endings, and then

[7:43] they'll share their progress with the other students.

[7:46] This allows for discussions and questions about their stories and strategies to use with

[7:50] their peers.

[7:51] We'll end our session with our shared reading activity.

[7:54] Students meet with their reading buddy to practice fluency, inflection, accuracy, and reading.

[7:59] Oh wait, we'll end the morning with singing Happy Birthday to one of the boys in my class.

[8:03] But during the afternoon, I'll have small groups waiting to do guided reading with me at their

[8:08] instructional level. None of these activities can be done safely during in-person

[8:14] school day. Yes, I can teach math and writing and reading, but the actual

[8:19] interactions between students, partners, games, singing, buddies, those won't take

[8:26] place. The CDC guidelines and the district plan say students are three to six feet

[8:30] apart. No shared supplies. This may seem like a little thing of no serious

[8:36] consequence but to an elementary classroom this is huge.

[8:40] No shared materials means no math manipulatives unless you have enough for each child.

[8:46] No books used in a common classroom library.

[8:49] No math games, no gathering on the carpet around the teacher for a read aloud.

[8:53] No child leaving their seat to ask a friend for help.

[8:57] No personal interactions or conversations about their weekend or shared laughter over the

[9:01] stories.

[9:02] Guided reading is almost eliminated because teachers must be six feet away and

[9:06] students can't gather in small groups like we can virtually. Classrooms are

[9:11] full of exploration, curiosity and discovery. Now it'll just be watching. This is

[9:18] the reality of an elementary classroom in 2020. People scampering to bring us back

[9:23] in person need to know a true picture of what it will look like. This is it. Teachers

[9:28] Teachers are actually more hands-on with students in a virtual world than can be done in person.

[9:34] One of my colleagues commented that if you think of the classrooms of the 50s with

[9:39] desks and rows and no intentional talking or movement, that's almost what it feels like.

[9:44] Now I know there are many opinions out there about what is safe and fair and necessary

[9:49] for our students.

[9:50] Do I want to continue this way?

[9:52] I don't know the answer.

[9:53] I've never worked harder in my life.

[9:54] I've never seen more overwhelm teachers ever in my professional career.

[10:00] There are teachers fearful of coming back.

[10:02] There are those ready to be back in front of students.

[10:05] But the common factor here is the students.

[10:07] So I want you and everybody listening to think of the difference in person learning will

[10:11] have on the social emotional wellness of our kids.

[10:14] Sure they'd be happy to be back with their friends and their teacher.

[10:17] But after the first week of limited movement, no intentional interaction with friends, teachers

[10:23] reminding them to put on their mask and move away from their peers that smile is going

[10:27] to fade and diminish their happiness.

[10:30] Some students may have a harder time learning at home now, but I really want everyone to

[10:34] see the limited possibilities in in person.

[10:37] We all want what's best.

[10:39] No one knows for sure what that is, but we can be sure that going back to school in person

[10:44] will not be the school experience that was a year ago.

[10:47] No one's saying it is, but on behalf of the teachers and staff members that feel this way, we wanted you and the parents to know that before you made your decision.

[10:56] Thank you.

[11:01] Next, we have Jeremy Burrard.

[11:05] Sorry if that's wrong.

[11:10] Oh, my name is Jeremy Burrard.

[11:13] I have a student daughter's first grader at Angel Elementary and my son goes to building blocks.

[11:18] So I greatly appreciate your building blocks and the whole staff there, because my daughter is also in a pod there

[11:25] That has been going and has been going as well as it can

[11:29] My reason I don't whatever you guys decide to go back or whatever will assess that but with regards to the schedule of five half-days

[11:39] It really almost puts it to the point where my wife or I will have to quit working in that both of our jobs require

[11:47] I require to travel and if it was of a two days on, three days off, something of a different variety, it could work a little bit better rather than a half day where they go from 815 to 11.

[12:01] So basically by the time you drop them off, you're going back up to pick them up.

[12:06] So I just asked that you guys consider possibly a different schedule.

[12:09] I know Huron Valley and other districts are going of that if you decide to go back.

[12:13] But something of a different schedule rather than five half days because the teacher is still there a full day.

[12:21] And that they're doing the other half of the class in the afternoon.

[12:26] But it would help people with families that both parents are working.

[12:29] So thank you very much.

[13:01] Thank you Mr. Logs and members of the board, members of the community, I really appreciate the comments that citizens made tonight, especially from our teacher who I think gives an accurate picture.

[13:12] and we said last Thursday that, you know, this is going to be different than what we're used to,

[13:18] and all the interaction that usually goes on in the classroom. And I'd also take a moment to say,

[13:25] you know, that my mailbox has been full. My email box has been pretty full. I know yours has

[13:31] and I appreciate all of those and I'm way behind in responding to those. And I'd also say that those

[13:38] Those are almost universally, people have strong opinions one side or another, sometimes

[13:44] down the middle, but they're almost universally respectful and kind, and I appreciate that.

[13:51] I think that's unique in this community.

[13:53] I think people understand that this is a very difficult decision.

[13:58] It's very difficult when there are so many unknowns, and we don't know where the virus is going

[14:04] to go.

[14:06] There's evidence that it is surging in areas, Oakland counties fairly steady, increasing a bit over the last several days but not like the spikes we've seen in other parts of the state.

[14:20] And so we came, we look at, tried to look at everything and it's very difficult to look at everything and try to come up with the best plan for our community.

[14:34] And put that forward and we've gotten a lot of reaction to that.

[14:38] There are a lot of people who said this is a solid plan and they appreciate it.

[14:42] There are others who have an issue with one piece of it or another.

[14:46] We know that our employees, our teachers and other folks are anxious about if they were to come back that they teaching virtually, I think is the safest thing.

[15:00] For them and for our students, yet we also know that there are so many districts across the county and across the state who've opened and are doing in person teaching to some degree or another either half days or full days every other day or that kind of thing at the elementary level, some at the middle and some at the high school, and they seem to be having pretty good success with that. And back in August, when we made the recommendation to start virtually,

[15:30] Part of what we said at that time was we don't have enough information, we didn't have

[15:35] enough information from our health experts, we weren't getting the kind of data we're

[15:38] getting now, and we didn't know where this would go if we opened, and so we took a cautious

[15:45] approach, and I think the prudent approach, and I think the right approach, and now we're

[15:51] coming back and saying we've done that virtual teaching in learning, from what I hear from

[15:58] And most parents is much, much better than they expected.

[16:01] And that's really a credit to our teachers and our administrators and all the staff who

[16:07] are working so hard to deliver that and make it meaningful.

[16:10] And I think that's why, if that had been terrible, I think many more people would have said,

[16:15] get us back sooner.

[16:17] And it hasn't been terrible.

[16:18] It's been very good.

[16:19] And part of the joy and part of what's great about our district is we have such great teachers

[16:24] who are willing to adapt to what's going on and to do the right thing for kids.

[16:30] And so, you know, we come tonight, the recommendation is before you for consideration that plan has us coming back at the elementary level on November 9th.

[16:44] And, you know, there, we will, if that plan is adopted, we'll work toward that if that plan is not adopted.

[16:51] We'll continue in the virtual mode and continue to try to improve that so

[17:05] Thank you mr. McDavid

[17:07] Is there a motion to approve the plan as presented moved

[17:18] by Mrs. Israel? Is there support?

[17:22] Support for mr. Trip is there discussion

[17:27] number of questions if it's okay, mr. Blake

[17:32] Mr. McDavid a meeting's bad I asked a question about how transition planning would be handled for teachers receiving new students

[17:40] And I think at the time it was probably a premature question, because there were so many other details that were

[17:46] Be sorted out, but by now I expect that there's probably much more thought that's gone into how that transition would occur

[17:55] Under this plan, and I wondered if you could elaborate on those plans

[18:00] Thank you mr. Blake the

[18:04] Right now the board has not approved the plan. So we haven't we don't know

[18:10] How many students would change teachers? How many teachers would change students?

[18:14] And just to make a point here, because I got an email about this, that

[18:21] there's potential that students who choose to come into school would need to change teachers,

[18:27] just as students who stay home for virtual would need to change teachers. And you know,

[18:33] So that stems from if you're virtual and the teacher remains virtual, then any student

[18:41] from that teacher's class who goes into the classroom, they would change teachers because

[18:44] that teacher is virtual.

[18:47] So the only way everyone keeps their teacher is if everyone does the same thing.

[18:52] And we don't expect that to happen.

[18:54] So we do expect there to be transitions.

[18:57] If this is approved, we don't know yet how many of those will be, because we don't have

[19:02] the numbers and it's not just the overall percent of people who want to change, it's how many students

[19:08] in each section of the 82 sections need to change. And so as we've been thinking through this and if

[19:14] the board approves this plan, this is where we'll need more input from our teachers on the best way

[19:20] to do that. But the election on Tuesday the third and then following that, there'll be three days

[19:30] in those days, maybe great days, one or two of those, or maybe three of those, depending

[19:35] on how many transitions need to be made, to do the kind of things we did at the beginning

[19:40] of the year where teachers did meet and greets with new students, where they introduced

[19:46] themselves, had the students introduce themselves, do that kind of thing to ease those transitions

[19:51] as well as possible.

[19:52] But that's an idea we're taking around now and we're this to be approved, we would develop

[19:58] that further.

[19:59] Can

[20:05] I just need something really quick. For the audience that's listening home I'm

[20:08] understanding that there was some technical difficulties at the beginning of the meeting.

[20:12] They just want everyone to know that the meeting is being recorded and we will publish it in its entirety.

[20:17] If you miss the first few minutes of the meeting. So I apologize for that.

[20:20] We had a technical issue with CM&TV and it's now been resolved.

[20:25] Thank you.

[20:27] Okay, next question I have is just up. I'm a little unclear.

[20:32] there. I think the administration explained this Thursday, but the details didn't quite

[20:38] stick completely with me. Will science and social studies be taught live or be synchronously?

[20:51] So in our latest draft that we've been sharing with principals and we've shared with teachers

[20:57] on Friday and got some input through a survey as well, has our teachers teaching science and

[21:04] social studies in person and you know it could look a variety of ways just like it does pre-COVID and

[21:13] what I mean by that is sometimes grade levels or buildings or teachers will teach units at a time

[21:19] so they will focus on just social studies and so it could look like where they're teaching in person

[21:24] social studies twice a week but have to be reduced because we don't have as much time but that is a

[21:32] possibilities. So there are a couple different ways that will work with principles and teachers

[21:36] to do that. But yes, the expectation will be that they teach science and social studies.

[21:40] We've heard from a number of families who are asking for science and social studies to be taught.

[21:45] Also, we have an obligation to the state to teach the standards as well.

[21:50] And so the latest draft that we are sharing has the teachers teaching some science and social studies.

[21:57] How that looks can vary depending on grade level of building.

[22:00] So, to clarify though, you said it will be taught in person, but really it will be taught

[22:05] live whether it's in person or virtual.

[22:07] Correct.

[22:10] And do teachers have, both the live and virtual teachers have adequate time to teach two

[22:18] sections, handle planning and communication with parents, and cover any of the asynchronous

[22:23] assignments?

[22:24] Is there, has there been thought through?

[22:25] was we have been looking at that too as well and so we were asking our families to come

[22:32] back from 815 to 11 and so in the middle of the day there is a 45 minute prep time on

[22:38] top of a 45 minute lunch time and the beginning of the day there's a 15 minute time also as

[22:44] well for a total of 300 minutes per week. The contract or tradition is about 255 minutes per

[22:51] week.

[22:52] Several

[23:01] people in the community are imagining about temperature checking as a component of

[23:05] the in-school program.

[23:07] I've asked about this a couple of meetings ago and received what I thought was a pretty

[23:12] reasonable response that there's downsides to doing that related to people letting their

[23:20] guard down and becoming too much at ease thinking that the building is safe because everyone

[23:26] that their temperature tested and that it's a lagging indicator.

[23:31] Someone can be contagious without being at a theater.

[23:35] So, I guess I just want to make sure that I'm still clear,

[23:38] what is the plan as far as viewing temperature checks?

[23:41] I've got enough questions about it.

[23:48] So actually the CDC actually has a specific document just

[23:51] on universal screeners at school.

[23:53] And so their recommendation is to not universal screen at school,

[23:57] that parents monitor report signs and infectious disease to their school and that six students stay home.

[24:06] And so they're saying, the purpose of a screener would be to identify COVID and a temperature check alone won't do then.

[24:14] So we're really counting on our parents to be the best reporters because we know that just a temperature alone won't identify.

[24:21] Kids could be asymptomatic, some of the research that I read in there also said that the younger children have mild symptoms.

[24:27] So those won't be caught, and so the temperature check is being asked by our parents, but it's not something that we would do in school.

[24:36] Thank you.

[24:38] Another topic that we've covered previously, this might be your question to Mr. Sino.

[24:45] I just want to confirm nothing's changed here.

[24:48] Teachers who are assigned a position as a virtual teacher,

[24:53] is it right that they should have the same expectation

[24:55] that they do most years that say the fall

[25:00] when things are back to normal, if they're back to normal,

[25:04] that they would have a reasonable expectation

[25:06] of being back in their same classroom,

[25:09] teaching the same grade that they were teaching before.

[25:13] Is that a reasonable expectation for them?

[25:16] Yes, so like in any year, our enrollment

[25:18] and where teachers are placed is really based on

[25:20] what our enrollment numbers look, you know, in the spring we send home that letter to ask parents what their plans are.

[25:25] We typically know if there's three sections of third grade this year, we'll have three sections of fourth grade, so all those factors will continue to as well.

[25:34] We met with Mr. Francis and I met with some teachers who are interested in the virtual meeting just to do an orientation answer any questions that they have.

[25:41] And that question obviously came up.

[25:43] and so I think the way it will work Mr. Blake is at the end of the year, those teachers

[25:48] who left their classroom to teach in a virtual position will reach out to them, ask them

[25:52] what their preference is, and certainly if we can get them back in the same grade

[25:55] level in schools as they were when they left that position, we'll certainly do our best

[25:59] to do that.

[26:00] So with any of the new teachers that we hire, we'll now bump in a teacher that had that

[26:06] in that classroom previously out of their position.

[26:09] So again just like any school year, we'll take a look at how many sections we need going

[26:13] into the new school year, and if we realize that there will be a reduction, so let's say next year,

[26:18] we may need three last teachers, then we would really just go through our administrative guidelines

[26:23] on what we would do in a reduction of staff. And a number of factors go into that,

[26:29] and so we would use the same criteria as we would any other year when we have reduction staff.

[26:38] I continue to get feedback calling for the district to be clear about what will trigger a decision to

[26:44] either not implement the return to school or to shut down a particular school or the

[26:50] whole district, you know, based on the science, based on the data.

[26:55] So as part of the decision making process for parents, it's my view anyway that it would

[27:01] be wise to make sure the parents are clear on what those criteria are as they're making

[27:06] their decision.

[27:09] And I guess I'm curious, Mr. McGave, if you would help clarify, what are you thinking

[27:16] out of the right triggers?

[27:18] Yes, so this is one of those questions that in my view, our county health experts ought

[27:25] to be making and letting us know they've told us they're not going to do that.

[27:30] They'll give us guidance for in-person instruction and I referred to this and we showed this chart

[27:36] Thursday. And, you know, so, you know, we're at a sea level risk now and the risk level

[27:42] is determined by how many cases per million there are on a weekly average and then percent

[27:49] positivity rates. And they take those two metrics and put you put the county in a risk level.

[27:54] So the whole county is in sea level risk. And the, if that, if the county were moved, were

[28:02] to move to D level rest, just as an example, that would be worse.

[28:08] The three columns that you then look at are, there are no cases in the school building.

[28:17] So if there are no cases you're at D level, it says, consider reduced density along with strict mitigation measures.

[28:23] Well, this plan already calls for reduced density by having half the students come and strict mitigation measures.

[28:31] If there are buildings with cases in the building, then they add to that more robust contact tracing.

[28:42] And if there's evidence of ongoing transmission in the building, so they can prove that there was transmission from student to staff or student to student or staff in the building, then it says consider remote instruction in the affected building for 28 days.

[28:59] And so that's we would follow this guidance and we would always consult with the Oakland County health experts because this is guidance and there may be things that they know that we're not aware of, there may be other factors involved that they should say they would tell us you need to look at this or that.

[29:19] And so there's not a there's not a single number I can point to because I'm not getting that number from the health experts.

[29:27] and so we would follow this plan, just as follow up to some of the things in conversations with other superintendents in the county asking them similar questions, and I didn't call all of them, but I call the number of them, they're in the same spot.

[29:44] They say we think that's the most prudent thing to do, that's what we've told our community, and so that's what they're going to do as well, so that makes sense to me.

[29:51] One

[29:58] last request.

[30:00] Mr. Watson. One of the concerns that I have with this plan is that it does not adequately address

[30:06] half of the student population, the secondary students. And we've received ample community feedback

[30:14] about that. I understand it's not practical to try to develop a detailed plan here tonight,

[30:22] but I'm not comfortable as a board that we might include in our official barrier for students to

[30:28] to return safely sooner than the beginning of next semester.

[30:36] So we might put some kind of plan forward if we approved this as written

[30:41] that would prevent bringing students in the secondary back sooner than that.

[30:45] And I think it might be wise for us to consider rewording that.

[30:50] So I have a motion I'd like to make.

[30:53] Page three in the draft plan,

[30:56] secondary students will remain in their virtual environment through the first semester.

[31:02] And I move that we modify the document as follows.

[31:06] The lead to words remain in their virtual environment through the first semester and in

[31:12] certain words, return as soon as the district has a feasible plan and is ready for secondary

[31:18] students to return.

[31:20] So that's my motion.

[31:22] Thank you, Mr. Blake. Is there support for that motion?

[31:25] I second motion. Seconded by Mr. Trip. Is there a discussion on that motion?

[31:37] Seeing none?

[31:39] I have a roll call vote, Mr. Stoddard.

[31:44] Mr. Blake? Yes.

[31:46] Mrs. Israel? Yes. Mr. Justice? Yes. Mr. Moses? Yes.

[31:54] Mrs. Stoddard is yes. Mr. Trip? Yes. Mr. Logson? Yes.

[31:59] Yes.

[32:00] 7-0.

[32:02] Thank you.

[32:03] And now we'll return to discussion on the original motion and

[32:10] the other discussion.

[32:15] Mr. Moses,

[32:18] this will be the time.

[32:21] Yes.

[32:22] Is

[32:27] it on?

[32:28] Yes.

[32:34] First, I'd like to thank Superintendent McDavid and our entire administration for the hours

[32:40] and hours of time they put into this plan.

[32:43] It's very well thought out and I know they had to consider many of the options that could

[32:48] occur, a very difficult task indeed.

[32:51] I want to emphasize that all seven board members, the entire administration and all parents

[32:58] who sent emails are only interested in the best safest education for our students.

[33:04] The decision to either return to in-person teaching or stay with the virtual learning is very

[33:09] complicated.

[33:10] There are many things to consider, whichever way we decide that will be many people agreeing

[33:16] with us and may people disagree with us.

[33:19] Since the day the Baptist school plan was sent out for parents to review, we received

[33:24] about 100 emails.

[33:26] Each email laid out that person's reasoning as to how they came to their obvious decision.

[33:33] Many were very much in favor of returning to in-person learning and many emails were very

[33:37] much against returning to in-person learning. But every single email was written very strongly.

[33:44] On two consecutive emails, we were called ignorant. The first for even thinking about allowing

[33:50] in-person learning, the second for not allowing in-person learning. I believe the decision,

[33:57] whether or not to return to the classroom, is a long-term decision. I believe that COVID is going to be

[34:02] with us for years, not months.

[34:05] No one knows how the data will go for the next eight months.

[34:09] I am concerned how missing a year and a quarter or more of in-person school will affect

[34:16] students.

[34:18] I think everyone agrees that socially and emotionally our kids will be far better off

[34:22] in school than online.

[34:24] I don't think we should wait years for kids to return to school.

[34:28] I think that kids should return to the classroom as soon as possible.

[34:32] What we now know that we didn't in August are the Open County Health Department data,

[34:38] recommendations, guidelines, contact tracing, and positive test protocols.

[34:44] If we decide to go in-person learning and we listen to the Open County Health Department data,

[34:50] follow their recommendations and follow the CDC safety protocols,

[34:54] we have a much better chance of a safe outcome.

[34:58] Each classroom must have a limited number of students to allow for social distancing.

[35:03] All people in the school must wear a mask at all times.

[35:07] The ventilation system must meet the requirements of air exchanges.

[35:11] We must sanitize all rooms and halls properly.

[35:15] If someone has a positive test, we must follow the quarantine and contact tracing requirements

[35:20] without exception to minimize the spread.

[35:22] But the CDC says that if we can successfully do that, we substantially increase our chances

[35:30] of a safe outcome.

[35:33] I would be voting to approve the back to in-person learning proposal.

[35:38] If the plan is approved, we will constantly monitor the local COVID health numbers, and

[35:45] if they go up, we will act according to the recommendations.

[35:49] Number two, we will follow all the safety protocols to give us the best chance for successful

[35:54] outcomes.

[35:55] Number three, we will do our absolute best to try to keep students with their current

[36:00] teachers or another teacher in the same building.

[36:04] Number four, we are currently trying to figure out the quickest and safest way for our secondary

[36:09] students to also return to in-person learning.

[36:12] And lastly, even though this entire process has been fairly divisive which ever way this vote turns out, I hope we all are able to come together as a community and remember it's always, always, always was and always will be about the students and staff.

[36:29] Thank you.

[36:32] Thank you, Mr. Moses.

[36:34] Anyone else?

[36:45] Mr. Trip?

[36:50] I just wanted to take a minute to kind of walk through my logic, some of it builds on

[36:54] what Mitch said.

[36:56] Thank you, Mitch, for your comments.

[36:57] I wanted to thank the residents for their feedback, and I've received countless texts

[37:01] and emails, and I really appreciate everyone taking the time I'm in jail.

[37:06] You know, one of the comments that we've gotten is what has changed right now, why are we

[37:11] acting now?

[37:12] And I think I want to start with first of all what hasn't changed and that's from the beginning

[37:18] I think we all know that the kids are better off in the classroom and that from a social

[37:23] emotional perspective that's where their best are off.

[37:26] I think the second thing that we've known is that 70% of our parents want the kids back in

[37:32] the classroom.

[37:33] That's the same on August 3rd and it's the same now.

[37:37] The things that have changed are, you know, for one, with Dennis' leadership and a little

[37:44] bit of prodding, I think the county's providing data and some guidance were very grateful for

[37:48] that hard work. But for me, most importantly, multiple private and public school districts

[37:56] in the county have proven that they can open safely. And that, for me, was a huge part of

[38:03] this decision. Now we've received a lot of feedback and some of the feedback

[38:09] tonight was very consistent with what I was hearing. You know the social

[38:15] emotional impact of changing teachers, the family impact of half days, and we

[38:22] also heard loud and clear from many people including very brave,

[38:27] Harley Fingalak, the sixth grader, that we need to make sure that we've got a plan for

[38:33] secondary that, you know, if things go well with our elementary plan, that we're ready

[38:39] to go as soon as safely as possible. We need to do whatever we can to accommodate these

[38:46] issues. They're real and they're very important. But overall, I support the plan and I'd like

[38:52] of the thank Dennis and your team for your hard work

[38:56] both in launching this year extremely successfully.

[38:59] So thank you and also for this solid plan

[39:02] for reopening.

[39:04] I will support this vote.

[39:05] Thank you.

[39:06] Thank you, Mr. Tripp.

[39:08] Anyone else?

[39:09] Mrs. Israel?

[39:12] Not to be redundant, but I appreciate what Mr. Tripp

[39:16] and Mr. Moses said.

[39:17] And certainly I want to express my thanks to Mr. David

[39:21] and the administrators for their hard work on this plan.

[39:23] It hasn't been easy. On any of us, I know we've all read the emails. We've talked to many

[39:29] community members ourselves. There's no clear right answer. I just know it seems like every

[39:36] child, every family, every household has different needs and want something different.

[39:42] And I think the best thing we can do is give everyone who has a different opinion and a different

[39:48] thought and give them a choice so I certainly I'm supporting this plan as well in order to give our

[39:54] parents a choice to do what's best for their children for their families for their households.

[40:01] So I just want to thank you all again and I know that our administration has worked hard and will

[40:06] continue to work hard to take all the necessary steps to keep our students and staff safe while trying

[40:13] and to meet all their educational needs.

[40:16] So thank you.

[40:17] Thank you, Mrs. Rue.

[40:20] Mrs. Stoddard.

[40:29] I just wanna echo what everybody else is saying.

[40:32] We're living in unprecedented times.

[40:34] There's no right answer.

[40:36] None of us have ever been through anything like this before.

[40:38] There's pros and cons to every plan that we've considered.

[40:41] What I do know for sure is that I have absolute trust

[40:44] in faith in our superintendent and his team.

[40:47] I know that they've worked tirelessly to figure out

[40:48] the best solution to an impossible problem, there just isn't one perfect plan that satisfies

[40:54] every single person or family. I believe this plan is thorough, I believe it's well thought

[40:59] out. I think it's a good step forward and I'll be supporting this plan.

[41:07] Mrs. Stoddard, Mr. Justice, I can't, is this on?

[41:14] Well, I purposely didn't prepare a speech

[41:16] tonight because I've gone into this with the opposite opinion and I've been trying desperately

[41:25] to wrap my head around voting in a guest favor for this but every day I'm out there in

[41:34] a workforce and looking at what people are not doing as far as taking the proper precautions,

[41:41] doing what is necessary to control those liars and the public eye.

[41:49] So I've watched co-workers, I've watched the liars ravaged through their families, I've

[41:56] watched family members, and my own family to have this situation come up with their

[42:03] liars going rapidly, going through their family.

[42:10] I don't think we're out of the woods yet.

[42:12] I feel like there's still a lot of work to be done.

[42:15] I think there's a pretty good chance that this is going to grow again and get out of

[42:21] control.

[42:22] I feel like it's a little bit of a disruption to the students who are doing well now in

[42:28] the virtual level to take this next step, change teachers, and into the teachers and families

[42:35] as well I think the half day schedules, I mean I agree that there's a lot of work that's

[42:40] gone into. I understand it. I more than anybody want to see these kids go back to school.

[42:45] I agree with why you guys are making your decisions. I just, I'm not ready for it and I feel

[42:51] like the teachers need to be considered as well as the students and there's a good chance

[42:58] that this is going to spread and it spreads quickly. I'm just going with my own gut. I appreciate

[43:05] what you guys and I will honor your decision. I just feel like in my mind I can't vote yes

[43:12] at this time.

[43:16] Thank you, Mr. Justice. What else? Any additional comments? Okay, I've prepared

[43:21] a statement as well. I took a lot of time over the past several days to think about this.

[43:31] So I'll just read that.

[43:33] First of all, thank you to the members of the community

[43:35] who came here tonight to talk.

[43:37] Thank you to those members of the community

[43:38] to send us emails.

[43:40] We read every single email, and as was pointed out,

[43:43] I think they're sort of on both sides of the fence

[43:47] and very good arguments in both cases.

[43:53] Back in August, when we were considering the return

[43:55] to school plan, it quickly became clear that whatever we decided,

[43:58] And there was no possible way to make everyone happy, obviously the same as true today.

[44:05] We lacked any definitive guidance or data from Oakland County Health Department at that

[44:09] time.

[44:10] And there were just too many unknowns to warrant a safe return to the classroom.

[44:15] Now that a couple of months have passed, we have learned a lot.

[44:19] We've been getting data from Oakland County Health Department on leading indicators of the

[44:22] virus.

[44:23] And up until last week, everything has been pointing in the right direction.

[44:27] You've also seen examples of other districts, both public and private, who return to the

[44:32] classroom in-person in various forms with very few or no cases.

[44:38] For some, the answer seems simple, if they can do it, why can't we?

[44:42] After all, there's no disputing that face-to-face instruction is what our kids and our teachers

[44:46] really need.

[44:47] Social interaction with their friends and teachers is what our kids really need.

[44:52] Yet for others, that simply isn't good enough.

[44:54] for some, no amount of insurance or data, an example is

[45:00] Adjustification of to put a child or a teacher or themselves at risk. So now what? No decision will make everyone happy. So what is the best decision? I think it is one where each family can make their own choice, which is what this plan allows. Will either option be perfect? Of course not. Will there be more changes along the way?

[45:29] for sure. I'm pretty what some might try to tell you, you're not choosing the

[45:34] easy way out. Instead we're choosing the more complicated path with multiple

[45:39] variables and more scenarios for instruction than anyone had imagined. But

[45:45] these are unprecedented times and impossible circumstances where everyone has to

[45:50] make hard choices.

[45:54] There is no one right answer. There's no doubt in my mind that

[45:58] our school community will get through this just like we got through last spring. Just like we've

[46:03] made it through the past couple of months together. With a common goal of educating our kids and

[46:09] stinks,

[46:13] it's not about too many people. It interests in our administration, our teachers and staff

[46:18] who successfully execute this plan in whatever ways we may have to modify it. I also believe that while

[46:25] there will certainly be issues and there will likely be setbacks along the way, I'm confident that

[46:31] The district is fully equipped with the knowledge, resources, and experience to handle them.

[46:36] And most of all, I am hopeful for our Berkeley Schools community that we will come through

[46:42] this together and be better for it.

[46:51] Any other comments?

[46:55] Mrs. Stodd?

[47:02] So is there a motion to approve the plan as amended?

[47:07] It's part of it.

[47:08] by Mr. Israel's support by Mr. Tripp and the discussion.

[47:15] Mr. Stoddard, which please call the roll.

[47:17] Mr. Blake?

[47:18] Yes.

[47:19] Mrs. Israel?

[47:20] Yeah.

[47:21] Mr. Justice?

[47:22] No.

[47:24] Mr. Moses?

[47:25] Yes.

[47:26] Mrs. Stoddard is yes.

[47:28] Mr. Tripp?

[47:29] Yes.

[47:30] Mr. Lawxton?

[47:31] Yes.

[47:32] 621 passes.

[47:34] We

[47:47] made it through the entire agenda.

[47:49] This meeting is adjourned at 7.50 pm.

Berkley School Board Meeting

Transcript