[0:14] thank you Sir John at this time I'd like to

[0:15] call the October nineteenth twenty twenty meeting to order

[0:20] ms Todd you would do the application place of legions

[0:24] let us pray

[0:26] heavenly father we thank you today for all your many

[0:30] blessings even in this world things start right now with

[0:35] this pandemic we seek your blessings and we feel them

[0:39] on a daily basis

[0:41] as we go tonight through this meeting help us make

[0:44] the right decisions for the children of the Horry county

[0:47] your children will work the children that you have entrusted

[0:51] into our hands for us to do the best we

[0:54] can buy them

[0:56] let us all remember to read second chronicles seven thirteen

[1:01] and live by that

[1:02] in your precious and holy name we pray we unplug

[1:06] ourselves and we thank you a million

[1:10] I stand for the pledge

[1:17] right

[1:19] seminary

[1:21] which stands one nation under god indivisible with

[1:36] okay we'll start with introduction of board members board members

[1:39] place polymarker you don't mind just go start the district

[1:42] warmth

[1:45] ... Russell Freeman district one ... most of us look

[1:50] little river cherry Grove and north myrtle beach and a

[1:53] little sliver that goes off into ... barefoot

[1:58] sherry Todd district he

[2:01] myrtle beach arm from park live to you thirty eight

[2:05] seventy and parts of Carolina forest

[2:09] right where's district three at the privilege of representing portion

[2:12] Carolina forest in myrtle beach hi my name is David

[2:16] **** district for a represent the Burgess community which entails

[2:20] mostly Saint James some of soccer's T. and some of

[2:24] myrtle beach

[2:26] good evening my name is Janice morale I represent the

[2:28] Saint James attendance area

[2:31] good evening I'm John Poston I'm elected by the good

[2:33] people of district eight represent the portions of the Carolina

[2:36] forest and Socastee attendance areas and also elected by my

[2:39] fellow board members to serve as vice chairman for a

[2:41] two year trial

[2:45] good evening I'm Helen Smith represents district six which is

[2:48] mostly soccer three portions as Carolina forest and small portion

[2:52] Saint James

[2:55] good evening Janet Graham representing district seven which is Conway

[2:58] and Carolina forest

[3:00] a good evening I'm Chris Hardwick I represent district nine

[3:03] which is part of north myrtle beach loris daisy and

[3:06] green sea

[3:07] my name is Neil James my pleasure represent district ten

[3:11] which includes portions of the lord's green sea Floyds Conway

[3:14] in Carolina forest attendance areas

[3:17] hi I'm Shannon Allen I represent district eleven that serves

[3:20] the entire community green sea and Conway

[3:24] okay thank you board members and I'm can rich number

[3:27] board chairman I represent all eleven districts but this time

[3:30] I need approval of the agenda

[3:33] certainly second who made that Mr part

[3:38] okay you a check

[3:40] okay indiscretion Mr chairman yes I'd like to make a

[3:43] motion to amend I would like to Amanda the publisher

[3:45] ginger to include the following two items under the superintendent's

[3:50] report item to eat I would like to add an

[3:53] item three for the recognition of a state champion swimmer

[3:57] also would like to add items to E. four for

[4:01] the recognition of the twenty twenty twenty one twenty one

[4:04] or say that again twenty twenty twenty twenty one teacher

[4:08] of the year

[4:10] I'll second has amended motion okay so we have a

[4:13] motion and a second any further discussion

[4:15] our all in favor say aye our nose motion passes

[4:24] okay I approval of the minutes I have a motion

[4:27] Mr winters second miss Allen any discussion all in favor

[4:32] say aye any noes motion passes

[4:39] okay we'll move on to a discussion items finance committee

[4:43] report Mr Harmon thank you Mr chairman of the finance

[4:47] committee met today in room C. three hundred and Mr

[4:49] Gardner presented us with a number of things I'd like

[4:52] to start out by saying ... it I don't know

[4:54] it's been a very difficult year but he did let

[4:56] us know that last year was a good year financially

[4:57] force we actually increased fund balance by about twenty million

[5:01] dollars ... so when you consider a minimum fund balance

[5:05] that's required at the fifteen percent which is sixty four

[5:07] million just over sixty four million we have in excess

[5:10] of sixty for me about thirty eight million five hundred

[5:13] ninety seven thousand dollars over that so last year was

[5:16] actually a good year in regard to our fund balance

[5:19] ... we had a number of different things that ...

[5:22] we looked at one of them was the penny sales

[5:24] tax which is been impacted by the pandemic ones Brunner

[5:27] it came he made a projection of what we would

[5:30] hope to collect throughout the life pretty penny sales tax

[5:34] and as a result of the pandemic and and decrease

[5:36] tourism ... Mr Gardner presented us with an amendment ...

[5:41] to that ... for about fifteen percent less that we

[5:44] are projected budget for the the seventy sales tax we

[5:48] collect there were in excess of what he projected almost

[5:51] two million dollars so that's actually good they they had

[5:54] a very low a conservative projection we've collected more than

[5:57] they anticipated ... as a result of this year the

[6:01] meal this year's worth one meal on your tax forms

[6:05] worth about one point seven three million whereas last year

[6:07] was worth one point six six million so all those

[6:10] things those things were pretty positive ... to places where

[6:13] we've been negatively impact for certain is food services is

[6:17] certainly take a hit as for as often they are

[6:20] ... office sitting operating at a deficit in our receipts

[6:25] are football gate receipts in sporting a grizzled have certainly

[6:28] taken a hit and those are things we're gonna have

[6:30] to monitor bring towards the board later go to probably

[6:33] make up the deficit there and those two regards

[6:37] okay

[6:38] that's all Mr chairman I'd eat any questions response

[6:41] coming for a Mr Robert

[6:45] Mr James Mr Q. I ran through that very quickly

[6:49] ... the undesignated reserves minimum requirement sixty five thousand thirty

[6:55] seven thirty eight so it's roughly sixty six million

[6:59] so does our what is our total balance ... the

[7:03] ending fund balance for the twenty nineteen twenty twenty years

[7:06] one hundred twenty seven million six hundred sixty nine thousand

[7:09] fifty four dollars okay unassigned portion of that is a

[7:12] hundred two million six hundred thirty five thousand fifty three

[7:15] dollars

[7:16] hi rounded up 203 so okay thank you

[7:21] okay the body of skating

[7:25] okay thank you Mr harbor

[7:28] monitoring report for the financial part Mr garner

[7:34] only 6

[7:38] thank you Mr chairman in your packet of information you

[7:40] have a copy of the quarterly financial report for the

[7:43] period ended September thirtieth two thousand twenty there any questions

[7:48] I'd be happy to address that we actually went through

[7:50] this with the finance committee and we certainly answer any

[7:53] questions you may

[7:55] okay any questions for Mr garner

[7:58] ... okay Mr garner I don't see thank you Sir

[8:03] posted

[8:04] thank you Mr chairman all that middle value John how

[8:08] was that establish that based on reassessment values we previously

[8:11] had a work has graced based upon actual collections and

[8:14] that in the face value from one of my hearing

[8:18] okay thank

[8:21] okay

[8:22] thank you Mr Gardner thank you

[8:25] ... consideration for cation policy committee revisions board governors Mr

[8:29] winters yes Sir thank you ... everybody should have gotten

[8:32] a copy of the revised by walls in the package

[8:36] for tonight's meeting to reiterate what was discussed at our

[8:40] last meeting the changes are strictly in the meeting section

[8:45] where we realigned the business making topic to reflect the

[8:49] actual later this board operates in the in an open

[8:53] forum we provided clarification as to who may speaking when

[8:57] they must register other than that all other changes were

[9:00] more of a clerical nature to correct ... typos such

[9:03] as that

[9:06] that it okay any any of questions for Mr

[9:10] winners

[9:12] ms Smith yeah and it may just be a clarification

[9:15] that

[9:17] these bylaws don't mention committees so then the next lesson

[9:20] the other portion that was and were policy which we

[9:23] have already approved I thought said I just wanna clarify

[9:26] thank you

[9:28] okay anything else Mr winters

[9:32] all right thank you Mr winters Brigitte that

[9:36] okay or county school reopen plan utilizing or casual case

[9:40] dashboard

[9:42] documentation

[9:43] thank you Mr chairman board members

[9:47] if you heard me say on a number of occasions

[9:49] this has certainly been on one of the most difficult

[9:54] experiences that I have here personally as an educator and

[9:58] ... ... that holds true for other educators employees of

[10:01] Horry county schools as as well

[10:04] and ... at the outset I would like to say

[10:06] that ... I have said it will continue to say

[10:10] that we counties greatest asset ... for the employees that

[10:14] we have the people who serve our children on a

[10:18] daily basis and ... talk about ... employees across all

[10:22] ranks on the studio's teachers bus drivers maintenance we all

[10:28] work together as a team ... for a county schools

[10:31] to serve the children of this county and I'm grateful

[10:34] for all of the ... efforts and time in the

[10:38] accommodations that people have had to make during this pandemic

[10:42] in order to continue successfully serving our children

[10:47] the agenda item that I have this evening ... is

[10:51] very detailed in fact ... in thinking about how to

[10:56] best present the information to you well I thought it

[10:59] would probably be best to give a historical context because

[11:03] sometimes it when people come to a topic and you

[11:08] look at it out of context you don't know where

[11:10] all the pieces fit so I thought it would be

[11:13] a great idea ... this evening to give you that

[11:18] context and then a want you to know as I

[11:20] progress through a chronology of the events here there will

[11:25] be a couple of points where I will last staff

[11:28] members to come up and flesh out some of the

[11:31] information in more detail all I have the overall view

[11:35] of the organization I don't have all the nuts and

[11:38] bolts or other people who with their expertise is specializations

[11:43] assist with those and what those folks to be able

[11:46] to share that information with the board sorry I'm gonna

[11:49] start with a what I will call the chronology of

[11:52] the events related to ... the twenty twenty one eight

[11:56] C. S. re opening plan and we all know that

[11:59] this are actually large back in August we spent much

[12:04] of our summer while working on a comprehensive plan to

[12:09] address something that no one on living today basically has

[12:15] ever had to face an address and that is a

[12:18] worldwide pandemic so using on the resources of our stakeholders

[12:25] with symbol committees ... per the direction of the South

[12:29] Carolina state department education to craft a re opening plan

[12:34] for Horry county schools that would support an undergarment what

[12:38] accelerate a head head detail all in the plan for

[12:42] the state

[12:44] so that we could particularized that plan for Horry county

[12:48] schools and we had representatives up from all employee ranks

[12:53] participating and providing input in the development that plan

[12:57] this came to a culmination on August fourth I think

[13:01] the plan is about fifty two pages long well when

[13:04] I presented with staff to the board of education are

[13:09] reopening plans and one of the things that was noted

[13:13] ... on page two this re opening plan

[13:17] is that the fluid nature of the pandemic means that

[13:21] adjustments may have to be may

[13:24] on specifically the language is our knowledge and understanding of

[13:28] the code nineteen virus continue to evolve and our protocols

[13:33] and plans will be updated as appropriate and as more

[13:36] information becomes available and as you know because of the

[13:40] board did unanimously approve the reopening plan on August fourth

[13:46] and then ... I submitted it to the South Carolina

[13:50] department of education ... for reviewed by the state superintendent's

[13:54] office and on

[13:57] Augustine ... we receive a approval on superintendent Spearman notified

[14:03] me in a letter that the Sakhalin part of education

[14:07] and approve the twenty twenty one HCS re opening point

[14:11] I just wanted to highlight from on a sentence or

[14:15] two from her letter to me the South Carolina department

[14:19] of education S. C. D. is approving Horry county schools

[14:23] reopening plan contingent upon the district and the S. C.

[14:27] D. re evaluating the district in person option every two

[14:31] weeks beginning with the district's official start date which we

[14:35] all know ... was September eighth which was the day

[14:37] after Labor Day

[14:39] in light of the fluid nature surrounding the corona virus

[14:43] we ask that you update the agency should your operational

[14:46] plans change by emailing reopen it E. D. W. C.

[14:50] dot

[14:51] and I'll talk more about the contact with the state

[14:54] department to to follow up on our plan in just

[14:56] a few moments

[14:59] on August thirty first of the South Carolina department of

[15:02] health and environmental control partly owns this CD heck issues

[15:07] the first disease activity by county report that affects operations

[15:11] for ACS ... Ory county disease free at the county

[15:16] ... activity is classified as medium at that time so

[15:20] those parents who have chosen the brick and mortar option

[15:24] for their children ... they're would begin school on Tuesday

[15:28] September eight operating under the hybrid instructional model and I

[15:33] have included in the presentation ... hyper links to all

[15:37] the documents that are reference

[15:40] all in this report S. C. D. heck

[15:43] makes the following statements and in subsequent reports CDC recommends

[15:48] that all decisions about implementing school based strategy should be

[15:51] made locally collaboration with local health officials who can help

[15:56] determine the level of transmission in the community the heck

[16:00] is providing this county level data about disease transmission to

[16:04] support decision making at the local level

[16:08] it is not meant to be a standalone Dr

[16:15] September seventh the next ... disease activity by county report

[16:19] is issued by the heck for schools in childcare centers

[16:23] ... Ory county disease spread activity is classified as medium

[16:27] and HCS brick and mortar will operate under the hybrid

[16:30] instructional model and everybody knows what I say hybrid instructional

[16:34] model the group that goes on Monday and Tuesday the

[16:38] Wednesday and Thursday and on Friday use of justice said

[16:42] and then group G. R. students who need more support

[16:45] or attending school all in person ... Monday through Thursday

[16:49] with Friday being a distance it

[16:53] September eighth is mention of previously it is the first

[16:56] day of school for all school whether you're being served

[17:00] in the virtual program or ... attending school that Richard

[17:04] mortar school and in my thirty two years with the

[17:08] Horry county schools is the first time I recall ever

[17:11] ... starting after Labor Day so that was a new

[17:14] experience for many of us

[17:16] September fourteenth of the next report is issued repeat all

[17:20] of that just to say that again the disease activity

[17:23] is classified as medium

[17:26] September sixteenth twenty twenty superintendent's Spearman issues a memorandum of

[17:32] this memorandum was addressed to ... public school superintendents and

[17:37] two board members so you should have received a copy

[17:40] of this memo title face to face instruction and notification

[17:44] of changes in school operational status

[17:49] in her memorandum ... superintendent Spearman stakes many have expressed

[17:53] concern over the high rate of virus spread in some

[17:56] counties as defined weekly by South Carolina department of health

[18:01] and environmental control while these reports are imported decision making

[18:05] tools we cannot make all operational decisions based on eighty

[18:09] one document

[18:11] he's also consider parental choice of face to face and

[18:14] virtual learning environments in order county schools has done that

[18:18] ... from the beginning the hybrid of being a face

[18:21] to face option and of course offering a virtual programming

[18:25] to those parents who wanted to choose that ... delivery

[18:29] model of method

[18:31] faculty and staff availability and personal protective equipment and supplies

[18:36] district's operating face to face and highest rated areas have

[18:39] shown how to do this successfully by strictly following the

[18:42] guidance and safety precautions put forth by public health experts

[18:47] as you consider this request encourage you to call me

[18:50] and the psychology department education to assist you yeah agency

[18:53] is willing and able to support you by providing the

[18:56] resources needed and I do want to say that superintendent

[19:00] Spearman and her staff have certainly stepped up ought to

[19:04] serve of public schools in South Carolina ... with resources

[19:08] and aid will detail some of that a little bit

[19:10] later but ... ... we appreciate that it would be

[19:13] a huge financial drain on school districts in South Carolina

[19:16] if we did not have their support particularly with ...

[19:20] the expenditures associated with the P. and what plexiglass

[19:25] September twenty first S. C. D. heck issues the disease

[19:29] activity by county report on the disease spread is classified

[19:33] as medium and our brick and mortar schools continue operating

[19:37] under the hybrid instructional

[19:42] September twenty third ... as you'll recall from the Augustine

[19:47] approval that ... I received from superintendent Spearman of the

[19:51] letter stipulated that day every two weeks that there would

[19:55] be a review of by the department of education and

[19:59] with ... the district ... to examine where we are

[20:04] with in person option every two weeks ... the designating

[20:08] for super did the Spearman is deputy South Carolina superintendent

[20:12] David Mathis and he arranged telephone conference with me ...

[20:16] with ms Myrick for those of you who do not

[20:18] know ms Myrick than lauric is the chief academic officer

[20:22] and also with ms Allen ms Allen bill Allen is

[20:26] the chief officer for student services in both of those

[20:30] being ... two critical components in terms of instructional delivery

[20:34] and student services encompasses health services for Horry county schools

[20:40] so we all discussed where we are as far as

[20:44] or a county schools is in implementing its plan and

[20:48] specifically in the in person offering on Dr Mathis ...

[20:53] review them and ask some questions all of us and

[20:56] he verbally informed us that HCS is in compliance with

[21:00] the terms of the state department's approval of our plan

[21:06] September twenty eight twenty twenty ... your member that was

[21:10] a a surprise for me and and for you to

[21:13] ... the S. C. D. Hackett announced it would begin

[21:16] releasing of the disease activity by county report for schools

[21:20] in childcare centers on Thursday instead of Monday

[21:24] and that Thursday was October first and S. C. D.

[21:28] the heck issue of the report which indicated ... mediums

[21:32] and HCS continue with the hybrid instructional model

[21:38] October third excuse me October fifth ... at our last

[21:43] board meeting announced to you and that is what the

[21:46] title of this agenda item is about that the district

[21:50] had developed and HCS cove in nineteen case dashboard which

[21:55] reports S. C. D. heck confirmed

[21:58] positive test results for both staff and students at all

[22:02] HCS locations

[22:04] the dashboard provides the district with the local data point

[22:08] based upon S. C. D. hit confirm date and is

[22:11] what emphasize to the board and I'm gonna ask ...

[22:15] ms Allen and Amy true love if you would come

[22:18] up to the front ... and talk to us about

[22:22] ... on the dashboard at this point

[22:25] all in while they're doing that just to say that

[22:27] mistruth ... can explain to you on a number of

[22:31] things related to ... health decisions and also to the

[22:36] fact that our school nurses work with the heck nurses

[22:40] essentially on a daily basis and what county is divided

[22:44] into regions so there's a lot of a communication with

[22:48] local the heck as far as what's going on well

[22:50] in our schools and I just want to say that

[22:53] in looking at the development of the dashboard what we

[22:57] wanted to do is to make sure that we were

[23:00] looking at what is taking place inside Horry county school

[23:04] campuses now I'm not foolish enough to think that or

[23:08] county school district exist within a bubble it does not

[23:12] but I'm also intelligent and ... that when we look

[23:15] at the scope of problems that we have identified a

[23:19] with the dashboard we see that it is not widespread

[23:23] within our schools in fact some schools will have very

[23:26] few if any incidences so that's what comes to mind

[23:31] for me as far as hearing with this board that

[23:34] I think that it's that time that we look at

[23:36] where we are with new information to start thinking about

[23:39] looking at things differently

[23:42] the ... cases that are reported on the dashboard ...

[23:47] our positive test cases and what we want you to

[23:50] understand we're going to share with you miss Allen Mr

[23:54] and they're going to go into some detail and you're

[23:56] going to see the complexity of the and I just

[23:59] want to say to anyone that you know may have

[24:02] a question I don't have enough time to in via

[24:06] data okay so we're not hiding anything what we're doing

[24:12] is that we're dealing with the facts as far as

[24:14] what we know and that is verified by S. C.

[24:18] D. here so these are already county school numbers these

[24:22] test results that come up a positive test results that

[24:25] were verified by a CD other several topics that that

[24:29] lot miss Allen in his true love to address that

[24:32] pertaining to health services import one of the things that

[24:36] comes to mind is attendance code I think possibly in

[24:39] is and I understand why if you were looking at

[24:42] a student's attendance record and use all S. C. flu

[24:46] coded on there you would say what the world is

[24:48] that about we've got to find out in just a

[24:50] few minutes what it's about is Horry county schools following

[24:54] the directions that we being given as to how we

[24:56] are to students is students when they are absent and

[25:00] they're displaying symptoms but I'm getting into your report so

[25:03] I'm going to pause and let you take it from

[25:05] here

[25:06] thank you doctor Maxey thank you board members and I

[25:09] do know a lot of you have gotten calls because

[25:12] some of you have the building called me and said

[25:14] what's going on without this day was excused why is

[25:16] it not so I want to share some information and

[25:19] what documents he said I apologize in advance for the

[25:22] links because it is a lot of information but I

[25:25] think it's important that all of us understand and hopefully

[25:29] it'll clear up some of the confusion for our parents

[25:32] and for our teachers but all first thing I wanna

[25:35] start with is talk about something new this year and

[25:37] that's our new with a new way we do attendance

[25:39] on the new attendance code and you can say I

[25:43] didn't make this up this is not my slide I

[25:45] copied it from a slide that was part of a

[25:48] present a presentation that was a weapon are former state

[25:52] representative who is over attendance al being cold

[25:56] and this year we introduced a new code called Essie

[25:59] nurse that's the nurses code that code can be used

[26:03] for at least one day and potentially two consecutive days

[26:08] if a nurse since a child home

[26:11] part of the confusion that some of you have experienced

[26:14] with your parents who may have called is that a

[26:16] nurse has nothing to do with the ten they don't

[26:19] enter attendance codes they send it to the attendance clerk

[26:23] to enter but if they actually see a child in

[26:27] their help run and they send them home they notified

[26:31] the attendance clerk that the code should be S. C.

[26:34] nars

[26:35] if the numbers does not see the child

[26:39] by their own South Carolina guidelines they cannot recommend an

[26:44] excuse because because they would be making a decision about

[26:47] a child that they did not lay eyes on as

[26:50] a medical personnel in our schools they don't do that

[26:54] so I just wanna share that code because we're gonna

[26:57] see some of those in just a moment the other

[26:59] thing a doctor Maxey mentioned this is that is the

[27:03] flu is not one of our new because we had

[27:06] used it in the past we have foolishly

[27:09] but because we don't have a code nineteen because you'll

[27:13] never look in a child's attendance and C. S. C.

[27:15] code I promise you won't

[27:18] they have instructed us to use the code S. C.

[27:21] flute

[27:22] we begin using S. C. fuller when a child is

[27:26] reported is showing symptoms

[27:29] we do not ever change that code even if the

[27:32] child becomes positive if they have a confirmed D. Hey

[27:36] Cardi had confirmation that they have kind of been nineteen

[27:40] it will still show S. C. flows the only difference

[27:43] is once we have a confirmation we go into what's

[27:47] called the comments section of that code and we put

[27:50] them term covered or covered ninety

[27:54] but to the naked to the OP with the teacher

[27:57] goes in I don't think the comment section open up

[28:00] hearing goes into the parent portal they C. S. C.

[28:03] fuller the only way we know it was a confirmed

[28:06] case is by opening up the comments section and see

[28:09] that so I want to make sure you're aware of

[28:11] that

[28:12] and then the last thing is this is another still

[28:15] another slide for ms Coleman's work and this was how

[28:19] we look at positive cases and it talks about the

[28:23] criteria for returning at the time this presentation was given

[28:27] by ms Coleman on August twenty sixth this was correct

[28:31] but to night mystery has provided you with an update

[28:35] that was that was produced after August twenty six that

[28:39] says okay ten days or there's a clause in there

[28:43] you'll see the Asterix this is ten days from the

[28:47] test the time of the positive tests so things have

[28:51] changes in their ever evolving and just in case anybody

[28:55] behind me what's a copy of this it is public

[28:58] knowledge on the South Carolina highway hazards the high school

[29:01] like South Carolina department he the heck a website I'd

[29:05] like to be jobs up but you can get a

[29:08] copy of that we also provided for you a sample

[29:11] copy of the three letters that we are authorized to

[29:14] send out by the head so you have that information

[29:18] and this again is something that anybody can have I

[29:21] just thought you might want to copy in front of

[29:23] you as we go through it ms Allen yes I

[29:25] want to make sure that you clarify about is C.

[29:28] flute yes just because this is my understanding is because

[29:33] you are code S. C. flute does not mean that

[29:37] that's the kind of it nineteen result is that lately

[29:40] correct what does it make it means that at some

[29:43] point you had flu like symptoms or possibly you could

[29:47] have gone to the doctor and they could tested positive

[29:49] for the flu because that's also the same code we

[29:52] used for full and I will show you some examples

[29:55] so that you can see what I'm talking about with

[29:57] the attendant

[29:59] okay this is a one more thing about the attendance

[30:01] Katie this is two scenarios and if you look in

[30:05] the pink box will first of all let's start with

[30:07] this this data were saying this student attends a brick

[30:10] and mortar school

[30:12] this ten that this student has developed flu like symptoms

[30:16] at this point he's not been tested for Copa ninety

[30:20] K. if you go across you'll see what happens if

[30:23] the child gets sick while at school

[30:26] if you go down the column you'll see what happens

[30:29] if the child is not in school so let's go

[30:32] across bars a student arrives at school he's feeling okay

[30:37] but sometime during the day he starts feeling sick

[30:40] that student is set to the numbers in younger grades

[30:44] sometimes someone will escorting to the north and in upper

[30:47] grades most of the time they'll write a passing the

[30:49] child goes to the north but either way he gets

[30:51] to than ours

[30:53] the nurse examines the student talks to check their temperature

[30:57] asking what the symptoms are and it's determined that this

[31:01] child has flu like symptoms it could be a headache

[31:05] a sore throat and a fever it could be any

[31:07] of the ones that are listed on that flu like

[31:10] symptoms sheet or the code nineteen G. so what the

[31:14] nurse does at that time she makes the determination that

[31:17] that child needs to go home

[31:20] so she now since this child to an isolation room

[31:23] if you're members part of our re entry plan every

[31:26] school has to have a designated area that's called an

[31:28] isolation room and that room or that area is where

[31:32] students wait to be picked up

[31:35] I am of course we have to maintain social distancing

[31:37] in that area the other thing the nurse does because

[31:41] she has examined the student is she notifies the attendance

[31:44] areas as I'm sending the child home Cody missing hours

[31:49] the nurse doesn't even have rights to go into attendance

[31:52] Indian Creek but she has to notify the attendance area

[31:56] and then of course the question is how long is

[31:58] the student exclude and we're going answer that on the

[32:00] next slide so hold that thought

[32:03] but if you go down the side of this bar

[32:05] start back in the peak with the student has flu

[32:07] like symptoms sometimes this occurs over the weekend or it

[32:11] may occur on an off day your on the hybrid

[32:15] model a student may have attended Monday and Tuesday and

[32:18] started having flu like symptoms on Wednesday Thursday or Friday

[32:21] so it whichever scenario it is the parent notifies the

[32:26] school

[32:27] the nurse never actually gets to see the students

[32:30] but that notifies the school there's usually one of four

[32:34] people for four different groups that the parent notify us

[32:38] a lot of times they'll send an email to the

[32:40] teacher

[32:42] sometimes which is what we've asked them today they'll send

[32:45] an email or make a phone call to the school

[32:47] nurse

[32:49] the school nurse has to know if it to all

[32:51] of these people have to not sometimes if that

[32:56] has a relationship with an assistant principal or the principal

[32:58] they may email or contact the principal

[33:02] whichever one is sometimes later not they actually call the

[33:05] attendance office and talk to them or they will send

[33:08] an email

[33:09] but regardless of who finds out first the school nurse

[33:13] the administration and the attendance office has to know to

[33:17] make our pro our procedures work so you see the

[33:21] lines are drawn between them at the school nurse finds

[33:23] out first she may contact administration and the attendance office

[33:28] if the attendance office finds out first I don't know

[33:31] she may call the administration and then the school nurse

[33:33] all three of those have to the

[33:36] think about this let's say the emails the teacher at

[33:40] nine o'clock well all of us in this room hope

[33:44] that teachers will be providing instruction at nine o'clock that

[33:47] teachers may not be sitting at the at the computer

[33:50] waiting for that email to calmly

[33:52] so even though the parent has emailed the teacher it

[33:56] could be later in the day before the information gets

[33:59] to the school nurse to the administration into the attendance

[34:02] office

[34:03] the teacher however is responsible for taking the time in

[34:07] the elementary level they'll probably take attendance first thing in

[34:10] the morning at a high school they could take attendant

[34:14] four or five times depending upon if they have a

[34:17] some type of ... imbedded schedule

[34:20] so when the teacher codes that student absent and that's

[34:24] all a teacher can do teacher does not pick a

[34:26] cut

[34:27] when the teacher marks that child absent if the parent

[34:30] logs into powerschool they're gonna automatically C. S. C. dash

[34:35] U. N. X. which is an unexcused because

[34:39] and I can tell you parents get upset when they

[34:41] sent an email and I log in and see that

[34:44] but my point to you is it doesn't happen one

[34:47] two three five minutes apart it takes term for that

[34:51] information to get to the attendance office and its coat

[34:54] I can't tell you have a monitored and working with

[34:57] their wheels I believe all attendance is corrected within twenty

[35:00] four hours but that's not as quick as some of

[35:03] our parents would like for it to be and I

[35:04] can't if I assume the mom wanna make sure you

[35:07] go to my child correct

[35:09] the nurse doesn't determine the code at this point so

[35:12] sometimes appear or call the nurse and sidewalks into another

[35:15] this is the seven blue like symptoms all the nurses

[35:19] good news relayed that information to administration and the attendance

[35:22] office the nurse will never tell them how to code

[35:25] it if they did not physically examine the state

[35:29] administration we do have some schools have assigned an assistant

[35:32] principal to work with attendance because of the volume we're

[35:36] getting this year so it is possible that the administration

[35:39] may go into because more than likely because the note

[35:43] or the email is house with the attendant scored that's

[35:45] why that one's in blue and big is because that's

[35:48] the that's the key to getting the attendance change it

[35:52] will be changed to S. C.

[35:55] because at this point we don't know what the child

[35:57] has

[35:59] we know they're having flu like symptoms okay

[36:02] please stop me as I go on do you have

[36:04] any questions because I know this is a lot of

[36:06] information

[36:08] K. looking at our next line of this is a

[36:09] busy slide and I'm water I'm not trying to rush

[36:13] to bless this that same street Michelle yes okay you

[36:17] should stop you had a question yes we get that

[36:19] spot before if I know how we shorten yep I

[36:24] would go down I wanna

[36:25] this comes from one of the several hundred emails I've

[36:28] got it the blue the attendance office courtesy fluid right

[36:33] okay if I'm understanding you right

[36:36] that Kate does that came to us from subcommittee

[36:40] that's a lot S. the flu came to us from

[36:42] the South Carolina department of education that is the code

[36:45] we've been instructed to use for flu like symptoms okay

[36:48] the question that I was at it in several emails

[36:51] to questions I was asked to ask someone here tonight

[36:55] so we're not coding initially flew to hard code not

[36:59] the numbers there's no conspiracy there I'm not part of

[37:02] a conspiracy after I promise you that and I can

[37:06] share that power point that from AV Coleman with anyone

[37:09] who wants it because the slides came straight from her

[37:12] presentation the S. the flu is the code we've been

[37:16] instructed to I was just I was asked to ask

[37:18] that question up actually okay go ahead

[37:21] no problem

[37:23] okay so I want to go through the scenarios because

[37:26] you is you'll see as we go through these every

[37:29] situation is different and every situation is handled a little

[37:33] bit differently but this is that same street but we're

[37:36] gonna look at five different scenarios someone ask you look

[37:40] at the one and it looks a little different on

[37:42] my screen but the one on the left is lavender

[37:44] so we're gonna look at example number one okay students

[37:48] were sent home from the school nurse this is going

[37:51] across the top this is not the email the life

[37:53] the nurses thing I'm someone home S. seeing ours is

[37:56] the code that goes in

[37:59] all right on the thirteenth the next day the parent

[38:02] decides to take the students to their doctor's

[38:05] and the doctor does several test one I'm including a

[38:08] strep throat test strip test

[38:11] and sure enough the student has strep throat the student

[38:15] did not have covert nineteen but now remember on this

[38:18] next day absence yes the flu is probably showing up

[38:22] in the attendance block because we didn't know when the

[38:25] child went to the doctor what they had in the

[38:27] kids not there so we went ahead with that attends

[38:30] in there

[38:31] okay normally and I'm not a doctor but let a

[38:36] doctor will tell you we strip that you have to

[38:39] stay out to you get at least three rounds of

[38:41] the antibody can you which is usually about forty eight

[38:43] hours and your fever is gone so in this scenario

[38:48] the student is free to come back on the fifteenth

[38:52] which is three days later October twelfth was a Monday

[38:56] the fifteenth is a Thursday he's cleared to come back

[38:59] so he comes back and he brings his medical note

[39:02] which is our attendance policy and always has been to

[39:06] the attendance office as soon as the attendance office sees

[39:10] that he has been to the doctor and he has

[39:13] strep she wore he will go back and they will

[39:17] code the thirteen fourteen and fifteen S. S. C. made

[39:23] it wasn't a fluke and it wasn't cut

[39:26] so they will change but keep in mind

[39:29] before that child is back on the fifteenth the thirteenth

[39:33] fourteenth and fifteenth was labeled as safely

[39:37] so that may be part of your conspiracy theories there

[39:40] Mr chairman is because it does change but it only

[39:44] changes when we get that medical notes from the doctor

[39:48] now I'm gonna remind job one of the things let's

[39:51] assume this child and he was because he was in

[39:54] school on Monday he's in a day state

[39:58] on the fifteenth when he's cleared to return to school

[40:00] it's Thursday he's not scheduled to come to school on

[40:03] Thursday he's not scheduled to come to school on Friday

[40:07] so there's a really good chance that next Monday the

[40:10] nineteenth is when he's gonna bring that medical note to

[40:13] the attendance office

[40:15] so in that scenario we won't change it until we

[40:18] get that medical note so that's data on the thirteenth

[40:23] through the sixteenth was coded S. C. blue

[40:27] when we get that note on Monday we will go

[40:30] back and change it to S. C. made it but

[40:33] we won't change until we get the medical documentation so

[40:37] that does cause some confusion and it really upsets are

[40:40] in some way

[40:41] but those are our guidelines and that it makes sense

[40:44] if you think about

[40:46] so that's scenario number one I'm a move to scenario

[40:50] number two student example number two

[40:53] thank you but this is just a different different possibility

[40:57] he sent home from school or she could be issued

[41:00] on October twelfth we code that day S. C. nurse

[41:04] on the thirteenth the student goes to the doctor and

[41:08] has quite a few tests one of them including the

[41:10] tests for cove in nineteen

[41:13] okay but the student test negative

[41:16] but he still has flu like symptoms okay

[41:20] even though he tested negative the doctor is more than

[41:24] likely gonna tell him you need to stay out of

[41:27] school as long as you have symptoms

[41:30] guess who knows they could have tested into early it

[41:32] could turn into kind of a ninety or he may

[41:35] just truly have flu like symptoms that never turn into

[41:38] K.

[41:39] but the doctor is going to tell him to stay

[41:41] out until he no longer has symptoms

[41:44] let's say so how did have symptoms that long and

[41:47] he comes back on the fifteenth

[41:51] we're gonna continue to coach him S. C. flows for

[41:54] the thirteenth fourteenth and fifteenth because he doesn't have a

[41:58] different medical diagnosis for us to change it any did

[42:02] have flu like symptoms

[42:04] so S. the flu would stay in there but he

[42:07] has not been tested he's not tested positive a confirm

[42:10] positive case for current

[42:14] I

[42:16] all right let's go over to scenario number three student

[42:19] example number three

[42:21] student get sent home from the nurse he still has

[42:25] a blue like symptoms but this time the mama says

[42:28] you don't want you're not that sick I'm not gonna

[42:30] pay to send you to the I'm not take you

[42:32] to the doctor we're not gonna have you tested you're

[42:34] not going to the doctor

[42:36] okay that happens sometimes especially if the child is not

[42:40] exit exhibiting extreme symptoms so

[42:44] the school's gonna tell this child that they have to

[42:47] quarantine for at least ten days because they went home

[42:50] they were sent home with flu like symptoms

[42:54] there's no medical diagnosis as they have anything different and

[42:58] there's no medical diagnosis is that the head coach at

[43:00] night time

[43:02] so when they have those flu like symptoms we're gonna

[43:04] ask them to quarantine isolate exclude any of those three

[43:10] words you want to use for ten that so in

[43:13] this case he would come back on October twenty second

[43:17] if the symptoms are no longer there now we do

[43:19] you tell parents all the time if they still have

[43:21] symptoms don't bring back to school

[43:24] but he will come back on October twenty second and

[43:27] every day from the thirteenth to the twenty second will

[43:30] be coded S. C. flute

[43:32] but there is no diagnosis that ever said he had

[43:36] committed nineteen

[43:38] so all you'll see in his attendance is a city

[43:41] full of

[43:45] okay

[43:47] so for your by with me

[43:49] great all right the last two we're gonna look at

[43:51] now this these two are a lot like if you

[43:53] look at them example for that was supposed to be

[43:56] a little grade that looks a lot like lavender but

[43:59] anyway example for the students were sent home from the

[44:02] numbers same same scenario

[44:05] this time on the fifteenth the student goes to the

[44:08] doctor he is able to take a test for carbon

[44:11] nineteen if you test positive he did a rapid test

[44:14] you got the results back on the fifteenth he is

[44:16] positive for code

[44:18] okay the student is quarantine for at least 10 days

[44:25] okay at least 10 days because he tested positive

[44:28] the difference is on the twelve you'll be coded S.

[44:32] C. nars

[44:34] all the thirteenth he may be coded Essie justice include

[44:39] on the fourteenth same thing but on the fifteenth when

[44:43] he got that positive test will open up his attendance

[44:47] and we'll put a comment in the attendant section that

[44:49] says code or code nineteen to let us know that

[44:53] there was a positive test for the remainder of that

[44:56] child's quarantine that will be in the comments section

[45:00] but when you open up is attendance it'll look like

[45:03] is C. flute just like it did for number three

[45:07] unless you can open the comments section and look at

[45:11] okay I have another one there okay okay

[45:15] when a student goes to the doctor and they're tested

[45:17] code possible

[45:20] then the state is notified

[45:23] at the end we're gonna get to that but yeah

[45:25] after we're not the state but our local the heck

[45:27] agency once we get a positive test there we've got

[45:31] to you see at the bottom of that box we

[45:33] got the start contact tracing and it begins the very

[45:37] minute the very second that we get that positive test

[45:42] this great sometimes the heck notifies us because the doctor

[45:45] may get to them before the pair at our student

[45:48] gets to us sometimes the parent will call the school

[45:51] immediately and say there's a positive test and then we

[45:53] called the heck but either way there's three groups involved

[45:58] there's South Carolina the heck

[46:01] there's our school nurse and now there's a member from

[46:04] our health services department we added those we had a

[46:08] we make sure that a person from our office was

[46:10] added last Friday

[46:12] okay and we we are going to be about contact

[46:14] tracing in just a moment as well so you'll know

[46:16] what happens at that procedure after that

[46:20] okay example number five is a lot like example number

[46:24] four X. that this student went to the doctor and

[46:28] had the code the test before whatever reason he didn't

[46:30] get the rapid tests and it takes several days before

[46:34] he gets his results he doesn't get his results until

[46:37] October twenty second

[46:39] October twenty second is the day that he is a

[46:43] confirm he's a confirmed D. heck positive

[46:48] not the twenty first because we don't have the test

[46:50] results on that day so we will still we're gonna

[46:54] take that he's gonna still have the is the blue

[46:56] code for the time he's and all but we'll go

[46:59] back again and again put in that comment section that

[47:03] it was either because that are code ninety either one

[47:06] of those you type it in some schools are putting

[47:07] cove it's some kind of the ducting

[47:10] okay and we begin the contact tracing and now I

[47:13] am going to expand on that just a moment but

[47:15] do you notice we started contact tracing all the fourth

[47:19] child on the fifteenth because that's the day we had

[47:22] the confirm positive

[47:24] we started contact tracing all the child on October twenty

[47:29] second because that's the day we got the confirmed positive

[47:34] so all this if any they all could that they

[47:37] could go to the same doctor they could have had

[47:39] different dates they were tested positive but it is the

[47:41] date that we get the results

[47:44] okay

[47:46] all right moving along

[47:48] no I took a moment let me back up so

[47:51] I can show you okay we're not gonna talk about

[47:53] student wanted to anymore okay let you have questions about

[47:57] a mumble forget about them for awhile I really want

[48:00] to talk about student three four and five and how

[48:02] that looks on the dashboard and how that looks on

[48:06] the condo will start how that looks with contact Tracy

[48:09] said I've tried to stay the same color so forget

[48:11] about student wanted to for a moment we're going to

[48:13] three point five

[48:15] now remember 3 never went to the doctor

[48:19] okay so this child was quarantine for ten days it's

[48:24] because he didn't go to the doctor you didn't have

[48:26] a positive test it's ten days from the day he

[48:28] started having symptoms so this child is eligible to return

[48:32] to school on ten twenty two unless he still hasn't

[48:37] if you still have symptoms he needs to stay out

[48:40] okay here because the whole time as a reminder South

[48:44] Carolina flute

[48:46] if you look at the Horry county school dashboard this

[48:50] child will never be included in the dashboard because he

[48:53] never had a confirmed positive cases of code

[48:59] he may have had it we don't know you never

[49:01] went to the doctor

[49:03] he was quarantined but he may have not had code

[49:06] that he may have had the flu he never went

[49:08] to the doctor to find that he may have had

[49:09] strip we will never not but he would not be

[49:13] included on our dashboard because we do not have that

[49:15] confirmed case

[49:18] student number four he went to the doctor he was

[49:22] tested positive he of course you see that there is

[49:26] the blue comment code or code the daunting

[49:29] he has to be in quarantine for at least ten

[49:32] days so he can return to school on October twentieth

[49:37] via and that's one of the changes that you will

[49:39] read in this document from the time Alvin Coleman did

[49:42] her weapon are with us until this document was established

[49:47] or print it because it says they recommend the ten

[49:51] day quarantine from the time he tested positive

[49:55] not from the time he started showing symptoms

[49:59] if they had up

[50:00] because of the testing you can bring that in here

[50:02] said this student would be eligible to return on October

[50:06] twenty fifth

[50:08] okay

[50:10] so once he's confirmed on October fifteenth he goes on

[50:14] our dashboard

[50:16] he becomes an active confirmed case on the fifteenth

[50:21] we have been holding them active for seven day after

[50:25] seven days whether it's a staff member or whether it's

[50:29] a student they moved into the historical growth

[50:34] now that's seven days we pick that and I will

[50:37] tell you ms Truelove and not talked last week maybe

[50:41] we should make it fourteen days but the reason we

[50:44] made it seven is because it goes along with what

[50:48] CDC has sit day tracking periods of a week in

[50:52] seven day so we decided to do the seven days

[50:55] because that student will stay on the dashboard as positive

[50:59] from the fifteenth

[51:02] when he first goes on seven days until the twenty

[51:05] second on the twenty second he would move out of

[51:08] the positive confirm positive to the historical case

[51:13] yes ma'am thank you sorry

[51:17] thanks

[51:19] miss Allen I I guess I wanna make sure honest

[51:21] stand earlier you said that once ... they received a

[51:24] test day will quarantine for seven days from the day

[51:28] I mean ten days from the day of the test

[51:30] that's right but we're only tracking them for seven days

[51:33] right that seems a little inconsistent to me with between

[51:37] percent and a home they got to be home for

[51:39] ten days per our standards yeah we only shown for

[51:43] seven days what we're showing them on the dashboard for

[51:46] more than seven they'll be an active case for seven

[51:49] and then for the last three days they'll be a

[51:52] his they'll go into the historical category

[51:58] and I'm and I'm I'm telling you less remember I

[52:01] do remind you one thing

[52:03] a month ago we didn't have a dashboard if you

[52:05] remember the last board meeting is the first time we

[52:08] had it so if there's changes that we need to

[52:11] make in our reporting we can certainly do that but

[52:14] I'm just the reason we pick seven days is because

[52:17] it was consistent with what CDC track we tried to

[52:20] model after what they're looking at as far as monitoring

[52:24] the case but that doesn't mean it if there's a

[52:26] recommendation we can look at fourteen days we can look

[52:29] at ten days I will tell you even though the

[52:33] guideline says they must quarantine for two years there are

[52:36] some students who quarantine for forty based on whether or

[52:39] not they still have symptoms so it still could be

[52:42] the case where we would move on from active to

[52:46] historical before they actually return to school

[52:51] okay

[52:53] I guess I would like I guess I would like

[52:55] for you consider being the same if we we quarantine

[52:58] for ten days we track it as an active case

[53:00] for ten days that would just be a suggestion the

[53:03] concern not mislead you have something for yeah I was

[53:07] just going to reiterate what ms Allen it's a you

[53:10] know in looking you know in constructing the the the

[53:13] dashboard we wanted to do something there I mean obviously

[53:17] we were not at the genealogist and we followed the

[53:21] CDC model because they looked at the variability over time

[53:25] with their statistical modeling and said you seven days she

[53:28] said we can expand it beyond it but that was

[53:30] purely the reason for it and the other thing too

[53:33] is to remember and sometimes I have to back up

[53:36] think about the dashboard myself what we're looking at our

[53:41] positive student and staff incidents over time is you know

[53:46] it is a cases dashboard with the count is not

[53:50] following students who over a quarantine period so I don't

[53:56] know if that helps explain you know what we're looking

[53:58] at because is a tally of Quinn students or staff

[54:01] members display A. D. had confirm positive test over a

[54:06] seven day period and I'm thinking that ... and I'm

[54:09] just in which is dangerous I'm thinking on the fly

[54:12] here ... but if we expanded we're still going to

[54:16] end up with a window where some students are not

[54:19] going to be showing up and we're going to repeat

[54:21] the same problem this that is that makes sense

[54:27] okay okay ms Morrell

[54:29] yes I guess I need to more clarification that maybe

[54:34] that's why a lot of people that are dashboard is

[54:36] incorrect because ...

[54:39] to me you're not historic into you walk back in

[54:42] school

[54:43] ... and so there's some confusion over there and I

[54:45] don't understand why we're not saying their historic when they

[54:49] come back because it's now okay for them to come

[54:51] back because you could have go but for five days

[54:55] you can have it for three weeks ... and so

[54:59] you're saying that they would then be a historic case

[55:02] but they can still be home sick with a cold

[55:04] with symptoms and be ill I just don't think that's

[55:07] accurate and accurate representation ... and I agree with Mr

[55:11] James I'm just I'm not liking this seven days because

[55:15] I just don't feel that actors not covering the whole

[55:17] time they're supposed warranty ... and I think it just

[55:20] doesn't eight give the misrepresentations I know like Saint James

[55:24] high school has three staff that are still out with

[55:26] covert your dashboard says to

[55:29] I assume that means someone went into the seven days

[55:33] in rolled off but that's not accurate because those three

[55:36] people are still home sick and they're not back in

[55:40] the building so this is very confusing and to me

[55:43] it's not painting an accurate picture of what's actually happening

[55:46] in the building thank

[55:49] I'm not I'm where certain ... I think what you're

[55:52] saying is ... we're so new into the process it

[55:55] is not a problem to justice to bring everything in

[55:57] line not at all what one out one other thing

[56:00] and I'm somebody's question I mean I've got a lot

[56:04] of questions have been answered ...

[56:07] when a child test make a positive

[56:10] and they're sent home in a quarantine the child has

[56:13] to test negative before they're allowed back in school is

[56:15] that correct no that's not correct no okay can you

[56:18] explain that to me sure if a child isn't home

[56:21] in this pot and their quarantine for the ten days

[56:25] for the positive tests if they get to the end

[56:28] of those ten days and they're no longer exhibiting symptoms

[56:31] then they're free and clear to come back to school

[56:34] that is a misconception because I've been asked so do

[56:37] you require appeared to have a child takes where you

[56:40] can schools cannot require appeared to test the job we

[56:43] cannot say you can't come back and do you have

[56:45] a negative test we that that we can't do that

[56:49] so no we do not require that but if a

[56:52] child is positive in ten days later after their quarantine

[56:55] period is over they do not have symptoms then they

[56:59] are free and clear to come back

[57:01] I can't tell you if a parent calls may not

[57:04] I'm not the nurse I'm not over health services but

[57:07] I do talk to peers from time to time

[57:09] and they say it's been ten days a mock trial

[57:12] still has symptoms you may want to consider having them

[57:15] tested again that's just me talking to them that's not

[57:19] something we're required

[57:23] I'm sorry that was just some of the names okay

[57:27] Mr James

[57:29] and you may get to this later but it's just

[57:31] occurred to me if we share with the students they've

[57:35] been exposed and they proactively get a test hello this

[57:39] just say it comes up positive

[57:42] but they have exhibited no symptoms so they're automatically sent

[57:47] home for ten days

[57:49] is there a opt out and Nick save an opt

[57:53] out that if they test negative for three consecutive days

[57:57] or is there some way to shorten that Kim dae

[57:59] automatic quarantine period

[58:02] well how will we council faults test folks positives in

[58:06] in our

[58:08] process

[58:10] if that child has tested negative but has exhibited symptoms

[58:14] that's the reason we put amount due here tells us

[58:17] they need to go ahead and complete the courting period

[58:22] even with a negative test

[58:24] but if they didn't exhibit symptoms they were exposed so

[58:29] they proactively the parents had a proactively test they got

[58:33] a false positive so the notify the school Hey we've

[58:37] got a a positive

[58:39] test results but there's no symptoms so a couple days

[58:42] later they get another test and it's negative

[58:47] are there is there an opt out or is there

[58:49] you have to follow the ten days of some half

[58:51] the guideline that says

[58:54] if they test negative they're not symptomatic they can return

[58:59] yeah thank you

[59:00] okay I think ms Morrell has a question

[59:03] can we make sure that all of our schools are

[59:06] following that because I think there's some discrepancy on that

[59:10] if the students tested negative ...

[59:13] and there they may be feeling a little bit better

[59:15] by day seven I think summer allowing them to come

[59:18] back to school with a negative test we can certainly

[59:21] do that and I will tell you mistruths with the

[59:24] nurses on Friday because you'll remember this is with the

[59:28] tennis coach or Nick how we're doing business as name

[59:32] and so we were funding three speak to you and

[59:35] there are parents that every school that might not be

[59:37] as quick to get things done as others so she

[59:40] met with them on Friday and she will continue to

[59:42] meet with them periodically to give them those reminders so

[59:45] that we are consistent but please keep in mind it

[59:48] is very new to all of us this year

[59:51] Mr **** okay yes all on this last ... scenario

[59:56] with number four it says they have to be quarantined

[59:59] ten days from Tess but after seven days a goes

[1:00:03] to historical

[1:00:05] so you're using CDC guidelines have you user guidelines before

[1:00:11] I have I don't remember you mentioned anything but is

[1:00:14] C. D. heck is there a reason why you would

[1:00:16] go to the CDC on this one for the seven

[1:00:19] days because of looking at the dashboard and some of

[1:00:21] their materials that we we followed CDC

[1:00:26] but it's not to say that we could not change

[1:00:28] it if we need to

[1:00:31] okay

[1:00:33] can anybody else okay

[1:00:35] but that last one that Mr **** mentioned you can

[1:00:39] see this child would be quarantined and this was a

[1:00:42] point we were trying to make this child had a

[1:00:44] confirmed case on ten twenty two

[1:00:47] so he would go on our dashboard is a confirmed

[1:00:49] case on ten twenty two but he would become a

[1:00:52] hit a historical case on ten twenty nine but notice

[1:00:56] he won't be allowed to return to school to eleven

[1:00:59] to so that is I think the same point that

[1:01:01] you guys have been making is that we've got them

[1:01:03] still out and not in school but we've moved on

[1:01:06] to a historical case

[1:01:08] what we've looked at was CD say is that an

[1:01:11] active case is usually look that for there's consecutive seven

[1:01:15] days

[1:01:16] so that was the point that we want to share

[1:01:18] with you

[1:01:20] okay moving to the next slide

[1:01:23] this one I added a little late because this is

[1:01:27] probably one that we get more calls about this than

[1:01:30] any other

[1:01:31] and this is a student who was expelled

[1:01:35] so I want to this is a totally different than

[1:01:36] the five students was to send areas we've been looking

[1:01:39] at but I want to look at a person is

[1:01:42] living in the students household and they test positive

[1:01:46] not the students the student has no symptoms but let's

[1:01:50] say the grandfather lives with the family and the grandfather

[1:01:54] test positive

[1:01:56] the mother calls and tells us grandfather has tested positive

[1:02:00] so her household has been told by the heck to

[1:02:02] quarantine

[1:02:04] okay because we would have gotten a notification about the

[1:02:07] grandfather until D. had got involved and then of course

[1:02:10] the heck notifies us but that's student is now considered

[1:02:14] a close contact because he lives in the same household

[1:02:18] as the grandfather who has tested positive

[1:02:21] and yes I question this almost everyday and Tammy has

[1:02:23] keeping me in the head say nope this is right

[1:02:27] if you're a close contact detected as instructed us that

[1:02:31] the quarantine for fourteen days

[1:02:34] if the student had tested positive himself he's only required

[1:02:37] to quarantine for ten that's hard for me to get

[1:02:40] my head around but those are the rules that are

[1:02:42] printed so that's what we followed by

[1:02:45] that student may return to school at the end of

[1:02:48] his ten day quarantine provided there are no symptoms when

[1:02:52] he's when he's coming back okay

[1:02:56] fourteen I'm sorry say that again as a team fourteen

[1:02:59] days later he's eligible to return on the twenty six

[1:03:02] here is a perfect example with the attendants coding this

[1:03:06] child has no symptoms this child is not set but

[1:03:09] we're not going to penalize him with attendance for fourteen

[1:03:12] days because he's been quarantine by the

[1:03:16] so here again we're using that S. C. flute because

[1:03:20] he never had code

[1:03:22] but we are excusing his day because that's the right

[1:03:25] thing to do for that child as far as his

[1:03:27] attendance and I think this is what happens a lot

[1:03:30] I've had a couple of teachers contact me personally and

[1:03:34] say no I have a child in my class that

[1:03:37] has kind of I've seen is the flu for fourteen

[1:03:39] days and no one has let me know

[1:03:43] there is no child in her class that has coded

[1:03:45] in this area

[1:03:48] the teacher wasn't in close contact with the grandparents so

[1:03:50] that would not be a reason to notify the teacher

[1:03:53] or any students in the class they're not every

[1:03:58] so this is a situation where the attendance could get

[1:04:01] a little confusing okay I've asked some questions over here

[1:04:05] our other students in the quarantine students classroom notified not

[1:04:09] he's not sick he's be in quarantine because of a

[1:04:12] family member being sick we don't notify the students in

[1:04:15] the classroom

[1:04:17] do other students in the quarantine students classroom have to

[1:04:20] quarantine now they've not been in contact with the person

[1:04:24] who is sick and just because the student has been

[1:04:28] in contact with the grandfather and has been in contact

[1:04:31] with the other students that's considered a third party contact

[1:04:35] contact of a contact we don't have to do any

[1:04:38] testing no corn team with them we do not believe

[1:04:41] that way I mean the access we don't have to

[1:04:44] okay if the quarantine student begin showing symptoms on October

[1:04:48] nineteenth remember he's been out since the twelfth can you

[1:04:52] still return on October twenty six the answer is not

[1:04:57] and again this seems a little unfair to me but

[1:04:59] is the rules the student cannot return because he's now

[1:05:04] showing sent so he was quarantine because of the family

[1:05:07] member but now he has system so we add home

[1:05:11] an additional ten days of isolation for this job and

[1:05:15] that's why you may have heard some kids are pointing

[1:05:18] for twenty four days because this child would be

[1:05:23] provided you don't go to the doctor and again they

[1:05:25] get tested all those exceptions

[1:05:27] okay will this student status be reflected on the dashboard

[1:05:33] not

[1:05:35] we don't do pointing the students on the dashboard and

[1:05:37] this is one of the reasons we decided not to

[1:05:40] because this child doesn't have kind of a nineteen he

[1:05:43] is not a realistic anybody at that school

[1:05:46] so therefore the answer is not

[1:05:49] I will add one more let's say he started showing

[1:05:52] symptoms on the nineteenth that he goes and gets tested

[1:05:55] on the nineteenth that he's positive so he's he's gotten

[1:05:59] the bars possibly from the grandfather

[1:06:02] does anyone in his classroom they'll have to quarantine the

[1:06:06] because from the day you test positive D. heck makes

[1:06:10] us look back forty eight hours what he was absent

[1:06:14] since the twelve he was absent seven straight days before

[1:06:17] he tested positive so note no one at the school

[1:06:21] is at risk from that study even if you test

[1:06:23] positive on the nineteen

[1:06:26] so we do contact tracing the heck will ask him

[1:06:29] who he's been around in the household or anybody's come

[1:06:32] to the house but they will ask him about his

[1:06:35] classroom or his teachers because he's not minutes goal

[1:06:41] Mr Freeman yeah on that on that same sift instance

[1:06:44] on October nineteenth two start showing symptoms we don't self

[1:06:48] reported we don't know he still come back it has

[1:06:51] to be self reported at that point yes if we

[1:06:53] never know about we will know not to let it

[1:06:57] unfortunately but then he could be positive in any could

[1:07:01] affect other students so we are hoping that our parent

[1:07:04] will keep him home

[1:07:07] okay

[1:07:09] Mr **** Mr **** thank you so this may be

[1:07:13] outside of what we're talking about we just cross our

[1:07:15] mind if a child misses twenty four days does he

[1:07:18] go into a virtual situation as far as learning at

[1:07:21] has

[1:07:23] what we've done so far and it's it's ms Myrick

[1:07:26] can answer better than I can but for a lot

[1:07:28] of our students have been quarantined like this student who

[1:07:31] was not even positive they're keeping up with their work

[1:07:34] for trump there are corresponding with the teacher they're getting

[1:07:37] the notes the lecture we would never even though they

[1:07:40] were out if they were not working

[1:07:45] okay

[1:07:47] I I feel like we had to mention the staff

[1:07:50] member so let's talk about the ... just we're getting

[1:07:53] closer promised the dashboard tracking for a staff member now

[1:07:58] we still can't we stay with that October twelfth day

[1:08:00] because I thought it might help with consistency but we

[1:08:03] got three examples of staff members only October twelfth the

[1:08:07] staff member calls in sick with flu like symptoms

[1:08:11] on the thirteenth and this is looking at that first

[1:08:14] student examines staff example the staff member goes to the

[1:08:18] doctor but they test negative for code

[1:08:21] the staff member is quarantine because they have a negative

[1:08:25] test so they are quarantine until their symptoms disappear

[1:08:30] okay

[1:08:32] this staff member

[1:08:35] if you look at it will show on our dashboard

[1:08:38] as a quarantine

[1:08:40] from ten twelve until his or her return to school

[1:08:44] so it is a little bit different for staff members

[1:08:47] than it is for our state

[1:08:51] okay

[1:08:53] they'll never show that person will never show was a

[1:08:55] positive case or historical case because they tested negative but

[1:09:00] they will show under the quarantine category and then they'll

[1:09:03] drop off at the dashboard

[1:09:06] okay look at example number two same scenario the staff

[1:09:11] member calls in sick with flu like symptoms

[1:09:14] this particular situation the staff member goes to the doctor

[1:09:18] and on the sixteenth

[1:09:20] yes the tech the positive test results said this staff

[1:09:24] member is quarantine at least until ten twenty six that's

[1:09:28] ten days of quarantine after they got the positive result

[1:09:32] or we always say until symptom free because if you're

[1:09:35] still exhibiting symptoms I can't say it enough don't come

[1:09:37] to work

[1:09:39] okay contact tracing will begin on October sixteenth because that's

[1:09:45] the day we got the confirm positive case so if

[1:09:49] you look at the bottom it tells you what happens

[1:09:51] on the dashboard the staff my member is going to

[1:09:54] be a quarantine on ten point

[1:09:56] because that's the day she calls in sick with flu

[1:09:59] like symptoms

[1:10:01] that same staff member will quit will go out of

[1:10:03] quarantine and go into a confirm situation on ten sixteen

[1:10:08] because that's the day she was ... he was confirm

[1:10:12] we will keep them all know that this is consistent

[1:10:14] with students and staff for seven days that staff member

[1:10:19] will show as a confirmed case but after seven days

[1:10:22] we'll move into the historical that

[1:10:25] so it's not when they return we've been using the

[1:10:27] seven days for staff as well

[1:10:31] okay if you look at number three same situation flu

[1:10:35] like symptoms on the twelfth this particular staff member did

[1:10:39] not go to the doctor until the twenty second or

[1:10:42] maybe didn't get the results because everybody's not getting the

[1:10:45] results the same day I can just tell you they're

[1:10:47] not so on the twenty second the staff member it

[1:10:51] is compare is a confirm positive ROI said the staff

[1:10:55] member is quarantine until eleven to

[1:11:00] because we put that staff member out of that positive

[1:11:03] test result not from when they started showing symptoms and

[1:11:07] again they have to be symptom free before they can

[1:11:10] come back the contact tracing began on October twelfth

[1:11:15] so when you look at the dashboard the staff member

[1:11:18] shows as a quarantine on ten twelve because that's when

[1:11:22] they went out with flu like symptoms they'll show as

[1:11:25] a confirm on ten twelve but they'll roll off at

[1:11:30] the dash for their rollout of the confirmed into the

[1:11:32] historical on ten twenty nine but they will stay in

[1:11:36] that historical category forever after that

[1:11:39] but notice they're going to the store call like I

[1:11:42] said earlier before they're actually allowed to return to work

[1:11:46] that's how we have our dashboard set up at this

[1:11:51] okay I have a question okay Mr question regarding the

[1:11:54] testing ... I've had people that are not being tested

[1:11:58] they got the results back same day I have another

[1:12:00] of this past week that was three to five days

[1:12:03] of their particular dogs of which are you using the

[1:12:05] date they go in to be tested not the day

[1:12:08] we get the confirmed the defect confirm positive result so

[1:12:13] this particular person get tested on this day was waiting

[1:12:15] on a positive as they can take three to five

[1:12:17] days so we're gonna go in three to five days

[1:12:19] later that's right now we use today right and that's

[1:12:22] according to these guidelines okay thank you yeah

[1:12:28] we've also heard stories where staff members want to go

[1:12:31] back for a second test in that we've had some

[1:12:33] got some I don't want the doctor would not do

[1:12:36] a second take

[1:12:38] so I'm in there's it depends on who you go

[1:12:40] there's lots of situations like that that we can't that's

[1:12:42] out of our control

[1:12:45] okay the next part is our contact tracing an image

[1:12:48] true love is going to talk about this but I

[1:12:49] want to share with you before she comes up this

[1:12:52] is the exact same slide I shared with you a

[1:12:54] couple board meetings ago when Mr love without this at

[1:12:58] this was the original slide how the South Carolina detect

[1:13:01] numbers and the school nurse work collaboratively and I think

[1:13:05] I mentioned to you at that previous board meeting that

[1:13:07] every school is assigned a South Carolina DNR so we

[1:13:11] know who our contact is with the

[1:13:14] in fact we've become pretty good friends with some of

[1:13:16] them have a mystery

[1:13:18] but the one thing and we've not change this slide

[1:13:21] but the one thing we did add because we weren't

[1:13:24] getting behind there was some confusion that we realize last

[1:13:27] week because at that time our nurses were updating the

[1:13:32] dashboard one time a day

[1:13:34] but we realize things are happening so fast it makes

[1:13:38] people wrote this week that the data is not right

[1:13:40] if we're not update it till four o'clock so what

[1:13:43] we did to help with the load is we have

[1:13:45] divided the schools between three of our members of health

[1:13:48] services so now there's a district contact on that team

[1:13:52] as well and we're now entering the data into the

[1:13:55] dashboard two times a day and that's helped but I

[1:13:59] can tell you there's times when people call and say

[1:14:01] the dashboards not right because we updated it T. and

[1:14:04] and I know of another positive cases where

[1:14:07] so that is possible but we are now open we

[1:14:10] are now updating it two times a week and we

[1:14:13] walk in two times a day sorry we'll continue to

[1:14:16] monitor that as well to make sure that we're providing

[1:14:19] the most accurate data that we can art mystery loves

[1:14:22] come talk about contact

[1:14:27] okay go back up

[1:14:29] okay this was the original contact tracing that we started

[1:14:33] with just to make you aware ...

[1:14:36] when we get

[1:14:38] a positive call to us we normally will call the

[1:14:42] help

[1:14:44] we give them the information on where the individual was

[1:14:47] tested

[1:14:49] because sometimes it doesn't show up in the database right

[1:14:51] away and we have to wait until it does so

[1:14:54] by giving them that information that helps them to located

[1:14:57] a little bit quicker when you begin a contact race

[1:15:00] it may take you four to six hours it really

[1:15:03] is dependent on how complex that traces gonna be

[1:15:07] the school nurses very heavily involved with the D. head

[1:15:09] nurse ... as miss Allen said we do now have

[1:15:13] a GBX nurse assigned to each of our schools and

[1:15:16] they have several schools in that particular region

[1:15:19] when we start the contact tracing we're looking for those

[1:15:22] individuals less than six feet for more than fifteen minutes

[1:15:26] at a time

[1:15:28] pretty simple you think

[1:15:32] it's not just a snapshot fifteen minutes at that teacher

[1:15:36] is instructing it in the room and she's in contact

[1:15:40] with that student multiple times during that day we have

[1:15:43] to count that is greater than fifteen minutes

[1:15:46] and it does make sense in the long run if

[1:15:48] we're in a meeting and we're all mass and work

[1:15:51] together longer than fifteen minutes we still have to count

[1:15:54] that as a contact okay

[1:15:58] so if we can choose a close contact your within

[1:16:01] six feet for fifteen minutes or more

[1:16:04] the principal the school nurse will notify students we will

[1:16:08] then look at notifying our staff members via phone email

[1:16:14] and or South Carolina the heck letter let me back

[1:16:16] up we we phone email and a CD heck letter

[1:16:20] to students and staff members and the affected individuals will

[1:16:24] be asked to quarantine

[1:16:27] if we look at a not close contact that means

[1:16:30] I wasn't within six feet and I wasn't longer than

[1:16:33] fifteen minutes

[1:16:35] we are still going to do the notification and you

[1:16:38] will get a non contact non close contact letter

[1:16:43] included in your packet we included the third letter and

[1:16:47] that is for a non classroom because we realize that

[1:16:50] some of these students were bus riders and so we

[1:16:53] have to expand that look a little bit and look

[1:16:56] at buses and transportation so they may get a non

[1:17:01] classroom type contact letter

[1:17:04] okay

[1:17:10] all right as miss Allen said we did start this

[1:17:12] with the district staff we have our schools divided up

[1:17:15] between three district staff members

[1:17:19] our school nurses will now notify us of all positives

[1:17:24] all staff all students

[1:17:27] ... I took the district office staff and that includes

[1:17:31] all our multi school personnel transportation food services and our

[1:17:37] maintenance staff

[1:17:40] we again work with this S. C. D. head nurse

[1:17:42] for the district staff it's a little bit different we

[1:17:45] do not have a D. head nurse assigned to us

[1:17:48] at the district office so I called directly into the

[1:17:51] call center and they will have someone call me

[1:17:54] we do the contact tracing just as we would with

[1:17:57] any other situation and we look at six feet greater

[1:18:01] than fifteen minutes or more

[1:18:03] do the same notifications with our school staff and our

[1:18:07] ... district office staff we are trying to send a

[1:18:11] personalized email to them so that they have somebody to

[1:18:14] reach out to if they have questions

[1:18:18] we've been doing this for almost 8 months now

[1:18:21] we have been monitoring our staff we have been taking

[1:18:24] phone calls from our staff in the one very very

[1:18:28] important item that came to me over the summer

[1:18:32] the staff called and said it's so nice to have

[1:18:34] somebody to reach out to and ask questions

[1:18:38] yes very busy they've got the whole state to look

[1:18:41] after and that just that little bit of information that

[1:18:45] we can provide them is sometimes that calming reassurance that

[1:18:48] we can handle this and this and to be okay

[1:18:51] okay ... so our staff is very very important to

[1:18:55] us our students are very important to us and we

[1:18:58] want to provide them the best care that we can

[1:19:01] in the timeliness manner that we can

[1:19:05] contact tracing the survey or sometimes it takes you all

[1:19:08] day to do this

[1:19:12] so what we look at is the team S. C.

[1:19:15] D. had nurses school nurses and our district staff to

[1:19:17] work collaborative

[1:19:19] collaborative woody ... indeterminate ... are are close contacts we

[1:19:25] question the students we question the parent and we question

[1:19:28] involved staff members

[1:19:30] we have to be very judicious in this questioning because

[1:19:33] we are not naming the student we're not naming names

[1:19:36] but we're going in and asking did we maintain social

[1:19:38] distancing did we maintain masking did we maintain what we

[1:19:43] need to do to make this effective

[1:19:46] and so those are a lot of questions that we're

[1:19:48] asking our staff and our students we then develop that

[1:19:51] list of affected students employees or other close contacts that

[1:19:56] is put on a spreadsheet and sent right to data

[1:20:02] then we get the letter back from the hack and

[1:20:04] then we'll begin that notification of staff and our students

[1:20:07] via phone email and by the I do have a

[1:20:09] letter

[1:20:11] we will ask those individuals to quarantine

[1:20:14] the biggest question we have from some of our staff

[1:20:16] as well how long do I have to stay out

[1:20:19] because sometimes that's not explained very well to them so

[1:20:23] that's where we like to send a more personal email

[1:20:26] to say this is when you can come back

[1:20:30] the principal school nurse also notify the non close contacts

[1:20:33] via email and letter but they will not be required

[1:20:37] to quarantine now one of the things that need to

[1:20:40] explain to those individuals who are not close contacts right

[1:20:44] away they want to go get a test

[1:20:47] the heck recommends at least seven days before you go

[1:20:50] test if you've been in contact with someone these individuals

[1:20:54] have not so we don't recommend that they go and

[1:20:57] test unless they are symptomatic

[1:21:01] because

[1:21:06] okay

[1:21:07] so

[1:21:08] if we have a student who receives a positive test

[1:21:12] other teachers are not other students or teachers are not

[1:21:15] excluded unless they are a close contact

[1:21:20] miss Allen what you know that we do have some

[1:21:22] that are third party or contact of a contact we

[1:21:26] don't trace a contact of a contact

[1:21:29] we trace the positive student and their close contacts

[1:21:35] students are coated SSE flu may or may not have

[1:21:38] tested positive for coke but nineteen you will not see

[1:21:43] that unless you click on that comment box there is

[1:21:46] not as South Carolina attendance code for code nineteen

[1:21:52] if we are a South Carolina D. has confirmed positive

[1:21:56] cases over the nineteen will be included in the attendance

[1:21:59] comments

[1:22:01] students enrolled in our K. twelve or council's virtual program

[1:22:05] are not included on our test board we do not

[1:22:08] track them

[1:22:10] there are individual about that right now who are positive

[1:22:13] we don't know about they do they are not obligated

[1:22:16] to report to us

[1:22:20] the staff member ... information is included in our dashboard

[1:22:24] if the staff members quarantine or if we have a

[1:22:27] South Carolina D. had confirm positive test

[1:22:32] that dashboard information as reported through our school nurses the

[1:22:36] district office personnel are entering the down in the ...

[1:22:40] dashboard it is updated at ten AM and four PM

[1:22:45] twice daily

[1:22:47] every situation is different in every case is different we

[1:22:51] have to put a lot into this we have to

[1:22:54] follow the guidelines that we're given by S. C. D.

[1:22:56] here

[1:22:57] and we appreciate all the support that you will give

[1:23:00] us the teachers are working very hard the nurses are

[1:23:03] working very hard it's been a long eight months

[1:23:08] I can this ... I don't know of any teacher

[1:23:11] or any nurse that will tell you if they were

[1:23:13] black cobra came to town because we're not

[1:23:17] thank you

[1:23:19] okay anyone have anything

[1:23:21] okay I'm sorry that's all that we have you will

[1:23:24] have a thing for Mr okay I got Mr ****

[1:23:27] so

[1:23:28] the student data is included

[1:23:33] in the dashboard is isn't is not included until it's

[1:23:37] confirmed but the staff members that is included that's right

[1:23:41] we did the quarantine for the for the staff members

[1:23:45] but we we felt like that we would never be

[1:23:48] able to keep it accurate for the ... students recalls

[1:23:53] of being on the hybrid and not knowing exactly when

[1:23:57] they go out I mean sometimes we don't realize that

[1:24:00] the student has been exposed for several days later so

[1:24:03] it's a little bit harder for us to track the

[1:24:05] student data ... just based on when we get information

[1:24:09] from parents access so the student is not because of

[1:24:12] the tracking issues and the chance of being unreliable that

[1:24:16] one no no but just like a student whose ...

[1:24:20] and a day student for example if they start showing

[1:24:23] symptoms on Wednesday they're not at school

[1:24:27] they should be quarantine on Wednesday and they should start

[1:24:31] that quarantine period but because they're not scheduled to come

[1:24:35] back to school to the next Monday we may not

[1:24:38] even know that they had symptoms on Wednesday so our

[1:24:41] feeling was that the student data would be unreliable but

[1:24:44] not because of us tracking it but because of being

[1:24:47] on the hybrid model and when we get notified

[1:24:50] the more important issue with tracking the staff ... was

[1:24:55] we wanted to be able to give information to doctor

[1:24:58] Maxey into the chief officers

[1:25:02] we have seventy church out and how is that going

[1:25:04] to impact the operations level at that school

[1:25:08] it may not be a big deal to a big

[1:25:10] school having that many out but you need to remember

[1:25:15] with this process if I have for English classes and

[1:25:18] three my English teachers are out I cannot combine classes

[1:25:22] it says very specifically the guidelines they want to keep

[1:25:25] the cohort ... classrooms together as much as possible so

[1:25:29] we don't want to migrate them into another classroom

[1:25:32] okay ... so it's very important for us to be

[1:25:35] able to give that data back so that the principals

[1:25:38] can make good decisions for their staffing there's a lot

[1:25:41] of sobs that aren't able to do something for us

[1:25:44] this year because of code

[1:25:47] we have some teachers who don't want to come back

[1:25:49] and teach because of because of it because of increased

[1:25:51] health and health risks so in looking at this we

[1:25:55] felt it was very important

[1:25:57] for the district operationally to look at what are our

[1:26:01] staff resources and are we going to be able to

[1:26:04] keep that school open and functioning with the resources that

[1:26:07] we have

[1:26:09] okay ms Morrell

[1:26:12] thank you I'm I still do going up David's question

[1:26:16] with the number of active students quarantining I realized that

[1:26:21] it it does make it a little bit more difficult

[1:26:23] because they might need to start quarantining on a Wednesday

[1:26:25] and they might not need to shop back to school

[1:26:27] until Monday but I still think it's important just for

[1:26:32] clarity and four and just so that we can all

[1:26:35] be seeing that you know you have a school that

[1:26:37] has seventy students that are quarantining and some of those

[1:26:41] could be turning positive some will could not be turning

[1:26:44] positive I still think no matter when were notified I

[1:26:47] still think it's important that we're also pushing out the

[1:26:50] information of the number of students in quarantine

[1:26:53] I also want to know does the ... the district

[1:26:56] office does that include your off site like your records

[1:26:59] facilities is that as a few those employees coated under

[1:27:02] the district office if they come up positive they are

[1:27:04] because they are not assigned to a particular school right

[1:27:08] now the cafeteria individuals who are assigned to St James

[1:27:12] high school they would be coded at Saint James the

[1:27:14] staff but our food nutrition services that do more times

[1:27:17] schools rugby coated under our district on second

[1:27:22] yeah Mr James

[1:27:25] thank you Mr chairman I have two questions on a

[1:27:28] comment comment first ... I certainly liked the idea of

[1:27:32] tracking data locally thank you gives you a better snapshot

[1:27:35] of what you're dealing with at each location but I

[1:27:38] realize that you have shared you're only as good as

[1:27:40] the data that you have so ... would that be

[1:27:44] in in being stated I really like it but I

[1:27:47] have a question do we have predetermined triggers up when

[1:27:51] we will stop with the hybrid model and go to

[1:27:53] distance learning for that particular school

[1:27:57] I can speak to the east German okay go ahead

[1:28:00] Bob Mr James one of the things and Mr love

[1:28:03] a touched on it is it really an individual loss

[1:28:06] situation because

[1:28:09] one exposure one positive test in depending on the number

[1:28:13] of exposures could impact a large number of staff members

[1:28:17] at the school or it could impact a small number

[1:28:21] and you know to set and I think that's one

[1:28:24] of the issues that we have with the ranges that

[1:28:27] ... the heck has for disease activity in the community

[1:28:31] ... zero to fifty then fifty one two what is

[1:28:35] it two hundred taming than two hundred and one above

[1:28:39] all it is a very arbitrary thing and and I

[1:28:41] in in in the in in ... defense of the

[1:28:45] heck they're looking at the state as a whole by

[1:28:47] county but I think about the fact that we're looking

[1:28:50] specifically at our campuses we need to evaluate each one

[1:28:54] on its own merits because if we throw out a

[1:28:57] number of people going to react is that we've reset

[1:28:59] number well that number may be something that doesn't permit

[1:29:03] of previous the functioning of the school

[1:29:06] so I think that what we have to do is

[1:29:08] Tammy needs to continue to work with the local the

[1:29:11] heck nurses and went you know if we have I

[1:29:14] see this sort of two pronged if we have a

[1:29:17] number of cases that are growing then we need to

[1:29:20] understand that you know with communicating with local the hat

[1:29:23] this is becoming a hot spot if you will we

[1:29:26] need to go total distance learning

[1:29:29] the other scenario would be ... and this is working

[1:29:32] with with HR in in a every day we get

[1:29:36] a report ... from ... benefits own employees that working

[1:29:40] with HR okay we've reached a saturation point here with

[1:29:43] staff we no longer can operate here at school but

[1:29:47] Carolina forest high school is going to be different from

[1:29:49] Aynor high school or green sea Floyds and you know

[1:29:53] because we are localized

[1:29:55] my preference is that we look at the individual situations

[1:29:59] the number of people who are impacted and then you

[1:30:02] have to make a subjective decision based on that as

[1:30:05] opposed to establishing arbitrary numbers ... let the it has

[1:30:10] done for the state as I said I understand they're

[1:30:12] doing it statewide we think that will serve us better

[1:30:16] is forced thresholds looking at it individually as is one

[1:30:20] location

[1:30:22] okay thank you second question I know at my place

[1:30:26] of employment we have a travel notification requirements when we

[1:30:30] as employees travel out of the state regardless of of

[1:30:34] the purpose we have to notify our you know of

[1:30:38] occupational health nurses and they will take that under advisement

[1:30:43] and based upon our activity they may determine if we're

[1:30:46] eligible to return to work we go into a quarantine

[1:30:49] period has the district given any consideration to something like

[1:30:53] that we've we've talked about that on I have to

[1:30:56] ask a couple of different times because I've had employees

[1:30:59] coming to him Colorado do I have to quarantine two

[1:31:02] weeks when I come back we do not have that

[1:31:05] type of policy in place I think it's certainly worth

[1:31:08] looking at ... if we continue to have to track

[1:31:11] this and see the numbers

[1:31:13] the other thing I wanted to mention and ... doctor

[1:31:16] Maxey talked about doing this locally last week we had

[1:31:19] three days her shut down very quickly and so I

[1:31:22] made the phone call to say we've got three day

[1:31:25] cares down how is that going to impact our staff

[1:31:29] we ended up with fourteen staff members affected just through

[1:31:32] one day care now they don't have to quarantine because

[1:31:37] they're positive but we work to thank Charlie worked with

[1:31:40] payroll and we have a separate button that we push

[1:31:44] to say this individual has to be off to take

[1:31:47] care of either a parent who may be affected or

[1:31:50] a child they need to do child care or aging

[1:31:52] parent care but they are not positive coping

[1:31:56] so I think the district has looked at a lot

[1:31:59] of variables in in trying to do this and making

[1:32:02] it equitable across the district ... so that we maintain

[1:32:05] our staffing levels and we maintain ... the best working

[1:32:09] environment for the staff

[1:32:11] okay ms Smith

[1:32:14] thank you

[1:32:15] at I really appreciate all the information you have shared

[1:32:17] with us tonight is overwhelming heads to us board members

[1:32:21] centuries parents

[1:32:23] ... especially our teachers in our schools I guess this

[1:32:26] just one concern I can't kind of

[1:32:30] my head to it so we have had with students

[1:32:33] in school on Monday and Tuesday

[1:32:35] they have 5 days home

[1:32:37] they begin this five days three days they have simply

[1:32:40] like symptoms but no one ever reports it said ...

[1:32:43] so that's it

[1:32:45] today may be positive but they come back to school

[1:32:47] amend it and that's what we have to rely on

[1:32:50] our appearance to report because there's no way we would

[1:32:53] know that they were having those flu like symptoms of

[1:32:55] someone doesn't report now we have asked the parent and

[1:32:59] our re entry plan every morning to go through that

[1:33:02] checklist with their their child

[1:33:05] but it is the honor system that they are doing

[1:33:07] that

[1:33:09] and some of our teachers these children turning they're supposed

[1:33:12] to be on quarantine and the teachers call the nurse

[1:33:15] and a I thought joining from quarantine and we have

[1:33:18] to send John back home so our teachers are being

[1:33:20] vigilant in the classroom also and they work with us

[1:33:23] and they partner with us to make sure that we're

[1:33:25] providing a safe environment well I appreciated all causes overwhelming

[1:33:30] you know did just just a little loopholes this out

[1:33:32] there that that could be

[1:33:34]

[1:33:36] Jack thank you thank you Mr mayor

[1:33:40] anyone else have anything I've got one last thing I

[1:33:42] just want to see the body of setting things

[1:33:46] part this is for Mr

[1:33:48] Mr Levin I apologize but unfortunately when you put yourself

[1:33:52] out there and you tell parents and teachers and everyone

[1:33:54] else to contact as they did this is a question

[1:33:57] this is a question that I gotta ask Natchez will

[1:34:00] say before asking any for talented is it is it

[1:34:03] is one too many but I do want ashes because

[1:34:06] I was told I would have the guts to ****

[1:34:08] out you're not

[1:34:10] how many of our children in the last 8 months

[1:34:14] have we lost

[1:34:16] we have I have not had a reported on child

[1:34:21] fatality to me do to cope with it whether the

[1:34:24] child was in school ... we may have had some

[1:34:27] children before we started back to school that I'm not

[1:34:30] aware of that we have had

[1:34:33] so that answers it is not known okay not that

[1:34:37] I'm aware of okay

[1:34:40] miss Allen are you aware of any

[1:34:42] I'm not that none have been reported to me okay

[1:34:45] our luggage and how many teachers

[1:34:50] I have not had the timing pulleys are teachers teachers

[1:34:54] I've got a broken and they asked I have not

[1:34:57] had a teacher reported fatality

[1:35:00] okay how many employees

[1:35:04] we we had one employee this summer

[1:35:08] transportation run past way of code related symptoms okay

[1:35:15] I don't like asking it but out I was asset

[1:35:17] and I wanted to prove that I would have set

[1:35:19] up a public so

[1:35:21] if there's anything

[1:35:23] okay thank you ladies Mr Richardson you know that's the

[1:35:27] end of our presentation so now it's time to be

[1:35:29] able to take the test

[1:35:31] just this morning I think much more about him and

[1:35:35] I just have one follow up based on what Mr

[1:35:37] James had **** and when I had a

[1:35:39] are you we had both asked about the ... reconsidering

[1:35:43] the whole historic cases and and possibly even looking at

[1:35:47] adding the active number of students in quarantine when will

[1:35:51] we have some updated information on whether you'll reconsider on

[1:35:54] that we're gonna need to go back and discuss that

[1:35:57] and it may mean that ... we need to hire

[1:35:59] some more people so we have to add some positions

[1:36:03] I'm sure the board would be willing to support that

[1:36:06] because it is going to be a considerable undertaking and

[1:36:09] I want to say up front before we do it

[1:36:12] on I'm sure because of the lapse in time the

[1:36:15] ms Allen said about students being on the hybrid schedule

[1:36:19] we will have some inaccurate student data ... quarantine you

[1:36:23] know I don't want the board or the public or

[1:36:26] employees to say you all have faulty data we're telling

[1:36:30] you up front that if we look at students there's

[1:36:33] going to be a gap and there's going to be

[1:36:35] some in actors so you just have to ask yourself

[1:36:38] is it worth the investment to the to do that

[1:36:41] we we tried very hard to make that ten o'clock

[1:36:44] and four o'clock deadline in the reason we added the

[1:36:46] second update was because a very often I'm at home

[1:36:50] adding through the evening at night so that that can

[1:36:53] rollover but it wasn't rolling over to four o'clock hence

[1:36:58] the calls to the superintendent's stated that the dashboards wrong

[1:37:01] ... so we try to fix that with a double

[1:37:03] rollover every day

[1:37:05] I wanna add one thing or two about something miss

[1:37:08] Allen said I will make a plea to the parents

[1:37:10] out there we've got to work on this thing together

[1:37:13] and up a prime example I mean I know every

[1:37:16] I read the emails I get a text message I

[1:37:18] know a lot of people feel like it is some

[1:37:20] top conspiracy theory going on but we've got to work

[1:37:23] on this thing together I was in the school two

[1:37:26] weeks ago at eight ten in the morning and at

[1:37:29] eight ten in the morning we had a child in

[1:37:32] the nurse's quarantine section not now we've got the nurse's

[1:37:36] room and that we've got a quarantine room there for

[1:37:39] at eight ten in the morning now common sense would

[1:37:41] tell you

[1:37:43] that the child probably will run a favor in the

[1:37:46] end having symptoms with that were dropped off at school

[1:37:50] so we have got to work on this together and

[1:37:52] that I should just two months ago there's two kinds

[1:37:55] of people is to people to roll their sleeves up

[1:37:57] so we're going to tackle this thing together we're gonna

[1:37:59] move forward are there to pay for school to sit

[1:38:02] back and complain Blinky but we you know

[1:38:05] please don't send your child even if you think your

[1:38:08] child has problems in school are you going to do

[1:38:10] this and more kids home

[1:38:12] but that's all I have there's about saving

[1:38:16] thank you are we need to look as if you

[1:38:19] would come back to my ...

[1:38:22] power point

[1:38:23] and while he's doing that I wanna thank on this

[1:38:25] true love it and ms Allen and I know that

[1:38:28] both of them ... and they're not alone I get

[1:38:31] that most of our employees or working late days evenings

[1:38:36] and weekends but a lot of time all has gone

[1:38:39] into making sure that this local data point ... is

[1:38:42] accurate and we don't want to do anything except one

[1:38:45] thing and that still the truth

[1:38:48] all right going back to the chronology of the events

[1:38:51] on October eighth ... the the heck report was high

[1:38:55] and we all know that ... that was the first

[1:38:58] time I said school had started a we had already

[1:39:01] committed to the community that the week of the twelfth

[1:39:05] ... would be a hybrid schedule wise it would wait

[1:39:08] until the fifteenth when the next report came out so

[1:39:11] when the next ... between time ... and this is

[1:39:16] something that is extremely important we get confirmation of this

[1:39:21] today one of the things that is critical for all

[1:39:25] returning students to school face to face safely well is

[1:39:30] to provide the appropriate environment and one of the things

[1:39:34] that ... that the hacking in CDC if approved is

[1:39:38] the use of a plexiglas on as a means of

[1:39:43] accomplishing that and I'm gonna go back what I said

[1:39:46] about superintendent's Spearman supporting public schools in South Carolina well

[1:39:50] kudos to her and her staff she announced last Tuesday

[1:39:55] October thirteenth that the US state department would be making

[1:39:59] thirty

[1:40:00] three million dollars in funding available to provide South Carolina

[1:40:04] school district with the financial means to purchase a plexiglass

[1:40:08] so that means that's not coming from local budget that

[1:40:11] could be used towards all instructions on here in in

[1:40:15] or accounting or whatever county that you may reside in

[1:40:18] so you know this is a a huge bonus for

[1:40:22] us and I ask ... Mr brown who is a

[1:40:25] chief officer for support services feel star making his way

[1:40:28] to the front of to just give you an update

[1:40:31] we have placed an order ... with the state department

[1:40:34] he's going to give the exact number ... give little

[1:40:36] hint here I think it's like three point eight million

[1:40:38] dollars that the state is providing us but ... if

[1:40:42] we could ... Lucas transition to Mr brown's presentation and

[1:40:46] he has a few slides up he will promise you

[1:40:49] and I do too that he won't need to go

[1:40:51] into all the detail that we did earlier but that

[1:40:54] was all necessary we appreciate what you did ms Allen

[1:40:57] mistruth alright Mr brown chairman Richardson dot makes the board

[1:41:01] members ... as I stated last meeting ... yeah you

[1:41:04] know we were the debate came up with some guidelines

[1:41:07] that we could use implement to decrease social distancing in

[1:41:11] classrooms by using plexiglass and ... like doctor makes you

[1:41:16] said of super didn't Spearman state department of education they

[1:41:21] have stepped to the plate and provided to us you

[1:41:24] know with ample amounts of through the south from St

[1:41:28] apartment education eight C. assist our contracted construction of twenty

[1:41:31] two thousand plexiglass protective workstations for schools throughout the district

[1:41:36] ... the company who was awarded the contract has already

[1:41:39] started the development of the workstations for our schools it

[1:41:42] will bring one to the district mark for us to

[1:41:44] ensure stability what we did is we met with a

[1:41:47] cadre of principals from around the district asking for input

[1:41:50] on what they should look like and the main thing

[1:41:52] is they wanted a durable and sturdy so it wouldn't

[1:41:55] easily be knocked over

[1:41:58] these products are complies with the X. policy and offer

[1:42:00] additional features that will insure it has that stable foundation

[1:42:04] in to prevent individuals knocking over the door frame up

[1:42:08] further protects students from the edges of the plexiglass that

[1:42:10] could potentially cause injury to students are the company has

[1:42:13] also been awarded a contract to provide four thousand ten

[1:42:16] by five a plexiglass sheets the district for the purpose

[1:42:19] of instructing specially designed workstations because all of our students

[1:42:22] do not sit at this

[1:42:24] ... this place glass will be are designed to fit

[1:42:29] the ride is two workstations that are new schools and

[1:42:32] other unique designs in the district at that we need

[1:42:34] to be specially modified so Lucas if you would go

[1:42:38] to there you go those are some examples of what

[1:42:42] we're talking about ... that one on the left is

[1:42:45] for the actual student desk the same card three principles

[1:42:48] of ask us from elementary through high just to get

[1:42:51] a mall one sites that will help throughout the district

[1:42:54] was weird you were still have breakage I mean that's

[1:42:56] to be expected but make a interchangeable I what you

[1:43:01] see on the right

[1:43:03] are the fourth square tables were we will have ...

[1:43:07] those fabricated we're working with the state department now to

[1:43:10] identify somebody can help us fabricate this because in our

[1:43:14] maintenance department we don't have the manpower to do all

[1:43:16] that even though we will do some work with the

[1:43:18] state department to find a

[1:43:20] suitable our

[1:43:23] fabricator to help us do those as well as providing

[1:43:28] shields for some of our likes our quality will shields

[1:43:33] and also for we have kidney tables in this district

[1:43:36] which is a semi circle table a with an engine

[1:43:38] to attention in the middle we're going to have specially

[1:43:41] fabricated plexiglass for that as well but to make a

[1:43:44] long story short at the present time the state department

[1:43:48] education has procured roughly three point eight million dollars our

[1:43:54] which will outfit roughly thirty two thousand five hundred rush

[1:43:58] students so we are very appreciative of that which leaves

[1:44:03] roughly twelve thousand or so students that we're gonna help

[1:44:06] out yet we are in the process work with state

[1:44:09] department on that as well

[1:44:12] we may have to dip into our tears like funding

[1:44:14] has Mr Gardner mentioned earlier but we do think that

[1:44:17] we're gonna have sufficient funds to cover that between what

[1:44:21] the state department is done and I care is that

[1:44:23] funding to properly out that our schools like I said

[1:44:26] this is a work in progress we anticipate the first

[1:44:29] of these protective shields

[1:44:32] to be in the district within the next couple weeks

[1:44:35] we will we're sure it will find you know things

[1:44:38] we may have missed but we will modify and adjust

[1:44:40] and handle those accordingly but we are very appreciative state

[1:44:43] department for what they've done with four so far

[1:44:46] any questions

[1:44:51] anybody have anything Mr brown

[1:44:56] okay I don't think so Mr brown the grade will

[1:44:58] start to get nervous today so hopefully we'll start getting

[1:45:01] our from hot wheels they were a little little bit

[1:45:03] ahead of us but on I think we have a

[1:45:04] better design Mr

[1:45:07] thank you

[1:45:10] what about help healthy competition right Mr room yes Sir

[1:45:14] or look at it we go back to my slide

[1:45:18] I'm slides and I am going to be wrapping up

[1:45:20] here I know this is has been a long but

[1:45:22] ... October fourteenth ... is the second checking in with

[1:45:26] ... deputy superintendent on David Mathis deputy state South Carolina

[1:45:32] superintendent law to have that conference to see where we

[1:45:35] are ... with our in person offering and again ...

[1:45:39] after upon review he verbally confirm the HCS is in

[1:45:43] compliance and Furthermore while had him on the phone I

[1:45:47] said I want to hear it from you that that

[1:45:50] we're going to get rid plexiglass that we need to

[1:45:53] get things in motion so that we can start with

[1:45:56] our younger age students and he reaffirmed ... that the

[1:46:00] US state department is is committed to doing that and

[1:46:04] ... today actually Mr Gardner ... you shared the PO

[1:46:07] the state department had issued for that so others good

[1:46:10] is a word in and they're acting on their

[1:46:13] all right on October 15

[1:46:19] our Lucas I'm not moving

[1:46:27] okay

[1:46:33] is that moving on your computer now hold on just

[1:46:36] a second

[1:46:38] the checkout the screen for a moment

[1:46:49] and everybody who's a teacher in the room knows exactly

[1:46:51] what technology does when you need it right

[1:46:55] that's where I am

[1:47:01] I'm gonna close it and reopen it

[1:47:08] thank you for your patience

[1:47:34] where Lucas bring back up

[1:47:41] right October fifteenth ... the heck issue the disease activity

[1:47:44] by county report again indicating that ... Ory county was

[1:47:48] high

[1:47:49] however due to the low number of code nineteen cases

[1:47:52] within our schools based on what we were monitoring with

[1:47:55] our dashboard ... ACS ... decided to continue operating under

[1:47:59] the hybrid instructional model and we had some local news

[1:48:04] media reports and ... I actually did not talk with

[1:48:07] Mr Ron brown but I'm just sharing with you what

[1:48:10] was reported in the media in regard to already we

[1:48:13] would support encourage loris decision to remain hybrid given the

[1:48:16] mitigation strategies in place and the success of other districts

[1:48:20] offering face to face instruction in similar circumstances brown is

[1:48:24] also quoted as saying the CDC waste the school district's

[1:48:28] ability to implement the five key mitigation strategies the same

[1:48:32] as the virus spread in a given area this is

[1:48:34] important for districts to consider as a review the weekly

[1:48:38] detect disease activity reports and those five key mitigation factors

[1:48:42] are are listed there well the first one being consistent

[1:48:45] and correct use of masks and I'll be the first

[1:48:48] one to tell you that I guarantee you that you

[1:48:50] can go to a school location and you will find

[1:48:53] somebody not wearing a mask and you can also go

[1:48:56] to local businesses ... Inori canny ... we're mask ordinances

[1:49:00] are in place and guess what you also find there

[1:49:03] but I will say this much that I think that

[1:49:06] overall that we are consistently doing that and I think

[1:49:10] it's made and I think is reflected in our numbers

[1:49:12] as far as our cases ... at our schools on

[1:49:16] social distancing to the largest extent possible sometimes you can't

[1:49:19] get six feet away but to the greatest extent possible

[1:49:23] hand hygiene and respiratory etiquette cleaning and disinfection and contact

[1:49:28] tracing in collaboration with local health department we do all

[1:49:32] of this and I think that all of those can

[1:49:34] make a difference in in what we do as far

[1:49:37] as a response ... to curve in nineteen in or

[1:49:41] county schools and getting students back because I'm gonna tell

[1:49:44] you ... most of the feedback and the frustration that

[1:49:48] I receive on both

[1:49:49] from teachers and from parents is particularly with our younger

[1:49:53] students and I know of that conversations with board members

[1:49:56] of indicated the same thing that's elementary school ... is

[1:50:00] it is a concern because if you think back and

[1:50:03] I was apparent in

[1:50:05] probably most of you were to that that intense one

[1:50:09] on one interaction with the younger ones is reported to

[1:50:13] their development into their growth and to be able to

[1:50:15] do that as safely as we can is something that

[1:50:18] we want to do and that's why we are asking

[1:50:20] the state department to provide US three point eight million

[1:50:23] dollars to purchase plexiglass so that we can do what

[1:50:27] it is that we need to do therefore I go

[1:50:30] over the recommendation of that I'm making to the board

[1:50:33] of education to approve under the business section I just

[1:50:36] want to say that I've listened to all the feedback

[1:50:38] I'll go back with my staff and we'll review of

[1:50:42] the suggestions of again I want to emphasize we didn't

[1:50:46] go out and create something up with with the seven

[1:50:49] day range we look at the experts and that's why

[1:50:52] we did it but I understand also once imported well

[1:50:56] if we can look at the S. and an analog

[1:50:59] them when they return back to the school and then

[1:51:02] put them in historical so we'll see what we can

[1:51:04] do ... with that and ... make make those adjustments

[1:51:09] but we want to do everything that we can to

[1:51:13] the the greatest degree possible because we are human beings

[1:51:17] and we make mistakes and everybody in this room does

[1:51:20] on and I'm probably make fifteen today but we do

[1:51:23] everything that we can to record the data truthfully and

[1:51:28] report it to the public so that we can do

[1:51:31] what we can to look at our schools individually now

[1:51:35] I want to go back in time and I know

[1:51:37] that I have experienced a

[1:51:41] several other things ... once I have ... taken the

[1:51:44] seeded superintendency in Orange County and and one of the

[1:51:47] things that ... ... unfortunately a few years ago was

[1:51:50] a recurring instance was with hurricanes in there was frustration

[1:51:55] ... within the county when you know we're extend out

[1:51:58] extended days and you know most of the flooding occurred

[1:52:02] off the Waccamaw river war ... the Intracoastal Waterway so

[1:52:06] it was affecting obviously

[1:52:08] those areas that border the river or the water way

[1:52:12] and then you have other portions of the county that

[1:52:14] site Hey it's sunny here we don't have any flooding

[1:52:18] we need our children in school we know I'm looking

[1:52:21] at it the same way using this dashboard because why

[1:52:25] in the world would ... is the CEO for this

[1:52:28] school districts say let's close down everybody into distance education

[1:52:33] and you have the schools over here they have no

[1:52:36] instances recorded of coke did not take it doesn't make

[1:52:40] sense so what I'm coming to you for is to

[1:52:43] use this common sense approach and we do not want

[1:52:46] to place anyone in jeopardy ... if there is an

[1:52:50] instance where numbers look like they have but there's an

[1:52:53] uptick then we will respond appropriately and deal with those

[1:52:57] areas as opposed to a system wide shut down as

[1:53:01] far as distance it is concerned so here's here's what

[1:53:05] I'm recommending to the board this evening in the business

[1:53:08] ... portion for your consideration I'm asking you to approve

[1:53:12] the following the utilization of the HCS case dash board

[1:53:16] as an additional local data point for determining the instructional

[1:53:19] model to be used by individual district brick and mortar

[1:53:24] schools with the cabbie ought to what was suggested for

[1:53:28] us to try to accomplish and we will do our

[1:53:30] best to do that number two I'm asking you to

[1:53:33] approve the use of any local data points which may

[1:53:36] be developed or become available in the future

[1:53:40] number three I'm asking you to improve to approve the

[1:53:45] implementation of the hybrid instructional model for all district brick

[1:53:49] and mortar schools effective today October nineteenth until the district

[1:53:53] is able to return all brick and mortar school safely

[1:53:56] to five day face to face instruction and number four

[1:54:00] obviously the provision of a minimum of five calendar days

[1:54:04] notice which fits with a memorandum from the state superintendent

[1:54:08] to parents before changing instructional model unless an emergency at

[1:54:13] an individual brick and mortar school warrants an immediate change

[1:54:17] of the individual brick and mortar school schedule so in

[1:54:20] other words as I say it looking at the individual

[1:54:24] campuses to make a decision and if we have to

[1:54:27] do something quickly then we will do so but we

[1:54:29] will remain in Harper's therefore that means that there won't

[1:54:32] be any announcements of what were you county schools is

[1:54:35] doing next week we know what it is if you're

[1:54:37] in the virtual program

[1:54:39] you know what you're doing you're in virtual the brick

[1:54:42] and mortar they are in hybrid unless there is a

[1:54:45] problem and then we will respond immediately to that problem

[1:54:49] ... to move to distance a ... to provide for

[1:54:53] the safety of students and employees in the fifth thing

[1:54:57] reaffirm something reaffirms the premise as previously stated in the

[1:55:02] twenty twenty one HCS re opening plan that our knowledge

[1:55:07] and understanding of the code nineteen virus continue to evolve

[1:55:11] and our protocols implants will be updated as appropriate and

[1:55:15] as more information becomes available to me ... it does

[1:55:19] not make sense when you have new information that you

[1:55:22] can use to make the decision you don't do something

[1:55:26] simply because you know this is what we've always done

[1:55:29] it you look at the new information weigh it carefully

[1:55:32] take into consideration all the impacts that it has on

[1:55:36] the school system and make a decision so Mr chairman

[1:55:40] members of the board these are the five recommendations that

[1:55:44] I am requesting your approval this evening ... if these

[1:55:47] are approved ... my next step will be to notify

[1:55:50] the state department of education that we have modified our

[1:55:53] plan this is what we intend to do as we

[1:55:56] move forward

[1:55:59] okay thank you got to Mexico well last thing have

[1:56:01] you have any questions or not Maxey and I'm last

[1:56:03] board members please use your questions the site keep up

[1:56:06] with it Mr Posten view of did you have something

[1:56:09] or to

[1:56:11] what is important German version of that ... I've lost

[1:56:14] a lot of mine appreciate the board members questions all

[1:56:16] been very very good I thought about this you know

[1:56:19] for a long time I think one of the things

[1:56:21] we approve the plans this summer ... one of the

[1:56:24] first things I heard was all approved plan now we're

[1:56:26] on cruise control waiting on the needle to move and

[1:56:29] I think tonight's presentation shows evidence of just how hard

[1:56:32] our staff have been working on not just our staff

[1:56:35] but our teachers and our parents and our students as

[1:56:38] we try to get through really really tough time in

[1:56:40] our community and I just to see the product of

[1:56:44] that work tonight I think is important for a board

[1:56:47] important for our community ... you know I voted for

[1:56:50] the original plan in August it was the best plan

[1:56:52] we have the time we have the information and if

[1:56:55] it was July and I have that same information handout

[1:56:57] that Oregon it was a good plan it is a

[1:56:59] good plan ... going forward but I I do understand

[1:57:03] we do have more information I think we would be

[1:57:05] remiss if we weren't willing to go back into a

[1:57:08] plan based on the information that we have and move

[1:57:10] forward ... when we approve the original plan divorce or

[1:57:14] spoke about this importance of being dynamic of being receptive

[1:57:18] and reactive to new information we've come a long way

[1:57:21] since the summer ... we're learning how to maximize our

[1:57:24] ability to provide instruction and effective manner is we didn't

[1:57:28] know we know how to do it and if you

[1:57:29] think about it we had never done K. through twelve

[1:57:31] virtual education before this year and we try to ...

[1:57:35] you know since August we learned that it's not always

[1:57:38] that easy to make a virtual model for twelve K.

[1:57:41] through twelve education make as effective and we had the

[1:57:44] guts to say Hey it doesn't align with the needs

[1:57:47] of all the students are district a we adapted I

[1:57:50] will administration make adjustments and accommodations to some of our

[1:57:53] students who are not being successful in that virtual model

[1:57:56] this board took it on the chance for those who

[1:57:59] said stick to the plan stick to the plan we

[1:58:01] said no we can do better for our children we

[1:58:03] can do what's right for the students Horry county and

[1:58:05] we accepted that we believe is the right thing to

[1:58:07] do for our students will either we can deliver instruction

[1:58:10] height

[1:58:11] right now all that's effective and it is safe

[1:58:14] and we side I take take that term site because

[1:58:17] a look at our questions a look at our numbers

[1:58:18] a look at our kids are learning they're learning in

[1:58:21] our classrooms on Tuesdays and Thursdays and Mondays and

[1:58:25] Wednesdays and I hope soon Fridays ... it's not perfect

[1:58:30] no educational models perfect but it's working and it's working

[1:58:33] for students I believe it's important for us with support

[1:58:37] for us as a district ... a district our size

[1:58:40] is is is is very large and we have a

[1:58:43] lot of areas a lot of communities ... and we've

[1:58:46] learned that you're being effective in height however models very

[1:58:49] different than it is in Saint James maybe in green

[1:58:51] sea we've made it through that ... one of the

[1:58:54] things I think we've learned as we've learned is a

[1:58:56] lot more play in a child's well being are in

[1:59:01] and then the child's health education the justice seeks single

[1:59:05] disease indicator ... I can't tell you how many calls

[1:59:08] I get from parents community members not talking about Kevin

[1:59:11] nineteen they're talking about other deficiencies in a child's life

[1:59:15] socialization other issues are not being addressed educational needs we've

[1:59:19] learned that is important we just don't take a single

[1:59:21] indicator from the heck and say well this is what

[1:59:23] we're going to base everything on we've got a look

[1:59:25] at the whole child we're gonna look at all elements

[1:59:28] and I like this plan backs off and says we

[1:59:31] can take other things into account as well and I

[1:59:33] appreciate it Dr Maxey said we're local resources we have

[1:59:36] available for our children we can look at how it

[1:59:38] looks and the school versus another school alike the flexibility

[1:59:42] ... you know I hate use a football analogy but

[1:59:45] analogy guy if you look at the Georgia Alabama game

[1:59:48] the other night six six seven went into that contest

[1:59:51] with a game plan yes a good film on Georgia

[1:59:54] he had a darn good game plan it was the

[1:59:56] plan if it has stuck with that plan a draft

[1:59:59] on the loss that log in to Georgia because that

[2:00:01] would Georgia had figured out how to beat but it

[2:00:04] when I have to I don't have time yet to

[2:00:05] things he had the experience of the first half yet

[2:00:08] new data and information available from the play the card

[2:00:11] on the field he adjusted his game plan didn't abandon

[2:00:15] walk away he did run away he moved forward he

[2:00:18] kept moving forward he made adjustments in their gone ...

[2:00:22] most of the minds of of Georgia but ... you

[2:00:25] know he made adjustments in the fourth I say this

[2:00:27] board doing the same thing with that plan we're not

[2:00:29] abandoning the plan that we have referred the summer I

[2:00:32] go back to the point I believe in the plan

[2:00:34] we approve the summer but we are making smart adjustments

[2:00:37] based on new data we have an experience that we

[2:00:40] have in our classrooms or staff ... I believe that

[2:00:44] experience will make a plan better I believe we must

[2:00:47] be moving forward I believe what we have to do

[2:00:49] is what is best for the children of the Horry

[2:00:52] county and I hear a lot of people talk about

[2:00:54] a lot of different things but I always go back

[2:00:57] to what I can when the school were flowers I

[2:00:59] looked at what do I do and I sat on

[2:01:01] the school board for the first time the cells will

[2:01:02] golf and I said before the start of every meeting

[2:01:05] he said thank you for letting me to serve the

[2:01:08] children or accounting and I remember every time I said

[2:01:10] the students so as I look at this tonight I

[2:01:13] believe we can keep working I came with believe we

[2:01:16] can't keep adapting I believe we can make this hybrid

[2:01:18] model work going forward I believe we continue to push

[2:01:21] for a look it promises of plexiglass in the money

[2:01:24] to get our K. through five students in the five

[2:01:26] day instruction there's hope there's hope for this district is

[2:01:29] hope for this nation because we gotta keep moving forward

[2:01:32] and what the chairman said it is so important how

[2:01:34] we got to work on this thing together and I

[2:01:37] believe that the ports we have codifying some information we

[2:01:40] often talk about good things for the

[2:01:42] it's board and good things for this district and I

[2:01:44] will support this change or going to school trip request

[2:01:47] thank you

[2:01:49] thank you Mr Poston ms Smith thank you Mr chairman

[2:01:53] as John I wish I'd said although it's great great

[2:01:57] work

[2:01:58] I'm

[2:01:59] my personal belief is that we've we've got to move

[2:02:02] forward we've got to make things as important as we

[2:02:05] can to get our children back in school get them

[2:02:07] educated and prepared to move on into the next levels

[2:02:10] as they move that so you know there's no there's

[2:02:13] no more guessing with that we've we've got to get

[2:02:16] our children back in school

[2:02:18] in the hybrid is working well for those students who

[2:02:21] can do two days ago education learning and the parents

[2:02:24] who make can't help them the other three days so

[2:02:27] there are a lot of cities that they're struggling because

[2:02:30] they don't have the same support that some students do

[2:02:32] have so you know I'm I'm jealous that I listen

[2:02:35] all the state we have schools all over the state

[2:02:38] we're going five days week reckon mortar face to face

[2:02:41] and I'm jealous when I hear that because that's where

[2:02:44] students need to be

[2:02:46] we have

[2:02:47] 45000 students 55 schools

[2:02:51] and I like the fact that you added individual schools

[2:02:54] in there if there are problems with individual schools that

[2:02:56] probably shouldn't affect other schools because we're large county we're

[2:03:00] the third largest school district in state of South Carolina

[2:03:04] staff is gonna work hard to keep it safe and

[2:03:07] protect our students and our staff

[2:03:09] and we've all got to join together to make sure

[2:03:11] that we educate our children their teachers their teachers are

[2:03:15] able to do their job

[2:03:17] and that we keep them safe so

[2:03:20] I appreciate all the staff and superintendent is done thank

[2:03:23] you

[2:03:24] I thank you ms Smith

[2:03:26] anybody else

[2:03:30] Mr Freeman yeah I just I cried and again I

[2:03:33] appreciate all the work that's been done and I have

[2:03:37] ... and I really think the

[2:03:39] personally I think we should go ranging up route wanted

[2:03:42] to end up ... but when I when I read

[2:03:45] and I've read I think when a lot of my

[2:03:47] constituents read in the paper right the knowledge and understanding

[2:03:50] the virus for continuing we make appropriate changes that those

[2:03:53] changes will be made before we can act as a

[2:03:55] board ... so

[2:03:58] I assumed wrong obviously but that was an assumption that

[2:04:01] many of us made ... and ... again a brief

[2:04:06] we're using the dashboard that is good data points it's

[2:04:09] good information but I've again we're we're updating that even

[2:04:13] right now we're talking about changing that so it's it's

[2:04:15] not perfect I get all that and when the decision

[2:04:19] was made on Thursday to ... stay hybrid ... in

[2:04:22] my house had a child who is happy in a

[2:04:24] in a in a peer to is live it up

[2:04:27] in my own household ... so that that's not

[2:04:31] we do have to keep moving forward I just

[2:04:34] I wish would have been up to make this decision

[2:04:37] two weeks ago when we when we when we were

[2:04:39] moving in that direction because I feel like I kinda

[2:04:42] got left out there St that's all the planets all

[2:04:44] the plan which all the plan which about the plan

[2:04:46] and then on Thursday

[2:04:48] okay we're kind of following the plan but I don't

[2:04:51] have anything to do with changes so ... I think

[2:04:54] there's a lot I think it's a lot of the

[2:04:56] frustration that I have and that and I think other

[2:04:59] people in the community have ... again I think we

[2:05:02] would end up here anyway I think it's the best

[2:05:05] place to go I just don't like the idea that

[2:05:08] ... we vote on the plan and then we updated

[2:05:10] it we're gonna update kind of and it feels like

[2:05:13] retroactively

[2:05:15] feels that way so this is that's where I am

[2:05:17] again I appreciate the hard work I appreciate Dr Max

[2:05:21] you taken of hit on this one that is making

[2:05:23] the move but I feel like we should have a

[2:05:25] little bit more info and and put into it as

[2:05:27] a board

[2:05:29] okay thank you Mr presentation it was

[2:05:33] before we close this out

[2:05:36] Bardot maxi one room to the next item

[2:05:40] yes Sir

[2:05:42] let's talk about a ... look if you take that

[2:05:44] down please

[2:05:46] superintendent's report on the first of all wanted to recognize

[2:05:51] that this is a national principals month we appreciate to

[2:05:55] all of our employees do this time we're we're highlighting

[2:05:58] our principles in the if you check our on social

[2:06:02] media we do have ... a video out there ...

[2:06:06] writing about our principles we know that you know things

[2:06:09] would not happen ... in terms of of leadership at

[2:06:12] at the school level obviously without the principal said there

[2:06:15] are key leaders in Orange County schools we value them

[2:06:20] and we appreciate the leadership on that they do on

[2:06:23] a daily basis and the commitment that they have ...

[2:06:26] to their students into their staff so thank you principles

[2:06:29] and the as a set of please check out our

[2:06:32] social media for tribute on to our principles the second

[2:06:38] item that I wanted to mention all is a is

[2:06:41] an award very special ward of South Carolina nurses foundation

[2:06:45] the twenty twenty helmet a gold award winter winter is

[2:06:49] Michelle Anderson with Kingston elementary R. one hundred nurses are

[2:06:54] selected each year of for this prestigious honor which recognizes

[2:06:58] registered nurses in our state who exemplify excellence in nursing

[2:07:02] practice and commitment to the nursing profession thank you to

[2:07:07] ms Anderson and thank you to all the nurses for

[2:07:11] the wonderful job they're doing to keep us safe every

[2:07:14] day

[2:07:22] we also have a a young man whose talents ...

[2:07:25] would like to acknowledge at this time ... his name

[2:07:28] is Harrison Clinton and Harrison arm is a Carolina forest

[2:07:33] high school in a A. S. T. students who claim

[2:07:36] to state titles of the one hundred yard breaststroke in

[2:07:40] the one hundred yard butterfly in class five A. boys

[2:07:43] swimming during the twenty twenty one state swim championships ...

[2:07:48] Harrison is a back to back state champion of the

[2:07:50] hundred yard butterfly and now holds the new state record

[2:07:54] for the one hundred yard butterfly with a time of

[2:07:56] forty nine point four so congratulations to

[2:08:05] in

[2:08:06] last but certainly not least we want to recognize our

[2:08:10] teacher of the year you know last week we had

[2:08:13] a recognition ceremony on certainly modified ... because of the

[2:08:19] pandemic we did not get to recognize our twenty twenty

[2:08:24] one teacher of the year ... as we normally do

[2:08:27] in the spring ... due to the pandemic but I

[2:08:29] do want to say to the board and on to

[2:08:33] the public that we congratulate ms Elizabeth Henrik from PD

[2:08:37] elementary of for reading name or county schools teacher of

[2:08:41] the year for twenty twenty one she is an ESOL

[2:08:44] teacher at the elementary she began her teaching career here

[2:08:48] in Orange County schools in twenty twelve and she will

[2:08:51] now move on it in my opinion going to win

[2:08:54] the state teacher of the year for South Carolina

[2:09:01] Mr chairman with all the good news that concludes the

[2:09:04] superintendent okay thank you doctor Maxey anybody home I will

[2:09:07] tell you that if you get a chance can go

[2:09:09] on YouTube you can watch her acceptance speech and it

[2:09:11] was an outstanding outstanding job I mean if you should

[2:09:14] really take the time to do that okay at this

[2:09:17] time we'll move on public comments ... let me check

[2:09:21] before you come up to speed limit just a read

[2:09:23] a little something appropriate time you'll be recognized by the

[2:09:26] board chair you'll be given up to a maximum of

[2:09:29] five minutes to speak depending on the number of people

[2:09:31] who have requested to speak a maximum of thirty minutes

[2:09:34] during the regular board meeting will be allocated for citizens

[2:09:37] to speak citizens will speak in order which they register

[2:09:40] in case of abusive language or purely personal attacks on

[2:09:43] staff or board members the chair may rule you out

[2:09:45] of order and ... you relinquish the floor

[2:09:49] now with that being said we have eleven people signed

[2:09:51] up so everyone's go get three minutes per person and

[2:09:56] we'll go ahead of we do that the we try

[2:10:00] to give everybody a chance to sign up

[2:10:03] Monica piazza

[2:10:05] the bottom status 9 rock

[2:10:07] you know you can you can help me with

[2:10:10] Monica

[2:10:13] well she issued one okay okay

[2:10:17] Monica not here

[2:10:18] okay and I apologize will run a little bit later

[2:10:21] than normal

[2:10:23] J. Rousseff's

[2:10:29] J. Rousseff

[2:10:31] no I guess I'm saying that right to

[2:10:35] I know I got J. right okay

[2:10:38] Rosemarie

[2:10:40] alright Moreschi

[2:10:44] which is clicking a model

[2:10:46] rose Marie

[2:10:48] okay

[2:10:50] show make a marsh

[2:10:55] should make a marsh

[2:10:59] okay

[2:11:03] Eric sure writer

[2:11:17] yes Sir if you are here good evening my name

[2:11:21] is Eric Strader I am a resident of board district

[2:11:23] number eight and associates teacher at Conway high school this

[2:11:27] semester I'm teaching three classes of world history and virtual

[2:11:30] school and additional block of face face government and economics

[2:11:34] I would like to begin by saying thank you for

[2:11:36] my job thank you for allowing me to be part

[2:11:39] of a team of amazing professionals who support me in

[2:11:41] my efforts to make a difference in the community that

[2:11:43] I've chosen to call home

[2:11:45] I spent most of the summer with my family in

[2:11:48] upstate New York but even though I was a hundred

[2:11:50] miles away I still follow the events that were happening

[2:11:52] in Horry county

[2:11:54] ... I learned that there were sub committees that have

[2:11:56] been developed to create a plan for returning to school

[2:12:00] I was relieved to hear that the plan include reduce

[2:12:02] class sizes social distancing masks and other carefully thought out

[2:12:06] health procedures

[2:12:08] as I mentioned earlier I'm teaching three virtual and one

[2:12:11] face to face classes semester after a discussion with my

[2:12:14] principles I made the decision willingly and ready for success

[2:12:18] unfortunately the confidence I had built up was quickly challenged

[2:12:21] by a series of changes coming from the district office

[2:12:24] and what I felt was a lack of communication regarding

[2:12:26] some of those changes because I believe in the mission

[2:12:29] of the school district I'm hopeful those challenges will be

[2:12:32] met and I'll come out of the semester feeling I've

[2:12:34] accomplished my goals and that help my students do the

[2:12:37] same

[2:12:39] I love my job and take my real seriously I

[2:12:41] work with amazing young people I work I work with

[2:12:44] some amazing teachers I work with amazing custodians and support

[2:12:48] staff given this opportunity I feel it is important to

[2:12:51] speak up for those that I care about well I

[2:12:53] realize that there's nothing we can do about the past

[2:12:56] I want to ask that going for that we are

[2:12:58] more intentional regarding communication so much of the worry concern

[2:13:01] and unpleasant reactions could be avoided by being consistent with

[2:13:04] communicating communicating changes acknowledge the difficulty that the district is

[2:13:09] under at this time however consistent communication will help us

[2:13:12] all moving forward and the plan that was ... you

[2:13:15] know proposed tonight I think will definitely help with that

[2:13:18] because we'll be on a consistent model ... you know

[2:13:21] I think I think that is definitely a step in

[2:13:23] the right direction ... I ask that you keep the

[2:13:26] health and safety of your teachers staff and students at

[2:13:29] the forefront of your thinking up please do everything within

[2:13:32] your power to keep class sizes minimize to maximize the

[2:13:35] benefits of social distancing ask parliament's I think the hybrid

[2:13:39] plan does this ... if we are currently to return

[2:13:42] to school five days a week at least at my

[2:13:45] school we don't have space in our classrooms to probably

[2:13:47] appropriately social distance we have about twenty to thirty students

[2:13:51] on a rosters right now so split over the two

[2:13:54] days ... you know it's like fifteen fifteen but putting

[2:13:57] them together ... at this point we don't have enough

[2:14:01] space ... I understand the leadership of wake county schools

[2:14:05] are being hold many different directions and are under pressure

[2:14:09] to give in to demands to various groups ... but

[2:14:12] I think you all for your consideration and ... thank

[2:14:15] you for your time

[2:14:18] okay thank here

[2:14:21] why then we

[2:14:25] all right I'm sorry Ronald

[2:14:30] well I happen to know your so I'm used to

[2:14:31] call you runs

[2:14:34] or thank you for once again allowing me because she

[2:14:37] with my concerns the with the club as it is

[2:14:41] I'm here with my family history

[2:14:43] alike were 6 kids

[2:14:45] we are here

[2:14:48] as a preference to my four year old daughter Abigail

[2:14:51] right there she had an issue with what's going on

[2:14:55] and she had teachers virtual teachers saying ... you know

[2:14:59] telling the kids watches right there

[2:15:02] you're wasting my time you're wasting my time I don't

[2:15:06] need this I'm a facilitator you're wasting my time she

[2:15:09] asked one of Abigail students

[2:15:13] they want interaction with the she asked the students students

[2:15:16] is what I'm trying to read

[2:15:18] the teacher says I don't need your executions that's when

[2:15:21] I got on and said excuse me

[2:15:24] no kids in the ever need to be talked to

[2:15:26] like that I don't talk to my kids like it

[2:15:29] you will talk to any of my kids like that

[2:15:31] No Way Abigail but everybody in that classroom we say

[2:15:34] that was addressed I called nothing us is virtual peers

[2:15:38] we're told a couple weeks ago a couple months ago

[2:15:42] we have nobody we can turn to

[2:15:45] we can't go to our principal

[2:15:48] because our principal does not know nothing about virtual who

[2:15:52] to get in touch with you ... not to get

[2:15:54] in touch with two I was told Mr Max would

[2:15:56] call me I was told on three occasions Mr Max

[2:16:00] recalled not once did I get a phone call I

[2:16:02] understand was from actually being his best mate he did

[2:16:06] he directed to where he needed to direct phone calls

[2:16:09] to thank you Sir appreciate that we finally got a

[2:16:12] call from the Mr Lee James phenomenal general

[2:16:16] he address start issue he addressed our problems he took

[2:16:20] care miss Abigail and other issues that we were having

[2:16:24] we as virtual currency of a lot of questions

[2:16:27] we're getting no answers we call we get sent to

[2:16:31] a clerk we call we get this clerk we call

[2:16:33] we could tackle we still have no chain of command

[2:16:37] that we need to get

[2:16:39] we chose reckon we chose virtual for reasons for the

[2:16:42] consistency

[2:16:43] you know we we had this plan it got tweak

[2:16:46] to benefit this this this and this

[2:16:48] we all want

[2:16:50] five days I don't care for virtual not we all

[2:16:53] want five days but we all wanted where it's going

[2:16:55] to be consistent in safe not only for my kids

[2:16:58] everybody's kids are staff everybody

[2:17:01] it's not that

[2:17:03] you know what's good for St James is not good

[2:17:06] frame or which could frame yours not good for north

[2:17:08] myrtle beach which good for north myrtle beach is a

[2:17:10] good primer which

[2:17:12] and makes no sense to me we're all the district

[2:17:15] we all have to bite the bullet and it has

[2:17:17] to be

[2:17:19] but it's all a big flip flop it all depends

[2:17:22] on where the money goes is who it is

[2:17:25] you know you wanna talk about sports I'm a jock

[2:17:27] myself but point made is sports will pay the bills

[2:17:31] it helps pay the bills

[2:17:34] let's get all this together

[2:17:37] nobody is above this pandemic

[2:17:42] and about the plexiglass I just wanna know when it

[2:17:45] comes to plexiglass what I'm gonna do is we're not

[2:17:49] are you gonna end up in landfill or what we

[2:17:52] can do to plexiglass I understand it's all for the

[2:17:55] safety ms office what about safety the environment where we

[2:17:58] need to think long down the road not just short

[2:18:01] little five yard passes me look at the the help

[2:18:04] matters what we don't do plexiglass we're doing these and

[2:18:06] John

[2:18:11] no answer

[2:18:14] I'd like an answer

[2:18:16] Ron if you wanna ... your time if you wanna

[2:18:18] give me a call I'll be happy to talk with

[2:18:20] you about that thank you ladies what you have okay

[2:18:23] thank you all

[2:18:26] okay Cory Kennedy

[2:18:38] hi

[2:18:40] I'm Corey Canada and I am to go to teacher

[2:18:43] for when your teachers feel tired overwhelmed fully by their

[2:18:46] administrators or coaches and unsafe the majority of the time

[2:18:49] when your teachers expressed their concerns to me the first

[2:18:51] thing they ask me is to keep it private because

[2:18:53] they don't want to be targeted

[2:18:55] your teachers have no time they have no time for

[2:18:58] breaks restroom visits for lunch they have extra time to

[2:19:01] put in due to extra Judy's before lunch recess before

[2:19:05] school and after school

[2:19:08] both the brick and mortar and virtual teachers are assured

[2:19:12] that we were not supposed to be doing this and

[2:19:13] there are many of us out there that are doing

[2:19:15] just that they're teaching brick and mortar in virtual

[2:19:18] there is no time to teach their fullest potential because

[2:19:20] they're keeping worried about keeping everyone clean and safe

[2:19:24] there is no time for their own families because they're

[2:19:26] taking mounds of paperwork home and they're not able to

[2:19:29] even have time to freeze

[2:19:32] your teachers want to be able to trust you simply

[2:19:35] put we need to be able to trust you have

[2:19:36] our safety and our safety of our students at the

[2:19:38] forefront of your decisions that trust has been broken by

[2:19:41] your back and forth decisions over the past few weeks

[2:19:44] as a parent I made the decision to send my

[2:19:46] two children back to brick and mortar because of the

[2:19:48] plan that you put into place a plan that you

[2:19:51] have now I'm done and our question now is where

[2:19:53] is that line since we have already crossed it is

[2:19:56] that line when you do get that report of a

[2:19:59] kind of a death of a student or teacher I

[2:20:02] don't want to wait on that plexiglass only provides a

[2:20:05] false sense of security you don't believe me I encourage

[2:20:08] you to visit any kindergarten classroom

[2:20:11] if data is to drive everything that teachers do the

[2:20:13] data should also drive your decisions lastly your teachers are

[2:20:16] beyond overwhelmed I ask that you Maxey top with those

[2:20:21] that are in charge of things that get pushed down

[2:20:22] from the district office into the laps of principles and

[2:20:25] into our teachers laps

[2:20:27] see what is absolutely necessary and what isn't if you're

[2:20:30] unsure please ask a teacher in that subject area you

[2:20:33] may ask me and if I don't know the answer

[2:20:35] I will find it for you we are drowning whether

[2:20:38] we are teaching virtually or in the building

[2:20:41] the last thing I want to see is good teachers

[2:20:43] leaving this profession because they can't take the pressure of

[2:20:46] it anymore ask our opinions please

[2:20:50] I would also like to add that we were appalled

[2:20:52] at the lack of respect shown to teachers by a

[2:20:54] board member and a reply email to a fellow teacher

[2:20:56] where it was suggested that if we don't like our

[2:20:58] job then we should look for another with all due

[2:21:00] respect to many teachers make decisions for teaching brick and

[2:21:03] mortar or virtual based on the plan that was approved

[2:21:05] by you if we knew in August or a county

[2:21:08] schools was going to deviate from that plan we may

[2:21:10] have made a different decision

[2:21:13] please remember there is a massive teacher shortage when you

[2:21:15] suggest that we look for another job

[2:21:18] or you county schools our teachers and staff or tired

[2:21:20] we are overworked and underpaid teachers are on the frontline

[2:21:24] of this pandemic in the classroom teaching these children and

[2:21:26] doing the best we can with limited PP overcrowded classrooms

[2:21:31] and poor ventilation in our schools whether brick and mortar

[2:21:34] or virtual we are working harder than we have ever

[2:21:36] worked with an unrealistic workload I asked the district to

[2:21:40] not only be concerned about the mental health of our

[2:21:42] students that please check on the mental health of our

[2:21:44] teachers because we are in the front lines Dr Max

[2:21:48] you say at the beginning of the meeting that we

[2:21:50] are your greatest assets if that's true can you please

[2:21:53] help relieve some of our stress thank you

[2:22:00] thank you for

[2:22:05] okay

[2:22:06] Brandon Floyd

[2:22:08] I ran a give me one second what could happen

[2:22:15] I'm O. positive I'm not worried about

[2:22:17] okay

[2:22:19] the ... a lot of things written but I mean

[2:22:21] you have a dress some of them already and I

[2:22:23] appreciate all your doing ... the absentee thing kind of

[2:22:27] opened my eyes to some stuff I I didn't know

[2:22:30] because I do I don't go on there and monitor

[2:22:33] what you guys are doing but I do have two

[2:22:35] children work in the schools was an honor student ...

[2:22:39] eighth grade she is virtual the other ones it sucks

[2:22:41] the high school has an IP my wife's in special

[2:22:44] education

[2:22:46] with the smaller kids so we have seen it from

[2:22:49] all perspectives I think ... in that ... her is

[2:22:53] a teacher she wants to be with those kids she

[2:22:55] wants to see about days a week and she thinks

[2:22:57] they need because those the kids the kids he works

[2:23:01] with to struggle and a lot of them don't have

[2:23:04] good home environments so they do need to be face

[2:23:07] to face ... we appreciate the push you guys are

[2:23:10] putting forth to try to get the kids back face

[2:23:12] to face five days a week which I believe they

[2:23:14] need ... my wife and son both adversity in June

[2:23:19] ... both of them came through pretty easily

[2:23:22] ... thank you thank you guys ... the to me

[2:23:26] a lot of what's being addressed

[2:23:29] and there's a lot of work going into it but

[2:23:32] what I don't understand is that

[2:23:35] is not I don't see this being something is going

[2:23:38] to

[2:23:39] harm a lot of our kids

[2:23:41] ... I believe the numbers are about three and one

[2:23:44] hundred thousand if they cast of ours good afternoon and

[2:23:49] if you look at any anything else mortality rates you're

[2:23:53] more likely to die from a car accident or suicide

[2:23:56] or something else and they are from this virus in

[2:23:58] our schools even if they catch it ... so as

[2:24:02] I agree and understand why you guys are doing what

[2:24:05] you're doing and ladies are doing what you're doing but

[2:24:07] I'd I'd almost elects an overkill ... and we're hurt

[2:24:11] our kids more

[2:24:13] then if we would just let him get back to

[2:24:14] school and get if if if they catch the verification

[2:24:17] ours most of them will live through it in and

[2:24:21] not have any complications

[2:24:24] but I do implore you to be a realist ...

[2:24:27] and realize that that our children are probably in more

[2:24:30] danger of other things and they are of this virus

[2:24:33] ... appreciate can take my call the other day in

[2:24:35] the cellar ... free time

[2:24:39] Jan I think

[2:24:42] because these kids up and might I go the daughter

[2:24:44] this in virtual if we can get back to five

[2:24:46] days a week she'll be back in school just because

[2:24:48] I've seen the struggles that the virtual students are they

[2:24:53] do have a lot of struggles ... and she's a

[2:24:55] get invalid kids so I mean she's smart but she's

[2:24:58] still struggling a lot in the virtual room

[2:25:02] ... we thank the temperature at all you're doing I

[2:25:05] think you're doing the right thing

[2:25:08] thank you

[2:25:11] okay Philip please please

[2:25:16] really W.

[2:25:19] that what that down for you fill

[2:25:22] you shouldn't have a problem with the might we're about

[2:25:23] the same height

[2:25:27] hello my name is folks really ninety six green virtual

[2:25:30] student I found out today that my social studies teacher

[2:25:34] Shane McMahon is on extended leave for the next two

[2:25:38] weeks starting today I would like to know if there

[2:25:41] would be a substitute teacher for me and all six

[2:25:45] grades virtual H. yes ma'am school first also a shout

[2:25:50] out to John Haynes the middle school sixth grade science

[2:25:53] teacher that teaches both brick and mortar and virtual with

[2:25:58] life lessons each week for virtual John Haynes is one

[2:26:02] excellent teacher and I wish we can have more teachers

[2:26:05] like him thank you

[2:26:08] thank you Philip

[2:26:22] rallied in late

[2:26:35] good evening I am Riley Donnelly I am the miscarriage

[2:26:39] ... fourth grade class I am so happy to be

[2:26:42] in her class because she's does live sessions every day

[2:26:46] or a different subject and if we need help she's

[2:26:49] always there for us and she asks us if we

[2:26:52] need help she email address and then she helps just

[2:26:56] bear where she can set us up the time for

[2:26:59] ... on a pool meets ...

[2:27:03] at 3

[2:27:05] every day when my sister Charlie sheen's hell I was

[2:27:09] helping her because she's always behind me two weeks behind

[2:27:14] so I help her with her subjects and she needs

[2:27:17] me thank you

[2:27:20] thank you rally

[2:27:26] she isn't Charlie

[2:27:29] Charlotte

[2:27:31] Danley screenshot a damning

[2:27:39] well you might wanna pull it might be a little

[2:27:40] bit for her

[2:27:43] they get

[2:27:45] good afternoon my name is Shelly deny and I am

[2:27:48] the elementary I'm in elementary school and I am a

[2:27:53] virtual student my teachers miss Reno nine in reading and

[2:27:58] math JT my classes two weeks behind my sister this

[2:28:03] is not fair some days I have nothing to do

[2:28:06] can I move on nobody should tell me that I

[2:28:08] cannot move ahead is it self paced all I want

[2:28:13] to do this morning but I am being held back

[2:28:15] I finish my weeks work it takes me about three

[2:28:19] hours a day one day for the whole week this

[2:28:23] is not fair hi can I move on thank you

[2:28:27] thank you

[2:28:38] okay I think that takes care of the public comment

[2:28:41] at this time I need a motion to come in

[2:28:44] hold on one sec glasses on need a motion to

[2:28:46] come into executive session executive session for discussion of potential

[2:28:51] property purchase in discussion gosh I should related posts contractual

[2:28:54] arrangements so we have a motion some of Mr James

[2:28:58] have a second that Mr Hardwick seconded discussion however let

[2:29:04] me back in five minutes

[2:29:06] oh I'm sorry I missed

[2:29:08] click I'm sorry trying to get better all in favor

[2:29:11] say aye any noes alright five minutes in the back

[2:29:18] all the make back order order this time I need

[2:29:21] to get a motion to come back after the second

[2:29:23] session so move Mr chairman I thank the copies in

[2:29:26] this way I'll second

[2:29:28] second

[2:29:31] okay have a motion second any discussion

[2:29:35] Mr chairman yes ma'am I just wanna for the record

[2:29:37] indicated no action was taken the votes were taken in

[2:29:40] the second section okay thank you all for everybody in

[2:29:43] favor say aye

[2:29:45] any noes all right motion passes are we back in

[2:29:48] a regular schedule meeting Mr chairman I'd like to have

[2:29:51] the record I recused myself from the second item of

[2:29:54] executive session of fall the notification with the board sector

[2:29:57] for your search okay did you have that

[2:30:01] okay all right Sir

[2:30:04] next we'll go move on the business Adams could consider

[2:30:07] locally approved course numbers ms Myrick

[2:30:16] good evening during the last meeting I submitted a request

[2:30:20] to approve the locally board of course numbers as I

[2:30:24] stated during that meeting in the past we had interpreted

[2:30:28] regulation that we would only bring to the board for

[2:30:31] approval new course numbers however we recently found out that

[2:30:35] the expectation for the state department is that each year

[2:30:38] we have to present all of the course numbers and

[2:30:41] those are the numbers that I presented last ... in

[2:30:44] the last meeting as I stated also I'm doing that

[2:30:47] meeting none of the course numbers are news these are

[2:30:49] all numbers that we have been using for quite some

[2:30:52] time

[2:30:55] okay anything for ms Myrick

[2:30:59] Mr James

[2:31:02] Mr chairman I move that we accept the recommendations staff

[2:31:05] on this okay I have a motion and a second

[2:31:08] second

[2:31:09] because at the start of motion second any discussion all

[2:31:13] in favor say aye

[2:31:15] who knows motion passes

[2:31:18] thank you I'm sorry

[2:31:20]

[2:31:21] we're in business Adams which boasted I need to take

[2:31:23] ... I need to take a vote ... not a

[2:31:26] voice but

[2:31:28] so this time for the board please portion okay we're

[2:31:31] voting on only consider likely approved course ms Myrick

[2:31:42] okay motion passes unanimously will 0 thank you

[2:31:49] okay budget for Socastee high school stadium parking lots Mr

[2:31:52] brown Mr birch

[2:31:56] good evening Mr chairman members of our doctor Maxey ...

[2:32:00] we ... bring T. two items tonight ... the budget

[2:32:03] for sexually high school stadium parking lot lights we had

[2:32:06] asked for an increase of sixty thousand dollars in that

[2:32:09] budget ... to to accommodate it the new light poles

[2:32:14] and LED fixtures that were larger taller than the existing

[2:32:18] ones ... as we discussed last one last meeting we

[2:32:23] can get the funds from the

[2:32:25] excess funds from the ... drainage ditch project which has

[2:32:29] been scaled back

[2:32:31] so I was like to entertain that with you tonight

[2:32:34] if you look at the one having thank Mr ms

[2:32:37] Smith

[2:32:39] I'm just like to make a motion that we do

[2:32:41] approve the

[2:32:42] we'll transfer of money to finish this slide

[2:32:46] okay a second okay ms Smith made a motion ms

[2:32:51] Graham seconded any discussion

[2:32:56] ms Smith I still got you on that I just

[2:32:59] out of that I think some of Marty installed or

[2:33:01] they may all be on start I don't know but

[2:33:03] they look really good

[2:33:05] those are the existing lights ... that are too short

[2:33:09] but those are not the new one no ma'am that

[2:33:12] we haven't done any work I'm glad to know that

[2:33:13] because I was hoping it was more to go up

[2:33:15] because they were they they need parking lot get in

[2:33:19] yes ma'am they need to be about ten feet taller

[2:33:21] and we need to add a few more of the

[2:33:23] polls to cover some of the darker okay so win

[2:33:26] with that occur ... the ... quote is ready and

[2:33:30] we will if you have a vote in favor of

[2:33:32] this tonight

[2:33:34] right now if you don't favor this night will issue

[2:33:36] the PMR thank you okay any other discussion

[2:33:42] okay let's spell

[2:33:47] okay motion passes unanimously

[2:33:51] okay Mr birch I guess you're still left with large

[2:33:54] percent change replacement make up your units yes Sir thank

[2:33:57] you Mr chairman ... as we spoke with you the

[2:34:00] last meeting um there was original budget allocated for Saint

[2:34:03] James by comparing units on the roof ... for repairs

[2:34:08] ... we felt that that was not a cost effective

[2:34:11] solution to dealing with the long term ... indoor air

[2:34:15] quality needs and ... air conditioning needs of that school

[2:34:19] ... we would only parcels a few years so what

[2:34:22] we asked to do was increased that budget to one

[2:34:25] million nine hundred fifty thousand dollars to replace all seven

[2:34:29] rooftop units ... six hundred thousand would come from the

[2:34:33] original budget ... there was another eight hundred thousand we're

[2:34:38] requesting from ... residual funds in the additional five hundred

[2:34:43] thousand from this year sustainment budget

[2:34:47] ... for total budget of one million nine hundred thousand

[2:34:49] dollars

[2:34:51] yes I'd like to entertain that tonight if you would

[2:34:55] Mr ****

[2:34:56] mmhm

[2:34:57] I have used did you wanna speak

[2:35:02] are going to make a motion okay when Mr ****

[2:35:05] made a motion to have a second second ms Morrell

[2:35:07] second any discussion

[2:35:11] okay let's vote

[2:35:17] okay motion passes 120

[2:35:19] thank you Mr birch very much

[2:35:22] okay gotta make Shira

[2:35:29] Lucas if you would in my screen back up

[2:35:35] Florida Mr chairman members of the board ... under the

[2:35:38] business item regarding the use of the ... case ...

[2:35:42] dashboard ... I am recommending that the board of education

[2:35:46] for the following the utilization of the HCS cast case

[2:35:50] dashboard is an additional local data point for determining instructional

[2:35:54] model to be used by individual district brick and mortar

[2:35:56] schools to the use of any local data points which

[2:35:59] may be developed or become available in the future three

[2:36:03] the implementation of the Harvard instructional model for all district

[2:36:06] working mortar schools effective October nineteen twenty twenty until the

[2:36:10] district as I will return all brick and mortar school

[2:36:13] safely to five day face to face instruction for the

[2:36:16] provision of a minimum of five calendar days notice to

[2:36:19] parents before change instructional model unless an emergency at an

[2:36:23] individual working mortar school warrants an immediate change of the

[2:36:27] individual working more school schedule and five reaffirms the premise

[2:36:32] as previously stated in the twenty twenty one ACS reopening

[2:36:35] plan that our knowledge and understanding of the Kobe netting

[2:36:38] virus continue to evolve and our protocols implants will be

[2:36:42] updated as appropriate and as more information becomes available

[2:36:47] okay thank you got the message Mr Posten thanks Mr

[2:36:50] like to make a motion to approve the recommended actions

[2:36:53] of it by the superintendent ... as changes to the

[2:36:56] twenty twenty twenty twenty one HCS re opening plans okay

[2:37:00] I have a motion I'll second that Mr chairman Mr

[2:37:03] James second okay well it up for discussion

[2:37:09] ms Smith

[2:37:11] thank you Maxey I thought about this after we've had

[2:37:14] all the discussions going to ask questions of the note

[2:37:18] in number four says emergency in an individual break more

[2:37:20] school once I needed change

[2:37:22] but is there any way in this plan

[2:37:25] that would allow you to open up another school a

[2:37:28] school in our district zero munity zero two cases to

[2:37:33] go to five a brick and mortar without the whole

[2:37:35] district going or or is that in close I think

[2:37:39] that the the approach that is most appropriate is that

[2:37:43] we do it in phases by elementary first ones we

[2:37:47] have on our plexiglass ... installation in place than we

[2:37:52] do the

[2:37:54] elementary when that is phased in and then we moved

[2:37:57] to middle and then the high school but you know

[2:38:00] the purpose of the emergency component under number four is

[2:38:03] actually taken from a memorandum from superintendent Spearman that says

[2:38:09] that we can't change without our plan without giving ...

[2:38:13] parents five days calendar notice unless it's an emergency and

[2:38:18] in my thinking the emergency would be if by using

[2:38:21] the case ... dashboard we discover that those one of

[2:38:25] two conditions exist of the condition of of a hot

[2:38:30] spot developing at the school in terms of number of

[2:38:33] cases affecting students and or staff members or to that

[2:38:38] due to quarantines that the staffing of the school cannot

[2:38:43] occur effectively therefore we would need to do it quickly

[2:38:47] and go to distance education that's the purpose of the

[2:38:49] emergency component

[2:38:51] okay thank you R. dot match I have one thing

[2:38:55] ... eighty Mr James ms Morrell one of the things

[2:38:59] that they brought up about correcting for maybe go back

[2:39:01] and just in that ...

[2:39:03] 2 it was a for a 14 day

[2:39:07] I think the two points that were made one was

[2:39:10] to change their time frame to be and sank one

[2:39:13] said on ten days the other one said seven any

[2:39:16] other comment was you would remain active until you return

[2:39:20] to school and then you would become ...

[2:39:23] what whatever archived or historical historical yes and I think

[2:39:27] those are two things Dr Maxey agreed to consider keeping

[2:39:32] with the staff and S. R. A. I think you

[2:39:34] should do not if you need some help with that

[2:39:36] you know that if we if we need additional employees

[2:39:39] you know pull off any additional data gathering and crunching

[2:39:43] then we would let the board now okay okay do

[2:39:46] we have anybody up for just make a list

[2:39:52] okay we've got a motion second let's plays well

[2:39:59] motion passes twelve zero when I'm sort of eleven eleven

[2:40:03] yes is one of

[2:40:05] passes 11 to one

[2:40:09] okay

[2:40:13] okay we'll go on to consent consent agenda

[2:40:18] I need a motion of a commission to approve it

[2:40:21] I'll second

[2:40:23] the second

[2:40:25] Mr Hardwick second any discussion

[2:40:28] all in favor say aye

[2:40:31] any noes okay that motion passes okay

[2:40:37] for your next meeting will be Monday November the second

[2:40:41] at six PM and we don't have any ... any

[2:40:44] meetings scheduled earlier in the day for that there's a

[2:40:47] great product

[2:40:49] I'll help

[2:40:53] as of right now we do not have an agenda

[2:40:55] for that date is right now it would not be

[2:40:57] needed okay so next next board meeting will be November

[2:41:00] second at six PM here at the district office motion

[2:41:03] to adjourn

[2:41:05] some of yesterday's my emotions but Franklin second all all

[2:41:10] in favor say aye

[2:41:11] any noes okay we're joined

Untitled meeting

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