[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] It's ready to go. All right, call the meeting to order. I'd like to welcome everybody to the special board meeting for the Faculty of Unified School District.
[0:11] Dr. Jane, approval of the agenda.
[0:16] changes to the agenda. No, no, no changes. Fantastic. And a motion to approve the
[0:21] agenda as presented. Move by Mallberg, second by Windham, roll call vote.
[0:32] Ms. Sally, I see you. That's yes, thank you. Mr. Windham? Yes. Mr. Kitses? Yes. Mr. Stacey?
[0:39] Yes. Mr. Silva? Yes. Mrs. Mubber? Yes.
[0:42] Mr. Johnson? Yes. Thank you. Okay, with that item, number five comments from the floor. We are
[0:49] going to go ahead and open up the chat so people can have the ability to put their name on the list.
[0:56] Please welcome to those that are on Zoom.
[0:58] If once the chat is open, you can go ahead and open it.
[1:01] Once it's open, it's designed primarily just or solely just to put your name on there if you'd like to speak on the item.
[1:08] We're going to leave this open for about three to five minutes so we make sure that everybody has an opportunity to have their ability to put their name on there.
[1:16] So it'll be a little uncomfortable and quiet in here for a few, but other than that, we want to make sure they have the opportunity.
[1:38] Let's do this.
[1:40] People on Zoom, when we open the chat, we would appreciate that it is solely for putting the names on the list of people who would like to speak.
[1:51] Any type of profanity is not allowed.
[1:54] If that continues, we will not allow you to speak from Zoom.
[1:58] So, please, for the courtesy of people that would like to speak,
[2:05] watch your language, and please be courteous.
[2:10] I'll still give it a few more minutes.
[2:12] You can go open that up.
[4:14] Okay, just for some clarification, some comments from the floor tonight, we're only allowing
[4:22] by the Brown Act comments from the floor that items on the agenda.
[4:27] So if anyone's on Zoom and they're wishing to speak about graduation, this is not the
[4:32] appropriate for them to do that. We can allow that. We'd be violating the Brown Act, which we're
[4:36] held accountable to. It's not because we don't want to hear from you. It's just how the
[4:41] meeting is set up by the law that we're not allowed to.
[5:00] The public to hear things should go back to this meeting, because you cannot hear, that's just an echo.
[6:00] We are working on a workaround to allow people that want to participate in the workaround.
[6:07] such as you folks that took the time to come here to have the ability to speak.
[6:12] So if you'd be patient with us while our IT works on that, we'd appreciate it.
[6:53] Fantastic.
[7:02] Fantastic. So item number five comments from the floor items on the agenda.
[7:10] Seeing that we're going to have a lot of speakers tonight. We're going to limit your time to two minutes instead of the three minutes and that will allow for the folks on zoom to have an opportunity to speak as well.
[7:25] You can keep time for me, please, and then do you have your little cards?
[7:29] Oh
[7:32] yeah, you can use your phone.
[8:07] You ready to go?
[8:09] All right, fantastic.
[8:10] Let's go ahead and get going.
[8:13] And I'm going to apologize if I mispronounce your names.
[8:16] But Mindy, bowl?
[8:18] Is it correct?
[8:20] Bowley.
[8:23] Welcome, how are you this evening?
[8:24] Thank you. I'm good. Can I take this off to the top?
[8:26] By all means. Thank you.
[8:28] Thank you.
[8:29] That's good evening. My name is Mindy Bowley and my children have attended school in the district for the last 16 years.
[8:36] Prior to that, I'm a product of the Backville Unified School District, both my parents and my grandparents are.
[8:42] So we've been around back to the school district for a long time.
[8:46] I understand the difficult position you guys are in to try to decide how to handle the upcoming school year.
[8:52] knowing that no decision you make will make everyone happy.
[8:57] Recognizing the countless hours you have spent on making this decision you're here to make tonight.
[9:03] I feel that you do have to spend a little bit of time to talk about the graduates that graduated last year.
[9:24] That's why you guys have done workshop after workshop with the parents, with the district, with the public health official, about what you can do to make this work for next year's school year.
[9:36] I think you need to put a fraction of that effort to also get that into the graduation for the seniors that graduated.
[9:45] Madam, if you're speaking about graduation, I'm saying that if you are going, if you are here today,
[9:51] at all, to consider opening the schools in any fraction, in any fashion of having students in the classroom with teachers.
[10:00] You're putting a greater risk than anything that was put in play or proposed to you by Dr. Schemean.
[10:07] So I think that you have a number of parents, a number of willing volunteers to help you come up with a plan that is safe, that you need to do.
[10:16] Just like you have people here today.
[10:18] And in the end, man, I think you're speaking about graduation and not the future.
[10:20] I'm speaking about both. My husband is a teacher in this district, so don't discount my ability to think about what's happening with opening schools.
[10:28] That affects me personally as well. I just think that you need to look at all of it. The school district is
[10:35] The school district has been great for many reasons, and it's because you haven't attitude of what can we do?
[10:41] Thank you.
[10:41] Your time is up. Thank you.
[10:43] Could you?
[10:44] Did you flash the cards?
[10:46] Okay. Fantastic. Thank you.
[10:48] All right.
[10:52] Thank you, Mindy Julia.
[10:53] Meek?
[10:58] Hi, I'm getting evening. My name is Julian Meek. I will be a junior at Old Seewood High School of School here.
[11:02] I want to speak tonight on reopening the schools.
[11:05] It's really important that we give out to the school full of time with never restrictions.
[11:08] The virus so really affects children, and even if it did the survival rate is 90%.
[11:13] The food is worse.
[11:14] My friends and I need to be in school full of time.
[11:16] Our mental health is in physical well-being, in future, and in education depends on it.
[11:21] I also want to ask that you seriously consider the dangers of wearing masks for a long period of time.
[11:25] In the fact that they're useless, I know for sure my parents are not allowed me to wear a mask
[11:29] as to school and I agree with that.
[11:32] Thank you for your time and consideration.
[11:33] Thank you, Julie.
[11:34] Appreciate it.
[11:38] Shana, Moriarty.
[11:46] My name is Shana Moriarty, and my family represents three generations
[11:50] of graduates from back to the unified school district.
[11:54] Thank you for the opportunity to speak.
[11:56] The current suggestion for high school students
[11:57] to only attend school two days a week is not acceptable.
[12:00] Our kids, especially high schoolers need interaction
[12:03] with their peers in person instruction from their teachers and oversight by their coaches and mentors.
[12:09] These are our young people who will very soon be entering the real world. In the real world,
[12:15] we live in Vacville, California, in Salano County. This is not New York, Florida, or even Los Angeles.
[12:23] We must not make decisions for our community based on statistics in the rest of the country.
[12:29] Statistically, our COVID members are low, our testing is high, and our positivity rate is
[12:34] well below state guidelines.
[12:36] Yes, safely returning to school should be a top priority, but instead of focusing on how
[12:41] to keep kids home, which, by the way, they will not, and they are not.
[12:45] We should be focusing on how to accommodate the majority who choose to return to campus.
[12:51] Several districts near and far have offered their own solutions, and Colorado, for example,
[12:55] they're implementing a longer block schedule with two classes per day five days a week.
[13:00] That model limits students co-mingling.
[13:03] One Sacramento district has decided if you were one who voted 60% to return, you will
[13:10] be given priority registration and they will accommodate three major with distance learning.
[13:14] The same can be done for staff who are fearful for their safety.
[13:19] We have heard of local districts which have already determined they will return full-time
[13:23] as distance learning model was unsuccessful
[13:25] with only a 30% participation rate.
[13:28] Our back of the students being punished for stepping up
[13:31] and doing their work when you shut us down in the screen.
[13:34] If that is the case and all it takes
[13:35] is a lack of participation, perhaps that is the next step
[13:39] in getting our students what they need.
[13:41] Okay, ma'am, I'm sorry your time is up.
[13:43] Thank you very much.
[13:44] You must go back to the drawing board
[13:46] and we expect more from our elected officials.
[13:53] Kaylin, if I said that right, thank you to Ray. Welcome.
[14:02] Hello, my name is Kaylin Pettard.
[14:06] I am a, I'm a high-risk student.
[14:09] And I have a hard condition.
[14:11] It sucks. Anyways, but I'm going to back high,
[14:15] when we sophomore next year, my brother's going to be a senior next year.
[14:19] Then he's going to have to worry, which sucks for me.
[14:23] Because I'm going to miss him.
[14:25] It's my opinion that we should return to school full-time.
[14:29] If half the students are there, half the week, and half the other students,
[14:33] other half of the week, the teachers and staff are still being exposed to 100% of students.
[14:40] 100% doesn't matter.
[14:42] So we can't protect teachers and staff from the virus if we're doing the same thing.
[14:51] It's proven not to have a significant impact on our age of kids, high school, middle school.
[15:01] With a proposed semester with what we're trying to be happening,
[15:12] it's going to make it more difficult for kids, especially kids who are already struggling in school to learn and remember the information taught to talk to us since they will have to learn the information and have the time.
[15:25] Families should be given a choice to return their students to campus full-time or
[15:31] To have full-distance learning there should be two choices. That's all I have to say. Thank you.
[15:40] Looks like someone that might be related Amy.
[15:44] Got the same last name's going on there.
[15:48] Hi, my name's Amy Thard.
[15:50] I am a parent in the back of the year. If I'd school district I've got my daughter there that just spoke. It's gonna be a sophomore
[15:56] at my son that we have seen here this next year. And I agree with my daughter. I feel like
[16:00] we should be given the option to return our kids to school full-time. If the current
[16:04] per post schedule, the staff that teachers are all being exposed to 100 percent of the students
[16:09] every week in and in ways. So let's just bring all the students back. The death rate for students
[16:14] under the age of 18 is absolutely zero in Southern County. The infected rate also is very low.
[16:20] My daughter is high risk. She is a heart condition. She's on the high risk list. I'm comfortable
[16:25] sending her back to school and allowing her to go back mass free regular because mental health
[16:31] is way more important than what's going on currently. We can combat a virus, we can take measures,
[16:36] we can vitamin D, vitamin C, do all the natural things that you should be doing that combat it,
[16:40] and we should be allowed to bring her students back full-time. Great. Thank you.
[16:50] Mr. Blancid.
[16:56] Good evening.
[16:57] Can you hear my opinion through this? Yeah. Those of you that don't know,
[17:01] I'm Todd Blancett, the President of Act of El Teachers Association.
[17:05] You have a difficult decision to make today, and I don't envy you.
[17:09] I spoke last month about why you should take a cautious safe approach when opening schools,
[17:13] and I'm here tonight to tell you that VTA endorses the staged reopening plans developed
[17:18] by the communities, excuse me, committees, and we look forward to working with the administration
[17:23] on all other details of opening safely.
[17:26] There are over 700 teachers, counselors, psychologists, speech therapists, and nurses working
[17:31] for VUHD.
[17:33] Over the past few weeks, many of them have written to you and spoken at the last board meeting
[17:37] about their concerns about safely returning to next school year.
[17:41] They have spouses, children, and parents who care about them, and they deserve a chance
[17:45] to be safe at work.
[17:47] It is possible to open our schools safely this August, and we owe it to our employees
[17:52] to do that.
[17:53] School won't look the same as it did before coronavirus, but nothing does.
[17:59] A trick to luckies, to Los Reyes, to sports cuts, or anywhere else, isn't the same as it was before.
[18:06] And just like everything else, everywhere else, we have to adapt.
[18:10] We owe it to our employees and our students to provide us safe and environment as we reasonably can.
[18:16] The plans that the committees developed will allow that.
[18:18] The plans are a compromise that provides students' essential class time and everyone, a minimal sense of safety.
[18:26] When we left school in March, it was in a rush and we weren't really prepared to distance teach.
[18:32] Our distance teaching is more developed now than it was before, and we've had time to get the details right before school starts.
[18:39] At the elementary level, the plans provide daily teacher contact for students.
[18:44] They allow physical distancing, child care options for those who need it.
[18:48] physical distancing is at least possible with the modified schedules in middle school in high school,
[18:53] and the students have direct contact with teachers on a regular basis, so they're boring supported.
[18:59] We know the situation is an ideal for students' parents or teachers, but as a compromise it can work.
[19:04] VTA urges the board to adopt the plans developed by the district's committee.
[19:08] Thank you.
[19:09] Thank you.
[19:15] Trish.
[19:16] Cardosa?
[19:20] Okay.
[19:20] Sorry.
[19:21] Thank you.
[19:23] Oh, I saw that back of the room. Is that you?
[19:28] Yep.
[19:30] What's your name?
[19:33] My name is Casey.
[19:37] My daughter in the back is going to be starting kindergarten next year.
[19:42] And this is very frustrating to see that if you guys are going to vote for 50, 50,
[19:48] reopening, who's going to take care of her?
[19:51] Do you want to babysit for the rest of the day? Well, I work because I call the full time drop.
[19:56] I carried the benefits for my family. It's not 1950.
[20:00] So, I need to have full-time school. You're going to feel her as a student. You're going to feel all the children. You're going to have to invest in a lot of mental health of people in order to help compensate for the issues that you're going to cause if you don't go full-time.
[20:20] I saw the survey from online and first responders don't get time off, they haven't been off.
[20:28] So why should the teachers, all the teachers are upset about it?
[20:32] So maybe you should consider them first essential workers as well.
[20:38] So that's my.
[20:39] Okay, thank you very much.
[20:46] And then Theresa, the Miss Cardosa was,
[20:55] no, no, no, I had,
[20:56] took, uh, Trish Cardosa.
[21:01] Great.
[21:02] Okay, thank you very much, um, and Mercy.
[21:06] How much?
[21:10] Hello, Mercy.
[21:11] Welcome.
[21:12] How are you?
[21:13] Good, how are you?
[21:14] I'm very good.
[21:16] I'm 99 and I go to Cairo and I really have miss my friends during this.
[21:21] and it's been hard being away from all them and stuff and we do have a special
[21:27] at it our school and they do get a special more special help but I don't think
[21:33] it'd be fair to them if their teachers or them had to wear masks make it
[21:37] very confusing for them and the teachers they'd be confused and what about all
[21:42] the kids who are abused at home and schools their own way to get away and
[21:46] And they get away, they get a chance to actually be free, but then people ring masks and all that.
[21:55] And so, again, people go to work too, and kids will have to stay on the wall and that's not safe at all.
[22:04] If kids or their parents are very scared, they can go, they can do online school, because I know that was an option for them.
[22:12] And it's going to be hard for even everyone who doesn't have who learn just fine with the mask.
[22:19] And it's going to be really hard for it.
[22:21] There'll be confusing for everyone if they're teachers as a mask, if they have a mask.
[22:28] And it's kind of like, I smile people at the time, but they don't smile back anymore.
[22:37] and people will get very depressed if because I know people were talking about only half the day of school
[22:44] people were going to be really depressed and they're going to be really depressed and with a mask and even if it's no lunch
[22:55] so because that's kind of the only half 15 minutes to really talk at recess
[23:02] And if you guys are scared, you guys can do online school or an people who, if they are going to be forcing a mask, people are going to go to private school, which isn't going to force everything, and people are going to go to homeschool.
[23:17] Thank you.
[23:18] Okay. Nice job, Mercy.
[23:25] We have a lot of people trying to get on so I just rather say it publicly if we can open a second zoom because we're max out of 300 and there are people who want to see what's going on.
[23:36] But I don't know how and if we can just open a second meeting.
[23:39] I think open up a link but then I don't know how it is.
[23:43] You'd have something to link to what's in.
[23:46] I wouldn't be nowhere to go.
[23:48] I have no idea. I don't have the answer. That question.
[23:56] Facebook. Everybody learns everything.
[23:58] I don't know.
[24:01] I don't know.
[24:04] I don't know.
[24:29] okay so my understanding there's a lot of people that can't get on to zoom so what we're going
[24:34] do is post a address for you to be able to watch the streaming video.
[24:41] If you're just getting on now and you wanted to speak, I apologize your late to the meeting.
[24:46] We had a certain amount of time that was a lot for people to put their name in, but
[24:51] by all means you can have the opportunity to watch.
[24:55] So yes
[25:01] If the chat is for to say, I want to speak, right? So I know everybody is doing what they did a couple of, lots of people are doing what they did a couple of weeks ago, which is just making comments comments comments.
[25:16] So, is the chat still open? I'm watching it. Why? I thought we decided to close it once we took.
[25:28] It needs to be closed so we don't have that same problem that we had earlier.
[25:32] As long as we have everybody's names that had put in, I have those now for the Zoom, but
[25:39] still won't speak right now.
[25:41] I do, but I wanted to say to Mercy and K-Lan, and, thank you very much for speaking.
[25:53] That's really hard to do.
[25:54] not saying that you don't have the ability at your age, but especially you to be able to get
[25:59] up here into voice your opinion and to participate in this process. That's absolutely fantastic.
[26:05] Continue to do that throughout the rest of your life. That would be a great thing. But you guys did a great job.
[26:09] I just wanted to acknowledge that you guys did that. So, and then with that, we'll have Chrissy come speak.
[26:26] Chrissy, first of all, respect to all of you guys. Second of all, y'all are not dead.
[26:31] responding to emails, you might want to get better at that. So just FYI, this is not personal
[26:37] to you. So just heads up, I don't think you're listening to nice, I don't think you're listening
[26:42] to please and can you and whatever. So buckle up your seat belts and get ready. Corona is in the
[26:48] past. We are almost 200 days out from just do this and just do that. Kids are not even at risk for it.
[26:54] Why are we even in this meeting? Why do I even have to send you an email about something that isn't
[26:59] even a threat to our kids.
[27:02] Now I understand you probably watch a different news channel
[27:04] that I do.
[27:04] So you probably are on team propaganda, team fear,
[27:08] and I understand that and you get to do that.
[27:10] That is your personal choice.
[27:11] But listen, people work, people are on IEPs.
[27:14] Online isn't working.
[27:16] We have to do better.
[27:17] Phase four, sure, it's okay.
[27:20] But we're five, I didn't see five on a list.
[27:22] So five should be go back to school, stop, fear propaganda,
[27:26] and stop pedaling this corona cult that is going around.
[27:32] Please do your research.
[27:33] Please watch something else beside CNN so that we don't have to come to meetings like this.
[27:38] Our kids are at risk for vaping addiction, suicide, abuse.
[27:42] Please, let's have that conversation.
[27:44] We shouldn't have to spend tonight coming here talking about going back to school.
[27:48] Okay, if your teachers and your students don't want to go back, this is America.
[27:52] Please do not shine at my kid's school.
[27:54] Please do not shine at my America.
[27:55] Okay, so last I checked we are a free nation and we actually have rights in the Constitution and maybe we should revisit those things where we have choice
[28:05] So again, please take a stand for common sense the Constitution liberty and freedom and for our children that are not only
[28:12] Monorble that are abused in dealing with all kinds of things in addiction and special needs
[28:17] But please guys, this is beyond ridiculous like let's move forward. Let's open our schools and if you don't want to go
[28:23] Then don't go. That's all there is to it
[28:26] Thank you.
[28:31] Okay, Mysteries, do we have the next list?
[28:39] Thank you.
[28:43] All right. So for ready, if we could bring up Austin Preston, please?
[28:53] Oh, and good evening. I am a parent of two students as well as a husband of a teacher. And my biggest concern, I understand everybody has there.
[29:04] and what's going on in this situation.
[29:09] To me, there is no way that you're going to even keep half the people happy.
[29:17] Nobody is going to agree with the decision to see if they're going to ever go to the voting stake in place.
[29:22] However, when we're looking at different phases, my big questions are,
[29:26] how are school sites going to sanitize school with the classrooms in between various groups?
[29:32] So if right now there are already short staff on the custodial staff and we're already looking at budget cuts.
[29:40] So reducing the amount of teachers and custodings that are available on a school safe, but also increasing the amount of students in a classroom.
[29:48] If we're looking at a hybrid model of social distancing within a classroom, how can we fit more students in a classroom that is going to require social distancing?
[29:58] It just doesn't
[30:00] That there is a viable option for either direction. And I would hope that it's not going to come at the cost of students getting sick or students taking that sickness home and spreading it to others.
[30:13] One of the agenda points in the PowerPoint presentation indicated that reducing the liability of this situation for the school district is one of the key points.
[30:22] And if a student, while they don't show symptoms or an asymptomatic spread, or it takes that sickness home to a family member, how is that reducing the liability to the school district?
[30:33] Thank you for your time.
[30:36] Thank you, Austin.
[30:38] Next we'll go with Tina.
[30:41] Chilinsky.
[30:44] We're getting to you here in a second.
[30:46] Now you're right.
[30:55] There we go.
[30:56] Hello Tina are you there?
[30:59] Hi.
[31:00] Hi.
[31:01] Yeah.
[31:01] Certainly can hear you go ahead and welcome.
[31:04] Okay.
[31:04] Thank you.
[31:05] Good evening.
[31:06] So I did have a couple of things to say.
[31:10] I am.
[31:11] I have a 39 year old and a 36 year old and a 26 year old and a 22 year old that have all graduated from back high.
[31:20] And I have continued to be linked with back-ville schools because I've been doing daycare for 22 years out of my home for 14 kids every day.
[31:33] So I do take them back and forth to school mostly to Brown Valley and to Markham.
[31:39] However, what are issues where we were teaching three different grade levels, actually four different grade levels along with preschool.
[31:49] March, April, May, and part of June, was that the teachers were all on different pages.
[31:57] Nobody was doing the same thing. Only one teacher out of all the teachers was doing zoom
[32:02] meetings for hours. So my biggest thing I'd like to say is that it's very important for the
[32:09] board to please look at the fact that there needs to be continuity across the board. All
[32:14] First grader should have the same curriculum.
[32:17] Every single teacher should be doing a Zoom
[32:20] if they are not having students attend that day.
[32:24] My second thing would be if there's so many
[32:30] different grade levels that child care is supposed
[32:34] to be helping to independent the study,
[32:37] is there a support that we can give to that
[32:40] perhaps the certain liaison at this school
[32:43] this sort of level that we can work personally with to work through these things. I have seven
[32:49] school-aged children besides all my preschoolers this year that I will need at a third, second, and first
[32:55] and kindergarten nurse that I will need help getting all of this put together to make sure we
[33:02] can do a good job with distance learning for them. Excellent. Thank you, Tina.
[33:10] next up will be Kristen Navarro. Kristen we're getting to you.
[33:25] Hello, Kristen. Can you hear us?
[33:28] Hi. Hi. I'll make it for two minutes. So I just real quick with one elementary and with one high school student.
[33:36] I will have kids on completely opposite schedules. I can't see how this will work for any family or teacher with kids in the district.
[33:43] It seems to me that the current proposal will just lead to families withdrawing their students and possibly lead to teacher layoffs, which is counterintuitive.
[33:51] Talking data, California has 6,900 blue deaths for the past season, even with the vaccine.
[33:57] Compare that to the 6,400 COVID deaths this year with zero natural immunity and no vaccine.
[34:03] Solano averages 81 blue deaths per year compared to our current 25 COVID deaths.
[34:08] It is worth mentioning that the CDC reported last week represented the 10th week of declining
[34:14] death due to pneumonia, influenza, and COVID. I think people lost sight that increasing positive
[34:20] cases without exponentially increasing hospitalizations is a really good thing. It's a highly
[34:26] contagious, highly survival virus. Vacabilities unique in that we were exposed to the virus
[34:31] much before like, before much of the country. Patient zero had been exposed to multiple people before
[34:37] ultimately being hospitalized back a valley. We had cruise ship COVID patients at Kaiser
[34:42] Valley and Travis Air Force Base. Google continued for a full month after this without
[34:47] an influx of cases. And even with first responders to work entirely these past four months,
[34:53] Solano has only had 1,740 positive COVID cases, cases out of a population of 447,000.
[35:00] If we are not need deep in hospitalizations by now, we're not going to be. Teachers absolutely deserve a safe environment, but I'm not sure what about the current data shows any high risk. I am asking that the BUSD board use data, not media high, not misinformation or politics as a driving force behind their decision. Please, please be an advocate for our students. Anything less than full time is detrimental to their social and emotional development. Let's get back to what's best for the greater good.
[35:30] Thank you guys. Thank you, Kristen.
[35:36] Ayesha. Faust.
[35:41] We're getting to you.
[35:52] There we go.
[35:55] All right. Certainly can. Go ahead.
[35:58] Okay. Wonderful. I want to just, I'm going to teach you at Mark and Melanie.
[36:03] And I just quickly want to talk about the teacher's side of this.
[36:06] I want to quickly go back to back before the pandemic.
[36:09] when we were all just regular teachers and not crisis time teachers. A few things that were
[36:14] true for teachers at that time. We were working an average of 50 hours per week, almost 17
[36:19] hours unpaid more than our contract in this district. We were working full-time jobs with part-time
[36:25] pay and this has become the expectation for teachers. But teachers are professionals, 56% of
[36:31] public school teachers had at least a master's degree as of 2011, as well as four years of bachelor's
[36:37] potential induction hours of professional development and more and yet about one in five teachers have a second job and some even qualified for food stamps. Speaking of money, let's talk student supplies a study found that 94% of US teachers spend and feel an expectation to spend their own money on school supplies, $479 average yearly and 7% even spent more than a thousand dollars.
[37:01] So it's no wonder that 93% of elementary school teachers report a high stress level, and how about the expectation that we've protect our kids during an active shooter emergency.
[37:13] We are literally expected to take a bullet for our kids, and then COVID happened, and I don't really need to tell you all the challenges that came with that.
[37:21] So the expectations that teachers are child care is an absolutely appalling thing to think of given everything that we already do.
[37:30] I understand that this virus is extremely inconvenient for everyone, but there are other options.
[37:36] The public education is already used as a bandage for some of society's most heartbreaking issues.
[37:43] So most of these are really deeply entrenched in trench systemic issues that you guys can't control, but you do have the power to make a decision about how we reenter school.
[37:51] With this power ask if you want things, please do not make us martyrs.
[37:55] We already martyr ourselves every day putting ourselves last on the list behind everything else.
[37:59] We don't want accolades, we just want someone to do for all everyone else.
[38:04] Thank you.
[38:05] Thank you, Aisha.
[38:08] The next is concerned, parent.
[38:10] I guess is the...
[38:13] I'm concerned, yeah.
[38:15] I'm concerned, yeah.
[38:15] They're not here.
[38:22] One last look.
[38:35] Okay,
[38:48] not seeing any will move on, sorry, concern parent.
[38:51] Emily, feel please, if you could bring Emily up, that would be great.
[39:02] Hello Miss Emily, can you hear us?
[39:05] I can hear you, can you hear me?
[39:06] I've got you, go ahead.
[39:08] All right.
[39:10] First of all, I would like to thank the board and the staff and the committees that have worked so hard to prepare the plan.
[39:15] that's been presented. I've been the several meetings to ask you to consider an AAMP and
[39:21] Schedule for last winter garden students remember I'm the teacher from paid elementary school.
[39:26] I want to say that the elementary plan presented in the agenda is a good one. It allows
[39:31] maximum student contact time while still allowing safe social distancing. I believe that the smaller
[39:38] class size will have under this model is going to allow kids to master the standards faster than they
[39:44] would have if we had 100% on campus.
[39:47] That means that there will be no loss of learning
[39:49] if we go forward with the plan that's presented.
[39:52] Thank you so much.
[39:55] Thank you, Emily.
[39:57] Next, we'll be Sandy Wright.
[40:00] Sandy, we're working our way toward you.
[40:08] And hello, Miss Sandy. Can you hear us?
[40:15] Sandy?
[40:19] Hello, Sandy?
[40:25] Yeah, I see that. Maybe step away.
[40:29] All right, we'll move on. We're looking for David Weller's next, please.
[40:39] This is David Weller. We got you. Go ahead.
[40:44] So I just want to say thank you for your efforts in trying to protect the students and the teachers and the families of the district.
[40:50] This is not an easy job.
[40:52] The meeting is a mental health professional.
[40:55] Our students need to be in school.
[40:59] They are exhausted from trying to learn on Zoom when that works.
[41:04] Not all families have access to the appropriate levels of electronic devices and internet in the home to be able to do this.
[41:13] And when you have multiple children in the various schools competing for bandwidth and resources to access
[41:21] a Zoom that makes it difficult for families,
[41:26] there are an astonishing lack of pediatric psychiatric services in the area,
[41:33] which makes it difficult for any of the children suffering from the isolation and depression to access those
[41:39] resources appropriately. And finally their children can wear masks in school and still get
[41:49] the resources they need and be able to play the sports and have the outlets that they need
[41:55] to be able to function appropriately and have any type of chance at progressing appropriately
[42:02] with the rest of their peers in their nation. Thank you for your time.
[42:08] Thank you, David, next is Mr. Hobbs, Paul Hobbs,
[42:24] is what I have Hobbs, H.O.B.B.B.S.
[42:28] Okay, not there.
[42:31] All right, is it Mickey next, Mickey Malone?
[42:39] Me and I, thank you.
[42:41] So, however you restart school this year, we have two children in the school district who are hearing impaired.
[42:48] their hearing impairment is not corrected with hearing aids.
[42:51] So when you put the mask on, they lose part of their ability
[42:55] to hear what's being communicated,
[42:59] so that is the first thing.
[43:00] The other thing is that we're not really being offered other alternatives.
[43:06] So we started at this, we'll see what to talk to the principal about seeing if we could
[43:13] put her in a different schooling situation where we could service her better in a homeschool
[43:17] actual situation. One of them is it would be fine because she doesn't do anything but the other one
[43:23] is a student athlete. And so in order for her to still participate in her athletic program,
[43:30] she has to attend school in the back of ill district for lack of a better term. So what we really
[43:39] like is for you guys to address that issue, could we be offered other options because I we feel like
[43:45] We could serve a serve in a different situation, but still for her to be allowed to participate in sports.
[43:51] Thank you.
[43:53] Thank you, Mickey.
[43:57] Last on the least, Magella.
[44:06] Good evening, Magella.
[44:07] Are you there?
[44:09] Yes.
[44:09] Can you hear me?
[44:10] Yes, we can.
[44:11] Go ahead.
[44:13] So I'm a mom of special needs children and in order for my child's ITP to be implemented, she has social
[44:21] skills.
[44:21] So she goes in social schools and if she is not in with her peers, how can she work on these goals and she's the same well
[44:32] She's not even a senior. Now, but she like she doesn't have too much longer and we need this time like all our kids that have social needs
[44:43] anxiety
[44:44] and
[44:45] speech, OT
[44:47] like we she's never been told a system technology
[44:50] So Zoom, these classes, she never received any since March, we got packets, she's had no instructions since March.
[44:59] And we're gonna hope...
[45:00] I hope that our kids come out in the next year or two and have jobs when they have had no education.
[45:06] Because the packets aren't working either. I'm not a teacher. I've never claimed to be.
[45:10] It's a really hard job. And like this COVID has been really hard on every family. I'm fully aware that.
[45:18] I mean, nobody saw this coming. So it was a shock. So when your kids with special needs, though, they need transition. They had no transition.
[45:26] our whole world has turned upside down and we can't give them any kind of little avenue to say
[45:33] oh maybe next week or maybe in a month's time you know you can go to school or you can
[45:39] receive speech or you can whatever we had zoom on speech sorry that was really good
[45:43] and we said counseling which was good but for the actual instruction she said none
[45:48] because I'm going to say I'm not a teacher and to see what she can do has been heartbreaking
[45:54] Sorry about my dog.
[45:58] And so I just think for kids with special needs, they really need to consider, especially in the IEP goals. A lot of back is at social. I'm really sorry about my dog.
[46:08] They need that interaction and they need that instruction. They need that one on one instruction. And we have the face shields. If we can't wear the mask, maybe the face shields.
[46:22] Okay, Ms. Magellan, sorry, your time is up, you're, uh, your dog goes to you two seconds.
[46:29] Okay, thank you very much.
[46:32] And that's all the speakers that we have.
[46:35] So we will move on to action items six A reopening of schools discussion.
[46:42] And I'm going to turn it over to Dr. Jane.
[46:46] All yours. Good evening. Yeah. Thank you. Yep.
[46:49] you want to pull up Brandon's going to pull up the I am going to present on
[46:56] at the last board meeting we talked about the parent survey results and you
[47:03] us about a second teacher survey which we did about a week two weeks ago and I
[47:10] have this the results of the teacher and certificated staff survey which I will
[47:14] share with you. I just want to send a little appreciation to Brenda Hensley, the Faculty of
[47:22] Teachers Association, share a person for negotiations. She actually saw the board meeting
[47:29] two weeks ago Thursday night and saw that you asked for another teacher survey. She spent
[47:33] some time working on it. And I added a couple of questions. So I just wanted to show my appreciation
[47:39] to Brenda and Todd for helping us with that.
[47:42] So before we get going, just to ask the board to hold your questions until Dr. Jane is done and Ed is done. Correct. If so, if you could.
[47:52] Thank you.
[47:52] If you could write it down.
[47:53] Yes.
[47:53] Associates would have it at Santa Paltre.
[47:55] It's going to present on.
[47:58] Perfect.
[47:58] So if we would be so kind that would be great.
[48:04] So it says here we had about 355 responses out of 600 approximately.
[48:10] way, we actually have, where's Kelly 661? Is that the numbers?
[48:20] Okay, so it's, so it's, as
[48:22] Tom mentioned, it's, we have actually, it's about, so we have about 50% response, the
[48:28] 600th wrong, it should be more like 700. So this just tells you who the respondents were
[48:35] about 80% are just general education teachers, classroom teachers, and 9.3 special
[48:42] and then you see all the small numbers that are various other
[48:46] certitificated staff.
[48:50] This shows the percentages, the of grade levels, the total
[48:54] percentage, so kindergarten represents 15% of those that took the survey, if
[49:00] you notice that percentages don't add up for high school because high school
[49:04] teachers teach more than one grade level, but it's pretty evenly spread. So the
[49:11] first question was, what safety measures do you think are important for reopening
[49:15] schools, the top three in the 80% percentages or hand sanitizer, hand washing stations available
[49:24] and proper air flow. And these are, of course, details were working on our maintenance
[49:30] is working on their important, uh, so obviously. The next three are sanitizing, commonly used
[49:36] surfaces daily, sanitizing, commonly used surfaces more than once a day, and face coverings
[49:42] for staff, those all around the 70 percentages.
[49:47] Then 66% said face coverings for students,
[49:51] 65 said the physical distancing of six feet,
[49:54] and 62.3 keeping students
[49:57] and limited cohorts through the week.
[49:59] And then you can...
[50:00] Let's see the lower numbers, 45 percent, gloves for staff.
[50:06] These were some other comments that were written in. They had the opportunity to write in on the survey,
[50:14] so it's set on the survey point 3 percent. It's 0.3 percent, less than 1 percent. They were probably
[50:19] one or two comments. Additional staff, air flow, temperature checks, quorocks, wipes,
[50:31] and
[50:31] various additional comments that certificates staff added.
[50:38] So, as school was to start next week, choose the path that represents the most important
[50:42] in-person contact with students that you feel safe with.
[50:46] So as you can see, full school is normal, about 17%, 35.8% the 50% model, then the other
[50:57] two were 25 and 22, which was the hybrid at 25 and then full distance learning.
[51:02] I put in front of all of you the hard copy of the parent survey that I presented previously.
[51:09] Just to, they had similar questions just to compare.
[51:14] I'm looking at slide four in the copy I gave you.
[51:17] The question then was under current levels of COVID in Solano County, which learning environment would you choose.
[51:23] And this was in the parent survey.
[51:24] We have 53.1% say full time 11.8 say continue remote learning 20% chose the two days a week with three days remote and 16.8 shows elementary of 5 days per week a 30 to 12 30 and secondary four days.
[51:47] And then 14% said it's too early to determine.
[51:50] The other question, and I'm just sharing these because they're kind of related to this one from the teachers, was if we started school with all students full time with no social distancing but with precautions in place, what would you choose?
[52:04] 59.7 of the parents said that come back to school with all students.
[52:09] 20% said virtual learning, 18% said it's too early to determine and 7.8 said neither choice
[52:17] is acceptable. And lastly, we're actually going to give you two more that I went over
[52:26] previously to ensure social distancing and back to open school with your child attending
[52:31] in two days per week, what would you choose?
[52:34] And 48% said they would come back to school.
[52:40] 11.2, sorry, I don't have a colored copy.
[52:43] 30.2 said neither choice is acceptable.
[52:48] And 9.8 said it's too early to determine
[52:51] and then 11% so remote learning.
[52:55] And the last one in comparison to this slide on the screen
[52:59] was asking if we opened with elementary at five days per week, 830 to 1230 in high school
[53:04] four days, all day, no social distancing. What would you choose? 53.4 said they would come back
[53:12] under those circumstances. 16% said remote learning, 11 said it's 208 to determine and 18
[53:19] set-emot comfortable with either choice. So you have those in front of those compared to these.
[53:26] Next question, how likely would you be to go out on unpaid leave if the option was available?
[53:32] This has come up at times, so we wanted to get an idea of how many teachers were feeling,
[53:38] a little nervous about coming back in with going unpaid leave.
[53:41] So, very likely was only 2%, and then the next level up from that was 3.7%, but not likely 75%.
[53:49] Under what circumstances would you consider taking the year of unpaid leave?
[53:54] So 75% said they cannot do it.
[54:00] Almost 20%, 19.8% said if we came back full time, they might consider and then you can
[54:07] see the other numbers for the other models there.
[54:14] And then this way we do want to know and we're continuing to work on this to find individual
[54:19] teachers that are interested in the full distance model for the parents that choose it.
[54:25] And that was the question was, would you be interested in teaching full distance learning?
[54:31] And we had 18.3 very likely then an additional 12.1% the next level of likelihood was a total
[54:39] of 30%.
[54:40] So this does tell us that we have a number of teachers that that might want to, or are interested
[54:46] in distance learning.
[54:49] I want to share a couple other things before I ask Mr. Santa Padre to come up here.
[54:55] First of all, I saw all the comments.
[54:58] I sent 32 pages of...
[55:00] Comments from teachers to all of you. And a lot of more questions about what are we going to do? They mentioned
[55:08] h-fac, air flow, sanitizing, what's the protocol when a teacher student gets sick? What's a cleaning schedule?
[55:15] What about substitutes and the type of remote learning and Fridays off versus Wednesday and what they're going to do about their personal trial care?
[55:24] A lot of the details of people are asking questions about we're working on them.
[55:29] We need to first decide what model we're going to adopt as a district and then work of the details.
[55:36] We have maintenance here that could speak to any questions because he's working on a staggered plan for custodians and sanitizing.
[55:44] And we don't have a shortage of custodians.
[55:47] We are able to do that and Dan is working on a plan for that.
[55:51] I also wanted to share with you real quick some information about districts, you know, we talked, we talked to each other, we read articles, so I've been collecting information over the past couple days of the districts, the different districts and what model.
[56:07] Now, a lot of districts haven't decided, but in Solano County, Travis most likely will start
[56:13] at 50%. Fairfield is still planning on 100% unless something changes.
[56:20] But Nisha is likely going to start at 50% with the elementary model A and P.M., and Valeo
[56:28] was considering 100%, but they haven't made a decision, and as you might know, they're
[56:34] to work somewhere else, so I don't know what's going on there.
[56:38] Dixon is going to the board on July 16th and they're probably going to look
[56:42] at a hybrid type model as well.
[56:44] I also looked into some Sacramento area districts.
[56:48] I'll grow Folsom Cordova twin rivers are all doing the 50% model.
[56:55] But guy school district in Sacramento County is an elementary school district.
[57:00] but they are returning full time with a distance learning option.
[57:04] Sam won, Unified Sex City have not made a decision yet,
[57:08] and Natomas is working on three models,
[57:12] traditional independent study hybrid,
[57:15] and, but they said they're still trying to develop this
[57:18] and hasn't been negotiated yet with their bargaining unit.
[57:22] In Yolo County, Davis has not decided,
[57:26] they are going between distance learning
[57:29] and talking about a hybrid model, but you know, struggling like all of us with the decision.
[57:35] Washington School District working on multiple blended learning models, woodland considering 50%
[57:42] for elementary, when they two say Thursday, Friday, and secondary, full virtual academy.
[57:49] And I had a couple from Country Costa, Mount Diablo has decided on the 50% model.
[57:54] And Brentwood School District in Alquay,
[57:58] Altonese Contra Costa,
[57:59] have both decided to do full distance learning,
[58:03] liberty, high school district, 50%
[58:05] and Annie at considering a hybrid.
[58:09] I was a little surprised at the number of districts
[58:11] that haven't made a decision yet,
[58:13] or still struggling, which is completely understandable.
[58:16] So we're bringing to you,
[58:18] it's similar to then the original 50% we brought to you.
[58:21] We've made some changes to the elementary
[58:23] for the AMPM daily and Mr. Sandpodry is going to talk about that and also talk about what
[58:30] they call the quasi-master model for high school that we're proposing.
[58:37] Good timing.
[58:39] Good timing.
[58:45] Good evening, President Janssen Board.
[58:47] Members Superintendent Chimea, I decided tonight to try the shield.
[58:52] We took a little criticism last time for coming up here and speaking without keeping
[58:55] our masks on and so I thought I would try this and I tried it the other day and it's
[59:00] pretty comfortable feels like I'm a hat on. So I'm sure it looks wonderful as well.
[59:06] I saw that look.
[59:11] Yeah, that's fair. I can live with that. So I'm going to present
[59:17] a plan tonight for your consideration. I do want to spend a minute and talk about the
[59:24] information that we've been gathering. There's been a large committee that has worked on this
[59:29] of teachers, of administrators, of district office people, classified personnel.
[59:34] I would like to thank that committee for putting in, and then there were subcommittees that went off of that.
[59:40] The VTA leadership taught in Brenda have been super to work with as we work through these things.
[59:46] We've looked at all the surveys, all of the comments from parents, from teachers, from classified staff,
[59:53] lots of emails, lots of feedback. The board workshop was super helpful. You know, we had the attorney.
[1:00:00] Here, giving us information, we have the doctor here, and then all of your feedback over the last few meetings, we've been listening to and trying to work it into a plan, into a plan that can be flexible.
[1:00:11] The plan has changed over time, and it is not the same one we thought when we started. So I'm getting into the plan in just a second, but if you could give me one minute, just not to talk from the team standpoint, but this is from my standpoint, just me personally.
[1:00:26] I have to tell you, from the moment we started thinking about closing school in March, to through the distance learning, through graduation, and now through the reopening plan, this is the most difficult thing I've ever worked in my career.
[1:00:44] I've been doing this a while. There's a lot of reasons for that.
[1:00:47] One, as you hear, there are no grading answers, right?
[1:00:51] We're not, we're not hiding the grade answer for some other time.
[1:00:54] There, there are just no grade answers to this, and we're just going to do our best to make
[1:00:59] and work for kids.
[1:01:01] There are many different opinions, and they're all valid, and everybody's right, and so that
[1:01:09] makes it tricky.
[1:01:11] There's not only no clear guidance, but there's often conflicting guidance, and it sometimes
[1:01:16] changes mid-stream. And so that makes it difficult. And for me, most importantly, there's no
[1:01:24] bag of experience that we can reach into and pull out. You know, when we have budget crisis,
[1:01:30] we go and say, hey, what did we do at 08? No, 9. And what worked and what didn't. There's no
[1:01:35] no bag here. And so no board policy, no thing to go back on. We just start using our instincts.
[1:01:42] we're listening to people and we're trying to do the best we can.
[1:01:47] And this really goes against our nature by nature.
[1:01:50] We want to include people. We want to have bigger. We want to have more.
[1:01:54] We want to have everybody. And so this is really hard on us personally.
[1:02:00] So I'd just ask for a little patience with us as we do this and a little grace
[1:02:04] and we will try and keep the plan as flexible as we can.
[1:02:07] And that's what we've created for you tonight is a plan that we think can move
[1:02:11] up and down as we need to move and I'll go through it now. So as we listen to
[1:02:20] different things there's both sides of this this ledger and certainly safety
[1:02:25] is important we want our staff students and community to be safe and you know the
[1:02:30] lawyer talked about the liability meter and that was very interesting for me to
[1:02:35] hear and that's that's awesome we need to we need to be safe about those things but
[1:02:41] We also have an awesome responsibility to teach our kids and we know that and so that really
[1:02:48] is on the other side of that and again we know the economy doesn't really open if we're
[1:02:56] not helping with that last part so people can go to work and we heard some of that tonight.
[1:03:01] So this is the balancing act we're trying to work on and it's not easy.
[1:03:06] So I'll go through the plans.
[1:03:08] You've seen most of these so I'm going to really not just go over it and over and over again.
[1:03:12] You know most of it, I'll tell you the changes and I'm going to really stay on stage three because again that's where we're suggesting at this moment to open and that is 50% of the students at one time.
[1:03:24] And so that's the one, but you can see we can go back and forth from two to four and and do all that.
[1:03:30] So Elementary did change over over the course of this discussion and we think for the students learning a hybrid model of a morning and afternoon group will be important and having 830 to 11-ish with the various start times of schools and afternoon session four days a week for students and we'll talk about why and you can see two and four or more or less.
[1:04:00] And this allows for the distance thing
[1:04:02] because only half the students are on campus at any point.
[1:04:08] Now, I'm going to just say a general statement
[1:04:10] about special education.
[1:04:11] We have these slides following each.
[1:04:13] And then if there are specific questions,
[1:04:16] such a big help be happy to help me answer them.
[1:04:19] But really, special ed will start
[1:04:21] and get at least the same amount of time as general ed.
[1:04:26] And then in most cases, in many cases,
[1:04:28] because of the smaller size of the classes,
[1:04:31] they can maybe move forward faster.
[1:04:33] So when we say at a high school level two days,
[1:04:37] they may be able to get four days.
[1:04:39] And so just now they will get at least as much as general ed.
[1:04:44] And again, depending on the size of the class
[1:04:46] and the classroom and the setup,
[1:04:48] we're hoping to even do more, right?
[1:04:52] OK.
[1:04:53] So this is the special ed elementary.
[1:04:56] And again, you see in stage two,
[1:04:58] Thanks to all our getting four days a week.
[1:05:04] So, really, the elementary summary is to have 50% of the students in class at any one time, so we can keep the distance.
[1:05:14] TK-36 is on the same schedule. We had talked about maybe TK-3 being on one and four through six being on another.
[1:05:24] Again, we've heard that the educational, we know that the educational foundation building requires
[1:05:30] more face-to-face.
[1:05:32] So the elementary students who are learning skills need more face-to-face, maybe then a
[1:05:37] high school student who are learning current and last, again, we're going to talk more about
[1:05:43] the child care in a bit, but this is at least more days and doesn't solve that, but it's
[1:05:50] part of it.
[1:05:51] It's not going to go to high school, and that is the plan where we have where they go
[1:05:56] two days a week, two, three classes for a 90-minute block period in each, and really
[1:06:05] that's the quasi-master we talked about, and really it's a college model, and the quasi-master
[1:06:10] is a 9-week quarter where they take three classes, they get to focus on three classes,
[1:06:16] because one of the things we heard in distance learning, and we learned a lot in distance
[1:06:19] learning, by the way, one of the things we heard is that it's really tough to manage six things at a time.
[1:06:27] And so we're saying this gets more time in front of the teacher with three full hours for each class per week,
[1:06:33] and then distance learning the rest of the time.
[1:06:38] And then, at the quarter, they switched to the other three classes.
[1:06:41] Now, the downside of this one was we were going to have to stick with it into the semester,
[1:06:46] and if something happened where we went really down in cases, we now have a way to sort of bring
[1:06:51] them all back if that comes up. So that was a positive that we came up with. Again with the
[1:06:58] high school, the special ed, as you see, it's four days of classes for the smaller classes,
[1:07:05] so those students can get more support because we do know and we agree that the distance learning
[1:07:10] is trickier. And here's what a high school schedule might look like and we just broke it up
[1:07:16] by alphabet with the students doing the first third fifth period on Monday and Tuesday,
[1:07:22] and then the same thing on Thursday and Friday for this for the other group. And again,
[1:07:29] what we have is everybody's taking their first third and fifth period. So things go to stage four,
[1:07:35] then we can bring them all together and they can all be there for four days a week.
[1:07:38] So, um, so that was one of the one of the changes we made that we think is positive.
[1:07:45] And again, for the high school plan, really it's only 50% of the students at one time are in a class,
[1:07:53] so that can keep them distant. Um, they're not having their second fourth, fifth period,
[1:07:59] second fourth, sixth period students at the same time that they are the first, third and fifth.
[1:08:04] It is a college academic model where you go a couple days a week, you learn some things,
[1:08:08] you go work on your own, you work with the teacher,
[1:08:13] and what I focus on is at the end of
[1:08:16] this semester, after they've done all of the three, the first nine weeks and then the three,
[1:08:20] the second nine weeks, is that they have a transcript that still is whole, and they have all six
[1:08:25] of their classes that they would have had if it's not had occurred. And, you know, I will always
[1:08:30] worrying about the high school transcript,
[1:08:32] and I think this is a way to keep that whole.
[1:08:37] And then middle school.
[1:08:40] Really, the plan looks a lot like the high school plan,
[1:08:43] but you heard it the last meeting
[1:08:44] that there was really some concern from the middle school staff
[1:08:49] and rightfully so that maybe they didn't really get a chance
[1:08:53] to be as involved in this as we would have liked.
[1:08:56] So we did that.
[1:08:57] Ryan Gallus, our former directors,
[1:08:59] pulled together a group and there were 26 people, teachers, administrators, and they had a couple
[1:09:05] of really long Zoom calls to work through the middle school special issues, the things
[1:09:10] that are really specific to middle school. And they've worked through it and they did a great
[1:09:15] job, and they ultimately came up with the plan that looks a lot like the high school plan,
[1:09:20] but it was great to get 26 thumbs up at the end of that and some nice emails after to say
[1:09:26] that they were pleased that they got to talk about it
[1:09:29] and be involved in it.
[1:09:31] So again, there's will look very much like the high school.
[1:09:35] Again, middle school, same thing,
[1:09:37] a little bit more when we can.
[1:09:41] And the schedule looks very similar
[1:09:46] and the results look very similar.
[1:09:49] Again, for a student to not have to manage six classes
[1:09:55] is important.
[1:09:57] So, we're going to talk.
[1:10:00] We're going to talk about state care. Oh, no, I forgot.
[1:10:03] We're going to talk about the Vackival Virtual Learning Academy.
[1:10:06] So for the people who choose to be not in the school at all who want to go full-time distance learning,
[1:10:12] we have a plan to that.
[1:10:15] And it's the Vackival Learning Academy.
[1:10:17] And it is, again, significant.
[1:10:19] We've learned a lot from distance learning.
[1:10:22] We've learned a lot from our traditional independent study.
[1:10:24] And this is going to be a really nice,
[1:10:28] option for students. They're going to have a virtual classroom so they're going to be
[1:10:33] part of a community group. There's going to be video lessons, virtual field trips. They're
[1:10:37] going to meet with the teacher regularly through technology and we're excited about it. We're
[1:10:45] excited about the teachers who want to do it and we think this is a great thing for our students.
[1:10:53] Again, and we're starting to figure out which of the platforms work so we don't have 14
[1:10:58] different ones and some of the things we heard about that start figuring out and
[1:11:02] so everybody's doing the same things that's all part of how we're designing
[1:11:06] this
[1:11:09] and so what we'll do after the board decides on a plan because we've heard
[1:11:14] from people depending on what the plan is will depend on who wants to do this
[1:11:18] and we're not going to send out a survey about virtual learning we're going to
[1:11:21] send out an enrollment packet and we're just going to let people know if you want
[1:11:25] to do this sign up and then we'll then we'll know how many students we have who
[1:11:29] do this and this this is K through six okay so this is K through six so you see how
[1:11:37] many want to sign up and then we'll know how many teachers we need to assign to that for
[1:11:41] 7 through 12 we already have that option with Kimmy and to answer maybe one of the questions I
[1:11:47] heard on the thing about athletics if the student goes to Kimmy they can still participate
[1:11:53] in athletics through their home school and if they are not in our district then because of
[1:11:58] it rules they cannot. So that sort of answers that. But so we'll start working with HR once
[1:12:04] we get this and then we don't want this to be a short term independent study option because this
[1:12:12] is a lot of work and we don't want people in and out but we're not asking for a year commitment
[1:12:16] we're saying if you can hang in there for a quarter see if it's working for you and then if things
[1:12:21] change or if you decide you want to jump back in or jump back out, we can do that.
[1:12:29] So, child care, I'm going to have our director or mayor of Barron come up and just a second to talk about it, but I do want to say this.
[1:12:38] I'm really, as always, proud to be part of Akadil.
[1:12:42] Because this community is amazing, and when we have issues, this community always steps up for our students.
[1:12:48] And I think this is just a great example of seeing how quickly and how easily our community partners step up.
[1:12:57] So, you know, I think we can pull some things off and back of all that maybe some other communities can.
[1:13:04] So, Mr. Barron, we'll talk to you about child care and after school life.
[1:13:10] Thank you, Mr. Sanapajri. Good evening, Board.
[1:13:15] So our committee was really in charge of putting together the different resources and options
[1:13:20] within our community that can support our families and primarily our students with childhood needs.
[1:13:26] And so I want to start by commanding the people that work with me, my committee members primarily.
[1:13:32] I also want to thank the four entities that I'm going to be sharing with you what they provide for the support and just
[1:13:38] being open-minded and like Mrs. Hanapagri said, really working about what's best for our community.
[1:13:44] They released that up. Mrs. Eden and Eden is here actually with us today. So thank you Anna,
[1:13:49] very busy. I didn't go as close club. So we met, we talked and we developed some options for
[1:13:56] our community. The first one was the city of Akable through the TGIF program. They serve students
[1:14:02] between kindergarten and sixth grade. They have five locations where they serve students.
[1:14:07] There are hours from 6.15 am to 6 pm, and they have a capacity anywhere from 30 to 50 students per site.
[1:14:15] So anywhere from 150 to 200 students to be able to serve.
[1:14:19] There is a cost for that. There's an annual fee as well as a monthly fee that is accrued into the equation.
[1:14:27] However, there are opportunities for waivers, scholarships that are available for families.
[1:14:32] The second one is the 11-project, the 11-project serves TK-26 craters.
[1:14:38] They are located at four centers, all within reach of some of our elementary schools.
[1:14:44] They offer after school tutoring from 90 to 120 minutes per day.
[1:14:49] They are open on our school days, and they serve anywhere from 25 to 30 kids per center, and
[1:14:56] the cost is free for that service.
[1:14:58] We have back-to-do.
[1:15:00] Imagine that, who's one of the new players that came across, I'm very thankful that they wanted to be part of this process.
[1:15:06] They are thinking that they can serve kidney gardens to six-ray students. They can serve students, approximately up to 44 of them.
[1:15:14] They're located at the Alamo Plaza, and they're ours pretty flexible. They have a lot of support, and they're willing to work with students right after school all the way to six p.m.
[1:15:24] There is a cost of $2 per day, but, again, parents can qualify for waivers and scholarships.
[1:15:32] And then last but not least, our vacuable boys and girls club, through the ACEs program, which is located for elementary sites.
[1:15:39] They also run a program at Jefferson and Vacopenia, and they have two centers on top of that.
[1:15:46] A total of 350 students usually have the resource of daycare and they are available after school until 6 p.m. Monday through Friday.
[1:15:57] There is a cost for the Boys and Girls Club, however for ACEs, it has been a free service for all students who are attending those four sites.
[1:16:07] So we know that there still needs and obviously we have to address those.
[1:16:11] First one is transportation. How do we transport students to programs and for our programs?
[1:16:15] So that is something that we're going to be working with in our district and also seeing what other options outside of our district are there for our students to have that safety component facility usage we know that if we are going to keep our racial swim minimum we have to expand our facilities that possibly more classrooms being available at the school sites at your school for students to be able to minimize the students of staff racial as a result of that funding how do we support some of that
[1:16:45] especially with circumstances with some of our families.
[1:16:49] So we'll have to put our heads together
[1:16:50] and try to come up with some ways to fund that.
[1:16:53] And again, staffing, what do we find adults,
[1:16:58] maybe former students who are willing to participate
[1:17:00] in the process of providing some of that service?
[1:17:03] We are thinking that because some colleges
[1:17:05] are might be going online.
[1:17:07] There might be an opportunity to have more students
[1:17:08] in our town who will be available to maybe support us with that.
[1:17:12] obviously you could compensate it in the process.
[1:17:16] Next steps.
[1:17:17] We're meeting tomorrow.
[1:17:19] We are desperate to find out what the direction is,
[1:17:21] so that we can start putting really all of our eggs in the basket
[1:17:25] and start working on a plan that can help support a community.
[1:17:28] We also want to create a brochure and a pamphlet that's going to be
[1:17:31] shared out through different means, Facebook,
[1:17:35] the website for our families to know where they can tap into these resources.
[1:17:39] And then obviously communicate with community on how to go ahead and register for these programs as we go to this process.
[1:17:47] Thank you.
[1:17:53] So that is the plan we're putting forth for your consideration tonight.
[1:17:57] All of Cabinet and I repeat that it's not just me.
[1:18:00] All Cabinet is here to answer whatever questions you might have from us or if this will take the discussion.
[1:18:06] Thank you.
[1:18:10] Okay.
[1:18:11] Or members questions?
[1:18:17] Mr. Windham.
[1:18:19] Okay.
[1:18:20] First of all, I want to say thank you for putting this together because I know that it's been mentioned earlier tonight that there is no win in this for anybody.
[1:18:28] I mean, there's always going to be somebody who is, you know, who's not getting what they believe is the right direction.
[1:18:38] So I would do appreciate everything together, but I do have some questions about it and some of these I realize that you may not be able to answer because they may not have answers, but I think it's just important for consideration.
[1:18:51] Let me just start with this, is it fair to say, I mean, we're talking about reduced instruction
[1:18:56] time, right?
[1:18:57] I mean, at the end of the day, we're talking about a hybrid model, but there's going to be
[1:19:01] less instruction time than students would have gotten in a five-day, correct?
[1:19:05] Let's direct.
[1:19:08] I mean, do we have any idea, I mean, based on, again, I realize this is one of those questions.
[1:19:14] There's no, there's no, there's no need of data that you can go to, but we have any idea
[1:19:17] I mean, what impact is that going to have because, you know, we look at the data, right?
[1:19:22] And that, well, let me back, we talked to the experts, at least I think it was, I'll say,
[1:19:29] Dr. M, because I was good as a name on the county public health doctor.
[1:19:34] And he mentioned that, you know, a year to two years is very possible of this thing going forward.
[1:19:39] So whatever we do, we potentially may have to do this for a couple of years, right?
[1:19:42] So what impact do you think that's going to have on that reduced learning time on students?
[1:19:48] So, so I can't put a can't quantify it, but here's what I would say.
[1:19:53] What our job is, whatever the plan we read to, we have to maximize that time.
[1:19:58] So, so...
[1:20:00] When we think about our teachers in front of our students, our elementary teachers, our secondary teachers, just have to find ways to maximize that time and then build on that for the distance learning point to minimize that.
[1:20:12] Because we looked at our things we were worried about educating the child and not having those is a big one.
[1:20:20] So our teams are working on that and so I can't point off my doubt, of course.
[1:20:26] So, if let's just say hypothetically speaking, which I think is a reasonable assumption, that we have to do this for a year for this entire school year.
[1:20:34] I mean, I think there's a lot of experts to say that's very likely, right?
[1:20:37] If we're going to whatever model we choose, it's going to be something less than stage four.
[1:20:42] So let's say we have stage three for a year.
[1:20:46] After that point, I mean, how do we start to rebuild educationally?
[1:20:51] because, you know, we talked a lot about over the years,
[1:20:54] we were always here a lot about the achievement gap.
[1:20:57] And that focuses on certain students.
[1:21:01] But now, I think we're looking at potentially an educational gap
[1:21:04] that's going to be across an entire generation of students
[1:21:06] that have received a reduction in education
[1:21:09] through no fall to their own and no fall to staffs.
[1:21:13] If this goes on for a year, I mean, what kind of things
[1:21:15] do we look at it?
[1:21:16] Again, it might be a question you can't answer,
[1:21:18] But I'm just trying to think of, it increases, it seems to me that if a year of this type
[1:21:25] of plan were building on the learning loss and I'm just thinking a year down the line,
[1:21:30] then what?
[1:21:31] I mean, where are we at?
[1:21:32] So, yeah, and I don't, I don't have a crystal ball.
[1:21:36] When students come back this fall, we need to see what were some of the impacts of what
[1:21:41] happened last spring.
[1:21:42] And I know that all of the levels are working on an intervention in different ways to support the
[1:21:49] re-learning or learning of things that they do.
[1:21:53] And we will continue that through the whole year.
[1:21:56] Again, I didn't plug into this plan, the intervention, the ELD services.
[1:22:01] A lot of the other pieces that students will get, but you're right, it'll be more students.
[1:22:07] And, you know, so I don't know specifically how much or how we fix it.
[1:22:16] I appreciate it.
[1:22:17] And again, some of these questions, I know that you don't have an answer, but I'm just,
[1:22:20] I think that they're worth asking because if nothing else we need to think about them.
[1:22:24] I am prepared to say, I don't know.
[1:22:26] Not sure if this is going to be, I don't know.
[1:22:28] It goes with the mask, actually.
[1:22:32] So, you know, we got, there's a couple emails we got from students talking about, you know,
[1:22:37] concerns around AP classes because that's something that students for coming more increasingly
[1:22:43] more involved in and becoming more college ready. So I mean have we looked at or do we know
[1:22:49] what impact if you have a student for example that has multiple AP classes with this reduced schedule?
[1:22:55] I mean how does that fare for the student that maybe that doesn't come as easy to but they're still
[1:23:00] working to become college ready for those.
[1:23:02] Right. Yeah, that's that's hard. And I think the good news is they're only going to take
[1:23:08] three to time. And so so they're not going to have to manage that alone. And then in the plan,
[1:23:14] there are some nuances where we're going to have some ability to add to the instruction and I
[1:23:20] could see AP being a lot of different classes where they might might extend the learning. So they
[1:23:26] sort of the Monday Tuesday group and the Thursday Friday group and maybe do ways to do some
[1:23:32] some video and some other things to add to that learning. You know, I think a lot about the
[1:23:38] AP students as all of them and I think with the three classes and with their ability and they're
[1:23:46] they're working with their teachers. Again, because the teachers will still be supporting them
[1:23:50] the days they're not there.
[1:23:54] And then I think we're going to get our AP results next week
[1:23:59] on the 15th and so that'll be a useful half-some more information for you as to what happened
[1:24:06] and the test was different. Everything was different about it, just like everything else from it.
[1:24:12] With, so speaking specifically to the elementary plan, because I've had a lot of parents that have
[1:24:21] schedule, right? If they're going to be in person and that's four days a week, right?
[1:24:25] So what's I guess what's the logic and and understand? I'm not advocating for one of the other at this point yet,
[1:24:36] but what is the logic of reducing the number of hours over four days as opposed to two full days?
[1:24:42] Because here's my concern. Now you have childcare issues spread over four days and pick up and drop off and a lot of things
[1:24:51] it can really complicated that. So how does, I mean, what's the, I think that one really,
[1:24:56] because we were at the two days at one point.
[1:25:00] I think that one really came down to the elementary teachers feeling like for the skills they are building to see them every day and to have a good solid amount of time. Now, there may not be a lot of extra stuff. They're not going to be doing TE there or some other things, but for the reading, which is, which is always our biggest concern, especially the early elementary reading and math. There's going to have time virtually every day with their teachers to work on that and which would support them.
[1:25:29] So I think they felt as opposed to high school where, again, it's more contact, elementary, it's more skills and skill acquisition and they felt like they really needed that time with the students more.
[1:25:42] Okay. So they needed more days. The two days wasn't going to be sufficient.
[1:25:45] The two days felt, you know, when you're, I mean, just with some of the routines, they're trying to teach kids.
[1:25:50] I always watch the first day of school. I was a high school person, so when I go and first day of school, they all lined up really well and started walking.
[1:25:57] it was stopping. That was really tricky because it was coming all of that. And then you
[1:26:03] don't come back for three days. What is this way? I think there's just warmer teams taking.
[1:26:12] So I just have a question. Have you looked at, or did you guys, as you're working on a plan,
[1:26:18] look at the document that was recently produced by the American Academy of Pediatrics?
[1:26:25] I glance through it, I didn't look through it, because I'm just, I'm just, it's interesting
[1:26:30] because they really take a look at the balance between some of the things we've heard
[1:26:36] tonight about the social emotional impacts and mental health impacts and the learning
[1:26:40] loss and I think they even kind of addressed the achievement gap and special education students.
[1:26:49] So, I guess, I want to be clear with kind of going back to the elementary model.
[1:26:53] So this would be one teacher would have 50% of the students
[1:26:57] in the A and schedule, and then they would have the same
[1:26:59] teacher would have the other half in the P and schedule.
[1:27:02] So it'd be the same teacher, same classroom, different students.
[1:27:09] I'll come back to that in a few minutes.
[1:27:15] The partnership with the other community,
[1:27:18] just want to run my team.
[1:27:21] They're back and up.
[1:27:23] They're right.
[1:27:24] It's either your master, me.
[1:27:26] I don't know, maybe, but I don't know.
[1:27:29] So the plan, and I think that Romero mentioned with some of the community resources which are fantastic,
[1:27:35] but those punitively are a little less than 500, right, as far as the number of students at maximum that they could accommodate.
[1:27:42] So beyond that, I mean, as far as an understanding, I've heard some teachers say, and I agree with that school district is not.
[1:27:49] I mean, we're not in the childcare or daycare business, but at the same time, lives and careers
[1:27:56] are predicated on certain school days and hours that have traditionally been in place for,
[1:28:03] you know, since all of us have been going to school and have had kids.
[1:28:07] So, I mean, what I mean, do we think there's other options out there?
[1:28:12] Because I can see that being a real barrier for parents being able to bring their students to school,
[1:28:18] and I think we've also heard from parents that there's a lot of students and especially
[1:28:22] the elementary age that I would think distanced on you would be quite a challenge.
[1:28:25] I don't think my kids would have been successful at that and I don't think I could have
[1:28:29] really supported them as well because I'm not a teacher and I don't claim to be.
[1:28:34] So, I mean, what do we, whatever, what are our thoughts around those, the other than the 500?
[1:28:38] I mean, so I know Ramira and his team are looking for more partnerships, more ways
[1:28:44] The one nicely who I know, by the way, who has kids and is wrong, the answer is yes, we'll work with her.
[1:28:51] We'll help get her curriculum when she has a group over.
[1:28:54] So again, this is going to be a community thing.
[1:28:57] And as I said earlier, we understand that the community or the economy doesn't get roaring until we're back full time.
[1:29:06] We get that.
[1:29:07] I mean, so how many slots we come up with if we come up with a thousand, I don't know how many we need.
[1:29:14] We did ask that on one of the surveys and, you know, it's, I think that's an all-hands-on deck, I know, well, you know, my wife has been asked about as a grandparent, picking up a few minutes with the kids, so yeah, that's awful and hard.
[1:29:35] I've got a lot of questions, I'm going to ask one more than I'm going to pass it and go back here because I don't want to monopolize, but just, I guess the other question I have and this is,
[1:29:44] I don't know how much you guys can consider this, but I'm just wondering if this was something to discuss.
[1:29:48] So I'm thinking about, again, focusing on elementary specifically, so now you have an AEM schedule on the PM.
[1:29:55] So if I'm a working parent in a lot of folks here, I mean if there's two parents in the home,
[1:30:00] They're probably both working because, I mean, barely afford a house with two parents working in this community, right? So in most places. So that being said, there's probably going to be an increased need for child care and, you know, whether that's grandma, grandpa, whether that's, you know, so it's a very discussion of, even though you have AM and PM and reduced numbers of kids in the class, that gives them more time outside of the class to not only interact with their peers, which they are doing, but also they're in a child care.
[1:30:30] care or daycare environment, which now is a whole different group that they're as opposed to
[1:30:35] being in the same static classroom. So it seems to me there's almost more potential for
[1:30:40] disease spread in for infection that way. I mean, is that something you just looked at
[1:30:45] or talked about? Yeah, of course. And I don't know the answer to that. I think, yeah, I'm getting
[1:30:52] more comfortable. I don't know the answer to that. But I will say that we believe having
[1:30:58] So, 32 children sitting in a closed classroom together at any level for 90 minutes at the high school
[1:31:08] or two and a half hours at elementary is the concern.
[1:31:13] That's the main concern with the 50 percent model.
[1:31:17] That's the main benefit to the 50 percent model.
[1:31:19] You only have 50 percent of the students in the class at any one time.
[1:31:23] so they can sit at desks that are a bit apart and when the second group comes in they can
[1:31:29] sit at the other desk if we haven't gotten them wiped down. So that's the main benefit where
[1:31:35] people go after that and again I've seen some daycare and that that also do have to do some
[1:31:41] things and try and manage this. So I don't know which is worse. From our standpoint the
[1:31:49] 40 a week with the elementary students seemed better academically and to not have 30,
[1:31:56] 32 students in a classroom at one time was what this plan was about. That's the 50%.
[1:32:03] I think the doctor addressed it a little bit, but I guess I just keep coming back to my concern is that cohort
[1:32:12] models versus multiple, you know, multiple contacts throughout the community.
[1:32:19] It seems to be that if I understood the doctor correctly, that it's really
[1:32:22] more of those contacts in the family, occasionally in the community,
[1:32:26] it's not, there hasn't been any cases in schools that I know of, at least in the local area.
[1:32:32] So, I mean, from a medical standpoint, is that something we have, or we can take a look at,
[1:32:36] because that, that concerned me, just feel like there's, there's more interaction potentially
[1:32:40] with a half day, then there would be with kids in school, so I don't, I don't, but I'm really
[1:32:45] sure I won't get medical advice. Thank you.
[1:32:49] Oh, do you have a medical advice?
[1:32:50] My medical advice, there we go.
[1:32:53] And your mask is much better, by the way, than it is. He's great to be out.
[1:32:57] I just, I'm going to get an advice from that corner.
[1:33:00] So I think that the piece that, to me, we can't control what kids do out of school. We never
[1:33:06] have been able to control what students and families choose to do outside of the school setting.
[1:33:10] But being able to provide the social distancing, physical distancing in the classroom, when
[1:33:15] they come back, is what we can control.
[1:33:18] And so I think that that's all the more reason to do a 50% model is because if the kids are
[1:33:23] going to be kids and do what they're going to do and hang out with different cohorts and
[1:33:28] different groups that children outside of our care, then to me that means we have all the
[1:33:32] responsibility to make sure that when they're in our care, or at least providing that opportunity
[1:33:37] to physically distance, both for the students in the class as well as the staff.
[1:33:41] So I think that's part of the piece that we struggle with, but I would say on the cohorting
[1:33:46] piece, we can control what we can control in the schools, and I know at one of our reopening
[1:33:51] school session, there was a conversation about that, that kids are going to play baseball and
[1:33:56] soccer and go to their friend's house and we can't control that, but what we can't control is
[1:34:00] that school setting and so by ensuring that they are at least physically distancing when they're
[1:34:05] with us, we can hopefully mitigate some of that spread that they may be bringing with them from
[1:34:10] their outside activities.
[1:34:13] Okay, thank you. I'll pass it for now.
[1:34:17] If I can just add on the social distancing aspect on childcare, we had a conversation with our
[1:34:23] community regarding the importance of being able to do a lot of outdoor activities from the perspective
[1:34:29] of, you know, the transmission is less likely,
[1:34:33] being outdoors, so that is looking at ways
[1:34:36] that we can incorporate and reduce the transmission process
[1:34:40] based on what the research says.
[1:34:45] Okay, Mr. Tracy.
[1:34:49] So I have a lot of questions and a lot of info
[1:34:52] and I'll try to be succinct.
[1:34:54] So I guess just to piggyback from where Sean left off.
[1:34:58] So I really wanted to make sure-
[1:35:00] I spoke from a place of accuracy, that can be, so anybody can call Dr. Mazi as if the county, conferred when I'm saying, you can look it up. There you go.
[1:35:10] So I just think it's really important for everyone to understand that 182 kids under the age of 18 in this county have gotten COVID since it started.
[1:35:20] Right, no one's died. We only have right now, there's 35 people in the hospital, countywide.
[1:35:28] To everyone's point about positivity, right going up, and I think someone said it on the call.
[1:35:37] The CDC, the Lancet, the American Association of Pedertrations, children who do get it are getting mild cases.
[1:35:44] There are exceptions to everyone, so yes, it's a general statement.
[1:35:48] The bill curve is still real.
[1:35:50] And they're not actually all of the tracing data.
[1:35:55] people can look at us, is not necessarily implying that kids are always giving it to their families
[1:36:01] and or parents, and or even their peers, or vice versa. So I wanted to make sure that
[1:36:07] I understood clearly so I spoke to Dr. Mochis, I begged him to jump on our call so he might get lucky,
[1:36:11] but I wanted to understand that everybody is really concerned about asymptomatic spread.
[1:36:17] So to the point of Sasha said about, we can't control what kids do after school. So I feel like we
[1:36:22] have the responsibility of looking at the big picture.
[1:36:24] So people were talking about age back and spread.
[1:36:27] So as a teacher, if I was a teacher,
[1:36:29] and I understood from what everyone has said
[1:36:31] is that it's droplet transmitted, right?
[1:36:36] So so far, no, I mean, the science is clear.
[1:36:38] It's, right?
[1:36:40] Well, I mean, I guess everyone has science
[1:36:41] approved their point, which proves the point
[1:36:43] that clearly we shouldn't necessarily make the decision
[1:36:46] on one side or the other completely.
[1:36:48] So, but if you look at the CDC,
[1:36:50] If you look at the, if you look at the, you know, organizations that people trust, it will tell
[1:36:56] you that the main transmission is droplets. So if you're asymptomatic and you're not
[1:37:02] coughing, sneezing, picking your nose and shaking someone's hand, sharing a drink, eating
[1:37:06] off of your teacher, right? There should actually be almost no away if the teachers were
[1:37:12] going to ask and there's a shield and or six feet of distance, because distance is more important
[1:37:17] the masks for protection to even contract the virus, right? So I just want to throw that out there
[1:37:26] because that goes to this idea of if the cohorts are leaving school, we can do everything we want
[1:37:30] school. When school starts, we don't know idea which teachers and which students are going to show up
[1:37:35] positive. So two weeks after school starts, we may be seeing cases because who knows who's going
[1:37:40] to show up asymptomatic not knowing that you even have because we have no intention of doing testing
[1:37:45] that front. It would be expensive, it would be ridiculous. So there's a level of risk we're all
[1:37:50] taking and I feel like maybe we missed so HVAC. If we spend a lot of money on HVAC and we're
[1:37:55] concerned about somehow getting so airborne that it skips the six feet and it hits the, I mean,
[1:38:03] we can't, it's pretty, right? I mean, it's a magic look. So I'm just concerned that we're going to
[1:38:09] solve the wrong problems and I'm thinking and maybe the ship is already sailed but one of the things
[1:38:15] you guys decided collectively as a school board, as a school system, and as a community partnership,
[1:38:22] which problem we're trying to solve. So if we agree collectively, I don't know what the answer is,
[1:38:27] but that children are overwhelmingly safe, how we're going to keep our teachers safe because of
[1:38:32] the population, then maybe we solve a different problem. So I don't know there were all having the
[1:38:37] conversation from the same lens, right? And so I'm struggling with, I don't want to get upset,
[1:38:43] really wanting to honor local authority, owning it, not having to have somebody else make a decision for us,
[1:38:52] respecting our teachers, respecting our parents, but more than that respecting our kids,
[1:38:58] because we can't undo some of the decisions we're going to make.
[1:39:02] So as much as I agree with, so I don't know, I guess Dan, can you talk to, like when we talk about age tracking,
[1:39:08] cleaning, the other part of this is, you know,
[1:39:11] phomaite transmission is like negligible, which is,
[1:39:15] which a surface transmission, right?
[1:39:17] So, we talk about deep cleaning, but if it's negligible risk,
[1:39:21] because we're not necessarily cleaning up
[1:39:23] and not and bloodily fluids and droplets all the time,
[1:39:26] then do we need the empty day of classes to deep clean,
[1:39:30] or is there other ways to do that?
[1:39:31] Can students be a part of cleaning with chloro?
[1:39:34] I just, all this science matters and how we build a plan.
[1:39:39] That's right.
[1:39:40] No.
[1:39:40] Students can't use Quarax.
[1:39:42] Well, they can do it.
[1:39:43] They can do it.
[1:39:43] That means thieves.
[1:39:44] Our teachers can't even do it unless they go through a training online.
[1:39:48] So yeah.
[1:39:50] But you know what I mean.
[1:39:51] But it depends on what decision is made is how we do this.
[1:39:56] And typically for, for cleaning, if there was some kind of a and b
[1:39:59] Thank you.
[1:40:00] Today, typically our custodians, we have one that comes in early in the morning and is there during the day, the other one's coming in the afternoon.
[1:40:06] It's going to be a matter of shifting, you know, moving their shifts coming in early to help clean the sites between the A and B. If that's what was chosen.
[1:40:19] And then we'll have to, we've been talking about we're going to have to add some custodians to cover some night functions as well to do some of the other cleaning.
[1:40:29] And in the secondary schools it's going to be about shifting, you know, that Wednesday.
[1:40:35] You know, we would spend Mondays and Tuesday spending a lot of time on disinfecting.
[1:40:40] Or Wednesday would be catching up on things we might not have gotten to on Monday and Tuesday.
[1:40:45] And it helps us catch up on some of the things.
[1:40:47] That's what that Wednesday would be about.
[1:40:50] But it just depends on what schedule I have working on spreadsheets for all the different sites.
[1:40:55] where I think we would need to add custodians to help, and what we don't, just a matter of
[1:41:01] moving around some of their schedules. So what's the language about air flow and stuff? Are we
[1:41:06] not expecting that? That's going to be a, there's, our systems, we're not hospitals, we don't have
[1:41:13] separate ventilation in the rooms, it's all part of the system itself. Can we change the air flow?
[1:41:20] Yes, we can. Some easier than others, some of the newer systems that are online that we have
[1:41:25] control over. We can change the amount of air that's coming from the inside outside of
[1:41:31] a little bit, but those are not designed to be able to stop ventilation completely or do nothing
[1:41:37] by ventilation, because there's no, you know, there is ventilation in it, but it's air conditioning
[1:41:42] or heating. You know, I don't have that kind of control. These are not made that way.
[1:41:46] So what is the threshold for students to be involved in the sanitation? So like we use
[1:41:50] germ gel, so they can use alcohol, right?
[1:41:52] So can they wipe down desks with alcohol?
[1:41:55] Kid, like, like, like, like, there's no oxygen to make,
[1:41:57] but any type of chemical that you even use, whether it's an adult,
[1:42:00] I don't even, I've never even considered kids cleaning classrooms,
[1:42:03] but of course, I don't even need to have to be trained.
[1:42:06] I mean, well, that's what you're saying.
[1:42:07] No, no, no, no, that's not what you're saying.
[1:42:08] I'm not.
[1:42:09] I'm saying if we can put germ gel in a kid's hand, then in theory,
[1:42:13] they could use a pretty old wipe to wipe down their desks,
[1:42:16] but they leave the classroom as a part of the process.
[1:42:19] I'm just saying we need to be innovative on how we can solve it, if we're agreeing on what
[1:42:23] problem we're solving.
[1:42:24] Sure.
[1:42:24] But there's laws and things that we'd have to make sure we're not breaking in order
[1:42:30] to be creative.
[1:42:31] That's a big deal.
[1:42:33] OK.
[1:42:33] Thank you.
[1:42:34] And I guess I just want to say that if you haven't watched it today, the president did host
[1:42:38] a community conversation around opening schools, and he was really clear that not only is he going
[1:42:43] to put pressure on all the governors to open schools, but that the CDC recommendations, all
[1:42:48] the Department of Education recommendations nationally and statewide that they're not supposed
[1:42:53] to supplement the local needs of getting kids in school and they're not supposed to
[1:42:59] supplement the local recommendations from public health officers.
[1:43:03] So we do have some jurisdiction to make decisions around safety for our community.
[1:43:07] And so the reason I brought up the data before was because if we're solving the problem for
[1:43:12] some long county and for a vacuable specifically, we don't have to answer some of those
[1:43:16] questions, which has to watch the data and then be
[1:43:18] nimble and flexible, right?
[1:43:19] And I thought I was on board with everything
[1:43:22] until I really am understanding,
[1:43:26] I think what's missing maybe
[1:43:27] from the plan is a timeframe or because so I was,
[1:43:33] whatever marker we're going to use.
[1:43:34] Because I do believe we have to compromise.
[1:43:36] So I'm probably going to, you know, I'm fully prepared
[1:43:38] to piss the whole bunch of people off.
[1:43:40] But if we compromise out of respect for as many people
[1:43:42] as possible, to solve as many problems as possible,
[1:43:45] I feel like we should have a very clear expectation for ourselves
[1:43:50] of when we can move.
[1:43:54] And agree if that's the state or if it's some other marker.
[1:43:57] And so I probably will have more questions, but I feel like,
[1:44:00] so the biggest, oh, A.M.P.M.
[1:44:02] How do people sign up for that?
[1:44:03] So if we're going to really, since if we did the same P.M. model for elementary school
[1:44:07] and parents work and they can manage if their kids and A.M.
[1:44:12] the afternoon pick up or I'm going to say at home, and so I'm flexible, I can do morning
[1:44:17] system, right?
[1:44:19] Or if I can do afternoon or somebody else needed, do we have a plan for that?
[1:44:23] So I think each principle will work on that, and that's, that is the nuances in a master
[1:44:30] schedule.
[1:44:30] I know that as I set up a master schedule for 2,000 kids, we have to think about who needed
[1:44:36] 6th period PE, there's a work experience, so I think this goes to that, I think the goal
[1:44:42] to get them as balanced as we can. The AM in the PM, we don't want 24 in the AM and 8 in the PM,
[1:44:50] but principles are just great. They're working with parents, with families on who can do
[1:44:54] which, how can we make this work? And I don't think we could do that for more...
[1:45:04] So that's really important for the community to hear that there is some customization of school sites with your teacher and your staff and your team.
[1:45:11] I'll probably have more later.
[1:45:16] Okay. If we could bring up Ms. Dally, please, I'd appreciate it.
[1:45:26] I'd ask the one question you've carried on the meeting. Can you hear me?
[1:45:30] Yes.
[1:45:32] The very difficult, this is a huge difficult decision that I know we've all been stressed
[1:45:36] about.
[1:45:37] I've been reading every day and first of all, to Sean, I really appreciate Sasha's comments
[1:45:45] about what we can and can't control, and also if the kids aren't in school for three days
[1:45:51] and they have to go to daycare for those three days, then they're still as exposed as they
[1:45:54] would be at half days in the afternoon of warning.
[1:45:58] So, to me, if they're not in there, if they're not doing full time, which I at this point don't support, but if they're still going to be exposed.
[1:46:07] And my hope is that parents who feel that their children are ready for full time, that they are getting together with their friends, because those parents feel that that's an important piece to them.
[1:46:18] So, if those kids are getting together with their friends, because those parents made that choice, then I think we owe it to the parents who are not having their children get together with them.
[1:46:28] keeping them in a hunkered down bubble and who are sending their children back with the 50% to respect
[1:46:34] the fact that that social distancing is going to help keep their child safe as well as in
[1:46:39] teachers. So, I do believe kids can get social interactions and it may be through the home
[1:46:45] and through other ways that the family is providing and maybe not being in school 100% of the time.
[1:46:52] The other thing is education. As you know, I was an educator for many years and a principal
[1:46:57] and I truly believe that when teachers have less children in a classroom, whether it's
[1:47:03] 16 teenagers out of a class of 32 or whether it's 12 or third graders out of a class of
[1:47:09] 24, they can move a lot faster, especially if the children happen to be six feet apart, and
[1:47:15] are not bothering each other, touching each other, getting up and moving, etc.
[1:47:19] As much as they had been in the past, and by giving it a shorter day, that is truly
[1:47:24] accomplishable. So I really believe that we can focus with on education and that our teachers
[1:47:31] will do an amazing job in that short time. So I think we can give our kids what they need with
[1:47:37] that and a hybrid model. I think that for the people that are concerned about, you know, we're
[1:47:44] not giving them what they need and we should be open. I think that we open many places open to
[1:47:51] and the ramifications are huge in those states.
[1:47:55] And I think if we start carefully and we can open up more
[1:47:59] because there isn't a problem,
[1:48:01] I think our county will open more and go to stage four.
[1:48:04] If that's what doctors and the chias are saying
[1:48:07] that we're in a good place and we're at stage four
[1:48:10] and that qualified for this state, then fine.
[1:48:14] I truly believe it's our children.
[1:48:18] We want them to be safe.
[1:48:19] And if we err on the side of safety and make sure they're healthy, then we can open up.
[1:48:25] But if we get kids sick, because they're in a room that's 960 square feet, which is different.
[1:48:31] But they've been in all summer with their families, they're going to be with 16 other kids.
[1:48:38] I mean, if they were with 24 kids in 960 square feet for all day, that's a huge difference.
[1:48:46] And because this is airborne, they may not be coughing and sneezing, but they will be answering questions.
[1:48:53] They will be talking, et cetera.
[1:48:55] How can we do that to our children?
[1:48:57] I am so fearful.
[1:48:59] And yes, fearful is the word because that's not my child.
[1:49:02] And I'm making this decision for those families.
[1:49:05] And I really believe we are on the side of safety.
[1:49:08] And then we open up as we see other school districts and the state and country and the world.
[1:49:15] I mean, if you look all over the world,
[1:49:18] every place is dealing with this right now,
[1:49:19] it is not a fact of the issue.
[1:49:23] And I guess that's all I have to say right now.
[1:49:25] Thank you.
[1:49:27] Thank you, Shelley.
[1:49:29] Michael, I'm going to go to you next.
[1:49:31] But I will let you know that there were three speakers
[1:49:33] that were missed purely by time frame,
[1:49:36] and they were dropped off the chats as we began.
[1:49:39] And after Miss Mallberg, I'll let you
[1:49:42] the three speakers speak from there.
[1:49:45] Okay. Are you fantastic? All right, so Alex Burlis student Alex give us the second
[1:49:58] and hope
[1:50:00] Hello, Alex. Good evening. Are you there?
[1:50:02] Yes, I'm here.
[1:50:03] Fantastic. Good evening and you have two minutes. The floor is yours.
[1:50:07] Okay, thank you. My name is Alexander Boris and I'm an incoming junior of back high.
[1:50:14] Last night, I sent an email to the school board voicing my concerns over the proposed plan for high school, which is being voted on tonight.
[1:50:21] This plan entails students taking three classes in the first quarter and their second three classes in second quarter.
[1:50:26] Come January, students will be expected to have retained information that they may not have touched since three months prior.
[1:50:33] This plan is unrealistic and unfair.
[1:50:36] Will teachers try and give us as much information as they can?
[1:50:39] They are left very little time to review or re-teach.
[1:50:42] This plan adds unneeded stress to our lives as we transition into adulthood,
[1:50:46] and to me as a junior it adds more stress to our USB or arguably the most important year of high school.
[1:50:52] Many issues also arise when it comes to leadership and arts.
[1:50:55] Leadership students do so much for a school and we'll have to do more work at home when they are not in a quarter with their leadership period in it.
[1:51:03] Students in AP classes will be highly affected as well.
[1:51:06] AP classes will be even more difficult to excel in making an AP test that already costs a lot of money even more difficult to pass.
[1:51:14] As mentioned earlier, a lot of work will have to be done outside of school to retain the learning done in the classroom.
[1:51:20] I myself am taking five AP classes next year.
[1:51:24] I also know that many of my other classmates are in the same boat.
[1:51:27] Back a high-priced itself in the opportunities it creates for students to be successful with all of the AP classes that it offers.
[1:51:34] With their proposed plans, success becomes very difficult to achieve.
[1:51:37] As my mom is a teacher here in the district, I've watched passport meetings and have heard pass proposals.
[1:51:42] Lastborn meeting, a plan was proposed allowing students to see all of their teachers at least once each week.
[1:51:48] This seems to me and to many others that I've talked to, to be the best option of learning
[1:51:52] for more support from all teachers and continue learning to retain information better.
[1:51:58] In making your decision tonight, all I ask is that the concerns of our high school students
[1:52:01] are heard and taken into consideration.
[1:52:03] Thank you for your time.
[1:52:05] Thank you, Alex.
[1:52:08] The next speaker is just a number eight six seven five.
[1:52:13] No, that was a different one.
[1:52:14] Sorry.
[1:52:15] There's a little slip there.
[1:52:16] How about 7, 6, 4, 4, 4, 3, 5,
[1:52:25] and hello anonymous caller are you there?
[1:52:31] Did we mute them?
[1:52:33] Are you hearing me?
[1:52:35] I got you.
[1:52:37] Do you introduce yourself?
[1:52:39] My name is Alicia Wolker.
[1:52:41] My focus has been not only to advocate for my kids, but for all kids.
[1:52:45] her long periods of isolation and lack of instruction is detrimental. Children
[1:52:51] rely on schools for multiple needs, including education, nutrition, physical activity,
[1:52:58] socialization, and mental health. Students receive services for disabilities and other
[1:53:03] conditions that are virtually impossible to live online. For a long, meaningful, return to full-time
[1:53:10] and person education with definitely result in hundreds of thousands of kids being at risk
[1:53:16] for worsening academic development and health outcomes.
[1:53:20] The only thing I've heard is always plants.
[1:53:23] I haven't heard how you're going to enforce it.
[1:53:26] So if my son decides to take off his mask and not push resistance from his friend, what
[1:53:33] punishment is the school going to lay down for my child.
[1:53:37] There's a check-in balance system when they don't, we just respect fully get a
[1:53:42] demerit, they get detention, how was that all going to be enforced?
[1:53:46] I haven't heard any discussions of how you're going to enforce these all these regulations and
[1:53:51] restrictions.
[1:53:52] These kids have been through so much as a parent on emotional, just short, and I've reached my
[1:54:00] to the point. These kids need their teachers, they need their friends, and they need an education.
[1:54:08] And I thought, in 2020, we should not be fighting for a fair education system, because many
[1:54:16] have fought for this before. It's ridiculous. Thank you.
[1:54:20] Thank you. Next is Emma and I'm not even in trial last name. Emma. Emma G. How's that?
[1:54:33] All right. Emma are you there?
[1:54:36] Hi. Can you guys hear?
[1:54:37] We've got you. Go ahead. Floor.
[1:54:41] Hello. My name's Emma Joya. I'm an incoming junior at Faculty of High School and I have concerns surrounding the proposed school schedule that you guys are voting on tonight.
[1:54:49] I've already voiced my opinions to you guys and concerns to the board members, the email, but I'm here to do the same.
[1:54:56] My make and concern is that I am expected to remember first quarter information.
[1:55:01] In this plan as extra stress to my school year and other students, knowing that I am expected to memorize information on top of new, on top of new material from the rest of my classes.
[1:55:12] Extra stress is being added to many students who have ambitious classes or students like me who have a hard time learning and memorizing information even in a normal class setting.
[1:55:20] This plan doesn't have a teacher or a student's best interest in mind.
[1:55:23] teachers are expected to cram students with information in the first quarter limiting time for students to ask for necessary help or thoughts full meaningful questions.
[1:55:32] I believe that the second semester will become more retaching from first quarter information and less retaching and less retaching.
[1:55:41] Sorry, and less actual teaching.
[1:55:43] The second semester has seen as the most stressful time in school because AP tests and finals are floating in the back of our heads.
[1:55:49] My school prized and setting students up for success, but I do not think that the schedule set students up for true success.
[1:55:56] A student's voice is vital to knowing what is truly best for a student's time at school.
[1:56:00] The year 2020 is hard enough as you are going through a global pandemic and a historical movement.
[1:56:05] And this is very tough for my generation and our mental health.
[1:56:08] And I believe that our voice is voices need to be heard and that this plan needs to be changed.
[1:56:13] Thank you.
[1:56:14] Thank you.
[1:56:19] All right, Michael.
[1:56:21] Thank you.
[1:56:24] First of all, I just want to stipulate that everything that everybody said about negative
[1:56:30] effects on children, I believe, is true, there's no doubt about that.
[1:56:38] I have a son going into 11th grade and there's no doubt about it that it would be better
[1:56:44] for him to be in school full-time doing extracurriculars, he does band and I feel sad about
[1:56:52] and he feels sad about that. I want to stipulate that it's bad.
[1:57:00] I think, you know, I'm not going to claim any special wisdom about the science and what people say and all that kind of thing, but I'm going to say what I see.
[1:57:13] And that's that since June 25th, which was 13 days ago,
[1:57:24] Solano County has had a 218% increase in its COVID cases,
[1:57:30] highest in the Bay Area.
[1:57:32] That's from Solano County's website.
[1:57:41] The positivity rate for the last week is gone to 14.4%.
[1:57:47] Okay, so yes, and that's important because the state recommends less than 8% and it hasn't been even close to that until then.
[1:57:58] Dr. Machas, who Tracy was talking about was quoted in a daily Republican yesterday as saying that yes, it's going to spike and we can expect more hospitalizations because people are not following social distancing.
[1:58:12] And people are, and most, he says that most of it is people on their families are socializing.
[1:58:20] Okay, I don't know, that's what he said.
[1:58:24] Vacuval is gone from that same period of time, from 145 cases to 282 cases, almost double in 13 days.
[1:58:35] So hospitalizations will follow, even he said that, and I think he's pretty conservative, and I respect that, but he is.
[1:58:41] And probably not as much as it's been in the past because the statistics show that younger
[1:58:48] people are getting it now.
[1:58:50] Younger not being children, mostly younger people being 18 to 49 are getting it a lot more.
[1:58:56] So they don't usually get as sick as people that are 65 plus or 80 plus.
[1:59:06] So this is about to me, as a board member, this is about students and it's about teachers,
[1:59:15] both.
[1:59:15] It's not just about students, and it's not just about teachers, but teachers are at a lot more risk.
[1:59:22] We have 700 teachers about, so we have to think about that.
[1:59:26] We're responsible.
[1:59:27] I'm responsible for that as well, as our children's education.
[1:59:31] It's a very hard thing to balance, and like I said, I understand parents and students
[1:59:38] concerns about not getting their, this, the right education.
[1:59:42] Things have gotten much worse.
[1:59:43] You know, there have been other countries actually that have had a close schools.
[1:59:47] Israel has had a close school, South Korea has had a close-light of their schools.
[1:59:52] And their positivity rate and penetration rate is much lower.
[1:59:56] Somebody talked about, you know, you can talk about Australia, Australia and M-
[2:00:00] Nellborn, they had 146 cases, just yesterday, and they're going on lockdown for six weeks. Okay? To me, and I'm just saying, this is to me, if people can disagree, this is very serious. And it would be irresponsible for us to not consider how serious this is, because I personally do not want to look six weeks or six months in the future and say, oh, well, we just decided to take chance. And wow.
[2:00:30] turned out a lot worse than we thought.
[2:00:32] So again, I just want to say, I am extremely sorry for my child
[2:00:36] and everybody's child and the students also.
[2:00:41] And I just feel we have a responsibility for safety.
[2:00:44] And I also say that I am happy to revisit this at the quarter.
[2:00:48] I don't think we have to say we're doing this for the whole year.
[2:00:50] Things get better in nine weeks.
[2:00:53] Let's change it.
[2:00:54] I mean, we can do that.
[2:00:55] We have the power to do that.
[2:00:56] And I think what Tracy said, I agree with she made this agree with how, but I think we should have a time where we officially look at it and say, okay, we're going to look at this again, and if it is if if the majority of us thinks needs to be changed, they don't need to be changed,
[2:01:15] and I just want to say again, I respect everybody, but I'm going to say it's a lot of times because I feel it's terrible.
[2:01:20] It's terrible to be up here right now. Whether you believe it's a hundred percent or fifty percent or it should be virtual distance learning
[2:01:27] This is a horrible place to be an and don't feel sorry for me. I'm just telling you the truth and I know that the superintendant feels that
[2:01:34] I know that Ed feels that and everybody in cabinet all the teachers and all the students
[2:01:40] It's terrible for all of us and let's try to show a little compassion for each other and we're doing the best we can
[2:01:47] Thank
[2:01:51] you
[2:01:51] Michael, if I don't fall into that 18 to 49 category, just a little bit out of it, does that make me old?
[2:01:57] Yes.
[2:01:57] Okay, good.
[2:01:58] I can move on.
[2:01:59] Very good.
[2:02:01] I'm good with that.
[2:02:02] Let's just accept it and move on.
[2:02:05] Mystery.
[2:02:06] Okay.
[2:02:07] So, no surprise to Cabinet.
[2:02:08] I am absolutely not a proponent.
[2:02:09] I'll get into that in a second.
[2:02:11] What I do want to first say to Cabinet is thank you for hearing me on the independent
[2:02:15] study, the virtual learning and making that nine weeks, not making that all in.
[2:02:19] I do appreciate that, and I recognize the change is there.
[2:02:24] Some of the questions if I'm the minority tonight and this is something we go forward with is,
[2:02:31] you guys, eight, 40 to 130.
[2:02:34] By the time a parent drops the child off, they've got two and a half hours at their lucky,
[2:02:39] before they can turn it on and come back and get them.
[2:02:41] It is not feasible, and 99% of the households in this community.
[2:02:47] So I do not understand, um, I don't think the community has been represented here and I don't see how this will work for our students and we're coming off
[2:02:55] pushing, I was on the start board for years and always preach as attendance and trunancy and here we are now saying we're sending parents up to not get their kids to school.
[2:03:04] This is not a good option for that.
[2:03:07] The last 10 weeks, COVID deaths have continued to decline.
[2:03:10] So yes, we're testing more, we're having a spike more, but people are not dying as of yet.
[2:03:14] And I understand that could change.
[2:03:15] And it will change because that's how we're going to get herd immunity.
[2:03:18] With that said, we have some fundamental differences on the board, and that's why we're
[2:03:23] so great is we each come with our own, we're well-rounded.
[2:03:27] And I truly have the foundational belief that I am here to represent my constituents, which
[2:03:33] are the parents that have elected me into this position to take care of their children.
[2:03:38] And with that, if I do not represent and hear their voice in this spot, I'm not doing my job
[2:03:43] for them. And I have to go back to the parent survey.
[2:03:48] And the question on the parent survey
[2:03:50] was, under the current loveless of COVID in Sloan of County, which learning environment
[2:03:54] would you choose? 53% of them want students back full time. Almost 12% want their kids online
[2:04:01] full time. That's the majority. We had 15% say, I don't know I can't decide yet.
[2:04:13] So,
[2:04:13] majority. So who do I think I am to sit in a ivory tower and think that I know better for
[2:04:19] your child than you do? So because of that, I can't touch this as tent for full. It just in
[2:04:24] every part of me is wrong. With that, do I love our staff? Do I care about our staff? Thousands of
[2:04:28] percent. Do I also see us as essential workers? Yeah, I do. And that's horribly hard. And I live with
[2:04:34] two essential workers. It is a terrifying thing. And it's a real fear. There's a lot of things that
[2:04:39] into that, but it's, unfortunately, the world, world that we're living in right now.
[2:04:45] So, the one that we think I just have to go up to other things, we have about 12,500 students.
[2:04:52] We have answers to 474 if every child care that we've been presented with tonight is available.
[2:05:00] Not a good percentage. So when we have parents who can't do the pick-up, we don't have an option for them. And then the other thing is, I just have to go back to Dr. M, it will. Two things.
[2:05:12] Vacival. We're a military community. A lot of us come here. We don't have generations of family support. So not all the people that are here. In fact, many people here don't have fun jet to call to have support to help with child care. So this is a real issue in this community that is unique to others, because we have Travis Air Force Base.
[2:05:29] I don't want to lose sight of that either.
[2:05:32] And the last thing, Dr. M did say to us twice now.
[2:05:38] He would never have recommended closing schools.
[2:05:41] We overreacted.
[2:05:42] And so I still haven't heard from him to close schools.
[2:05:46] So I'm, he's the head of the county.
[2:05:49] And this is what our parents had asked for.
[2:05:52] So that's where I stand.
[2:05:58] It is Stacy.
[2:06:02] I regularly feel like I have to defend myself.
[2:06:03] So I just want to throw out there that I don't think anybody's haven't
[2:06:07] applied that we want to just really nearly say go back to school,
[2:06:10] this cards will fall where they fall.
[2:06:12] I think that cabinet has done an incredible job and spent hours.
[2:06:17] And this is in a reflection on the options given.
[2:06:20] I think that what has come to the surface for me is anything I've said,
[2:06:25] hold my darn feet to the fire, go to your own research.
[2:06:28] If I am all kinds of wrong, call me out.
[2:06:30] I'm cool with that.
[2:06:31] I'm just sharing what I have seen, what I have learned.
[2:06:33] And if just for clarification because everybody throws out numbers, but this is really important, because
[2:06:41] 34,329 people in the Islamic County have been tested as a 430 today, 1826 are positive.
[2:06:48] That's a 5.3 positive rate.
[2:06:51] No, that's simple math.
[2:06:52] Like that's not.
[2:06:52] I say within the next last 13 days.
[2:06:54] It doesn't matter because over, we can make two weeks look like anything we want.
[2:06:58] Two weeks is not the overall picture for us to be making a decision for our families and children and for teachers.
[2:07:03] So this two-week thing that we're getting spewed to doesn't mean squat.
[2:07:09] If the death rate is going down and the overall positivity rate is 5.3,
[2:07:15] doesn't matter what the last two weeks said.
[2:07:16] Because here's the thing we're talking about over in school,
[2:07:18] but we have to remember that all the same people who are now worried
[2:07:20] as we just opened up our community.
[2:07:22] We gave our community a whopping two and a half weeks of phase three opening.
[2:07:28] We knew, don't misunderstand, the state knew,
[2:07:30] that the positive rate was going to go up because there's more people around more people.
[2:07:36] We're leaving our bubbles. We're integrating. There is going to be more people testing positive.
[2:07:41] That's not new. That's not a shock. So the death rate and the positivity rate
[2:07:46] absolutely matter when we're going to have an honest, transparent conversation about why we make a
[2:07:52] decision long term. So I just feel like I have to context matters and this is an I agree with
[2:08:00] for us too and I think that because we're essential, I think that the surveys have given us
[2:08:06] a lot more options and I hadn't thought of this until it really kind of came together for
[2:08:12] me. Teachers have the right to take that time because I totally respect everybody's individual
[2:08:18] needs. Maybe they have a chronic illness. Maybe they have a parent that they're taking care
[2:08:23] of at home. I work with seniors. It's a huge issue with all the people that we're working with.
[2:08:27] taking, you know, being having children or other loved ones who are immunization, you know, compromise at home.
[2:08:36] But we are an essential service.
[2:08:38] So it would be totally remiss if we didn't consider child care.
[2:08:43] And that's not a commentary on thinking that our teachers are daycare providers.
[2:08:47] It's just a social contract that's always been in place.
[2:08:49] This school is school and people work and that's just part of what we do.
[2:08:53] So how we answer that question.
[2:08:54] And I think it's been where the most proactive district.
[2:08:57] So I want to try to like balance how proud I am of everybody and how difficult this is
[2:09:03] because, can I why we did put ourselves under fire?
[2:09:05] We took our attorney and this public health officer put him in front of us and took that.
[2:09:10] So that everybody could hear the questions that we're asking.
[2:09:12] Nobody else did that.
[2:09:14] We've given us time to, because the plan from a month ago to now, the reason it's
[2:09:19] even getting better is because we've taken time, we've listened to more inputs, so we've
[2:09:23] more ideas come forward. I think that's how we do things here is that as we learn things,
[2:09:27] things change, we are flexible. So I think it's important for parents to hear because I hadn't
[2:09:31] heard it and I was putting on my parents' head. And there was one of the comments was how you
[2:09:35] can enforce all this stuff. Like this is overwhelming. I think what Ed was telling us was that we just
[2:09:41] need to figure out if we're even going back to school, how we're going back to school and what
[2:09:44] that looks like. We perfectly understand all the parents out there. We are not talking about masks.
[2:09:49] We're not talking about painting strategy. We're not talking about a lot of different things
[2:09:53] the mental health support that we might be able to do with COVID money or the transportation we
[2:09:57] be able to provide support to answer some of these.
[2:10:00] Those things that we're just talking about getting back to school, so I think that might help people frame what we're trying to decide tonight.
[2:10:07] And I still think that I asked that question and no one's really responded. So, Jane, peers, we don't have, we are holding ourselves to rules that we're making ourselves.
[2:10:21] So, when I went to school, we started the day after Labor Day. The entire time I went to school.
[2:10:27] So, if we're learning right now that we still aren't to that sweet spot, we're making as many people happy as we can.
[2:10:34] We haven't had enough time in our phased economy reopening to have enough data to make the best decision.
[2:10:40] Why do we have to start school August 6th or 8th?
[2:10:44] So, our calendars negotiated with our teachers union.
[2:10:47] We did want to put the data later.
[2:10:51] We just have to sit down and talk with the teachers union.
[2:10:54] with me, you know, because we have to have 180 days that would mean that they stay later in June
[2:11:00] or just some holidays, but it has to be a conversation.
[2:11:03] So I guess I'm saying, is that the circumstances dictate that, is doing going back to negotiation
[2:11:09] a hurdle that we should take off the table, because it's that important for our community?
[2:11:13] Is that the will of the board?
[2:11:14] I don't know, I mean, I'm not even trying to be suciest to make our lives more difficult.
[2:11:18] I'm actually asking, honestly, that if this is that important to us,
[2:11:22] Why do we have to go back in August if the right thing to do is to say go back in September full-time because we gave ourselves more time
[2:11:28] We can answer more questions and we just I just am asking those are reals
[2:11:47] Okay, okay
[2:11:48] So the question is if the barrier to start
[2:11:53] initiation the teachers may say forget it because here's the deal
[2:11:57] We I don't want to pit teachers or students and who's more important against each other
[2:12:02] It's the worst place to be, but if we have to go back to the negotiation table to push our
[2:12:07] start date out, is that something you would want to do or do we want to force this square
[2:12:11] peg into this hole?
[2:12:12] I think the goal is to get a kiss.
[2:12:20] So can I ask another question?
[2:12:21] Because in the question of pushback is if that's the case, then are we prepared for a mass
[2:12:25] aesthetic exodus?
[2:12:27] Are we prepared to stick to everybody to Sean's point, to Sherry's point, to our parents'
[2:12:31] points?
[2:12:32] If people can't solve this problem, Cairo says 700-weekly it was just went to over 1,000.
[2:12:37] and XYZ homeschool cohort, just VCS, people because we're not going to meet their needs.
[2:12:43] It's not because they don't trust us or like us, but because it's just like practicality.
[2:12:48] And so, this is still a business at the end of the day, and we still have customers that we're trying to serve.
[2:12:55] So, it's time really, is it something that we force if we're looking at a big picture of business decisions and safety and education?
[2:13:02] What will you do to prevent that from happening?
[2:13:04] But that's like saying what you do where your soul should be you have to prevent that from happening
[2:13:08] Happening will prevent what happened?
[2:13:10] This max actually this is to support this conflict.
[2:13:14] Are you kidding?
[2:13:15] I am our cheerleader through and through, but let's be clear just if I'm a single mom or two working household and it's educate my kids or leave them home because I can't do distance learning and they're immunocompromised
[2:13:25] I guess I'm gonna find the money
[2:13:28] Because we're asking
[2:13:29] We're fortunate for you
[2:13:30] Not me personally
[2:13:31] Okay, let's do this.
[2:13:33] Oh, I thought it was that response.
[2:13:35] Well, the answer is the question, let's finish the question
[2:13:37] when everybody else is not.
[2:13:39] So then I would say, can I, I'll put the second half
[2:13:41] to that question, just so everybody can answer it
[2:13:43] at one time, because I understand we're trying
[2:13:45] to do efficiency.
[2:13:47] Is it kind of goes back to that same argument
[2:13:49] of if we can't control whatever is doing outside of our school?
[2:13:53] Then how far are we going to go for safety
[2:13:54] as we don't know who they're showing up with?
[2:13:57] So I'm just looking for a direction
[2:13:59] from the board whether or not you
[2:14:01] I want to direct you to go work with the teachers union to discuss pushing back the
[2:14:05] cow.
[2:14:06] Right.
[2:14:06] That's what I'm trying to finish up, Mystery.
[2:14:12] It feels like we're kicking the can farther down, because I don't know what we're waiting
[2:14:18] for to check.
[2:14:19] You know what I'm saying?
[2:14:19] That's not clear.
[2:14:20] So for me, if I kick him can, I'm throwing it down.
[2:14:25] Michael.
[2:14:27] Just with this.
[2:14:29] Just with this.
[2:14:30] Just that.
[2:14:30] No.
[2:14:31] I think that.
[2:14:32] I think that we need to start school, however we do it, however we agree.
[2:14:37] And I don't think waiting two weeks is going to make a difference either way.
[2:14:41] And anyway, during those two weeks,
[2:14:43] people would then be home with their kids that couldn't work anyway.
[2:14:46] So, no, for me.
[2:14:49] Mr. Wendom.
[2:14:53] I'm not sure I really, at this point, I'm not really sure.
[2:14:57] If we're going to talk about it, it needs to be tonight.
[2:15:09] I'm not a proponent of waiting. I'd rather decide on a plan to move forward, like it or not. Let's get our kids back in front of the, in front of the teachers and start progressing forward, so I'm not a fan of changing the calendar.
[2:15:31] Okay. Yeah. Miss Shelly.
[2:15:37] Are you asking me to respond to that? We're making a comment.
[2:15:41] Both. Please answer the question first and thank you for having a floor.
[2:15:45] Okay. My answer to the question. I think what we've been saying all along is this is fluid.
[2:15:51] And so if indeed things get worse, I think we can make adjustments and if things get drastically better and the state moves will make adjustments.
[2:16:00] I think we need to start school when we said we were.
[2:16:03] So I know we've already said that we're going to move it to the 17th.
[2:16:07] I believe from the 13th.
[2:16:09] Is that correct, Jane?
[2:16:11] The start of the schools?
[2:16:12] Yeah.
[2:16:12] That was part of the plan.
[2:16:15] So the 17th is halfway through the month.
[2:16:17] So again, I don't think that much will change in those two weeks.
[2:16:21] I do want to say as far as some of the comments made, Sheri, one of the things that Dr.
[2:16:28] and did say is that social distancing was the main thing that he advocated for, and there
[2:16:33] is no way you can social distance with 32 kids in a class or 24 in those rooms.
[2:16:40] And the other thing is, there has not been in my knowledge, and please correct me from
[2:16:46] wrong, and instance where 24 kids, 32 kids, have been in a room for five hours a day with
[2:16:56] social distancing that's 960 square feet. I mean that is so different. They're closing theaters back up.
[2:17:03] They're closing gyms back up. They're closing bars back up because they're finding that the
[2:17:09] transmission in those places is much more than they thought. So if you opened it 100 percent
[2:17:14] and just said kids could do whatever they wanted interacting with each other and being in line
[2:17:20] closer and everything else because if you're not in a social distance in the classroom,
[2:17:23] Why social distance any place else? Then isn't at the same as what's already happening in the state and every place
[2:17:30] They've opened up and I know people are saying well kids don't get it
[2:17:34] Teachers are coming from different areas and different counties. They don't know if kids don't get it in when they're in a group of 32
[2:17:42] We just haven't done that yet
[2:17:44] So I still say
[2:17:46] Start safe. I I just I and when he said that he wouldn't have closed
[2:17:52] I think it wasn't his choice at that point.
[2:17:56] The state was saying, we really do need to close schools
[2:17:59] and we did what we thought was best for kids.
[2:18:03] And I think that it's not just about dying.
[2:18:08] It's about hospitalizations and long-term effects.
[2:18:11] And there have been many people that have said
[2:18:15] that they've experienced COVID.
[2:18:18] and they have kidney problems, blood-cut problems, stroke problems, fatigue problems, etc.
[2:18:25] And I really don't want the families in our community to have that.
[2:18:29] And if we can keep people from getting it by keeping our kids for nine weeks or whatever,
[2:18:34] like I said, like Michael said, I do believe we should review this and say what's going on in
[2:18:42] our county is it still is it getting safer? Are there not hospitalizations increasing?
[2:18:47] But if we want to start August 17th, I think that starting with the 50% model is probably the best bed and then re-evaluating.
[2:18:57] And I see people are upset on Zoom.
[2:19:00] I can see their faces, but I too have to take a stand.
[2:19:04] So that's where I'm standing.
[2:19:09] Thank you, Shelley. Mr. Silva. Hold on. There you go.
[2:19:13] All right, I'll try to say apologize for
[2:19:22] I think that I am in a great spot, I don't see this as a loose
[2:19:30] loose situation. I see this as a possibility to create a win-win situation.
[2:19:38] COVID-19 funds are coming in
[2:19:40] is that correct and that can be spent on anything that helps address anything related to our COVID emergency
[2:19:48] response was that correct? So I think I see this as the way I see this and you know not to
[2:19:56] keep going on the same circle as far as you know the science in this.
[2:20:00] And that I see this as an opportunity to use these federal tax funds to reinvest in an opportunity to reform our education system and the opportunity to invest in enrichment programs to complement what our teachers will be doing within the class.
[2:20:18] So what I would suggest and I would love to entertain is to see our community partners that
[2:20:24] help address, that are offering to help address this, you know, important code daycare
[2:20:30] enrichment opportunity to entertain the opportunity to see what they can provide
[2:20:36] where we can team up and possibly even use those funds to buy supplies and supplies with respect to coding
[2:20:45] with respect to robotics, with respect to any other type of science case, with respect to
[2:20:51] constructing stuff, with respect to learning. We have a new rise program that's going to be
[2:20:55] starting at, uh, at a, keep calling contract, uh, at rise, it's what's called, at Kimmy.
[2:21:01] There's an opportunity there where they're going to be looking for jobs. There's an opportunity for
[2:21:04] us to use those students' ability to teach them, um, they can learn, and then they can take
[2:21:12] knowledge and pass it on to this new generation.
[2:21:15] So I see a possibility for us to use and access these resources that are being available
[2:21:20] to be able to address all of the concerns that I'm hearing to make sure that our kids
[2:21:26] are being, their education is being addressed and the fact that we can still possibly
[2:21:33] even support transportation, we possibly, we can support the supplies that's needed in
[2:21:40] to meet those needs, for whatever, whatever contracts, whatever polls, those that come in.
[2:21:47] And these are things that something that doesn't necessarily have to take our staff's time.
[2:21:52] Our staff can focus on the issues that are in-class with respect to providing the best education
[2:21:57] as possible. And as an educator, I will say that it is much easier and much more productive to
[2:22:03] educate a smaller group of students than it is a much larger group of students, because you can
[2:22:07] give them that one on one time.
[2:22:09] That is something that I've heard common
[2:22:12] that most parents want.
[2:22:14] They want smaller classroom sizes, same thing with college.
[2:22:17] They want smaller classroom sizes.
[2:22:18] This is an opportunity to see that, to focus on the core
[2:22:22] fundamental concepts, what are subjects,
[2:22:25] and focus on how to actually develop that skill set
[2:22:28] within our students within that capacity.
[2:22:30] The other times that again, I see a possibility for us
[2:22:34] to use those resources and investment and focus on enrichment,
[2:22:38] which will help address these equitable issues
[2:22:40] that I love to hear now.
[2:22:42] I love to hear about the inequities that we're concerned about.
[2:22:46] Now, we can actually start focus on our Richmond programs,
[2:22:49] which have been proven to actually help address those
[2:22:52] equitable inequities and not just for certain students
[2:22:56] but for across the board.
[2:22:59] So maybe is that something that the board would feel comfortable
[2:23:03] looking into an entertaining feedback from community-parter partners such as Boys and Girls Club,
[2:23:09] a water would take to help meet that need.
[2:23:14] And the question of the problem is going to be
[2:23:17] access to different facilities. But I also know that there's plenty of open facilities that
[2:23:23] that would be willing to accommodate that. It's going to require some staffing. But that's something
[2:23:28] that these community agencies, these partners, these after-school programs that they can look into
[2:23:34] and put forth the proposal to see how much they can accommodate.
[2:23:44] So, I'm looking for support from the board to look at how we can use COVID-19 resources
[2:23:51] or other resources from the community to help focus on providing the other half of the day.
[2:23:59] So, if something we go to this 50% day or half a day or three days or whatever, we use these resources
[2:24:06] is to invest in our kids and invest in enrichment opportunities that are typically outside
[2:24:12] of our budget school that are typically outside of our ability to address because we're
[2:24:17] focusing on certain requirements and these are going to be things that are outside maybe
[2:24:22] even headquarters or certain requirements that may have even been left have been left. So that
[2:24:27] way we can focus on, so that way we can basically attribute to enrichment. So the question is,
[2:24:33] For the board, would you support or entertain the district receiving this input from community
[2:24:40] partners to see how we can address these gaps?
[2:24:44] In addition to what was proposed?
[2:24:46] I'll speak real quick, I'd rather have input from our team first to see what our fiscal impacts
[2:24:53] is going to be from this to begin with.
[2:24:55] Just not spend all this money without knowing what this is actually going to cost us, because
[2:24:59] I
[2:25:00] I think there's some fees that are going to all along with this that we don't have laid out yet. And to have a conversation on how to spend that money, you betcha. I'm open for that, right, as a whole. But we've got to really do that as a team to find out, hey, are we going to have to put some more money into nutrition? I know they're doing a great job. Is it going to cost us more money for transportation? So globally, you betcha. Because I think that's important. That's a big chunk of money that we're getting in.
[2:25:30] we welcome back in August. We're trying to set up a meeting, a second meeting in August. We have
[2:25:36] one on the six, but we're trying to set up a second one to discuss specifically budget,
[2:25:41] and facilities, and the four million dollars that we're getting to discuss that.
[2:25:46] We're collecting a list now. A lot of it has to do with the sanitation practices, but definitely
[2:25:52] we'll bring it back to the board. We're definitely want to come discuss it with the board. And just as
[2:25:57] side note. I like that idea, and I love our community partners that we work with with child care.
[2:26:06] The only issue is the money has to all be spent by December, so yeah, that is. Materials,
[2:26:14] yes, I like to materials absolutely, because if you start doing it, putting that money into
[2:26:19] staff, you can't sustain it, obviously. But we will talk about it in August. We want to bring
[2:26:24] back to the board and have conversations.
[2:26:26] So knowing that, do you have to hear from the rest of the board, are you good with that?
[2:26:29] Can I just say one thing about it?
[2:26:31] Sure, Michael.
[2:26:37] Oh, there we go.
[2:26:39] Thank you.
[2:26:41] Mike, the only thing I want to say about that, I mean, I think it's potentially got some great
[2:26:46] ideas in there and maybe during that time, because you have it in your head, you thought about this a lot.
[2:26:54] It wasn't super understandable, exactly on a granular level.
[2:26:59] I kind of what you meant.
[2:27:00] So maybe like any of us, can I mean,
[2:27:02] maybe make an appointment with Jane and sit down with her
[2:27:05] and try to explain what your vision is.
[2:27:08] And then when it comes in August, when we talk about it,
[2:27:11] then her team will actually be aware of it.
[2:27:21] Sean, thank you.
[2:27:25] So I want to start out with seeing something I've said before,
[2:27:27] but I think it's worth mentioning again
[2:27:29] And that is that I think we all have to recognize as passionate as we all are about certain aspects of moving forward.
[2:27:38] This isn't something that any of us chose. This isn't something that any of us anticipated or planned for.
[2:27:45] So this is really really building the plane so to speak as we're flying it.
[2:27:49] So I want to really mention that.
[2:27:52] I do though think it's important to put some context because I think numbers,
[2:27:57] the problem that concern I have with with this COVID issue and I need to explain this to
[2:28:02] explain to you that why this plan doesn't work for me and I can't support it and what
[2:28:07] I am asking for for me personally as a board member but I think so I looked at the numbers
[2:28:14] and they did change I had to redo my math real quick so forgive me because math was not my best
[2:28:18] subject so my numbers might be a little off I tried to round up right I am mathematically challenged
[2:28:23] So Brenda's watching, you know, correct me later.
[2:28:27] But that you've already heard the numbers,
[2:28:28] but I think when you put in context of percentage.
[2:28:31] So in Soleno County, as of today, the latest information,
[2:28:35] rounding up the no-infection rate is 0.5% to 1.5%.
[2:28:40] Infection rate.
[2:28:41] The mortality rate is 0.007%.
[2:28:44] In Soleno County.
[2:28:47] What's that?
[2:28:50] It just said five percent.
[2:28:52] You're not Brenda, you have to be quiet.
[2:28:55] All right.
[2:28:55] Let's just say six percent infection rate. I mean, I guess the point that I'm making here,
[2:29:00] I don't want to minimize the impact that this, that this virus has had on the community,
[2:29:05] on the nation, and there's been deaths. But I also think that you need to put context to
[2:29:12] what the trends are that we're seeing. And I want to read a couple things here because, and I want
[2:29:18] prefaces by saying we've had a lot of conversation debate about the science and the problem is
[2:29:24] from this perspective what's really difficult is I hear different things from different
[2:29:30] organizations and there are organizations that in the past I've always thought were kind of
[2:29:35] trustworthy so it is difficult to fair it out what is accurate was not
[2:29:42] so I want to be this and this all comes from the American Academy of Pediatrics and this is a
[2:29:48] from from what they recently put out with regard to reopening schools.
[2:29:52] They said that although children and adolescents play a major role in amplifying
[2:29:56] amplifying influenza outbreaks, today this does not appear to be...
[2:30:00] To be the case with SARS-CoV-2 or COVID-19. Although many questions remain, the preponderance of evidence indicates
[2:30:06] that children and adolescents are less likely to be symptomatic and less likely to have severe disease
[2:30:11] resulting from SARS-CoV-2 infection. In addition, children may be less likely to become infected
[2:30:16] into spread infection. Makes sense, because they don't have the symptoms, so if they're asymptomatic,
[2:30:21] they're not coughing and sneezing. It doesn't mean that they're not potentially going to transmit, right?
[2:30:26] I've made the comment before, there's no such thing as zero risk, zero risk doesn't exist anywhere.
[2:30:31] I mean, we're all at risk of something in some way, okay?
[2:30:36] There's a couple other things that I think is important here.
[2:30:39] This is also from the American Academy of Pediatrics.
[2:30:43] And they say, haven't it suggests that spacing is close to three feet,
[2:30:46] may approach the benefits of six feet of space, particularly if students are worried
[2:30:50] face coverings in our asymptomatic.
[2:30:52] School should weigh the benefits of strict adherence to a six-feet spacing rule between students with the potential downside
[2:30:59] if remote learning is the only alternative.
[2:31:02] Stricted here to a specific size of student groups, and they give the example of 10 per class, 15 per class,
[2:31:09] should be discouraged in favor of other risk mitigation strategies.
[2:31:13] Given what is known about transmission dynamics, adults and adults staff within school should attempt to maintain a distance of six feet
[2:31:20] from other persons as much as possible,
[2:31:22] particularly around other adult staff.
[2:31:24] So there is a distinction between
[2:31:26] what's safer for adults versus what's safer for students.
[2:31:30] And I think that's an important distinction
[2:31:31] because there is a difference between
[2:31:34] staff, safety, and student safety.
[2:31:36] And I kind of feel like we really haven't done
[2:31:39] a lot of discussion around those differences
[2:31:41] because they are very important, they are very distinct.
[2:31:44] And I'm not an expert, and I think several of us have said that,
[2:31:47] But these folks, our experts, I mean, they're pediatricians, I'm assuming they're experts,
[2:31:52] if they're not, we're all in trouble.
[2:31:53] And this is what they are saying.
[2:31:55] Now, I also want to kind of refer back to the parent study.
[2:32:00] And by the way, I want to say something to the staff and specifically to the teachers, because
[2:32:06] we've gotten a lot of emails.
[2:32:07] And I think there was a comment tonight about not returning emails.
[2:32:11] I don't think it's humanly possible to return the amount of emails that we get.
[2:32:15] It's just not without a boilerplate, you know, thanks.
[2:32:18] I mean, it just there's so many.
[2:32:19] But a lot of teachers have sent emails
[2:32:21] and their concerns are around opening schools at 100%.
[2:32:24] Just open them up, open the doors, and it's back to normal.
[2:32:28] I'll just speak for me here.
[2:32:29] I don't think anybody has said back to normal
[2:32:31] because I don't think there's no normal right now.
[2:32:35] There's not gonna be back to normal.
[2:32:38] There's been a lot of use of this term,
[2:32:40] new normal, and I think to a large extent, that's true.
[2:32:44] So, we've heard that, you know, COVID probably is a year to two years, if at all, from disappearing, and even if it does, if it, we may see a COVID season like we'd like me do a flu season.
[2:32:56] That's what I think Dr. Rim said. Some other experts have said, because they don't know how long the antibodies prevent you or if they even do prevent you from getting reinfected.
[2:33:07] we're so far away from a vaccine, if we have one, with antibodies, we don't know what that means
[2:33:12] and if that protects you and if so for how long. So, those things, those concepts of a vaccine
[2:33:18] being being kind of, this is the time that things are going to be safe. That's so far down the road
[2:33:23] that we don't know if that even comes, comes through the fruition. So, I'm not suggesting,
[2:33:30] and I don't think anybody has, we just throw up on the doors, go back to the way life was
[2:33:34] that I can February because I don't think that's possible and I think that that might be the message that staff heard from some of us and maybe specifically for me and that wasn't what I was attending to.
[2:33:48] Convict but what I am advocating for I'm looking at the parent survey and I'm looking at the things that I just read the differences between the infection rates and the risk for students.
[2:34:00] versus step, okay, knowing that there's a difference.
[2:34:03] So I'm not suggesting that staff and teachers
[2:34:05] are going to be teaching regardless if it's one day a week
[2:34:08] or five days a week in the same methodology,
[2:34:12] the same manner in the same circumstances as they were
[2:34:15] before this all started, because that's not the case.
[2:34:18] But I'm looking here and I'm looking at the parent survey
[2:34:21] and it says the question is, if VSD started school
[2:34:24] with all students full time with no social distancing,
[2:34:27] But with precautions in place, what would you choose?
[2:34:30] 59.7 or 3,000, 60 nice folks said we want to come back to school, and we want to come back full time.
[2:34:40] So I guess my frustration to this whole thing is, if that is the case, I understand this 50% model, except that we've really looked at.
[2:34:48] And I understand why.
[2:34:50] But my concern is, I understand the state, and I've heard a lot of comments about the state.
[2:34:55] And if you know me, you know how I feel about the state of California, so I'm just going to put that out there.
[2:35:00] However, the State of California is making a decision that applies as equal to San Diego, as it does to us, as it does to humble.
[2:35:09] For 39 to 40 million people, I don't know what the current, that's, that's, that's things are very different in different places.
[2:35:15] So there is no one size fits all in this size of a state. So what the state says to me, it's, it's important, it's interesting, but it does not necessarily apply in every community.
[2:35:27] specifically in ours because I just talked about the data here locally. So before I get
[2:35:34] to what I'm asking for tonight, I'm kind of making one last plea for it because I think
[2:35:39] it's important.
[2:35:43] You have to remember that we exist as a local governing body for a reason.
[2:35:48] There's a reason why there's local governance because it isn't a one-size-fits-all. It is
[2:35:53] Sacramento dictates for the entire state of California.
[2:35:56] If that were the case, there would be no differences,
[2:35:59] and maybe some people would like to live that way.
[2:36:01] I wouldn't.
[2:36:01] I think it's very important to have local leaders
[2:36:03] that are accountable to people that live in the communities
[2:36:05] that can react to circumstances in their community.
[2:36:09] And that's what I'm suggesting here,
[2:36:11] is that we need to react to what's happening in our community.
[2:36:14] We are not New York.
[2:36:15] We are not LA.
[2:36:16] Could we get to that point?
[2:36:17] Yes, we could.
[2:36:19] I hope and pray we don't.
[2:36:20] And if we do, we have to react to that.
[2:36:22] But the other side of things that I don't take a long time, but this is important to me.
[2:36:28] You have to consider that at what point are we going to continue to change our lives to
[2:36:35] such a degree that we're negatively impacting ourselves, not just financially.
[2:36:40] We are losing education that we may not be able to get back.
[2:36:43] I mean at some point, we're not going to be able to reverse that.
[2:36:46] You know, we are losing students to depression.
[2:36:51] We are losing social interaction that is causing depression that is causing a lack of social
[2:36:58] skills.
[2:36:59] And believe me, we don't need that right now.
[2:37:02] So what point is that sacrifice worth it?
[2:37:05] And I don't have the answer.
[2:37:07] I mean, in large part, that's rhetorical, but I will say this.
[2:37:12] At some point we have to decide what is essential, what is critical, and what is a risk that is necessary to maintain our society, our lifestyle, and our way of life that we want.
[2:37:25] It's a really bad place to be, and it's a really tough decision to be in, but at the end of the day, that's what this decision is part of here.
[2:37:32] Okay, so we really have to decide what is essential, what is critical.
[2:37:36] Now that's quite easy for me to say because I've been in a career field for the last 29 years that is quote unquote essential so I've never had the choice of not going to work because of something and I'm not trying to make
[2:37:47] light of those that have it but you know I never thought that truck drivers and that that people that work in in in delivery professions and in in
[2:37:56] warehouses would be essential and at risk and have to put themselves at risk to maintain life and society but that's what happened
[2:38:04] And that's what those people had to do.
[2:38:05] And that's what they did.
[2:38:07] So I think that the balance here is for what I'm asking
[2:38:11] for teachers, for staff, and for everybody
[2:38:14] to really ask yourselves, and dig deep,
[2:38:16] what is the point when education, to bring it back
[2:38:20] to work on that tonight is so important that we need
[2:38:23] to take some degree of risk with precautions
[2:38:28] that are as strict as we can possibly make them
[2:38:31] to protect ourselves to the maximum possibility, right?
[2:38:36] So what I'm asking for, I'm saying all that for this, for this, what I'm asking for is if it's true
[2:38:41] that let's round this number, because I like to round that because numbers, I don't like numbers,
[2:38:44] any way, so I'm bad with them, so I had to round that.
[2:38:46] So let's just say, six percent of parents say, man, we've got to center kids that.
[2:38:50] I would be one of those parents. And by the way, I'm married to somebody who is immunocompromised.
[2:38:56] You could argue that I am. I have asthma, and I'm on a medication now for
[2:39:00] or something that actually suppresses your immune system.
[2:39:03] So I kind of understand them, not to the degree of the lot of folks.
[2:39:07] I don't want to get that twisted.
[2:39:09] But if 60% said, we need to send a contact to school,
[2:39:12] then why can't we find the compromise of,
[2:39:14] because there are going to be kids that shouldn't come back to school.
[2:39:17] They are immunocompromised.
[2:39:19] They have folks in their home that are immunocompromised,
[2:39:22] that they should not be exposed to.
[2:39:24] There are staff that are in the same position.
[2:39:27] So I think we need to find that balance
[2:39:29] of giving parents that respect of making the choice and giving students the respect of choosing
[2:39:34] what's right for them and what risk level because of the end of the day whatever decision
[2:39:39] this board makes we are making the decision for people and if we if we choose one of these options
[2:39:44] then parents don't have the choice to send their kids to school five days a week or whatever they choose
[2:39:50] whatever they feel comfortable doing and and quite frankly as a parent I have a huge issue with that
[2:39:57] And I think it goes against the local government concepts, so.
[2:40:00] I'm asking for if we have 60% that say I want to send my kid back to school, then why can't we come up with a plan that says 60% five days a week? Let's figure it out. I mean, I understand for staff, that's easy for me to say, right? I get it. And maybe it isn't six feet, maybe it's more along lines of, because again, are we saying six feet for adults and six feet for kids, but we have pediatrician saying, well, maybe six feet isn't totally necessary for kids, but it sure is for adults.
[2:40:28] So I just think there's a compromise in your somewhere because at some point people have to be able to decide for themselves and exercise the freedom that so far we still have in this country to be able to decide at what point do I get to live my life and at what point is I able to make that choice so that's it from even
[2:40:58] So two things to I guess and yes but I also am wondering that says to go curve in like that there's not a plan to show people to take that vote. So again I just thought that this reconsider our time frame even if it's like we have another meeting next week because we're going to have to do some hard work to make some hard decisions. So over the vote flashes out I just say I would be it's just as important to me and everybody else up here, but I agree with Sean.
[2:41:23] I don't care if we have to meet every day so we sort it out.
[2:41:26] I think our kids are that important.
[2:41:27] Our teachers are everybody involved.
[2:41:29] Our community deserves for us to figure this out.
[2:41:33] So I just want to say that I want to add some more stuff
[2:41:36] because there's been a lot of questions
[2:41:37] of like everybody's doing it.
[2:41:38] So I just look up, everybody can look up the Lance
[2:41:40] at studying, I think, Sean's point.
[2:41:43] I guess I'm sorry.
[2:41:44] I will try to make it all mid-sentiment.
[2:41:46] We're so much in there.
[2:41:48] Can we have a special board workshop
[2:41:50] at some point when the decision of how we go back to school
[2:41:52] happens. Can we have a workshop around the budget, the COVID budget, an ancillary short-term
[2:41:59] services or projects or pilots that we want to put in place to support whatever version
[2:42:04] of how we go back to school. For that six months between now and December, right?
[2:42:10] For that money. So that we can have great debate, get input and really brainstorm, like take
[2:42:16] feedback front, right? I just think that it would be worthy of its own meeting. Meeting? So
[2:42:21] we can talk about feasibility and need to, to Don's Point.
[2:42:27] Absolutely, I'm free Saturday.
[2:42:29] Cool, all day.
[2:42:29] I will be here if you tell me to be.
[2:42:31] So I just want to throw that out there
[2:42:32] that I feel like we have an urgency to do that
[2:42:34] so that,
[2:42:35] no, I'm talking not important meeting.
[2:42:38] I'm talking about a special board workshop
[2:42:39] so because we are talkers and thinkers
[2:42:41] and askers and we need time.
[2:42:45] And, you know, I also defer to President John Johnson.
[2:42:49] If that's something you want to set up, I mean, well, I'll do a straw poll again.
[2:42:57] So, but you can be mad, it's okay.
[2:42:59] I'm not mad.
[2:42:59] Oh, no.
[2:43:00] Just Tracy, for clarification, so we're saying a board workshop to discuss the plan overall.
[2:43:09] The details, the minutes, the stuff that we aren't talking about tonight, but that all
[2:43:13] there's lots of questions, people are going to have lots of questions on implementation.
[2:43:17] And ancillary service is to support how we're successful when we go best.
[2:43:22] I think that deserves a meeting.
[2:43:23] So I just want to put, we don't have to decide that right now.
[2:43:25] But before the night's over, maybe decide if we can have a workshop about that.
[2:43:30] And then go ahead.
[2:43:34] Michael.
[2:43:37] I am for the meeting that you were talking about because 4.7 million is a lot of money
[2:43:44] that has to be spent in a very short period of time.
[2:43:46] And I think you definitely need input from the board based on what you bring forward.
[2:43:52] But I am very wary about if we go and give you the, if we say, go with it.
[2:44:01] You know, here's, we're going to vote on this plan.
[2:44:02] Go for it. Then come back and pick apart the plan.
[2:44:06] The minutia of the plan that you put together.
[2:44:08] I'm kind of uncomfortable with that. I mean, it's not.
[2:44:11] So I'm going to explain my logic, so my logic is we're doing that right now.
[2:44:16] We didn't sit at the table in the committee.
[2:44:17] People put a lot of work in effort in the committee, spun their wheels, they had this
[2:44:21] debate, but we weren't there, so we didn't give their input on the front end of the debate.
[2:44:25] So we didn't do that.
[2:44:26] And then we're still, it's pulling the part of plan that we weren't part.
[2:44:30] So if we have a war workshop, we give our opinions, then they can take that, take the needs
[2:44:34] of the district and bring a plan that has input without having to go back to the drawing
[2:44:37] board like we're pretty much, potentially asking them to do tonight.
[2:44:40] We'll see one more.
[2:44:42] Can I.
[2:44:43] But I, I will paint you.
[2:44:44] Mr. Sean.
[2:44:48] Tracy, I know I, I agree with you that we probably need to have comp those conversations,
[2:44:52] but I think tonight I think one of the things that just for me that I'm concerned about is, I think tonight we need to decide.
[2:44:58] Why don't just either on this plan.
[2:45:00] Or what we're going to direct the district to do, then I think we have those conversations, because I think a lot of the conversations and ideas that have come from Mr. Sullivan from you, I mean, they're great, but before we get to that, we need to decide what are we going to direct, as far as we're opening plan, and then I think that's a good.
[2:45:16] That's one of the records, so whatever the plan is, we can have the money and conversations.
[2:45:20] Think a lot of that.
[2:45:21] We'll come from them once we give them direction, whichever way it goes, and they can start working on the, I'm just one.
[2:45:27] as you call it. But once we pick a direction, then they can move forward from there.
[2:45:33] Okay. So what I wanted to say though too, is that was just a request. But that look up the lens is study.
[2:45:38] And I think that Sean hit the nail in head. That it is different levels of risk because there are 82 countries.
[2:45:45] I think it was, yeah, 82 healthcare institutions over 25 European countries through the month of April.
[2:45:51] When they were at their peak, studied pediatric response to COVID.
[2:45:54] So there is data out there. There is information out there. And it does matter because we solve
[2:45:59] different problems. So I'm with everybody else. This point, I guess we're just going to
[2:46:03] call this vote at some point and let's just card follow their results.
[2:46:08] Watch for the angle man. I did not pass.
[2:46:12] Yeah, you don't have your phone. I have a question for you.
[2:46:17] Just like in school no phones allow. That's all right. Hey, a couple questions came up around
[2:46:24] AP tonight. It's kind of important. Now, when they're done, I take, if we were to go 50%,
[2:46:31] I take an AP class. My first semester does that go all the way through the years or is that
[2:46:38] that one block and I'm done with my AP class? Well, they would have the second semester,
[2:46:44] either another nine week block or if we're back to more normal than they'd have the
[2:46:54] What was proposed if we can take it for a year they would get another nine weeks of that AP class
[2:47:00] Because those are all in a row
[2:47:04] No, so they would get if they did it the first nine weeks by weeks then the second nine weeks
[2:47:09] They're taking other classes. So they would get a break in there. Yeah, and then the third nine weeks
[2:47:14] They would take it again. Okay, I had some questions on transportation, but I think that'll be figured out once but
[2:47:21] Whichever way we go on that the plan and then on the
[2:47:25] Special ed I had some questions that you guys had answered. Thank you very much, but
[2:47:31] If someone needs to get pulled out for resource is that gonna be done during this this block time that they're in there
[2:47:39] Are they gonna be expected to stay after?
[2:47:42] What's what's the oh, sorry, they'll go ahead. What's it?
[2:47:45] I think it's gonna depend and so we want to make sure that for all students with IEPs
[2:47:50] We maximize the amount of special admits that they have on their IEP, that they have access
[2:47:55] to as much of those as possible.
[2:47:58] So once we have a plan and interaction moving forward, principles and case managers are going
[2:48:03] to have to look at schedules and figure out how we're going to operate our resource programs
[2:48:08] for the elementary students.
[2:48:10] It's a little bit different because they are pulled out typically or push in support in
[2:48:14] the classroom.
[2:48:15] And so wanting to make sure we work with families, there may be some students that do stay
[2:48:20] after their general ed time or maybe they come before their general ed time with that flexibility.
[2:48:27] So I think just like resource teachers do at the beginning of every school year they'll take
[2:48:31] into account their case load figure out where those students are all attending class what time
[2:48:37] and then work out groups and then work with families to be able to do that.
[2:48:40] For our house for secondary it's a little bit different because our resource classes are typically
[2:48:44] periods. So if they're getting their resource minutes in their first period class
[2:48:49] and they will have that the first nine weeks,
[2:48:51] and they typically take a blend of general-headed
[2:48:53] special ed classes at the secondary level.
[2:48:55] So I think it's all right.
[2:48:57] Yeah, thank you, Sasha.
[2:49:02] Michael, you're on the list.
[2:49:03] Did you want to speak?
[2:49:04] Here's your mic, just don't go.
[2:49:05] I'm good.
[2:49:06] OK.
[2:49:07] And Ed, I'm good.
[2:49:09] Thank you very much for coming up.
[2:49:14] Any other questions?
[2:49:24] I think that kids can be very resilient.
[2:49:28] One of the things that I've learned serving on this board is, you know, again, we're around
[2:49:37] our own clinical circles, and I think many times that just that really excludes us from being able
[2:49:43] to look at things from a different point of view, and while kids go through a lot, I think
[2:49:49] that there's many ways that we as a community can come together to help address those needs,
[2:49:54] where the time the term was all hands-on deck, right?
[2:49:59] So I think...
[2:50:00] Throughout America's history, we've had many tragic events. I remember as a kid, I've seen the 1989 earthquake, people showed up to help people out.
[2:50:12] I've seen issues where, you know, just neighbors coming around to help people out. I see now the country came together during 9-11.
[2:50:22] For me, what I would hope to see within our community is how do we actually look out for each other?
[2:50:27] And how do we find ways again to fill those gaps that we need as families to make sure that we as a community are still here?
[2:50:34] Not that we have this divisiveness to where we're only focusing on our certain point of view and our certain interpretations.
[2:50:44] And I think there's a great opportunity for us to really look at how do we actually help maintain that sense of community that we have here that we love, why we live here.
[2:50:56] And how do we still make sure that our kids need their men?
[2:51:00] And I think that in addition to that,
[2:51:03] I struggle in high school for different reasons.
[2:51:06] And one of the things that I learned that I take very well
[2:51:10] that I learned from on this board was that being able to work
[2:51:14] and earn something does there's value in that.
[2:51:17] I do value work.
[2:51:20] I value work and I value what comes out of that.
[2:51:25] To me, I just, again, I see these not as barriers.
[2:51:28] I've lived with many barriers.
[2:51:30] I've lived with a lot of kids as younger.
[2:51:33] I've seen true, true, deep, dark barriers.
[2:51:37] And for me, again, I see this opportunity
[2:51:40] for us to help address these barriers as a community.
[2:51:43] And I think that should be the focus.
[2:51:48] What we decide, how do we decide
[2:51:50] to where we actually look out for each other?
[2:51:52] How do we decide that?
[2:51:53] How do we go about supporting as a community to take care of our neighbors?
[2:51:59] And that's what I hope I would encourage everyone to really focus on as we move forward.
[2:52:07] Okay, Ms. Shelley brought up a point that there's some people wanting to ask questions on Zoom,
[2:52:13] and I'm just going to explain that once the comment cards were all taken,
[2:52:19] it's not an open discussion.
[2:52:20] So, although you may have questions, I'm sorry that that time has passed for that.
[2:52:27] Where do I stand?
[2:52:28] I think it's a difficult decision.
[2:52:30] It's a no-win decision.
[2:52:31] I'm not going to quote any numbers because they've all been quoted one way or the other.
[2:52:36] Tonight, I am personally not comfortable with going back to 100%.
[2:52:41] I think this may be a moot point.
[2:52:43] No week or two if the government tells us we're going to do it.
[2:52:46] And then we're mandated.
[2:52:47] Then we do it and we move on.
[2:52:49] That takes care of a couple of issues, if we're mandated to do it, then I'm sorry for the teachers that want that built in safety.
[2:52:57] It's just not there for mandated to do it.
[2:53:00] But we do have the option right now to offer some protection, not only to the teachers, but to the staff and social distancing is important.
[2:53:08] And the only way we can deal with social distancing is by keeping them at 50% and going forward from there.
[2:53:17] I've got a couple grandkids, regrets, and at Callison, and you know, I think with the social
[2:53:24] distancing, I have no worries about sending them back at all, and that's basically kind
[2:53:30] of where I stand.
[2:53:31] For those emails I did respond to, you basically heard the same thing, there was nothing
[2:53:36] really different there.
[2:53:38] So with that, I'd like to make a motion to move forward with the plan as presented.
[2:53:45] there's a motion by Janssen second by Kitsus roll call vote. Sorry questions before
[2:53:52] we move forward. Shelly anything.
[2:53:59] I'm here. I don't have any questions. Do you want my vote?
[2:54:03] Roll call vote please. Mrs. Dally your vote please. I vote for 50%.
[2:54:12] Okay. Thank you. Mr. Windham.
[2:54:16] Mr. Kitsus.
[2:54:22] Mr. Stacey?
[2:54:24] Yeah.
[2:54:27] Mr. Seve?
[2:54:29] Yes.
[2:54:33] Mrs. Mopper?
[2:54:37] Mr. Johnson?
[2:54:38] Yes.
[2:54:41] The motion passes for the three.
[2:54:43] Thank you.
[2:54:44] With that, that closes six a.
[2:54:45] We'll move on to six b approval of the quote with CDI technologies for the purchase
[2:54:50] of technology equipment.
[2:54:53] This is a measure a item.
[2:54:55] It's recommended the board approve the quote with CDI technologies in the amount
[2:54:59] and not.
[2:55:02] That's right. A lot of my women in my life do that. It moved by Mallberg, second by Wyndham, roll call vote,
[2:55:13] Shelley, thumbs up.
[2:55:15] Thank you. That's a yes. Mr. Wyndham. Mr. Kitsis? Mr. Stacey? Mr. Selva?
[2:55:21] Yes.
[2:55:22] Mr. Smallberg? Mr. Jansen?
[2:55:24] Yes.
[2:55:26] consent items we have a few items on there requested the board approve the consent calendar as presented.
[2:55:33] Do I have a motion?
[2:55:35] Move by silva second by Mallberg.
[2:55:39] I'll roll call though.
[2:55:41] Shelly.
[2:55:42] Ms.
[2:55:47] Stacey.
[2:55:48] Yes.
[2:55:48] Mr. Selva.
[2:55:49] Mr. Mallberg.
[2:55:51] Mr. Jansen.
[2:55:51] Yes. And thank you very much for everybody that participated on Zoom and in public.
[2:55:58] We appreciate your comments.
[2:56:01] And that'll turn the meeting.
[2:56:03] Goodnight, back to you.