Okay, good evening everyone. It's 6:30 on uh July 27th, 2020. This is the regular session of the Air Shirley Regional School Committee. Um and uh because of CO 19, we're allowed to do this with a Zoom link uh to give
everybody notice. Those attending tonight's meeting should be aware that the meeting is being audio and video recorded by ASRSD and any audience members who wish to record any part of the meeting must inform the chair who will announce the recording. This is to comply with the Massachusetts wiretap statute. The
listings of matters are those reasonably anticiped by the chair which may be discussed at the meeting. Not all items listed may in fact be discussed and other items not listed may also brought up to the for discussion to the extent of the law. So that would be topics that
were not reasonably anticipated 24 hours before the advance of this meeting. Um if Michelle Town would call the call the attendance please. Mr. DeForge >> here. >> Mrs. Granger.
Mr. Leone >> here. >> Mr. Quinty. Mrs. Re-shoots >> here. >> Mrs. Simmons here. >> I'm here. >> Joe and Jim. >> Okay.
>> So, it looks like we pretty much will have full committee. That's very good on a hot summer summer night. Um, and I'm glad everybody came. If we could have the pledge of allegiance, please. All stand.
I pledge allegiance. Oh, thank you. Thank you, Michael. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, >> one nation under God, indivisible, with
liberty, justice for all. >> We'll have to figure out how to coordinate this sometime. I don't know. Every have to raise their hand before they do it. Uh, so thank you everybody who's coming. Um, is there any public participation for tonight's meeting?
Not seeing any, but that can happen with this setup. So, someone just speak up if you don't get called on. Seeing none, I will go on. Um, the next item is item number five, consent agenda. Uh and we have uh approval of
minutes for June 24th, 2020, which is regular session for release. Uh those are actually um not presented here tonight. So we will put those off until the next meeting please. We have approval of minutes June 24th executive
session for release. Uh and we have those which um were uh the executive session minutes were uh to uh discuss um um a union contracts and
approve of them. Um that's kind of an important one. I think I would like to take that separately. Uh if anyone doesn't mind not doing the whole agenda um consent agenda together. Um, if I could have a motion to accept those
executive session minutes of June 24th. >> Speak at once. >> I'll make a motion that we accept the minutes from the uh June 24th, 2000 I mean 2020 um executive session. >> Second. Okay. All in favor?
>> I >> Oh, I'm sorry. We need to have a roll call for every vote. I forgot. I'm used used to sitting in a room. I apologize. Um, so Michelle, would you call the role, please, again? >> Mr. DeForge, >> hi. >> Mrs. Granger,
>> I. >> Mr. Leone, >> hi. >> Mr. Quinty, >> hi. >> Mrs. Reuts, >> I >> Mrs. Simmons, >> I. >> Thank you everyone. Um, item C under the consent agenda is donation of 40,000
from the Beamis Community Investment Fund to the Community Foundation of North of of the Community Foundation of North Central Massachusetts. Um, so we could put that back in the agent consendant and do it all together with the with the
warrants. And thank you Beis as usual. they are a really good um uh citizen for us and this has gone on for many many many many years. So if someone has a um know someone who works there or have a
contact and we're going to send out a thank you message always from the superintendent. So uh that is really um we've received 40,000 donation to be community investment fund of community foundation north central mass. This
donation has placed been placed into the bee revolving fund. These funds will be used to support afterchool programs in all four schools. So this has been a tremendous addition to our to our functioning. Anybody want to comment on that?
>> Oh, thank you. That's great. >> We have so many uh let's see, we have uh many many warrants here. uh payroll. Um starting with warrant number 1171 for 236,04807,
a payroll um a payment warrant. Um warrant number 1172 dated 6262020 for $18,7298 for tuition reimbursement. P uh warrant number 1173 dated 626 for 11,84673
which is also a a standard uh payment warrant 1174 for 454,4 no 454,47863. Um, warrant number 1010 for 4,0004 $498,116
Middle Sex retirement. Warrant number 1011 $279 639 $639.92 on the bi-weekly uh warrant. Then we have six seven6 seven payroll warrants,
one dated 619 2020. This is a bi-weekly payroll. $682 $682,13356. Payroll one warrant number one since that was the first one of the year dated 7220 for $126,598.35.
Payroll warrant 1.1 dated July 2nd $369 369,000 those thousands get in there $952.90 that's the pay teacher summer payroll warrant number payroll warrant number
1.2 two for uh dated July uh 2nd for $50,72855. Payroll warrant number two dated 717 for 131,96354. Payroll warrants 2.1 dated 717 $369,52.90
for teacher summer payroll and payroll warrant 2.2 2 dated 717 2020 for $8,442.89 and that is for payroll. And that concludes the warrants um the warrant memos. Um and could we have a motion
please to approve not including Venus and I mean including Vimus but not including the executive sessions. And remember, we are continuing the June 24th until the next meeting um because they weren't in there yet. Uh could I have a motion for that? I'll make a
motion to approve all of the warrants as read and the beis um $40,000 um that was given to the district. >> Second. >> Second. >> Well, Michelle, you can have it. >> I'd beat you.
and the other Michelle, we are making you do a lot of work tonight. I apologize, but we need you to call the role. >> Mr. DeForge, >> hi. >> Mrs. Granger, >> hi. >> Mr. Leone, >> hi.
>> Mr. Quinty, >> hi, >> Mrs. Reishoots. >> Hi, >> Mrs. Simmons. >> Hi. >> Thank you. Thank you, Mer. Okay. So now uh moving on to item number
six, new business. Uh on A is the update on K to5 in-person extended school program. We would invite Tara Bozac, who's our director of special education for that presentation. >> Good evening. How is everybody? I hope
you're all doing well. I just wanted to give a quick update on July 13th. Um we welcome back 24 students in grades K through um five for the extended school year program. We have seven special
education teachers, seven par profofessionals, school counselor available. We have related service providers. We have um an occupational therapist, a physical therapist and a speech and language pathologist. All of them are providing services either via
remote to the students that have chosen or the families that have chosen remote or in person to the students that are at the school. We have stocked each classroom with individual supplies for each student as well as ensuring that they have masks and all of the PPE
products that they need. It was a very successful first day um forward. We had a fire drill. We practiced our safety fire drill. We've been practicing and you know social distancing that's been a continued thing and maskearing the students have been doing an excellent job. The teachers have been phenomenal
in ensuring that their students have been doing such a great job. Um we have little outdoor areas for the students to go so that they can just get outside and have outdoor spaces and you know have mass breaks outside as well as play. We
bought individual like hula hoops and balls and things like that for the kids to use outside. It's been really a successful, wonderful thing to see because we haven't had students in the building since March. So, it's been great to have them back.
>> Anybody have any questions or comments for Tara? Um, Tara, did you say 24 students attended school or did that include those that were remote? >> No, we had 24 to start. We're right down
now to 20 students that are in. We have a large proport um a large percentage that are um doing remote learning as well. Parents had the ability to check. They were able to check off if they wanted remote learning instead. So, we have remote learning going on. >> Gotcha.
>> Tara, it's Michelle. Can I just ask you a quick question? So, just to follow up on Cheryl's question, how many or what percentage would you say we're actually having in the building? Would you say it's like 50% 25% like >> right about
24% 25% are in the building. >> Okay. Thank you. >> You're welcome. >> Oh, I just got confused on the numbers if you don't mind. So, the total in the program is is how many? 24. >> We started with 24 in person. We had
some that chose after in person started to go remote. >> Okay. >> So, we had 130 students that were qualified for extended school year. Some families have chosen to take it a break from extended school year altogether. They didn't want to do remote or they weren't comfortable yet doing in person.
>> So, we have right now about 60 students that are doing remote. We have the 24 that are well the 20 now that are doing in person. So it ended up being about after everybody that said they were going to join about 24% not quite 25%
that were in person. >> Thank you. >> And Tara just just another followup to that. How would you say like you know in a typical summer like last summer how many elect to participate in the summer program? I you mentioned that some are taking the summer off. Is that customary
or do you think that's different because of the summer? >> We usually have honestly maybe about 30 families, 35 families that choose to just take the summer off. So, we are definitely significantly lower in the summer this summer, but um I I'm hopeful
with the 20 that are in. We actually had one that was remote for the first couple of weeks that came back to in person today. This was her first time in. So, we are about a at a third of what we normally are in person. >> Okay. And happy birthday. >> Thank you.
>> Oh, yeah. Happy birthday. >> 28. >> Sorry to out you. I just I don't >> No, it's okay. Thanks so much. >> Uh Jim, did I see you starting to speak?
>> Nope. >> Okay. >> It's hard to tell. I'm not fluid with this. So, I see little yellow things blink and I start to try to pay attention. Um, anybody else have anything that they would like to ask Tara?
>> I do. Real quick. So, has there been any feedback on things that we could do better um with PPE or social distancing or any of that sort of things or things that have gone well as well? >> I feel like we have a really seamless
drop off and pickup. We have really nailed that down to a science. We have um developed an area for parents to drop off. There are about five of us each morning that come out. We unload about three to four cars at a time and we have the students filter in like that. We
have these white adorable paw prints that have been painted to remind us to be socially dist. And then at pickup time, we go out right around 25 11 just to make sure that we're all set in place. And then we do we all have
walkie-talkies and we call out students and we filter them out that way. And in the hallways we have these little paw prints. They're maroon in the hallways that have been laminated into the floor. So the students are always reminded to stay socially distancing. Uh, in
hindsight, if I'm self-reflective, I probably the first day would have prepared us more in in preparing students to wear masks as well as um to do some socially distance with Dr. Malone's support. I have reached out to
uh Scott Kirkin. I I hope I did not mispronounce his name. And we're going to do some sort of video to send out to families on what the school will look inside. you know like little mask wearing uh things such as that. So I
feel like with that I have tried to um be in the classrooms every single day be visiting the classrooms and talking to the teachers and the par profofessionals because they really are the ones doing the work all you know for those hours to ask them what you know what can I do to help what are what do we need to change
those type of things. Um, one morning I got a text message at like 6:30 asking for balls. So, I ran to the Dollar Tree really quick because I wanted to make sure that each student had their own. So, it's those things getting to learn those. But, um, Miss Sauier was kind
enough to go out and buy hula hoops for all the students so that they had an individual hula hoop. And, um, Miss Callahan went out and bought jump ropes. I picked up balls. Miss Harrington helped me get all the supplies so that each classroom had individual containers
with the students supplies in it, chalk, everything that they needed. They all got whiteboards and markers and uh the stuff that they would need through that. I feel like this has been really great for us to get ready as the fall progresses. So, and I'm I I sent emails
I sent emails to all the families, you know, regarding that we're doing in person to get their feedback. I want, you know, the positive, the negative, tell me what we can do better. As well as I reached out to the remote families too to to help me understand what we can strengthen for that so that I can, you
know, relay that information back as well. >> Awesome. Thank you very much. Appreciate that. >> Oh, thank you. >> Um, how much interaction is there between the kids? >> Um, do you mean like within the
classroom? So >> on on the outdoor playground how you know how much do they interact with each other? >> So each each classroom we have five classrooms set up. So each classroom
travels together. So that classroom would be they interact with each other like um I'll give an example. I went into the fourth fifth classroom today and they have been begging me to get them a pet. Well, I wasn't going to get a pet for the four weeks we're here, and there's probably a lot of things I have
to do to get one. So, the special education teacher reached out to me and sent me a picture. She's like, "I got fish." I was like, "Oh, no. How am I going to explain this to the superintendent? We have fish." But she got these a fishbowl and she filled it with these little rocks and she had the
fish. So, for an example of the students to in how they're interacting is they they came up with different names to name the fish. They, you know, even though we are six feet apart, they're always interacting with each other. We're writing on the board. They're having these great conversations.
They're coming up with names for their pet fish. We had a voting contest today for that. We go outside. Um, if you look at the our Facebook page, the Airley Regional School District Facebook page, you can see one of the students that was outside the other day during a mask break and, you know, she's hula hooping
and laughing. The kids, you know, they're interacting with each other. you know, the best that they can. I I think students are really resilient and I think the teachers have done this phenomenal job of of connecting them in the best that we can.
>> Terra, how do you feel they're doing? Oh, >> sorry. Go ahead, Joe. I'm sorry. >> One more question. Uh, can um can I come and visit? >> No. Um, I we are not having outsiders in.
We're not even having the parents. I I would love for you to visit, but when you see the video, you'll be able to see that >> um through that. I mean, you can come visit me in the special ed office, but not not the classrooms. No. >> Okay. >> I appreciate you asking, but you
certainly can come visit me. >> Tara, how are they doing with maskearing? >> They actually caught on relatively well with that at the beginning. It was like by we had some students that struggled with that a little bit more. Um, and I would say by day three or four they were
reminding. I found some great social stories and so did some of the staff and we've been sharing those things with each other. Uh, you know, it's a constant thing. I think once they get used to the masks, it becomes easier and we have some students that have never worn them before coming here or prior to
to coming in. Um, I have there we even have staff that have brought in masks that have made them at home and brought in these really cute like de uh I I like Scooby-Doo masks. I I can't even think Mickey Mouse. They have brought them in for the staff. This the staff is
amazing. I cannot sing their praises enough. That extended school year staff has really just I they've been amazing. >> That's great. Thank you. >> You're welcome. By the way, I think the video is a great idea and I think it should be maybe just on our website for
everybody to see, you know, what the schools will look like and and what the fall will look like once we know that. >> Yeah, I wished I had thought of that before just to show like your, you know, your classroom might look like this. You'll see these little paw prints. They'll just remind us that we need to be safe as we're walking down the
hallway, you know, those type of things. Um, so yeah. and he has the the um that Scott gentleman has already reached out and said that he's willing to help me do that. So I'm excited to do that. >> Great.
>> All starts. >> Soal so your normal capacity would be about five times what it is now though, right? >> Probably on in all honesty, I want to say since I've been the director of special education, we've always averaged
between 80 and 95 inerson students. 80 to 90 sometimes. Um, and yeah, we are we are definitely lower, but I I'm I'm happy for the the 20 that we have that are coming in >> for the kids because this ratio is awesome.
>> It is. It actually is. I >> You're pretty close to one-on-one. So, >> and the learning environment, I mean, I'm there there's so much going on within the classroom. The reading assignments have been amazing. I went into the uh Mr. Vanice's room today and they were using the Smartboards and the
whiteboards and they were doing the interactive reading with each other. It was it was really great to see that. And they have little stations set set up. Uh Miss Openenheim had little stations set up within her classroom with the the earphones and it was just Yeah. But they
have all have a Chromebook, their own individual Chromebook. >> Madam Chair. >> Yeah. If I may, Superintendent Malone, one thing I'd like to state is when the extended school year program was uh rolled out for this summer, it was rolled out that the students in K to 5
would be an in-person model and then the uh students in 6 through 12 would be in a remote learning model. >> And so we're running that right now, the remote. >> Yes. Yes. That's why the K to 5 students are in person. Exactly. And I'll take
the opportunity to commend uh Mrs. Bozac for putting together a really um strong in-person program and um she uh wrote an excellent plan and our Renee Payne our nurse leader uh conducted the uh
training on the health protocols for all the staff. So uh it's gone really well. Thank you. >> Thank you. Anybody else would like to ask Tara anything? >> Yeah. Um >> and I think we've had you on your birthday before. I think Tara
Uh Tara, you may you may not you may not have the answer to this, but I I was wondering I mean I know that when this whole thing started a lot of people uh there's a little cottage industry but different types of masks. I just bought a couple Auburn University masks. Um I
don't know if the if the local boards of health or the Commonwealth has uh specific protocols for the mass ratings. I mean typically that we all started with N95 but I don't know if now is one covering as good as another covering
because people are using everything and pretty much in the general population if your mouth is covered you're all set. I don't know if if anything different is happening with the local boards of health and schools. Do you have any idea about that?
>> No. The um the directive that we were given through the Department of Education was for the summer was that all students and all staff were to wear a face covering. It didn't state whether or not it needed to be a cloth or paper. And I know some people use the Gator mask, some use the cloth mask, some use
the paper mask. It was just that >> and the idea behind that is that if you wear a mask and I wear a mask, we're less likely to give each other anything, >> right? So, but there was no guidance around which type of mask we were to wear just to make sure that we all had
one >> and the students come to school with one on. If they don't have one, then we have backup ones available there. We have disposable face masks and we have given those out. >> Okay. >> Carol, did you have something else?
Cheryl Simmons, did you have something? Oh, I thought you were trying to say something. Okay. Is anybody else? Thank you, Tara. Thank you very much. >> Um, being on the front lines. So, how many more weeks is it? Two. >> Yes.
>> Is it two more weeks or three? >> We have seven. We have seven days left. We have three days this week and four days next week. >> There you go. But who's counting? >> Thank you so much. Uh, item B on the agenda under new business is an update on the remote extended school year
program with U. Assistant Superintendent Charlie Clary. Um, Charlie, >> hi. >> See you. There you are. >> There I am. Um, thank you everyone. I appreciate it. Thank you, uh, Madam Chair, uh, for introducing me and
welcoming here this evening. Um, the remote extended school year program. Um, we have an extended school year program for the entire district. Tara just spoke about uh, the special ed extended school year program and the program that I'm running is one that's funded through title one. Um this year we are running a
our power up extended school year program for 85 of our students. We have 14 uh teachers and two paraprofessionals. Uh the power up program is running from K grades K through eight. Uh and in our high school
we are running a credit recovery program for students who need to recover credits from some of the classes. And we're also uh piloting kind of a summer skills strengthening and math program uh for some of our high school students as well. Um the teachers have been phenomenal um through this entire
process. We did go entirely remote in terms of our programming. That decision was made early in the process um around the same time that the guidance had come out for summer programming. We wanted to make a decision on the early side to be better prepared and give parents clear
options. Um and in thinking about the questions that were asked of Tara before, um the 85 students is a little bit more than we've had in the past. Actually, last year we had about 75 students participate in the program, but the difference is this year we added actually two extra grades. We added
students in kindergarten and grade 1. That decision was made predominantly as a result of um the school closure in March. And so we wanted to make sure that we provided enough opportunities for uh students in all grades. Plus, we had a great number of staff members who had expressed interest in being involved
in the program as well, which allowed us to kind of identify and target some more students. Uh, we did put out a quick survey to folks uh at the end of last week at about the midpoint to get some feedback from parents to their relative level of satisfaction in the program. Uh, and I'm pleased to report that we
had 96.8% of our folks uh respond that they strongly agree or agree that they are satisfied with the program. uh and the feedback that we had we had asked some other open response questions as well to get some feedback as to what was working
well and where could we improve. Um what they indicated was working well in the program is that we're working with a lot of uh Zoom meetings and direct instruction over Zoom. It's targeted to specific skills. There's a clear schedule. It's communicated ahead of time. Uh there are routines that are
established. It's very well organized. and the parents were singing the praises of all of the instructors who were involved in the program. Um so where they were looking for improvement, most of the responses were I don't have a good suggestion to give you. It seems to be going really well. Uh we did have
some specific suggestions um for specific grade levels. Uh and those were about increased um frequency of some Zoom meetings. Uh and also, you know, some of it over Zoom time tends to be uh a little bit lengthy for kids to give them the screen time. And so some of the
students, what we're finding is that when they're younger, uh they seem to have a little bit more um I guess lack of attention uh during that time. So just trying to kind of find the balance. Um but by and large, the program is going uh very well. We do we too have
approximately seven days we have two weeks left in the program and feedback from the staff has been very positive as well. >> With that being said I'll take any questions or comments that people have. >> Anyone >> um I'm just a little curious about that
math skills program. >> Um you were did you identify kids that could use that kind of work and then reach out to the families? >> Yes. um through the high school we worked with the high school math department, the principal, the administration there, so Mr. Christie,
Dr. Meyer, our school counseling department as well. Uh and our title one par profofessional for math uh at the high school is Pete Paige. And so kind of collecting information on students to figure out which students were in danger of failing and may not have failed, but they were deficient in some skills. And
then we offered this opportunity to those families uh of those students who were deficient in some of these skills and felt teachers felt as though they could need a little bit more support in specific foundational skills in math. And we've been trying to provide that through um kind of small group uh Zoom
meetings. So it's all remote um but it's targeted instruction supported with uh digital software as well um to kind of support the kids as they go. So again, it's it's a small group uh for this year and we're looking to kind of expand this as we move forward, but we figured we would try it this year as this was a
good year to kind of try reinforcing some skills with some folks. >> Right. And those that you recommended, did you have a good um response? >> Uh we did I'd say we had I think we got a about a a 50% response rate, which all
things considered for summer participation is pretty good. uh we identified somewhere between eight and 10 students I believe uh who could benefit from this. We were targeting kind of a small grades span typically kind of grade nine 10 earlier grades um and you know we had about half of those
students uh participate others were not able to participate they may have had other summer commitments or to something to that effect but we've been pretty pleased. Yeah, >> Charlie. Uh, summer summer summer schedule is always a a different a
difficult thing to mix in given what everybody's schedules look like in the summer. Plus, it's a shorter day. If you as you take a look at what we're doing here, of course, we're we're not remote by choice, but as you look into when we get through
this whole thing might be more effective than what we're doing. >> Great question, Jim. I I don't know if it would be more effective um than what we were doing before because I my personal belief on this is that the most effective model is in person. However,
we can't deny the flexibility of kind of the access that a remote model could provide. So, I think that this is something that I I mean, I know that this is something I'll look at kind of moving forward into future summers to see if there's a way that we can in a weird way kind of do both. um if there
are students who thrive because we know from our surveying and our you know informal feedback from uh from parents, students, teachers that there are some students who really thrive in this remote environment. And so if this really works for them and we have some teachers that are really connecting with them, then why not consider offering
something like that over the summer in addition to uh kind of an in-person learning model. So that is something that I'll continue to look at. Um and we'll be collecting feedback from parents again at the end point of this as well. uh and also from teachers to kind of get a better sense of what we learn from this because I also look at
this as just like um Tara's extended school year program and special education is um an opportunity for us to kind of learn the process of having kids coming back to school. Uh this remote learning process is a little bit uh more targeted um and is a little bit more
structured and we we took a lot of the feedback that we had earlier and then applied that instruct in and building this summer program. So we look at these as opportunities to kind of learn and apply that to what the regular school year is going to look like too. >> Yeah, that's good. I mean that the structure of of both is good, but it's
really giving an opportunity is good, but it only works if people avail themselves of the opportunity. So if we find a way we can >> book in another people that really need the extra help and it works for them, that would be certainly to our benefit. But we'll we'll see how that goes.
>> Yeah, absolutely. And I I think the um the small group nature of some of the skills focus I think could be something that we can expand upon too in a remote setting. It just allows it allows for so much flexibility um for people in terms of their own schedules and especially as you had said in the summer.
>> Right. Thank you. Sure. >> Can I can I just ask a quick question, Mr. Clary? Um how long is the day? you mentioned that >> some of the um younger students have a hard time um you know with the the duration of the day and I'm curious how
that would um compare to what it would look like in the fall if this was a continuation. >> It's not so much the length of the day, it's the amount of direct contact that they're having over kind of a video conference platform. Um and so we structured it for the summer. We tried
to match our uh our hours with what we had traditionally used for our summer program which was from 8:30 to 11:30. Uh in a number of our grades, our elementary grades in particular were able to run two sections. Uh so essentially we took the group of
students and split them into two different sections. Dedicated one teacher as a a readingwriting I'll call it English language arts teacher and another as a math focused teacher. Uh the schedule that they typically start with is they start the day with some sort of a morning meeting which is about
a half an hour from 8:30 to 9. Then they transition into their either ELA or their math time. And that depends with which teacher they're assigned first. Then they have some sort of a break in the middle of there about approximately 10:00 for about 15 minutes or so to kind of stretch your legs, run around a
little bit uh and then they jump back on with the other teacher uh at 10:15 or so and that goes to 11:15 and then they have a closing meeting. So it's pretty continuous amount of time um you know without a lot of um zoom break. Uh we
have you know it's different focused like a morning meeting is more of anal focus and a check-in and then the instructional component takes place. There's some independent work time that's during that instructional component too. So a student might be in a breakout room uh with a teacher monitoring them but they're still quote
unquote online. So sometimes, you know, that, you know, kids tend to >> they get a little tired of the screen and that happens. I mean, it happens. I have a high schooler or soon to be high schooler, middle schooler, an elementary schooler, and they had some of the similar experiences as well. So I
totally get it. >> Yeah. >> So then at the end of that day, there isn't they don't have other work that they have to complete for the next day. It's basically one and done, right? >> No, we the only thing we talked about uh we didn't assign specific homework. We made that clear to the teachers ahead of
time. The only exception to this might be uh in our credit recovery program because those students are working on egenuity which is a online instructional tool online classroom essentially uh and students participate in those classes. So they're working at their own pace and
the teachers are working as kind of learning support coaches so to speak to kind of monitor their progress, help move them along. But in the other classes, there's no homework unless it's like a specific you need to work on this particular math fact or you need to read
something with your parents tonight. So, it's not something that's laborious or intensive. It's just something that's just reinforcing a skill very briefly and quickly. >> And so, what's the total time on this? How many weeks? >> Uh, four weeks, three hours a day, four days a week, Monday through Thursday.
>> So, it goes the end of July, I'm assum. >> Uh, it'll go two more weeks. So, it'll go through the first week of August. So, it ends um >> last date is August 6th. >> Yep. >> Anybody else? >> Just pulling up a calendar.
>> Madam Chair, Superintendent Malone, uh just want to uh commend Mr. Clearary as well for running a a remote um extendia program that um from the parent feedback feedback uh is quite successful. And um
we also I just want to state that the summer programs they're running the same uh time frame that we've run them in the past. So it's four weeks Monday through Thursday uh three hours a day. So we we run the special program and the title one program um concurrent with that time
frame. So I think it works really well for families. Thank you to both Tara and uh Mr. Clary. >> Yes. Thank you both. This is uh really good and it sounds like it's flowing very well. So, um, you know, I'm seeing
a lot of advantages to things that we didn't have before because we're just all together. >> Yeah, I can't thank the staff enough. They have been phenomenal um with this program. They jumped in both feet. Really excited to take care of it. Dr.
Malone, thank you for the Thank you. >> Okay. Uh, so I've had a request to remove item D. I'm sorry. Does anybody have anything else for Charlie? I apologize. Um, I have a request to move uh to item D, which proposed one-on-one technology
K through eight by our super director of technology. I think we have to shorten that to super tech or something like that. Uh, Mike, >> good evening everyone and thank you Joyce for introducing me. I'm glad to see a good turnout here. Um, well, for
obvious reasons, we are proposing going onetoone with technology um throughout the district. Um, we're heading into year four of being one-on-one at the high school. Uh, we've learned a lot from this experience. So, um, we feel comfortable. We have, uh, enough
technology to do it. Um, we have enough supports in place that we feel we can do it throughout the district. I mean, obviously, there is a strong need with the, uh, for such a thing with the uncertainty of what the school year will look like. Um, quick background. Right now, the elementary and middle schools
utilize Chromebook carts that are shared throughout the schools. So, one cart typically has 30 Chromebooks. They're rolled into classrooms and kids randomly grab whatever Chromebook um put it back in their desk. Obviously, we can't have that type of scenario in the uh the
current environment. So, what we're looking at is um coming up with uh a plan, a schedule to distribute Chromebook this coming August. Um, we're actually ready to get started uh this week provided everything is a go and approved tonight. Um, we're setting up a
e signature program. So, we're trying to eliminate even having parents come in to sign forms unless they have to. Um, for those of you that are old enough to remember, um, Chromebooks are harder to get than Cabbage Patch dolls right now. They're, uh, extremely difficult to
find. Um, we were fortunate enough to be in a pretty strong financial position. we were able to buy some um Dr. Malone's approval this spring u before they became such a a hot commodity. So our inventory is pretty sound right now.
We're just trying to reinforce it with uh backup devices because we fully understand and expect that items get, you know, damaged or maybe uh don't work as designed when they they arrive. Um, we are also looking to increase
Wi-Fi throughout the district to accommodate all the devices. And we're even putting in outdoor Wi-Fi. Um, I know that doesn't help with New England winters, but we did discover last spring that quite a few students were utilizing the uh the Wi-Fi outside the libraries.
So, uh, each school is going to have that in place. Um, and we're also coming up with sanitizing procedures for the tech department. And what I mean by that is um you know the tech department will collect any damaged or malfunctioning Chromebooks at the end of the day in
classrooms. We'll sanitize them before, sanitize them after. We'll have loaners available that they will also sanitize as well. Um we also feel comfortable moving forward financially that we can reallocate some funds from the tech department uh budget to uh fully support
this model for a year. um you know this certainly wasn't the plan moving forward and we understand that um we shouldn't put another burden on families. So we feel we it's in our best interest to support families that will need technology at home um and we'll provide
that for them as well. Um there is a lot more to it. Um that's a quick summary. Um I'm prepared for any questions. I'm sure there's a lot. um so far away. >> Okay, who's first?
>> Madam Chair, I I'll just make a couple of comments. One of the things um so we you know the return to school model has not been determined yet, but if we were to go to an inerson or hybrid model with each student having their own device, it certainly will u minimize any you know
uh contact um studentto student contact or devices uh for teachers. And then of course if we are in a remote model um then all of our students should have have a device and and if you recall we let all of the students that we loaned uh Chromebooks to last um during the
closure in March uh we allowed them to keep their Chromebooks throughout the summer. And then finally, um the onetoone program that was mentioned at the high school, uh we were charging $25 for four years and um we're asking the
school committee to wave that um for this current year, we can re-evaluate the program and such next year, but due to the co 19 and impact, uh we would we just would prefer to be able to distribute a Chromebook to all of our students. Thank you.
Anyone? >> Am I able to ask a question? >> Sure. Sure. >> Um, Mike is uh the kids in K. >> Would you identify yourself, please? >> I'm sorry. >> Would you identify yourself, please? >> Oh, I'm sorry. Jan France, uh, first grade teacher, Pilto.
>> Thank you. >> Are the kindergarten and first grade children getting Chromebooks or we're going to continue with iPads with them? >> Uh, we're actually discussing that right now. um this week. That was part of our our plan to discuss that. Uh so we're working out some other things, Jan, that
you'll be part of those conversations in terms of what uh learning management system like a Seessaw, Google Classroom, things like that will be in place. So uh there'll be more information to come. Part of it, and I know this shouldn't drive it, but iPads are just as hard to come by as Chromebooks. Um all
technology is extremely difficult to get right now. >> Great. Um, so you know, we're also having other discussions about maybe we start with one type of device for a certain grade and move to other devices as they become available. >> Great. Thank you.
>> Yep. >> Madam Chief, if I may add, Mrs. grants. Uh the evaluation uh process that we're going through too is um as you know when students get into third grade and and you know we don't know anything about the MCCAST this year but um when you're
taking an online assessment the students were entering third grade with really not having keyboarding skills and not being proficient. So we're talking you know the discussion is about would the students be better prepared if they got a Chromebook because if we get the iPads would also have to buy the keyboards and
things. So, we're we're really looking at what would be best for those students um considering we are a Chromebook district and it would be something that they would have through grade 12 if that makes sense to you. Thank you. Anyone want questions?
>> Mike, sorry. >> Go ahead, Jim. >> Mike, I just want to talk to me about Chromebooks and playground equipment. I mean, this kind of ups the ante. I'm I know how respectful that, you know, high schools and middle school students are with respect to their assigned uh
instruments and now we're going to give them to younger kids that will be at school early on playground equipment. I is there any extra protection available cases or whatnot that might sort of make your job easier in the long run?
>> Yeah, great question, Jim. Um, so, uh, first part is some of the Chromebooks we're purchasing, we're actually getting, uh, four-year warranties that cover two accidental, uh, damage situations, >> right? >> On top of that, we are looking to purchase padded sleeves or shells that
wrap around the Chromebooks. Um, one way or another, everybody will be offered one of those. U,, we actually advise kids not to use backpack sleeves. We find most of them don't provide much protection and when you throw books in there as well, the backpacks get thrown.
Um, you know that we've had quite a few screens get broken uh through that way. But yep, they'll be provided with um like a clamshell or a sleeve that will have a little uh clear thing where they can put a name tag in as well because you know um we know kids will be putting
them down all over the place and somebody else up. >> Um everything is inventoried and tracked and assigned by student as well. So, um, you know, we have a system in place that if a Chromebook does go missing, um, we can even track it down as soon as it's turned on to find out
where it is and who it belongs to. >> Thank you, >> Michelle. >> Um, I was just going to ask, I know we gave out um some Chromebooks to students um when we started the remote um learning in the in the spring, winter, spring, whatever. So, how many
additional Chromebooks are we looking at? like how many what's the gap between kids that have them school issued already and those that don't? >> Yep. So, we handed out a little over 300 in the spring. Um the high school students um other than the obviously the
graduating seniors um still have their devices as well. So, approximately uh 1500 devices are needed throughout the district. Um, when you take into account the 300 in the spring and the 9th
through 11th graders from last year, that brings us to about a little over 600, I believe, 700. So, do the math. That's 800 more devices. >> Okay, >> we do have the devices. Um, like I said,
to go to Jim's point, we fully expect um, you know, be doing quite a bit of replacing and fixing. Um we have ordered a majority of the parts for all the devices. You know we have screens waiting for all the different models, keyboards, shells, all kinds.
>> So when the device is issued to the student this year that's that student will own that device for the school year. Home back to school. Home back to school. Okay. >> Correct. Yep. >> Thank you. >> You're welcome. >> Anybody else?
Um, but I wanted to ask Mike, um, a couple of things. So, um, I heard from one parent that, um, they had said they didn't need a Chromebook because they had a couple of computers in their house and then they discovered they have three
kids trying to do all the same thing on the same time. And uh so do you think you're going to get some more requests for uh one Chromebook or two uh for families that initially said that they were all set? >> Yeah. So our our plan is to first of all
if uh we're going to encourage families that or students that already have their own personal Chromebook that they can use those should they choose to. Um, we'd prefer not to have laptops, meaning Windows, MacBooks, Linux systems, because we don't necessarily know what's
installed on those, what's running, viruses, whatever it may be, unless there's a certain situation. But, you know, in the spring, we tried to keep it to one or two Chromebooks per family because we just weren't sure what the, you know, how much of our inventory we'd have to use. Um, but for the upcoming
year, it's one device per kid. So, if you have three kids in the house, you need three Chromebooks, >> right? um you'll get three because we ran into it in the spring. Um the schedules just became too difficult. Larger families with only, you know, one or two devices and maybe three or four kids, they weren't able to balance the
kids sharing the Chromebooks, >> right? But we really do mean one to one, which is >> one to one. Yep. It's not one per family. It's one per student. >> One to one. One student. And we have enough inventory to cover that. >> We have just enough.
>> Yeah, we have just enough to cover it. And uh I just came across a vendor today who uh you know fortunately have a good relationship with that vendor reached out to me. They had um another school district back out of a sale last minute. So um >> I was so sad. >> Yeah. So uh so it was perfect timing. Um
and I jumped on some more Chromebooks right away. Total luck because otherwise looking at most of the vendors, there's four or five I typically deal with. Um, delivery dates are anywhere. One of them is September at the earliest, the other one's December. >> Wow.
>> And that could be 10 Chromebooks, it could be 100 Chromebooks. Like, >> Jim, >> no, I'm good. >> Okay. Um, anybody else? So then the other thing Mike oh please if you don't
mind is um we have uh people how many people are shy of having um having the internet capacity that they need. >> Yeah. So I don't have an exact count on that because um we basically rely on responses from families and uh
unfortunately a majority of those responses are done through electronic surveys. Um, so the feedback that I have, and again it's not exact, but approximately anywhere from 30 to 40 families that we know of may not have internet. Now, this was back in the
spring. I don't know if that situation has changed. Um, we have applied for a grant through the state for um internet connections for families, hotspots. So, those of you unfamiliar with the hotspot, it's basically like a little cell phone. Um it works off a cell
service and your uh the Chromebook would connect to that which in turn would provide internet service. Um the devices themselves aren't expenses expensive anywhere from $30 to $60 but they do require a monthly subscription which is what the grant would take care of. Uh that subscription is anywhere from $10
to $20 a month which I know can be tough for some families. Um we're also continuing to encourage families to look at Comcast Internet Essentials. It's uh $10 a month. They provide internet service. Um I don't know if this is still part of the plan.
>> Comcast Essentials. >> Comcast Internet Essentials. Yeah, there are uh requirements um that you have to meet in order to receive that plan. I think you have to be on free and reduced. Um and there's a couple other things, but um it's a great service, $10
a month. Um you know, you're a regular customer just like everyone else. Um, so you know, we're definitely pushing that out to families as well. We're we're trying to build a a parent website where we're going to have some best practices. Um, I know some families have their home
internet like, you know, could be Verizon, could be whatever it is, and they're still experiencing slow internet connections, but I, you know, think of ourselves by we walk in our house, we have a laptop. If you have kids, they have their phones, their tablets, their devices. You could have anywhere from three to 15 devices on
your internet at one time. and it's just like a highway. You're just clogging it up. So, we're going to try and have some best practices available to parents, things that uh if they're experiencing some difficulty um what they can do to kind of increase the speed of their internet. Unfortunately, we can't do house calls.
I've been asked, but I'm not climbing any telephone calls. >> Uh Dr. Malone mentioned uh waving a $25 fee. Um, do we uh do we need to make motion to to do that? Do we need to discuss that? Will that be brought up at
a later time? Um, how how how do we proceed with that? Because I certainly think that's a that's a um something we should do. >> Uh Leon, if if it's the will of the committee to um take a vote this evening, that would be uh that would be
great. Thank you, >> Mr. I would be happy to entertain a motion to that effect. I motion that $200 fee be waved for the uh the u school year 2020 2021.
>> Second. >> Now we get to have Michelle. It's been moved and seconded. We can have a vote, please. >> Mr. Deforge. >> I. >> Mrs. Granger. >> I. >> Mr. Leone.
>> Hi. >> Mr. Quinty. >> Hi. Mrs. Re-shoots >> I. >> Mrs. Simmons >> I. >> So that's unanimous and I think that's a great direction to go in. I think we have to worry about our families as we go through this coming year because who
knows what the economy is going to be and a few other things. And while it doesn't sound like much money, it can be a huge amount if you're out of work. So that's very good. Good idea, Joe. Anything for us, Mike?
No, I'll uh certainly keep everyone a breast of the progress. You know, we're still building this. Thankfully, uh you know, the tech department's been great. They're all uh working as hard as possible to get all the Chromebooks in, test them all, assign them. Um you know,
right now, uh like I said, after today, we'll start offering a schedule where people can sign up to come uh pick up their Chromebooks, be ready to go. >> Good. Um thank you very much. >> Thank you. I appreciate it. >> All right. We appreciate you. >> Thanks.
>> We can nail your foot to the floor. Can't go anywhere. Okay. Um item number I've lost my track here. I guess that's item C is which we I skipped over would be the 2021 return to school presentation by Dr. Malone. >> Yes. Thank you, Madam Chair. Mike, would
you please call up the PowerPoint presentation? >> Yes. Just give me a minute, please. Can everyone see it? Okay, >> great. >> Thank you. >> Okay. Thank you, Mr. TBO. A couple of things before we begin the presentation.
Uh this uh presentation is um just that it's a presentation on the three models that have been developed by our uh return to school advisory board. And it this is forformational purposes. Uh at tonight I would not be recommended
amending uh a model um for the return to school plan at this time. And so we will not be asking the school committee to vote at this time. Uh throughout the presentation, if anybody has any questions or comments, you can post them in the chat, which is a little um voice
bubble at the bottom of your screen. And once the presentation is complete, we will uh go to the chat and answer any questions or take any feedback or comments uh that anyone has on the presentation. So um this has become my favorite quote.
Um those on the RSAB board are very familiar with it that the only way out is always through by Robert Frost. Next slide, please. So we're always guided uh by a vision statement uh that we developed about six
years ago and revised uh believe last year uh slightly uh when we developed the new district strategic plan. And so we it's student centered that we always want to connect, engage, and inspire every student to reach academic excellence.
um that the educators of the district will instill habits of reflection, inquiry that challenge our students to set ambitious and personal goals, academic and personal goals. Students will develop a strong voice to express thoughts and ideas in the community, the confidence to showcase their talents and academic and personal successes in
preparation of entry into college in the world of work. So, uh we the educators in ESL re regional school district, we uh do not look at students uh only on grade one. We look at our students um for the uh duration of their educational career with us which is from preschool
through kindergarten. Next slide please. A mission statement. So our mission statement really um applies to our work and um right now and that is to provide high quality education in a safe, respectful and inclusive environment where every student develops the skills,
character and core values needed to graduate and become a productive member of global society. I'm going to ask the audience to indulge me. I do have a statement to the community. Um it's not real long but typically in a presentation you do not read u such
statements but um due to our unique and unprecedented unprecedented environment right now I'd like to read it. So Mike if you could click on it please. Thank you. Dear ASRSD community I know it is very difficult and quite unsettling to wait for the announcement
of the reopening plan this fall. We all want to make sure we open our schools with the best plan that keeps all students and staff safe and healthy. We have a return to school advisory board composed of approximately 65 staff and administrators that has been meeting weekly since June. We have been working
on the three models in person, hybrid, and remote. We hope to replace the plan for opening schools in early August. One of the lynch pins reopening in person or in a hybrid model is transportation and we are working very closely with DB bus. In a prior survey for families, we asked
if families would send their children to school on the school bus. 47% of 500 respondents indicated they would use bus transportation to and from school. On Thursday of this week, we will send out a registration form requesting families to register for bus transportation. We
want to thank our families for responding to multiple surveys. We have received several communications from the Department of Secondary and Elementary Education and these communications are posted in the discussion board window located on the district web page. We appreciate your engagement with the
discussion board. It has been a successful model for two-way communication. We may not always be able to provide direct answers, but the questions and increase help inform our thinking in planning for reopening school. It is critical to continue to monitor the health metrics, reports, and
data from scientists, health experts, the CDC, and our local Nosha Associated Boards of Health. We stay in consultation with the Nohoba Boards of Health and appreciate their support. Our nurse leader, Renee Payne, is also in the forefront of developing the mandated
health protocols and training of all staff. Today is Monday, July 27th, and we have five weeks until the official start of school for staff and faculty on August 31st. Students are scheduled to start on Wednesday, September 2nd. It is anticipated the commissioner will
shorten the 180day school year for students. Once we have confirmation on the required school year for students, we will announce a new start date for students. We we will use the days to work with our teachers on training on health protocols, professional development, and preparation for the opening of schools. The start date for
preschool and kindergarten will also be pushed out and we will make that announcement should the commissioner of education modify the 180day school requirement. I want to express my s sincere appreciation to the parents, guardians, students, teachers, and all employees for your patient and support.
I know this is difficult and hard. We all want to be back in person if safe as we all know the negative long-term impact the closure has already had on students. from lack of social emotional support to learning loss, lack of food security, and frankly neglect that goes unreported for so many students. This is
extremely hard work and we are doing the best we can. Thank you. Next slide, please. So, the return to school advisory board, we are a 65 member board, which includes a union president, school committee member, teachers, administrators, and
support staff. We've held um seven meetings uh with the eighth one scheduled for this week on June 30th. Our meetings typically run uh two to three hours. Uh we have uh seven subcommittees uh teaching and learning, there are three, elementary, middle, and
high school. We have a special education subcommittee, English learners, student support services, and operations and management. Next slide, please. Acknowledgements. Again, I'm going to read, but I would like to acknowledge and thank all the district and building administrators for their diligence and
hard work this summer. This is very hard work, and they have stayed the course and are committed to ensuring a safe return of every student, faculty, and staff member. A sincere thanks to facilities director Robert Briggs and his team for their work and support preparing the buildings to meet the mandated health requirements in addition
to their typical summer work. The return to school advisory board has been integral to developing the three plans required by the department of secondary and elementary education. Their work has been excellent. They are the voices on the ground and have developed comprehensive and robust plans. And behalf of all, we thank the work and
support for administrative assistants Michelle Town and Jessica Reika. Next slide, please. So, when we started out the return to school advisory board, our first meeting was on June 4th. um we developed a goal which was to develop a comprehensive
highquality return to school plan based on the department of education's framework. The plan will include the social emotional safety and academic needs for all students preschool through grade 12. So we have been working they have been working on the three models in person the hybrid model which is a
combination of remote and in-person learning and then a fully remote learning plan. Next slide please. Overview overview of tonight's presentation. I'm going to just provide the guidance documents for DESIE that are available on the website, feedback from the school community, discuss the
local context of the CO 19 cases, provide you information on the personal protection equipment we've purchased, um our building capacity and feasibility study results, presentation of the three models, special education services, where we stand on transportation, and
then in appendex A, we have included several classroom models of the Department of Education uh submitted to to the districts uh for planning for the 3 to six foot distancing in the classrooms. Before we begin, the Department of Education sent us this short video and I'd like to play it.
This is from the doctors on back to school in Massachusetts. When we look at how things are going related to CO 19 in the state of Massachusetts, we actually have a lot to be optimistic about. >> We've done a phenomenal job of getting our rates of transmission down. We are
viewed around the country as a leader in developing strategies to reduce the spread of infection. Getting our kids back to school is really only safe because we've gotten the rates of transmission down to a low level, low and and continuing to to drop. If we
were in another state, we'd be having a different conversation. There will be important measures that are going to be implemented at each individual school to make sure that kids stay safe, kids and teachers. One of them will be social distancing. We're going to keep kids apart. We're going to rely heavily on
the use of masks, which we know are highly effective at reducing transmission. We're going to rely on hand hygiene. We're going to really and require children to be washing their hands or using hand sanitizer frequently over the course of the school day. So, one of the most important things that
parents and families can do to support safe return to school is ensuring that they're only sending their children to school when they're well. Every day, we want parents to ensure that their children don't have any symptoms that could be a sign of co We know the classrooms are going to look different than they did last year. They're going
to be configured in a way that's going to maximize the safety to both students and to teachers. The first difference that will be noticed is that the desks are going to be spaced further apart. We know that not every classroom will be able to achieve 6 ft of distancing and that's safe provided that children who
are in those classes as well as the teachers are wearing their mask. In addition, they're all going to be facing forward because we know that sideways transmission is rare. And with those strategies in place, distances shorter than six feet can still be done safely. >> So, because of what we've learned about
the virus itself, we feel comfortable that the plans that have been outlined are a safe and effective way for our children to return to school this fall. >> I'm an infectious disease physician, but I'm also a mom. And there is nothing more important to me than the safety of
my kids. I really believe that we're putting together strategies that are going to protect our kids and the educators in the classroom to make it safe for them to go back to school. My children are going to be going back to school in the fall and I am really
confident that they're going to be fine. Thank you, Mike. Next slide, please. So, these are the documents um that the department has issued uh since uh they began um issuing guidance on um reopening of schools this fall.
Obviously, I will not go into all of them, but they're available to um all all of the public on our district website. They're quite dense and they're quite long and and lengthy
and I encourage people to read them. So the first piece of uh data that we'd like to provide to you is our parent guardian survey results and um so uh we asked parents uh where they stood. Now this survey was sent out a couple of
weeks ago and we will be sending out another survey but I wanted to share um the results of the survey. So 59% or 1,025 uh students uh parents said, "I'll be sending my child back to school in the fall based on the current guidance and
restrictions." 19 and a half% of 344 indicated they may request that their child continue with remote learning um at the in the school district for the next school year. 12 indicated they will not be sending their child to the district as they will be homeschooling
their child. uh 0.98% or 17 indicated they will not be sending their child as they will be enrolling in a new school. Some of those students are going to show or are moving. And then 19.75% or 344 indicated they're unsure at this
time of their plan for their child this fall. Next slide, please. We recently surveyed the staff and uh we asked which statement best describes your thinking at this point with regard to physically returning to school in the fall and the survey was sent out last
week. So down at the bottom the first uh was um statement was I am ready and eager to get back to school. Um and um I'm sorry. So the we disagregated the survey by teachers, paraprofessionals and related services and those are our
speech and language teachers um physical therapy teachers. So the teachers uh 15 or almost 12% said they're ready. Uh for paraprofessional seven or 13% said they're ready and then of the related service providers 9 and a half% or two
said they were ready. The next statement was I feel nervous about returning but we'll be ready for school opening in the fall. So 30% or 38 of the teachers indicated this is where they stand at this at this point in time. Um 46 uh% or
24 of the power professionals state where they stand at this time and then the related ser service providers 33% or seven. The next statement was I feel very hesitant about returning to school in an and am unsure of how I will feel
as September approaches. So 54% or 72 of our teachers indicated this is where they are thinking at this point in time. Um 40% or 21 of the par professionals indicated such and then 52% or 11 of of the related service providers indicated
this is where they're thinking or feeling at this point in time. And then the last question was I I am unable to return to school in the fall due to issues related to COVID 19. We had one teacher indicate um this was their case and then one related service provider.
Next slide please. So the local context of CO 19 cases uh we've been working uh very closely with uh James Geri. He is the director of the NOA associated boards of health. um they've been very supportive. Uh the um
Desi has released protocols for responding to CO 19's nearest in school. It's a very dense document and it's going to take time to read and digest. But I will um state that there are some um pieces of that
uh guidance document that need to be amended and being reviewed by the Department of Public Health. Um I'll have Renee Payne speak to that in a few minutes. Uh but um in the event uh we have a case in the schools depending on what model we have Mr. Griffy's office
would conduct the contact tracing. So I asked Mr. Griffy to send a memo um on the uh confirmed case counts in Aaron Shirley. Um he provided me this information and it's dated March 1st through July 7th of 2020. So in air
there were 141 confirmed cases. 70 of these cases came from the federal prison in long ter uh term care facility and then surely there were 177 confirmed cases and 140 of these cases came from the state prison and as time goes on I
will ask Mr. Griffy for another updated uh confirmed case counts in in the towns of Eer and Shirley. Renee, did you want to just make a couple of comments about the the protocol? So of anyone should read it, they should um heed to the
guidance that was issued on the symptoms and um I think the other pace is contact tracing. Renee, are you available? >> Yes. >> So um July, I don't have the exact date. July 17th, they sent out new protocols
for responding uh to COVID scenarios in the school and we had consulted with the local board of health board of health and there was two areas in that document that um they find to be not accurate. So
they have contacted the state at the state level um and they do believe that the um the protocols are going to change. The two that was um troubling to the board of health was they list um a
bunch of symptoms. Fever, headache, nausea, vomiting, every symptom. And it it says if you have one of these symptoms then you need to be tested for COVID. And the board of health said that's not really as
accurate because we would have kids all the time going home and um you know allergies. There's other things that could be causing these symptoms. So they they think that that's going to change slightly and it might be two symptoms or
a fever with one other symptom. So, um, when I spoke to the board of health, she thought that was going to change before we re-entered school. And the other piece in this document that seemed not to be very accurate was the um, contact
tracing. If you have COVID right now, if you go to your doctor's office and you're tested and you're positive, your name is given to the board of health in which you live, whichever town you live in, and they follow your cases. Um but
in the actual document it states about how the how the board of health is tracking these people and the information in there is incorrect. So she did let me know in the document that that is something that she believes will
be corrected um in in the next update. We keep getting updates that are coming out and she does believe that those are two areas that will be somewhat um tweaked. >> Okay. Thank you, Renee. One other thing
I I uh neglected to state at the beginning of the presentation is that a much more detailed uh written plan is forthcoming that this uh PowerPoint is an overview and certainly is not a comprehensive plan. that will be forthcoming to all the stakeholders in
the district. Next slide, please. Uh Mr. Tibo. So, um as you know, the districts have been required to purchase uh personal protection equipment and um we were the recipients or districts are the
recipients of two grants, an ESSA grant and a co 19 grant. And uh to date the this is the equipment that we have purchased. uh face masks, gloves, hand sanitizer, disinfecting wipes, gowns, face shields, and I want to give um a
shout out to the robotics team. They spent and uh high school teacher Phil Moore. Uh they produced um through 3D printing quite a few face shields. Uh we're going to be providing our classrooms um with tissues. Uh we're
going to provide bottled water. We have to provide medical waste containers. And we also have been ordering uh furniture, plexiglass, uh barriers, uh tents and canopies and signage. So, one of the things that the
commissioner of education asked all districts to do was to complete a feasibility study. And um the feasibility feasibility study would uh determine even if you're able to uh return students uh in person or in a
hybrid model. And um before I go, if you look to the right, this picture, that is a um those are the plexiglass barriers. This actually is a cafeteria table in the Laura White cafeteria. And I would have to give Mrs. Lewis, principal of
Laura White, a lot of credit because she actually built this herself. And um so what would happen is we'd be able to sit a student one seat and one seat on each side and then across from the barrier again on the end and the end on the other side. So four students would be
able to sit at this cafeteria table. Uh back to um so one of the things that we have to look at is our current enrollment. And so one of the things I want to just um Mike if you could uh click on that please is that uh we're very fortunate I've said it several
several times be repeating that we're very fortunate to have uh fairly you know a low class ratios if you look at Laura White um right now we have 51 students registered in kindergarten so that would be um there's three classrooms three sections in that school
so I I'll just go down the numbers 17 21 15 16 22 too. Um and then in fifth grade, 18 per classroom. Over at the Paige Hilltop, uh our prek numbers are very low right now. Um maybe 10 uh per we have five sections. So preschool is
provided in in half day sessions, AM and pream um AM and PM. And kindergarten, um we're low at Page Hilltop. Typically, we have maybe 20 to 22 students in kindergarten classroom. And reminder that the kindergarten classrooms have full-time pair professionals. And you
can see down 21 2018. And um if other districts saw this, they would be in awe. I know um in Fitsburg recently they had 32 students in a kindergarten classroom. So that kind of gives you a bit of a perspective of class sizes across the state. Uh you know, fifth
grade classrooms, you know, 28 to 30 students is is not uncommon. It's actually probably the average. And then going over to the middle school, um, again, you know, our sections are those are very reasonable class sizes. Uh, middle school, 8th grade, maybe be a little bit on the higher side. And then
the high school, it's really difficult um to look at um grade levels and such because students in 9th through 12 may take an elective and it's much different at the high school. But with what we have right now, um, we're looking at about an average class ratio of 17 students.
Uh so um with these low uh classroom ratios it does allow us to to uh obtain um you know the minimum of the physical distancing is three feet and in some of these classrooms would certainly be able to get closer to the six feet. Can you go back to that slide please Mike? So
the other thing uh Mr. Briggs um and his team we've all worked very closely together. So Mr. Briggs uh conducted this feasibility study where every single classroom in the district um is on this um spreadsheet and um and then
the uh distancing that we would achieve in the classroom. So I'm going to ask Mr. Briggs u Mike if you could click on the feasibility study please and Mr. Briggs um will um provide some information and uh understanding on on the chat. Mr. Briggs, you available?
>> Yes, I am. >> Good evening, everyone. >> Welcome. >> Thank you for having me. >> So, uh this is how we began our feasibility study. Uh we went out and we uh measured each classroom individually.
Uh we wanted to find out what our square footage was and um we collected that information of usable space in each room at all four schools. uh with the guidelines uh that they were you know the allowances for spacing in
mind uh in looking at our enrollment we looked to see how you know if it was feasible to set up all of our classrooms. So we went in we did some we modeled up uh we did some mockup rooms uh in each school. The principles were phenomenal.
Um they went out there with tape measures uh themselves and measuring devices and started moving some furniture around. We realized uh some of our challenges were that we had different types of furniture in each school. In some of the elementary
schools they you know through the years they've been going away from single desks and they they've been teaching students and more of a a small group model. So, a lot of those classrooms had been fit out with tables versus desks, and that presented some different types
of challenges, but we worked around to see what we could do with that. And uh what we would need to uh possibly purchase or such um to to make it all work. And of course, we you know, we kept everything at a 3-ft minimum
distance. And we also wanted to uh understand where we could we could spread them out even further and in some cases we can uh which is is the goal. Uh we also wanted to understand if we had opportunities to uh allow the kids to
have their lunch in in the classroom. You know that might be an opportunity if we had the space to do that because that would rely on us being able to be 6 feet apart so that they could take off their mask and and enjoy their lunch. uh with with the proper distancing.
So that was a real good highle exercise. Uh told us a lot and um you know there's still more work to be done but uh I I thought it was I thought it was very interesting. It's uh it was a
really good study I thought. >> Right. So you saw in that chart just um the spacing um you know in fifth grade if a room 800 square feet if we were to have 20 student desks they would be spaced three three feet apart. Um one of
the things uh at the end of this uh we we have uh the department of education submitted to our district's uh visuals of what you know spacing would look like in the classrooms. Um
so uh you know we can manage um you know fitting students in some cases 3 feet and then some um almost to six feet. The next piece uh in this chart is we wanted to do an inventory. Mike there's a tab at the bottom please.
>> Uh if you could click on that. >> Yeah. So the the next tab shows us a checklist uh of all the rooms. >> Yeah. Uh our next step we wanted to you know understanding that uh hand hygiene is uh you know very important number one
we wanted to see where we had the opportunity to have hand washing right in the classroom and and where we didn't uh you know we would use hand sanitizer uh and we're going to have hand sanitizer in every single room regardless uh with uh ventilation and and comfort
on the warmer days. We wanted to understand where we had we wanted to make sure we knew where we had any window issues. Um so we collected all that information so that we you know we knew where we would have to look into you know correcting a few issues in that
regard. You know obviously is the space air conditioned uh or not and how is it airond conditioned and it and what type of ventilation uh does do the spaces have. Uh so we collected all that information too uh throughout all four
schools in every classroom. We'll take this information and go and and take the necessary actions to get uh identified problems taken care of. And again another uh good highle study of of what our situations are throughout the
district. >> Right. Uh, one of the things uh that they state um whether you're in person or hybrid is uh fresh air ventilation. Um and over at the middle school, we've had a really difficult time uh with the windows that are there. They're not all
functioning and Mr. Briggs has tried um for the last few years to get parts. So, we're going to be looking into just replacing those windows because CO 19 and not CO 19 um we should be able to all classrooms uh should be able to get fresh air and circulate um on good days.
>> True. >> Okay. Um so that's just a a highle overview of our classrooms and where they stand. And then the uh Department of Education through the MS uh BA um what was that um meter called? uh Bob
that you were able to go in and put into a square footage of room and then it would tell you how many desks. >> Yeah. I don't I don't remember the uh the name of the um meter. >> Yeah. >> But it was it was a calculating tool and uh based on your uh room square footage,
you know, which you would you would put that in and um you would account for the what they call the six-foot teaching wall. Uh so they allow uh the teacher a six-foot space, the length or uh of the of the wall where the teacher's desk would be and most likely where the uh
projector would be or the whiteboard and then uh the space beyond that. Uh what is that in square footage and what is your personal space per student? What do what are you looking for or what can you get? And you put all these factors in into the tool and and it'll actually
show you a a diagram of how you could lay out a classroom. uh and then of course you realize the number of uh students uh that you can put in that in that particular space. There were a lot of different good good ways you could use that tool.
>> Right. It was actually called the Canon design classroom layout calculator. So we still have access to that. >> Correct. >> All right. Next slide. Uh please I'll go back to that slide please. Mike. Yeah. So one of the things in preparation of facilities during the summer No. Could
you go back to that? Yes. Thank you. uh physical distancing um you know from 3 to six feet and go back into those classrooms and and um look at how we can get closer to the six feet. You know students must remain in cohorts and um so for example uh say at
lunchtime and uh two first grade classrooms go to the cafeteria if you will. Um and we would keep those two classrooms even separated because um the reason for the cohorts is uh one of the reasons is to to keep the transmission
rates low. And if somebody were to test positive COVID 19, then you're working within that cohort rather than exposing to large groups of students. In a typical cafeteria, you might have 80 students in there. Um the desks must all be facing forward. Our arrangement is
from 3 to six feet. uh we have to establish one-way traffic patterns during transitions. We'll be using plexiglass plexiglass barriers. For example, at the middle school in the science labs, uh we would have to have uh plexiglass barriers there. Um we will
we've already identified a designated co 19 isolation areas for any sick students that would be showing any symptoms. Uh we'll have procedures for cleaning disinfecting. Signage must be posted. uh fresh air ventilation uh whenever possible. We're looking at building
outdoor classrooms. We've also ordered tents and canopies and communal water fountains will be shut down and water bottles will be provided. And again, I'll state that all of these things will be written in a detailed um you know plan.
Next slide, please. So now we're going to talk about the three models that were developed by the uh RSA B group. Um we're going to start with the inperson model. So one of the things if uh we were to be
in an inperson model for opening all parents and guardians have the option for remote learning. Um and so so for example we start with in person day one um and a parent says I I I'm selecting remote. I'm not comfortable. Um and uh
if that would be the case, uh we're going to have a learning learning management system um that those parents would access. But um you know, over time, as Kara stated earlier in the presentation on the special ed, she had a parent that opted for remote the first two weeks and then decided that she
would send her child today. So we would ask if there would be any changes, um we would require sufficient transition time. So, mandated health requirements for in-person hybrid. All students employees must not come to school or feeling ill. CO 19 isolation rooms are designated in each building. Face
coverings mandatory for students in grades 2 through 12 and all staff. K to one students will be encouraged. Um we'll look to maximize six foot in those classrooms. Um minimum three feet physical distancing to maximum six feet. At lunch, it is a mandatory six-foot
physical distancing. Uh frequent mask breaks and frequent handashing. Next slide, please. So, um I'm going to have Mike. So, we we had uh or I had presented to the board a proposed rent return to school schedule,
which um this plan I gave to them a couple of weeks ago. And what the plan um provided for was teachers to have, you know, at least 4 days to come back to school um on the August 31st date to uh prepare classrooms and professional
development. And well, earlier in my uh statement to the community, I had stated that uh you know, we're waiting for the commissioner to amend um the uh student school year. And at 6:08 this evening, I received a communication
um that uh the commissioner has um has developed an MOA orou a member of under memorandum of understanding uh with the Massachusetts Teachers Association, the American Federation of Teachers, Massachusetts and the Boston Boston
Teachers Union. And um so he has stated that Desi agrees that school districts will have 10 additional days at the start of the 201921 school year before instruction of students begin to work with educators to prepare for the new school year. The commissioner will
reduce the 180day in student learning time requirements for the 21 2021 school year to 170 days in 850 hours for elementary schools. Typically, we're required a time of learning is 900 hours for elementary and 935 hours for
secondary schools. So long as districts begin providing instruction to students no later than September 16th. So Mike, if you clicked on the proposed uh return to school schedule, uh we worked on this up until today. Uh we didn't have um you
know this information. Like I said, at 608 I received the the um confirmation that the commissioner had um come to this agreement. So I write here again at 608 this evening, we received confirmation. I won't repeat again, but it's written here for for people to read
again. Um so uh these this three asterisk uh we had amended this today. Um we were thinking um that maybe it would be about 177 days. We weren't sure. So um or 175 days that he had reduced the
school year to but it's actually even more than that. So what you see here will need to be adjusted but originally um with the 175day which is something we're hearing um if you look at the first so August 31st September 1st which
are are two built-in um approved uh professional development days for teachers has now been ex extended to the 2nd the 3rd the 8th and the 9th. Now this is going to change based on what the commissioner has agreed upon in
theou with the union. So we have to amend this but it just gives you an idea that we would have adequate faculty staff PD and preparation. And I want to state that this uh faculty PD and in prepar um
preparation time for teachers would be in place um whether we are in person, hybrid or remote. Um so um and then we were looking at um you know again we would like to at least
bring students back if we were in the remote model depending on what the what the um health metrics are at the time in September. So you know I said in the in the my letter uh to the community that's July 27th. So we're looking at a a a
later start date than September 2nd for all students for sure depending on you know it doesn't even matter the model but it will be later. So we were talking about having you know elementary students grade four and five return uh for a full day and all those other
teachers would uh provide support around um showing you know if it was an inerson hybrid um access egress classroom maskearing mask breaks uh going through lunch um again I will be more detailed in a
different plan middle school would have grade six return high school would have grade nine then on the next day I'm going to leave the dates out because they're going to change. Uh, elementary, second, and third grade uh would return. Middle school would be grade seven, and then the high school grade 10. And then
the next day would be uh grade 1. Uh middle school would be grade 8. And then the high school grades 11 and 12. And then on the next day, again, I'm leaving out dates. Uh all students will return for half day. And then the teachers would um have another half day to
debrief on the week particularly around if we're in in-person well all three models really. Um and then kindergarten students they're going they're really going to be pushed out in this model. Again I'll release those dates as soon as we go back to the table
tomorrow and I'll work on the 170day student schedule. If we were to be an in-person model um or even hybrid, I propose that we would have half days or early release at least through the month of October. Um dur you know during which
time there are predictions that we may have a surge in COVID we don't know but it would give teachers uh time to meet and to collaborate on whatever model um that we would be using. Uh, could you go back to the
Okay. Okay. Uh, so one of the things um that we uh did um was calculate time and learning. So I'm going to have Mr. Clearary uh talk about the time on learning. Now again this was based on 177 day school year. So this will change
but just to give you an idea of how we calculate time on learning in our schools. Uh Mr. Clary could you click on time and learning and Mr. Clary could you please talk about >> Sure. >> Thank you Dr. Mel. Sure. Mike can just open that one up.
>> Uh yep. That's taking its time. >> Okay. >> There you go. Can you see it? Okay, now >> I can. Thank you. I just have to enlarge it on my screen. So, just give me one sec. >> Okay. >> Okay, perfect. Thank you. So, uh on the
top of this, what we have here is our uh current calculations for our time on learning uh based on uh the existing uh based on the previous year's school calendar. Um, sorry. Based on the 2020 2021 school calendar, uh, where we had
181 school days,und if I'm in the high school column, 170 of those days were full days. Uh, we have half days, uh, in December. Um, before the break, we have six testing half days for both midyear
examinations. Uh, and we have some conference half days and some PD half days and early release day. What we do is we calculate the minutes of instruction that are available in each of those days and then we do a simple calculation of the number of days times the minutes of instruction equals the hours of instruction and then we add
that all up. So in the high school for example in 181 day um calendar or school year we are approximately a,3 instructional hours. The minimum requirement for the department of education is a value of 990. Uh so and
that is both for high school uh has to meet the 990 hour requirement in a school year and the middle school also has to meet the 990 hour requirement. Uh elementary schools are only required to meet a 900 hour requirement. So what we do is we calculate the total amounts of
instruction times and then you'll see in each of those categories uh you'll see what our time and learning values are for each of our schools. Mike, if you scroll down to the purple section. So what we did is based on the that's perfect based on the staggered opening
that Dr. Malona just presented uh that would adjust our time on learning uh and so each of the days are highlighted. So I included a copy of the same chart uh to show you the number of days and such uh and we made amendments to those
because we were going to eliminate the 90minute early release day uh and we made some other changes based on what Dr. Malone had just mentioned. Uh, and we also included some additional pieces such as the section on the bottom where it says no students for September 2nd
and 3rd, a staggered week of full day for September 8th, staggered week half days for the week of September 8th and adding early releases. All of those would have adjustments to our time on learning. And so those calculations are included below. So when we had first done this calculation uh when we created
the staggered opening schedule it reduced our number of instructional days from 181 down to 177 and that changed our number of hours in each of the sections. It reduced the number of hours by somewhere uh to the total of um 40
hours or so in each section. Um and so we'll go back to the drawing board with this to do some additional calculations based on the new information. Uh but this is just to give you a general sense of how the time on learning pieces are uh calculated and to see what our number
of days of instruction how how they can be adjusted. >> Dr. Malone, I didn't know if you wanted any additional information on that. >> No, thank you very much. Just people to understand the process. Uh and then in person, I'm just stating once again that every student will have a Chromebook
grades through 12. Uh next slide, please. So here are some just high level about recess. If we would have recess, there would be hand hygiene required when entering leaving recess space. Cohorting. I talked about cohorting a
little bit earlier about a grade one class would stay within their grade one class and they would maintain six feet physical distancing outside. Um and if there's if outdoors and physical distancing at six feet, no masks are required. And then of course we'd have regular disinfecting of playground
equipment and hight touch surfaces. Uh during lunch if we're in an in-person hybrid model we will serve bagged lunches for approximately the first month of school and then we would transition to hot bag lunches. Uh one of the things uh that would be really hard if we were to start in one of those
models is to provide um you know hotlines where students have selection and I hope that you know if if we're in either one of those models that we'll get the support to um practice lunch and transitions and give us time to to get
to uh be proficient if you will or efficient and effective at what would have to happen inside the school. Uh hand hygiene required before and after lunch, strict six feet physical distancing required with masks off. And students would eat in the cafeteria larger areas, but will be restricted to
cohorts. And then we will have uh plexiglass barriers and lunch serving spaces. Next slide, please. So the next model that we plan for um is the hybrid model. Did somebody want to ask something? Okay, I'm sorry. Uh so the hybrid model
is a blend of in-person learning and remote learning where cohorts of students in each building will be established and will attend in-person or alternating schedules on alternating schedules and uh one of the purposes of the um hybrid model is that it reduces the number of students in a building at
at a given time. Um so therefore to to limit uh any trans um mission or exposure and um it also when we talk about transportation in a few minutes um it also um gives relief for so with
transportation because we do have some issues with transportation. Um every student will have a Chromebook again in this model. I'm just trying to put the commonalities and we have four hybrid schedules actually what we should say uh that have been presented to RSAB board
and they've given us feedback on the models. Um tonight I'm just presenting to you what those schedules are. Um so one schedule is the alternating weeks where um so we could say uh grades K1 and two are in school in person for week one and then in week two would be in
remote learning. The other schedule we had was half days by grades span. So half day um AM K to 2 remote PM uh for K to 2 and this would be a a Monday through Friday schedule. Schedule three
was all half days in the AM. So all students would report to school in the morning and then would be transported home and be in remote learning in the PM again Monday through Friday. and schedule four which seems to be the favored uh model u from the RSAB board
is schedule four where we would have two days in person and three days remote. So the example would be on Mondays and Tuesdays the K2 uh cohorts would be in person and then on Wednesday, Thursday, Friday they would be in remote learning.
Um and then so I'm going to show you a few schedules as we move along. Um one of the parents had asked about uh sorting um grades alphabetically uh to see if this is feasible for the hybrid model. So for example um if I I I'll point it out when we get on to the
schedule. So could you go to the next slide please Mike? So this is the first alternating week. So you can see we just kind of came up. I can, you know, baby pause Kater to two, they'd be in person week one, remote week two, and then uh pause three to five would be remote week one and
then in person week two. So you'd only have K to2 in the elementary schools um one week and then three to five in person the second week. Uh the middle school, they would like to uh organize their their inperson um by teams. So the green and yellow teams grades six and
seven would be in person week one remote week two and then the blue and maroon teams grades seven and eight would be opposite remote in person. And then we looked at grades nine and 10 um at the high school in person and remote and you can follow along. Again these are again
just models uh of schedules. Um these can be changed and you know tonight is is a presentation. Um next slide please. The next schedule was a half days remote. So you could see that all uh the elementary schools would be in in the morning and then in remote in the afternoon and then the middle school and
high school would be in person in the morning then all remote in the afternoon. Next schedule please. Uh schedule 4 seems to be the preferred model with some adjustments um with feedback from the RSAB uh group but so for example
again K to 2 is in person Monday and Tuesday and then in remote Wednesday, Thursday and Friday. Everybody would be in a remote model on Friday. Um this may um you know facilitate the deep cleaning disinfecting after uh four days of
inperson um staggered sessions. The other thing we looked at was so grades 11 and 12 um their remote schedules Monday, Tuesday and Friday. And if you go up to uh the grades three through five, their remote schedule is Monday, Tuesday, and Friday with the thinking
that you know there would be older siblings hopefully home to maybe oversee the younger children. The grades nine and 10, it's Wednesday, Thursday and Friday. And then of course the K to2 is Wednesday, Thursday, Friday. So in this model here, a parent um asked a discussion board and we talked about it
um whether um we could um provide a hybrid schedule alphabetically. Uh so for example, students A through M would come in certain days and then students N through Z would come um on other days.
We have um developed a um spreadsheet of those numbers. It's really imbalanced. We just uh did that today. So, we have to look at it deeper and we also want to uh bring it to the board. But we are looking at it. I just it's it's really
hard because you might end up so say for example you have three kindergarten classes at Laura White and all the students in the kindergarten classes A throughM would come to school in the morning. Um I mean would come on Monday and Tuesday and then the other students
would come on Wednesday and Thursday. the class numbers are really erratic. They're not balanced. So, you might have, you know, six students on Monday, Tuesday, and there may be 11 students on um Wednesday, Thursday. So, we have to really look at it. It's it's it's more
complex um than it appears, but we're certainly willing to look at it because we we want to come up with the best plan for return to school and we want to accommodate all of our parents as best as we can. Um, next slide, please. So the special education I'm going to
have uh Mrs. Bozac present. So one of the things the department has requested is that our high need students are in an inperson model. So Tara, do you want to talk about your two slides please? >> Yes. >> Hi again. So the in-person special education hybrid model looks like the
students with disabilities that are already identified as high needs through the IEP process. High need students must meet at least two of these criteria. Services provided outside of the general education classroom. Services providers
are special education teachers and related service providers. Special education services constitute more than 75% of the student school day. High needs students in person Monday through Thursday remote on Friday. Special
education students who are not high needs will follow the selected return to school model. >> Next slide, please, Mike. >> Um, so this is broken up right now by grade. It'll say SSC, which our student support center K to2 and our student
support centers grades 3 through 5. Over to the right, it'll say in person Monday through Thursday, remote on Fridays for each of the programs. The stu structured learning center, the same setup, K to2 in the 3 to 5 program. And then we'll move into the middle school, the student
support center, structured learning center, and adaptive learning centers, grades 6 through 8 in the high schools, um, grades 9 through 12. Grades K through five, the inclusion high need students would fit into this category. Grades six through eight. Again, the
inclusion high need students would fit into this category and grades 9 through 12 inclusion high need students. And the last model that we plan for is a fully remote learning model. Uh so teaching and learning for students takes place during the regular school day. Uh
the remote learning schedule will essentially follow an in-person school schedule. Um it'll be implemented in the event of an all school closure as ordered by the governor. Um, we've embedded the best practices learned for remote learning this past spring. The changes to remote learning are informed
by survey feedback from families, students, and teachers. And again, in this model, every student will have a Chromebook grades 2 through 12, but as Mike stated, we're looking at K1. We haven't made any decisions um on the K and one students. All of the K1 classrooms have iPads. I think we have,
is it six now? Um, we bought keyboards uh for those iPads as well and they would continue to have have those iPads and whether we provide every student with an iPad or Chromebook, we'll be looking u for feedback from the principles and the
teachers. Next slide, please. So, what are the improvements uh we've making uh required attendance um students will earn grades for their work. Uh Zoom sessions will be used for direct teaching. Uh there will be a consistent daily schedule that follows a
current schedule. There'll be a combination of synchronous which is live sessions, asynchronous not live sessions. Um one of the I'll continue consistent digital platforms will be um through grades 3 through 12 will use Google Classroom and then Seesaw for
grades preK to two. Um assignments posted for the next week on Friday. Uh we'll still have choice boards and flexible assignments. There'll be a calendar of assignments, frequent teacher feedback to students. The teaching will be aligned to the Desi
learning standards, co-eing and supports for students with disabilities. We'll have an office hour structure and we'll survey parents and students intermittently. Next slide. And so these are again uh remote uh sample schedules. the these so
we want to have all of the the subjects the UA um you know in in the schedule so in the morning we'd have a morning meeting we've put 15 minutes maybe we a lot more time um this would be worked out specifically with uh principles and
adjust adjust to um their staffing and student needs so you can see we have morning meeting we'll have ELA we'll have science we'll have a break we'll have math uh we'll have a lunch recess time for students and teachers obviously uh a UA social studies and then maybe
some some independent work or a teacher office hours um we have some pull out um students that are in the inclusion model but also have pull out on their IEP and then we would um obviously provide teachers a a prep time and again um this
is a disclaimer that we'll have to adjust the schedule by grade level to allow for co-eing and inclusion support again it's a sample schedule the next schedule Please. The next one is the middle school schedule. Um and the middle school administration and teachers have looked
at this. So they would have an alternating schedule day one and day two. Um next uh schedule please. Uh the next one is the high school and again the teachers and the RSA B uh high school
teaching and learning group um felt that this this schedule would work for the students at the high school. This sample schedule Okay, next slide. So now I'm going to turn this over to uh Mr. Plunket because one of the lynch pins of any plan
whether it's in person or hybrid is transportation. So uh Mr. Plunkett, would you like to talk about um the regional transportation and what what we know at this time? Thank you.
>> Certainly. Thank you, Dr. Malone. Uh transportation does uh uh have a a situation that arises with all in and I'll get into that in a minute. Uh this is our current regional transportation setup. Um and transportation is going to
be one of the major considerations uh of inperson or a hybrid plan. The current transportation system is two tiers or two runs if you will. We have a combined high school and middle school. That means they split our 12 buses. We have
12 buses through D bus and the elementary schools also split the 12 buses for two runs. We have uh 12 buses that transport approximately 1,200 students. Uh that was our last year on
our end of year report. We had 1,200 uh student ridership. Each bus uh transport approximately 77 elementary students and up to 52 high school uh middle school students based on two per seat. The elementary kids uh three per seat. Uh
right now allotted for the high school we have six buses also six buses at the middle school and seven buses for the elementary runs at Page Hilltop and five for uh the lower white elementary runs. So that's a two-tier system, two runs.
Any questions on the current setup. Okay, Mike, next slide, please. Under the COVID 19 guidelines, uh we can have 26 students per bus, which is a three feet maintains a
three-foot spacing uh requirement. Um mask will be required for all students and the driver. Um alternated seating assigned seating uh will be also required. Uh one student per bench and when you put one student on a bench you
have to alternate window aisle window aisle on on each side of the bus. So maintain that three feet across the aisle as well and uh the bench in front of you or behind you. So that gives us a three foot spacing requirements and gets
26 kids on on the bus. uh windows will always be open weather weather permitting for uh air ventilation and we'll uh also work to establish protocols for disembarking and barking uh in our uh detailed plan for
reopening. Uh this this uh sketch shows actually 25 students which are the red dots and then the one yellow dot is a monitor which is recommended. Uh and then the blue is a driver and then again all ma mask would
be required for everyone on the bus. Any questions, comments, concerns on that? Okay. Now, what this looks like in our in-person model and our hybrid model is uh in the in-person model, we would need
to have four separate runs, one for each school in order to do this with 26 students on a bus. Uh Paige Hilltop would need the most uh buses at 16. Uh the high school at 14, middle school at 15, Laura White at 11. The problem is we
are contracted for 12 buses with D. they cannot uh acquire more buses for us. They say they're not available and they will not acquire more buses because if we ended up closing they would be saddled with these extra buses and extra
expenses. Um so they're very uh leerary of doing that. Um again this would we have to look at if we did go with the all in person we would have to do double runs on top of adding four more buses. we would need to acquire four more
buses. I've reached out to uh NRT, which is one of the big uh busing companies in the area, and they're looking into securing us uh uh four more buses for the upcoming school year, which we can add to our fleet uh with the D buses,
but D is only going to provide 12. For the hybrid model, again, uh this is u based on maximum enrollment that we have. So we know not all not everyone is going to ride but we're doing our initial planning with every all uh on
total enrollment. So again we would need four separate runs for the hybrid model and uh we would need eight buses maximum pay requiring eight high school and middle school seven each and Laura White six
buses. uh with this setup, we may be able to get down to uh two tiers if uh the numbers uh allow it. We're going to be registering families for to have their students riding the bus uh a bus
pass, if you will. And if we find that the numbers will allow us to do the uh a two-tier or a two-run uh setup for the hybrid model, we will go to that. So we'd only have uh two different start we could have the same starting time for the high school and middle school and
for the elementary schools. Again uh if the numbers allow through the registration or if we can uh secure two more buses uh through NRT or another provider, we could do the we could do this on a two-tier system if we uh
secure two more buses as well. Okay. And lastly, that leads me into the registration uh which we're going to do uh this week on Thursday. We'd like to send that out. Uh and this is going to
uh determine ridership. Again, this is not uh a lock in. We know um as a regional district, we need to provide um transportation to all of our students who are they're all eligible. Um, so this will be for planning purposes and
if there are any changes during the year as in uh with the changing from remote to inperson in the learning models, we would require uh a sufficient transition period to switch them back. Uh if they had initially said they weren't going to
ride the bus and then they wanted to, uh we would need time um to plan uh for that transition. So any questions, comments, concerns. Okay, thank you. Mike, could you just uh go back one
second, please? Um yeah, so uh thank you, Bill. And uh so as you can see the transportation um operation of the district is is complex and challenging and so we are working um
on that as well and um I'm I'm certain that we will find a solution and model that will work for everyone. Uh we do know so one of the things that um I've uh talked to the principles about and the administration is that we need to
plan for all students returning to school. So we're setting up a in-person model. We're setting up a hybrid model. We're setting up a remote model. And again I will um stress or reinforce that I will be we will be writing a very
detailed long plan. And um this is just you know highlights overviews. Um so I wanted to get feedback uh from the school committee and anybody else who's viewing this tonight. Uh I've also scheduled a faculty meeting um on Wednesday and then a parent um guardian
meeting on Wednesday night all with the intent of questions, feedback and comments. And so then we can go back and look at and and what you know what we need to uh h how can we change what do we need to change and so on and so forth. But for example, at the high school, we know
that uh there are a lot of seniors um who will be driving, but we base the numbers on on the maximum number so that if every if we had a in in-person return to school and everybody came back, we would be able to um provide uh an
education to those students without being thrust into chaos. The same thing with the hybrid model and the same thing with the re the remote model. I I've emphasized to the RSAB board who's worked so hard and given up um so much time of their summer to let's build three really strong robust models
because one thing um we don't know um things could change in a minute. You could be in an inerson model and go into the remote. You could be in a hybrid model you need to go to the remote could be in the remote model and health change and you come back to school. So, um, being prepared, uh, fully prepared for
any one of these models, and should we be in any one of these models or have to to transition in and out, um, we're not thrust into chaos in our school system. We're ready and we're prepared to serve our students and our families. So, the next the next few slides, um, this is the appendix piece. So, the the
department, so just to give you a visual of um of classroom dimensions. So this is a 750 ft room. You can see the teacher space uh that 6 ft and then these desks are uh 3 uh ft physical um
distancing and you have to measure from edge of seat to edge of seat edge of seat to edge of seat. So in this classroom they could fit 32 individual desks with 3 ft um physical distancing. And so one of the things in that chart that we have that we showed you earlier
um we have 750 square foot rooms um and that and we have you know 20 20 students in a room so we would exceed this three feet. Um so the other thing these are all the same ensure setup meets exit route standards and health and safety codes.
Obviously, we can't block um access or egress into the rooms. Um the six foot space, the doorway. Um and then you have to have uh half foot from the wall to the perimeter. Desk space no fewer than three feet apart, edge of seat to edge
of seat and facing the same direction. Large furniture ideally removed or located. So, a lot of our classrooms have a lot of extra furniture and things that we would we would have to move out. And then over here in this little chart um so it says estimated 7 and 50 foot
capacity at 25 students. Um this is the next chart. Um capacity estimates will vary depending on class shape and size, desk size and so on and so forth. So um these are provided for your information. Um this is example A2. Uh the next slide
is a 750 foot room um 30 desks with three-foot distancing. And again, a lot of our rooms e either 750 or larger. So, we're going to be able to to um meet the minimum in and exceed it in in many cases in our classrooms and particularly
uh you know, if parents decide they're going to um choose a remote learning option or um if they decide to homeschool, whatever other options, we don't we don't know. And it this is just this whole um situation um is just daytoday, minute to minute, hour to
hour. As I told you earlier in the presentation at 608, I received notification that the commissioner did agree to reduce the school year to 170. He had kept superintendents informed um since the very beginning that this was something that he would be amendable to. Um but you know, I had a presentation
ready and at 608 um the presentation now needs to be amended and that's okay. We'll be flexible and we'll go with it because that's a good thing. Um reducing the class size. Uh next uh slide please. A4. So this is another 750 uh23
individual desks and due to the the size of the room, the shape and desk size and um and furniture. Uh next one please. Um these are dual desks. So these are
desks that would fit two students. Um 4T if you look down here intended for two students can only accommodate one. and the distancing requirements. So, if you kept kept a 4ft desk in a classroom um and didn't want to replace the furniture, as I said, we're we're
ordering furniture um um then you would, you know, this is what the setup would be. So, some of the desks at the high school, they have these trapezoid desks um and so we're we can use some of them, but we have to move some out and bring other single type desks in the classroom.
Uh next slide, please. Again, dual desks. Uh, next slide. So, you can see the same dual desks and just uh different um setup exit routes and standards.
And there's another setup for the dual desks, the 4ft desk that typically would sit two students, but no longer would they be able to um accommodate two students. And then they gave some um examples of classrooms that are are um oddly shaped,
if you will. Uh still a 750 ft room um 30 ft at its widest, 20 at its narrowest, and that would fit 27 desks with three feet in physical distancing. So the same size room um but uh a fewer desks depending on on
the shape of the room. And here's another model. Same same um dimension of room 750 square ft. Okay. So I you know again these are um visuals that you can look at. We've had this posted on on the district's website, but I thought um it might be
helpful to just get a visual what classrooms may may look like. Okay. And that um completes tonight's presentation. Um you know, I I encourage people to continue to post uh questions and comments um to the ASR discussion
board. Um I think we're doing a a good job uh in responding. Um and again, in all of this, you know, diversity is having a seat at the table, inclusion is having a voice, and belonging is having that voice be heard. And this is foundational to whatever plan uh we do
adopt. So um there are questions in the chat. So um why don't I first um Joyce if you want to go to the school committee and um we'll first go to the school committee to they have any comments or questions that may need time to digest and we can we talk about it the next meeting whatever the will of
the committee. Thank you. >> So it's going to be a little tricky to uh sort through those but I think if we ask who on the committee has questions or comments uh and then some of those questions may be answered already. So, um if um I would open it then to uh the
committee for questions or comments. >> Um this is Cheryl Simmons. Uh just a a few things. Um first of all, thank you to all of you for this work. This is mindboggling. Um and I've been looking being an
educator. I've been looking at um a lot of this stuff. So my head is spinning right now. Um, secondly, I um, one of the questions I had that I actually thought I was typing up on the thing, but it seems that I was
typing to Mr. Depy p personally. Um, just kind of a a a quick and this came up with with within my own school. What happens if you have a student that refuses to wear a mask once they're
in school? because I think the mask it and the handwashing are the two like most important thing. >> Well, um I would say that that will be in our long-term plan, but my short answer and immediate answer would be um
like um any um situation if the student is refusing and it's required, we'd have to call the parent and and um you know, come get your child, you know, I mean that it's mandatory. It's required that you have to wear a mask. I mean that's that's the rule.
>> May I mention one thing? Um that was in the chapter 150E document that the superintendent received on July the 15th that has that question asked along with how do we go to manage and direct students for lockdowns, fire drills and
shelter in place drills during this pandemic. >> Okay. uh being able to accommodate and to mandate and enforce the six-foot rule. So, there are a lot of questions in there that deal with engineering controls, administrative controls, and
PPE that that's inside that document that I share with >> Mr. Mr. Telly, if I may. Um the school committee uh that you know only the chair has that document and we've talked about that document and a lot of what's in there has already been discussed and planned for and will also be in the long-term plan. Uh so I would appreciate
you know that indulgence by you um that I have the document and I I will be answering it and all of the questions many of them have been provided for like one of the questions is what are we what are you providing for PPE? Well I just provided that information and in a PowerPoint and it will be in the
longterm uh uh plan um that will be provided to all as well. Yeah, I may continue with my uh with my >> state. Well, I think the school committee is is is working right now. I think >> if I could just hear from the rest of >> then we'll move on.
>> Yeah, it's Thank you. >> Yeah, I I I have a question. >> Uh Joyce, >> yes, please. >> Yeah. Uh yeah, I think I think I I particularly don't want to get I don't want to get in a lot of the particulars
of the plant. it is so involved and the people that have been living with it are up to speed on this and I don't think there's a lot that we the board can offer for some of the point specific items. I do have one one thing that I think uh we might want to take a look at and that's with um luckily you know we
are going to start the school year in a time where we can have some windows open and some ventilation but I wonder if there's uh any opportunity to retrofit some of our uh air systems in the middle school and in the high school with
either ionization filters or UV treatment. So at some point we are going to have to close the windows and I I don't know if um I mean those things are readily available but I do not know about their e efficacy on co 19. So that
will be something I think we need to take a look at. I'm sure somebody's been looking at that. So I'm hoping that we uh we uh get our shovel in the sand early on that to see if there's anything we can do from a air circulation point to treat some of the air as it runs
through our central systems. Um if I may answer to that. >> Yeah, madam chair if I may. So that is an excellent excellent comment. Um Mr. Quinty and um if Bob uh Briggs would like to respond to that um in not a lot
of detail, but ventilation will be one of the topics in the um log plan that I will be writing or in the process of writing. We will talk about that. But Bob, did you want to add anything to u Mr. Quinty's comment?
>> Yeah. I'm not really sure if we can retrofit anything like that. I've heard of some types of uh disinfecting uh things of that nature, but you know, obviously that would be some extensive work. Uh you know, we'd have a little bit of time to get going on that. Like you said, we got to get the shovel in
the sand soon and and at least uh uh research it. Um but you know, at the same time, uh we have to research is is it practical? because you know we our units aren't going to be
filtering the air. We're going to be bringing in fresh air with those systems and uh you know based on requirements that are code related. Um yeah that that's a tough one uh Mr. Quinty to but you know certainly we have to do our due
diligence and research uh some things of that nature for sure. >> Yeah, we will look at it. >> Great. So um what nothing in the uh documents the PPEs I don't think unless I missed it uh says anything about testing. What
what what um have we discussed about testing? >> Well, I'm going to ask uh Renee Payne to weigh in, Mr. Leone, but I will tell you that the Department of Education is not requiring schools to do any testing. Um Mrs. Payne, would you like to add to that?
>> Sure. So right now that is correct information. We're not required to do any testing prior to going to school. We there is um language in there that has recommended if children are showing signs or staff are showing signs they
would either self- quarantine for 14 days um or they would have to be tested. during that time in which they're tested until the test results come back, they would have to stay home. So that's the language that's written right now.
>> Okay. And uh uh temperature temperature taking anything >> right at the moment that is not required as well. Originally in some of the first documentation that came out, they had recommended it and since then we've had
um a couple documents that have been released and they're um it the temperature taking was not recommended >> from W10 FHW2. >> Cheryl
Joe, were you finished now? Yeah. >> Okay. Jonathan. >> Yes. >> Hi. Sorry, couldn't find the mute unmute button. Um, so we've been buying desks and all sorts of other fun furniture. Are we
I assume we're just keeping the other stuff and sort of stockpiling it for when normaly returns or somewhat or are we what are we are we trading some of this furniture in? >> Uh no um like so one of the questions in the chat I'll address it right now is
about the tables. So we we will be replacing those and we will keep those tables um until such time we return to normaly in our school system. Does that answer your question, Mr. DeFor? >> Yes. Thank you. >> Anything else, Jonathan?
>> Uh, no. I'm good. Thank you. And I appreciate everyone's work on this, >> Michelle. I just want to call on everybody so that they don't think they're going to get lost. >> Oh, here I'm talking with the mute button on. I'm sorry. Um, so first of
all, again, I want to thank everyone for all your work. Um this is I'm sure such a frustrating time for you because what might look possible today might not be possible tomorrow and um we all know that this can change on a dime.
But one of my questions is um are there any classrooms that are shared or most um most teachers assigned to one classroom? >> Does that make sense?
Um well I I think so in the elementary um let's take the elementary so of course elementary students typically have one class one teacher um in fourth and maybe fifth grade they may change sometimes in third grade to social studies or science
um so we wouldn't be you know um emulating that model uh for this year and then uh for example UA teachers would travel to the classrooms rather than the students going to the to the UA classroom. So we so the idea is to keep
the cohort intact and to uh minimize travel and exposure throughout the building. >> So I guess I guess my question is is there any point during a day that a teacher has to leave their classroom because another teacher is coming in to teach a class in that classroom or does
every teacher have their own space and is every class >> right? Well, like say for art, art would be given in a third grade classroom. The teacher doesn't have to leave. I know teachers prefer to have their classrooms um you know to themselves so they can do their work and such, but um with the
this unprecedented time um they could stay in the classroom or they could go to another space to do some work and that would be provisioned in in the school uh by the principal what what that space would be. because I think one of the things that we definitely have going for us is that we're a relatively
small district with um smaller class sizes and that kind of thing. I guess the point I'm getting at is that I know schools like in Lexington have overcrowding issues and teachers at some point during the day are leaving their classrooms and having to go to the teachers lounge because another teacher
is coming in with another classroom which which makes you know this COVID planning much more difficult. So, I guess I just was curious if our district faced those things or if that's not an issue for us. I'm guessing with um
you know, with the way our enrollment is that we're probably on the better side of that. >> Yeah, we are we are fortunate with our low enrollment numbers. Absolutely. Thank you. >> And I think um Michelle that would be more of an issue at the high school, but
I'm hearing that that is not the case. Well, we still would have to cohort students at the high school, but there's there would be more movement at the middle school and the high school for sure. And that's recognized in the guidance documents, right? >> Yeah. >> Can I ask another question?
>> Could you please? >> Yeah. After looking at all the layouts with the classrooms, it just what popped into my head. Uh I don't know what has been done with um uh the music program. it presents its own challenges and I didn't know whether uh it would be
possible to maintain the music program and have the uh instead of having the musicians on the stage for practices be spread out throughout the auditorium and Mr. K could run things from the stage. I I don't if has there been any discussion
about the music program? >> Yes. and the commission had just released that guidance um on Friday and um you know we we will have a plan. It's not going to be the same. Uh but uh we
can have uh some course and some music. I I don't have um the specifics right now, Mr. Quinty, but >> Okay. >> I can I can look them up for you. One second. >> No, no, you can just skip. I'm just glad to see that that it's a part of the discussion. I certainly not expecting an
answer today. Yeah, there is and again that would be in in the you know the comprehensive plan that will be pres presented to to all once we get all the feedback and questions. Anyone else from the committee?
So without going into all the questions individually um but someone can jump in if they have one. It looks like that some of the major concerns were the three feet versus the six-foot uh spacing and um uh it's nice that Desi
thinks that the teacher is going to be at the front of the room and never leave the front of room to walk between the desks. So I didn't know what the discussion might be on that and there's quite a few questions it looks like on the Zoom chat group chat to that effect.
Well, you know, >> on that. >> Yeah. So, we, you know, we are going to strive for the the maximum distance in in the classrooms, but there is the three-foot minimum. And, um, so the students grades two and up um will be wearing a
mask. Um, I'll actually go around and one of the questions was, uh, for the students in kindergarten and first grade that don't wear masks, does it have to be six feet apart in the FAQs, which we're going to strive for that, um, GM, but it's not not required. Um, Steve, I
addressed your question on the agreement uh, document that you sent to me. Um, we've talked about the Chromebooks um, in grade one that we're in the process discussing. Um Mike has said we will give Chromebooks to grade one. Um
let's see. Uh we know at the high school there we have classes um that electives particularly that students in 9th through 12 may be in. We know they're mixed. Uh the hybrid model doesn't reduce the numbers of students in the
building but do not densify the classrooms. Well, if we had a hybrid model, then we may uh would look at spreading those classrooms out. Um we again, this presentation tonight was the three models that we've all been working on, the RSAB, and some of the the
highlights of those models and what it would look like. Uh grade one will need instruction for using Chromebooks. Um yes. Um understand that. Um need to take an account if there are many classes on one floor during a hybrid model using the same bathroom.
Yes, we we've we've talked about that. We have uh plans for that. Uh using the bathrooms and the cleaning of those those facilities. Um how does the model for special education students work with students that also attend gened classes? Um I think um in Mrs. Bozac's plan what
we said that um students uh that are in inclusion model would follow whatever plan we determine in in your schedules within the middle school you would facilitate uh for those students going into the class
um as their IEP uh requires um the governor ordering is not the only criterion remote learning that's true um so my comment was that uh a remote model could we we could go to remote we be in an in-person or a hybrid model and the governor could order all schools closed
to a resurgence and that's why we want to have a strong strong remote model um to put in place should that be the case for that understand that some of the districts um are going remote until the end of September October um when will when did we decide anything
on our subgroups um so we're talking about we're accommodating our high need students that was the plan um again this is a presentation Uh yes uh remote remote learning there is a lot of screen time for younger kids. Uh we'll try to balance it. Uh
certainly um how will the special ed model work when looking at inclusion times with SLC students? So again um those are good questions. Are the pair professionals included in looking at numbers of people in the gened classrooms? Typically my students
are in and out of classrooms throughout the day. Will we have protocols in place? Um, yes. I'm going to we'll keep that question. As you know, this meeting has been recorded. We'll keep those questions in the chat. Those are good questions from that teacher. Um,
okay. Uh, asking for a data simulate um in school. Uh, when we get to that point um if we can do that um we certainly can. It's a great suggestion. Um so the students uh masks are not on from the time on the bus until they leave for
the day. So we will be giving mask breaks. So the students have to keep their mask on the bus according to the guidelines. And then um they would come into school and there would be a mask break. I don't know maybe one or two. We haven't really scheduled those. We know we have to have mask breaks. There'll be
a mask break at lunch. Um and there'll be a mask break when students go outside. Um, as I've uh reiterated or communicated with RSAB group, um you know, even middle school and high school students need to get on at fresh air during the day. Um so, um they won't
have bus on um from the time until they leave for the day. Uh the additional furniture, we'll worry about where we're going to house that in storage, but thank you for the question. Um uh there are guidelines for those special education students that require small vans and monitor support due to
behavior. Um we'd have to follow the same guidelines in the vans. Um it's it's um that are required on the bus and that is put in the guidance document. Again, all of these documents are available to everyone on the district website. Um you know, so uh we what
we're following with the uh regular yellow school bus, we have to follow in the vans. And so I think Tara, we already figured out the number students on the van. >> Um >> they sent us a configuration for each of the specialized transportation vehicles.
>> Yeah. Um >> additional vans. Does that add to the number? >> Yes. >> Roughly. It depends on um the guidance is still to see if parents will transport their student and we will reimburse them at
the IRS rate. So we have some families that are doing that this summer. So it's going to depend. We'll we'll know more about that probably the second week of August. How many decide to use specialized transportation? >> My guess is it'll increase it by three times.
>> Okay. Thank you. Thank you. Sorry to jump in on that. Oh, that's okay. >> That's good. Just add the >> Yeah, I think this might be from a parent. How will learning be affected by lack of small group work, which we know is much more effective than lecture style classes, especially for the youngest learners? Um, so we have a, you
know, would have to have a plan to keep students um physically distanced and maybe work with a smaller number of students in in the classroom. Uh, why was a minimum of three foot decided? Um I'm disappointed to hear that classroom was will will only be
distanced by the bare minimum knowing children um the bare minimum being four. So so we we provided you with um you know a chart we went around to the schools. Uh we're with the minimum 3 ft how many desks where we could fit. We're going to strive to get as close as we
can to the five or six feet and that information will be specifically provided um should we go to the model of inerson or hybrid what those distances would be in the classrooms. >> Okay. >> Um I answered the question about the rooms that have um that don't have
desks. Uh yeah Framingham Worester the second largest city has opted against remote learning to start the academic academic year. In contrast to Framingham model which the public the second largest city in the Commonwealth has opted against
remote learning. That that's true. Thank you. Uh students with sensory issues are masks mandatory for them as well. Uh Tara there um you want to answer that question but students there are going to be students that are not going to be able to wear masks due to either medical issues or sensory issues
>> or behavioral issues. Um though we haven't had that happen yet. We've been continuing to practice with the students that have been bringing them in or that we've been providing them. But the guidance is if we do have a note that states that the student cannot wear the mask, then we are to follow that note
that guidance from the >> and and in those cases the teachers would be bearing the face shields. >> Yes. >> Yeah. When where the students can't wear the masks. Um what will cohorts look like for special education students? Um again
that question you know that's a very detailed questions but we will you you will look in that within your own building with your principles depending on how they do the schedule to that person at the middle school. Uh what are thoughts in implementing IEPs and 504s remotely? Will the district provide the
needed equipment? Um that's that's a good question. Uh so will we provide the needed equipment? So I guess specifically Tara, would you could this person be clearer or >> Well, we will we will definitely honor
remote plans. If a parent um requests that we do remote learning, we will honor the remote learning if the students on an IEP. Um I'm thinking maybe when you mean equipments, you're making sure that we have like the um Chromebooks and maybe manipulatives that you would need at home. We would work
really closely with whatever you needed to get what you needed to ensure that your child was able to access the curriculum via remote learning. Will there be a plan distributed to parents that spells out what happens when a student or teacher in the group comes up positive? Absolutely. That will
be in the the comprehensive written plan. And so the plan so as I stated earlier the we'll have a faculty meeting um on Wednesday. Um a lot of faculty are on here tonight. We're getting a lot of
questions from faculty here tonight but we'll have another meeting on Wednesday uh with the faculty to get their feedback, comments and questions um to inform our comprehensive plan and to and to inform our thinking and things that maybe we need to consider. You know teachers are are in the ground in the
schools. and then another meeting with the parents. Um and then um we will have a longterm plan for the models, a comprehensive plan and then at some point the decision will be made um I suppose will be I will be recommended
the school committee um what I think or what the district thinks or the RSA board thinks for a plan and then the school committee um needs to vote on the plan u moving forward. So again to to uh hope I know people are getting very anxious it's July and it's almost the
start of August but as you've seen um the uh school year is going to be delayed for students by 10 days because now teachers uh their school year has been reduced to 170. So again we're not going to be starting students the final day that students instruction needs to
start is September 16th. So, we have plenty of, you know, you know, I should say plenty of time, but we still have time and we still want to watch the metrics. We want to get reports. We want to work with the local boards of health. Um, so, um, teachers will have or
parents will have time to get supplies in school closed um because of of the delayed opening due to the school year being shortened. And, you know, I've said this several times. I mean, we don't know what the health metrics are going to be in the state of Massachusetts, but they're going to be next week. We're in phase three of
reopening, so many more people are going out. They're going to the gyms. They're going to uh restaurants, indoor and outdoor. Um you know, the the day camps um have opened up. I know uh James Greffy the um the shower associated boards of health director that I
referred to earlier he's been going around to all these day camps and and um doing inspections to make sure that they're following all the protocols. Uh the child care facilities many of them opened up. Our one ACP's been open now since about July 6th right in our own um
our own page hilltop. And I think I I think they're seeing about I don't know maybe 20 to 30 students a day in that program and the the the um the rate of students attending has has increased and um it's gone very well up there. So but
given all of these things that opening up I I you know let's see what happens you know in the state of Massachusetts. Thank you very much and thank you everybody uh for all the work you've done and I know it's hours and hours and hours um on this schedule and on other things that you have to do and everybody
still has work to do and things like that. Since it's now nine o'clock, I would ask Mr. Quinty would ask Mary first if she has a superintendent report that can't be delayed until August 6th. Anything in that that we could move on?
>> You know what? It's just very quick, Joyce. I don't have I'm not reading alone. I'm just going to give you just to remind everyone that the high school graduation is scheduled uh for this Friday, July 31st, and we have uh three uh graduations scheduled. One at 11:00,
one at 12:15, and one at 1:30. Um and the school committee received an invitation. Uh, also, uh, just letting you know, athletics program, the MIAA, um, recommends September 14th for the start date for fall athletics pending
the DESIE guidelines. And my last announcement is, um, at Laura White, Kathy Cotch, the assistant principal, um, has resigned. Uh, she will be, uh, moving to a, uh, middle school in another district. And um so uh today or
I have appointed um Mrs. Courtney Powell as the interim uh assistant principal at the Laura White uh uh Kathy's last day in the district officially is August uh 10th and uh Courtney Powell has accepted the interim assistant principal uh ship
and um she will begin at that time but in the meantime she has been coming in and working with Mrs. Lewis. So we wish uh Kathy Cotch uh well at um in her new uh endeavor and we are very happy to bring uh Courtney Powell on as the
interim assist system principal. Uh she just finished her her degree and her lensure and she is licensed as as administrator prek through 8. And that completes my report. >> Thank you. And um so the the only thing that I see left on the agenda that's
really important that we need to do and it should have been combined together was the diversity and equity subcommittee. Um so the committee met uh somebody needs to help me. I don't have the date. Um last week and um picked uh
who they would like for the uh chairs of the committee. It turned out that three people were very very interested and I'd like to present their names to you. Um, I have stepped down because being the chair and then being on that, it just was just better to step down and we
needed to have some real people on there and Joe was very nice to step forward as being one of the people who wanted to chair that and that gives us our person from from the school committee which is real very good. Uh, Michelle Laflam, am
I saying that right? I hope um was this was the other person. I should have done it in alphabetical order. She would have been but I did I guess was law le um and then Erica span. So um they couldn't really decide on one and we talked about
co and then we had people raising their hand and so the consensus of the committee and the vote of the committee was to take those three people as a trich chair. I guess we have to not say co but try. Um, and it's up to the
school committee to appoint those people to the diversity and equity subcommittee. So, I would like to entertain uh, and this is the report of diversity and equity subcommittee. I would like to um, entertain a motion to appoint Joe Leone, Erica Span, and
Michelle Laflon as the trichairs of the diversity and equity subcommittee. >> So moved. >> Is there a second? Second. Is there any discussion? Is there anything anybody would like to throw into that?
>> If I can, just real quick, because we do have a large number of participants tonight. Um, you know, hopefully we can have some more participation in this diversity and equity subcommittee going forward. Um, there's some good momentum coming along from it. Um, you know, I
think at some point the the point the goal will be to have representatives in each building as far as parents and teachers go. >> I think you're going to be going towards that, Jonathan. >> Yeah, >> I think that's a good thing to bring up and Joe can jump in on that if I'm if I'm wrong.
>> Um, but you know, it's certainly the first step and um, they are working on the basics still at the moment, which is going to happen. We had very good attendance for this. Uh I think there were about 13 people alto together. So it was really quite decent. And we had
school committee people there and everybody else. So uh principals and a lot of staff and so I thought it was really a very good round turnout. It was really good to see that go forward. Uh does anybody else want to say anything
about the diversity equity subcommittee? >> I I I would choice. Um I just like this is just a a protocol question. Um I I don't remember I mean we talked we talked about the committee had stop now
it's going to move forward. That's terrific. But I I don't remember us as a committee having discussions about what the goals and objectives of the subcommittee were. I I hate to just sort of like send them off into a vacuum to form what they think should be done.
Clearly the nuts and bolts are going to be decided by the people that that are on the committee. But I'm I'm I don't remember having a lot of discussion about what we think what the specific goals and objectives are for
the committee. Do can you can you shed some light on how that is decided? I >> well I think um initially it was to uh look at various uh policies and uh and
and various um sections of of the of the curriculum to see that we were moving forward in a good way. Um and so uh listening to the focus and I'm sitting here I'm thinking Joe did you have it
word for word as to what uh the focus was going to be or the goal was going to be and then they were going to flesh that out more. So we will hear more about this. Um this is a subcommittee of the school committee. So it's all public meetings and um uh they they is the
initial um direction of it. So um so we have direction more than we have actual goals at this point. Well, the committee put together >> the committee put together a mission
statement and they're working on objectives and and um um they're they're very organized in that respect to things that they that they want to accomplish. um the uh um the disconnect a little bit between
the the school committee and the um and the subcommittee, you know, obviously due to uh to COVID um you know, I think might be part of the the confusion. The committee worked together a lot before
um you know, before we actually got back together and and um and the last two meetings have been extremely productive. So, um, when we when we have more time to to do a more formal presentation of
what the committee is doing, um, at a school committee meeting, I think we can do that. But, um, I know at this point um, just I think there's a good goal, the the basic goal of of those things is
to, um, uh, make sure that, uh, that all kids are treated fairly. um to be aware of of instances of um of where kids are not being particularly treated um equity with equity and uh their diversity is
not appreciated. They want to do some education with respect to um um uh staff and students uh um and they're looking at a whole lot of things, you know, putting together a task force at each school. So, there's a
lot there's a lot this this committee wants to do and um uh I I think it's uh I think it's well on its way to to doing those good things. >> Thank you, Joe. Um so, is there I will
entertain a motion for the appointment of u the tri chairs of the diversity and equity subcommittee including the three like me to read the names again? I'd be happy to. I think Joyce, I think we moved and seconded, didn't we? >> Yes. Correct.
>> Okay. I wasn't sure. Thank you. >> Had a little extra discussion. That's all. >> Okay. Uh Michelle Town, if you would please call the role. >> Mr. DeForge. >> I >> Mrs. Granger. >> I. >> Mr. Leone. >> I.
>> Mr. Quinty. >> Hi. >> Mrs. Reutes. >> Hi. >> Mrs. Simmons. >> Hi. >> Thank you very much everybody. And so, uh, since the time is quarter after 9, uh, Mr. Quinty, do you have anything to policy subcommittee that we need to do
tonight or can you wait till next week? >> I think what we we had elected to put the, uh, the new policy for audit and counsel um, off until we were meeting in person. So, I think we will just
schedule. Okay. >> Right. >> Um, I'm going to uh, there's no chairman's notes. I don't know of any topics that we need to discuss and um does the secretary have any communications? >> Uh I do not this evening. Thank you.
>> Madam Chair, do I like to say something if I could? >> Please. >> Uh that joke. >> Steve, you muted yourself. I was I was muted before and then I just unmuted and I went back to muting. I
apologize. So everybody can hear me now. >> Yes, we can hear. >> So I just want it to be in the notes uh that Azria Inc. uh on June the 30th met and um and reviewed the recommendations
from the Desi from the guidelines uh on the June 25th guidelines. And after a huge meeting that we had about an hour and three/4ers, we came to the uh the unanimous decision uh that we would
recommend to the school committee and the superintendent that we start the fall with remote plan. It will not go to consider a hybrid model until all health and safety concerns have been addressed and resolved. Uh, a lot of the stuff that the superintendent was mentioning
tonight uh was great as far as in theory and so on, but um the word health and the words safety I did not hear too often in those uh in those comments. So, um, I would like to have it noted that
that is our our official stance as the Eboard and we're we're going to poll our members again that this week to to get an official account of that and um not just myself but other regional folks uh
in my role as president. They're going to make a um a letter to send to their school committees and school superintendents around the region. here surely being one of them stating such uh a recommendation. So uh again that would
give us we all want to go back to school in the physical buildings who does not right we all want to see our kids but we want to do so in a safe and a healthy manner and and so at that point in time there's a lot to go through just like that just one more piece of Dr. loan she
mentioned about after you go to vote and see uh the school committee what plan you want to go with we still have to have an MOA a memorandum of agreement uh that will change the working conditions etc for our dues payers and members of
our unit and um that all an MOA needs to be made for all three models. Thank you very much. >> Thank you Steve. Thank you very much. I'm glad everybody was here tonight and your input is invaluable. Um, and is there anything else to come before the committee? If not, I will entertain a
motion to adjourn at 9:15. >> Motion to >> Is there a second? >> Second. >> Ms. Town, would you please call the Mr. Deforidge? >> I. >> Mrs. Granger,
>> I. >> Miss Gleion, >> I. >> Mr. Mr. Quinty >> Hi, >> Mrs. Rehuts. >> Hi, >> Mrs. Simmons. >> Hi. >> And I want to thank everybody for coming and thank you so much for all the work
and we're all in this together, so we will make it work. Thank you.