For meal distribution, we ask that you remain in your vehicle while in line to pick up this food, and the use of face masks is also required. We ask that you open your trunk when you reach the front of the line, and the meals will be placed in the trunk of your car. If you cannot open your trunk, the meals will be placed on a nearby table for you to take. If you arrive on foot, we ask that you be aware of moving vehicles and also notify the staff of your presence. Your meals will be placed on a nearby table for you to take. During in-person learning, we will provide to-go lunches daily when the student leaves school. Students who receive this lunch can also take it. They can also participate in the weekly meal distribution. We have Mr. Jorge Ronquillo. Thank you. Preventive measures as described.
hi can you hear me yes excellent hi everyone my name is sam limerick i'm a graduate student here at um i live in ward 3 near staton hill alrighty so we can talk in circles for hours about how expensive or difficult or inconvenient establishing a musical child you might be we can claim it's just not the right time um like some previous callers i echo that this the crisis we face is too dire to put all our eggs in one basket we really need to pursue both cca and municipalization i don't view them as an odds at all but however we are being really dishonest in this conversation if we do not also discuss in detail the human costs of mismanaging our collective energy feature we i also echo the points about public ownership we need to take back the control of our critical infrastructure we really cannot abide the shoddy infrastructure of an investor in utility whose interests really lie in planning for capacity and selling as much electricity as possible no matter where it comes from rather than the resilience and well-being of our community it's just it just doesn't i just can't i just can't even think about it it makes me so angry um dc has made it abundantly clear to their actions at where their values lie but i want to kind of shift and use my comment in time to kind of speak a little bit further to that human cost um as a native texan who's really new to ann arbor i moved here just last august i have a lot of deep ties to many individuals communities and organizations that have been directly impacted in texas and also working on the ground as part of the response and given this i really just want to talk to the commission a little bit more about that we we really need to consider that in the austin area alone 82 people uh died of hypothermia mostly older people in their home and i oh gosh i'm sorry if i break up a little bit um um largely in their homes um alone uh and hundreds more were avoided only by the collective community efforts of mutual aid that housed fed and kept people warm throughout the whole of this crisis i just i won't i want to commission to seriously consider what a similar event might look like here here in ann arbor it's really troubling that we're leaving that that case however however unlikely it may be although it's increasingly likely with climate change that we we leave even just a little bit of that chance to have that to have this horrible human cost come um when news broke of this power crisis in texas my life here in michigan came to a halt i experienced a great deal of anxiety as i checked in on friends checking on family not always able to get in contact immediately i'm i'll be frank i come from a a privileged background and my my parents and grandmother they're that they they lost never heard uh i i'm just gonna uh yeah i'll i'll see the rest of my time i just just please consider the human cost there's this is this is too serious and too severe to think just about money thank you and we thank you is that all missing that's all too risky very good so um that leaves us um coming back to as i mentioned um items for the next agenda um actually i i had made myself a note that i wanted to mention something earlier and i'm gonna um insert it right now um and that is um and i think it would be interesting to have um we we talked um in the potential agenda items of having dte come and present it'd be interesting to have their perspective as well um and and um one thing that i noted recently is that the sierra club released a study called the dirty truth they evaluated the 50 largest carbon emitting utilities in the united states and looked at their goals versus their um their resource plans and scored them on how well their actual plans aligned with their goals i encourage you to take a look at that um dte scored 22 out of 100 um the average was 17.
We are taking preventive measures to assess our risk of transmission. Below are the strategies we are employing and implementing to reduce the Transmission of by bears is important for us to know the community transmission indicators, two key indicators that we monitor closely include the total number and The exact number of cases per 100,000 and the number of positive tests during the last seven days are similarly used by the district to administer tests to students according to the pace of testing. Those showing symptoms or who have not had close contact with the student will also be tested following the district's notification protocol. The district must consider the need for privacy of students and employees while also needing to communicate with potentially exposed individuals. This active article outlines the steps the district will take to contact, restore, and communicate with individuals and the school community. This process begins with the notification to the school or district of a student or employee who tested positive for COVID-19.
um one of the reasons why the average was so low is because there were a lot of end utilities that actually scored zero um the highest i think was an 87.
That person is instructed to conduct interviews. This is where contact tracing begins. The person also receives information on resources and the notification of the plan to the school. Employees will be notified by email as required. The district will also contact the public health department as required. What follows is the decision tree for giving students this. This is a tree Decision for students: If the student shows no symptoms or exposure, the student will enter school. If, on the other hand, the student's evaluation indicates symptoms, arrangements are made. The student's parent is contacted via Twitter to pick them up. If a medical provider confirms that the symptoms are not consistent with the young person and the student, the student must stay home as directed by the medical provider. If this student is administered a test and the result is negative, the student must stay home until the student is symptom-free.
so you know these these things i think all enter into the conversation that we're having and um it would be interesting to um get dte's perspective on some of these things as well at some point so um that said um that editorial comment uh i'd like to enter maintain anybody else's input on future agenda items obviously we've got a lot is there anything else that uh people want to see covered um yes mark i just like this i get gte's perspective once a month in my mailbox so i'm not really interested listening to them come massage us okay amber yes i was just gonna say the same i think dte has a lot of air space in a lot of places that they shouldn't be and we don't need to give them more by hearing their perspective here i agree my blood pressure is high enough i don't need it don't need it okay so um any other comments before we close the uh before we close the meeting at once go ahead yes sorry yeah um so i think you asked a while ago did we need more information on community choice aggregation or you know anything like that and it seems like that there were still maybe some questions um around from within the commission um about the specifics it feels like there's maybe a little bit more of a conversation to be had there and maybe specifically how that ties into some of the suggestions that paul made tonight around on that path forward and so i think having some sort of conversation that helps connect the information that we've we've we've heard tonight um and takes it to that next step would be helpful agreed um and um you know some some of the callers pointed out some topics that maybe we want to delve more deeply into i see hands from both ember and mark i don't just don't know if those have been taken down or if you had anything to say still oh i promised a backup i don't know um i was yeah i was just gonna say i think the ann arbor public power group had at one point suggested that they wanted to come back and continue some of the conversation and there were a lot of questions that people on the commission and the council had asked and so i think it would be good to give an opportunity to respond to some of the research that was done on those questions um and you know to come back with a resolution or some of these next steps that we talked about tonight very good and mark i i've just um basically endorsed what commissioner briggs has said like to add one caveat i'd be interested in chuck's input into what what questions we should be asking and what things we you know we're going to look into these areas again and have paul or the municipal group come back in you know what kinds of things we should be asking and where how should we be framing and thinking about this issue going forward so if chuck if you'd be willing to sort of guide us because i i i feel the same way we need more more discussion and probably some more input and my sense was both those presentations they left a lot unsaid so so that's that truly noted um any other go ahead carlene missy uh shared with us that that osi is working um with experts in in this arena you know to like flesh out all the questions that are um you know there's all kinds of exploration that's occurring right now and would we be duplicating their efforts by by uh furthering our exploration of this um or could we get updates maybe from you missy or a little bit more information from what you are learning and how it applies specifically to ann arbor yes and both accounts i think there's opportunity to to go further well what is this saying you go faster by yourself you go further together and the intent is right to go pretty far on this journey so i think that there's opportunities to elevate any questions that commissioners have as we're having these discussions and we can come back to the commission for sure and then if there's like a general consensus that we're wanting to go deeper further you know for example around municipalization i'd like to bring in i'd like to bring in some municipalities that have done it and i'd like to bring in some municipalities that haven't been successful so we can also hear their stories so i'd like to really broaden kind of the conversation that we're having that but i don't know if that's interesting interest to the commission to have so i think getting your questions will really help us understand like when when do we need to bring this to the whole commission versus when does a subcommittee really want to keep like dive into specifics so um that probably can't was more conflating of the situation but i think having your questions is really helpful because it's you're a really educated body and so if you have those questions other people have these questions too so we need we need to know them any other comments i think it's time for a workshop we need a face to face now the kovitz over right or close to it over um getting closer maybe we can socialize at six foot over at u of m arena or something and talk about this with this zoom calls are difficult to really communicate and to move in the right direction i advocate i think bridget mentioned that it's brought up by mark we need to have a path forward that makes sense yeah we could do that in a working session potentially i think that's something we need to start planning for um okay if there's no further comments um i'll adjourn this meeting it's 9 23. thanks everybody for your engagement and i'd just like to close by um encouraging um everyone you know occasionally or missy is there anything that you want to do in terms of providing us guidance on what constitutes business and the kind of let's say discussions and deliberations that we shouldn't be having um i mean i i think it's okay if people suggest topics i guess the big question thing that we don't well here i'll just turn it over to you rather than me i will put my council uh members on alert two for this because i think you know better this is kind of a wide statement a cast net cast amongst all of our commissions we're tired of zoom you know we're doing things electronically and so being very careful like don't feel singled out like this is a reminder to all of our commissions uh we can't do double deliberations online we can't make decisions in that sort of format and so you know if you want to raise a topic for discussion and just let the commission know you're interested great but we shouldn't be going back and forth in those discussions and saying like 50 of the commission agrees with this topic you know we shouldn't we shouldn't be workshopping resolutions and not saying that we are but like those are the kinds of things that would be a violation of the open meetings act which is why we would take a sub-committee we would take a smaller group to work on something and then bring it forward um council member brexit radina do you want to add any additional i would i would just add um you know as council members we're told you know we get emails obviously to come out to us we can send things out there's always please don't respond um you know so it's great to share information out and resources and links and different things like that but just uh as um just avoid the conversational piece of it even though we're all desperately craving that and this is it's an issue in every uh commission that is i'm a part of there's just this desire to be friendly back and sort of say oh yeah what about this you know and then it starts kind of going down a tricky tricky path um real quickly um if if it's less than a quorum um those kinds of back and forth are are those okay or not so if there were three three people that are carrying on a conversation about an idea via email or for that matter in person that's not a problem is it no that i mean it's basically the subcommittee structure right right that we have we get in trouble when we have 12 of the 15 you know on that chain doing that work or co-producing right if there's an email to the entire commission and it's a back and forth and back and forth right and similarly um and i think uh council member briggs offered something that was helpful and that we try to do as a council whenever we share something out is just remembering to lead with like everyone is on this so please do not respond to all um but also uh similarly you can you can kind of do the subcommittee work you can get in smaller sub quorum groups by email um but what you also need to just be wary of is you know if if you cherimerski for example were kind of leading a group of five people and then moved on to another group of five people that in itself is also a violation and so um making sure that making sure that that work is done sub quorum and that the broader conversation is had at this table great so let's all hold each other accountable and keep ourselves within the guide rails and i think we'll be okay so it is 9 27 i really appreciate the great presentations and the great engagement um including the community engagement that we had um and um i think um all this is certainly advancing our understanding and moving eight to zero forward so thanks again for your your service um as commissioners and as council members we really appreciate it
If the student tests positive, then they must isolate for a minimum of 10 days. If the student is not the one evaluated, we treat in this case as if the student had tested positive and has been so. If the evaluation identifies the student who has symptoms that do not match the covenant, then the school administrator will determine if the student should be heard. If the evaluation determines that the student was exposed to the young person and the student is sent home to isolate for a minimum of 10 days. What follows is the tree Decision for staff and if the staff shows no symptoms and no exposure to the cluster enters the plan such school to the district to the district on the other hand the employee's relationship indicates symptoms of Kobe night in the employee is ordered not to report to work if a medical programmer confirms that the symptoms are not consistent with young Haitian PNH the employee must stay at home as directed by the medical tester if the employee has been administered a test and the result is negative the employee must stay at home until free of symptoms if the employee tests positive they must isolate for a minimum of 10 days if the employee does not submit to the test we treat this case as if the employee had tested positive and it must be done thus the elevation to indicate the employee with symptoms that do not match young Haitian PNH the administrator of the place to consult with the human resources department will determine if the employee should be sent home if the relationship indicates that the employee was exposed to young Haitian PNH the employee is sent home to quarantine for a minimum of This page also links to Southern Maine Team resources.
This is a decision tree for both students and employees to develop symptoms on these facilities during the school day. If a student or employee develops symptoms or becomes ill before the school day, the person will be provided with a mask and a medical certificate. They will be asked to stay home until they are picked up or taken to the employee's home so they can return home safely. If the test results are negative, the employee or student must stay home until they are fever-free for 24 hours without fever- reducing medication. Parents will inform their children at their schools. Employees will be in communication with the human resources office. If the test results are positive, the employee or student must stay home for 10 days and cannot return until they are symptom-free for three consecutive days and have not had a fever for 24 hours without fever-reducing medication.
If a classroom needs to close, student instruction will be online. Your current teacher until you can return to the classroom. Now I'm going to ask Principal Camacho to speak about the area of social and mental well-being. Thank you, sir. We support the mental health and well-being of students through a variety of services, from school wellness campaigns to more intensive support programs. We work closely with partner and service agencies to obtain additional services to support students and families. Social and emotional well-being support and mental health assistance are available to all families in the Azusa District through jails. We also work in conjunction with Mick Kinley Transener and For Help Games, who have provided workshops for both families and staff to support the social and emotional health of our students. If you need help, please call Child Welfare and Assistance. Now, let's review the learning models when we return to in-person instruction.
We will operate in a hybrid model of in-person and remote learning at home. During synchronous learning at home, students receive instruction from their teacher virtually through a Google MIT. During asynchronous learning at home, students complete their academic work. To maintain the smallest class size to follow the Los Angeles County Department of Public Health's reopening safety protocols, students will be assigned to Group A or Group B. The details of this tentative model may change depending on county conditions and guidelines at the time of opening. This series is... This would be the sample model for students in Group A. On Mondays and Tuesdays, Group A will attend three hours of in-person instruction. 30 minutes of their instruction will be asynchronous and will be at home. 30 minutes of synchronous instruction will be at home. For students who are English learners (also called English learners), 30 minutes of asynchronous instruction will be at home.
For students who are not English learners, 30 minutes of asynchronous instruction will be at home. On Wednesdays, students would attend three hours of synchronous instruction at home and one hour of asynchronous instruction at home. On Thursdays and Fridays, students would attend three hours of asynchronous instruction at home and 30 minutes of synchronous instruction at home. 30 minutes of synchronous instruction will be for English learner students only. English, which is and audio, and 30 minutes of asynchronous instruction for students who are not English learners. This would be the sample model for students who are in group b. For group b, on Mondays and Tuesdays, group ve would attend three hours of asynchronous instruction at home and 30 minutes of non-synchronous instruction at home, 30 minutes of synchronous instruction at home only for English learner students and 30 minutes of asynchronous instruction at home for students who are not English learners.
On Wednesdays, all students will attend three hours of synchronous instruction at home and one hour of asynchronous instruction at home. On Thursdays and Fridays, group ve would attend three hours of in- person instruction, 30 minutes of asynchronous instruction at home, 30 minutes of synchronous instruction at home for students who are English learners and 30 minutes of asynchronous instruction at home for students who are not English learners. The students of the virtual academy or the students of the district's virtual academy of Continuous scare continues to participate in a fully online learning environment. Alternative programs in addition to face-to-face learning include alternative educational programming in our homeschool program. Students from kindergarten through 12th grade complete their work independently. Parents provide instruction, and students check in with a teacher on a regular schedule. The independent study program is also available from kindergarten through 12th grade. Students receive assignments to complete independently and check in with a teacher on a regular schedule.
This year, we are offering the Virtual Academy, which is a fully remote program from kindergarten through 12th grade. Students are enrolled in online classes at the school level or content area. This program is a combination of synchronous and asynchronous instruction for any of these programs. If the student is receiving special education services, the Lippi team meets to determine if the assignment is appropriate. Thank you very much, Ms. Camacho. That's why we have a little time to answer some questions here live. So, we're going to call Angelica, who will guide us through that process to see who will go first. We want to remind you to please use [Music] the ID to the questions and answers to put your questions in case we can't get to all the questions today. We can answer in writing. It's Friday, Ms. Ramirez, do you have a question? I think you've moved, we can't hear you.
Jones Rica, we're going to move on to another person and see if Ms. Ramirez can move on. We're not in this game. So let's go to Christina Pantoja, and so let's go to Thalía. Regarding the networks, I think you have a question. Yes, if you can hear me, if you're asking, it's about what is the reason or the criteria with which you decided to return to in-person learning for only 3 hours. Okay, I'm going to ask the question in English for our people. The biggest question that was made was "making the world a silver lining" by investigating Andrews. I'll start with the answer to that. As has been said today, we are following all the regulations, orders, and guidelines of the Department of Health. So, those guidelines and those orders have limits in terms of how many students can be in a room and how they move to Certain things during the day, then taking that information and working with our staff is how the plan you're seeing today was created.
That plan of Kraft places with its wealth necklines and you don't argue, fix Darwin back for the Kfor of the event is hi- bred edition is precious. The question is if this plan we're seeing today is only to incite. Then the answer is yes, the plan you saw today is only to scare. It tells Mrs. Reyes that she already knows there are other schools that have plans where students are coming all day, and I'm sure she's correct that there are other districts that are doing different plans, just as there are many districts that are doing the plan we have. For example, the district where my daughters go—I have two daughters—they have the same plan we have here in the USA. So it all depends on the city, how those decisions are made. So each district has a different plan. So there are many different plans and schedules across the state, which is a question.
New Haven daily when you Gatsby increase English now is pre-print learning Uruguay EFE for Mérida, Yucatán on YouTube. The question is, do we have any idea what the plans are for increasing the time students are in school? For example, right now, the schedule we saw is for two days, and those two days are three hours each day. So the question is, when will they be able to come for four or five hours, or all day? So, in the end, I was going to say, but I'll say it now, things are changing all the time in our county. Sometimes they change because of the time. So, according to our Los Angeles County Health Department, they give us these guidelines and orders, and we're going to try to respond in the way we can. But right now, the plans they 're looking at, the plans we have, depending on where we are right now in our Los Angeles County, which is very different from other counties in the state.
Thank you. I think this is Jaime González. And now I wanted to ask if we can find the document we were just looking at, the one that says they were presenting this. It was in English, and I couldn't find it on the website. I'd like to know if you could give us a link to see where this guide is clearly located. This guide that was shown today, and you saw it in Spanish, but there's also a guide in English, and that one will be online. Let me ask in English, please explain. Juárez, good material books. So, in two minutes we'll be putting these guides on our website so you can find us there. And I have a more current question: until when do we have to decide what we're going to do with the students, whether we want them at home or at school? And also, if we stay or decide that they stay at home, will the teacher change?
Very, very good questions. The first question is, when do we have to decide if we're going to return to in-person learning or if we're going to stay with distance learning? The elementary schools in our district will be having meetings very similar to the one we're having right now, but those meetings will have details about their campus, right? So, Principal García Medina will have a live meeting, or her meeting will be a little different than the meeting in Fairmount with Principal Flores. Those schedules and meeting times will be made public, and then in those meetings they will begin to give you more details about the next steps to communicate with them. And a thousand people, a thousand thousand, a thousand pardons, but I missed your second question. What was the second question? If we decide to keep the children at home, will I change the lithium toro to the same person?
Thank you for that question. Our goal, the goal of our administrators, the school principals, is for the students to stay with the teacher they have for the hour. And it's not a no, we can't guarantee it; each classroom and each decision will be different, but the goal, what we are working on, is to provide the opportunity for them to stay with the teachers they have now. And a blanket in one, if this decision we make, if we decide to continue as is and then change it to the one who goes to school, we can do it. We have to stick with this decision to see if we can change our minds. If, as a district, we always want to give opportunity and flexibility for our families, we recognize that this decision is not easy for many people, right? There are people on each side of this decision, so it is likely, right?
Someone might say, "Well, I 'm not ready," or "I have concerns, I'd rather leave him at home." But after a week or two, the neighbors or family members, or the schools doing a good job, decide, "Well, I'm going to send him." Clearly, after that decision, you communicate with the principal, and they can tell you what your options are and what your steps are. But how do we start here? The goal is to be flexible so that you can have options to change your mind, right? As you said, okay, that's all. Thank you. Thank you. Now, Gira Garcia, I have a question. My son has speech problems and is in school, going to speech therapy, but right now with the quarantine, it has been much easier for him to progress in school because I have been by his side. Now he is where these states are, we are with him all the time, trying to help him in everything.