001We don't have a quorum. >> Yes, we do. We do. >> Yeah, because they're online. >> Cuz they're online. Oh, >> Mark, can I project here for Susan? >> You share the screen and she's watching your shared screen. It'll show up there. >> Okay. >> I would like to start the committee of the whole meeting for August 17, 2020. And the first thing that's um on the agenda is the approval of the committee of the whole meeting minutes of July 13. And I would take a motion for acceptance of those minutes. Liz, >> I second it. >> Second would be Lee. Any discussion? Are we supposed to be getting a picture? >> Um, that should be on your end, Rosemary. >> Um, >> on your tablet, it should get >> um the video. So I
002in hearing no discussion all those in favor of approving the committee of the whole meeting minutes of July 13 please signify by raising your hand. All right so one two three four. Joan are you counting as well on the screen? All right motion has carried. I will take an approval of the committee of the whole special meeting minutes of August 3rd. Can I have a Can I have a motion, please? >> Thank you, Lee. Can I have a second? >> Jane, did you second it? Thank you. Any discussion? Hearing none. All those in favor of approving the committee of this of the whole special meeting minutes of August 3rd, please say I or raise your hands, please. >> I. >> Okay. And it looks like this motion has carried. >> All right. The next uh
003thing that's on our agenda um is the revised student and staff calendar for 2020 21. And Dr. Grineer, if you could start the conversation, please. Sure. I'm going to try to share this. [Music] >> We can't hear you. >> Yeah. I'm sorry. I'm I'm trying to >> There you go. >> I'm I'm trying to get the website up. I'm good. >> Okay. >> Because Susan is gonna Susan, are you able to talk? Because I I I could talk through it. >> So, Dr. Sure. So, uh, I've gone to the website and I'm going to try to share my screen here. If you want to, Dr. Brad, while you're getting that up, maybe we could ask Peter to start talking about the next agenda item and then coming back. >> I can see him. >> I
004I could do it right now. I apologize for the delay. >> That's okay. >> Okay. So, we have a school calendar which I'm going to try to make a little bit bigger. Um, but what I wanted I I wanted uh everyone can can you all see the calendar? >> I can. >> Okay. Uh the the big the big things uh about the calendar are So, let me see if I can make it a little bigger. Oh, great. Okay. So the calendar as I think everyone knows we are going to start with children on the 8th of September. Uh the the faculty plans to come in on August. Oh, you know what? I I apologize. I have the wrong calendar up. I have the 21 22. I knew I was off by a day. Here it
005is. >> My my my grandmother used to have a joke, never go any place for the first time. [Music] So uh so here we are right calendar now the the teachers are will have a convocation on the 27th of August uh and then following that there will be uh building level meetings and professional development uh 28th 31st and then the week of of September 1st. Uh so there'll be professional development uh through September 4th. The children will start on the 8th. Uh during the those first four days, we normally have two days of kindergarten screening. Uh but because of our hybrid and desire to socially distance, uh we're actually going to have four days of kindergarten screening. So you could see on below September the the first day of school is the 8th and then
006the 9th uh excuse me the 8th through the 11th. Uh you want to talk a little bit about TL TLI days please Susan? >> So in other words through 12th graders come in on September 8th. >> I don't know that our audience can hear you. >> We can't. >> That's what I thought. So, uh, are you muting? >> Can you hear me now? >> Enough for this. >> Loud and clear. >> All right. So, in other words, the first day of school for all first through 12th graders in their cohorts are go is going to be September 8th. We'll do the screening that week for kindergarten and then kindergarten and prechool prek will start September 14th. >> Would you mention about the TLI days please? >> So we had three TLI days September, October and
007December and we've removed those from the calendar so that we wouldn't have any early dismissals because of that. We've kept them on for winter but we'll reassess And so >> can all be clear about can all be clear about what TLI stands for? We had someone ask that. >> So the teaching learning initiative days. >> Thank you. >> Those are the days we've used for professional development. >> Early release >> and early release. And so we've foregone those so that we can really get our kids in here and you know pay attention to the instruction and assessment we need to do. and the teachers will have a good portion of Wednesdays uh to for their professional development as well and collaboration. So we didn't we didn't think that we we certainly didn't want to have
008we didn't want to have an earlier release day right when the school year started. Uh so that's so that's the calendar. uh it it it runs through and so we're we're we're hoping planning that the last day of school will be June 15th. There's a lot of discussion around the state that uh if there was a need for a snow day for example, we could simply shift to online learning and and and not have not have any any problems at all on that front. So the more we learn about distance learning, the more advantages we actually see. It's, you know, clearly it's not as not as effective as in person for everybody, but there are some advantages. >> Gretchen. >> Oh, yeah. Um, on snow days, we have that tricky little thing called power, >>
009right? So just some kids are going to get smacked, some kids won't. So we >> Yeah, >> I don't see problem moving forward justware that some kids are going to be sitting in the dark literally. >> I I I think if we had a situation where a a sizable portion, not a huge portion, but a sizable portion of our children were unable to do the distance learning that day. We would in fact probably declare that a snow emergency day and we would make it up at the end of the year. >> Sounds good, >> Liz. [Music] >> A little bit. I think your mic needs to be maybe closer to your mouth. Can you hear me now? >> Half and half. >> All right. How about [Music] >> that? You know what? Time out. Uh
010there's about a three second delay if people can't really hear. Why don't you just ask your question and I'll repeat it. Just don't even say it into the mic. >> Turn my mic off. >> Mute yourself on the computer. >> I'm concerned about the testing that the uh AP kids are taking and the IV kids are taking in May. they're getting a delayed start. Is there consideration about maybe doing um getting ready the April vacation so that they can catch up? It's just I'm just throwing it out. Something out there. >> I I think we're going to have to talk to the AP people and the IB people. Uh I I think this is a nationwide problem and I'll get back to you on that. Thank you. [Music] Are there other questions on the calendar?
011Okay. So, the thing that that was mentioned today, Dr. Ger, that is new is um that we're adding the four days for kindergarten. >> Correct. >> Testing. Is that correct? >> We normally have two, but we're going to use four this year. >> Right. >> Correct. Okay, thank you. And so no questions and let's move us on to the Bratton Middle School opening. >> Well, we I hope if I can stop. Who does this? I guess I do it, huh? >> Yes. >> Um I am going to introduce my friend and colleague and extremely hardworking middle school principal, uh Mr. Peter Bass, who is is is about to open a a brand new fourstory 1,000 student middle school and has worked unbelievably hard all summer long to to to get this building up and running
012and it's really quite remarkable. But we'd appreciate a kind of an update, Mr. Bass. >> My pleasure. Good evening, everyone. So, uh, I want to give you an update on a few fronts with regard to our brand new building, our school, uh, Grant Middle School. Um, first uh the construction of the building, we finally hit that stretch run. I believe um we reached the final stages and uh in talking with Tammy Hamlin, the project um manager from Arcada, she she has reported that um they're in the the process now of going through the inspections. Um there are a variety of inspections that need to take place. Some have taken place already. For example, uh planning and zoning signed off uh on the building last week. Um a third party building inspector contractor review went well
013today and then the fire marshals in tomorrow. If everything goes well with the fire marshall tomorrow, we'll be on schedule to um begin unpacking for teachers. Um I know uh Tom BB from Arcadus oversaw uh the moving of of the boxes, the the 25 tractor trailer trucks or so. uh worth of boxes um from the other side of the state back to Graten and um has I believe successfully uh unpacked the majority of those boxes in the fourth floor um to be ready for teachers to come in starting on the fourth floor and working our way down. So that that's going to allow a couple things to happen. Uh first the the construction overall is most complete at the top of the building and as you work down the third, second, first floor um they're
014in various uh stages of of finishing up the work that needs to be done. So um we're hoping to hear good news from the fire marshall tomorrow and and Tammy and uh be able to to move teachers into place to start unpacking as soon as Wednesday. Um during that time, Sam Kilpatrick and his staff will uh be taking care of the cleaning throughout the unpacking process. And um we we're we're hoping that it doesn't go any later this, but the target at this point for the first floor folks that they can unpack, including school counseling, first floor administration secretaries, looks to be August 27th. Uh hoping to be somewhat online and functional in our office spaces on by the 28th. Uh but prior to the kids coming back on September 8th, a professional deep cleaning
015and disinfecting will take place. All the duct work for the HVAC system will be professionally cleaned um before the kids arrive. And in addition, um in speaking with Tammy last Thursday, she is is taking one more look at reviewing the specifications for the HVAC system to ensure that they meet the state department of health guidelines for schools, which is a really important piece. Um, regarding the planning of the return of students to school, we're continued work, albeit remotely, on the specific health and safety plans for our new school. I'm appreciative, very appreciative of the parents who participated in in the the GMS reopening parent focus group meetings. Um, and as well as to those parents and there were several who were willing to to spend the time with us if if we needed them. Uh,
016we had a great outpouring of uh interested parents. That was fantastic. Uh the discussions were extremely helpful in in guiding our work in preparation for the return of students to school. Our plans will reflect as they will across the district the universal use of masks for students and staff, social distancing, handwashing, optimal use of the HVAC system and and frequent cleaning of hightouch surfaces. And we plan to reconvene the parent focus group later this week to share health and safety details of our plan. Um, prior to that happening, um, there will be a a staff reopening team which will review the draft of the plan hopefully on Wednesday, uh, in preparation for the the full roll out. I'm hoping by Friday, no later than Monday morning, uh, to to all parents. With regard to this,
017we're also in the process of working with Dennis's IT staff to get the GMS website updated so that it can be more highly functional and a dynamic piece of our communication with parents and community. And um you know once construction is complete we are looking forward to getting in and taking some in-depth video recording to um to to make a relevant virtual orientation for parents and students. Uh we also hope to conduct to be able to conduct some small group tours for those students who may need extra support uh in their transition. And I'm hoping we can begin doing some of those as soon as August 31st. But I'll tell you, I think, you know, with with the calendar changes that uh the board um has has accepted and with with starting school on September
0188th, I think we're very very fortunate to have that time with the opening of this school um because this will not only allow us to conduct the necessary professional development for teachers and staff regarding the safety protocols uh and and for training in hybrid and distance learning, but should also allow us the necessary time for the setup of classrooms and for the to put together personalized meaningful orientation um activities and videos for students. Put those in place because we really want those to be top-notch for our for our kids. And it we're a special circumstance and we're all in a special circumstance this year with regard to preparing for for opening of schools in light of the pandemic. But uh in a typical year, even with a pandemic, we'd be taking a look at, you
019know, what can we do for our incoming sixth grade class. This year is extraordinary for us in the sense that this this building is not only new to our staff, but to all of our students. So we we recognize that as being a special challenge and um hope to be afforded the the time in the building to to make sure it's really spectacular uh orientation as as best as it can be. U but I'll tell you even even if we're delayed by a few more days I know that uh the GMS staff will rise to the occasion and we will get personalized orientation stuff out from our teams and our teachers. doesn't necessarily have to be uh present on site at GMS. So uh that that's it in a nutshell for now. And I just
020want to thank I want you I want to thank uh central office administration um and and the board for your support. The central office administration has been phenomenal. Susan with her leadership uh on the the summer curricular work and the schedule. I'll tell you without without that I I I don't know where where we'd be at this point. So big thank you goes out to all of you. >> Thank you, Peter. >> Is there questions for Peter about the middle school >> or any other comments? Sorry guys, I'm also scrolling. Make sure I don't miss anyone. [Music] All right. So, the one thing I do want to say is that um this is our first run, our maiden ver um voyage um of trying to do both in person and online meetings. So, there's it's
021very glitchy. Um and for that I we apologize but I guess this is all part of the um the learning curve that we need to do. So >> am I hearing anyone else? Okay. If not, we're going to move on to the next item, which is the health and safety. Dr. >> Well, I have a couple of folks. They're going to talk about health and safety. First one is Leah Hendris, who is our supervisor of school nurses, and I know Leah is here. And if we could get her to be in the speaker view, uh, that would be nice. And if you would unmute uh Leah. >> There. There you go. Welcome. >> Thank you. Thank you for having me. >> Can you hear me? Okay, >> we can. >> Yes. >> Okay. >> No.
022I we can't hear her. I can't hear anybody. Well, yeah. Who's speaking? I don't know who's speaking. >> Leah, can can you hear me? This is my >> Yes. >> What we're looking at is addendum five. >> Yeah. You're you're showing that, right? >> Yeah. >> Okay. So, no, you don't see that. >> Um >> I can't get anything up on my screen for some reason. And then every once in a while it pops up. >> I can see >> and it keeps um kicking me out of the meeting and then putting me back in in silent mode. >> Oh boy. Uh well, you know what? Let's talk about this offline. Uh, >> hey, >> Rosemary. And we we're we're going to, like Kim said, this is a this is our maiden voyage, and we're
023we're hitting the normal bumps in the road, but uh c can you hear me? >> Yes, I'm hearing you now. >> Okay. All right. So, Leah, go ahead. We're we're looking at the addendum five. >> Okay. Um, addendum five was put out recently by the state of Connecticut to give the school nurses and everyone actually some guidance on how to handle the students and staff that present to the school or to the health room with symptoms of CO 19. And you'll see if you are you able to see page two up there right now? >> Yes. Yes, we can. Yes. You'll see that the way that the state um marked it out is um they're saying, "Okay, someone presents to the health room with symptoms of COVID, but they have not had contact with uh
024close contact with someone who has recently been diagnosed with COVID." And then it gives you all the scenarios like uh what to tell them to do. Um and then if they get tested and it's negative, positive. if they don't get tested, we still have the um decision tree on how we treat those folks. Um now, if you go to the next page, page three, which looks a lot like page two, but what this is is the individual, the student or the staff, um they have COVID 19 symptoms and they did have close contact to a person um that has had COVID. So then once again, it tells you if they're at home, if they're at school, um even if they're on the bus, that's written on there. What do you do with these folks? You
025know, how do we uh do we send them home? Do we, you know, how do we do all this? And it's all written out in there. And then once again, if they get tested, what the test results are, and if they do not get tested, how we treat that. So then the next page is page four is this is when a student or staff member does not have symptoms at all but comes in close contact to someone who was diagnosed with COVID. Now that could be someone who it feels fine but a family member has it or maybe it's going to be someone in in the classroom that they were you know we don't know. It's just this is trying to cover all the bases of the type of situations we can meet up with.
026So once again, what those folks have to do and what we do if they test negative, positive or don't get tested at all. So this is a guideline to um pretty much what how we will handle situations in the school and on the bus um as far as um people that show signs of CO. So do you have questions? I'm sure you have. Oh, you let's do page uh five first. What I want to point out is that it's very important is number one end note where it says about the key COVID 19 symptoms. So we'll talk about that a little bit because there are a lot of COVID symptoms ranging from the fever, the cough that you may have heard about and all the way down to fatigue and nausea, vomiting and even a
027runny nose. Well, there are classic symptoms especially in children where that we will look for the school nurses will look for these um symptoms to see if they fall into the category of actually possibly having CO 19 and that is they feel feverish and their temperature is 100.4 four or more chills, uncontrolled new cough. So, you know, that helps us with uh students, you know, we have to watch like students with asthma or students that have allergies could easily be they could maybe normally cough. Shortness of breath and the difficulty breathing, uh loss of taste or smell. They're the classic symptoms in in children especially. And then there are other symptoms, but they're the ones that we're going to focus on so that we don't have every child in school sitting in that isolation room,
028which is easy to do if because kids get sick very easily. Close contact. Um, you can see that number two it says that's when you spend at least 15 minutes within six feet of a person with con that was ultimately confirmed with COVID or if you um have a direct exposure to their droplets such as you know if they cough or sneeze on somebody. Um let's see contact tracing number four. I'd like to mention that uh a lot of people have questions about contact tracing and how it will be done. If there's a positive COVID case in the school, we contact uh there's a process for contacting the Ledgeite Health District and they will take over the contact tracing. School nurses and health aids. We have um a log of who's in the health room
029at what time and I have a log for the isolation room where the sick children will go and I'm going to be giving that to um all my nurses so that we'll be able to know who was where in the health room should we have to uh find out who was nearby. So there that's now do you have questions? I'm sorry. Well, if if this chart is not up on the website, we'll make sure it's up tomorrow. This last page, actually the end notes I found very helpful. The the the Department of Public Health has been working with us and uh I know this chart is it gives the nurses really good direction. Uh and so we we will this is one of our health measures, one of the I think of it as a
030kind of the primary medical indicator. And then I'm going to ask uh Denise Dittle to talk about some of the other uh uh mitigation strategies we're using. But I I'd be happy to have other questions, Kim, for Leah. So I I know I've got Gretchen and I have Liz. >> So go ahead, Gretchen. >> I my All right. So starting with Yeah. my kid who had to send his to college to be allowed back on campus. So they'll be running COVID tests on the entire campus every week or two. I think every week. My son's upset about the cost. Will we be if we think somebody's positive, we do we test them? If like we're like 99% sure, should we have do we have the ability in school to test them and then send that
031out? >> We do not, but uh no schools do, however, at this point um that I know of. However, that's where um Ledgeite will come in and they will determine, you know, help us all determine of who needs to get tested at that point. They're going to be a very valuable resource and the nurses and I work very closely with them uh throughout the year. So, even during non-COVID times so children who are identified as needing a test, we'll direct the family to get the test immediately. >> All right. I was just wondering since we had the medical center, the town medical center there if that would be something that >> not not for testing purposes. Uh is it what do they call it? The CDC, Leah, community something center. >> Oh, the community health
032center. >> CHC. Yes. Yeah. I mean, there are a lot of places that will um now do a test. Some people will go to CVS or uh one of theies. >> Okay. >> Do them over at um L&M and um Hartford Health pass them. >> Okay. Okay. Right. Right. >> Got two minutes. >> Can you hear me? >> Um first of all, how are you going to do? >> Um first of all, how are you going to do >> There's like a 3se second delay. It's it's it's it's all messed up. >> Mute mute mute yourself. >> Yeah, mute yourself and then I'll just repeat it. >> How are you doing contact tracing in the high school and the middle school that have changing classes all through the building? >> Yeah. Well, the contact tracing
033clearly the question is how do we do contact tracing at the secondary level where cohorting which I'm going to talk about in a minute uh is not nearly as effective as the elementary school. Uh I I think the answer is we will do uh we know the children who are in classes with those individuals and that would be maybe I should let you answer it but uh I I I think we will just do as as much reasonable tracing of the context of those children as possible. But you're right, it's a big school and we'll we will probably have about 350 students every day in that school. Well, four days a week. >> Okay. My other questions >> say something. >> Yeah, sure. Go ahead, Leah. >> I just wanted to say that that's why
034it's very important to maintain the mask and the social distancing >> and um throughout the day because um if people keep their distance from you know six feet away, >> yeah, >> very well may not even be considered a contact at that point. contacts are usually within six feet for, you know, about 15 minutes and they whip their mask off. It's going to be hard because they are kids and they're, as you know, they're, you know, immortal at this age, but um that would it's going to be very important to enforce that. >> Good point. >> Okay, last question deals with band and PE classes. Can you give me update or give us an update about how those are going to >> be held. >> The question is >> where where's the where's the echo?
035Do we know? You don't know. Okay. C can you mute yourself? Maybe. >> Oh, you mute. God. Okay. >> Okay. the uh the music the music association through the state department of education has promulgated guidelines for music singing band so so so forth and I I know for example at the high school the band tends often outside within the cafeteria 12 feet apart the the I believe the the coral program will uh rehearse in the auditorium very far spread out. Uh and we'll make sure that uh those social distances are are are maintained. Uh you know the the outside the possibility of outside classrooms especially for uh for classes like like music es especially with the wind instruments uh that that's going to be critical. So we're we're we're trying to achieve that as much
036as possible. >> And PE >> OP almost always outside >> for a couple months. >> For a couple of months. Yes. >> Okay. >> And after that uh in the classroom we'll have to be nutrition and anatomy and that that sort of thing. >> I'm sorry. I can't >> Do you have a question? >> Yes. It's not a question. I just big echo. Yale has a new saliva test. >> Yes, >> the FDA. It's It's going to be available. It's going to taste about $10. Be done in a matter of hours. >> No, it's done. >> No swabbing of the nose or just a saliva test. I think Gretchen referred to that. That's what I know a lot of colleges. the the the NBA actually funded the research on this. That's what they're doing for
037the >> National Basketball Association players. Yeah, that's going to be a huge fast and and relatively easy to do. So, uh yeah, unless there are any other questions for Leah, I'd like to introduce Denise. And Denise is going to talk a little bit about Thank you, Leah. She's going to talk a little bit about uh the we I I'll give you the big picture. We have five major mitigation strategies and and Denise is going to talk about the first two which are are maskearing and handwashing. >> Good evening everyone. Can you hear me? >> Yep. >> Okay, >> we can. Um, I just wanted to thank Leah because she's been working really closely with me throughout this and she's been a great partner and always accessible and has a lot of wonderful information. So, thank
038you Leah for all you've done and for being here tonight. Um, I just wanted to start by saying that um, Dr. Dr. Grineer, Susan and I, and Leah have been participating in weekly webinars with the DPH, the Department of Public Health, and the State Department of Education, and they've been extremely helpful. Um, tomorrow is our third one, and we're expecting for another CSD addendum specifically on masks. Um, and Dennis Kia has worked with us to post all of the seven addendums on the district website so parents have access to them as soon as we do. So, as soon as the mask addendum comes out, we will share that. But just to give some talking points of summary on the masks, um, masks, as everyone knows, are recommended. They're a simple barrier to help prevent the
039respiratory droplets from traveling into the air and onto other people when the person wearing the mask coughs, talks, sneezes, or raises their voice. Um, this is recommended to reduce the spread of COVID 19. We um have ordered a supply of masks that uh will be available both the two ply cotton masks and the uh surgical masks. Uh we will have masks available on the bus for students who don't come onto the bus with them. And we'll also have them available in the buildings in case any of the masks break um or get soiled during the day. A few masks um we're going to communicate to parents and staff uh that because they're not recommended. One is a mask with a one-way valve or vent. Those masks allow exhaled air to be expelled out through the
040holes. So, they keep the person wearing the valve mask safe, but not necessarily the person around them. The next type of mask that is not highly recommended for use in schools is a neck gator. The neck gator um has a thin material that's very comfortable and easy to use because it's very breathable, but it allows quite a bit of respiratory droplets to pass through the material because it is so thin. So that is not recommended in schools. Um all staff and students will be required to wear a mask except for individuals with a verifiable medical condition. Um, masks are not required for preschool students, but they are recommended if the child can tolerate wearing one. The CDC actually recommends that children two years and older wear a mask. Um, so if parents send children in
041with one, we will allow them to wear them. Um, let's see, the last thing. Oh, um the the FAQs that were just recently issued by the state department of ed um really stress the importance of educating students and parents on the mitigating measures of the masks rather than focusing on any disciplinary consequences for students who don't wear them or who take them off frequently. So, we'll be working with teachers um around those areas. And then we will be lastly developing a protocol for what's called mask breaks. um ma we recognize that uh going for six, seven hours a day wearing a mask is going to be difficult for people. It's not something any of us have ever had to do before. Um the DPH recommends that mask breaks be built into the classroom and school
042schedule and preferably done outside in fresh air. If the weather does not permit the mask break to be done outside, we will recommend that it be done in a space that can allow for adequate social distancing. And then lastly, the mask breaks will also occur in the classroom for short periods of time when children are eating. Does anyone have any questions before I go on to handwashing? >> Can you hear me, Denise? >> Yeah. The one thing that uh one of the epidemiologists said at our Tuesday meeting was that the summertime is a great opportunity for parents to allow their children to to try on masks. I I think many of the the adults have gone through two, three, four masks and some of them seem to fit our needs better than others. So, I
043would just recommend that that that parents take advantage of of the next uh 3 weeks or so to allow children to try different types of masks. But basically, as you say, the uh two two ply cotton masks are are are really the the best. >> Thanks. >> Thank you. Okay, so moving on to handwashing. Um, so hand hygiene is a term that's used to cover both handashing using soap and water and cleaning with alcohol-based sanitizers. Why do we want staff and students to wash their hands? First of all, hands are the most exposed part of the body to germs and touching the eyes, mouth, nose or food transfers germs into the body. Secondly, handwashing prevents the spread of germs and is handwashing is the single most important means of preventing the spread of infection. And
044that's from the CDC. It's in our staff training PowerPoint. So again, we'll be focusing on the fact that um we really the purpose of washing your hands frequently is to stop germs because this is a common way germs are spread. Um, we also want we have posters that we will we've been handing out to the buildings. One is called five common ways germs are spread. We'll be working very closely with some of our paras who work with personal care to be sure that they have gloves, a face mask, and a face shield because we know that um you know working with individuals on personal care tasks exposes them to germs and we want them to you know to practice good handashing as well as the other measures we've been talking about. Um germs are tough.
045Uh we've learned uh from a yetto-b published study conducted by scientists at the CDC, NIH, and other institutions that the novel corona virus can live for up to two to three days on plastic and stainless steel surfaces. So it's especially important to disinfect hightouch surfaces every day. This includes doorork knobs, handles, tables, countertops, keyboards, and light switches. and Sam and his crew have provided uh cleaning material and um soft uh wipes in every room in all the buildings. So this can be done. Um the virus is thought to spread mainly from person to person and this can happen between people who are in close contact with one another. So we want to be sure that people are practicing good handwashing to stay safe. We do have um a training module along with videos from the
046CDC for students and staff. There are five steps to washing your hands. Uh we all know it's important to scrub your hands for at least 20 seconds. Uh and without a timer to hum the happy birthday song from beginning to end twice, just as one step. And then lastly, just to wrap up, um we will remind teachers and um staff and students about the use of hand sanitizer if they're unable to have access to soap and water. And we will have hand sanitizer available in the building. Um and we will encourage teachers to practice handwashing with their classrooms so that um all students understand the five steps of handwashing and how important it is to to wash their hands frequently. Are there any questions? I would just add that uh we are hiring 10 part-time
047custodians and they will be cleaning the schools continuously the hightouch areas and the and the bathrooms throughout the entire day. So between that and the handwashing and the masks we we we think uh we've got two of the really big areas. Uh thank you Denise. But I'll stop for for questions. Kim, >> did you Leah, did you want to add anything? >> No. Okay. >> So, I'll I'll uh I I mentioned there were five mitigation strategies. Masks according to the epidemiologists are absolutely number one. Denise just explained the extreme importance of soap and warm water, washing of hands. Then we have uh the third one is social distancing and as I said with PE classes, music classes and of course the classrooms themselves uh we will uh we will be able to we believe in
048in in in virtually all cases maintain a six foot difference distance between teachers and students and students and students. Uh that's the third mitigation strategy. The fourth one is we are working with our heating and ventilation system engineering firm Fen O'Neal and we are having all of our ventilation systems recommissioned meaning that we're going to check them to be sure that they're they're operating u as designed maximum capacity. And then then lastly uh we are going to of course because of the hybrid model we are going to cohort which means that the elementary school uh it works extremely well there there will be probably uh six seven eight children in a class with a teacher. uh and uh and the the the key of cohorting is that if if there is uh uh an incident
049of uh of of COVID, uh we would fairly quickly be able to identify and do contract t tracing of that of that group. At at the middle school, the the children won't be cohort quite the same way, but they will be cohorted by teams. uh we we we we received the results uh today uh about 75% of the kids will be coming in on the hybrid model. So that means there'll be about uh 35 to 40% of the kids on Monday and Tuesday and another 35 or so percent kids on on Thursday and Friday. So that will mean of course that the class will be reduced uh down to about uh 37% another 25% will be home. They will continue their distance learning a at home. Uh and so the teams at the middle school
050will be cohorted. Uh we will have uh children who won't go to the cafeteria. they won't go to the gym for for physical education. And at the high school, uh we are going to uh again we have about 350 students in the high school at any one time on the 34s and then in the old wing. And so uh we have established traffic patterns. Uh students uh will pick up their lunches from kiosks. They won't be going to the cafeteria. Uh, and I I I I I think what they're going to do is make sure that the the ninth grade class changes classes perhaps a few minutes before the end of the period and the 10th grade at a slightly different time, 11th grade and 12th grade. Again, it's it's not perfect uh far far
051from perfect compared to the elementary, but it gives us an opportunity to limit wherever we can. We're trying to limit the uh the the the contact between children of uh to just to one cohort. Uh so those are the those are the big five and we're going to have some uh focus groups this week. The five being masks, handwashing, ventilation system, social distancing, and uh and cohorting. So with hopefully uh uh those those five uh will see us through and we'll be able to sustain uh our uh our distance learning program through through the hybrid model and that's uh and I'm be happy to answer questions. Kim >> I think Kim and Brick had a question. >> I'm sorry. the reporter. I don't know if she has a question or she just sort of popped
052up. >> Yeah, I just popped up. Thank you. >> She just popped up. >> Thank you. Sorry. >> No, no problem. It's not The computer has a proclivity towards reporters. >> Is there any um questions from board members? >> All right. Um, Kim, could I just add one more thing? Um, >> Denise, >> Dr. Grineer, did you want to talk briefly about the fact that we implemented these uh mitigating practices during the summer and programs were really successful? >> Yeah, please, please share a little bit. >> Oh, sure. So, we just wanted um to share with everyone that we had a bit of a trial run this summer with both the special education in-person program at SB Butler. We had about 35 students. Um, and we also had the middle school and high school summer
053school program that Adam coordinated at the high school. And we just wanted to share with everyone that we did not have any um incidences where students or staff were diagnosed or tested positive for CO 19. So, we really feel um pleased that we had a successful summer and that the kids were really happy to be back and the teachers did a wonderful job. they they took the training uh very seriously, asked a lot of questions and worked really hard to to have a great summer. So, our our little, you know, summer school experiment really worked on a small scale implementing these measures and a lot of the measures were going to continue through for the new school year. So, it was a a really good learning experience. >> Yeah, we had we had experience with
054masks, with face shields, you know, the the whole gamut. And uh and these were challenging. We we we know it's it's it's a big challenge for uh some of the children who attended our summer school uh a and at the secondary school as well. And Susan and I observed classes and children were uh properly wearing masks and um and socially distancing. So we think we've had some pretty good experience this summer and and with your program. You're right. It was excellent experience. So, I think that's it for our safety protocols and we're ready for Ken if you are. >> So, without further ado, >> hi everybody. Uh, so as usual, I have a spreadsheet that I'm going to share. Uh, but, uh, Dr. Ger and I um tried to put together what we thought the
055additional expenses uh that we were going to incur uh this year uh in regards to uh CO 19. Uh let me see where is the schedule? Here it is. And all right, here is the schedule. Did everyone see that one? Mhm. >> Uh so um uh a couple of things. U we are uh recommending that we get a social worker for the three elementary schools that don't currently have a social worker on staff uh to help with um uh the staff in in in helping the students um uh uh get through um what we need to get through this this uh this year. Uh so that's uh uh 75,000. We are also uh recommending 75,000 for curriculum or instruction uh planning uh for re-entry which we're actually uh doing right now or Susan's group is
056doing right now. Um so that's another 75,000. Then uh substitute teaching. We we're estimating um that we may need uh uh 40 uh substitutes to uh take over for teachers that may be out for different uh COVID uh 19 related reasons. Um and so there's a there's a rate for the first 40 days and then a different rate for the uh for the uh rest of the year. That's why you'll see uh two bits there for substitute teachers. We're also anticipating that some paras probably may not be able to come back for for um health related reasons. Uh and then we're also uh anticipating some um extra custodial help uh the 10 um custodians that Dr. Grineer mentioned um at the uh at each of the schools. uh and food service uh did uh uh
057lose some uh revenue uh over the past uh uh spring and so we're uh we're we're anticipating needing to refund uh some of that. Uh so for uh salaries and benefits uh we're thinking uh it's going to be an additional cost to this year. Uh this isn't last year, this is this year of 2 uh $2.3 million. Uh and then as far as supplies, we we've ordered desk shields for uh all of the elementary and uh many of the secondary schools. Uh we do have a good supply of PPE such as masks and gowns and gloves and hand sanitizer, but we do anticipate we may need more. Uh so additional 40,000 uh there. And then uh we are building toolkits uh currently to send home with the students so that they'll have the supplies they
058need uh when they are on a distance learning. Um and so it's uh we are anticip we were p spending approximately 5,000 uh for each of the elementary uh and then uh 10,000 each for the uh middle and high school. So our our total anticipated additional costs uh is going to be somewhere in the $2.4 to $2.5 million range. you know, assuming that uh uh these all come out like this, we'll try to keep it as low as possible, but uh depending on the number of substitutes we need, which is probably going to be the main driver. Uh we do have some funds coming in to offset against that. Uh the CARES Act, we do have uh uh Grten was allocated $686,000. uh there is an amount that needs to be allocated to Sacred Heart.
059So approximately 666,000 uh can be uh used to offset that $2.4 million. So uh at this point uh based on a very preliminary look um we could be looking at a a shortfall of somewhere in the 1.8 million uh dollar range. I I hesitate to say this is a worst case scenario. Uh but you know, we said that we would have substitutes for 180 days. You know, hopefully that that won't be true that uh things will clear up and and and and things will be better. Um, and we also we also know that in addition to the to the CARES Act money that's already been received, we're about to put in a budget for u the uh the the Senate is currently well they they were last week. Uh I think they've stopped the negotiations
060at least temporarily talking about providing funds for school districts and for municipalities and and so this is of course our hope that if if the uh if the pandemic continues and we would need significant substitute teacher coverage this this would be the the the money. So 1.8 million is I've I've said we realize is is a huge burden uh for a municipality and we will do you know there there will be some offsets uh which uh which we will pursue uh as well as we possibly can. Uh but I I I just thought it was important to let the public know that this could be of course a really significant uh and it's really the personnel. uh we we think we're okay with with u personal protective equipment and so forth, but I think Ken
061has has kind of laid out a scenario here that uh perhaps will become significantly better. Well, it would become significantly better if uh if we're able to have the the teachers uh and the students come back in or or actually I hate to say it, but it would get significantly better if if it was all remote. then we wouldn't need the substitutes in that way. But one way or the other, uh we we think uh this is a a a kind of a maybe not a worst case scenario, but pretty bad scenario. I I just wanted to be clear with the public that this this is what we're thinking. So, thanks, Ken. >> You're welcome. >> Dr. Gordon, does this mean that um that this is This but this shortfall if it was to come
062in fruition is largely based on if it was a hybrid or allin models. >> It's it's it's based on actually it's based on if it's a hybrid. >> Okay. >> If we continue the hybrid all year uh then that that probably would require significant substitute coverage. If uh if it's uh either of the others, then that that number would be greatly reduced. The need for substitute teachers would be greatly reduced. >> One second. I just want to make sure there's not other people that have Dr. have um you've seen any preliminary numbers of teachers that have said that they are uncomfortable coming back and >> we have uh we we actually Susan and I and Lori Leine met today we have about 80 individuals some teachers and some par professionals uh many of whom requested
063additional PPE uh Some people have suggested they could come in for one cohort but maybe not the other cohort. So we're we're starting to think about combining teachers like job sharing. Um which which again would uh uh not be quite as costly as as as as a pure substitute. Um but there are there are a number of people who have pre-existing conditions. We have a num number of uh uh young young mothers to be uh and we're of course going to honor uh their request to not be in the schools uh at least you know for a reasonable period of time until they have their child. But it it was uh I I I would I would say I was pleasantly surprised. I I I thought uh it it there would be uh more individuals
064and I think it's it's it's pretty manageable actually. >> And I one last question who um when this all first started we were talking about who has who has the responsibility to say or we've reached a um a spike and we're going to close schools. Is that your is that superintendent? Yeah, I I'll repeat the question. If if we have an outbreak of COVID, the question is who would make the decision to to close a class, a school or a district? And I I think the answer is the superintendent in in consultation with a with a a local health district. So, uh, Led Light Health District would be a major player in that decision and I would I would consult with, uh, with Steve Mansfield and the the Department of Public Health isn't giving out
065those sorts of metrics, you know, like five children or 10% or >> uh, I I I think we're going to have to use our best judgment. That's what I was hoping because you know when we closed of course it was um came down from the state and closed. >> Now I'm wondering how much autonomy each school district has in determining >> I'd say 100% autonomy the you know unless there's a major spike across I could see the governor if there was a major outbreak but at this point I do not believe he has plans for that. It's up to the superintendent in the local health district. >> Thank you. >> Welcome. >> Any other questions on that? Hearing none, let's move on to the update on the parent f focus groups. So I I just
066wanted to uh I've explained a little bit about what we're we're trying to do. Uh I've asked the principles and they've identified focus groups and actually a number of people have joined the the focus groups. they've expanded a bit but this week uh from starting tomorrow on uh the focus group we we we provide questions uh for for the focus group and this week it's going to be feedback on the addendum five that you just saw and the five mitigation strategies. Uh next week we're going to start talking about the the distance learning and how the distance learning will be conducted. But I I already went over the five mitigation strategies. So that's essentially what we're going to talk about. Think Cle has a question. >> Oh yes, please. >> Um when we when Bob
067Brader talked to us, he was said 10 to 15 people in the focus group. Is that where we are? >> Yes. >> Good. Excellent. Any other questions, Mike? >> Yes. >> I have one more quick DEI. How is that going into these plans? How are we working with the diversity, equity, and inclusion? >> Yeah. >> Are we including that in our reop? >> Well, oh yes, very much so. The question is, are we including the work uh of the diversity, equity, and inclusion committee? They I know that because I've spoken to Mr. Davis, uh they are going to have a a general meeting of the eight subcommittees on the 26th of August and then they will be reporting out to the board on the uh one of the COWs in in September. Yes, we we
068continue both in our employment looking at our policies and making sure student voices uh are heard and so forth. Uh we are we that will continue throughout throughout the year. >> Liz, did that answer your question? >> Any other further questions? All right, we're getting down to the review of the referral list. Did people have things that they wanted to take away? >> Kim, >> can you hear >> him? It's Andrea. >> Oh, Andrea. Yes. >> Can you hear? >> I think we can take away the rope. More robust summer school funding. I think we've done that. >> Can you Kim through your microphone? >> Where where is that? >> Um down. >> Second one down. So, you're saying that you felt that that was answered? >> Yes. >> Okay. M. Did you get that?
069Anything else? >> If not, >> excuse me. Uh, I'm I'm looking at the the first one under CO, investigation of of racial bias. Um, in many ways I think the DEI committee has taken that on and will continue to take it on. >> So, can we move that to ongoing? >> Yes, >> I think we can. In other words, not going to be a retreat thing. It's going to be an ongoing. >> Maybe. Can we make reference to the fact that it's that >> Yeah, >> it's embedded in the DEI. DEI uh uh work plan. >> Liz, >> what about um I know that we were talking about last time about uh re making a a statement or rewriting our mission statement to include um our diversity a diversity element or however we want to
070look at it. There were four board members who did um volunteer for that. Does that belong someplace on here? >> No. >> Okay. >> We are working. >> Good question. But no, don't mean to be so know that. But um that's a good that's a really good question. >> Um but no, it's it's a ad hoc. >> Oh. >> Um and it came out of an agenda um topic and we put it right into an ad hoc so it wouldn't go onto the referral list. Usually referral list are when we get an agenda item we make a you know when that referral item comes does it go to financial facility does it go to the whole does it go to curriculum it gets put then at that point on the referral list so it's like
071a tracking device for us >> can I say the last one Sam is already reported out >> the memorial we got a good handle on that So, we're >> I would recommend that. Yes. >> Is it out where it is going? I mean, is the information out to people? >> We we we we contacted the families. No, none of the memorials are being destroyed or anything. Sam is either giving it to the family or we're moving into it to the new middle school. >> Yeah. Andrea, >> this wasn't a a memorial, but it was the tree at Westside that was planted from the uh connect Connecticut charter oak. Is there any word word on that? >> Yeah, we're we're working on it. Uh as they as they demolish the building, we're working around the tree
072and actually Sam is here. You want to talk about that, Sam? >> Yes. Uh there are actually two trees in there, Dr. Arian. There is the charter oak uh um offspring uh which is a tree about 10 inches around. So it's not a small sapling by any stretch of the imagination. It's a very large tree. Uh and in order to get that tree out of there, it's going to take a a very large piece of equipment. So they're knocking down that part of the building and then they will have the contractor come in and determine whether that tree can be moved because of its size. Uh there was also a dogwood near that uh same tree that was um a uh planted in um uh in memorial to uh another another um longtime uh employee
073at the Westside Middle School. So, those two trees are marked to not be uh cut down and they will it'll be determined at a later date by the contractor as to how if we can move them. Hopefully, we'll be able to leave them on the site somewhere. Uh but if not, then we'll uh move them maybe to the central office or somewhere else. Is there is there a way to uh to like to take a branch or something and root it and plant it if we can't save them? >> Um I I spent quite a bit of time um on my hands and knees looking for an acorn from that tree and and I think the damn squirrel and uh chipmunks got every every acorn that was on the ground there. I could not find
074one. I spent an hour and a half looking around for an acorn. I couldn't find one, but um >> how from my yard, >> sorry. >> And and and the rest of the memorials um that aren't going back to the uh family. Actually, the financing or the facilities committee will or the board will make that determination as to where they go because there have been a couple of suggestions as where those other memorials might go. >> So then it needs to >> Well, they won't the point is they won't be destroyed. We'll continue to come back. All right. >> I'm waiting for Dr. >> A. Oh, sorry. >> We have another agenda item which is >> Oh, sorry. >> Which is Are there agenda items that we want to add? Well, I I don't know
075if you need to add them, but I fully intend to make uh a report on the distance learning. Susan's group has done a terrific job on all the curriculum. And the next thing that we need to do is explain to everyone uh how we're actually going to conduct this uh hybrid learning which is really essentially a blending of distance learning for all of the children at least part of the week. Is it time? >> Is there agenda? >> Well, then >> I think it is >> motion to adjurnn. >> Do I have a second? >> Second. >> I have direction. All those in favor, please say I. >> I. >> Oppose. Abstain. Motion has carried. >> Oh, everyone. Good going. >> We see each other tomorrow. >> I'll send you a text.