001(coughing) Hello everyone, no one's saying anything. I'm eating my carrots, so I was on mute for a moment (laughing) Okay, do we have everyone I'm looking to see? Stacey's here, we're just waiting for, looks like Dan and Gayle I think, so let's give one more moment. I'm here. I'm here too. Oh, good. For whatever reason, mine's not showing all these people. Okay. Okay, open session. A call to order at 7:02. Or seven, yeah, 7:02. A roll call, please. I am switching back to my document? Okay, got it. I think we're just going to Zoom also. (muffled speaking) I'm here. Ms. Meyer? Mr. Perlman. Here. Mr. Struck. Here. Ms. Byck. Here. Ms. Shapira. Here, yes, please. Okay, we're moving on to our approval for our regular board-meeting agenda. Is there a motion to approve the agenda?
002It's a move. Is there a second? Second. A roll call, please. Ms. Dorothy. Oh, aye. Ms. Meyer. Mr. Perlman. [Perlman Aye. Mr. Struck. Aye. Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Shapira. Yes, please. Motion carries. Okay, reports. First one is me. The president's report for this meeting. Pardon me, I just lost my earbud. It was a busy couple of weeks. I think every committee we have, has met in the last few weeks. So, I thank all of you, for all of your time and things like that, giving to everything and trying to get things going, I know it was really busy, particularly for a number for board members who sit on more than one committee. So, I thank you all for doing that. And just to make our board member life a little busier, Gayle
003Byck is gonna be sitting on the renaming committee for Mitchell park. So, she will be our representative. Onto that, she's just the liaison on that committee. So, thank you Gayle, for agreeing to do that one. Wanna thank Mirah, my director of equity. And pardon my puppy in the background. Mirah starting to do all of our board equity training, it was amazing and I know we're gonna keep working with Mirah. But thank you Mirah, for doing all of that with all of us and getting us going, we're thinking of things a little differently. And once again, pardon for my puppy. So, that is where we are at. We really don't have a lot else, from the president's report. So, I'm going to move on because we wanna get to the meat of some of these other
004reports, they're far more important than mine. Our facilities committee meeting, please. So, I'm actually have facility and then policy. So, I'll do them back to back unless people have questions or anything. So, I believe everybody's read what Ramina had sent. So, this time we got a copy of the report on what, or the notes, so that you've seen what we talked about. The committee discussed project we've been looking at, the library and auditorium. And I know this is going to be discussion, we thought it was important to bring it forward. And a couple of things that were mentioned in the meeting where the district priorities have not changed. And that if we decide to move forward with the design phase, we would not need to approve actual project spending and going forward with the actual
005project until the spring. We also asked to see if there were any projects that would make sense as adjacent projects due to efficiency, if in fact, we do go forward with some of these. And just so everybody knows we had already approved a design and that previous design would be used by the new architectural firm as a reference tool. We also discussed whether or not we should the master facility plan, just so people have a little more information, this would be a four to six month project. And although specific costs couldn't be determined until we decided the scope of this, the architecture had said that it would be less than six figures. And then a couple of other things are important as we discussed doing an RFQ for construction manager and Brian may or may
006not wanna talk more about this, I think it's on the agenda. We'd not identified any issues with our current construction firm. They've been doing a great job during COVID, there were not specific things that we were calling out, but we're just always looking to improve and watch to make sure that we're on the right path having done a lot of other things with our facilities. So, this is just one more step in the process again, if we decided to go forward with it, but that was part of the discussion in our committee. And then lastly, the pictures of the cafeteria nurses station were included. Both look really good, the final layout of furniture of the cafeteria is obviously dependent on how we're going forward from here, in terms of bringing students back. That was it
007on facilities. And again, I think there are number of things on the agenda. So, unless somebody has a question about things that aren't on the agenda, I just have one little thing to add about policy. I'll take silence as nothing. Policy is our next report. So, go ahead and sit your chair that. Right. The only thing I wanted people to be aware of, was that Mirah Anti, was included in the discussion on policy, she's not always part of it, but because a lot of it seemed to touch in the equity world, we wanted to make sure we had a perspective. So, I just wanted to make sure everybody was aware of that. That's it. Very good. Am I next? Yes, I'm sorry, I was on mute. Oh no that's okay. The HR committee is next,
008thank you. Okay, great. Well, one of the very important things that we did in the HR committee, was we set a schedule or a regularly scheduled (laughing) for regular for meetings for the year just to kind of get us on a regular rotation, which I think is really gonna be really helpful when we performed the committee, we didn't know how often it was gonna meet or what the sort of needs were gonna be as we've been doing it kind of ad hoc. But now we've got a regular, that they're gonna be third. The third Wilson's policy took the first Monday, we took the third Monday. So, we've got the third Monday in the evening seven o'clock, it's gonna be the HR regular HR committee meeting time, so that for those of you who want additional
009things to do on Monday nights, that's where we're gonna bee meeting. We also further in our discussion from the prior HR committee meeting about the support that Karen has been looking for and gave us a report about that the prior meeting for the communications department. And just kind of looking a little bit deeper into trying to find support from within the district before figuring out if we need to go outside the district. But nothing has really been decided yet, we were just really furthering the discussion there. The next thing was the HR committee is putting forth a recommendation to hire an interim assistant athletic director for Deerfield High School. We have currently one interim athletic director at Deerfield High School. Last school year we had two, this year we have one and then we have
010our regular assistant athletic director. But we went through a really good discussion and came up with a recommendation that instead of adding, because the athletic department of Deerfield does need some more support. And we decided that instead of bringing in a second interim athletic director, that it would be the better recommendation and the better route would be to get some more support. Get an interim assistant and to be able to allow our current interim athletic director to not feel as spread out that field is spread so thin and also have more time to work with our current assistant and have some more continuity and consistency. The next thing we talked about, is a lot of you know I know. And again, this is not something we're discussing right now, this is just something that the
011HR and there's nothing for the board to vote on or anything, as this is just a topic that came up, something that we have previously waited till probably at the wrong time in the spring when we have a lot of other things that we usually talk about. So, we've been thinking about this now, when there's nothing necessarily pressing administrator contracts. And we have talked as a board many times as to sort of what makes sense from a perspective of trying to address contract renewals on again, with continuity and consistency. Something that's been a topic at least as long as I've been on the board. And I know for Stacy, for example, probably as long as she's been on the board and longer. So, I think all of you guys maybe may have seen some of
012the notes that's in your packet from the meeting about the different proposed options as to how to handle contracts as they come in. And the HR committee decided to, we sort of recommended, supported the option where administrative contracts would be renewed. So, if the contract is a three-year contract on the second year of a three-year contract that contracts are gonna be renewed for one year kind of on a rolling basis and that's how. I hope I'm getting that right (laughing) But that was the recommendation from the administration, for Bruce and from the administration as to how they would want to handle it. Am I getting that right? I think you are, I was just reading through my things, I think we have it right, but-- That seemed to be the preferred method moving forward and
013that was what the HR committee said that we would recommend. Again, there's nothing to vote on or discuss or debate about at this moment, but it was something to talk about. They wanted to sort of start planning for when renewals come up or when the new contracts, if and when new contracts come to the board. So, that's the HR committee report from this past week. And we are scheduled to meet again on, to start the new schedule actually this month, even though that will mean we will have met twice this month. But so, our next meeting is on the 21st. We just really like meeting (laughing) Yap- Go on Ken. That's all. You covered it well, thanks. Yeah, absolutely. And once a month, it's just not enough for us. I Just wanted to thank you
014so much, guys for all of your in depth reports, I'm really liking it. I think we're all liking kind of the new way we're doing it, it's giving summaries. So, before we come into meetings, we can get a little bit of a summary. Board-member questions about reports, we'll still have opportunities to be about different committees, particularly like in policy, et cetera, when we review the policies. And we can talk more about board-member questions, how we wanna get those to our committee chairman's, I think that we can get them directly to our committee chairman's. At times, but we will, I'm sorry, to get them to the committee chairman's, but we will talk more about that later. But I think it's really important that we have our questions 'cause I know many, just because you don't sit
015on a committee doesn't mean that you don't have questions for that committee. And there's a time and a place for those 'cause we need to get some of those answers sometimes. So, thank you all for all of your work, thank you for trusting the work. And now I'm giving it on over to Bruce. All right. Dr. Law for your superintendent report. Thank you so much. So, we have with us tonight, Dr. Karen Pearson, she's an epidemiologist. She has been very active in and helping put this report together. I would like to tee this up, take one step back. We don't have in the U.S., a national strategy for schools. At the national level, we've been told it's up to the States. I don't know about other States. In the state of Illinois, we've been told
016districts need to figure this out. And so, that's how we got here. We're trying to figure this out. And the because it's been pushed around like this and there was nothing coming to us from the state saying, here are the metrics, here's how to think about it, here's how you should be deciding. And in some districts, it certainly has become a political issue. And one of the intentions here, is to try to have a way of thinking about this, that is, that is based on science and research and is not political. Dr. Peterson can help us with that. But just to think about this, here's the task we had. We had to come up with what public health data are we going to monitor? What is the catchment area for that we will be using
017for collecting data? By the way, I learned that word in this catchment area, I would just think of it as geography, but this is the term, the catchment area. What are the trends in how to judge those? And then most importantly, how do we map our operational decisions onto what we are seeing in our metrics report? So, this document, that you have in front of you, is an attempt to do all that. I wanna thank the pandemic metrics taskforce. We had two board members from the backgrounds in public health with us, Dr. Peterson, a pediatrician and someone who's on, the governors of Coronavirus Taskforce. So, we had really good representation. I would like to thank them. But this report is one we needed to bring to the board today, because to have this discussion, 'cause
018we said in July that October 20th would be the earliest that we could be onsite for a hybrid rotation. And so, that is just a little over a month away. September 14th is the day that we will be having that discussion with the board, because it's going to take us at least a month to ramp up. So, this is very timely, I don't know if the board would just like to jump in with questions, or Dr. Peterson, would you like to highlight some parts of this that might be helpful to start us off. Sure, I'd be very happy to. And you for including me in this. And I wanna just first off, say how much I appreciated the task force's willingness to focus on the science and their commitment to look at the best science
019in order to make decisions, really good decisions that affect the population in District 113. So, thank you to all of you. In thinking about this to Dr. Law's point, we don't have a set of metrics that has been handed down from either the CDC or the state that says do this and then here's how you can handle your operations. We do, however, have some very clear metrics that are used across populations. So, at the state level, as well as the federal level, that help us monitor the transmission of COVID. And that is what is most critical. Are these metrics things that have been recognized, measures that have been recognized by our very best scientists? And the other piece of it is, are these metrics that we can access frequently? Because as you all know, if
020you've paid any attention and I'm sure you've all paid quite a lot of attention to this, COVID transmission moves up and down and up and down. And it looks like things are going really well and then it's not going really well. And it depends on hotspot, it depends on, regions, it depends on even more local than regions, states, counties, et cetera. And so, we need to be able to track these metrics easily and readily. So, based in science, recognized across authority, such as CDC, the Harvard Global Health Institute, Johns Hopkins and our State Health Department, as recognized meaningful metrics for transmission. And so, to that point, we have selected four metrics. The first being weekly new case rate. So, this is the rate of transmission and basically it's calculated by summing up the case County
021over a period of seven days, dividing it by the County population in order to get the rate per 100,000. And this is basically a rate that allows us to understand the pace of transmission, how quickly the virus is moving through accounting. So, it's probably the most important metric of the four metrics that we'll talk about. It's what you hear a lot about in terms of what CDC is quoting, what Harvard's quoting, what Hopkins is quoting. The second and the third metrics are designed expressly for schools and schools and administrations to follow. These are the weekly new-count case increases and then the weekly count of new-youth case increases. And so, what this is, is looking at changes over a two-week period to determine, are we at an increasing trend, a decreasing trend, or are we holding
022steady? I will also say that each one of these metrics has a ranking, if you will, of minimal transmission, moderate transmission and substantial transmission. So, the third metric that we are proposing is the weekly count of new-youth cases. It's very similar to the weekly count of new cases within a County. It's just that they're stratified by age group. So, it's looking at young people, which is why it's useful for a school district. And then of course-- Can I ask, what is that number? What's that age that when we say youth, when does that number, what's the age-- - Under 20 years of age. Thank you. You're welcome. And then the fourth metric is something you're probably all familiar with and that is the test positivity. And so, what this is, it's the County tests, the
023positive tests over a seven-day period. And again, it's summed because it's a rate over the seven days, over the total number of tests for that same period of time. And this gives us the percentage of positive tests. Which is also pretty important in terms of looking at, are we getting worse? So, coupled with that first incidence measure, are we getting worse? Are we holding steady? Or are we improving? And so, just as I said, all of these metrics have a measure associated with them of minimal transmission, moderate transmission and substantial transmission. And underneath each metric, you see what determines the minimal, moderate or substantial transmission rate. And again, this has been identified both by the Illinois Department of Public Health, as well as CDC. So, at that point, I'm gonna open it to questions before
024I go on to talk about the catchment area. Are there any questions at this point? I Just ask one question about the metrics. And I know these STEM from what we're looking at nationally and statewide and so on, but I wonder whether those numbers in a sense are reliable since our country hasn't done well with this. How do compare, if you have knowledge of this area to countries that are showing good success in dealing with the COVID virus? Are they have the same kinds of numbers they were? So, I think what you're talking about is sort of the threshold numbers. Yeah, in other words, minimal, moderate and all of a sudden my screen has blackened I can't see-- And substantial (laughing) Substantial. Are those levels as we've defined them for these four different metrics, similar
025to what they're using in countries where they've been successful or are they setting different bars? So, I will just back up and tell you that my work internationally, is in Senegal. So, not in the E.U. (laughing) And so, I have a whole different metric there. I would say that different countries are gonna handle things differently. But the less than 50 cases per 100,000 metric, which is considered minimal case count, is based on what Harvard Global Health Institute, Johns Hopkins and CDC have compiled. And those are based on what's been discussed worldwide. So, I can't speak for sure to say that the E.U. is using exactly the same numbers. But I would imagine that it's pretty darn close just because I know how these have been constructed. It's a great question. Okay, thank you. Can I
026ask a question when it comes to positivity and tests? Mm-hmm. So, if I take my child to the pediatrician and they get a test there, does the pediatrician report that to someone? Is it my risk? How does that work? Yeah, that's a really great question. And I don't know if we have Dr. task force's on here. But I know that theoretically, a positive COVID test, like a number of other health conditions, are what we call reportable conditions. It means that providers are required to report them to the State Health Department, possibly even more of a local, like a County Health Department. And that's a requirement now in practice. How is that handled? I'm not sure. I don't know if it would be the provider themselves that are doing the reporting or the lab itself that's
027doing the reporting. I'll just jump in real quick. Theoretically, they are required to report. Yeah, the lab is required to report to the Public Health Department. The lab then reports the results to the pediatrician, who is required to report that information back to the patient. In this case, it would be the parent of the patient and talk about the medical steps that you would do. Great, thanks Dr. Fishbain. And that's useful to think that it's the lab itself that's doing the reporting because it's a more of a consistent approach versus different providers. And this is great, but my question is this uses data that we're getting from people who are being tested. And so, I guess one of my questions as I know that (muffled speaking) says they've developed the saliva test. I don't know
028if it would be a parallel path, a completely separate thing. But do you see any movement forward to people doing their own testing, like having enough wherewithal at a low enough price that in theory, like some colleges are doing, that we would do our own testing on a regular basis and therefore if you're positive, you wouldn't come to school? Well, so, a little bit on the saliva test. So, the saliva test is a pool test. And so, what that says, is we take a sample in the case of my own institution, we take a sample of students and run that. And when we have a positive, we then have to go back to that sample and have the Swab Test. And so, it's a two-step process. And there's a lot that can happen, I'm not
029saying it's a bad thing, but there's a lot that can happen in between, so that within the pool, you can have a negative pool and at some point, because we know, especially when we're talking of young people at college level, as we're reading about, just every single day college is closing down. There's movement. And so, you could have a saliva pool that's negative and then the individuals within that pool could become positive. So, test positivity is important because it helps us understand at a larger level, geographic level, the pace of transmission. But it is also subject to the denominator. So, if we have a significant number of people being tested, so, our denominator's really large and we have a stable numerator that is the same number who are positive versus another situation in which we
030have a very small number of people being tested, but that numerator holds steady, what we'll see is a vastly different positivity rate deck to the testing. And so, it is important and it's important to monitor and as we get better at testing, the positivity itself becomes a better measure of transmission. And certainly, it's a better measure of transmission than it was at the start. But we still don't have enough testing going on, we still don't have as rapid as we need, rapid result testing. So, I think it's test positivity and then weekly count of new cases and new youth increases. These are important metrics to combine. If you were to hold my feet to the fire and say, you have a choice of one metric, what would it be? Which is not what I'm arguing
031for. But I would say that the most important metric here, is the incidents. It's of little bit heavier weighted than the other three. But taken together, they give us a very full picture of what's going on in the county. So, if there are no more questions, I'll move on to talk about the catchment area. So, the other piece of it is that the metrics are as I said, they're defined as minimal transmission, moderate transmission and substantial transmission. And the state actually, the website color codes them for us, which is awfully handy. Okay, so, the catchment area is the area in which, it extends beyond the district's borders. And that's because in addition to having students moving and students and their families moving back and forth between counties, you have faculty and staff who reside in
032different counties. So, the recommendation of IDPH with respect to school districts, is that you monitor neighboring counties. To that end, we consider Lake, Cook and McHenry counties, the neighboring counties that form the catchment area for the district. Which means we're going to monitor, in addition to these four metrics, we're gonna be monitoring them for each of those three counties. Oops! My data simulation just stopped. Okay. So, that's the catchment area. I don't know if you have any questions on that before I move on? I do if you don't mind. Absolutely not. When I think of when the governor started to divide up Cook County, are we gonna be looking at all of Cook County or are we gonna be looking only, knowing that we border our district borders with Cook County, we only been looking
033at Northern Cook County, we've got the city, where will we be? What would your recommendation? And can we separate that out? Well, it's such a great question. Because there's a reason for separating out Northern Cook County from the rest of cook County. But as I said at the top of this discussion, what's really important in addition to the having metrics that are based in rooted in the best science possible, is accessible data, data that you can look at on a weekly basis. Unfortunately at the moment, IDPH does not report Northern Cook County versus all of Cook County. So, as important as that would be to be able to separate it, we can't at this point. And so, what you'll see in the example if Dr. Law decides to show that, I think it's at the
034bottom of this page, is that it does incorporate all of Cook County. Now, if we think about movement though, into Cook County, certainly, we have students, faculty and staff, probably more likely, especially if you talk about school activities. So, the sports, for example, the conference, at least in the initial stages of a season is moving mostly within Northern Cook County. But if you think about movement on the part of families, faculty and staff, there's a lot of movement in the city as well. So, it's not altogether problematic to be thinking about all of Cook County. Thank you. Sure. Dr. Law, do you mind just scrolling up just a tiny bit so I can see, actually I can look on here. Okay. So, okay, so, the next, I'm gonna look on this one. The next, so,
035we've talked about the catchment area. And the next thing that we wanna talk about and present, is the addition of the operational approach. And so, I just want to orient you to table one. What we have here is what we call, at the top row, the community transmission status. This is the minimal, moderate and substantial. And then looking at the far left column, we have each of these four metrics. So, cases per 100,000, we have 100,000 County residents, in the minimal phase, we're looking at 50 or fewer cases per 100,000. The moderate stage, phase rather, we're looking at 50 or more to to a 100 to fewer cases. So, that range there. And then substantial transmission in terms of incidents, is greater than 100 cases per 100,000. And that's that rolling seven-day case incidents. The
036next metric, weekly count of new cases. This is, what you'll get as a raw number, but the state IDPH, will actually code it as minimal, moderate and substantial based on whether or not those case numbers have increased by between greater than 5% or 10% or less. That would indicate minimal transmission with that particular metric. Moderate, it would be a two-week case increase of new cases, exceeding 10%, but 20% or lower. And then a substantial weekly kind of new case would be a percentage increase that's greater than 20%. The same pattern holds when we look at the third metric, which is the weekly count of new-youth cases. So again, you'll get a raw number, but the assignment of minimal, moderate or substantial transmission, is based on whether or not we're seeing these particular increases over a
037two-week period. And then finally, the fourth metric is that test positivity rate by County. So, when we have 5% or fewer positive tests, positive test rate, we think about that as a minimal transmission. Test positivity of 5% to 8% is moderate and test positivity of a percent greater than 8% is considered substantial. So, in order to assign an overall community transmission status for a given week, we look at these four metrics together. And I'll talk with you about some scenarios in a moment. But what Dr. Law and the task task force has assigned, are particular operational approaches. And I think it makes sense for me to turn this back to you, Dr. Law. I'll continue on with the example, but perhaps you wanna talk about the operational approach. Sure. So, as I said, one of
038the things you have to do, is you have to try to map our operational approach onto what we're seeing in the data. And because we have, until we are back to normal and everything is we're on onsite, we're in phase five and we're back to normal, we know that we're either going to be on onsite with services or we're going to be a remote, or we're going to be onsite with a lot more students in an onsite rotation, one of those three. So, those operational approaches map pretty well onto these levels of community transmission. As you can see, if we were a minimal transmission and we need to talk about what that looks like in the consistency that we'd wanna see to be able to make that transition, that's when we say we could be
039onsite and meet services still providing those, but also transitioned to an onsite rotation. If we're in a moderate level of community transmission, then instruction is remote, but we are all able to be onsite and provide services onsite. Substantial level of transmission, that means we are not onsite at all and all instruction is remote. So, thought of it in this way, minimal, moderate and substantial, the way we are approaching this onsite rotation, onsite services with instruction being remote and then all structured being remote and no onsite services, it maps very neatly onto minimal moderate and substantial. We still have to talk about, I think the status of the metrics we're seeing over time in order to make these transitions. One thing I did wanna mention as we were working through this, I think that because these
040transitions in our operational approach are so important, we think that not only should we be seeing it in the Public Health Data, we should also be consulting with Lake County Health Department before we say, it looks to us like we could change our operational approach. Because these are big decisions, they're going to be disruptive as we found out last spring, when we went from everybody on site and everything fine, to everything being remote, it was hugely disruptive. So, we're trying to avoid that but at the same time, we do wanna be onsite as much as we can and as long as we can do so safely. Okay. So, to continue on, what are some of the ways in which these will be looked at? So, the recommendation is to look at, from IDPH, is to
041look at four-week periods of time. And so, the four-week trend would be assessed and we would consider the following. Looking at consistency in community transmission. That is each week and each county, has consistent community transmission of moderate, minimal or substantial. And assuming that there are no changes in a weekly transmission status. That is a movement from moderate to substantial, or a movement from moderate to minimal and no differences between the three counties. The district would then consider the prevailing transmission status in making any changes in operations. And I think this will be clear when we actually show you the data, these data. And if you have a situation though, where your community transmission status varies by county, not so much by, right. So, if you have variation by county, the decision has been made that
042it makes sense to consider the prevailing counties, as Lake and Cook. I believe Dr. Law, you had your staff did looked at where your folks were coming from and most of them were living in, that is faculty and staff, living in Lake and Cook counties versus McHenry. That's correct. And we've got in a, I don't know if the board wants to see this, there is a document that Ron could display, it's called Appendix A, that will append to this final report. And it shows there was a heat map and also his account of where people live. And so, to the earlier question about dividing up Cook, we have a lot of staff who live in the city. So, that's why it makes sense to, yeah, Ron, it's a separate document. Sorry. That makes a lot
043of sense to include all of Cook County. So, for that reason. Because Ron did geocode where we're all our staff lives, so, we also have a picture of that. Right? So, these bullet points are sort of a decision tree, if you will. And then the other piece of it is, if in order to to consider a transition to a less restrictive operational approach, the decision here, is that the community depends mission status, that is minimal, moderate, substantial, must be consistent over a minimum of two four-week time periods. Now, we would be wonderful if we would get some guidance from on high that said, if you have a consistent pattern over X number of weeks, you're good to go. But if we've learned nothing since this pandemic began, is that we can't make those claims. Just
044when we think we've turned a corner, we see we've turned a corner and hit a wall. So, at this point, it seems prudent to consider a minimum of two week, rather a minimum of two four-week time periods or eight weeks, in order to consider a shift in approach. So, if consistency has been shown over this eight-week period, then we might consider making a shift. But to Dr. Law's point, that would then be in consultation with the Lake County Health Department. Which I think is a prudent approach. So, I think hopefully this will be clear when we talk about the data. So, what we have here, if you don't mind pulling up the four weeks of data. Okay, so, we might have to scroll through. So, this is actual data. These are the most current weeks
045that IDPH produces. So, it's looking at calendar week 33, which ran from August 9th to August 15. Calendar week 34, 8th August, 16th to the 22nd. Week 35 and the 23rd. So, the 29th and week 36, which is the 30th of August through the 5th of September. And so, looking at these data, what we see here is that there's been a fair amount of consistency across the counties and across time, such that we can say that in, Bruce, do you mind scrolling up to the first week? We could somehow see the whole thing. What we can see here, is there's consistency across counties and across this, in this particular week. That's perfect, thank you. What we have in the second week of our four-week period, is a jump in Cook County, such that while Lake
046County transmission was considered moderate, McHenry County was considered moderate because the incidents, case incidents within Cook County was climbing and was significantly higher than it had been and was broaching that greater than 100 or surpassing the greater than 100 per 100,000 cases, it moved into the red zone. Now, as I mentioned to you, we have these four metrics which are really not equally weighted. What caused Cook County as an overall transmission status, to move from substantial despite the fact that the other metrics were either in the minimal or the orange, was the fact that case incidents had climbed so much. So, for this particular week, Cook County was in a substantial transmission mode. But when we move into week 35, we see again, consistency across Lake County for these three periods up to this point.
047And we see a drop now back to a moderate transmission state in Cook County. Barely because remember, substantial is greater than 100 cases. But what happened here in McHenry, is we had a change here in one of the metrics. This is that weekly count of new-youth cases, it moved into the substantial zone. Now, recall that I said that although you get a report that gives you raw numbers of cases, what determines whether you're in the minimal, moderate or substantial is the increase, this percentage increase over a two-week time. So what McHenry County saw with the weekly count of new-youth cases over a two-week time, is a climb in excess of 10%, which caused that particular metric to move into the red zone. But importantly, because the case incidents, that is cases per 100,000 residents was
048moderate. That enabled McHenry to be considered still in a moderate transmission zone. Or still in a moderate transmission status. And so, the final week in this example, which was the 36th calendar week of the year, August 30th through September 5th, we see again, consistency in Lake County, a moderate transmission status, another movement in the Cook County data. Where we reach a threshold above the 100 cases per 100,000 in our case incident, which allows us to consider Cook County back in the substantial transmission status. And then McHenry County has dropped back down into a moderate status. So, what does this tell us? What decision do we make at this point? Looking at all these data, it tells us a couple of things. One, we see movement. Even within these zones of moderate, minimal and substantial, we
049see some changes in our total cases. And what we also see here, is that for the most part, we can conclude that this catchment area is in moderate transmission state. And you can feel good about considering it a moderate versus substantial, certainly, you wouldn't consider it a minimal state. And if, for example, you were to see this pattern over two time periods, that is two four-week time periods, you would conclude that you're still in a moderate transmission status and the operational approach that has been determined, would hold steady. So, the point of showing you this example, is to demonstrate how these metrics will be used Dr. Law's staff to monitor transmission over the catchment area. And so, at this point, I would ask if there are any questions. I wanna make sure I understand the
050numbers correctly that I'm looking at, because I'm looking at a few lines that just aren't making sense to me. If we look at, for instance, week 33 in week 34 on the new youth cases online, the number's identical. Does that mean that there were no new cases or that the number of new cases each of those weeks, just happened to be exactly the same in all three counties? Yeah. I think those are hard to believe, I almost wonder if it's a typo on the chart. It's not. So, okay, that's such a great question. So, recall these two metrics. Are you able to see my cursor? Probably not. No. Okay. So, the weekly count of new cases, the IDPH presents the raw numbers and but the designation of minimal moderate and substantial, is based on a
051percentage increase over a two-week period. Now, I too, had that same question when I looked at these data, when I was pulling them off IDPH. And the conclusion that I had with respect to these weeks. So, week 33 and week 34, the fact that they're exactly the same numbers, is that the metric was just getting in place. And I suspect that there was no good counting going on here. Okay. So, related to that question then, if we go over the next two weeks, as for instance, looking at Cook County on the new youth cases line, looking at week 34 to week 35, it increases from three 47 to four 64. And I'm thinking, well, that's an increase in new cases of approximately, let's see it's a little over 100 new cases. So, that's a little
052over 33% rise in new cases and yet we've called it a minimal increase. And then from 464 to 566 the next week, well, that's another 25% increase. And I'm thinking, no that's quite 25 increase in that. So, I'm confused where the number is-- Right. Yeah. How we're coming up with the percentage here that's minimal. Yeah. So, that's such a great question. Yeah, one thing that that the state doesn't talk about, is what two-week period they're looking at. But you're right, you make a really good point. And again, that's why if I had to rank the weight of each one of these metrics, I would weight it heavily towards cases per 100 county residents. We know that that's been a metric that's used worldwide. Again, whether it's 50, whether it's 60, whether it's 40, maybe varies
053across the world. But that is a really tried and true measure of transmission. Test positivity is also would be my next choice. But in helping design metrics expressly for school administrations, the IDPH suggests these two additional metrics. What they don't tell us in our methodology, is which particular two weeks. But you're right. If we were to say, okay, are they counting, are they comparing week 32 and week 33 to get this minimal? Are they comparing the combination of week 33 and 34 to get week 35? We don't know. Because they don't tell us which weeks, they just tell us that they're looking at two weeks. Okay. So, that makes it challenging to actually replicate that percentage increase. But that said, I feel pretty confident in how IDPH is looking at this, so that the designation,
054I would feel more confident in looking at their minimal, moderate, substantial designation. Then I'm looking at trying to figure out which weeks they're looking at, if that makes sense. So, not trying to redo their calculations, but just trust that they labeled it correctly in the end. Yeah. Okay. Yep. And also knowing that we are not only looking at, that's the other benefit of looking at multiple metrics, is that you can create a consistent picture. Because you're not relying on a single metric. Great, then I guess I had a quick question and this is definitely more the big picture from 30,000-feet message for people to take home. Looking at this combination of metrics and the looking at them over the basis than of four weeks stretches, it's safe to tell people that the absolute earliest that
055there would be an onsite rotation of classes. And that would be assuming that all of a sudden, we all went to minimal community transmission which we're not at, would be in mid to late November. And can I follow up on that? I've been a little confused about-- -Well, wait, can we get an answer to that one? I wanna make sure that we're all hearing that correctly-- Wait, but my question is along those lines. We're talking about two four-week period. So, the eight weeks that Dan referenced. But I'm gonna just say that I thought we had talked about just four weeks, not eight weeks. So, I don't know where the eight weeks came from. Yeah, so, I can answer the question about the decision to think about minimally two four-week periods, (muffled speaking) time frame that
056can say, if you see this, that action. Just really unfortunate. And so, absent any sort of authoritative and looking, whether we're talking about what's going on at the national level, what's going on internationally. Nobody's willing to make a line in the sand to say, if you see a pattern over six weeks, you can be assured that this is going to stick. And so, in talking about this, I, as an epidemiologist, would consider it risky to only look at a four. It's important to report two up to the board and I think that you as a board, need to hear what's going on in these four-week periods. But in terms of making a decision to change, I would just be concerned about anything less than an eight-week chunk. And if you were to have, this is
057where we have to all pivot, which is really unfortunate. But if you were to have your next four weeks where you've got a situation that is a lot less stable than this, where you've got maybe, substantial, substantial, moderate, moderate, substantial, substantial, moderate, moderate, substantial, like a lot more variation, then I would say, eight weeks is probably not enough to make a decision because you don't have a stable trend. And it seems to me in making any operational decision, I'm not an educator, but any operational decision, whether it's to open a school, whether it's to open a factory, whatever, it seems like you want some stability. Oh, no. So, Am I hearing, okay. We've had so many false turn the corners that makes sense to have a length (indistinct) of wider trend than simply two weeks
058or four weeks. Yeah. So, Am I hearing you correctly that essentially you would say, if suddenly we saw more volatility in this, more variation that then you would say, it's time to kind of hit a reset button and start over in the most simple terms. Well, I would say that-- I'm sorry, in terms of what we're looking at, if we see, as you said, now, we're looking at inconsistency within our weeks. I would say that if you you've said a line in the sand that says, we're gonna look at two four-week period. So, eight weeks. If you start to see tremendous volatility, then, and it doesn't necessarily have to be that it's, everything's moving to substantial, but you have a lot more periods. Basically, you have 12 data points here. If you have just up
059and down and up and down, it would suggest to me that you want a third four-week period to see whether or not things stabilize. Obviously, if things are all going into the red, then you need to put the brakes on it and that's a whole other situation. But I'm just saying you have to be willing, I think, to consider this minimum of two periods that might extend to three, if you've got volatility. So. And then Okay, go ahead, I'm sorry, whoever's going in. So, I'm gonna kind of play devil's advocate here a little bit. So, if there's a lot of volatility, I totally get that. To me, that would mean we don't really know what's going on and we shouldn't be going forward with anything. If we see what seems to be very stable and
060then we see minimal for four weeks, I guess the question is once again, with everything else, there's kind of a little bit of a risk profile because we we can get this data weekly. So, the question for me would be to ask the administration, if we were feeling comfortable going forward, because we've been minimal for four weeks, knowing that if two weeks in, we started seeing things the other way, we could put the brake on it and go back. That might be more destructive than it's worth. But it still could be the possibility in my mind, of going, for example, hybrid and not risking anybody's health. Because again, in theory, I thought you had two weeks of, most times people you're told is two weeks of quarantine. So, if in theory, there were two or
061even four weeks where it was really minimal, I would feel like that suggested that for the moment, knowing it's a moment of time we're doing pretty well. So, if there was a way to be able to pull back quickly, if you needed to, meaning you would gone hybrid but now I need to go remote, you could do that safely. So, to me, it's more about what you said, is that an administrative discussion or decision about how hard is it on both the staff and the community, to be pulling triggers back and forth, as opposed to it being a safety risk. And so, that, I wanna kind of separate those things. Well, I can speak only to the virus. And you certainly could see a situation where you are now moving to the next phase, you're
062seeing a lot more minimal and sprinkled with some moderate. Which is a movement in which we are hoping we're all gonna get towards. Absolutely, you could have that as well. Yeah. So, I have a couple of questions. So, I assume that IDPH has given any guidance or SBSI, things about how many weeks school districts should be looking at. Correct. Right. And Dr. Law, I'm guessing you're still having those regular calls with the other North Shore High School superintendents. And I'm curious what the other area high schools are looking at in terms of how many weeks they're gonna look at trend data. I can't speak off the top of my head, I know that because we don't have something coming to us from SBI, IDPH saying, here's how you do it. Everyone is trying to figure
063it out on their own. Right. So, the districts I know about, are in very different places. Some districts have different thresholds, some districts have a very small catchment areas, some districts are having very complicated catchment areas. So, we continue to have these conversations and we're trying to line up how we're approaching these things, but we all recognize in our communities, these are very difficult conversations. Everyone wants to be onsite, everyone wants things to be back to normal, we all want this to be the best thing for our students. But at the same time, we know that we're looking at a public health situation that makes it very difficult. So, I can try to pull together what different districts are doing, but I think this is one of the things that we were trying to do
064in 113, is have people who have just a scientific way of looking at it and start off with that if that makes sense and then begin to talk about these things like we're talking about. Should it be four weeks, how does this work operationally? How does this work epidemiologicaly? All those things. So, it's very difficult to start comparing these other districts because there's so many different dynamics in different districts and all that. That part's a challenge, but I can say this, that there's not that much consistency that I've been able to see in any district that, and we share back and forth what we're doing. There is some consistency in that we're trying to look data, we're trying to make recommendations based on those data, but that's about where it ends. So, unfortunately, I don't
065think there's a lot we can do or maybe learn from other districts, except to compare ourselves and see what they're doing and see what can learn from them, but it's challenging. I totally appreciate that. And I appreciate, I was I'm on the committee, so, I know we've only used science and we've been very good about keeping it evidence, as much (laughing) evidence base as there is at this point. But I do think there's value in knowing what other districts are using to determine what their decisions will be. We know that our community will be looking at that and we should at least have a sense of what's what's going on around us and also how other districts are doing once they start bringing students in as well. Well, and yeah, that's a really good point
066because different districts have a different timeframe. I know of one district that says, first semester, we know we're going to be remote. They're not even considering until second semester. I know of another district that is looking at early October to start with an onsite rotation. So, there are-- And those are the two districts I'm thinking of, yes. (laughing) And so, there are different districts at different places and as as they work through that and as we're working through our process, we will continue to learn. But the, I hope I don't sound like I'm complaining, but it is frustrating that we're all trying to figure this out and as opposed to having someone tell us, here's how to think about this. It's incredibly frustrating. You guys know that I'm the committee, I've been saying that constantly,
067is that this should not be a decision that local school districts have to come to on our own. We are not public health experts, we're lucky that we can have an epidemiologist consultant to work with us, we're very lucky that we have that. But school districts are not public health experts and we should not all be making these decisions on our own. Especially where we have center districts making different than high school districts. It's chaos and finding ones on here that has context at the state level, like pass that on (laughing) Because this is not fair to superintendents and school board members and other administrators. Oh, it's completely brutal, Gayle, but I would much rather take a principled cautious approach than try to rush things. I hate to pat, but I will, I'll Pat administration
068on the back. We took our time to come up with an approach for the school year and it wound up for all the districts that jumped out ahead and said, we're going to do this and was confident that this is what's going to happen come September. Lo and behold, everybody wound up doing pretty much what we were very slowly and carefully planning all along. And I think that's the course to stay on. It's not incredibly satisfactory and we have to make some room for kids who need to be in the building. But we. No, thank you. Just leave it on the counter. To be careful. I don't (muffled speaking) I think we made the right decision. Yeah. I'm just wanting to understand how we're going to be making decisions going forward and where the eight
069weeks comes from versus four weeks or six weeks or 12 weeks or whatever. Oh, yeah, now, that's a question that based on this data, and this approach the earliest we're going into a rotation is sometime in mid November. And that's saying that everything magically turns into minimal transmission (laughing) Right, which I hear at my, but the, right. So, we go out and come to the board in October with another four weeks of data. So, we've got these four weeks, we have another four weeks. And those four weeks look great. I think this is point Dr. Peterson is making and for us operationally, I think that maybe what Stacy was getting at, if it all just goes away starting next week and it's all blue as far as the eye can see for those four weeks.
070And we say, goodness-- A miracle. Then let's let's go, we start ramping up. And it would take a month. On the facility's end, on the instructional end, to mobilize and do this. Then if we start to see changes during the ramp up, now, we're trying to do remote instruction plus services, at the same time, ramping up for an onsite rotation, not knowing for sure, that at the end of that four weeks, that's where we're going to land. From an operational standpoint, hat is a concern. But what ends up happening if you think about it eight weeks, we're almost saying, our transition is going to be on a quarter, we're not gonna transition in the middle of a quarter. I don't know how much sense it makes for us to try to transition onsite. And maybe
071I'm wrong about this. But how much sense it makes to try to transition through an onsite rotation a week before winter break. Those are to me, Bruce, though, that is what I was asking, that's a separate question. There's the scientific database to PD or however you say it, way of looking at it and saying, four weeks, eight weeks, 12 weeks, but there's also the reality of how hard is it to move back and forth, regardless of what we decided. (muffled speaking) Prudent way to do it. And we need to hear that, because again, for me, the ramping up is the hardest part. Unfortunately, we've ramped down a couple of times now, so, we would know how to do that. Now, we'd been in this space, so we could do that. So, that's what I would
072need to hear more of, before I would say, I feel like we need eight weeks, 12 weeks, four weeks, a quarter, whatever it is. So, that, I don't know, I feel like these are separate. That's overlaid that this that's separate. So, first of all, thank you so much Dr. Peterson, I assume she's still live. (muffled speaking) Really helpful and the whole committee, really helpful. Not just for this committee in the school, but just in general, feeling like helping understand the COVID world better and kind of where we are. And yes, very (indistinct) frustration that it is. That there's not great agreement across the board. But I'm very comfortable what's been presented here, but now I just feel like there's the overlay of the operational issues on top of that as to, okay, so, what does
073this mean in terms of how many weeks from a realistic standpoint that you got to a point and said, I am comfortable with these data now, how much time do I need? Or again, how hard is it to be parallel pathing right now? Explain to us why we're not looking at what it's taking while we're still doing this again, very theoretical? But. Well, we do have to start parallel pathing to your point. Because at one day, I don't think it's right around the corner, but one day, we will be making this transition. And so, we do need to start thinking through that and looking at how that would go. And using current IDPH guidance and knowing that that could change. Because it does change as IDPH continues to learn and this situation involves. So, I
074think that there would be a, it would makes sense to me that bringing a report to the board at some point, on what an onsite rotation would look like. We would actually build that out, so that the board could see. Maybe not, I'm not talking about creating students' schedules, I'm not talking about to that extent. Just how that would work, how it would look to be onsite. just so that we've not only thought through it and begun to operationalize it, but also so the board can understand that this is what it would look like. And I feel like we have to do that sooner versus later, to be honest. I would agree with you, Stacey. I think we need to see something. Right. And it is such a, we're putting, believe me I know, we're
075putting more work on people who are working so hard already. And just what I don't want us to do, is that we have this window of opportunity and then the window closes because we didn't have at least, the beginning steps of it in place. I can't begin to thank you enough, Dr. Peterson. You've taught me so much tonight You're welcome. Color coding person. So, thank you (muffled speaking) for color coding. But truly, this puts it in such a, basing our things on fact and science and numbers. And I'm a data person and I believe you look at data when making decisions. And to me, this is good data for us to be looking at. I readily admit it wasn't the data I wanted to see. And I say that openly and honestly, as I think
076many board members would agree. But it's data that we can't ignore. And no one wants to be in the position as we are being asked to be put into. But these are people's lives, whether it be physically, emotionally, intellectually, all of these, these are people's lives. So, yeah. But I thank you because truly what you've presented to us is something that really makes sense. And it puts it very clearly there, at least for me, it gives us a path, in my opinion, very clearly right now. You're very welcome. Bruce, go ahead, I think we're still ion you. Yeah. On the agenda, I wanted to have this conversation. One of the reasons there's no report or nothing even written in public content for G, the operational approach for instruction recommendation. Because I wanted to have this
077conversation with the board first, because I heard recently at the national level, that the U.S. has turned the corner. And we heard that in March, by the way. But I don't see that in our normal (indistinct) that we have turned the corner. Now, I appreciate Dr. Peterson, let me thank you again, because using a metrics based on science and then having recommendations flow from that, I know we all want to be onsite, but I think it's so, I don't think it's correct thinking to determine where you want your recommendation to be and then construct the metrics to justify getting there. I don't think we should do that. And so, based on what we're seeing, our recommendation would be that, as we would continue to be remote plus services for starting a second quarter, we'll continue
078to monitor this. We'll continue to bring this back to the board. But that's our recommendation based on what we're seeing in the data. I guess I would ask one more piece of information that we address that at an upcoming board meeting and or learn about it in an upcoming board meeting, in addition to finding out what other districts are doing, in addition to finding out how hard it is to move back and forth operationally and what the plan looks like to the on ramp to hybrid and being back in person. I'd like to see the detail of how we handle what we do once we're back and that's really the, to me, it's gonna help prepare our community as well as our staff. Our staff needs to get prepared and they know that, they're thinking
079about this every day, I'm guessing. But our community is just sort of waiting for the go gun and not been told what it's gonna look like when we say, okay, you can come back into the building. And what I'd like to see, and for us to communicate, is to communicate what are the rules about wearing masks and social distancing? And how will it work functionally in the hallways and between periods? And so on. And more importantly perhaps, is what are the penalties or what are the, the actions we take, whether they're penalties or just actions, that we need to take when people are choosing not to follow rules, if they're not wearing their mask and it's become a difficult situation? If they're hugging friends regularly to protest or whatever the case may be, what are
080the actions we're gonna take? I've followed the university scene very closely on this and the universities that have been successful have really been very strict about this. That the minute there is something going on, the universities are taking care of those kids and getting them off of campus and dealing with them. And we need to figure out how we make sure our community is ready for what the new normal or at least the temporary normal is going to look like when we're back in person, so that people can think through this and let us know how they feel. And because I think we're gonna hear some protests to whatever rules we make, people will feel one way or the other round. And we need to get people comfortable with what it's gonna look like, so
081that they can prepare themselves mentally for them. And so, that they can get what they need in terms of masks and that kind of thing, I think most people probably have that by now. But we need to get people comfortable with the mindset of what being back at school is likely to look at initially and what the actions we're going to take, so that we aren't fighting with people on a daily basis about actions we need to take when either a student is violating rules or tests positive and what the results are of both of those situations. I'd really like to get that in front of the board, I'd like to get it in front of our community as well, for mindset preparation, I guess, I would call it. Yeah, and Jodi, you make a
082good point. When Jody was talking about sooner or later, we need to be thinking through this and present the board, this is exactly what we need to be showing the board. And in as much detail as we can. And it won't be in the same amount of detail if we were going to implement it, but at least it would be here conceptually, is what it would look like. So, we can have that conversation with the board. And we've done this all along the way, to make sure that we're directionally correct and that we're in step with the board. So, I think that would be, I think that is a really important thing. And then how we handle situations onsite, all the mitigation efforts, we need to do that. I completely agree. Well, and I'm going
083to emphasize again, that kind of the sooner versus later, well, I have no realistic expectation that this is miraculously going to a way. If it did, I would hate to not be ready to go forward because we haven't had details done. So, we really need to have them. And even if they're coming piecemeal through board, when you come up with something, send it out to us, even if it's a full board meeting, but so that we're ready to go when we're ready to go. Agreed, yap, yes (clears throat) And you've done a lot more work on this. A lot of this work has been going. So, you guys are further along than I think you may think. But it becomes a, as Stacey's been saying, you're now starting to have to do almost like the
084tabletop exercise of what the actual implementation is gonna look like. And then from the board standpoint, is what you needed from us. And you need from us approval of resources and approval policy. And so, yeah, I think I know everybody has spent thinking about (laughing) all the work they're doing, but we gotta just gotta keep plowing forward. And following up on what you just said Ken, approval of resources and policy, I think that speaks to the importance of getting these other things in front of us. Because it's very hard as a board to take votes on a policy kinds of things based on our opinions. It's much easier when we've been fully informed about how things are gonna work and we feel comfortable that our district is ready to handle the next steps and that
085kind of thing. When we feel comfortable, I think that's when we're gonna vote to move forward in a particular way with a set of policies that allows us to get back to the next step, the hybrid step, which we assume will be the next step, I hope so. Actually I hope for a normal step, but again, I have not figured out the magic for that yet. Okay. On that note, we are moving on to, if I see where we are correctly, we are going into our hybrid services update. Yes, thank you. So, I know it's listed as two agenda items, but the more we were putting this together, the more it really is, we put it in one slide deck because really, the two things go together. So, Ron, you want to, yeah. So, Dr.
086Law, I sign off now? Oh, yes, thank you. Yeah, Dr. Pearson Caryn, yes, thank you so much. Thank you, Dr, Peterson. Thank you to all of you. Thank you, Caryn. Thank you. You're very welcome. Take care all of you, be well. Stay safe. Have a great night. Stay well. Thank you, bye. Okay, so, Ron, would you. All right, so, this is meant to be just an update of where we are the first, from August 17th until now. Please, if you have questions, stop us. There's a lot more depth we could go into on these areas and we will in the future. But we thought four weeks in and it was probably a pretty good idea to give the board an update on what's happening. First question is, what is our attendance looked like? And our
087attendance looks really good. As you can see, 98.7% and 97.4, Deerfield and Highland park, respectively. And just knowing day 15 enrollment, this is unofficial. The official date is September 3rd, but we have seen a little bit of a drop. About 4.4% overall in the district. And so, will be energy to see what happens September 30th. Also be very interested to see what is happening in other districts as their September 30th enrollment come in as well. Just wanna let the board know that this is what we're seeing as far as our attendance and enrollment. All right. So, you took a, the first of our pulse surveys, we're trying to stay in touch with our students, parents and teachers. So, the idea of a pulse surveys, is taking the pulse, Just getting a quick read on what
088people are thinking. This was the first one. You can see from the purple and the red, that the people who responded, about 50% either agree or strongly agree that, I'm sorry, purple and the blue, sorry, purple and blue. Strongly disagree is red. The purple and the blue, about 50% of people agree or strongly agree that generally, it's going pretty well, their response is positive. So, we're taking that as a good read for our first survey, we'll continue to ask these question. The reason we're asking these questions, is that of course we wanna continue to improve, we're still learning as we go. And so, what our parents and students and teachers, their impressions are very important to us. All right. So, it's normal at the beginning of a school year, that IT experiences and significant uptick
089in activity as people come back and they start turning things on and trying to figure out how things work. This year, it's been 400% increase. And unlike other years where it starts to level off once we get to the school year, it really hasn't done that. You can see some other metrics that we're looking at, 100% increase hotspot, the self-certification check-ins. Now, this the app that IT built, that integrates with our databases that also then integrates with our staff, our key cards, we've had over 10,000 check-ins. So, people are using it and it's it's working well, it works well every time I I've used it. So, people are onsite and they're using the app for the screening, extensive Schoology usage. This is Just as in August 17th. Incredible, 28,000 plus course materials created. We've had
090610,000 logins, 1.27 million views. And mature people are engaging with Schoology. We think that's a wonderful thing. Our teachers have been working really hard to make Schoology the place where curriculum lives in. And as you can see, our students have been accessing it. 1.9 million emails. That that's a lot of email. We've created 307,000 Google Drive files. So, trying to have all the support we need for this, we've created temporary desk help, we have weekend hours, in-person technology support. I'll talk more about that a little bit later. All that has been part of IT. And another opportunity to thank IT. We expect IT to work like the lights work and the waterworks, like any other utility, our IT department is outstanding and we need them more than more than ever. So, thanks to all of
091them for all the work that they're doing. Bruce, do you want us to ask the questions at the end or as we go through as we go through? Oh, please, yes as we go through, yeah. Okay, so, before we go off IT, I had already told you this, but I had heard that for some of the seniors, the Chromebooks are having difficulty accessing the Zoom technology. And so, can you talk a little about how we've been addressing that? Yeah, that is slide number, it's going up, I think six or something, 15. Okay. Stacey, you read my mind. Here we go (laughing) But we'll come to that later. Okay. And then, oh, sorry. And then my other question would be when we look at our hotspot usage et cetera, are we making sure that our students
092who are having, 'cause I know another issue we had, was when we have multiple students in a home, and their own personal life, I was not up to par, are we making sure that we're getting people what they need so that they could have multiple kids going? I can answer that basically if-- Thanks Frank. No problem. Those requests just come to us, we don't, how do I say this? Basically, if we see the need is there, we definitely get them a hotspot. So, what I always tell people is-- That's ll I needed to hear. Yap, okay. Okay. Okay, but wait, I'm gonna put one more question on that now, now, after I said, that's all we need to hear. With that, if we see, and I assume it's part of that group that we have,
093if we see students not logging in, not being in attendance, do we reach out to make sure it's not a connectivity slash hotpot issue? Yes. As I see Debbie and Mirah nodding their head vigorously, yes we do. Perfect, thank you. Okay. I just want you to know, we have deans and tech going out to kids' homes into the neighborhoods, to really trying to make personal contact beyond just a phone call or an email. So, we really are doing that legwork to serve our kids. And that's what I wanted to make sure. Because if we're relying on our kids to do the outreach, that's not gonna happen, we need to be reaching out to them. So, thank you for all of you for people who are doing that to reach out to our kids that we
094are doing. So, thank you. Right, that was my question too. And that doesn't mean every single kid has been serviced yet. But that is exactly what we are trying to do, I just didn't want to be misleading. Yes, please do ask questions as we're going through this, it would be better to just ask them as we go. Well, again, like we talked about before. So, first of all, also kudos to IT. And Bruce, this is great, you congratulated IT and the Zoom didn't didn't freeze like last time (laughing) But yeah. And Mirah, if, again, back to the board, if there's things that need to come back to us for help to the IT department or help to get to these kids, those are the things we can control. We can't control the other previous conversation
095about the data, but we can control that kind of work. So, I'm glad to hear that it's going on and keep doing it. Okay, we'll be in touch. One of the important things for us this year, is trying to create this safety net that's really close to where students are so they don't have to fall too far before we catch them. And so, we have MTSS positions. I just want the board know that all MTSS positions have been filled. You can see them here. Where we've hired from the outside, that's indicated, if we have someone inside the organization, we've used MTSS, those positions now have been back-filled. So, we're all full, we're all complete on that. All right. So, wanna just start with activities because this is, in addition to all this startup that we've
096done and ramp up, we have been able to offer a lot of activities to our students and they are so important. We'll get to the academics in a moment, but being able to offer opportunities to students to connect with each other and to connect with staff, we know this is important to students' social, emotional wellbeing. And there's another element to this slide to let you know. I don't know if, no, I can't. Ron, you're to click that next slide, I think. Yap, there you go. 77 clubs and activities across both schools. And 46 more starting in the near future. So, this is, I think a very good indication of the opportunities that students have in addition to the academics. It's not that it's a regular school year, not saying that at all. But just the
097idea that we're able to connect students to something that they really enjoy, something that's important to them and other students who also share that interest and then with a staff member who's not their teacher in a lot of cases, very very important. So, when you say 46 more to start in the near future, is that, you know that these have been identified and you're just dotting I's and crossing Ts and they're starting the next couple of weeks, or these are like on the docket for some period of time? And where can students and our parents, find out what all of these things are, in case they want their students involved? Can I take that real quick? Okay. So, some of them are not, there's some seasonal components to some of these. So, some haven't started
098because it's not their season. And then some of them may just be a matter of pulling things together into fine detail. So, that's why some of them aren't on there yet. And the other thing is about both schools have promoted all their clubs and activities through various means. Highland Park did a virtual activity fair, wherever activity has allied meeting, they had an incredible response. And then a lot of kids logged in to kind of find out more about all sorts of activities. And Kathy, can tell me if I'm misspeaking. But Deerfield did some something similar, but they went in and introduced their clubs and activities through their advisory program. And then of course, both schools have really outstanding activity websites where all this information can be found. And it's also shared through our Giant Life
099News and (indistinct) is that right? You got it. Right? Okay, shown through that for their leader stuff in their (indistinct) and clubs. Just to add to that too, both of the schools also sent out an interest survey to students. And so, when students indicated interest, the sponsors of those specific clubs actually received notification so, that they can reach out to those students. So, the other part of Stacy's question is if someone is watching and is trying to, wants to sign up, I did with students know how to do that after these opportunities have already passed. So, I think the key pieces there again, is that that survey is available to show that should share their interest. Also those notifications through where your words and Highland Park highlights. (laughing) Giant life news, yes. There we go.
100Giant life news, completely wrong, but I said. They provide opportunities for students for Deerfield High weekly basis to get information and also going to the website, if they're not seeing that information on those specific resources, going to the Activities pages on the respective websites would be the best opportunity. Also, our students know our activities directors because they're so loved. So, Brian Verisario and Lesa Friedrich, respectfully at DHS and Highland Park, are the go to people for our students. Of course, we always encourage our students, especially our freshmen, to reach out to whether it's kids from Link Crew or their senior advisors, because they phenomenal at kind of connecting our students to things that they might be interested in. And I'm sorry to kind of pound on this, but I agree our activity directors are amazing.
101And one of the things I know that the district has always prided itself on, is trying to connect every student with some sort of adult. And you can imagine, or someone kind of in the district and how that might even be more needed at this point in time. And I'm assuming as counselors and deans get back up to speed, they're going to try to also continue to ensure that students have some point of contact, some reach out in addition to just their academics. I don't know if that, historically that's something I know we've tried to do, is that, I guess I'm just asking us to think about and make sure that we're still doing that under these circumstances. Especially if this goes on longer than we had hoped, to make sure that everybody's connected to
102somebody. No, I think it's several individuals, right? So, it's all the teachers, our counselors, our deans, advisory teachers, coaches, sponsors. I think everybody kind of has a hand in connecting our students. Some teachers might be the first individuals to have that conversation with the student just to say, hey, what are you involved with? And if they're not, maybe then reaching out to the counselor or somebody else at that student is really close to, to help them make those connections. Thank you. It's great that we have all these. I just, I worry about Zoom fatigue for the kids. (laughing) It's there after a day of staring at a screen, I just worry about them being, oh, get on another call for an activity. Are we seeing any, I worry that we're going to start seeing fatigue
103there. (muffled speaking) Well, not quite. As much as we can do safely. For example, like we have marching band is onsite and we have our theater program onsite right now. And we're slowly getting more things in that regard. But I hear what you're saying, Dan, speaking as someone who also get Zoom fatigue at the end of the day. Stanford Philistine where I worry about kids in that regard. Or I think they're passionate about something like this. It feels different. Yeah-- I would agree with you, Debbie, that I think the Zoom fatigue is real when it comes to classes. But I think the Zoom fatigue changes when it's something that kids passionate about, a kid's inspired about. And I think that many of our teachers and our staff that are running these programs, are just as
104passionate, if not more so and it's contagious to them all. Yeah. But to Dan's point, I hope we continue to be creative to try to get more kids onsite and doing things safe, socially distantly outside, especially while the weather is still nice. I just wanna say that I've been really impressed with the things that I've seen launched. And I've had experience with one that's already going and I think one's about to start in a week or so that my daughter daughter's involved in it. It's just been really impressive to see Debbie and Kathy, what the teachers who are managing those activities are doing. And we had a teacher get online with you Debbie as well, and give all the details to all the students participating in marching band of what they were gonna have to
105do. And what it resulted in was truly amazing to go through, a week and a half of band camp and then twice a week practices, except for lots of rain outs. (laughing) And then a show this past Thursday night was truly, it was the place to be. And I mean that from the bottom of my heart, it was soaking wet and cold out there and it was the most fun we've had an ape, is to be in those stands and we want something like that go on. And see everybody completely socially distanced in the stands and on the field, masks on when they're not playing masks back off when they start playing, moving around the field six feet or more apart at all times. The kids had it down like, I don't know if there's
106a good comparison, but like military and or maybe like a marching band, would be a better comparison. But it was really quite impressive to see what Mr. Mr. Chodoroff and the students were able to do. And I expect that we're gonna see more and more good examples of that kind of thing as we move forward, it was phenomenal. And as best as I know, there were zero cases through their whole process. They were so careful and so understanding of what they had to do to keep this thing happening, that they didn't want to end. So, it was phenomenal. Yap, he is phenomenal, he's done an amazing job. He is he's the model to do a live up to this for sure. And it was. (muffled speaking) It was a really great evening. Yeah. I'm very
107worried about freshmen and how they're getting integrated into the activities. And this is a terrible way to start the high school experience. And with freshmen, there's always that little bit of trepidation and fear of getting involved in something new. And it really is an obstacle for them to, oh, it's gonna be on a call. That contact isn't there. And yes, some programs have done a wonderful job. But there are still 90% of the freshmen who are not in band, who we need to be worried about. Well, I think that's where our advisory in our Link Crew is really critical. That idea of wrapping around our freshmen remotely is what we're trying really hard to do and our activities directors are very focused on that as well in that outreach. So, but you're right. I think
108it's true about all frameworks, even academics, like how do I get a freshman to speak up on a Zoom meeting and they're in your academic classes and feel confident. So, that is a focus for our staff, as well as our counselors, as well as our Link Crew as well to keep an eye on our freshmen in that regard. It's not a way to start high school, that's for sure. And they're just so at risk at the way that they're starting this year. Okay, let's look at some instruction. So, I'm going to look at what some of the things our students have been doing in remote learning, starting at Highland Park. Debbie, why don't you, well, I'm gonna let you take this. Okay. So, I'm kind of sharing it from a course team perspective. One of
109the, I would say several lines that have come out of this situation, is while we've been always working in course teams, I don't think we've ever been more aligned and more collaborative. Because that reliance on each other so critical. So, the English 1 Honors Course Team, English 1 Honors traditionally does a open year field trip to the Museum of Contemporary Art. It's all about building community within their classes, but also this idea of, they start addressing this idea of identity. And so, obviously they couldn't do that field trip this year. So, they assigned the students to present some piece, be it anything they wanted that kind of spoke to their identity and that was kind of their opening unit. And again, with an eye on building community and trying to get to know kids, both
110the staff as well as the other students in that room. So, I have a sample here, a girl, I think it was a girl, I don't see the name anymore, did a painting of a wave and talked a little bit about how that wave represents her identity, both symbolically and literally. And that's shared with students through a research they use, I think it was pear deck, I have to look back at it again. Might've been gambled, I can't remember. But anyways, kids not only look at it, but they comment and they write feedback to each other about like, hey, that's really interesting. Or I can connect with that through this. So, really interesting, really great way to kind of remotely get to know one another. Also, in our chemistry classes, all levels, they start off
111with a unit about matter. And this is kind of a off-screen activity as well, where students kind of look around their living situation, be at home, around their home, working with family members to identify matter as it exists in their homes. So, this student was talking about noble gases and took a picture of a balloon and kind of explained what she knew about noble gases as it related to the nature of this ballon. So, just some interesting things that were going on, again, things to your point, Dan, to get people off of the screen, people are trying really hard to find opportunities for kids to turn off their screens and do something else. If they could share it and tell us a little bit about themselves. All right. I too, I'm sure that Debbie could
112attest that It's really challenging to only pick a few examples of the extraordinary instruction that's happening at our schools. Hopefully, you've been following along with my weekly newsletters, where I've been highlighting some of those phenomenal things that have been happening. Just to highlight some of the things that are happening in the arts. To think that you could do ceramics in your own home remotely with your teacher, is just kind of mind boggling to me. And I have had parents preaching out with pictures to say how excited they are to see their students so engaged in their classes. To that, I'm choosing to show with you today, first is food science. And that's a really difficult one as well to kind of translate between the school and home. And our teacher, Ms. Boller, has been doing
113a phenomenal job of basically, doing video instruction with the students. She's using videos so that it allows students to kind of see her going through the process of making something specific and then kind of the chemistry that's involved with specific recipes. And then allowing the students themselves to kind of showcase what they're doing. So, I'm using lots of different resources from Zoom to videos, to kind of using materials at their own home and also being really flexible. We know that all of our students are in the same situation. So, we want to be really flexible with what resources our students have. So, if a student isn't able to participate in making a specific recipe, that's completely okay. There might be something that they can do instead, or just falling along with videos. So, there is
114different ways that we can go about, still doing some of the things that we normally do in the classroom. Something that I think is important to highlight, is incredible work that many of our humanities teachers are doing. I know that a concern I'm kind of going into remote learning is how you can engage students in meaningful discussion on when you're remote. Because there's something about that sense of being in person and being able to read people's body language, but they have been doing it. Teachers have been doing such a phenomenal job. Ms. Crowley, for example, one of the more recent activities that she did, was starting our students out with a DBQ, allowing them to analyze a tax and then come together for a discussion about that specific tax. So, setting those students up for
115something that they would normally do in the classroom. So, in some cases, the remote learning looks very similar to what it would be like in person. But our teachers are having to navigate that in extraordinary ways. If you haven't done so already, it's navigating breakout rooms, it's navigating when students are having issues with technology or even the teacher. So, I think that there are maybe some simplistic pieces that we kind of take for granted. And I just wanted to highlight many of the different ways that instruction is happening and how our students are being engaged in those classes. Just pausing to see if there are any questions. We had a district meeting and we were trying to use some of the same tools, a few, one of the same tools that teachers use. And they,
116not all, teaching itself is a very highly skilled complex activity. But layering on this, I would just call it production that you have to do in order to be able to teach like this, it truly is amazing. So, as Kathy pointed out, there's a lot that teachers have to do to be able to do this remotely. So, thank you. I have a couple of questions. I'm a believer similar to you, Bruce, I think teaching is an art and you have to be an artist to be a teacher. My question and looking at these things, I see how they are using their creativeness to keep everything going as best that they can. We have those eight and I'm sorry, I forgot what I said, MTSS, how are we doing with those in terms of our academic
117instructions that are things like that. Because what we don't want, what I wanna make sure, I hear our activities are going well and I'm seeing great things, but what's happening with our at-risk kids and how are we doing with that right now? So, I think what's key right now, is that our MTSS team is really building an entire new program that is necessary to build from the tier-1 level to the tier-3 level and what that entails is a lot of work. Our MTSS teams have been virtually visiting other schools to see what their programs look like, working within their departments to see what specific needs are and developing a program so that our teachers know how to provide support to our students. What we're currently working on, is that that tier-1 level of support within
118the classroom. So, how do we ensure that our students are receiving the support within the classroom? And enabling our teachers to utilize the skills that they have, collaborate with colleagues in order to meet the needs of those students? Of course, we have additional support outside of that, with things like the ARC and TLC, LAP, these different resources that are providing more of that kind of tier-2 support to our students. So, our MTSS team will be working more with our students, the interventionists will be kind of pushing into classrooms, working with individual students, more of that tier-2. But we wanna make sure that at first, our teachers are able to work with those students within the classroom. That does also include having our deans and our case managers, a variety of different other individuals working closely
119with our students as well. I know that at both schools, our counseling problem-solving teams have been working tirelessly to address various academic concerns as well as SEL needs. We certainly are very cognizant of the mental health concerns that are associated with a pandemic in general, let alone what it means with remote learning and kind of the concern that Dan has brought up, in regards to maybe the lack of social contact for some of these students. So, it's important that everybody is involved in this process and we're gonna continue to see more work from our MTSS teams in the coming weeks, as they're rolling out more and more services and support to our staff. Thank you. Thanks. Now, Kathy. I don't want to sound edgy, but this is something that is very important to me. That
120I just want it because have a kid, I'll be honest, I have a kid with a 505 who, if that child can't, if an attachment to the Pearson math book doesn't open, he's basically shut down for the day. And I worry that those, the MTSS teams haven't reached out to those kids, those 505 kids and the IEP kids yet. And time is of the essence because the longer we go without those kids getting the supports they need, the more they're lost and I think I'm seeing this happening. So, I wanna clarify the role of the MTSS team. So, students who have an IEP or a 504, should certainly be working with their case managers or 504 coordinator, to ensure that their specific accommodations are being met. That is the responsibility of those who oversee those
121specific things. The MTSS team largely, they are responsible for universal screenings, ensuring that we're being preventative and looking at all of our students. Particularly those students who do not have an IEP or 504, because they don't already have a plan that's already been established. So, universal screeners are important for identifying those specific students. In addition, then the teachers should be working with the students at that universal level of tier-1, to make sure that our students are receiving the support that they need in the classroom. So, if there are specific concerns within the classroom, that's what our teachers and department chairs are really leading at this moment. So, they're identifying students who they're concerned about and collaborating with their colleagues and reaching out to students and parents. If there is a specific concern in regards to
122something that's not being addressed by a teacher, I would certainly encourage you to reach out to those teachers to have that conversation. We really wanna stress partnership during this time. And unfortunately we can't understand everything that might be happening in the home. Our teachers are absolutely able to do that when they're in the classroom. But if they're not able to see those things happening within their own homes, we need to have that partnership, to be able to connect in that way. So, I don't wanna put something on the MTSS team that they're not doing their job, because that could be the furthest from the truth. No. (muffled speaking) Yeah, and I think it's important to clarify what their role is, right? So that students and parents understand who they should go to for the support
123that they need. So, we certainly don't want anybody falling through the cracks, we certainly don't want students who are struggling without any support. So, we want to make sure that we are able to provide support most likely starting in the classroom, but again, for students with IEPs and 504s that certainly a conversation to have with those individuals who are working with them closely either on a daily basis or in assessing those-- That message can't go out often enough, because I suspect that for so many families in that situation, there is a certain amount of confusion and flailing right now. And it's so important to get that message out, that this is a difficult time that requires active engagement. And it's needed and they have to hear what's going. It's important to hear from parents about
124what's going on with the kids who might fall through the cracks otherwise, that message can't go out enough. I would agree with you, Dan and I think that Kathy very eloquently shared all that. But I think the one thing that she really didn't say, and I think you're stressing as well, is this idea that teaching is an art in many regards. And it's that presence in a classroom with kids, that you get a sense of a kid who is flailing or a kid who's not connecting and through a screen, it is 10 times harder to do that, right? And as much as we try. So, that communication between parent guardian and the school is so critical. We are communicating with teachers, we are building lists, we are trying desperately to keep anyone from falling through
125a crack. But it is critical that if anyone sees a concern, all you need to do is reach out to a counselor. And that will start this process to make sure that we're keeping an eye on that student. But I'm glad actually, that we did have an opportunity to clarify the difference between 504 or IEP and what the goal of MTSS is that's really important too. Thank you all. Okay, the next slide is just a couple of pictures. We've got the band, you can see the orchestra in the lower right, at the top that is OTPT, occupational physical therapy ready for business. All of this onsite. Okay. So, there's some work in progress, the next section's about that. So, just want to show the board just in brief. This is how we provide in-person services
126from the first day either when a staff member says, hey, I've got an idea, we should do this. Or someone identifies a service we need to buy, this is how it goes. It's very complex, we've presented this linearly to try to just kind of break it down. But there could be a lot of iterations within these steps, depending on the complexity and the difficulty of the service where we're offering. But we started off with developing a supplemental safety plan and we do that with staff, this is really important. People who are gonna be providing the services, we wanna make sure that they feel comfortable and they have what they need to be safe onsite, depending on the service and that sometimes takes one day, sometimes it takes five. But we think usually between one to
127five days. Once it's submitted to the principals and to Brian, then there's some oversight of the safety plan. First, it goes to principals and they are looking at over, they may have lots of conversation and back and forth with the person who submitted the plan. So, that could be one to five days. Once that's all in place, signed off, we've got our checklist and everything's lined up, Brian signs off on all of it. And we do that because we wanna make sure there's consistency in the supplemental safety plans we're getting. Then it takes a few more days. We have to reach out to the parents, we need to know who needs transportation. Or we need to provide the parents with the safety plan, and we need a supplemental safety plan and they need transportation. So,
128then in the next two days, it takes at least two days to set up transportation for students who need it. We also have to consider, do we need the Lyceum? Do we have space in our Lyceum or we're going to figure out a different space for these kids? So, all in all, it could be five to 15 days from the time that we either identify a service or staff member has the idea for one until we actually have it onsite and up and running. Bruce, do you have a loose list of services that are already identified that you're contemplating or want to contemplate? I know you talked about the Lyceum, at some point, I think there might've been something about science labs or test center. I just don't know if there's somewhere a master list
129that somebody already has that we're working on, or these are all in consideration or they're all still to be determined? There is in board docs and that the board can see, a list as of today. It's just a running list of all the services, is something We add to it, we are adding all the time to this to this list. So, you can see and it's arranged by date. So, starting in the summer and then going into the school year for each school. So, we do have that. That's what you're talking about. Yes, thank you. So, that's a high level overview. Then this, there are additional considerations. The site may provoke a question. Because there are a lot of other considerations that we have to make whenever we're trying to offer these services. And so,
130some of these are listed in no particular order, and I'm sure this is just some of the additional considerations that we have to think about. We've got new students trying to navigate school. Our students with IDPs, we may need to hold an IEP meeting to talk about accommodations. For students who are gonna be in the Lyceum doing work, we got to think about sound and how is that gonna work if you've got multiple students trying to participate through their computer. The identification of staff is always a consideration. And then there are different students who have different medical needs. And we need to be considering all of those. So, we thought it was worth mentioning that in addition to this linear way that services go from conception to actually being offered, there are a lot of
131other additional considerations and here are some of them. Okay, no questions we can move on to the next. This is just a chart, not really a Gantt chart, more like just a bar graph. In July, we represented that services would begin to ramp up as we got into the school year. And this is an example, we're just showing what we've done in an August and through September and more services are coming. It's just a representation of that. Our OT and PT being provided in person, is that the way that's working now. Okay, thank you. Before we do the worries slide. (laughing) So, I think these last three slides are forced, these are great. So, I assume we'll get them up on the website for people to see. And if you think about the conversation we
132had with the dashboard and looking at the metrics, at the very end, it said, well, if we're in moderate, we'll do minimal model moderate, it is remote plus services. I think this is really, it's impressive on how much work has gone into this. It might be interesting as to do a data on how many students are being served as we move along these graphs? And how many staff people are being involved? And it's working. So, it's not, I know everybody, we always say, oh, we want everybody to give back. While we're getting a lot of people in a different mode that's working. And I think it's informative to just know how many people and how many students we're servicing this way. Not ideal, but there's a lot. Yeah. And the last thing I wanted to
133mention about Ken, I'm glad you talked about the students who are onsite, because I did want to mention that. One of the challenges in high school, the way we deliver instruction, is that students come in class and then those students go to different classes and all those different classes go to different classes. And there's this great commingling in the hallway and in the cafeteria at all these places and spaces in high school and this is of course what we all miss so much. But the the services allows students to be onsite almost in an elementary school type setting. Where they come onsite and they go from one spot, maybe home, or they go from one spot just to another spot. And there's not a lot of mixing. And this is what we presented the board
134in July and the board approved, this idea that we would be able to have these pods as they're sometimes called, of students and we can socially distance, we can be safe while we're onsite and be onsite to do it. So, but Ken, your question about numbers is. I've been writing down notes because I think in future reports, I'm getting some feedback from the board on things you need to make sure we include. So, thanks for that as well. Oh yes, the worries. So, as I said, we wanna keep learning, we wanna keep getting better at this, it's really important to us. We've been working really hard, it's gratifying that people think that basically things are positive. But nonetheless, we we've got some concerns and this is the first one. We have some Chromebooks issues as
135was asked about earlier. So, IT is going to start providing onsite help desk services for students whose computers aren't working. The Chrome books that we bought for seniors a few years ago, not only are they nearing the end of their useful life, they were not purchased with the idea in mind that they're gonna be using video conferencing as much as we use on Zoom in Google. So, we do have a troubleshooting guide and students need to be following that and trying to make sure that they're doing everything they can. But if that's not fixing the problem, if it can't be fixed remotely, then students will be able to make an appointment to come onsite, determine if their computer can be fixed. And if not, if we can't fix it after that, we will work to
136provide them with a Chromebook that will work. Ron, has done a really good job of trying to secure Chromebooks, the supply chain. As you might imagine in the U.S., maybe in the world right now, there's a big demand for Chromebooks. So, we've got to work through all these steps to make sure that if we're giving students a new Chromebook, it's because we've done everything we could and it's still not working. But we are going to start doing this, that's another, I guess you could say onsite service of people being able to make an appointment to bring their computer onsite so that they can get, have someone from IT take a look at it. Okay. No questions there, so. Oh, sorry, I'm looking, I got two screens. So, board members worries, seemed to be tracking our
137own. Yeah. We've received phone calls and emails about excessive homework. And as I've mentioned, tracking where we have, wow! Homework online after a full day of online learning and being on a screen all day long, that's tiring. And we don't know what the solution is to this, we're trying to get a data around it. So, it's not just anecdotal, but it is a concern. It seems that homework and screen time are providing us with some challenges that we need to figure out, need to work through. Another challenge we're seeing is Mondays, and this just isn't the cliche. Ron, if you wanna move to the next slide. The schedule on Monday senior, particularly difficult for students and staff. Again, we don't know what the answer to this is, we don't know how to get around this.
138Just wanna let the board know that our schedule, which mimics our are schedule when we're onsite, Monday, when we're in remote learning, is really difficult. We've heard this from a few folks and we're working on it, we just don't know what the, what the answer is yet. Bruce, what's difficult about it. That there's more classes in the day or that the class periods are shorter? I think part of it is that there's only a five-minute break between classes. I know there's a one district started off in high school district and in my group, started off and they didn't have enough time between classes and one of the things they figured out is they need more of a break between classes. So, I think that part of it is difficult. And Debbie, Kathy, could speak to
139some of the things that they've seen and conversations they've had. But I think another part of it, is just this going from class to class to class from eight until after three o'clock is also challenging with just that five minutes in between and then 30 minutes for lunch. Well, the kids don't start till 9:55, I guess. Oh yes, yes, I'm sorry. I'm talking about Deerfield. And so, it used to be that the kids started an hour late on Mondays. And what would mimicking that old Monday schedule allow us for more breaks, longer breaks during the day? Yeah, we don't know. And I'm sorry, I just saw that eight o'clock and forgot about those collaboration time at the beginning at the DHS. So, we don't know what would ameliorate this. And this is what we're working
140on. We've got a group of people who are starting up to try to figure out, is there something else we could do with Monday that would be better than what we're doing currently? We don't know what the answer is. I don't think it's just the break either. I think it's the frantic pace of nine, potentially eight to nine period in a day for a kid. And that's 30 minutes flip, it's not a lot of time to kind of process, engage and then you're also, you're switching directions and going somewhere else. As adults, I can say for my life, I could easily have nine meetings in a day. And by the end of the day, I'm like, oh my God, what's this one about? Am I staying engaged? So, this is particularly hard. I think the
141beauty of having less classes for longer periods is that it keeps you really engaged and think about it and process. Is that timeframe between the serene issue, but it's just the nature of that day is so full with so many different demands, I think it's particular in this. Just to kind of address if we would move to our kind of our traditional schedule where we have an hour, I think it's key to point out that in conversations with other CSLs, Central Suburban League schools, the majority of schools are looking about how they can add time for teachers and staff to collaborate because the necessity right now is so high. And so, I would hate to take away time for our teachers to plan and collaborate and be able to reach out to families. So, that's
142a challenging piece as well, navigating how we're enabling our teachers to collaborate, but also for our students to have a break as well. So, it's that challenging piece of the gives and takes. So, that's, I think the point of Bruce, say we don't have an answer yet, because we're trying to navigate all those potential solutions. Kathy, I was gonna jump on with your collaboration thing. I think that's so vital, particularly as we just talked about that at times we could be running parallels and we're asking teachers to do something that that collaboration at times is what's keeping all of our teachers doing the things that they are doing per students. And if we take that away, one of the things that I know we're hearing, is how much better remote learning is this time around,
143how much more engaged? And when you look at those numbers and our attendance and all of those things, that the thought of losing that collaboration time, I think would be a bigger detriment than the rush, bad Monday. I think there's another piece to consider and that's how classes are run on those days. And because they're going so quickly and they are short, it isn't a lot of time for our teachers to connect with students in that period of time and synchronous, is just a really challenging piece for Mondays. So, I think a piece that we're looking at, is how we can utilize, maybe asynchronous a little bit more in those days and enable teachers to connect with students perhaps more individually or in small groups, rather this increasing the amount of screen time that our
144students have. So, all things that we're trying to consider when we're looking at those Mondays. A couple of thoughts. One is in this, wouldn't just address Mondays. In fact, it would address Monday's problem less than the other days. But has there been any thought about how to reduce the screen time use for PE. PE has sort of become a class that for the most part from the small sample I hear from, is a class that's being used to check in with kids and talk about feelings and so on. And it's a little bit like emotional coaching and that kind of thing. But it's no longer a break from the desk or the screen, it's no longer a chance to get some exercise and get the heart pumping. And I know that's kind of hard to
145do with 30 kids remotely at the same time when you're a teacher. But if there can be some thought given to how we might achieve what was done, I think in the first week or two of spring PE, when kids were given some assignments to go get some exercise and given some options on what they can do, I think it worked for some kids. I don't know how well it worked for all kids, it worked for some. And so, maybe that's partly why it changed, is 'cause it wasn't working for everybody. But if we can find a way to make PE what it is mandated to be, and that is partly a break from the desk and the academic rigor and give kids a chance to get physical. And the second piece is, have we
146looked into the possibility of purchasing blue-light glasses for our entire student body and delivering them to homes so that the stress of being online all day is reduced? I know that kids who are using them are claiming that it really makes a difference. I've never used a pair myself, but apparently it really reduces the impact that the screen has on your eyes and the tiredness that develops and so on for at least some people. And we looked at the possibility and the cost of doing that for our district, I think it's probably to buy one pair per kid is probably not an overwhelming number. We'd have to look into it, but I would be surprised if they were more than $10 a pair of buying in bulk. So, just a possibility. You know what, Mike?
147I'm going to address the blue-light glasses, because an interesting fact, is that I actually have a pair of blue-light glasses. But I'm going to trust my instructional technology director who says they actually don't work. I agree, they're probably a placebo, however-- I wanna see them on you during this meeting. I don't have them with me, you'll see them in another meeting. However, he did give some recommendations and we can certainly put this in our newsletter for next week. There are actually some ways that you can change, there are some, I'm sorry, If I had Dan here right now, there are some filters that you can actually put on your screen to reduce kind of that blue light or the impact that that's happening. So, we will certainly get that out to our families because it
148is something that I think about as well. And then just to address PE-- Well, it's possible the blue-light glasses just really look cool on is why the kids are enjoying them. I think so. For me, I certainly think that there are placebo. And yeah, it's really cool (laughing) Yes. But we want to address it. And so, if there is something that we can do, we certainly wanna be able to provide that as a resource. And then in regards to PE, I appreciate where you're coming with that. And I know that that's something that we're looking at, how we can increase the amount of time offscreen while accomplishing the kind of the objectives of the class. And I know that at least I'll speak to Deerfield. Our teachers are really being cognizant of the importance of
149focusing on mental health. And so, there's a lot of lessons that are being created to focus on that on SEL. But then additionally, I know that they're working out actually, in front of their screen, whether that's using a phone or a computer. So, I think part of it is just having that kind of camaraderie of your peers, working as a team, kind of that motivational force. So, but certainly there are so many recommendations and we certainly wanna reflect upon those. I just found the app that instructional technology shared, it's called Screen Shader, I haven't on right now and it's softening the light on my screen right now. I do also have those blue light glasses, they give me a headache, so I don't wear them. But I also think it's interesting on when I was
150at the PE department meeting the other day and how the experience is so much different now for PE teachers than it was in the spring with the engagement level of students. And in fact, like my yoga teacher was saying, she's telling kids to turn off the screen, but they always wanna kind of watch them do a pose or be part of it, kind of engage with her. So, I'm kind of getting them off. But there's conversations, I know in PE, Mike, along the lines of what you're saying, getting them off screens, but also building support. PE is taking very seriously their role in being the SEL component in a student's day. (clears throat) And really trying to be there checking time, right? And that's important for kids if they're struggling. Bruce, are there more slides
151for you? We've got one more. All right. This is my Glock, I'll highlight this one quickly. Hi Mike? What's going on y'all? (laughing) So, this is another worry. If you remember in the spring, the College Board decided to change and dilute the AP exams they offered in May. This year, in addition to sort of all the pandemic worries, we've got learning loss from the spring and the College Board is still sticking to their regular length exams. (muffled speaking) We don't know if they're gonna change that rule. There is some talk that that might might occur, but they have yet to do so. So, right now, it's presenting a challenge to provide the kind of instruction and the depth of content that we've done in the past in a real different circumstance. And of course, I
152say that knowing that college admissions criteria have been sort of appended are all around the country. So, with ACT and SAT going optional in places and cut scores being different, it's unclear what this all means. But we wanted to make sure that you all were aware of this, it's something we're tracking on and we'll have some possible solutions or some trade off for you all to think about down the road. That's the last slide. More to come obviously. We'll continue to bring information back to the board, reports to the board as we go through this. We're learning as we go, we're trying to get better as we go. (clears throat) But we at least wanted to have this first update since we're about halfway through first quarter. Thank you for the update, there was a
153lot there for us. Obviously, that's why we spent all that time that we did on it. Thank you all for all of your detailed stuff. I'm sorry, was someone trying to say something? Nope, we're all done. Yap. Thank you. Okay, moving on to our discussion item, IASB annual membership. This is our annual membership to the IASB dues. You can all see here what it is for us, how they do a graduated scale based on the number of students in the district. And all of a sudden, I can't open mine (laughing) on my own iPad here. This is where we're at and I apologize, like I said, I can't open mine right now for whatever reason. So, if someone else can give the, there we go. $12,045 is our membership to IASB for the year. Any
154discussion on that to pretty routine? Yes, that I think is worth every penny, just for the press alone. I would agree 'cause no one wants to write all those policies. It'll be very interesting what happens with III this year. Okay, moving on, then we will start with our board of ed policies, our first reading for our policies. The first policy that we'll be going over tonight, is 2-260. Discussion on this, guys. As you can see, correct me if I'm wrong, guys, the red is ours, can someone give me the cues on this one? Yes. The red is the, or well, it's the changes, (indistinct) If you wanna go in and then it's obviously, it's citing the case law where necessary. Right. And these policies are flowing from the title IX changes. And there are some
155that we're still working on based on policy committee, feedback and discussion. But these are the ones that, from those changes in title IX that came to the board for free. No questions, there weren't a lot of changes to this. So, there's one area that doesn't have a change marked in it, but it seems to me to be, I don't know what the right word is, whether it's misguided or outdated, I think outdated is probably the right word. Under filing a complaint. One of the things that we do in this policy, and I think in our next policy, 5-20 as well, if I remember rightly. The first paragraph, a couple of lines down, one of the things that we say somebody can do, is that they can let me find it. That the complainant shall not
156be required to file a complaint with a particular complaint manager. I completely understand that. And may request a complaint manager of the same gender. Maybe I'm sensitive to this in particular right now, because I've just done my training with Mirah, but it seems to be to me to be misguided. Because I think what it's really saying-- Same gender. Saying is cis-gender. it's giving them a choice between a man and a woman, if we happen to have a man and a woman complaint manager available. And it is ignoring the fact that some of the people coming forward with complaints about abuse, harassment, anything that could come up, are not unlikely to be people who are of another gender. Because I think that's part of where some of the issues come up in this realm. And so,
157I think it's at minimum insensitive and perhaps, simply unjust to say that we're going to give people a choice of gender or finding somebody of the same gender, when in fact we can't possibly or at least I can't imagine we can possibly guarantee people will have the option of choosing somebody who they consider to be of the same gender. Or perhaps gender identity is the right word, is we learned from the training that really we should be referring to gender as either cis-gender or gender identity I think, to make clear what we're talking about here. And I'm trying to think of the position that somebody would be in if they're not a heterosexual, male or female and fit in one of the many other categories. Identify is one of the other categories. How they feel
158about when they're making a complaint and they're looking through this policy and they say, oh, I can choose somebody the same gender, thank goodness they'll understand. And then they come to us and say, I'd like to complain to the person who is transgender or pan-gender or whatever the case may be. And we say, oh, that's not what we mean by gender, we mean male or female. And so, I worry about promising this. I wonder whether it should simply end the sentence with, you're not required to file with a particular complaint manager, you can choose from any of the complaint managers we have. But we don't guarantee you that we're gonna have people of every race or every gender or every gender identity or every religion or anything else that people could be needing to file
159a complaint about. And so, I'm not sure why we try to attempt to do it in one category when we haven't done it for others. I actually think that's a really good point. I hadn't really thought about it in that regard and I definitely think it's worth contemplating. Thank you Meyer, for helping me see that. And I think there's two issues there, Mike. One is exactly that. Are we promising something that we can't go through? And I think the other thing, as you said, it is innately cis-gender when we're saying same gender. And so, I think to me, I think you're right, putting the period after that solves a lot of the situation. Let's just take that out. (indistinct) And maybe some guidance or at least a thought from Mirah on whether or not this,
160in your mind, Mirah, I don't know if she's still on. I am here and I'm looking, cause I honestly, I did just say goodnight to my son. Which exact sentence are you talking about? So, under filing a complaint. Yes. It's in the. Second sentence. The complainant shall not be required to file a complaint with a particular complaint manager and may request a complaint manager of the same gender. And what we're really saying there, is the same cis-gender and so much for the rest of you and that's my worry. Yes. I do think it is disingenuous to write it. what I don't wanna lose, is then the power behind what was trying to be accomplished and then ask, should we not create something in place like you said, for all? If that is important in order
161for someone to feel safe, then I'm just wondering about that. In all cases, as you said. And do we have any other mechanisms with which to lever in order to create that? Or is that part of our limitations and then a hiring issue (laughing) here like you said. Yeah. So, but I do agree that if we can't come to that resolution right now, then we shouldn't create a false sense of promise. Right. So, is this something that should the other policy committee bring back to the, how is the committee and think about that a little bit? I think with the help to say again, whether it just be, may request a complaint manager of those available or whatever, or try to find more inclusive language across the board. But I believe I understand what you're
162saying, Mike. And again, I think it makes some sense that we should go back and think about that some more. Should perhaps that be replaced with, and this is just something for you guys to think about it in committee, with something to the effect of the district promising to make an effort, to establish complaint managers from a variety of races, gender identities, religions and so on with the understanding that we can't promise that we're gonna have somebody to represent every one of those all the time, because gosh, that would just be really hard? Or does that get us into a really weird area in terms of hiring promises and the the qualifications of fulfilling a position? Maybe that is an equal opportunity employer anymore? Well, can I ask, Bruce though, because you don't have to
163complain specifically to a complaint manager, you can complain to other people. I thought a lot. Again, a principal teacher or an initial complaint, if you will. So, as opposed to say. But the district is the only to have some official people and I don't know that there can be seven of them, to kind of represent every type or how many So. Right. And usually what we would do is, I'm just thinking about the wording of this. I think we would need to, once the board passes the policy, then we'll put the names of the people in, typically, you put a male and a female a cis-gender male and female, but it wouldn't have to be necessarily. But we do need to identify here a complainant so people would know, oh, I know I want to
164call this person, or I wanna reach out to this person through. That's the intent of the policy making it so that anyone wants to file a complaint can do so. Once that complaints filed, it may go someplace else, depending on the circumstance. I've seen a complaint filed that then gets referred to someone else. But it starts with the complaint managers. So, I think the policy committee will take it back and we'll think about it. Yeah. Thank you Stacey, for taking it back and thank you, Mike, reporting out our need for us. And if we're gonna have our acronym, we're gonna be doing these things and we need to hold true to it and thank you for pointing it out to us. And it's just a new way that we're looking at things and it may
165be we have a lot of these going forward on our policies that we say, we're going to walk the walk, talk the talk. And as we said, when we're looking at gender things, it's truly, if we're putting male, female gender at cis-gender and we need to be aware of that and decide how we wanna handle it. And so, thank you. And I have a feeling we're gonna be tweaking a lot on a lot of these policies when it comes forward on these things. And I just wanna say. Okay, so. This reoccurs in 520 and then I think also-- Well, that's what I was exactly. It also reoccurs one or two other policies that you guys are currently reviewing, but they haven't come before the board yet, I think so. (indistinct) About filing a complaint. That
166was exactly why I was queuing it up that way, that we're gonna find the same situation on 520. So, I think, so, let's go on to 520, but I, exactly that. Thank you for the timely training, Mirah. Yeah, right, that you're welcome, thank you. Okay. So, here we go. I'm trying to see where it is in this one. 'Cause I had it highlighted on mine and now mine's not letting me open it. Let me pull up my notes. Mike, do you see where it falls in here? I can't find it on my notes on 5-20. Because we scratched out a whole bunch that had to do with gender. Scroll down to making a report or compliance. That's where it is, thank you. All right, here we go, keep scrolling down. I would prefer, there we
167go. Okay, employee. Okay, I'm no longer seen, where's cis-gender? Why don't you go up a little bit? So, it says, the sentence reads, individuals may choose to file a complaint. Yap. And it says right there it's between the two things, yap? Yap. So, the same thing. Yap. Anything else on this, in 5-20? That's the only note I had on this one. Did anyone else have anything else? But I think you guys did a great job going through a lot of stuff that needed to be scrapped and changed. (clears throat) Okay. So, from going from 5-20, now we're moving on to 5-100, staff development program. And thank you for enlarging that, Ron. (laughing) Does anyone have any feedback on this? So, actually just to give you a little context on what was discussed in the policy
168committee. The press policy talks specifically about the school improvement plan, which is what is used by the state. But we thought it was really important to continue to use our old language about strategic plan, district goals, because that's really important to us and we wanted to make sure that that was still in there. That's why there's kind of the blue and the red. And I don't know why the cultural responsiveness didn't come through as a track change. It came through as a comment, as opposed to track change. But this is another discussion we have with the policy committee, that part of the training, there's some trainings that are we're required to provide. And so, the question was also providing, how would we put in policy, a description of equity training? And so, leaning on Mirah,
169this is what we came up with. I'm just not sure why it's not a track change. Okay. So, is there anything else that we need to do on this one? Okay. Seeing none, we will move on to our next one, which is 7185, teen dating violence prohibited. I'd hate to think that it was allowed. (laughing) Is there anyone that has any feedback or changes that they feel about this one? Okay. I'm assuming that since non, everyone has seen this and feels that we are good with that as well. Okay. On to public comments. Pardon me, I have to grab my little sheet here. Due to the extraordinary situation presented by the COVID-19 pandemic, as we announced March 16th, there's a part of the announcement for this meeting. Pursuant to the role of the board adopted
170March 16th, public comment will be provided in person by telephone and Zoom. For the next 30 minutes, public comments that have been received will be played in the order in which they were received. Registrants who wish to speak live via Zoom during public comment period, will need to use the Raise The Hand function in Zoom, to indicate that they would like to speak. I will call registrants who have the Raise The Hand feature in an alphabetical order. In other words, Ron, will be calling on them. Minutes will reflect public comment as usual. Is there anyone there Ron, who's reported? Yes, there's one, let me play them. Thank you. Hello, my name is Lisa Hirsch, I am a parent of a junior at Highland Park High School who has an IEP and severe disabilities. Probably, I
171would prefer to be in person, but I can't. And I'm unfortunately unable to watch the meeting tonight. So, hopefully this will be addressed. If not, I'm respectfully requesting that you bring back students with IEPs and disabilities in-person learning. Local metrics for Highland Park and Highwood. Point two, hybrid learning is being safe currently. And (muffled speaking) The risk for our students, emotional, social, emotional effects from, to promote learning versus hybrid learning to me, it's a no brainer at this point. My son sits in his room or sit at the front of the screen for the entire day and he gets absolutely no interaction. Most of his interactions are from school. So, for him to sit isolated all day is seemingly damaging. Most of these kids are able to social distance, they are mass compliance. But being
172at home is really difficult for them. And I just spoken with other specialized parents and they're also really struggling. I'm hoping that you could make some accommodation for this group of students to come back to school sooner than later. I would appreciate some consideration of this matter. And I thank you for your efforts. Okay, that was the only voicemail and. Oh, our last attendee left. So, we don't have anyone in person. We wore them down. (laughing) I'm sorry. Okay, thank you very much. Next is our action item and approval. It is recommended that the board of education approved the intergovernmental action, agreement, intergovernmental, sorry, agreement for Lake County cares X funds as presented. Is there a motion? (muffled speaking) Is there a second? Second. Is there any discussion on this? I'm glad we're doing it.
173(laughing) Exactly, exactly that. Okay, seeing that there's no further discussion, a roll call vote, please. Ms. Meyer. Aye. Mr. Perlman. Aye. Mr. Struck. Aye. Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Garlovsky. Aye. Ms. Shapira. Yes, please, the motion carries. our next action item, is action item B. It is recommended that the board of education approved the one year employment contract for Matthew Wallace, assistant principal at Highland park high school in the amount of $155,000. Is there a motion? It's all moved. Is there a second? Second. Any discussion? See non, a roll call vote, please. Ms. Meyer. Aye. Mr. Perlman. Aye. Mr. Struck. Aye. Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Garlovsky. Aye. Ms. Shapira. Yes, please. The motion carries. section C, it is recommended that the board of education approved the settlement agreement for the
174student 2020-05 as presented. Is there a motion? It's all moved. Is there a second? Second. Any discussion? Seeing no discussion, a roll call vote, please? Mr. Perlman. Aye. Mr. Struck. Aye. Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Garlovsky. Aye. Ms. Meyer. Aye. Mr. Shapira. Yes, please, motion carries. It is recommended that the board of education approved the settlement agreement for 2020-07 as presented. Is there a motion? Don't move. Thank you. Second. Thank you. Is there any discussion? Seen no further discussion, a roll call, please? Mr. Struck. Aye. Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Garlovsky. Aye. Ms. Meyer. Aye Mr. Perlman. Aye. Ms. Shapira. Yes, please, motion carries. It is recommended that the board of education approve the purchase of Panorama software for the amount of 29,750. Subject to legal review and approval. Is there
175a motion? Don't move. Is there a second? Second. Any discussion? Okay, seeing that there is none, a roll call vote, please? Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Garlovsky. Aye. Ms. Meyer. Aye. Mr. Perlman. Aye. Mr. Struck. Aye. Ms. Shapira. Yes, please, motion carries. Next is the consent agenda. A board member may pull any one item out for separate consideration. Does a board member want to call out any item off the consent agenda for separate consideration this evening? It is recommended that the consent agenda be approved as listed and revised. Board of education special meeting minutes from August 13th, August 3rd, I'm sorry, 2020. Board of education special meetings, closed session, August 3rd, 2020. Board of education regular meeting, closed session, August 24th. Board of education regular meeting minutes, August 24th. Approval of the 2021
176Consolidated Plan and our personnel notice. Is there a motion? It's a move. Is there a second? Second. A roll call vote, please? Mr. Fishbain. Aye. Ms. Garlovsky. Aye. Ms. Meyer. Aye. Mr. Perlman. Aye. Mr. Struck. Aye. Ms. Byck. Aye. Ms. Shapira. Yes, please. And as much as I'd like to call for our closing, we need to be going back into closed session. So, it is recommended that the board of education within the closed session to consider information regarding the employment, employment compensation, discipline performance or dismissal of specific employee, specific individuals to serve as independent contractors at a park, recreational or educational setting, or specific volunteers or the public body or legal concept for the public body, including hearing testimony on a complaint lodged against an employee. A specific individual who serves as an independent contractor
177at a park, recreational or educational setting, or a volunteer in the public body as legal counsel for the public body to determine its validity. However, a meeting to consider an increase in compensation to a specific employee of a public body that is subject to the Local Government Wage Increase Transparency Act, may not be closed and shall be open to the public and held in accordance with this act. As well as security procedures, school building safety and security, and the use of personnel and equipment to respond to an actual, a threatened or reasonably potential danger to the safety of employees, students staff, the public or public property. Is there a motion? (muffled speaking) Is there a second? Second. We will be moving, oh, roll call, please? Oh, no, I don't need to call, oro I need
178to call? No, I don't need to call roll call for our closed session. We are going to need to be using our other. Jodi. Yes. We do have to do roll call. Yeah, we do 'cause. (muffled speaking) Oh, that's right, we're still in a, yap, sorry, my fault. That's okay. Ms. Mehanti. Aye. Ms. Meyer. Aye. Mr. Perlman. Aye. Mr. Struck. Aye. Ms. Byck. Aye. Mr. Fishbain. Aye. Ms. Shapira. Yes, please. We will be moving into closed session, we will be coming back into open session in order to adjourn. But that will be our only reason for coming back into openness for adjournment. We have to be using our other link, guys, to the Google Meet, not this one. For our closed session. And I just resent it. Oh, you did. She's just resent it. Thank
179you very much. Why don't we all take five minutes and we'll meet back in the Google Meet, please. It is now 9:55, I think it is, we'll see you on five. Thank you.