Aug 18, 2020 Board Work Session

[00:00:04]

GOOD EVENING, I AM TAMMY RICHARDS, BOARD PRESIDENT AND PRESIDING OFFICER, NOTING THAT A

[1. CALL TO ORDER: 5:30 P.M.]

ON TUESDAY, AUGUST 18TH 2020.

ON THE BOARD'S BEHALF, I WISH TO EXTEND A WARM WELCOME TO OUR VIEWERS.

ON MARCH THE 16TH, 2020 GOVERNOR GREG ABBOTT TEMPORARILY SUSPENDED A LIMITED NUMBER OF OPEN MEETING LAWS IN RESPONSE TO THE COVID-19 CORONA VIRUS TO ALLOW VIDEO CONFERENCE MEETINGS. IN ACCORDANCE WITH THOSE SUSPENDED RULES, WE CERTIFY THAT ALL THE MEMBERS OF THE BOARD ARE NOT GATHERED IN A CENTRAL PHYSICAL LOCATION.

WE DO HAVE A QUORUM IN ATTENDANCE VIA VIDEO CONFERENCE.

AS WE WOULD AT ANY IN-PERSON MEETING MEMBERS OF THE PUBLIC WHO HAVE FOLLOWED THE INSTRUCTIONS ON THE MEETING NOTICE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION BY SUBMITTING WRITTEN COMMENTS IN ADVANCE, WILL HAVE THEIR COMMENTS READ ALOUD.

IF YOU WOULD LIKE TO PROVIDE COMMENTS AT A FUTURE MEETING CONDUCTED BY VIDEO CONFERENCE, PLEASE FOLLOW INSTRUCTIONS ON THE MEETING NOTICE.

ALL OTHER MEETING PROCEDURES WILL ADHERE TO THE BOARD ADOPTED PROTOCOLS TO THE EXTENT POSSIBLE. A RECORDING OF THIS MEETING IS BEING MADE AND WILL BE MADE AVAILABLE ON THE DISTRICT'S WEBSITE AS SOON AS POSSIBLE AFTER THIS MEETING.

LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF WHEN I INTRODUCE YOU, PLEASE ACKNOWLEDGE WITH HERE.

VICE PRESIDENT JERI CHAMBERS.

HERE. SECRETARY DR.

HEATHER WANG.

PRESENT. THANK YOU. TRUSTEE NANCY HUMPHREY.

HERE. THANK YOU.

TRUSTEE ANGELA POWELL.

PRESENT. THANK YOU. TRUSTEE DAVID STOLLE WAS NOT ABLE TO ATTEND THIS EVENING.

TRUSTEE CODY WEAVER.

HERE.

THANK YOU. SARA BONSER, SUPERINTENDENT OF SCHOOLS.

HERE. DR.

TERESA WILLIAMS, CHIEF OPERATING OFFICER.

HERE.

RANDY MCDOWELL, CHIEF FINANCIAL OFFICER.

HERE. DAN ARMSTRONG, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.

HERE, DR.

BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.

HERE. DR.

KARY COOPER, ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES.

HERE.

DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT FAMILY AND COMMUNITY ENGAGEMENT.

HERE. THANK YOU, DR.

KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES.

HERE. SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.

HERE.

THANK YOU. AT THIS TIME, I WILL ASK SUPERINTENDENT BONSER TO VERIFY THAT WE ARE IN

[2. CLOSED SESSION: 5:30 P.M.]

THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT AS TEMPORARILY AMENDED BY GOVERNOR ABBOTT ON MARCH 16TH 2020.

THANK YOU. IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER SECTION 551.001 OF THE TEXAS PERMIT CODE FOR THE FOLLOWING PURPOSE SECTION 551.074.

THE TIME IS 5:40 PM.

THE BOARD WILL NOW RECONVENE OPEN SESSION TODAY IS TUESDAY, AUGUST 18TH 2020.

[3. RECONVENE OPEN SESSION: APPROXIMATELY 6:00 P.M. (IMMEDIATELY FOLLOWING CLOSED SESSION)]

THE NEXT ITEM ON THE AGENDA DEALS WITH PUBLIC COMMENT.

I'M GOING TO READ THE INFORMATION ABOUT OUR PRACTICE AND ALSO TELL YOU HOW WE ARE USING OUR BOARD OPERATING POLICIES TO MAKE A FEW ACCOMMODATIONS THIS EVENING DUE TO THE NUMBER OF SPEAKERS THAT WE RECEIVED.

SO FIRST AND SECRETARY WANG, HAS ANYONE SIGNED UP FOR PUBLIC COMMENT TO ADDRESS THE BOARD? HEATHER, IF YOU COULD GO OFF MUTE, PLEASE, AND TELL US THE NUMBER.

YOU'RE STILL MUTED. PARDON ME, HEATHER, YOUR COMPUTER IS STILL MUTED.

SO TELL US THE NUMBER OF SPEAKERS THAT WE HAVE.

IS A FIFTY SEVEN PUBLIC COMMENTS REGARDING THE AGENDA ITEM REPORTS.

PLANO INDEPENDENT SCHOOL DISTRICT 2020 TO 2021 SCHOOL OPEN REPORT.

THANK YOU VERY MUCH. SO A PUBLIC COMMENT SECTION IS PROVIDED TO HEAR COMMENTS TO THE BOARD REGARDING AGENDA ITEMS. THE FORMAT OF THIS VIRTUAL MEETING PATRONS WHO WISH TO PARTICIPATE IN PUBLIC COMMENT WERE ASKED TO SUBMIT THEIR NAME AND COMMENTS IN ADVANCE OF THE MEETING AS INSTRUCTED ON THE MEETING NOTICE.

COMMENTS WILL BE HEARD DURING TWO DIFFERENT SECTIONS IN ADVANCE OF EACH SPECIFIC AGENDA ITEM. INDIVIDUAL COMMENTS WILL NOT EXCEED ONE MINUTE, TYPICALLY OUR PROTOCOL ALLOWS THREE MINUTES, BUT OUR BOARD OPERATING POLICIES ALLOW, IF WE HAVE MORE THAN TEN SPEAKERS PER SPEAKER TIME MAY BE REDUCED.

WE REDUCED THE FIRST SPEAKER TIME TO ONE MINUTE.

ALL BOARD MEMBERS AND THE EXECUTIVE TEAM HAVE RECEIVED THE FULL TEXT OF EACH COMMENT SO

[00:05:01]

DUE TO THE REQUIREMENTS OF THE OPEN MEETINGS ACT, THE BOARD MAY NOT DISCUSS THE SUBJECT THAT IS NOT ON THE AGENDA AND MAY ONLY MAKE A STATEMENT OF FACTUAL INFORMATION OR ASK THE SUPERINTENDENT TO CORRECT MISINFORMATION THAT HAS BEEN PRESENTED AS FACT RECITE EXISTING POLICY, OR REFER THE PATRON TO A STAFF MEMBER IN AUTHORITY OVER THE ISSUE.

PLEASE BE ADVISED THAT THE COMMENTS READ IN THE PUBLIC COMMENT SECTION DO NOT REFLECT THE OPINION OF THE DISTRICT.

WE WILL NOW ADDRESS THE CONSENT AGENDA AND THEN WE WILL HAVE THE FIRST PUBLIC COMMENT.

[5. CONSENT AGENDA]

BOARD MEMBERS ARE THERE ANY REQUEST TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? SEEING NONE, MAY I HAVE A MOTION.

I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.

THANK YOU. IS THERE A SECOND? I SECOND NANCY HUMPHREY.

I HAVE A MOTION BY CODY WEAVER, SECOND BY NANCY HUMPHREY, THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.

WE WILL NOW PROCEED TO VOTE BY ROLL-CALL.

VICE PRESIDENT CHAMBERS, ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR. THANK YOU.

SECRETARY WONG, ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR. THANK YOU.

TRUSTEE HUMPHREY, ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR.

TRUSTEE POWELL ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR.

THANK YOU. TRUSTEE STOLLE IS NOT WITH US THIS EVENING.

TRUSTEE WEAVER ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR. THANK YOU.

I'M IN FAVOR. THE MOTION PASSES SIX TO ZERO.

[6. DISCUSSION AND ACTION]

THERESA WILLIAMS, CHIEF OPERATING OFFICER, AND DR.

KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, WILL PROVIDE INFORMATION REGARDING THE ITEM TO ADOPT 2020 2021 REMOTE A ASYNCHRONOUS INSTRUCTIONAL PLAN.

PRIOR TO THE DISCUSSION OF THIS AGENDA ITEM, I BELIEVE WE HAVE ONE PUBLIC COMMENT GERMANE TO THIS ITEM.

DR. WANG CAN YOU READ THAT COMMENT.

[INAUDIBLE]. DO WE WANT TO MENTION THAT I WILL BE KEEPING TIME FOR THE MINUTE AND THEN WE'LL NOTIFY DR.

WANG WHEN THAT MINUTE IS UP.

MINUTE HAS ELAPSED. THE COMMENT IS FROM AMY RATLIFF.

TONIGHT, THE SCHOOL BOARD WILL BE DISCUSSING AND ADOPTING THE REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN.

I WANT TO SHARE WITH YOU SOME INSIGHTS ON THE STRAIN AND THE FRUSTRATION OUR FAMILY IS EXPERIENCING WITH THE REMOTE SCHOOL SO FAR.

OVER THE NEXT THREE WEEKS OF VIRTUAL INSTRUCTION, STUDENTS ARE RECEIVING SIGNIFICANTLY LESS CURRICULUM AND INSTRUCTION TIME IN THE ASYNCHRONOUS ENVIRONMENT.

FOR EXAMPLE, IF A STUDENT GETS A SCIENCE LESSON TUESDAY DURING THE MORNING SYNCHRONOUS PERIOD, WE WILL TEST THE STUDENT IN THE AFTERNOONS ASYNCHRONOUS SESSION, GET THE SAME LIVE INSTRUCTION.

STUDENTS ARE ABSOLUTELY NOT RECEIVING THE EQUIVALENT OF NEW CONTENT INSTRUCTION IN THIS PLAN. HOW DOES THE DISTRICT INTEND TO MAKE UP FOR THIS DRASTIC LOSS OF VALUABLE INSTRUCTION TIME, SO OUR STUDENTS MEET THE TEA REQUIREMENTS FOR THEIR GRADE LEVEL.

TEACHERS HAVE ALREADY BEEN OUT SICK DURING THESE FIRST FEW DAYS.

TIME.

THANK YOU DR. WONG. SO NOW.

DR. HASLEY AND DR.

WILLIAMS, WILL YOU PRESENT THE AGENDA ITEM? THANK YOU, PRESIDENT RICHARDS, AS INDICATED IN OUR RETURN TO SCHOOL, 2020 PLANS, WE WILL BE SERVING STUDENTS IN TWO LEARNING ENVIRONMENTS.

HOLD ON JUST ONE SECOND.

THERESA CAN I ASK A QUICK QUESTION.

YES.

MAYBE THIS WILL BE ADDRESSED IN THE PRESENTATION, BUT FOR THE PUBLIC COMMENT WE JUST RECEIVED WAS THERE ANYTHING INACCURATE THAT WAS STATED.

I WILL HAVE TO COME BACK TO THAT BECAUSE I DIDN'T GET TO SEE I READ THE COMMENTS EARLIER, I DID NOT HAVE IT UP IN FRONT OF ME, AND SO PERHAPS SOME OF IT MIGHT, AND IF NOT, I'LL ADDRESS THAT AT THE END.

OK SO I CAN GO BACK AND READ. THAT'S AWESOME.

DEFINITELY THANK YOU. THANK YOU.

SO AS INDICATED IN OUR RETURN TO SCHOOL 2020 PLANS WE WILL BE SERVING STUDENTS IN TWO LEARNING ENVIRONMENTS FACE TO FACE AND THEN REMOTELY THROUGH OUR PISD SCHOOL AT HOME.

AS PART OF OUR LEARNING ENVIRONMENT DESIGN STUDENTS RECEIVING REMOTE INSTRUCTION WILL BE ENGAGING IN BOTH SYNCHRONOUS AND ASYNCHRONOUS INSTRUCTION.

[00:10:05]

SO AT THIS TIME, I WILL TURN IT OVER TO DR.

HASLEY TO PRESENT OUR DISTRICT PLAN THAT DESCRIBES THE INSTRUCTIONAL DESIGN OR METHOD FOR REMOTE INSTRUCTION. AND THEN WE'LL COME BACK AT THE END OF THE PRESENTATION, ANSWER QUESTIONS, AND THEN CODY IF YOU FEEL AS THOUGH WE DID NOT ADDRESS SOME OF THOSE, WE'LL GO BACK AND REREAD THE COMMENTS AND ADDRESS AT THAT TIME.

THANK YOU SO MUCH.

DR. HASLEY. THANK YOU, DR.

WILLIAMS. PRESIDENT RICHARDS, BOARD MEMBERS, IT'S A PLEASURE TO PRESENT TO YOU TONIGHT OUR PROPOSED ASYNCHRONOUS INSTRUCTION PLAN.

AS YOU KNOW, THE SCHOOL FINANCE SYSTEM REVOLVES ENTIRELY AROUND THE CONCEPT OF FUNDING AVERAGE DAILY ATTENDANCE.

AND WITH THAT, SINCE THAT IS BASED ON STUDENTS WHO ARE PHYSICALLY PRESENT AT SCHOOL, THE TEXAS EDUCATION AGENCY HAD TO DEVELOP A SYSTEM IN ORDER FOR US TO GET CREDIT FOR WHEN STUDENTS ARE ATTENDING AND PARTICIPATING IN A REMOTE ENVIRONMENT.

THAT IS WHAT THIS PLAN IS ABOUT.

IT'S EXPLAINING OUR PLAN FOR INSTRUCTION SO THAT WE ARE ABLE TO CONTINUE TO GET FUNDING FOR STUDENTS WHO ARE PARTICIPATING.

ALL DISTRICTS HAVE THE OPTION OF DEVELOPING WHAT TEA IS CALLING A SYNCHRONOUS INSTRUCTION PLAN OR AN ASYNCHRONOUS INSTRUCTION PLAN.

THE SYNCHRONOUS PLAN REQUIRES THAT ALL PARTICIPANTS ARE PRESENT AND VIRTUALLY LIVE AT THE SAME TIME FOR ALL LEARNING.

THE ASYNCHRONOUS PLAN, WHICH IS WHAT WE HAVE DECIDED TO PRESENT, DOES NOT REQUIRE ALL PARTICIPANTS TO BE VIRTUALLY PRESENT AT THE SAME TIME FOR ALL LEARNING.

WE'VE CHOSEN THIS TYPE OF PLAN BECAUSE IT ALLOWS FOR A MIX OF SYNCHRONOUS AND ASYNCHRONOUS, WHICH WE FELT LIKE WAS A BETTER SYSTEM FOR OUR STUDENTS.

SO TONIGHT I'M PRESENTING OUR RECOMMENDED PLAN.

AND UPON YOUR APPROVAL, AS DR.

WILLIAM SHARED, THIS WILL BE SUBMITTED TO TEA FOR THEIR FINAL APPROVAL.

SO ON THE NEXT SLIDE, YOU'LL SEE THE TEA REQUIREMENTS WE HAD TO SUBMIT A LETTER OF INTENT PRIOR TO THE FIRST DAY OF SCHOOL, LETTING TEA KNOW THAT WE INTENDED TO SUBMIT AN ASYNCHRONOUS PLAN, WHICH WE HAVE DONE.

AND THEN SECONDLY, OUR APPLICATION FOR THE ASYNCHRONOUS PLAN IS TO BE SUBMITTED BY OCTOBER 1ST. WHILE THAT SEEMS A WAYS OFF, WE WANT TO SUBMIT THIS AS SOON AS POSSIBLE BECAUSE TEA WILL REVIEW IT AND TAKE TIME TO DO THAT AND THEN ALLOW FOR ANY CORRECTIONS IF THOSE NEED TO BE MADE.

ONCE THAT IS SUBMITTED AND THE PLAN IS APPROVED, THAT WILL ENSURE OUR FUNDING FOR REMOTE ATTENDANCE IN OUR REMOTE SYSTEM.

SO NEXT, WE'LL TALK ABOUT THE FOUR KEY ELEMENTS ON THE NEXT SLIDE.

THE TEA HAS DEVELOPED A RUBRIC WHICH EXPLAINS THE KEY ELEMENTS THAT EACH INSTRUCTIONAL PLAN MUST INCLUDE.

SO OVER THE NEXT SLIDES AND SOMEHOW THE TOP ONE IS MISSING, IT'S SUPPOSED TO BE AND HERE IT IS OVER THE NEXT SLIDES I'LL GIVE YOU INFORMATION ON EACH OF THESE KEY ELEMENTS IN OUR ASYNCHRONOUS INSTRUCTION PLAN.

SO WE'LL GO TO THE NEXT ONE TO TALK A LITTLE MORE ABOUT INSTRUCTIONAL SCHEDULE.

WE DID SPEND QUITE A BIT OF TIME AT THE LAST BOARD MEETING DISCUSSING SCHEDULES, AND AS YOU KNOW, THE DISTRICT'S REMOTE LEARNING ENVIRONMENT IS CALLED PISD SCHOOL AT HOME PROGRAM. THIS IS THE OPTION THAT WE HAVE GIVEN TO ALL FAMILIES WHO WISH FOR THEIR STUDENTS TO COMPLETE SCHOOL WORK FROM HOME AND NOT RETURN TO CAMPUS IN PERSON.

AS YOU KNOW, WE'VE STARTED THE SCHOOL YEAR LAST WEEK WITH ALL STUDENTS PARTICIPATING IN THE REMOTE LEARNING THROUGH SEPTEMBER 4TH.

THEN BEGINNING SEPTEMBER 9TH THE STUDENTS WHO CHOSE TO RETURN TO SCHOOL WILL DO SO, AND THOSE WHO CHOSE PISD SCHOOL AT HOME WILL CONTINUE IN THE REMOTE LEARNING.

SO OUR DISTRICT'S INSTRUCTION PLAN, AS I'VE STATED BEFORE, INCLUDES BOTH SYNCHRONOUS AND ASYNCHRONOUS LEARNING IN ORDER FOR STUDENTS TO DAILY INTERACT WITH THE CONTENT.

AND THIS INCLUDES ALL COURSES IN ALL GRADE LEVELS.

AND STUDENTS ARE EXPECTED TO PARTICIPATE IN THE SYNCHRONOUS ACTIVITIES DURING THE ASSIGNED TIMES AND IN THE ASYNCHRONOUS ACTIVITIES DURING THE CLASS PERIODS AND DAYS WHEN THEY'RE NOT IN SYNCHRONOUS LEARNING.

REALIZING THAT THIS WAS THE FIFTH DAY OF SCHOOL AND THAT WE HAVE RECEIVED QUITE A BIT OF FEEDBACK FROM PARENTS, TEACHERS AND STUDENTS.

WE REALIZED THAT WHILE WE DESIGNED OUR PLAN TO INCLUDE SOME SYNCHRONOUS ELEMENTS, WHICH WAS IN RESPONSE TO OVERWHELMING AFTER LAST SPRING, OVERWHELMINGLY TEACHERS, STAFF, PARENTS AND STUDENTS WANTED LIVE INTERACTION AN CONTACT WITH TEACHERS, WHICH IS ONE OF THE REASONS WE DEVELOPED A SYSTEM THAT HAD BOTH ELEMENTS.

[00:15:02]

SO THOSE THINGS ARE BEING DEVELOPED RIGHT NOW, WILL QUICKLY BE ROLLED OUT TO TEACHERS SOON. SO, CONTINUING ON WITH THE OTHER ELEMENTS HERE.

ALL TEACHERS WILL PROVIDE A WEEKLY DOCUMENT TO STUDENTS AND PARENTS CALLED A WEEK AT A GLANCE WHICH SHOULD HAVE ALREADY STARTED.

AND THIS GIVES AN OVERVIEW OF ALL THE ASSIGNMENTS AND EXPECTATIONS FOR THE WEEK.

THIS IS ALSO A CRITICAL PART OF THE SCHOOL AND HOME COMMUNICATION.

THE SCHEDULES FOR THE SCHOOL AT HOME, STUDENTS WILL FOLLOW THE SAME MASTER SCHEDULE AS THE HOME CAMPUS, AND AS WE'VE SHARED BEFORE, EACH DAY IS DIVIDED UP INTO SOME SYNCHRONOUS, SOME ASYNCHRONOUS BLOCKS OF TIME.

AND THAT'S DESIGNED SO THAT THE REMOTE STUDENTS PARTICIPATE IN SCHOOL WORK THE SAME AMOUNT OF TIME AS A STUDENT WHO'S ATTENDING FACE TO FACE.

SO THIS WAS MENTIONED IN ONE OF THE COMMENTS.

AND ONE OF THE WAYS THAT OUR PLAN IS APPROVED IS THAT WE'RE ENSURING STUDENTS WHO ARE LEARNING FROM HOME ARE SPENDING THE SAME AMOUNT OF TIME LEARNING AS STUDENTS WHO ARE AT SCHOOL FACE TO FACE. THAT DOESN'T MEAN THEY ARE SYNC'D IN SYNCHRONOUS LIVE INTERACTION, THE SAME AMOUNT OF TIME FOR SEVEN STRAIGHT HOURS A DAY.

THAT MEANS WE HAVE PROVIDED INSTRUCTION, SOME LIVE, SOME ASYNCHRONOUS, SO THAT THE AMOUNT OF TIME SPENT ON LEARNING IS EQUIVALENT TO THOSE WHO ARE AT SCHOOL FACE TO FACE.

SO THE NEXT SLIDE WILL REVIEW SOME SAMPLE SCHEDULES AND THESE WILL LOOK FAMILIAR, I'VE JUST BROUGHT OVER A COUPLE OF FEW OF THE SLIDES FROM THE LAST PRESENTATION.

THIS IS ONE OF THE ELEMENTARY SAMPLE SCHEDULES THAT WE SHOWED TO YOU LAST MEETING.

AND WHEN WE DESCRIBED WHAT PHASE ONE LEARNING AT HOME WOULD BE LIKE FOR ELEMENTARY STUDENTS. THE SYSTEM THAT WE'RE IN RIGHT NOW, WE'RE ALL REMOTE.

THIS TYPE OF SCHEDULE WILL CONTINUE ON FOR THE STUDENTS WHO ARE REMAINING ON THE SCHOOL AT HOME PROGRAM. AND THERE WAS A QUESTION ABOUT WHAT DOES MIX MEAN ON THIS SCHEDULE? AND THAT SIMPLY MEANS THAT THAT BLOCK OF TIME MAY HAVE A MIX OF SYNCHRONOUS AND ASYNCHRONOUS ACTIVITIES, AND IT GIVES THE TEACHER FLEXIBILITY TO PROVIDE THE INSTRUCTIONAL SETTING THAT IS APPROPRIATE FOR THAT TIME IN THE LEARNING FOR THE STUDENTS . FOR EXAMPLE, THE LITERACY BLOCK, YOU CAN SEE IS A 90 MINUTE BLOCK OF TIME, WHICH COULD BE A LONG STRETCH FOR STUDENTS TO BE SYNCHRONOUS THE ENTIRE TIME.

SO THIS BLOCK, A TEACHER MAY DECIDE THE FIRST 15 MINUTES WE'RE GOING TO PROVIDE A MINI LESSON. AND SO EVERYONE IS LOGGED IN SYNCHRONOUSLY PARTICIPATING IN THE MINI LESSON AND THEN THEY LOG OFF TO WORK ON ASYNCHRONOUS WORK.

IT ALSO MIGHT BE A TIME WHERE TEACHERS ARE GOING TO DO SOME GUIDED READING ACTIVITIES WITH SMALL GROUPS SO THEY MAY ASSIGN THREE STUDENTS TO LOG IN AT NINE O'CLOCK TO PARTICIPATE WITH THE TEACHER.

SO THAT'S WHAT THE MIX MEANS.

IT COULD BE A LITTLE BIT OF BOTH ON THOSE PARTICULAR BLOCKS OF TIME.

ON THE NEXT SLIDE, YOU WILL SEE AN EXAMPLE OF A SECONDARY SCHEDULE.

AND THIS HAS BEEN SHARED WITH YOU BEFORE.

CURRENTLY, OUR SECONDARY STUDENTS ARE UTILIZING THIS TYPE OF A SCHEDULE WHERE WE HAVE MONDAY IS ASYNCHRONOUS AND THEN THE DAY IS BLOCKED BY HALF DAY INTO SYNCHRONOUS ASYNCHRONOUS. THIS WENT INTO EFFECT THIS WEEK FOR OUR SECONDARY STUDENTS.

AS YOU MAY RECALL, OUR FIRST THREE DAYS OF LEARNING FOR THIS YEAR, WERE REALLY DEDICATED TO STUDENTS GETTING CONNECTED, MAKING SURE THEY CAN LOG IN TO EACH TEACHERS GOOGLE CLASSROOM. TEACHERS BEING ABLE TO GET TO KNOW STUDENTS, PROVIDING SOME SOCIAL EMOTIONAL CHECK IN AND THAT TYPE OF THINGS.

THAT'S HOW WE DESIGNED THE FIRST THREE DAYS OF LEARNING, WHICH WAS LAST WEEK.

AND THIS WEEK REALLY STARTS OFF WITH MORE CONTENT.

THIS TYPE OF SCHEDULE MAY BE CONTINUED IN THE MIDDLE SCHOOL LEVEL IF WE GO TO THE NEXT SLIDE. THIS IS ANOTHER EXAMPLE OF WHAT MIDDLE SCHOOL MIGHT LOOK LIKE.

AND THIS MIGHT LOOK CONFUSING, BUT IT'S JUST TO INDICATE THAT WHILE WE ARE GOING TO TRY TO CONTINUE TO KEEP BLOCKS OF THE DAY, INSTEAD OF HAVING STUDENTS LOG IN ALL DAY, EVERY DAY, THIS MAY HAVE SOME VARIATION FROM THE SCHEDULE THAT THEY CURRENTLY HAVE.

FOR EXAMPLE, IF A STUDENT IS IN BAND, LET'S SAY IT MAY BE MORE APPROPRIATE TO LOG IN SYNCHRONOUSLY EVERY DAY FOR BAND TO PARTICIPATE IN REHEARSAL RATHER THAN FOR HALF A DAY AT A TIME. SO THIS IS AN EXAMPLE OF ANOTHER WAY THE SAMPLE MIDDLE SCHOOL SCHEDULE MIGHT LOOK. AND NEXT THIS SHOULD LOOK FAMILIAR, THIS IS THE SLIDE FROM LAST TIME DESCRIBING OUR HYBRID COHORT DESIGN.

SO, AS YOU KNOW, TEA MADE THIS OPTION AVAILABLE TO US AGAIN, SO THE DISTRICT HAS DECIDED

[00:20:05]

AND THIS WILL BE IMPLEMENTED BEGINNING SEPTEMBER 9TH WHEN OUR FACE TO FACE STUDENTS RETURN TO CAMPUS.

AGAIN, THIS IS A SIDE BY SIDE SHOWING YOU PERHAPS A TYPICAL EXAMPLE OF A SCHEDULE FOR ON THE LEFT, THE FACE TO FACE STUDENT WHO IS AT SCHOOL, AND ON THE RIGHT, THE SCHOOL AT HOME STUDENT WHO IS LEARNING FROM HOME.

ON THE LEFT SIDE, YOU CAN SEE THAT AN EXAMPLE OF THE WEEKLY SCHEDULE FOR STUDENTS THAT HAVE CHOSEN TO ATTEND THE FACE-TO-FACE ENVIRONMENT WILL ATTEND SCHOOL AND RUN THROUGH THE ENTIRE SCHEDULE TWO DAYS A WEEK.

WE'RE DIVIDING STUDENTS INTO TWO COHORTS TO ACCOMPLISH THAT SMALLER NUMBER OF STUDENTS IN CLASS AT A TIME. AND SO COHORT A STUDENTS WILL ATTEND SCHOOL ALL DAY ON TUESDAY AND THURSDAY AND COHORT B STUDENTS WOULD ATTEND SCHOOL ALL DAY ON WEDNESDAY AND FRIDAY.

QUESTION, KATRINA, WHEN WILL STUDENTS FIND OUT IF THEIR COHORT A OR B? THAT WILL BE SHORTLY BEFORE SEPTEMBER 9TH, I'M SURE, COMING UP SOON, CAMPUSES ARE STILL TRYING TO FINALIZE SCHEDULES AND DIVIDE STUDENTS INTO THE COHORT AS EVENLY AS POSSIBLE.

SO SOMETIME BEFORE THE NIGHT, SO THEY CAN MAKE PLANS ON WHICH DAY? I DON'T HAVE A SPECIFIC DATE ON THAT.

I CAN WORK WITH DR.

WILLIAMS ON THAT AND GET BACK TO YOU.

OK, THANK YOU. ALSO, THERE ARE A COUPLE OF NOTES AT THE BOTTOM HERE, AND WHEN USING THE HYBRID SCHEDULE, WE WILL HAVE SOME GROUPS OF STUDENTS WHO WOULD NOT ONLY ATTEND TWO DAYS A WEEK, WE'VE IDENTIFIED OUR SPECIAL EDUCATION STUDENTS WHO ARE IN SELF-CONTAINED CLASSROOMS. THEY WILL NOT PARTICIPATE IN THE HYBRID SCHEDULE SIMPLY BECAUSE OF THEIR SPECIALLY DESIGNED INSTRUCTION AND THE NEED FOR STRUCTURE FIVE DAYS A WEEK.

SO THOSE STUDENTS WILL BE ATTENDING SCHOOL EVERY DAY.

THE RIGHT SIDE OF THE SCHEDULE, AGAIN, SHOWS THE SCHOOL AT HOME, STUDENTS, WE DO PLAN TO DIVIDE THEM INTO COHORTS AS WELL SO THAT THE SIZE OF THE REMOTE CLASSES ARE COMPARABLE TO THE SIZE OF THE FACE TO FACE.

SO WE DON'T HAVE SUCH LARGE NUMBERS SIGNING IN TO PARTICIPATE IN THE ZOOM OR GOOGLE HANGOUT AT THE SAME TIME.

ON THE NEXT SLIDE, YOU'LL SEE IT JUST ANOTHER WAY TO LOOK AT THIS, THE HYBRID, THESE WOULD BE A POSSIBLE SCHEDULE FOR A STUDENT WHO ATTEND SCHOOL FACE TO FACE.

AGAIN, MONDAY IS OUR ASYNCHRONOUS FLEX DAY IN WHICH STUDENTS WILL PARTICIPATE BY WORKING ON THEIR ASYNCHRONOUS WORK THAT'S BEEN ASSIGNED FOR EACH CLASS.

BUT ALSO THIS DAY IS DESIGNED SO THAT THEY CAN HAVE A CHECK IN WITH THE HOMEROOM OR ADVISORY TEACHER. WE WOULD HAVE COUNSELORS PERHAPS WOULD DO SOME GUIDANCE LESSONS ON THESE DAYS. WE MAY ALSO HAVE SPECIFIC TUTORIALS GOING ON.

STUDENTS MAY BE INVITED TO SMALL GROUP SESSIONS THAT ARE APPROPRIATE FOR THEM ON THOSE DAYS. ALSO, TEACHERS WOULD HAVE OFFICE HOURS ON THESE DAYS AND BE AVAILABLE TO STUDENTS WHO WANTED TO CONNECT WITH TEACHERS FOR MORE SUPPORT.

SO, AGAIN, YOU CAN SEE THE COHORT SCHEDULE HERE, THEY ATTEND TWO DAYS A WEEK AND CONNECT ASYNCHRONOUSLY THE OTHER TWO DAYS AND THE NEXT SLIDE SHOWS THE SAME VIEW FOR THE SCHOOL AT HOME STUDENTS. CAN I ASK A QUICK QUESTION FOR THE FACE TO FACE.

MY QUESTION IS MORE ABOUT ACCESS TO THEIR INSTRUCTOR.

SO TUESDAY THROUGH FRIDAY, THAT INSTRUCTOR, THAT TEACHER WILL BE ENGAGED IN FACE TO FACE TEACHING. AND THEN ON MONDAYS, WILL THEY BE ON CAMPUS AND JUST AVAILABLE FOR STUDENTS TO EITHER REACH OUT OR BE CONDUCTING SMALL GROUPS? ABSOLUTELY. THAT'S PART OF THE REASON WE WANTED THE MONDAY DEDICATED TO ASYNCHRONOUS SO THAT WE WOULD MAKE TEACHERS MORE AVAILABLE TO INDIVIDUAL STUDENTS.

AND TEACHERS WILL ALSO HAVE OFFICE HOURS AND CONFERENCE PERIOD THROUGHOUT THE WEEK AS WELL. DR.

HASLEY, I HAVE A QUESTION.

WILL THE CLASS LOAD PER TEACHER BE ABOUT THE SAME AS IT WOULD HAVE BEEN IN A NORMAL SCHOOL YEAR? I DON'T HAVE THE EXACT NUMBERS ON CLASS LOAD AND HOW THAT'S DIVIDING OUT.

I CAN PROBABLY RESEARCH THAT AND GET BACK TO YOU.

WELL, WE'RE WANTING THAT TO BE COMPARABLE.

AND ALL OF THAT ALSO DEPENDS ON HOW MANY STUDENTS SELECT FACE TO FACE AT A CAMPUS AND HOW MANY SELECT REMOTE INSTRUCTION, EVEN THOUGH THE DISTRICT, AVERAGE IS ABOUT 50 PERCENT.

THAT VARIES FROM CAMPUS TO CAMPUS.

[00:25:02]

I JUST WAS TRYING TO GET A GENERAL FEEL FOR HOW THE TEACHERS ARE GOING TO BE HOW MANY STUDENTS IS IT GOING TO BE SIMILAR TO WHAT THEY TYPICALLY HAVE.

SO, NANCY, AT THE HIGH SCHOOL, AND THE SECONDARY LEVEL, ESPECIALLY WITH THIS HYBRID, YOUR COHORT A AND YOUR COHORT B, WOULD BE IF WE WERE TO ALL COME BACK AND BE FACE TO FACE FIVE DAYS A WEEK, THAT WOULD BE THEIR ENTIRE FIRST PERIOD OR SECOND PERIOD OR THIRD PERIOD CLASS. AND SO THOSE NUMBERS ARE REALLY GOING TO BE PRETTY, PRETTY COMPARABLE AS FAR AS BEING SPLIT. NORMALLY, HIGH SCHOOL, SENIOR HIGH MIDDLE SCHOOL MASTER SCHEDULES ARE BUILT AROUND BETWEEN TWENTY EIGHT TO THIRTY STUDENTS PER CLASSROOM.

SO ROUGHLY THAT NUMBER SPLIT INTO IS WHAT THE SIZE WOULD BE THEN IN THOSE FACE TO FACE CLASSROOMS. SO BUT IT MAY VARY EVER SO SLIGHTLY.

THERE ARE SOME CLASSES SOMETIMES AT THE HIGH SCHOOL LEVEL THAT ARE THIRTY FIVE FORTY SOMETIMES THEY'RE JUST LARGER.

THERE'S NOT A STUDECLASS NT TO TEACHER RATIO AT THE SECONDARY LEVEL.

OK, THANKS. [INAUDIBLE]. I HAD A QUICK QUESTION SIMILAR TO NANCY'S IS NOT ABOUT CLASS SIZE, BUT ABOUT CLASS PREP, ARE WE ENCOURAGING PRINCIPALS TO MAKE SURE THAT NO TEACHER HAS MORE THAN I MEAN SOMETIMES TEACHERS ENJOY HAVING THREE OR FOUR DIFFERENT PREPS I DON'T KNOW WHO THOSE ARE BUT ARE WE LIMITING THE NUMBER OF PREPS THE TEACHERS HAVE TO HAVE DURING THIS SITUATION SO THAT THEY CAN CONCENTRATE ON JUST ONE THING AND NOT HAVE TO HAVE MULTIPLE PREPARATIONS? I KNOW THAT'S A CONSIDERATION EVERY YEAR AND WHEN MAKING MASTER SCHEDULES, BUT ESPECIALLY AT THIS TIME, I'M SURE THAT PRINCIPALS ARE WORKING HARD TO MINIMIZE THE NUMBER OF PREPS.

BUT AGAIN, MANY TIMES IT DEPENDS ON THE SCHEDULES THAT THE CLASS OF STUDENTS HAVE SELECTED AND WHO WE HAVE THAT'S CERTIFIED TO TEACH SUCH THINGS.

AND MOST OF THE TIME, WITH THE HIGH SCHOOL AND MIDDLE SCHOOL AND ALL THE SECONDARY SCHEDULES, THE PREP WOULD BE NORMAL LIKE IT WOULD ON ANY GIVEN YEAR.

A QUICK QUESTION FOR THE CO SEATING FOR SOME OF THE CLASSES WITH THE CO SEATING STUDENT TO TEACHER RATIO STILL KIND OF HOLD BECAUSE I KNOW WE WERE SAYING THAT FOR THIS A B, IF THEY WERE TO GO BACK TO FIVE DAYS A WEEK, THAT THEY WOULD BE ONE CLASS.

AND SO I GUESS IS THAT THE SAME FOR THE CO SEATING.

THAT IS CORRECT. AND KATRINA, CAN I ASK YOU A QUESTION.

AND THE QUESTION IS THAT ARE PARENTS ARE WE CONFIRMING TO OUR PARENTS THAT WITH THIS HYBRID PLAN, THAT OUR STUDENTS ARE GOING TO GET THE SAME CURRICULUM, THE SAME SYLLABUS THAT THEY WOULD HAVE GOTTEN IN EVERY SUBJECT MOVING FORWARD AND THEIR STUDENT WILL BE ON TASK IN THE SUBJECT.

ABSOLUTELY. AGAIN, THAT'S WHY TEA HAS SET OUT THIS RUBRIC WITH ALL OF THESE ELEMENTS THAT WE'RE REQUIRED TO PROVE THAT WE ARE PROVIDING A COMPARABLE SITUATION FOR STUDENTS, NO MATTER WHAT ENVIRONMENT THEY'RE IN, THAT THEIR SPENDING TIME.

THEY'RE ALL USING PLANO ISD CURRICULUM AND THE TEACHERS ARE DESIGNING WORK TOGETHER, REMOTE TEACHERS WORKING WITH THE FACE TO FACE TEACHERS.

CAN I JUST FOLLOW UP ON THAT JUST BECAUSE IF WE HAVE A STUDENT THAT IS LET US SAY COHORT A AND HAS SYNCHRONOUS OR NOT JUST SYNCHRONOUS BUT FACE TO FACE LEARNING ON TUESDAY, AND THEN HE'S HOME WEDNESDAY OR SHE'S HOME WEDNESDAY AND THEY'RE DOING THE ASYNCHRONOUS LEARNING IS THE STUDENT THAT GOES IN WEDNESDAY ARE THEY GOING TO BE LEARNING THE SAME THING THAT STUDENT IN COURT A WAS LEARNING ON TUESDAY? WELL, THAT'S PART OF THE TRICKY PART OF DESIGNING INSTRUCTION FOR THIS AND AT THIS VERY TIME, WE'RE DESIGNING PROFESSIONAL LEARNING FOR TEACHERS SO THAT THEY CAN ACCOMPLISH THE SYNCHRONOUS, ASYNCHRONOUS AND THE CO SEATING PIECE.

AND ONE THING THAT WE HAVE SAID FROM THE VERY BEGINNING IS EVERY DAY IS A LEARNING DAY.

SO WHILE IT MAY LOOK LIKE AN ASYNCHRONOUS DAY IS JUST A DAY TO BE AT HOME AND DO YOUR HOMEWORK, IT REALLY IS A DAY THAT STUDENTS NEED TO CONTINUE TO LEARN BECAUSE IN A REGULAR YEAR, WHEN EVERYONE COMES TO SCHOOL, THEY'RE HERE EVERY DAY AND THE LEARNING OCCURS EVERY DAY. SO PART OF THE DESIGN OF HOW WE'RE SUPPORTING TEACHERS IS EVEN ON ASYNCHRONOUS DAYS, THE LEARNING NEEDS TO CONTINUE.

STUDENTS NEED TO CONTINUE MOVING ON.

TEACHERS NEED TO PROVIDE VIDEOS AND RESOURCES AND ACTIVITIES THAT WILL HELP STUDENTS INTERACT WITH THE LEARNING AND THE CONTENT AND THEN THEY CAN FOLLOW UP ON THAT THE FOLLOWING DAY. SO STUDENTS ON AN ASYNCHRONOUS DAY WILL STILL ENCOUNTER NEW MATERIAL AND

[00:30:02]

YES. THANK YOU.

OK, THE NEXT SLIDE, WE'LL GET INTO THE SECOND ELEMENT OF THE MATERIAL DESIGN, WHICH IS PART OF WHAT IS REQUIRED TO SUBMIT TO TEA AND AS YOU KNOW, WE HAVE A FULLY TEKS ALIGNED THAT'S TEXAS ESSENTIAL KNOWLEDGE AND SKILLS THE STANDARDS WE'RE REQUIRED TO TEACH.

OUR CURRICULUM IS FULLY ALIGNED WITH THAT FOR BOTH ASYNCHRONOUS LEARNING AND THE STUDENTS WHO ARE IN CLASS FACE TO FACE.

PISD CURRICULUM INCLUDES RESOURCES EASILY ACCESSIBLE THROUGH OUR ONLINE PLANNER, AND THAT IS BEING USED TO DESIGN INSTRUCTION FOR BOTH ENVIRONMENTS.

ALL OF OUR UNIT PLANS AND RESOURCES ARE FULLY ALIGNED TO THE TEKS AND INCLUDE OPPORTUNITIES FOR STUDENTS TO INTERACT WITH THE CONTENT THROUGH OUR ONLINE PLATFORM.

STUDENTS AS YOU KNOW, ACCESS THROUGH THEIR WEB DESK AND GOOGLE CLASSROOM.

BY FAR, MOST OF OUR TEXTBOOKS HAVE AN ONLINE VERSION THAT ARE RIGHT THERE ON THE STUDENTS WEB DESK AND EASILY ACCESSIBLE.

WE HAVE PROVIDED AN ALTERNATIVE PLAN FOR THE FEW COURSES THAT HAVE TEXTBOOKS THAT DO NOT HAVE AN ONLINE VERSION.

IN SOME CASES, WE'VE PURCHASED ADDITIONAL ITEMS OR AN ONLINE VERSION, AND IN OTHERS WE'VE HAD ENOUGH TEXTBOOKS TO ACTUALLY CHECK THEM OUT TO STUDENTS.

JUST AS IN FACE TO FACE LEARNING, TEACHERS WILL IMPLEMENT SPECIAL EDUCATION, INDIVIDUAL EDUCATION PLANS AND ACCOMMODATIONS.

AND TEACHERS ARE ALSO TRAINED IN ENGLISH LANGUAGE PROFICIENCY STANDARDS AND PROVIDING SUPPORT TO ENGLISH LEARNERS.

WE ALSO HAVE SPECIALISTS WHO SUPPORT THE ENGLISH LEARNERS, JUST ENSURING THAT THAT WE ARE PROVIDING FOR THOSE STUDENTS WHO HAVE LEARNING NEEDS.

THE THIRD KEY ELEMENT TO INCLUDE IN OUR PLAN IS STUDENT PROGRESS.

AND TRACKING ENGAGEMENT WILL AT A MINIMUM FOLLOW GUIDANCE FROM TEA WHERE YOU CAN SAY THAT STUDENTS ARE PRESENT AND MARK THEM PRESENT IN ATTENDANCE BY THREE POSSIBLE ATTENDANCE MARKERS.

ONE WOULD BE DAILY PROGRESS IN THE LEARNING MANAGEMENT SYSTEM, WHICH IN OUR CASE IS GOOGLE CLASSROOM. A SECOND WAY TO SHOW THAT STUDENTS ARE PRESENT WOULD BE DAILY PROGRESS THROUGH STUDENT AND TEACHER INTERACTION, THE SYNCHRONOUS INSTRUCTION, PERHAPS, OR THIRDLY, THROUGH ASSIGNMENT, COMPLETION AND SUBMISSIONS.

SO FOR THIS AND WE'RE TALKING ABOUT THE STUDENTS WHO ARE WORKING FROM HOME AND THOSE THREE WAYS, ONE OF THOSE THREE WAYS NEEDS TO BE IN PLACE IN ORDER FOR THE TEACHER TO COUNT A STUDENT PRESENT.

SO AS I MENTIONED EARLIER IN THE PRESENTATION, IF A STUDENT WAS NOT ABLE TO LOG IN DURING A SYNCHRONOUS TIME, MAYBE THEIR CONNECTIVITY WASN'T WORKING WELL ENOUGH AT THAT POINT IN TIME. AS LONG AS THEY'RE ABLE TO ENGAGE IN THE LEARNING FOR THAT CONTENT AREA SOMETIME DURING THAT DAY, THEY CAN BE COUNTED PRESENT FOR THAT DAY.

KATRINA YOU HAD MENTIONED THAT THERE'S A PLAN THAT'S BEING DEVELOPED RIGHT NOW IN REGARDS TO OBVIOUSLY THERE'S GOING TO BE STUDENTS THAT CAN'T LOG ON AT CERTAIN TIMES.

AND I'M JUST CURIOUS, IS ANY PART OF THAT PLAN, INCLUDING TEACHERS, RECORDING LESSONS? YES, THAT WOULD BE PART OF IT.

AND PART OF WHY IT'S TAKING A BIT IS TO RESEARCH THE TECHNOLOGY NEEDED.

YOU KNOW, A LOT OF TEACHERS ARE USING ZOOM OR GOOGLE HANGOUT FOR THE SYNCHRONOUS LEARNING WHILE KIDS ARE AT HOME.

AND WHAT WE CAN'T HAVE IS RECORDING ON THE ZOOM, WHICH RECORDS ALL THE STUDENTS WHO ARE ON THE TEACHER'S DESKTOP.

YOU KNOW, WE HAD TO FIGURE OUT A WAY FOR THE RECORDING TO BE ONLY OF THE TEACHER AND NOT INCLUDE THE OTHER STUDENTS AND THAT WE WOULD NOT POST SOMETHING THAT HAD RECORDINGS OF OTHER STUDENTS ON IT. SO WE FOUND A WAY TO DO THAT.

AND WE'RE DESIGNING DIRECTIONS FOR TEACHERS SO THEY KNOW HOW TO DO THAT.

THE OTHER THING IS IT MIGHT NOT ALWAYS BE A RECORDING OF THE TEACHER.

YOU KNOW, THE TEACHER MAY HAVE DESIGNED SOME INSTRUCTION FOR WHERE STUDENTS READ THROUGH A TEXT AND ANSWER SOME QUESTIONS AND THEY HAVE CLASS DISCUSSION.

SO IN THAT CASE, THE TEACHER COULD POST FOR STUDENTS WHO WEREN'T THERE, THE TEXT THERE TO READ AND GIVE INSTRUCTIONS FOR THE QUESTIONS THEY ARE TO ANSWER.

SO WE'RE WORKING ON A WAY TO GIVE TEACHERS IDEAS ABOUT ALL THE DIFFERENT THINGS.

SO THE IDEA WOULD BE WHATEVER IS IS NEW CONTENT OR NEW INSTRUCTION THAT HAPPENS THAT DAY.

STUDENTS WHO COULDN'T LOG IN STILL NEED TO HAVE ACCESS TO THAT.

GREAT. THANK YOU SO MUCH. KATRINA CAN I BACKTRACK A LITTLE BIT WITH MATERIAL DESIGN THE SUPPORT FOR STUDENTS WITH DISABILITIES AND ENGLISH LEARNERS WITH THAT OPTION WITH THE HELP THAT WE'RE SUPPORTING OUR STUDENTS IS IT ON OUR WEBSITE, WHAT OPTIONS WE'RE GIVING

[00:35:01]

WELL, I'M NOT SURE I UNDERSTAND THE QUESTION, AS YOU KNOW, EVERY STUDENT WHO IS SERVED BY SPECIAL EDUCATION HAS AN INDIVIDUAL PLAN THAT THE ARD COMMITTEE DEVELOPS ACCORDING TO WHAT THEIR NEEDS ARE.

AND SO WHAT WE HAVE PUT OUT IS AT ANY TIME PARENTS CAN ASK FOR AN ARD COMMITTEE MEETING TO RECONSIDER OR TO DISCUSS THINGS THAT MIGHT BE MISSING OR THEY MAY HAVE NEW INFORMATION OR NEW DATA TO SHARE WITH THE COMMITTEE.

AND THEY MAY NEED TO MAKE AN ADJUSTMENT BECAUSE I'M NOT SURE THAT PARENTS OUT THERE KNOW THAT IS THERE IF THEY NEEDED MORE NOTES AND MORE EXTRA MATERIALS FOR THEIR STUDENTS, THAT THEY CAN ASK FOR IT. THAT WOULD ALL BE PART OF THE COMMUNICATION WITH THE SPECIAL EDUCATION CASE MANAGER FOR EACH STUDENT AND THE PARENT.

I MEAN, THAT'S A GREAT PERSON.

I HOPE THAT EVERY PARENT WHO HAS SPECIAL ED KIDS KNOWS WELL THERE SPECIAL ED TEACHER.

AND WHEN THINGS LIKE THAT COME UP, THERE SHOULD BE CONVERSATIONS ABOUT IT.

AND IF THERE'S A NEED TO GO BACK TO ARD TO ADD ACCOMMODATIONS, THEN THE COMMITTEE WOULD DO THAT, OK, BECAUSE WE'RE IN A NEW ENVIRONMENT.

SO THE VIRTUAL ENVIRONMENT FOR THEM IS NEW.

SO THEY MAY HAVE NEEDED NEW SUPPORT, OR NEW OPTIONS FOR THEM.

RIGHT. I UNDERSTAND.

SPECIAL EDUCATION TEAM HAS ALSO PUT TOGETHER A PARENT SPECIAL ED GUIDANCE DOCUMENT WHICH IS LINKED ON OUR WEB PAGE AS WELL.

OK, THANK YOU. SO CONTINUING WITH THE STUDENT PROGRESS THAT WE ARE REQUIRED TO INCLUDE IN OUR PLAN, STUDENTS ARE REQUIRED TO BE ENGAGED DAILY WITH WORK.

STUDENTS WHO DID NOT DEMONSTRATE ENGAGEMENT ON A GIVEN DAY ARE MARKED ABSENT DAILY STUDENT ENGAGEMENT, EXPECTATIONS AND PROGRESS ARE CLEARLY DEFINED AND MEASURABLE AND PUBLISHED ONLINE FOR PARENTS AND STUDENTS THROUGH THE WEEK AT A GLANCE.

AND WE HAVE A VERSION FOR EACH ELEMENTARY VERSION.

A SECONDARY VERSION AS WELL AS OUR SPECIALIST IN ELECTIVE COURSES, ALSO HAVE A WEEK AT A GLANCE. STUDENTS CAN PARTICIPATE DAILY BY COMPLETING INSTRUCTIONAL TASKS, ANSWERING QUESTIONS, SUBMITTING ASSIGNMENTS, COMPLETING PROJECTS OR SUBMITTING PICTURES OF ASSIGNMENTS AND TASKS IN A VARIETY OF WAYS, WE WOULD BE ABLE TO SHOW THAT A STUDENT IS PARTICIPATING SO THAT WE CAN COUNT THEM PRESENT.

FOR TRACKING STUDENT, ACADEMIC PROGRESS, TEACHER AND TEACHERS PROVIDING FEEDBACK, WE DO HAVE AN ASSESSMENT PLAN THAT IS IN PLACE TO MONITOR PROGRESS IN BOTH LEARNING ENVIRONMENTS.

AT THE ELEMENTARY LEVEL, FOR EXAMPLE, IN OUR LITERACY, WE HAVE USED DAILY FORMATIVE ASSESSMENTS, WE USE RUNNING RECORDS AND READING RECORDS.

TEACHERS DEVELOP A COMMON FORMATIVE ASSESSMENTS AS A TEAM.

WE HAVE UNIT ASSESSMENTS.

WE ARE USING MAP TESTING AND DASH'S TEAM HAS BEEN WORKING CLOSELY WITH NWEA THEY HAVE ALREADY PROVIDED GUIDANCE TO PARENTS AND TEACHERS ABOUT HOW TO ADMINISTER THAT TEST VIRTUALLY. DO WE HAVE A DATE WHEN WE EXPECT THE FIRST MAP TEST OF THE YEAR TO TAKE PLACE.

YES, GO AHEAD, DR.

WILLIAMS. NO GO AHEAD. WE HAVE AN ASSESSMENT CALENDAR AND WE HAVE ACTUALLY ADJUSTED IT ONCE OR TWICE SINCE IT WENT OUT TO PROVIDE MORE TIME FOR FOR TEACHERS TO ACCOMPLISH THE MAP TESTING VIRTUALLY.

SO I DON'T KNOW THE EXACT DATE.

I BELIEVE BY THE END OF SEPTEMBER, ALL OF THAT TESTING PROBABLY IS WRAPPED UP AND THEN WE'RE ABLE TO START LOOKING AT THAT DATA.

AND WHEN WE DO, IS IT THERE'S ONE AT THE BEGINNING OF THE YEAR, ONE IN THE MIDDLE OF THE YEAR, IS THAT CORRECT? YES.

AND END OF THE YEAR. SO THERE'S THREE MAP TESTS A YEAR.

VERY GOOD.

THANK YOU. AND CODY, WE CAN PUT THAT IN A BOARD UPDATE THAT JUST GIVES THE ASSESSMENT CALENDAR WHEN THOSE DATES ARE GOING TO BE.

GREAT THANK YOU I'M DEFINITELY INTERESTED IN THAT.

THANK YOU. SO JUST CONTINUING WITH TEACHERS ARE REQUIRED TO PROVIDE FEEDBACK ON STUDENT PROGRESS, AND THAT IS JUST AS IF ON A REGULAR SCHOOL YEAR, THAT'S ALSO AN EXPECTATION OF COURSE, THAT'S PART OF HOW KIDS LEARN.

AND TEACHERS ARE EXPECTED TO PROVIDE THAT PROGRESS AT A MINIMUM WEEKLY.

BUT STUDENTS WOULD GET FEEDBACK EVERY TIME SOMETHING AN ASSIGNMENT IS SUBMITTED.

I HAVE A QUESTION. ON A REGULAR SCHOOL DAY, KATRINA, SOME OF OUR PARENTS, THEY GET A FEEDBACK FROM AN EMAIL ON A REGULAR LIKE LAST YEAR IF A STUDENT MISS A CLASS OR THEY SKIP A CLASS THEN THEY WOULD GET AN EMAIL FROM THE AUTOMATIC SYSTEM, LETTING THE PARENT KNOW THAT A CHILD MISSED THIRD PERIOD.

IS THERE ANY WAY THAT PARENTS NOW WOULD KNOW WHEN THEIR CHILD DOESN'T LOG INTO THIRD PERIOD? WE ARE GOING TO CONTINUE THAT SYSTEM, PART OF WHAT WILL BE DIFFERENT, THOUGH, IS

[00:40:01]

FOR THE EXAMPLE I SHARED BEFORE IF A STUDENT COULDN'T LOG IN OR MAYBE DIDN'T ENGAGE IN THE WORK UNTIL LATE IN THE EVENING AFTER THE TEACHER HAS ALREADY TAKEN ATTENDANCE THE NEXT DAY, PART OF OUR PROCESS IS FOR TEACHERS TO GO BACK AND RECTIFY ANY OTHER ATTENDANCE RECORDS OF KIDS WHO DID SHOW PROGRESS OR SUBMITTING ASSIGNMENTS.

THEN THEY CAN GO BACK AN MARK THEM PRESENT FOR THE PREVIOUS DAY.

SO I DON'T KNOW EXACTLY HOW THAT WOULD WORK IF I THINK THAT WE DO HAVE A SET UP WHERE THEY GET A PHONE CALL USED TO BE ABOUT 6:00 P.M.

I'M NOT SURE WHAT IT IS NOW IF THEY WERE ABSENT THAT DAY.

BUT AGAIN, IF STUDENTS SHOW PROGRESS, THEN THEY CAN GO BACK AND BE CHANGED TO PRESENT.

AND KATRINA I HAVE A SIMILAR QUESTION REGARDING THE PLANO ISD ACT.

I HAVE BEEN DEPENDING ON IT LIKE A LOT FOR MANAGING MY KIDS.

SO I JUST WONDER SO ALL THOSE GRADES AND HOMEWORK EVERYTHING YOU KNOW, I USED TO BE THAT ALL KNOWING MOMS. SO I JUST WONDER WILL THAT STILL BE OPERATED LIKE IN THE PAST.

WILL THAT CHANGE? MAYBE DAN ARMSTRONG CAN ANSWER SAY THAT, BUT I DO NOT SEE WHY THAT WOULD CHANGE THAT'S STILL SHOWING OUR PARENT PORTAL IS SHOWING STUDENT GRADES AND WE STILL HAVE GRADES THAT ARE SUBMITTED IN ALL.

THEN TIE TO OUR PARENT PORTAL AND APP AS BEFORE.

OK, GREAT.

THANK YOU. SO JUST ONE LAST COMMENT ON THIS SLIDE IS THAT OUR COLLABORATIVE TEAMS, WHICH INCLUDE TEACHERS WHO ARE TEACHING FACE-TO-FACE AND TEACHING SCHOOL AT HOME AND SOMETIMES BOTH ARE ALSO WORKING VERY CLOSELY TOGETHER AND THEY DEVELOP COMMON ASSESSMENTS.

THEY DETERMINE WHAT WOULD BE AN ACCEPTABLE EVIDENCE OF LEARNING, AND THEY'RE UTILIZING THOSE THINGS AS THEY PLAN FOR INSTRUCTION AND ASSESSING STUDENT PROGRESS.

SO THE FOURTH KEY ELEMENT ON THE NEXT SLIDE IS THE IMPLEMENTATION, AND THIS REALLY ADDRESSES SUPPORTING OUR TEACHERS, OUR INSTRUCTIONAL STAFF, AS WELL AS FAMILIES AND PROVIDING RESOURCES FOR FAMILIES.

SO PROFESSIONAL LEARNING FOR TEACHERS REALLY BEGAN IN THE SUMMER.

AND I THINK WE SHARED A LITTLE BIT OF THIS AT OUR LAST PRESENTATION, AND IT WILL CONTINUE THROUGHOUT THE SCHOOL YEAR.

WE HAD GOOGLE CLASSROOM CLASSES OFFERED THROUGHOUT THE SUMMER.

THEY WERE WIDELY ATTENDED BY MANY TEACHERS EVEN BEFORE THEY CAME ON CONTRACT, TRYING TO GET SOME LEARNING IN PLACE BEFORE THE DISTRICT AND CAMPUS DAYS.

AT THE START OF THE YEAR. AS YOU KNOW, WE HAVE SEVERAL DAYS WITH PROVIDING PROFESSIONAL LEARNING FOR TEACHERS BEFORE THE FIRST DAY WITH STUDENTS.

AND IN OUR FALL SEMESTER, WE ARE CONTINUING TO PROVIDE AFTERSCHOOL OPPORTUNITIES AS WELL AS SOME OF THE UPCOMING PROFESSIONAL LEARNING DAYS.

OUR ACADEMIC SERVICES TEAM IS WORKING HARD, AS I MENTIONED BEFORE, TO PROVIDE GUIDANCE ON THE CO TEACHING AND AS WELL AS SYNCHRONOUS AND ASYNCHRONOUS INSTRUCTION.

A LOT OF THIS WAS DONE BEFORE STUDENTS CAME, BUT WILL CONTINUE TO PROVIDE THAT SUPPORT.

FOR FAMILY COMMUNICATION AND SUPPORT, WE DO HAVE QUITE A FEW WAYS THAT WE'RE COMMUNICATING WITH FAMILIES AND SHARING INFORMATION.

AS YOU KNOW, WE HAVE OUR PISD RETURN TO INSTRUCTION PARENT MANUAL, WHICH IS UPDATED REGULARLY, AND WE SEND OUT NOTICES WHEN THAT INFORMATION IS ADDED THERE.

ALSO, WE SHARED THAT PARENT'S GUIDE TO THE FIRST FOUR WEEKS OF SCHOOL, WHICH WAS SHARED ON THE WEEK OF AUGUST 4TH.

THEN IN ADDITION TO THAT, OF COURSE, THE COMMUNICATIONS DEPARTMENT MANAGES OUR WEBSITE WITH REGULAR UPDATES.

EACH TEACHER HAS A WEB PAGE AND WE HAVE EXPECTATIONS THERE FOR TEACHERS TO POST THEIR OFFICE HOURS AND HOW STUDENTS CAN CONTACT THEM.

OUR SOCIAL MEDIA CHANNELS AND, OF COURSE, OUR MASS NOTIFICATION SYSTEMS. ALL THESE ARE STILL IN PLACE FOR PARENTS AND REALLY BEEN RAMPED UP A LITTLE BIT SINCE WE HAVE STARTED THE REMOTE INSTRUCTION.

AS A DISTRICT, WE WILL CONTINUE TO PROVIDE ONGOING SERIES OF RESOURCES TO PARENTS WORKING ON A COUPLE OF LITTLE VIDEO RESOURCES TO PROVIDE THEM, FOR EXAMPLE, KNOWING HOW TO LOG INTO GOOGLE CLASSROOM AND PROVIDING SOME VIDEOS AND OTHER WAYS TO COMMUNICATE WITH PARENTS ABOUT BEFORE SEPTEMBER 9TH, WHEN STUDENTS RETURN ABOUT WHAT THE SOCIAL DISTANCING AND SAFETY REQUIREMENTS WILL BE.

IT'S JUST TWO EXAMPLES.

ALSO, WE'VE ADDED AND WE HAVE ASK PISD, WHICH IS THE PLACE ON THE WEBSITE WHERE PEOPLE CAN SUBMIT ANY KIND OF QUESTION, IT'S DIRECTED TO THE APPROPRIATE PERSON WHO WOULD HAVE AN ANSWER. AND WE'VE ADDED A SPANISH VERSION PREGUNTA PISD.

AND SO THAT NOW IS DIRECTED TO SPANISH SPEAKING STAFF MEMBERS WHO ARE ABLE TO CONNECT

[00:45:02]

SO THAT CONCLUDES THE PRESENTATION OF OUR ASYNCHRONOUS LEARNING PLAN.

AND I'LL BE HAPPY TO ANSWER ANY ADDITIONAL QUESTIONS THAT YOU MAY HAVE.

I WOULD LIKE TO COME BACK AND JUST ADDRESS THE QUESTIONS THAT WERE BROUGHT UP AND THEN PUBLIC COMMENT THAT WAS READ.

I BELIEVE THE FIRST ONE WHICH WAS AROUND THE PLAN FOR ASYNCHRONOUS AND SYNCHRONOUS WAS DESCRIBED IN THE SCHEDULES.

AND SO I THINK THAT DR.

HASLEY ANSWERED THAT FIRST QUESTION.

THE SECOND QUESTION IS WHETHER THERE WOULD BE A LOSS OF CURRICULUM BY HAVING A SPLIT BETWEEN THE ASYNCHRONOUS AND SYNCHRONOUS DAYS.

AND THE ANSWER TO THAT IS NO.

AND I THINK DR. HASLEY ALSO ADDRESSED THAT.

THERE WAS A QUESTION REGARDING TEACHERS, WHEN THEY'RE ABSENT AND WHEN THEY ARE ABSENT FROM SCHOOL, WE WILL HAVE TRAINED SUBS AND CONTINUE TO HAVE SUBSTITUTES IN A POOL LIKE WE HAVE IN THE PAST. AND SO THAT WAS A THIRD QUESTION THERE.

AND THEN THE FOURTH WAS WITH REGARD TO THE AMOUNT OF RIGOR.

AND I JUST WANT TO MAKE NOTE THAT TODAY'S TUESDAY AND WHEN WE ROLLED OUT OUR RETURN TO SCHOOL PLAN, WE WERE VERY CLEAR WITH OUR PARENTS THAT WEDNESDAY, THURSDAY AND FRIDAY, WHICH IS LAST WEEK, SO THE 12TH, THE 13TH AND THE 14TH, THAT WE WOULD SPEND THOSE FIRST THREE DAYS OF SCHOOL HAVING TEACHERS CONNECT WITH STUDENTS.

STUDENTS CONNECT WHETHER IT WAS THROUGH ENGAGE THROUGH ZOOM.

AND SO SOME OF THE ACTIVITIES LAST WEEK WERE PROBABLY AROUND SCAVENGER HUNT, GETTING TO KNOW THE STUDENTS, STUDENTS GETTING TO KNOW THE TEACHERS.

SO THE SCHEDULE THERE AND THE ACTIVITIES WERE NOT AS RIGOROUS AS THEY WOULD TRADITIONALLY BE IN THE THIRD DAY OF SCHOOL IN A FACE TO FACE.

SO THIS WEEK WE HAVE STARTED WITH REGULAR WITH OUR PLANNED CURRICULUM INSTRUCTION.

AND SO I HOPE AND WE'LL CONTINUE TO GET FEEDBACK I'M CERTAIN THAT THE RIGOR WILL BE IS NOW WHERE IT SHOULD BE.

AS FAR AS PROVIDING SERVICES TO STUDENTS, WHETHER THEY ARE RECEIVING THEY HAVE AN IEP OR WHETHER THEY'RE IN 504 WHETHER THEY'RE GIFTED AND TALENTED.

OUR TEACHERS ARE ALSO TRAINED AND PREPARED TO DIFFERENTIATE FOR STUDENTS ACROSS THE BOARD. SO THOSE WERE THE QUESTIONS THAT WERE IN THAT COMMENT.

AND I JUST WANTED TO BRING THAT BACK TO FOLLOW UP.

AND I'M SORRY FOR BEING CAUGHT A LITTLE OFF GUARD AT THE VERY BEGINNING.

AND SO I NEEDED TO GO BACK AND READ EXACTLY ALL OF THE COMPONENTS AND ADDRESS THAT.

THANK YOU THERESA. I HAVE A QUESTION AND IT HAS TO DO WITH DUAL CREDIT.

HOW ARE WE WORKING WITH COLLIN COLLEGE AS FAR AS, YOU KNOW, GETTING IS IT SYNCHRONOUS ASYNCHRONOUS AND ARE WE COMMUNICATING? I'M JUST KIND OF CURIOUS ABOUT HOW WE'RE DOING WITH DUAL CREDIT.

YES, ABSOLUTELY.

THERE'S LOTS OF COMMUNICATION WITH COLLIN COLLEGE AND LOTS OF PLANNING.

COLLIN COLLEGE COURSE DUAL CREDIT COURSES DON'T START UNTIL AUGUST 24TH.

SO WE HAVE HAD A LITTLE BIT MORE TIME TO FINALIZE THOSE SCHEDULES.

AND DR. DAVIS IS WORKING CLOSELY WITH THE CAMPUS PRINCIPALS AND COLLIN STAFF TO MAKE SURE THAT WE HAVE THOSE SCHEDULES IRONED OUT.

FOR COLLIN, THE STUDENTS WHO CHOSE AN ONLINE OR REMOTE INSTRUCTION THEY WILL GET THE ONLINE CLASSES FROM COLLIN AND FOR THOSE WHO'VE CHOSEN FACE TO FACE WILL CAMPUSES WELL, THANK YOU FOR THE OPPORTUNITY TO PRESENT AND IF THERE ARE ANY OTHER QUESTIONS I'LL BE HAPPY TO ANSWER, IF NOT, THAT'LL BE THE END OF THE PRESENTATION FOR YOU TO GO AHEAD AND DECIDE ON YOUR ACTION.

I APOLOGIZE, MY CAT HENRIES DECIDED TO JOIN IN THE QUESTIONING, BUT AT THIS TIME IT WOULD BE APPROPRIATE TO ENTERTAIN A MOTION.

I'LL MAKE A MOTION, I MOVE THAT THE BOARD OF TRUSTEES ADOPTS A 2020-2021 REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN THAT AUTHORIZES THE SUPERINTENDENT TO SUBMIT THE ASYNCHRONOUS INSTRUCTIONAL PLAN TO THE TEXAS EDUCATION AGENCY.

I JERI CHAMBERS SECOND.

THANK YOU. I HAVE A MOTION BY NANCY HUMPHREY, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES ADOPTS THE 2020-2021 REMOTE ASYNCHRONOUS INSTRUCTIONAL PLAN AND AUTHORIZES THE SUPERINTENDENT TO SUBMIT THE ASYNCHRONOUS INSTRUCTIONAL PLANS TO THE TEXAS EDUCATION

[00:50:03]

IF THERE'S NO FURTHER DISCUSSION, WE WILL NOW PROCEED TO VOTE BY ROLL CALL.

VICE PRESIDENT CHAMBERS. ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR. THANK YOU.

SECRETARY WANG, ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR.

TRUSTEE HUMPHREY. ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR.

TRUSTEE POWELL. ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR.

TRUSTEE STOLLE IS NOT WITH US THIS EVENING. TRUSTEE WEAVER ARE YOU IN FAVOR OR OPPOSED.

IN FAVOR YOU.

I'M IN FAVOR THE MOTION PASSES SIX TO ZERO.

[7. REPORTS]

TAMMY, I BELIEVE HE IS IN SO WE DO HAVE THE 2016 BOND PROGRAM UPDATE FOR YOUR REVIEW TONIGHT. AND SO ONE DEPARTMENT THAT'S CONTINUED TO OPERATE FAIRLY UNINTERRUPTED BY COVID IS THE CONSTRUCTION DEPARTMENT.

AND WE ACTUALLY GOT SOME BENEFIT CONSTRUCTION TIMELINE WISE ON BEING ABLE TO START SOME PROJECTS IN THE SPRING THAT WEREN'T SCHEDULED TO START UNTIL JUNE.

AND SO IT HAS ALLOWED SOME BENEFIT.

AND WE HAVE HAD SOME PROJECTS THAT HAVE HAD TO TEMPORARILY SUSPEND OR TEMPORARILY SUSPEND A COMPONENT DUE TO COVID OUTBREAKS ON THE CONSTRUCTION SITE OR WITHIN ONE OF THE CONTRACTING COMPANIES.

BUT OVERALL, IT'S GONE REALLY WELL.

AND SO TONY PEARSON IS OUR ASSISTANT DIRECTOR OF FACILITY SERVICES AND HE IS JOINING US TONIGHT. AND AT THIS TIME, I'LL TURN IT OVER TO TONY TO GO THROUGH HIS REPORT AND CONSTRUCTION UPDATE.

THANK YOU, RANDY. APPRECIATE IT.

GOOD EVENING, EVERYBODY.

MISSING EVERYBODY ON THE BUS TOUR THIS YEAR, BUT HOPEFULLY NEXT YEAR WILL GET BACK IN LINE AND BE READY TO DO THAT AGAIN.

SO TONIGHT, I'LL BRING IT TO YOU, TO YOU GUYS, IN THE ZOOM MEETING.

AGAIN, AS RANDY SAID, MY NAME IS TONY PEARSON AND I'M THE ASSISTANT DIRECTOR OF FACILITY SERVICES OVER NEW CONSTRUCTION.

AND IF YOU WANT NEXT SLIDE.

OKAY. CONSTRUCTION PROJECTS THAT ARE GOING TO BE COMPLETED HERE IN 2020 THIS IS THE LIST OF THEM. WE'RE ADDING CAPACITY AT GULLEDGE.

WE'VE GOT A COUPLE OF ENHANCEMENTS AT SOME PROJECTS AND WE'RE GOING TO RUN THROUGH THESE SLIDE BY SLIDE. SO NEXT SLIDE WILL BE GULLEDGE ELEMENTARY SCHOOL.

GULLEDGE ELEMENTARY SCHOOL.

WE WERE CALLED UPON TO PROVIDE A SIX CLASSROOM ADDITION.

WE RECEIVED WORD LAST SUMMER THAT THE SCHOOL WAS KIND OF BURSTING AT THE SEAMS IN TERMS OF ENROLLMENT. THEY WERE USING EVERY AVAILABLE SPACE IN THE BUILDING FOR CLASSROOM SPACE TO SERVE THEIR STUDENTS AS BEST THEY COULD AND THEY COULD USE SOME MORE.

SO THIS PROJECT IS A SIX CLASSROOM ADDITION OFF THE BACK OF THE BUILDING.

WE STARTED CONSTRUCTION IN MARCH AND THESE PICTURES ARE MAYBE A WEEK, MAYBE EVEN A WEEK AND A HALF DATED AND STUFF.

BUT THEY ARE CURRENTLY WRAPPING UP THE MASONRY BRICK WALLS AROUND THE BUILDING.

THEY'RE WORKING ON THE INTERIOR PARTITIONS ON THE INSIDE AND PUTTING UP THE DRYWALL ON ONE SIDE. ONCE THEY GET THEIR INSPECTION FOR SOME OF THE ELECTRICAL AND MECHANICAL OUTLETS THAT THEY'RE PUTTING IN THE WALLS, THEY'LL BE ABLE TO DOUBLE SIDE THAT AND CLOSE THE WALL UP. THEN THEY'LL MOVE ON TO PAINT.

LET'S SEE WHAT ELSE ABOUT THIS.

WE'RE ADDING ABOUT 10000 SQUARE FEET BECAUSE OF WHEN THIS WAS SCHEDULED.

INITIALLY, WE WERE INTENDING FOR THIS BUILDING TO BE COMPLETE BY THE START OF SCHOOL THINKING AT THE TIME THE SCHOOL WAS GOING TO START IN A REGULAR SESSION.

BUT THIS THE COVID SITUATION HAS PUSHED OUR SCHEDULE OUT A LITTLE BIT.

SO WE'RE NOT COMPLETING THIS PROJECT UNTIL ABOUT MID-OCTOBER IN ORDER TO BRING IN A PORTABLE ON SITE.

WE TALKED WITH THE PRINCIPAL AND IT'S ALREADY ON SITE.

WE'VE DROPPED A FOUR CLASSROOM QUAD PORTABLE, WHICH IS BASICALLY JUST GOING TO BE IN PLACE. IT'S BEING SET UP NOW AND WILL BE READY FOR USE WHEN STUDENTS RETURN AFTER LABOR DAY. AND IT WILL BE ON SITE FOR THEIR USE.

AND ONCE THE ADDITION IS COMPLETE, MID-OCTOBER, THEY'LL MOVE IN AND THAT PORTABLE WILL GO AWAY AND THEN THEY'LL CLEAN UP THE SITE AND WE'LL MOVE OFF THE PROJECT AND WILL BE COMPLETE AND WE'RE OFF AND RUNNING.

TONY, JUST ONE MORE THING TO POINT OUT ON GULLEDGE IS CAN YOU TALK ABOUT IT BEING A TORNADO SHELTER.

OH, YES, I'M SORRY.

WITH ALL THE ADDITIONS TO THE NEW CODE HAS INDICATED THAT ANY TIME THAT YOU'RE ADDING TO

[00:55:03]

SO WHAT THEY'VE ALLOWED US TO DO IS YOU MAY NOT NECESSARILY WITHIN THE ADDITION YOU MAY NOT SATISFIED MAKING A STORM SHELTER FOR THE ENTIRE ENROLLMENT OR CAPACITY OF THAT SCHOOL BUILDING, BUT YOU HAVE TO AT LEAST TRY TO PROVIDE IT AS LARGE AS YOU CAN TO ACCOMMODATE AS MANY AS YOU CAN. SO THE ENTIRE ADDITION IS A STORM SHELTER, AS RANDY WAS SAYING.

IT'S GOT SOME UNIQUE CONSTRUCTION TO IT.

YOU CAN KIND OF SEE IN THAT PICTURE THE UPPER LEFT PICTURE.

IT'S KIND OF A WHITE LOOKING WALL.

IT'S WHAT THEY CALL A ICF BRICK.

IT'S AN INSULATED CONCRETE FORM IT COMES OUT THAT'S KIND OF BIG LEGO PIECES.

AND THEY PIECE IT TOGETHER, KIND OF FORM THEIR WALLS UP KIND OF IN A SANDWICH LAYER, RUN THE REBAR IN THE MIDDLE AND THEN POUR DOWN INTO THE WALL AND IT MAKES A SOLID CONCRETE WALL. THEY THEN PUT A CONCRETE CAP ON IT AND IT PRETTY MUCH IS A BUNKER FOR ALL INTENTS AND PURPOSES. AND THE WHOLE IDEA IS THAT, YOU KNOW, THE STORM SHELTER ACTS, YOU KNOW, YOU'RE ABLE TO GET INSIDE IT DURING THE STORM, CLOSED DOORS.

AND IF EVERYTHING ELSE WAS OBLITERATED AROUND IT, THIS THE STORM SHELTER WOULD STILL BE STANDING AND COULD OPERATE FOR I BELIEVE IT'S TWO HOURS OF ELECTRICITY, WATER, AIR UNTIL EMERGENCY HELP COULD GET THERE.

SO. ALL RIGHT, I'LL GET BETTER AT THIS NEXT SLIDE, FRANKFORD MIDDLE SCHOOL FINE ARTS ADDITION.

IF YOU REMEMBER, WE PUT ALL THREE OF THESE SCHOOLS THAT HAD A SIMILAR FLOOR PLAN TOGETHER. SO FRANKFORD WAS TOGETHER WITH RICE MIDDLE SCHOOL AND RENNER MIDDLE SCHOOL.

AND ALL OF THESE WERE SCHEDULED TO GET THE SAME EDITION, THIS FINE ARTS EDITION THAT WAS GOING TO PROVIDE THE ADDITION, MOSTLY BEING A NEW BAND HALL AND THEN RENOVATION WITHIN THE EXISTING SPACE TO ALSO PROVIDE FOR A SIZED UP CHOIR AND ORCHESTRA SPACE.

ALL THREE OF THOSE WERE SCHEDULED TO START LAST YEAR AND COMPLETE LAST YEAR.

BUT FRANKFORD MIDDLE SCHOOL, KIND OF GOT HELD UP AT THE CITY OF DALLAS DURING PERMITTING.

SO AS RENNER AND RICE MOVED ON AND MOVED FORWARD AND WE COMPLETED THIS SUMMER OF LAST YEAR, FRANKFORD WAS AGAIN HELD UP.

AND WE DIDN'T START CONSTRUCTION ON THAT ONE UNTIL ROUGHLY A YEAR LATER HERE IN FEBRUARY.

IT HAS SINCE MOVED ALONG.

AS RANDY WAS SAYING, WE REALLY HAVEN'T SLOWED DOWN A WHOLE LOT WITH WHAT'S BEEN HAPPENING THEY HAVE CLOSED THE JOB SITE TO KIND OF OUTSIDE VISITORS AND PROBABLY HAVE WORKED A LITTLE HARDER IN TERMS OF GETTING IT DONE.

SO IT'S ALREADY UP COMPLETED.

IT'S BEING MOVED INTO THE FINAL PIECES ARE JUST SUBSTANTIAL COMPLETION.

THEY'RE DOING PUNCH LIST ITEMS AND KIND OF WRAPPING UP THIS ADDITION AND KIND OF CLEANING UP THE SITE AND MOVING OFF.

SO THIS ONE'S MOVED, FAST ALONG.

WE'VE HAD [INAUDIBLE] HELP IN GETTING IT THERE.

IT CERTAINLY IS A JUST LIKE RICE AND RENNER.

IT HAS THE STORM SHELTER COMPONENT AS WELL.

THIS THIS ADDITION, THIS BAND HALL IS IS THE SAME KIND OF THING.

IT'S A NICE CF WALL THAT THEY POURED WITH CONCRETE CABINET.

IT ACTS AS A STORM SHELTER FOR THE BUILDING.

TRYING TO THINK IF THERE WAS ANY OTHER IMPORTANT DETAILS.

KNOW JUST THAT IT WAS DELAYED, BUT WE CAUGHT THAT THEY WORKED REALLY HARD ON IT TO GET COMPLETED THIS YEAR. NEXT UP IS THE SERVING LINE UPGRADES.

WE HAD FIVE SCHOOLS FOUR ELEMENTARY SCHOOLS AND ONE MIDDLE SCHOOL.

THE MIDDLE SCHOOL BEING SCHIMELPFENIG WHERE WE'RE OPERATING.

SO WHERE WE WERE LOOKING TO DO A KITCHEN EQUIPMENT OR I'M SORRY, A SERVING LINE UPGRADE AND CHANGING OUT SOME SELECT PIECES OF KITCHEN EQUIPMENT.

SO WE HIT UP SAIGLING, SHEPARD, ANDREWS, HICKEY AND [INAUDIBLE] AND JUST KIND OF A VARIETY OF PICTURES KIND OF AROUND THERE.

BUT WE STARTED THOSE THIS SUMMER HERE IN APRIL.

AND THEY ARE COMPLETE AS WELL, SUBSTANTIALLY COMPLETE, YOU KNOW, JUST KIND OF DOING THE PUNCH LIST ITEMS, PUNCH LIST ITEMS. IF YOU'RE NOT AWARE OF JUST KIND OF, YOU KNOW, WE'RE DONE.

THE MAJOR COMPONENTS AND SCOPE OF THE BUILDING ARE COMPLETE.

THE ARCHITECT COMES IN OR THE FOOD SERVICE CONSULTANT IN THIS CASE WALKS, THE AREA OF CONSTRUCTION TO KIND OF TAG ITEMS THAT MAY NEED A LITTLE WORK.

AND THAT BECOMES A PUNCH LIST ITEM AND THEN THAT'S HANDED BACK TO THE CONTRACTOR TO FIX.

SO IT'S NOT IT KIND OF, YOU KNOW, FOR THE CONTRACTOR TO BE FINAL PAID THEY WANT TO COMPLETE THE PUNCH LIST ITEMS, BUT IT DOESN'T HOLD UP, MOVE IN OR OPERATION OF THE SPACE.

SO FANS HAS MOVED INTO THESE AREAS OR ARE MOVING INTO THESE AREAS AND EVERYTHING IS ABLE TO BE WORKED AND OPERATED AS THEY'RE SUPPOSED TO.

[01:00:04]

WITH THOMAS, IT WAS A SERVING LINE UP AS WELL, BUT HUGHSTON ELEMENTARY SCHOOL HAD A REFURBISHMENT A COUPLE OF YEARS BACK AND WE WERE UNABLE TO DO THE KITCHEN AT THAT POINT IN TIME. SO HUGHSTON ELEMENTARY SCHOOL GOT THE FULL REMODEL OF WHAT OUR PREVIOUS REFURBISHMENTS DID, WHICH WAS A COMPLETE GUT OF THE EXISTING KITCHEN, KIND OF A RESTRUCTURING OF WALLS, IF NEEDED, NEW FLOORS, ALL NEW EQUIPMENT CHANGED OUT THE GREASE LINE OR THE GREASE TRAP IN THE BACK AND KIND OF JUST PROVIDED A BRAND NEW KITCHEN, NEW SERVING LINES AND MADE IT SO IT KIND OF CAUGHT UP WITH THE REFURBISHMENT THAT HAPPENED A COUPLE OF YEARS BACK. THOMAS, AGAIN, WAS JUST KIND OF THE SAME AS THE PREVIOUS SLIDE.

IT WAS JUST PROVIDING TWO NEW SERVING LINES AND SOME SELECT EQUIPMENT CHANGE OUT.

BOTH OF THOSE, AGAIN, STARTED CONSTRUCTION THIS YEAR AND ARE IN A SUBSTANTIAL COMPLETION, KIND OF A PUNCH LIST WALK OFF PHASE.

NEXT ONE, THIS WAS AN ATHLETIC ENHANCEMENT PLANO EAST LOCKER ROOM, LOWER FLOOR OF BUILDING C, WE WERE ASKED TO GET IN THERE AND KIND OF RECONFIGURE SOME WALLS AND PROVIDE SOME NEW MATS DOWN IN WHAT WOULD BECOME A NEW STORAGE SPACE FOR ATHLETICS, A TEAM MEETING ROOM AN A WRESTLING ROOM. RELATIVELY SIMPLE INTERIOR FINISH OUT STUFF, A LITTLE UNIQUE FROM OTHER PROJECTS WE DIDN'T TAKE THAT, WE DIDN'T MAKE IT OUT TO BID.

WE HAD ONE OF OUR GUYS IN OUR NEW CONSTRUCTION DEPARTMENT, [INAUDIBLE] KIND OF RUN POINT ON THIS. HE ACTED AS THE GC.

WE USE DSOME OF OUR DISTRICT APPROVED VENDORS AND RECEIVED MULTIPLE QUOTES FROM THOSE GUYS AND SELECTED WHAT WE FELT WAS THE LOWEST TO PUT TOGETHER A TOTAL PACKAGE NUMBER.

AND THEN HE MADE SURE THAT, YOU KNOW, HE WAS IN THERE TO WATCH OVER DEMO AND BUILD BACK.

BUT THIS PROVIDED THE ATHLETIC SPACE SOME NEW CLEANED UP AREAS TO MEET AGAIN, LIKE A TEAM MEETING ROOM. AND THE WRESTLING COACH SEEMS TO BE QUITE HAPPY WITH THE MATS ON THE FLOOR WALL TO WALL PADDING ON THE WALL.

AND JUST HIS NEW SPACE.

SO, AGAIN, ANOTHER ANOTHER ONE THAT JUST KIND OF STARTED THIS SUMMER WAS ABLE TO COMPLETE. NEXT SLIDE.

CLARK STADIUM FENCING WAS GOING TO SAY THAT WE'VE BEEN WORKING, YOU KNOW, FACILITIES, [INAUDIBLE] WAS WORKING WITH COACH KIMBRO AND OUR NEW [INAUDIBLE] JEFF SMITH FOR A LITTLE WHILE TO DO SOME IMPROVEMENTS AROUND CLARK STADIUM THAT WERE KIND OF NOT TIED INTO THE BOND PER SE, BUT WANTING TO CLEAN IT UP.

THEY'VE POWER WASHED THE BLEACHERS TO BRING BACK THAT SHINE.

THEY'VE POWER WASHED I UNDERSTAND THE PRESS BOX AS WELL TO KIND OF TAKE AWAY SOME OF THE DINGY, DIRTY RUNOFF THAT WAS KIND OF AFTER A RAIN WOULD COME DOWN ONTO THE WALLS.

SO THEY CLEANED THAT UP A LOT, POWER, WASH THE SIDEWALKS, A LITTLE BIT OF NEW PAINT HERE AND THERE KIND OF GIVEN THAT A KIND OF MAKING IT LOOK 10 YEARS YOUNGER.

WHAT WE'RE DOING, THOUGH, IS, YOU KNOW, BILL WAS ABLE TO HAND THIS OFF TO US AND WE TOOK IT OUT FOR BID AND ARE CURRENTLY.

I THINK IT WAS JUST LET'S SEE, IT TOOK THAT OUT FOR BID.

WE WILL HAVE A NUMBER TO YOU FOR APPROVAL HERE AT THE SEPTEMBER BOARD.

WE'RE LOOKING TO TAKE AWAY THE EXISTING CHAIN LINK FENCE THAT YOU CAN SEE IN THIS PICTURE HERE THAT THAT RUNS THE PERIMETER AND SOME OF THE INTERIOR FENCING IN AROUND CLARK STADIUM AND REPLACE IT WITH WROUGHT IRON, KIND OF GIVE IT A MORE GENTRIFIED LOOK.

IF YOU WANT TO SAY JUST A CLEANED UP, KIND OF A NICER STADIUM LOOK, TO COMPARE TO THE CHAIN LINK.

THERE IS SOME ROOM FOR SOME COLUMN.

WE THREW IT OUT WITH SOME ADD ALTERNATES AN THE PRICING, CAME IN PRETTY COMPETITIVE.

AND SO WE'RE GOING TO PLAY SOME BRICK MASONRY COLUMNS BETWEEN SOME OF THE WROUGHT IRON, PARTICULARLY IN THIS PLAN.

ANYWAY, PLAN SOUTH UNDERNEATH THE SCOREBOARD.

THAT FENCE LINE WILL HAVE SOME BRICK MASONRY BREAKING UP THE WROUGHT IRON.

AND THEN THE VISITOR SIDE WILL ALSO HAVE SOME BRICK COLUMNS INTRODUCED BETWEEN THE WROUGHT IRON TO KIND OF MATCH WITH WHAT THE HOME SIDE ALREADY HAS.

AGAIN, THIS PROJECT IS JUST NOW WE JUST GOT BIDS ON IT.

WE ARE MAKING A RECOMMENDATION THAT SHOULD BE MAKING ITS WAY TO THE AGENDA FOR SEPTEMBER APPROVAL. AND THEN AFTER IT'S APPROVED, WE'RE HOPING TO CUT THEM LOOSE AND THEY WILL WORK AROUND THE AD, AROUND GAME TIMES AND PRACTICE TIMES AND STUFF.

BUT THEY'RE HOPING THAT THEY CAN GET IN THERE, REMOVE THE FINANCING AND HAVE IT UP BY THE END OF THE YEAR. WHAT THEY'RE ALSO DOING ON THIS ONE TOO THE WROUGHT IRON FENCING AROUND

[01:05:01]

SO THAT EXISTING CHAIN LINK MESH IS GOING AWAY AND THEY'RE REPLACING IT WITH NEW.

YEP. THE USABLE LIFE OF THE WROUGHT IRON COMPARED TO THE TYPICAL USEABLE LIFE OF THE CHAIN LINK FENCE.

CAN YOU JUST COMPARE THE TWO? I DON'T HAVE EXACT NUMBERS FOR YOU.

I DO KNOW THAT THE WROUGHT IRON THAT WAS PUT ON THAT YOU CAN SEE ON THE HOME SIDE RIGHT NOW IS ABOUT 10, 15 YEARS OLD.

AND I THINK IT'S STILL IN PRETTY GOOD SHAPE.

I'M NOT EVEN SURE THEY'RE REPLACING THAT WROUGHT IRON AS PART OF THIS PROJECT.

SO IT'S STILL LAST I COULD BE WRONG.

THEY ARE GOING TO REPLACE AS PART OF THIS PROJECT, BUT IT'S LASTED FOR 10, 15 YEARS.

THE CHAIN LINK. IT'S I MEAN, IF IT'S NOT PAINTED, IT'S NOT GALVANIZED.

IT'S NOT THAT BLACK VINYL COATED STUFF THAT JUST KIND OF BURNS UP IN THE UV.

IT'S JUST THIS GALVANIZED METAL LOOKING CHAIN LINK FENCE PROBABLY COULD LAST.

I MEAN, A CONSIDERABLE AMOUNT OF TIME YOU ARE GOING TO GET SOME SUN DISCOLORATION ON THE WROUGHT IRON, BUT YOU'RE GOOD FOR AT LEAST A TEN, 12 YEARS.

I'D SAY. OK,AND WHEN DO WE REPLACE THE CHAIN LINK.

SAY IT AGAIN.

THE CHAIN LINK FENCE, YOU'RE SAYING WE'RE KEEPING THE POST IN THERE AND WHICH I KNOW IS AN EXPENSIVE PART OF IT, BUT WHERE THE NEW CHAIN LINK FENCE THAT THEY'RE GOING TO PUT ON THE MESH HOW OFTEN DO WE REPLACE THAT? YEAH, AND MAYBE I WASN'T CLEAR ON THAT.

SO THE SEATING ITSELF IS WHAT'S GOING TO HAVE THE MESH IF YOU KIND OF SEE IT IN THE BACKGROUND OF THE YOU KNOW, THE FENCING, THE CHAIN LINK FENCING IS IN THE FOREGROUND.

THE STADIUM BLEACHERS ARE SLANTED IN THE BACKGROUND.

THAT CHAIN LINK FENCING IS WHAT WE'RE REPLACING.

ALL OF THEM, ALL THE FRONT CHAIN LINK FENCE POSTS AND MESH AND EVERYTHING AROUND THE PERIMETER IS GOING AWAY AND BEING REPLACED WITH WROUGHT IRON.

SO HOW OFTEN DO WE CHANGE IT? NOT. NOT VERY.

REPEAT THAT QUESTION, JUST SO I UNDERSTAND IT ONE MORE TIME, JUST HOW OFTEN WE HAVE TO COME BACK AND REPLACE THAT MESH? YEAH, IT SOUNDS LIKE NOT NOT VERY OFTEN.

AND SO I GUESS MY MAIN POINT WAS JUST OBVIOUSLY THE WROUGHT IRON IS GOING TO COST MORE THAN A CHAIN LINK FENCE.

IT DOES A BIT YES.

BUT IT'S ALSO GOING TO LAST LONGER.

AND THAT'S AN ASSUMPTION I'M MAKING.

AND SO THAT'S MY QUESTION.

IS THE WROUGHT IRON IN THE LONG RUN, IS IT GOING TO LAST LONGER, THEREFORE BE A COST SAVINGS BENEFIT DOWN THE ROAD? LIKE I SAID, I COULD PROBABLY PULL SOME NUMBERS FOR YOU.

I WANT TO SAY THEY'RE COMPARABLE.

YES, I WANT TO SAY THAT THE MATERIAL THAT THEY'RE USING, IT'S A METAL.

IT'S GOING TO LAST.

IT'S JUST AS STRONG COLORATION MAY BE THE ONLY THING MAYBE GET SATURATED FROM A LITTLE BIT OF SUN AND LOOK A LITTLE BIT MORE WORN THAN JUST THIS PLAIN CHAIN LINK.

BUT WHEN IT IS JUST A STANDARD MATERIAL.

YEAH. THE MATERIAL IS GOING TO LAST.

IT'S NOT GOING TO RUST. IT'S GOING TO LAST FOR A LONG TIME.

SO.

OK.

BUT I HEAR YOUR QUESTION. IF I CAN FIND SOME MORE DETAILS ON IT IF I CAN FEED YOU LATER, I'LL PROBABLY DO THAT. I'LL FIND OUT WHAT THAT WARRANTY IS ON THAT [INAUDIBLE].

THEN I THINK THE MAIN POINT IS THAT THE REASON WE WOULD DO THE WROUGHT IRON COMPARED TO THE CHAIN LINK IS BECAUSE THE WROUGHT IRON, LIKE YOU SAID, IT'S GOING TO GIVE IT A FRESHER, MORE UPSCALE LOOK COMPARED TO THE CHAIN LINK.

YES SIR. [INAUDIBLE] AND CODY, A COUPLE OF OTHER THINGS THERE.

THE CHAIN LINK, YOU KNOW, A LOT OF THAT DEPENDS ON HOW MUCH IT'S LEANED ON PUSHED ON BUMPED INTO WITH MOWERS, ETC.

IT DOESN'T HANDLE THAT VERY WELL.

ALSO, THE YOU KNOW, THE WROUGHT IRON IS MORE OF A SECURITY.

IT'S HARDER TO CLIMB.

IT'S TYPICALLY GOT POINTS.

IT DOESN'T HAVE THINGS TO STEP ON.

SO THERE'S A LOT OF BENEFITS AND THEN JUST THE APPEARANCE THAT IT GIVES.

BUT ALSO WANTED THAT HERE THAT IF YOU RUN INTO COACH KIMBRO, PLEASE ASK HIM ABOUT CLARK STADIUM. YOU'RE GOING TO SEE HIM LIGHT UP HE THINKS WE'RE GOING BACK IN TIME, ABOUT TWENTY YEARS ON WHAT CLARK LOOKED LIKE, YOU KNOW, BACK WHEN JUST BECAUSE OF ALL THE WORK THAT TONY, NOT JUST THE FENCING BUT ALL THE POWER WASH AND ALL THE CLEAN UP, THE PAINT, THE OTHER WORK THAT'S DONE, AND HE CAN'T WAIT FOR FOOTBALL SEASON TO START SO HE CAN BRING COACH CLARK OUT THERE AND SHOW HIM HOW MUCH DIFFERENT IT LOOKS.

SO LIKE I SAY IF YOU RUN INTO COACH KIMBRO, PLEASE ASK HIM.

YOU'RE GOING TO SEE HOW EXCITED HE IS.

THANK YOU. A QUICK QUESTION KIND OF ALONG THE LINE OF WHAT CODY WAS ASKING.

HOW OFTEN DO YOU HAVE TO PAINT THAT WROUGHT IRON FENCE? YEAH, I DON'T KNOW, I'D HAVE TO FIND OUT, I'D IMAGINE, AGAIN, IF WE'RE LOOKING AT A 10 YEAR PERIOD, IT DOESN'T IT DOESN'T GO AWAY OVERNIGHT.

IT'S NOT EVEN A YEAR OR TWO YEARS.

IT'S BEYOND THAT. SO BUT THAT MAY BE IN THE MATERIAL THAT THEY'VE THEY'VE SUBMITTED.

AND IF I CAN FIND THAT NUMBER, I'LL SHARE IT.

[01:10:02]

I GUESS KIMBRO HAS GOT IT AS WELL.

THIS IS TYPICALLY WHAT I'VE SEEN.

OK, THANKS.

NEXT SLIDE. THESE ARE CONSTRUCTION PROJECTS THAT WILL BE COMPLETING LATER HERE IN 2021.

NEXT SLIDE WILL GO TO THE FINE ART CENTER, RECENTLY NAMED ROBBIE AND LYNORE ROBINSON, FINE ARTS CENTER. AGAIN, THIS IS A PROJECT THAT'S BEEN GOING ON FOR A WHILE NOW.

IT'S GOING TO BE A VENUE, A NEW VENUE FOR US TO SHOWCASE MUSIC, DANCE, THEATER AND THE VISUAL ARTS. KIND OF A NEW THING FOR THE DISTRICT OVERALL.

A LOT OF EXCITEMENT BEEN GOING AROUND THIS ONE.

YOU CAN SEE IT WHEN YOU DRIVE DOWN ALMA.

YOU CAN SEE THE TOP OF IT FROM SEVENTY FIVE WHEN YOU'RE DRIVING ALONG NOW TOO IT'S COME QUITE A LONG WAY. AGAIN, EVEN MORE PROBABLY FROM THIS UPPER LEFT PICTURE.

IT'S TAKEN SHAPE AND YOU KIND OF SEE ABOUT THE SIZE IT'S GOING TO BE AND KIND OF WHAT THE APPEARANCE IS. IT IS CONCRETE.

THE MAJORITY IS THE CONCRETE STRUCTURE, ALMOST MUSEUM QUALITY.

AND IT LOOKS PRETTY GOOD.

IF YOU CAN SEE THE UPPER SLIDE, IT'S GOT LETTER DESIGNATIONS KIND OF RUNNING AROUND THE BUILDING. THEY KIND OF CORRESPOND WITH THE STATUS.

IN TALKING WITH MY GUYS IN THE OFFICE BEFORE I LEFT THIS AFTERNOON THESE HAVE BEEN UPDATED, JUST A HAIR AS WELL.

A IS GOING TO BE WHERE THE MAIN ENTRY IS.

MAIN ENTRY IS GOING TO BE FACING OFF WHERE YOU KIND OF SEE THE PARKING LOT.

SO THE A AREA IS THE MAIN ENTRY IN THE ART GALLERY.

STEEL IS CURRENTLY UP IN THAT AREA AND THEY ARE POURING THE SLAB.

THEY'RE WORKING ON THE SLAB IN THAT SECTION.

YOU CAN SEE FROM THE PICTURE IT'S DIRT RIGHT NOW.

SO THEY ARE POURING THE SLAB IN THAT AREA.

B AS WE GO OUR WAY CLOCKWISE AROUND THE BUILDING, B IS THE REHEARSAL STUDIO.

IT'S LET'S SEE, STEEL IS UP THERE.

ROOFING HAS STARTED THERE.

GOING TO BE ABOUT THREE WEEKS TO COMPLETE THE ROOF ON THERE.

AND THEN THEY'LL MOVE DOWN TOWARD THE SECTION WE JUST TALKED ABOUT THE MAIN ENTRY.

C, THAT'S THE MAIN THEATER.

TRUSSES ARE BEING PAINTED AND FIREPROOFED ROOFING IS DONE.

THEY'VE GOT A LOT OF SCAFFOLDING IN THERE RIGHT NOW.

THEY'RE WORKING ON ALL THE CATWALKS AND INTRICATE STUFF UP HIGH.

BUT THE BUILDING IS YOU KIND OF WALK IN THERE NEXT TIME.

WE'RE ABLE TO TAKE A TOUR OF THAT BUILDING AND STUFF YOU KIND OF SEE BY WALKING IN THE SPACE KIND OF WHAT THAT SIZE IS GOING TO BE AND WHAT THAT THEATER'S GOING TO LOOK LIKE.

THE D IS PROBABLY THE FURTHEST ALONG.

IT'S THE BACK OF THE HOUSE.

THEY'RE ALREADY PAINTING INTERIOR WALLS, CERAMIC TILE IS UP IN ALL THE BATHROOMS CEILING IS BEING DROPPED. AND THEN D THERE ON THE LOWER LOWER RIGHT IS THE STUDIO THEATER AND ITS WALLS ARE ALSO BEING PAINTED, ITS STUDIO THEATERS SO THAT'S LIKE THAT KIND OF THE BLACK.

THAT'S KIND OF THE BLACK BOX OR IN THIS CASE, KIND OF A DARKER BLUE BOX IN THIS CASE.

SO THEY'RE WORKING ON CATWALKS IN THAT SPACE AS WELL AND WORKING ON THE AUDIO AND VIDEO SYSTEM IN THAT AREA AS WELL.

SO. THIS PROJECT HAS PUSHED BACK WE HAD ITS INITIAL DELAY AT THE BEGINNING WITH GETTING A PARKING LOT AGREEMENT TO OUR NEIGHBOR NEXT DOOR.

IT KIND OF SLOWED US DOWN BY ONE HUNDRED AND TWENTY NINE DAYS, IS WHAT IT ENDED UP BEING.

WE'VE HAD A COUPLE OF BAD WEATHER DAYS.

THE DATE HAS PUSHED OUT.

IT'S CURRENTLY SET AS BEING A MARCH 2021 COMPLETION.

I THINK IT INITIALLY AT ONE POINT IN TIME BEFORE THE PARKING LOT DELAYED AND MAYBE IN OCTOBER OF THIS YEAR, BUT THAT GOT MOVED OUT TO JANUARY.

AND THEN HERE RECENTLY WITH THE WEATHER DAYS ADDED IN, WHICH WAS A RECENT CHANGE ORDER THAT RAN THROUGH THE BOARD.

OUR NEW START DATE FOR WHEN YOU COULD ACTUALLY DO PERFORMANCES AND SHOWS IS OUT IN MARCH 2021. ANYTHING ELSE IN REGARDS, RANDY, THAT YOU HAD ANY OTHER POINTS TO HIGHLIGHT OR ANYTHING? I DON'T THINK SO.

OK. NEXT SLIDE.

THIS IS THE SOLOMON ADULT TRANSITION CENTER, WHAT WE'RE CALLING PHASE TWO.

PHASE ONE AS, YOU KNOW, WE PURCHASED THE BUILDING FROM MY POSSIBILITY'S BACK IN 2017 SEVENTEEN AND MADE IT OUR ADULT TRANSITION CENTER FOR THE SPECIAL EDUCATION DEPARTMENT.

DURING THAT PHASE ONE, IT WAS KIND OF WHERE WE HAVE INTERIOR FINISHED OUT AND BUILDING STRUCTURE UPGRADES. PRETTY, SIMPLE STUFF AN THE MOST PART, KIND OF A RENOVATION TO MAKE

[01:15:06]

AND AT THAT TIME, WE LEFT THE KITCHEN ALONE BECAUSE IT ALREADY KIND OF HAD A STUDENT WORKING KITCHEN THAT THEY WANTED TO SEE HOW IT MIGHT OPERATE FOR A YEAR AND THEN DETERMINE WHETHER OR NOT THEY NEEDED TO DO SOMETHING WITH IT.

IT'S BEEN A YEAR, SO THEY DO WANT TO DO SOMETHING WITH IT.

AND THAT'S WHAT THIS IS ABOUT.

SO IT'S WHAT WE CALL ON PHASE TWO.

PDK IS CONTINUING ON WITH THEIR CONTRACT AS KIND OF THE DESIGN TEAM ARCHITECTURALLY.

AND WHAT WE'RE LOOKING TO DO IS JUST KIND OF PROVIDE A LITTLE BIT OF AN UPDATE TO THE SERVING LINE AND AGAIN, SOME SELECT PIECE OF THE KITCHEN EQUIPMENT SO THAT THEY CAN HAVE A PERMANENT KITCHEN.

AS I UNDERSTAND IT RIGHT NOW, THEY CATER TO THAT KITCHEN AND SERVE FROM IT.

AND THEY WOULD LIKE TO BE ABLE TO COOK IN THE KITCHEN AND MAKE IT A FULLY FUNCTIONING KITCHEN LIKE YOU'D FIND AT THE ELEMENTARY MIDDLE SCHOOL, THAT KIND OF THING.

SO WE ARE CURRENTLY IN TALKS WITH DESIGN.

WE'RE CURRENTLY IN THE DESIGN DEVELOPMENT PHASE, WORKING ON THE ESTIMATE, GETTING IT WHERE IT NEEDS TO BE. THE SCHEDULE THAT'S SHOWN IS SHOWING HOW A PRETTY TIGHT TIMELINE, WHERE IT MIGHT BE STARTING HERE IN NOVEMBER AND FINISHING BY THE SPRING STARTING JANUARY OF 2021. THAT'S IN FLUX.

AND TALKING WITH FANS, THEY'RE A LITTLE CONCERNED THAT MIGHT BE TOO TIGHT TO GET IN AND DO ALL THE WORK WHEN THEY NEED THE SPACE.

AND SO WE MAY BE JUST KICKING THAT DOWN THE ROAD TO MAKE IT A NEXT SUMMER PROJECT.

BUT THAT'S WHAT WE'RE GOING TO BE LOOKING TO DO IS GO INTO PHASE TWO AND WE'RE GOING TO KIND OF WORK IN THE KITCHEN AREA TO GET THAT TO A PERMANENT COOKING SPACE FOR THEM.

NEXT SLIDE.

THE CLARK SUB VARSITY LOCKER ROOM, THE CLARK STADIUM, TRIPLE FIELDS THE SUB VARSITY FIELDS. WE'RE GOING TO BE LOCATING A LOCKER ROOM FOR THE SOCCER GROUP BETWEEN THE EAST AND CENTRAL FIELDS, KIND OF WHERE YOU CAN SEE IN THE UPPER LEFT PICTURE DOWN TOWARDS THE BOTTOM OF THE PAGE, KIND OF IN A GREEN.

THAT'S WHERE IT'S GOING TO BE LOCATED.

IT'S GOING TO HAVE A LOOK AND APPEARANCE THAT KIND OF MATCHES THE EXISTING CONCESSION STAND THAT'S ON THE NORTH SIDE OF THOSE STADIUM BLEACHERS.

THIS BUILDING IS GOING TO BE A LOCKER ROOM SPACE.

I SAY SOCCER, BUT IT COULD BE USED FOR ANY VISITING JV FOOTBALL TEAM AS WELL.

BUT IT'S KIND OF A SPLIT LOCKER ROOM SPACE.

AND WE'LL ALSO HAVE A KIND OF A LOCKER ROOM CHANGING AREA FOR REFEREES.

THAT'S BEING DESIGNED WITH VLK IN MIND.

WE'RE GOING TO BE WHERE WE GOT SCHEDULED START GOING TO BE LOOKING TO TAKE THAT TO OCTOBER BOARD FOR APPROVAL AND THEN START CONSTRUCTION SHORTLY THEREAFTER.

AGAIN, WE'RE WORKING WITH JEFF SMITH AD TO KIND OF MAKE SURE THAT WE'RE NOT GOING TO BE IN THE WAY OF HOW THOSE FIELDS ARE USED AS WE BUILD THIS BUILDING.

IT'S GOT A COMPLETION DATE OF NEXT SUMMER 2021.

IT SHOULD BE A GOOD SPACE FOR THEM.

NEXT SLIDE. ALL RIGHT, LET'S SEE.

THESE ARE CONSTRUCTION PROJECTS COMPLETING 2022.

WE'VE GOT THE WILLIAMS HIGH SCHOOL RENOVATION PROJECT ON HERE ON PHASE ONE.

WE'VE BEEN TO A COUPLE OF BOARD WORK SESSION BOARD MEETINGS AND KIND OF UPDATED THE GROUP ON THIS ONE. SO THIS ONE'S PROGRESSED FAIRLY WELL.

WE'VE I THINK THE LAST TIME THAT WE PRESENTED HERE, WE DECIDED THAT, YES, WE WANTED TO MOVE WITH PHASE ONE, PHASE ONE BEING WHAT WE CURRENTLY HAVE BOND MONEY FOR ABOUT 14 MILLION DOLLARS BEING ESTIMATED FOR THAT, WHERE WE WOULD LOOK TO MOVE THE ADMINISTRATION SUITE TO THE OPPOSITE SIDE OF THE BUILDING.

THE VACATED ADMINISTRATION SUITE EXISTING WOULD BECOME NEW ART LABS.

AND THEN WE WOULD ALSO MOVE SPECIAL EDUCATION FROM THE CENTER OF THE BUILDING OUT TO KIND OF THE PLAN NORTHEAST CORNER OF THE BUILDING.

SO THAT HAS ALL BEEN COMING TOGETHER.

WE'VE RECENTLY I DON'T KNOW WHAT EXACTLY IS NEW CONTRACTOR WISE OR IF WE HAD ONE THE LAST TIME, BUT LEE LEWIS CONSTRUCTION WAS AWARDED THE WORK.

THEY'RE THE ONES CURRENTLY WORKING ON GULLEDGE ELEMENTARY SCHOOL ADDITION AS WELL.

SO WE'RE FAMILIAR WITH THAT GROUP.

THEY'VE COME ON BOARD AND WE'RE CURRENTLY WORKING THROUGH SOME OF THE PHASING AND ESTIMATES. I THINK I'VE MENTIONED THAT TO YOU.

ONCE WE HAD A GC ON BOARD, WE COULD START DISCUSSING THOSE THINGS.

THE DOCUMENTS ARE AT 50 PERCENT, CONSTRUCTION DOCUMENTS OF PVK PROVIDED, YOU KNOW WHAT, 50 PERCENT CONSTRUCTION DOCUMENTS ARE.

WE ARE PASS KIND OF THE DESIGN WE'VE MET WITH BOARD FOR APPROVAL OF THIS.

[01:20:01]

AND WE'VE GONE PAST DESIGN DEVELOPMENT AS WELL.

SO NOW WE'RE IN CONSTRUCTION DOCUMENTS WHERE WE'VE KIND OF MADE ALL THE DECISIONS WHERE THERE'S NO, YOU KNOW, NOT MAKING ANY MAJOR CHANGES AT THIS POINT IN TIME.

WE KNOW WHAT OUR GAME PLAN IS MOVING FORWARD.

SO AS SOON AS THEY GOT PAST DESIGN AND THEY'RE MOVING INTO CD CONSTRUCTION DOCUMENTS, THAT THAT'S MAKING THE ACTUAL CONSTRUCTION DRAWINGS AND CONSTRUCTION SPECS THAT WILL BE BID FROM. SO THEY'RE ABOUT 50 PERCENT COMPLETE WITH THOSE.

THOSE HAVE BEEN PROVIDED TO LEE LEWIS FOR ESTIMATING PURPOSES.

THEY PROVIDED AN ESTIMATE BACK TO US.

IT IS WITHIN THE BUDGET ACCORDING TO THEIR BREAKDOWN.

IT'S A VERY BROKEN DOWN LIST OF ITEMS BY DIVISION, BY A SUBJECT, BY CONCRETE ROOFING, INTERIOR FINISHES AND LIKE AND JUST KIND OF BROKEN DOWN.

IT IS IN BUDGET, WHICH MEANS BUT AGAIN, WE CONTINUE TO GO FORWARD WITH IT, THE PHASE ONE WHERE WE'RE WORKING THROUGH PHASING.

SO I THINK WE'VE GOT IT BROKEN INTO ABOUT FOUR PHASES RIGHT NOW.

WE'RE SNAPSHOTS OF THE BUILDING AND I CAN SHARE THOSE AFTER THIS MEETING FOR ANYBODY THAT MIGHT WANT TO SEE. AND PROBABLY IS A GOOD IDEA, BUT IT IS BEING WORKED ON.

WE'VE GOT ABOUT FOUR PHASES WHERE WE START IN MARCH AND FROM MARCH UNTIL AUGUST, THEY'LL BE IN THE SPACE THAT WILL BE THE NEW ADMIN SUITE.

IN ORDER TO DO THAT, THEY'VE GOT TO CREATE SOME SWING SPACE.

SO WE ARE TALKING ABOUT BRINGING PORTABLES ON SITE.

THE EXISTING SPACE THAT'S GOING TO BE OCCUPIED BY THE NEW ADMINISTRATION SUITE IS ABOUT TWELVE CLASSROOMS WORTH OF CLASSROOMS. SO IN TALKING WITH MATT THERE, WE'RE GOING TO BRING ABOUT TWELVE CLASSROOMS WORTH OF THE PORTABLES OUT ON SITE AND STUDENTS WILL MOVE OUT THERE.

AND AS THEY WORK IN THE ADMINISTRATION SUITE FROM MARCH INTO THE SUMMER AND THROUGH THE SUMMER, THEY'LL HAVE THAT COMPLETE BY THE END OF 2021.

LET'S SEE, PHASE TWO IS JUST WHAT THEY'RE DOING OVER THE SUMMER.

SO PHASE ONE IS ADMIN.

SORRY I'M GETTING COMPLICATED.

PHASE ONE IS ADMIN, STARTING FROM MARCH, WORKING TO THE SUMMER, PHASE TWO JUMPS IN IT'S THE SPECIAL EDUCATION DEPARTMENT WORKING THROUGH THE SUMMER WHILE ADMIN IS STILL BEING WORKED ON AN BOTH OF THOSE AREAS ARE COMPLETE BY THE END OF SUMMER 2021.

ADMIN HAS MOVED OUT OF THEIR EXISTING SPACE AND UP INTO THEIR NEW ADMIN SUITE, MEANING THAT THE ART ROOM SPACE IS AVAILABLE.

THAT IS WHAT'S GOING TO BE HAPPENING START OF SCHOOL TWENTY, TWENTY ONE.

SO THEY'RE WORKING IN THE ART ROOMS, LABS THAT GETS WRAPPED UP.

I FORGET IF THEY SAID OCTOBER, NOVEMBER OF TIMELINE AND THEN THEY MOVED TO JUST KIND OF A PHASE FOUR, WHICH IS JUST A GENERAL BLOCK OF CLASSROOMS. CLEANING UP THE SPECIAL ED DEPARTMENT THAT GOT MOVED OUT TO THE CORNER, MAKING THOSE GENERAL CLASSROOM SPACES. THE IDEA BEING THAT THIS PHASE ONE, WILLIAMS HIGH SCHOOL, WRAPS UP ABOUT JANUARY OF TWENTY TWENTY TWO.

WITH THE IDEA THAT MAYBE WE'RE TALKING A PHASE TWO THAT WE CAN ROLL INTO AT THAT POINT IN TIME, AGAIN, WE'VE DONE A MASTER LONG RANGE FACILITIES MASTER PLAN FOR THIS.

SO WE KNOW WHAT THE ENTIRE BUILDING WANTS TO LOOK LIKE.

BUT AGAIN, PHASE ONE IS JUST ATTACKING THOSE SPACES JUST MENTIONED AS PART OF THIS FIRST DEAL WE WILL NEED ADDITIONAL FUNDING FOR THE PHASE TWO PIECE.

SO, TONY, FOR PHASE ONE, YOU'RE SAYING THERE'S FOUR PHASES TO PHASE ONE? THERE'S FOUR. YES. I'M SORRY.

MAYBE WE SHOULD CHANGE TO PHASES.

BUT YES, THERE ARE FOUR PHASES.

SO PHASE ONE, IF YOU JUST THINK OF IT OVERALL, IT'S JUST THE ADMIN SUITE.

SPECIAL EDUCATION AND ART MAKES UP WHAT WE'RE GOING TO BE DOING, THE AREAS THAT WE'RE GOING TO BE MAKING NEW IN PHASE ONE.

BUT YES, PHASE ONE AND HOW THEY'RE ATTACKING THOSE SPACES IS BROKEN INTO STAGES FOUR STAGES THAT TAKE IT FROM MARCH TWENTY TWENTY ONE TO ABOUT JANUARY TWENTY TWENTY TWO.

AND FOR PPK FOR THE CONSTRUCTION DOCUMENTS THAT THEY ARE DOING.

ARE THEY ONLY DOING THAT FOR PHASE ONE OR THEY ALSO GOING TO BE PROVIDING INFORMATION FOR THE FOLLOWING PHASES THAT ARE GOING TO NEED OBVIOUSLY ADDITIONAL NEW BOND MONEY? I'M JUST CURIOUS AS TO IF LEE LEWIS WILL HAVE ENOUGH INFORMATION TO PROVIDE BIDS OR QUOTES ON THOSE. YEAH, I WANT TO SAY THAT PPK IS IN IT AS THE DESIGNER.

I MEAN, THEY'RE SET. I BELIEVE THEY ARE WE WERE CONTRACTED WITH THEM AT A FEE PERCENTAGE FOR THE COST OF WORK.

I THINK AND RANDY CAN PROBABLY CORRECT ME IF I'M WRONG.

I'M THINKING THAT PPK IS COMMITTED BECAUSE THEY HAVE THE OVERALL LEE LEWIS IS NOT LEE LEWIS IS SIGNED UP FOR PHASE ONE.

WHEN PHASE TWO ROLLS OUT THAT WILL BE BID AGAIN.

AND LEE LEWIS MAY HAVE THEIR FOOT IN THE DOOR AS BEING A WE KNOW WHERE ALL THE SKELETONS ARE AND CAN JUMP ON, BUT THEY'RE NOT NECESSARILY GOING TO BE THEY NEED TO SHARPEN THEIR

[01:25:02]

ABSOLUTELY. OK, THANK YOU SO MUCH.

TWENTY FIVE YEARS TO HAVE SOMETHING OF SIGNIFICANCE DONE FOR THE WILLIAMS COMMUNITY, SO I JUST CAN'T TELL YOU HOW EXCITED I AM TO SEE IT COME TO FRUITION.

SO THANK YOU VERY MUCH FOR YOUR HARD WORK AND YOUR CREATIVITY.

THANK YOU. I'LL LET MY GROUP KNOW THAT.

TONY AND I WANT TO REMIND OUR PARENTS AND OUR VIEWERS RIGHT NOW THAT WILLIAMS HIGH SCHOOL WAS BUILT IN 1961 AND IT ONLY HAD ABOUT THREE HUNDRED AND NINETY STUDENTS AT THAT TIME, SO FAR IT HAS GROWN SINCE THEN.

THANK YOU. IT IS TIME FOR ITS RENOVATION.

SO THANK YOU FOR THE NEW DESIGN [INAUDIBLE] THANK YOU. I HAVE A QUESTION I WILL PASS THAT ALONG TO THE TEAM.

THANK YOU. SORRY, ZOOM IS ALWAYS SO HARD.

WE TALK OVER EACH OTHER UNINTENTIONALLY.

I HAVE A QUESTION ABOUT THE STUDENTS WHO WILL RESIDE IN THE PORTABLES.

I KNOW WE'RE MOVING SPECIAL ED FROM THE BACK OF THE SCHOOL UP TO THE NORTHEAST.

ARE THOSE STUDENTS GOING TO BE IN A PORTABLE? NO, THAT WAS THOUGHT ABOUT.

AND WE KNOW THAT WE DO NOT WANT TO DO THAT.

SO, SO SPECIAL EDUCATION IS REALLY NOT MAKING THE MOVE UNTIL SUMMER STUDENTS WILL BE OUT.

SUMMER IS WHEN WE'RE GOING TO GET INTO THEIR AREA AND START CREATING THAT NEW SPACE SO THAT WHEN THEY COME BACK FROM THAT SUMMER, THEY'LL BE IN THEIR NEW HOME.

THEY WILL NOT EVER BE RELOCATED OUT TO PORTABLES OR FROM THEIR EXISTING SPACE.

ALL RIGHT. GO AHEAD. YES.

AND [INAUDIBLE] JUST LIKE THAT, WE'RE REALLY EXCITED ABOUT THIS PROJECT, TOO, AND I THINK IT'S GOING TO BE EXCITING TO SEE THE TRANSFORMATION THAT YOU SEE WITH 14 MILLION DOLLARS HERE, JUST AS WE LEAD INTO A NEXT BOND TO HOPEFULLY BE ABLE TO COMPLETE THE RENOVATION OF WILLIAMS. BUT I THINK IT'S GOING TO BE REALLY EXCITING WHAT EVERYBODY SEES THROUGH THIS PHASE ONE. AND IT WILL DEFINITELY SHAPE THE LEARNING ENVIRONMENT IN A VERY POSITIVE WAY.

ALL RIGHT, ONLY A COUPLE MORE SLIDES TO GO.

I WANT TO GO TO THE NEXT ONE.

ALL RIGHT. SO THESE ARE JUST KIND OF ITEMS THAT ARE BEYOND THE BOND.

THEY'RE NOT NECESSARILY BOND ITEMS, BUT WE'RE HANDLING THROUGH FACILITIES AND NEW CONSTRUCTION OUR ONGOING ROOFING PROJECTS.

EVER SINCE THOSE BACK TO BACK HAILSTORMS THAT HAPPENED IN 2016 WE PRETTY MUCH HAVE HAD SUMMERS FULL OF ROOFING PROJECTS.

CAN GO TO NEXT SLIDE IN.

THIS SUMMER WE'VE HAD 16 ROOFS OF VARIOUS, YOU KNOW, ROOF REPAIR OR ROOF REPLACEMENT BROKEN INTO FIVE SEPARATE PACKAGES THAT YOU CAN KIND OF SEE.

BUT THOSE HAVE ALL SUCCESSFULLY, AGAIN, MADE IMPROVEMENTS.

THE FACT THAT WE WERE ABLE TO GET ON THESE ROOFS A LITTLE EARLIER HAS HELPED, YOU KNOW, UNFORTUNATELY, WITH COVID MOVING EVERYBODY OUT AND STUFF, IT HAS HELPED JUST THESE ROOFING GUYS GET A BIGGER OR EARLIER JUMP ON THESE PROJECTS.

SO 16 PROJECTS, IT WAS A LOT TO CONQUER IN ONE SUMMER, BUT THEY'RE ALL IN THE POSITION WHERE THEY ARE SUBSTANTIALLY COMPLETE.

PUNCH LIST ITEMS ARE CURRENTLY BEING LOCKED, SO.

I THINK WE'RE TOWARDS THE END OF THIS INSURANCE PIECE AS WELL, I THINK.

I THINK THIS WAS THE LAST LITTLE BIT THERE MAY BE A COUPLE MORE, BUT WE CERTAINLY KNOW HOW TO DO THESE NOW. AND SO I THINK OUR GROUP IS SAYING BRING THEM ON IF WE GOT MORE ROOFS. ALL RIGHT.

NEXT SLIDE. AND THEN THE LAST ONE IS WE ARE ADDING SECURITY DOORS TO THE ELEMENTARY SCHOOLS. THIS IS A SCHOOL SAFETY GRANT.

MY UNDERSTANDING IS WE PROVIDED SOME GRANT MONEY TO TO ADD ADDITIONAL SECURITY MEASURES TO SOME OF OUR SCHOOLS.

AND WHAT THE MONEY IS BEING USED FOR IS FOR ELEMENTARY SCHOOLS WHERE WE'RE GOING TO GO INTO ABOUT THIRTY EIGHT OF OUR SAYS FORTY FOUR.

I THINK THERE MIGHT BE FORTY FIVE BUT THIRTY EIGHT OF OUR ELEMENTARY SCHOOLS AND WE'RE GOING TO INSTALL ABOUT TWO HUNDRED AND FOUR [INAUDIBLE] BUT ABOUT TWO HUNDRED FOUR ADDITIONAL CLASSROOM DOORS.

WHAT WE'RE DOING OR WHAT THE GOAL OF THIS IS, IS THAT EACH YOU KNOW, IF YOU CAN IMAGINE AN ELEMENTARY SCHOOL CLASSROOM, IT'S GOT ALL THE GRADE LEVELS ARE BROKEN INTO PODS.

SO THERE'S ABOUT SIX PODS IN EACH ROOM FROM K THROUGH FIFTH.

AND WE WANT EACH POD TO HAVE TWO LOCKING DOORS WITHIN THAT SPACE.

IT'S A VERY OPEN CONCEPT PLAN, PLANO HAS AN OPEN CONCEPT WITH CLASSROOMS ARE KIND OF LIKE YOU CAN SEE IN THESE PICTURES.

THEY'RE JUST CASED OPENINGS THAT OPEN IN THE CLASSROOM SPACE.

[01:30:02]

AND THEY HAVE SIX CLASSROOMS AND THEY'RE ALL OPEN LIKE THIS.

IT'S GOING TO TAKE TWO OF THOSE SPACES AND FILL IT IN WITH A LOCKABLE DOOR IN THE INTENT THAT DURING ANY KIND OF EMERGENCY SITUATION, THEY CAN HEAD TO THOSE TWO SPACES RATHER THAN TRY TO MAKE IT SOMEWHERE ELSE WITHIN THE SPACE.

SO THIS GRANT HAS A ONE CAVEAT TO IT.

IT'S GOT TO BE USED BY MAY OF TWENTY ONE.

SO IT WAS APPROVED BY THE BOARD ON THE FOURTH.

AND CONTRACT HAS BEEN SIGNED.

WE'VE GOT THE GUY IN PLAY.

THE GLIDING GROUP IN PLACE FOR THESE SCHOOLS IS BROKEN OUT BY CLUSTER AND CLUSTER MANAGERS ARE HEADING THESE UP AND THEY'RE READY TO GET IN AND START GETTING AFTER AS MANY AS THEY CAN AFTER HOURS ON WEEKENDS WHEN THEY CAN WHEN STUDENTS AREN'T IN SESSION.

I THINK THAT MAY BE IN ON SLIDE'S.

I'M JUST WONDERING IF THERE'S ANY OTHER QUESTIONS TO BE HAD.

I APPRECIATE EVERYBODY'S TIME.

ARE THERE ANY FURTHER QUESTIONS? I THINK WE ALL LOOK FORWARD TO THE BUS TOUR RESUMING NEXT YEAR SO WE CAN SEE THESE WONDERFUL PROJECTS ACTUALLY IN PERSON.

ABSOLUTELY. THANK YOU FOR YOUR TIME THIS EVENING, APPRECIATE IT.

THANK YOU. AND AS MUCH AS WE WOULD WELCOME YOU TO STAY, TONY, IF YOU HAVE OTHER ACTIVITIES, YOU CERTAINLY MAY FEEL FREE TO GO AND DO THOSE.

THANK YOU. THANKS, TONY. THANK YOU.

WE ARE ABOUT TWO HOURS INTO OUR MEETING.

WE HAVE A SIGNIFICANT NUMBER OF PUBLIC COMMENTS TO READ, AS WELL AS A SIGNIFICANT REPORT.

SO I SUGGEST THAT WE TAKE A BRIEF BREAK AND RESUME AT 7:35.

ARE THERE ANY OBJECTIONS? SEE YOU ALL AT 7:35 THEN.

THANK YOU. YOU'RE ON.

THANK YOU. WE ARE NOW RECONVENED AFTER OUR BRIEF RECESS AT 7:37.

WE HAVE ONE LAST ITEM ON THE AGENDA AND THAT IS TO DISCUSS THE SCHOOL OPENING REPORT FROM SUPERINTENDENT BONSER.

WE HAD A SIGNIFICANT NUMBER OF PUBLIC COMMENT CARDS, LETTERS SUBMITTED TO THE BOARD ON THIS ITEM. SO OUR BOARD SECRETARY, DR.

HEATHER WANG, AND OUR EXECUTIVE ASSISTANT, MS. SHARON NOWAK, WILL ALTERNATE READING THOSE OUR BOARD VICE PRESIDENT JERI CHAMBERS WILL BE THE TIMEKEEPER. SINCE WE HAVE RECEIVED MORE THAN 10 EMAILS, WE ARE LIMITING EACH EMAIL TO ONE MINUTE. I WILL REASSURE THE VIEWING PUBLIC THAT THE TRUSTEES OF ALL RECEIVE THE FULL TEXT OF EACH EMAIL AND WE WILL REVIEW THEM AS WELL AS THE SENIOR STAFF.

SO, DR. WANG, WILL YOU BEGIN, PLEASE? YOU'RE ON MUTE DR.

WANG. IT TURNED OUT THE NUMBER FIFTY TWO WAS REGARDING THE OTHER RECORD ASYNCHRONOUS LEARNING, SO NUMBER FIFTY TWO IS GONE.

WE ALREADY READ IT. SO WE HAVE ONLY 56 OTHER COMMENTS.

THANK YOU. OK.

NUMBER ONE, JOE ESCOBAR.

WE WERE RECENTLY TOLD THAT WE WILL BE FORCED TO BECOME FINANCIALLY RESPONSIBLE FOR CHROMEBOOKS, I HAVE ASKED SEVERAL TIMES WHY WAS THIS NECESSARY FOR STUDENTS WHO ALREADY HAVE THE TECHNICAL RESOURCES, LAPTOPS AND HIGH SPEED INTERNET? MY ANSWER IS ALWAYS MET WITH A LINK TO THE TECH PAGE ON PISD.

I'M IN THE IT FIELD I KNOW THAT A CHROMEBOOK IS ON THE VERY LOW END OF THE TECHNICAL SPECTRUM WHERE MY STUDENTS LAPTOP IS MORE THAN ACCEPTABLE.

CHROMEBOOKS ARE FAMOUS FOR NOT FUNCTIONING.

SO NOW I HAVE TO HANDICAP MY CHILD WITH A LESSER PIECE OF TECHNOLOGY THAT MAY OR MAY NOT WORK WITH A PERFECTLY GOOD LAPTOP SITTING RIGHT NEXT TO IT.

I HAVE ALSO ASKED ABOUT THE NETWORK SECURITY OF THE CHROMEBOOK AND LEGAL DOCUMENTS REGARDING MONITORING MY CHILD IN MY HOME.

I HAVE A HOME NETWORK WHICH I MONITOR AND SET UP.

I HAVE A PROPRIETARY BUSINESS INFORMATION ON MY NETWORK AND NETWORK SECURITY IS OF UTMOST IMPORTANCE. A SIMPLE TRUST ME IS.

2 1 TIME.

NUMBER TWO, HEATHER HARPER.

I'M A PARENT OF A THIRD GRADER AT SIGLER ELEMENTARY SCHOOL WHO HAS AND WILL CONTINUE TO [INAUDIBLE] SCHOOL AT HOME FOR THE FORESEEABLE FUTURE.

WE ARE INCREDIBLY GRATEFUL FOR THE OPTION TO KEEP OUR SON WHO HAS ASTHMA AT HOME AND PROTECTED FROM EXPOSURE.

WE FULLY SUPPORT THE FACULTY AND STAFF OF SIGLER ELEMENTARY AND KNOW THAT THEY ARE DOING

[01:35:06]

I HAVE TWO MAIN CONCERNS AT THIS TIME NUMBER ONE CLASS SIZE.

I'M A FORMER CLASSROOM TEACHER EVEN, AND PERHAPS ESPECIALLY IN A VIRTUAL CLASSROOM, HAVE THE NUMBERS WE HAVE IN THE SCHOOL AT HOME CLASSROOM, AS OPPOSED TO FACE TO FACE VIRTUAL CLASSROOMS IS NEITHER BENEFICIAL TO THE STUDENTS NOR REASONABLE FOR THE TEACHER.

IN ORDER TO HAVE ONE TO ONE INTERACTIONS WITH STUDENTS DURING SMALL GROUP TIME, THERE MUST BE FEWER STUDENTS.

LARGE GROUP SESSIONS ARE [INAUDIBLE] AND UNMANAGEABLE DUE TO LAG STUDENT.

TIME. OK, NUMBER THREE, THE DAVID FAMILY.

JOSIAH SENIOR [INAUDIBLE] JOSIAH JUNIOR ARMON, WE ARE CONCERNED PARENTS FOR OUR FIRST GRADER WHO HAS BEEN TAKING CLASSES ONLINE.

I TOOK OFF WORK FOR THE ENTIRE FIRST WEEK OF SCHOOL TO GET OURSELVES AND OUR SON ACCLIMATED TO THE LEARNING REQUIREMENTS.

AFTER SPENDING THE FIRST DAYS WITH HIM IN CLASS, THERE WAS ABSOLUTELY NO WAY WE ARE ABLE TO WORK FULL TIME FROM HOME, ALL THE ESSENTIAL WORKERS, AND ENSURE THAT HE IS LEARNING THE INFORMATION AND RETAINING IT.

HE'S NOT ABLE TO FOCUS ON THE STORIES BEING READ BY THE TEACHER, SO I HAVE TO READ THEM AGAIN AND BREAK DOWN THE STORY JUST SO HE UNDERSTANDS IT.

THE SAME CAN BE SAID ABOUT MY OTHER SUBJECT.

ONE OF HIS CLASSMATES SAID SHE WAS BORED AND WASN'T HAVING FUN ON DAY TWO.

AND [INAUDIBLE] HER FRUSTRATION BECAUSE OUR SON WAS FRUSTRATED WITH E-LEARNING AS WELL.

ONE TIME.

NUMBER FOUR ANNA [INAUDIBLE].

I'M A PARENT OF A FIRST GRADER AT [INAUDIBLE] ELEMENTARY SCHOOL.

HE IS CURRENTLY ENROLLED IN THE FACE TO FACE OPTION.

BUT WE ARE STILL UNSURE, IF WE'RE STILL BE RETURNING IN SEPTEMBER.

WE ARE VERY GRATEFUL FOR THE OPTIONS WE HAVE BEEN GIVEN AS PARENTS AND ALL THE HARD WORK THAT HAS GONE INTO PREPARING FOR THIS YEAR.

AS WE WEIGH THE DIFFICULT DECISION OF SENDING OUR SON BACK TO SCHOOL.

WE ARE RUNNING INTO TWO BIG ISSUES WITH AT HOME LEARNING EXPERIENCE THAT IS VERY TROUBLING. NUMBER ONE, THE AMOUNT OF SCREEN TIME.

WHILE I UNDERSTAND THE NEED FOR SCREENS DURING SYNCHRONOUS LEARNING, I FEEL THE CURRENT AMOUNT IS SIMPLY TOO MUCH, ESPECIALLY IF THEY ARE USING ONLINE TOOLS SUCH AS DREAMBOX OR PATH BLAZER DURING ASYNCHRONOUS LEARNING.

WHY CAN'T OUR ELEMENTARY SCHOOLS NOT GIVE US PRINTED WORKSHEETS OR STUDENT NOT USE CONSUMABLES THAT THEY HAVE AVAILABLE TO DO PHYSICAL WORK OFF SCREEN AND UPLOAD IT.

TIME. TAMMY.

WHEN I HAVE A VERY CLEAR LIKE ONE, TWO, THREE.

CAN I JUST FIRST READ THIS FIRST SENTENCE SO AT LEAST WE GOT THE FIRST ONE IS OUT AND THEN WHEN WE ARE CUT OFF I FEEL BETTER.

IS THAT SOMETHING I CAN DO? YES, I THINK WE CAN BE FLEXIBLE IN THAT WAY AS LONG AS WE STILL TRY TO KEEP THE COMMENT TIME. I TRY TO GET AS MUCH INFORMATION AS POSSIBLE WITH MY ONE MINUTE.

YES. OKAY.

NUMBER FIVE.

SHANNON [INAUDIBLE] I'M REQUESTING THE EMAIL READ BELOW TO BE READ ALOUD AT THE MEETING ON SEPTEMBER 1ST, 2020.

IN ADDITION TO MRS. BONSER DISINGENUOUS REPLY, I WOULD LIKE MY QUESTIONS THAT I ATTEMPTED TO ADDRESS WITH MRS. BONSER TO BE READ ALOUD AS WELL, ALONG WITH THE THREAD BELOW.

I WOULD LIKE THE BOARD TO KNOW THAT AS A TAXPAYING CITIZEN AND PISD PARENT, THE FACT THAT THE EMPLOYEES CAN BRING THEIR CHILDREN TO THE SCHOOLS AND YET OUR CHILDREN CANNOT ATTEND SHOWS A LACK OF LOGIC SIGNS AND CARE THAT PISD IS CHOOSING TO COMMIT TO.

WHETHER MRS. BONSER'S REPLY THAT HEALTH AND SAFETY ARE OUR TOP PRIORITY IS RIDICULOUS.

AS A PARENT, I BELIEVE I KNOW WHAT IS BEST FOR MY CHILD'S HEALTH AND SAFETY.

MRS. BONSER'S TOP PRIORITY SHOULD BE EDUCATING CHILDREN.

LET ME DECIDE WHAT IS BEST FOR MY CHILDREN AND PISD MUST PROVIDE THE SERVICES WE PAY FOR . FUNCTIONING [INAUDIBLE] FRIDAY, AUGUST 14TH 2020 1:56 PM.

GOOD AFTERNOON. I HOPE THIS.

TIME.

NUMBER SIX. ERIC SPECKLE.

MY NAME IS ERIC SPECKLE AND I'M A PARENT OF TWO PISD STUDENTS.

I THANK YOU FOR ALLOWING ME TO ADDRESS THE BOARD.

I'M CONCERNED ABOUT THE CURRENT STATE OF PLANNED LITIGATION AT THE SCHOOLS MY CHILDREN ATTEND AND SUBMITTED A LIST OF QUESTIONS BASED TO PISD ON JULY 1ST 2020 AND AGAIN SEVERAL

[01:40:04]

MOST RECENTLY, I HAVE BEEN TOLD THAT PISD WILL NOT BE ANSWERING MY QUESTIONS.

THE IMPORTANT QUESTIONS FOR MAKING AN INFORMED AND RISK BASED DECISION WRE NOT ANSWERED.

I BELIEVE THAT A RETURN TO SCHOOL IS EXTREMELY PERSONAL INDIVIDUALIZED DECISION.

TIME.

NUMBER SEVEN, CANDACE [INAUDIBLE] HELLO, MY NAME IS CANDACE [INAUDIBLE] AND I HAVE THREE EIGHTH GRADERS THAT ATTEND ROBINSON MIDDLE SCHOOL.

I MYSELF AM A FORMER PISD TEACHER AND ADMINISTRATOR.

I ALSO CURRENTLY WORK FOR THE SCHOOL DISTRICT AS A SUBSTITUTE, SPECIFICALLY A LONG TERM SUBSTITUTE. I'M VERY KNOWLEDGEABLE ABOUT THE DISTRICT'S EDUCATIONAL CURRICULUM IN THE PAST, AND [INAUDIBLE] WITH THIS NEW VIRTUAL ONLINE.

IT DOESN'T EVEN MEET THE STANDARDS OF WHAT PISD IS SUPPOSED TO UPHOLD.

THEY'RE NOT CHALLENGED AT ALL.

THERE ARE NOT ANY EXPECTATIONS WHATSOEVER.

HONESTLY, IT JUST SEEMS POINTLESS.

ONE OF MY DAUGHTERS IS ON 504 PLAN AND MY OTHER DAUGHTER IS IN SPECIAL ED.

EVER SINCE LAST MARCH, BOTH THOSE HAVE NOT RECEIVED THE TYPE OF SUPPORT AND THE RESOURCES THAT STATE LAW SAYS THEY ARE SUPPOSED TO UNDER THE GUIDELINES FOR SPECIAL EDUCATION AND 504 NOT TO MENTION THE FACT THAT SINCE SCHOOL HAS BEGUN THIS YEAR, THEY HAVE HAD ZERO SUPPORT. ONCE AGAIN, I'M NOT EVEN SURE HOW THIS IS LEGAL, THAT VIRTUAL LEARNING IS NOT BENEFICIAL TO THE [INAUDIBLE]. NUMBER EIGHT [INAUDIBLE] I WOULD LIKE FOR PISD TO MAKE SURE THAT ALL SCHOOLS AND ALL GRADE LEVELS BE OPEN FOR FACE TO FACE LEARNING FIVE DAYS A WEEK STARTING ON SEPTEMBER 11TH.

I WANT TO ENSURE THAT THE CURRENT SITUATION IS EVALUATED FROM ALL ASPECTS AND THAT ALL RISKS ARE EVALUATED.

PLEASE NOTE THAT THE MORTALITY RATE FOR COVID IS VERY LOW FOR CHILDREN AND THAT RISKS HAVE ALREADY BEEN INHERENT AND WILL CONTINUE TO BE WHEN SENDING CHILDREN TO SCHOOL.

WE CANNOT KEEP CHILDREN OUT OF SCHOOL DUE TO THE RISK OF COVID BECAUSE THERE ARE MORE NEGATIVE RISKS AND CONSEQUENCES BY NOT SENDING THEM.

PLEASE NOTE THE NEGATIVE RISKS OF VIRTUAL LEARNING STRESS ON KIDS, PARENTS, SOCIAL ISOLATION, SUICIDE, DEPRESSION, ANXIETY.

COPING WITH ADOLESCENT BRAINS ARE NOT FULLY DEVELOPED AND STUDENTS HAVE A HARD TIME COPING WITH REMOTE LEARNING.

PLEASE NOTE THAT PISD EVEN POSTED.

TIME. NUMBER 9.

KYLER [INAUDIBLE] MY NAME IS KYLER [INAUDIBLE] I HAVE TWO BOYS IN PISD, A KINDERGARTEN AND A FIFTH GRADER. I'M A SINGLE MOM WHO WORKS FULL TIME OUTSIDE OF THE HOME.

I DO NOT HAVE FAMILY CLOSE BY OR ANYONE TO HELP WITH MY CHILDREN'S ONLINE LEARNING.

STUDENT NAME REDACTED IS IN KINDERGARTEN, IS HAVING A VERY HARD TIME, AS HE HAS NEVER TOUCHED A COMPUTER AND CAN NOT REALLY SPELL AND HAS A VERY HARD TIME FOCUSING ON A SCREEN ALL DAY. MY FIFTH GRADER ALSO HAS A HARD TIME SITTING IN FRONT OF A SCREEN FOR CLASSES ALL DAY. I'M TERRIBLY WORRIED THAT THEY WILL BE SO FAR BEHIND IN EDUCATION BECAUSE I CAN ONLY DO SO MUCH WHEN I AM OFF WORK.

ESPECIALLY WITH MY FIVE YEAR OLD WHO IS SO TIRED OF BEING AT THE COMPUTER.

SO BY THE TIME I'M HOME TO HELP WITH WORK AND THINGS HE COULD NOT DO.

HE IS BEYOND OVER IT.

THEY ARE STUCK IN A SMALL APARTMENT WITH NO REAL INTERACTION FROM PEERS THEIR AGE.

AND I'M VERY WORRIED THAT MY BOYS WILL TIME. NUMBER 10.

SEMITA [INAUDIBLE] MY NAME IS SEMITA [INAUDIBLE] AND I HAVE THREE CHILDREN IN PISD TWO ARE IN HIGH SCHOOL [INAUDIBLE] HYBRID MODEL BY PISD MANDATED ON THE HIGH SCHOOL STUDENTS.

THE PARENTS OF THESE STUDENTS WERE NOT INCLUDED IN THIS DISCUSSION.

IN FACT, THE ORIGINAL SURVEY WAS DISREGARDED BY PISD DUE TO UNCERTAINTY IN FUNDING.

IT IS DISAPPOINTING THAT WHEN FUNDING FOR THE HYBRID MODEL WAS APPROVED, IT BECAME THE ONLY OPTION AVAILABLE TO HIGH SCHOOL STUDENTS.

I PROTEST THE LACK OF EQUAL OPPORTUNITY FOR ALL STUDENTS TO ATTEND FACE TO FACE

[01:45:04]

THAT OPPORTUNITY WAS WITHDRAWN AND PARENTS MADE AWARE AFTER THE DECISION WAS MADE, ALL THE HIGH SCHOOL STUDENTS SHOULD HAVE THE SAME RIGHTS TO FACE TO FACE EDUCATION AS THE REST OF THE STUDENT POPULATION.

THIS DE FACTO DISREGARD OF STUDENTS EDUCATIONAL RIGHTS BY THE ENTIRETY RESPONSIBLE TO PROVIDE THE EDUCATION [INAUDIBLE] TIME.

11 LEANNE BROWER GRANDMOTHER TO A FIFTH GRADER.

MY GRANDDAUGHTER IS A FIFTH GRADER AND HAS ENROLLED IN ONLINE VIRTUAL CLASSES FOR THE FIRST NINE WEEKS. IT REALLY CONCERNS ME THAT THE VIRTUAL CLASS SIZES FOR SOME OF THESE ONLINE CLASSES ARE OVER 40 STUDENTS, WHICH IS DOUBLE THE SIZE OF THE NORMAL IN-PERSON CLASSES. BECAUSE OF THE CLASS SIZE.

NOT ALL STUDENTS GET TO ACTIVELY PARTICIPATE IN DISCUSSIONS AS THERE ARE, JUST TOO MANY OF THEM. STUDENTS THEREFORE BECOME OVERWHELMED, FRUSTRATED AND DISCOURAGED FROM WANTING TO LEARN. HOW CAN THE STUDENTS RECEIVE ANY TYPE OF QUALITY LEARNING WITH THE EXCESSIVE VOLUME OF THE CLASS SIZES, NOT TO MENTION THE BACKGROUND NOISE INTERRUPTIONS FROM ALL THE 30 DIFFERENT HOUSEHOLDS.

FOR EXAMPLE, CRYING BABIES, BARKING DOGS, [INAUDIBLE] ON PHONES, TVS ON THE OTHER SIBLINGS MAKING NOISES, ETC..

THESE ARE ELEMENTARY STUDENTS, NOT HIGH SCHOOL AGE, NOT COLLEGE AGE, BUT YOUNG KIDS WHO'S EARLY AGE IS VITAL TO THEIR DEVELOPMENT.

TIME. NO.12.

ALLISON MCFARLAND AND A MOTHER OF FOUR KIDS WITH ISD AFTER AGONIZING OVER OUR SCHOOL CHOICE ALL SUMMER AND TRYING TO MAKE THE BEST DECISION WITH THE INFORMATION WE HAD, WE CHOSE TO KEEP OUR KIDS AT HOME FOR REMOTE LEARNING FOR THE FIRST NINE WEEKS OF SCHOOL.

WE KNEW OUR ELEMENTARY ELEMENTARY SCHOOL WAS SPLIT WITH A LITTLE OVER 50 PERCENT CHOOSING REMOTE LEARNING. IMAGINE MY SURPRISE ON THE FIRST DAY OF SCHOOL WHEN MY SEVEN YEAR OLD SON LOGGED INTO HIS VIRTUAL CLASSROOM WITH 30 STUDENTS AND ONE TEACHER.

THE FIRST THREE DAYS WERE CHAOTIC AND CHALLENGING.

THE TEACHER WASN'T EVEN ABLE TO LET ALL OF THE KIDS INTRODUCE THEMSELVES THE FIRST DAY DUE TO CLASS SIZE.

IT WAS EVEN MORE SURPRISING TO FIND THAT THE OTHER TWO SECOND TO SECOND GRADE CLASSES HAD ONLY 11 TO 12 STUDENTS IN THEM.

MANY OF THE PARENTS WITH KIDS IN THOSE CLASSES RAVED ABOUT HOW SMOOTHLY ONLINE LEARNING WAS DOING AND WHAT A WONDERFUL EXPERIENCE THEY WERE HAVING TO REVIEW IN CLASS.

TIME. NUMBER 13.

LAURA [INAUDIBLE], THANK YOU FOR GIVING ME THE OPPORTUNITY TO SHARE MY CONCERNS REGARDING VIRTUAL LEARNING. I HAVE HAD CHILDREN IN PLANO, ISD, FOR 10 YEARS NOW.

I CURRENTLY HAVE A JUNIOR AT PLANO SENIOR HIGH AND A SEVENTH GRADER AT HAGGARD MIDDLE SCHOOL AND URGED PLANO ISD TO PLEASE BRING OUR CHILDREN BACK TO SCHOOL IN PERSON.

NOW, THERE CAN BE NO DOUBT OF THEM FALLING FURTHER BEHIND UNLESS WE RETURN KIDS TO CLASSROOMS. MY CHILDREN HAVE NOT BEEN CHALLENGED INTELLECTUALLY SINCE MARCH.

THEY RACED THROUGH VIDEOS AND ASSIGNMENTS AND ARE LEFT WITH NOTHING ELSE TO DO.

THEY DON'T HAVE TIME WITH PEERS, SO BOTH HAVE BEEN FACING DEPRESSION AND SELF-DOUBT IN EVERY AREA OF THEIR LIFE.

TO QUOTE MY SEVENTH GRADE SON FROM THIS MORNING.

IT'S REALLY STRESSFUL. WHEN I MEET WITH THE TEACHER VIRTUALLY BECAUSE IT CRASHES AND I KEEP GETTING KICKED OUT.

MY DAUGHTER WENT TO THE HIGH SCHOOL TODAY TO PICK UP PHYSICAL BOOKS BECAUSE SHE WAS GIVING THAT OPTION FOR CERTAIN CLASSES.

THERE'S NO WAY THAT SHE WILL BE PREPARED FOR HER S.A.T.

THIS IS UNACCEPTABLE.

TIME. NUMBER 14.

EDDIE [INAUDIBLE] I UNDERSTAND THAT THERE ARE MEETINGS COMING UP TO DECIDE THE DATE OF THE NEXT FEW MONTHS OF THE CHILDREN'S EDUCATION, AS I SIT BY AND WATCH MY DAUGHTER GO TO HER ROOM TO EMBARK ON HER FIRST YEAR OF MIDDLE SCHOOL AND FORCED TO SEND MY SON TO A VIRTUAL LEARNING ENVIRONMENT AS WELL.

I SEE MANY OF MY FRIENDS IN THE DFW METROPLEX AND THROUGHOUT THE COUNTRY SENDING THEIR CHILDREN TO SCHOOL.

I CANNOT BEGIN TO TELL YOU THE SADNESS I FEEL FOR MY CHILDREN, THE FEAR I HAVE FOR MY JOB THAT I'M FORCED TO BALANCE WITH MY KID'S EDUCATIONAL NEEDS AND THE FRUSTRATION AND ANGER I HAVE THAT MY TAX DOLLARS AND MY VOICE HAVE GIVEN ME NO SAY IN WHAT IS HAPPENING.

DAYCARES ARE OPEN, GYMS ARE OPEN, CAMPS ARE OPEN, ALL SUMMER PLANES ARE FLYING AND PEOPLE

[01:50:02]

ONE ADDITIONAL ITEM ALSO HAS ME BAFFLED.

PLEASE EXPLAIN TO ME HOW IT'S OK FOR THE DISTRICT.

TIME. [INAUDIBLE] SHARON COULD YOU TAKE OVER THE NEXT . 15 MARCY DOWHIT? I HAVE THREE KIDS IN PLANO SCHOOLS, WELLS HAGGARD AND VINE'S.

SO FAR OUR VIRTUAL SCHOOL YEAR IS GOING FINE AND I ANTICIPATE IT WILL IMPROVE WITH TIME.

I MUCH PREFER TO STAY ON THE SIDE OF CAUTION.

WATCHING THE NEWS ON OTHER SCHOOL DISTRICTS AND COLLEGES, IT APPEARS COVID IS GOING TO SPREAD UNCONTROLLED.

I URGE THE DISTRICT TO DO WHAT THEY CAN DO TO MEET THE NEEDS OF THE COMMUNITY.

BUT KEEP IN MIND, THE HEALTH OF THE COMMUNITY SHOULD BE A TOP PRIORITY.

THANKS. NUMBER 16, MICHELLE HUNT.

I HAVE THREE CHILDREN CURRENTLY ENROLLED IN PISD.

THEY ARE A SEVENTH GRADER AT FRANKFURD AND A FIFTH AND SECOND GRADER AT HIGH TOWER.

WE LOVE AND SUPPORT OUR SCHOOL AND TEACHERS.

WE ARE INCREDIBLY DISAPPOINTED THAT OUR CHILDREN AND WILLING TEACHERS AND ADMINISTRATORS ARE STILL NOT ALLOWED TO CONDUCT IN-PERSON LEARNING.

TEACHERS AND SCHOOLS ARE ESSENTIAL.

THE AAP AND CDC SUPPORT CHILDREN BEING IN SCHOOL.

OUR FAMILY FEELS COMFORTABLE WITH THE RISK BENEFIT TRADE OFF AND WE KNOW MANY TEACHERS WHO FEEL THE SAME WAY.

IN FACT, I AM A TEACHER WHO WILL BE RETURNING TO A PRIVATE EARLY CHILDHOOD SCHOOL.

PLEASE GIVE US A CHANCE TO MAKE THIS WORK.

LET US RISE TO THIS OCCASION AND SERVE THE CHILDREN AND FAMILIES OF OUR COMMUNITY.

VIRTUAL LEARNING IS NOT DEVELOPMENTALLY APPROPRIATE FOR MOST CHILDREN.

EVEN MY OWN CHILDREN, WHO ARE FAIRLY TYPICAL LEARNERS, ARE BURNT OUT, FRUSTRATED AND CONFUSED. THERE ARE CONSTANT TECHNOLOGY TRIP UPS AND THE SYSTEM IS TOO DIFFICULT FOR ELEMENTARY. TIME. NUMBER 17, MELISSA DENNIS.

GOOD EVENING, MY SON'S STUDENT NAME, REDACTED, IS A SECOND GRADER AT CARLISLE.

I WANTED TO SHARE WITH YOU THE CHALLENGES AND NEGATIVE IMPACT REMOTE LEARNING IS HAVING ON HIM HE IS HIGH FUNCTIONING AUTISTIC.

AND WHILE HE DOES NOT STRUGGLE ACADEMICALLY, HE DOES NEED A SPEECH AND SOCIAL SKILLS SERVICES. HE HAS BEEN AT HOME FOR MONTHS AND REMOTE LEARNING GIVES VERY LITTLE IN THE WAY OF ONE ON ONE INTERACTIONS HE IS ALSO IN SENSORY OVERLOAD WITH ALL THE TECHNOLOGY HE IS EXPECTED TO LEARN IN SUCH A SHORT TIME.

I'M A WORKING SINGLE MOTHER WHILE I DO MY BEST.

HIS EDUCATION AND MY CAREER AS THE SOLE PROVIDER ARE SUFFERING IN THIS SCENARIO.

HE IS STRESSED AND IS SHOWING TICS, AND BEHAVIORS I'VE NEVER SEEN FROM HIM BEFORE.

HE IS NOT LEARNING.

I APPRECIATE THE SCHOOL SITUATION, BUT THE LONG TERM EFFECTS OF THIS WOULD BE HEAVY FOR HIS MENTAL HEALTH AND LEARNING, AS IS THE SAME FOR MANY OTHER FAMILIES.

VIRUSES WILL ALWAYS BE A THREAT AS LONG AS PRECAUTIONS ARE IN PLACE EDUCATION SHOULD NOT BE DENIED.

THE YOUNGER. TIME. NUMBER 18, A CONCERNED PLANO MOM.

FIRST, I WOULD LIKE TO SAY THAT I APPRECIATE ALL THE HARD WORK AND DEDICATION SHOWN BY THIS BOARD ADMINISTRATION AND MOST IMPORTANTLY, THE TEACHING STAFF ACROSS THE DISTRICT.

HOWEVER, AS A PARENT WHO HAS CHOSEN FACE TO FACE, I AM CONCERNED MY CHILD'S ELEMENTARY CLASS CURRENTLY HAS TWENTY FOUR STUDENTS IN IT.

THAT IS, TWO OVER THE STATE LIMIT OF TWENTY TWO AND FIVE OVER THE AMOUNT THAT WAS DESIGNATED IN A PREVIOUS BOARD MEETING AS NEEDING TO BE EVALUATED FOR ADDITIONAL STAFF.

HOW DOES THIS BOARD EXPECT THIS? SIGHS FACE TO FACE, CLASS TO SOCIAL DISTANCE, I ALSO KNOW THAT THIS IS NOT THE ONLY CLASS WITHIN THE DISTRICT TO HAVE 20 OR MORE STUDENTS IN A FACE TO FACE CLASS.

I IMPLORE THIS BOARD TO DO THEIR DUE DILIGENCE TO ENSURE THAT PROPER RATIOS ARE BEING MET DURING THIS UNUSUAL TIME OF SOCIAL DISTANCING, IF NOT FOR THE TEACHERS ADMIN STAFF SAFETY, THEN FOR THE CHILDREN AND PARENTS AT HOME.

I WOULD ALSO LIKE TO BRING UP THE BEGINNING OF THE YEAR TESTING WHAT IS THE PURPOSE OF HAVING CHILDREN DO A COMPUTER BASED TEST JUST A FEW WEEKS SHY OF RETURNING THEM FACE TO FACE. TIME.

NUMBER 19, JENNIFER ASHAR, I WAS TOLD THAT YOU ARE VOTING ON A DECISION TO GO BACK TO IN-PERSON LEARNING TOMORROW AND THAT YOU WOULD BE WILLING TO READ PARENTS OPINIONS IF WE GET THEM TO YOU BEFORE NOON.

I HAVE A SON JUST STARTING AT THE ACADEMY HIGH SCHOOL.

I WOULD LIKE VERY MUCH TO ENCOURAGE YOU TO ALLOW SCHOOLS WITH DIFFERENT PHYSICAL SITUATIONS TO MAKE APPROPRIATE DECISIONS.

I DON'T THINK THAT HUGE SCHOOLS LIKE PLANO WEST SHOULD HAVE THE SAME RULES AND RESTRICTIONS AS A MUCH SMALLER SCHOOL LIKE THE ACADEMY.

THE SCHOOLS WHOSE LOGISTICS AND PHYSICAL SIZE MAY ALLOW FOR THE SAFE RETURN TO IN-PERSON LEARNING SHOULD BE ALLOWED TO DO SO, EVEN IF OTHER SCHOOLS IN THE DISTRICT MAY HAVE DIFFERENT LIMITATIONS.

WHILE I UNDERSTAND THE DESIRE FOR ALL SCHOOLS TO HAVE THE SAME GUIDELINES IN THIS

[01:55:04]

IF THE INDIVIDUAL SCHOOLS ARE ABLE TO MAKE A PLAN THAT WILL ABIDE BY ALL THE GUIDELINES AND ALLOW ALL STAFF AND STUDENTS TO RETURN SAFELY, THEY REALLY SHOULDN'T BE RESTRICTED BY OTHER SCHOOLS. THANK YOU VERY MUCH FOR THIS CONSIDERATION.

NUMBER 20, AMY LIVELY.

AS A SINGLE MOTHER, WORKING FULL TIME WITH NO FINANCIAL SUPPORT FROM MY FIRST GRADERS FATHER, I HAVE TO KEEP A JOB AND SHE'S TOO YOUNG TO STAY HOME AND DO SCHOOL BY HERSELF.

I HAVE BEEN LUCKY THAT MY MOM HAS SACRIFICED HER OWN NEEDS FOR A JOB BY PUTTING HER JOB SEARCH TEMPORARILY ON HOLD TO STAY HOME WITH MY DAUGHTER AS WE LITERALLY HAVE NO OTHER CHOICE. WHILE I'M GRATEFUL FOR HER HELP, SHE CAN BARELY FIGURE OUT THE ONLINE SYSTEM, SO I'M NOT SURE HOW MUCH THEY REALLY ACCOMPLISH DURING THE DAY.

I COULD GO ON AND ON WITH ALL THE REASONS I WANT HER TO BE IN SCHOOL IN PERSON.

BUT THE BOTTOM LINE IS IT'S WHAT'S BEST FOR EVERYONE IN OUR FAMILY.

SOME FAMILIES ARE TOO SCARED TO GO BACK.

THEY HAVE THAT OPTION TO HOME SCHOOL.

THE REST OF US DON'T HAVE THAT LUXURY.

WE CAN'T AFFORD A NANNY AND WE CAN'T AFFORD NOT TO WORK.

NO, SCHOOL IS NOT A DAYCARE LIKE I'VE HEARD SO MANY TRY TO ARGUE.

IT'S MUCH MORE THAN THAT.

IF I OR MY MOM WERE QUALIFIED TEACHERS, THAT'S WHAT WE'D BE DOING.

MY DAUGHTER IS ADVANCED FOR HER AGE AND I'D LIKE TO KEEP IT THAT WAY BY HAVING PROFESSIONALS FURTHER HER EDUCATION.

PLEASE CONSIDER. TIME.

TWENTY ONE, SHARON EPSTEIN, I WANTED TO LET YOU KNOW THAT THE FIRST FEW DAYS OF VIRTUAL LEARNING HAVE GONE VERY WELL FOR MY TWO CHILDREN.

THEY ARE IN SEVENTH GRADE AT HAGGARD MIDDLE SCHOOL AND IN TENTH GRADE IN THE [INAUDIBLE] SCHOOL AT PLANO EAST. WE KNOW THIS IS A STRESSFUL AND DIFFICULT SITUATION FOR EVERYONE.

WE APPRECIATE THE HARD WORK AND THOUGHT THE DISTRICT PUT INTO THIS NEW SCHOOL YEAR.

WE LIKE THE SCHEDULE WITH STUDENTS HAVING INSTRUCTION FROM TEACHERS EVERY DAY WITHOUT HAVING TO BE ON THE COMPUTER FOR CLASSES FOR A FULL SCHOOL DAY.

WE ALSO APPRECIATE THAT THE ASSIGNMENTS ARE MORE RIGOROUS AND MORE IN LINE WITH WHAT THE STUDENTS WOULD RECEIVE IF THEY WERE PHYSICALLY IN SCHOOL.

MOSTLY, WE ARE GRATEFUL FOR SUPERINTENDENT BONSER'S PRIORITY OF THE HEALTH AND SAFETY OF THE ENTIRE PISD COMMUNITY.

WE ASK THE BOARD TO CONTINUE TO MAKE HEALTH AND SAFETY TOP PRIORITIES UNTIL THE TIME THAT COVID-19 CASES ARE UNDER CONTROL WE WILL WE LOOK FORWARD TO CONTINUING WITH VIRTUAL INSTRUCTION. THANK YOU.

NUMBER 22, DOREEN SYMEON, I KNOW YOU'RE GETTING COUNTLESS EMAILS, SO I WILL KEEP THIS BRIEF. I JUST WANTED TO GIVE YOU MY INPUT REGARDING MY 11TH AND 12TH GRADERS.

LUCKILY, WE HAVE WI-FI AND EACH CHILD HAS A QUIET SPACE WHERE THEY CAN DO THEIR WORK.

THEY ARE PRETTY SELF-SUFFICIENT AT THIS AGE AND NO SEVERE LEARNING ISSUES AT THIS AGE.

ALTHOUGH MY DAUGHTER MISSES FACE TO FACE TERRIBLY, I JUST KNOW THERE ARE COUNTLESS FAMILIES WHO DEPEND UPON TAKING THEIR KIDS TO SCHOOL SO THEY CAN GO TO WORK, HAVE SPECIAL SERVICES OR JUST A SENSE OF NORMALCY.

I WORK AS A THERAPIST AND SEE THE EMOTIONAL FALLOUT FROM THIS AND IT'S STARTING TO REALLY HIT NOW. IF COVID NUMBERS KEEP GOING UP IN TEXAS, THEN I UNDERSTAND EXTENDING VIRTUAL LEARNING, BUT I REALLY THINK THAT GETTING BACK IN THE CLASSROOM NEEDS TO BE A PRIORITY.

THANK YOU FOR YOUR TIME.

I KNOW THIS ISN'T EASY.

NUMBER 23, KYLE FREDERICK, I SPOKE DIRECTLY WITH SARA REGARDING THIS QUESTION, WHAT IS THE CRITERIA THAT MUST BE MET TO RETURN TO FACE TO FACE LEARNING.

IF CRITERIA CANNOT BE PROVIDED THEN THE REASONS FOR ANY DELAYS IN FACE TO FACE LEARNING NEED TO BE POSTED PUBLICLY.

THERE CANNOT BE A LACK OF TRANSPARENCY, ESPECIALLY AT THIS TIME WITHOUT A CLEAR DEFINITION PARENTS AND TEACHERS ARE LEFT TO MAKE ASSUMPTIONS, ACCUSATIONS, UNINFORMED DECISIONS, ETC.. WE NEED DIRECTION.

IF THE TEA AND HEALTH DEPARTMENT CANNOT PROVIDE THAT DIRECTION, THEN I SEE NO OTHER GROUP OTHER THAN THE BOARD OF PISD TO MAKE IT.

THE LINKS THAT SARA AND I DISCUSSED HAVE BEEN PROVIDED TO THE BOARD.

THESE HELP PROVIDE DIRECTION.

A LINK TO THE TOOL HAS ALSO BEEN PROVIDED, INTENDED TO INFORM PEOPLE OF THE RISK WITHIN A CLASSROOM. IT IS COMPLEX, WHICH IMPLIES CREDIBILITY THAT YOU COULD POTENTIALLY GET INSIGHT FROM YOUR CONTACTS.

[INAUDIBLE] AS TO ITS VALIDITY.

NUMBER ONE A LINK TO THIS WEBSITE HAS BEEN PROVIDED TO THE BOARD CREATED BY THOSE WHO SHARED THE TOOL AND ARE TRYING TO INFORM THE PUBLIC IN AN EFFECTIVE MANNER.

TIME. NUMBER 24, MELISSA LAND.

I FEEL SOMEWHAT CERTAIN THAT YOU AND THE SCHOOL BOARD ARE BEING BOMBARDED WITH MESSAGES FROM PARENTS THIS EVENING BEFORE YOUR VOTE TOMORROW.

AND I APPRECIATE YOU AND THE BOARD LISTENING TO ALL OF THE OPINIONS FROM PLANO ISD PARENTS. MY DAUGHTER IS IN FIRST GRADE IN PISD AND RECEIVES THE SPECIAL EDUCATION SERVICES BOTH IN CLASS AND BY BEING PULLED OUT OF CLASS DURING THE SCHOOL DAY.

SHE WANTS NOTHING MORE THAN TO RETURN TO SCHOOL AMONGST FRIENDS AND TEACHERS SHE LOVES.

I, ON THE OTHER HAND, AM VERY NERVOUS ABOUT OUR STUDENTS [INAUDIBLE] TOGETHER.

I AM ACTUALLY A TEACHER MYSELF AND I JUST RESIGNED FROM MY THIRD GRADE POSITION OF A FEW WEEKS AGO AFTER 16 YEARS OF TEACHING BECAUSE I KNEW THE UNCERTAINTY OF THE SCHOOL YEAR

[02:00:05]

I KNOW SO MANY TEACHERS WHO DO NOT FEEL SAFE BEING CONFINED TO A CLASSROOM OF 18 ELEMENTARY SCHOOL CHILDREN.

THEIR SAFETY SHOULD ALSO BE OF PRIME IMPORTANCE TO PARENTS AND THE SCHOOL BOARD CASES.

CASES IN COLLIN COUNTY JUST SKYROCKETED LAST FRIDAY TO WHAT I BELIEVE IS.

TIME. TWENTY FIVE, LAURA BOWMAN, I AM THE PARENT TO THREE PISD STUDENTS NIGHTH, EIGHTH AND 2ND GRADE, I WANTED TO EXPRESS MY OPINION THAT THE FACE TO FACE OPTIONS START IN SEPTEMBER AS PLANNED.

MY CHILDREN ARE WORKING THE ONLINE PROGRAM.

THEY ARE NOT GETTING ANYTHING FROM IT.

CHILDREN NEED TO BE IN SCHOOL FOR MANY REASONS.

PARENTS PICKING THIS FOR THEIR KIDS NEED TO HAVE AN OPTION.

WE ACCEPT THE RISK INVOLVED WITH BEING IN PERSON.

IT IS UPSETTING THAT I DO NOT HAVE ANY CHOICES GIVEN THE CHOICE TO TEACH IN PERSON OR ONLINE.

TEACHERS ARE ESSENTIAL AND WE NEED THEM TO TEACH OUR KIDS.

I DON'T UNDERSTAND HOW PRIVATE GROUPS ARE ABLE TO PROVIDE SCHOOL SERVICES, BUT PISD CAN'T PLEASE GIVE FACE TO FACE STUDENTS A CHANCE.

WE HAVE TO TRY SOMETHING THE CHILDREN ARE NOT LEARNING.

FAMILIES ARE STRESSED.

I AM JUST ASKING FOR PISD TO TRY SOMETHING.

THANK YOU. NUMBER 26, WHITNEY FORD, YOU ARE PROBABLY GETTING A LOT OF ANGRY EMAILS FROM PARENTS WHO ARE ALREADY TIRED OF ATTENDING TO THEIR KIDS VIRTUAL LEARNING.

YOUR EMAIL WAS POSTED TO THE PLANO MOMS GROUP FACEBOOK AS THE PERSON TO CONTACT TO RAISE CONCERNS. I WOULD LIKE TO COUNTER THE REQUEST FOR RETURNING TO IN PERSON WITH A REQUEST TO CONTINUE TO TRY TO DO WHAT IS THE SAFEST FOR EVERYONE INVOLVED.

I JUST WANT PISD TO DO WHAT IS BEST TO PROVIDE A REASONABLY SAFE AND HEALTHY ENVIRONMENT LEARNING ENVIRONMENT FOR BOTH STUDENTS AND STAFF.

SCHOOLS WHICH HAVE ALREADY RETURNED TO CLASS, ARE HAVING OUTBREAKS, THEY CAN'T GO BACK IN A SMALLER LEARNING COHORT THAT DON'T MIX WITH OTHER STUDENTS, WITH OTHER KIDS AND STAFF, AND IT'S PROBABLY NOT A GOOD IDEA.

WE DON'T NEED TO COPY OTHERS STICKING THEIR HAND IN THE FIRE, KNOWING WHEN IT'S TOO HOT.

I'LL ALSO REPHRASE MY CONCERN THAT ALL THE KIDS NEED TO BE IN MASKS WHEN RETURNING.

EVEN IF SOME DON'T WEAR THEM QUITE RIGHT, IT WOULD HELP MORE THAN NOTHING.

MY SECOND GRADER IS ABLE TO WEAR ONE ALL DAY WHEN INSIDE AND SHARED SPACES BECAUSE WE DISCUSSED WHY IT WAS A GOOD IDEA FOR HER AND OTHERS HEALTH.

NUMBER 27, KAREN LEE [INAUDIBLE] I APOLOGIZE.

I WOKE UP THIS MORNING ANNOYED THAT MY FIFTH GRADER WAS ONCE AGAIN RUNNING AROUND LATE TRYING TO FIND A MILDLY ACCEPTABLE TOP TO POP OVER HER HEAD AND RUN INTO HER VIRTUAL CLASS WITH NO SECONDS TO SPARE.

AT THIS POINT, I'M STANDING LOOKING AT HER, HOLDING A CUP OF COFFEE.

WHEN MY ALARM GOES OFF, I PICK UP MY PHONE AND A MESSAGE COMES IN THAT MY HOME COUNTRY, ONE FAMILY ALONE, LOST NINE PEOPLE IN A WEEK DUE TO THE VIRUS.

I SET MY PHONE DOWN AND I AM NOW SEEING HER SITTING THERE, RED HAIR AND ALL IN A BRAND NEW LIGHT. FORGET HER TARDINESS.

FORGET HER INABILITY TO NOT BE ABLE TO PLAY OUTSIDE WITH FRIENDS.

SHE IS SAFE. WE ARE SAFE.

NOTHING ELSE MATTERS.

THANK YOU TODAY.

THANK YOU. BECAUSE TODAY YOU GAVE US THE GIFT TO SEE MY MOST PRIZED POSSESSION, WHO NOW HAS APPARENTLY CHOSEN THIS TIME TO CHECK HER TEETH IN THE REFLECTION OF THE COMPUTER SCREEN SAFE AND THE REST DOES NOT MATTER.

ALL THE POSSIBLE HOLES AND REGRESSION THAT MAY HAPPEN ARE SO MINUTE TO BEING ABLE TO LAY DOWN AT NIGHT TOGETHER SAFE.

TIME.

TWENTY EIGHT, [INAUDIBLE] I WANTED TO EXPRESS SOME OF THE CONCERNS ABOUT THE MANDATORY VIRTUAL LEARNING AT PISD, THERE ARE MANY ISSUES TO CONSIDER REGARDING THIS TYPE OF EDUCATION. SOME OF MINE ARE.

I AM A MOTHER OF A GIRL WHO JUST TURNED SIX AND STARTED FIRST GRADE THIS SEMESTER AT BETHANY ELEMENTARY.

MY DAUGHTER DOES NOT KNOW HOW TO USE THE COMPUTER AND DOES NOT READ YET.

I HAVE TO SPEND A LOT OF TIME ASSISTING HER WITH THE VIRTUAL LEARNING WHICH PREVENTS ME FROM WORKING. IF I WANTED TO WORK, I WOULD NEED TO HIRE A PRIVATE TUTOR, WHICH WOULD NOT BE FAIR, PAYING BOTH HOMEOWNERS TAXES TO FUND EDUCATION AND TO PAY FOR A PRIVATE SERVICE FOR HER EDUCATION. I NORMALLY WOULD NOT APPROVE OF THIS MUCH SCREEN TIME AT HOME, BUT NOW SHE HAS TO HAVE TOO MUCH SCREEN TIME WITH THE COMPUTER, WHICH AFFECTS HER IN A NEGATIVE WAY. IN MANY WAYS, THERE ARE MULTIPLE TIMES A DAY SHE HAS LIVE ONLINE MEETINGS WITH HER TEACHER. HER TEACHER GIVES HER INSTRUCTIONS AS TO WHAT TO DO AND TURNS OFF THE CAMERA UNTIL THE NEXT MEETING. THEN A SIX YEAR OLD IS ON HER OWN WITHOUT FURTHER CORRECTION, FEEDBACK AND INSTRUCTION.

WHEN SHE IS WORKING INDEPENDENTLY ON AN ASSIGNMENT I HAVE TO FOLLOW THE MEETING TIMES

[02:05:01]

TIME. HEATHER, YOU'RE ON MUTE.

THANK YOU. 29.

SUZANNE FERRARI HUGHES, I HAVE A FOURTH GRADER AND TWINS IN 11TH GRADE, I ALSO HAVE A DAUGHTER THAT GRADUATED 2020 FROM PLANO SENIOR AND A 2018 GRADUATE.

SO I'M A PISD SUBSTITUTE TEACHER AS WELL.

THESE KIDS NEED TO BE IN THE CLASSROOM LEARNING.

THERE ARE MANY HOMESCHOOLERS OPTIONS FOR THOSE THAT WANT THAT.

BUT DON'T USE MY TAX DOLLARS FOR VIRTUAL LEARNING EQUIPMENT.

WHEN WE DON'T WANT IT.

IF PARENTS WANT HOMESCHOOL, THEN GET OUT OF THE PUBLIC SCHOOL SYSTEM.

I DON'T AGREE WITH SIGNING YOUR KID UP FOR WHAT YOU'RE LEARNING.

BUT YET THEY CAN GO PARTICIPATE IN SPORTS AND ETC..

IF YOU ARE THAT CONCERNED, THEN KEEP THEM HOME ALTOGETHER.

ALL OR NOTHING.

IT MAKES ZERO SENSE TO GO VIRTUAL YET LET THEM DO AN EXTRACURRICULAR ACTIVITY.

THESE KIDS ARE NOT LEARNING WITH VIRTUAL.

IT'S A JOKE. I'M FORTUNATE TO BE ABLE TO STAY HOME, TO HAVE TO BE THERE CONSTANTLY WITH MY FIRST GRADER. TIME.

NUMBER 13 [INAUDIBLE] I WANT THE BOARD TO KNOW THAT I APPRECIATE THAT THEY ARE LISTENING TO HEALTH EXPERTS AND LOOKING AT THE NUMBERS OF POSITIVE CASES AND ARE MAKING INFORMED DECISIONS BASED ON THOSE RECOMMENDATIONS.

I REALIZE THAT VIRTUAL LEARNING IS NOT IDEAL, BUT I KNOW THE PISD STAFF IS WORKING HARD TO MAKE IT AS SUCCESSFUL AS POSSIBLE WHEN IT'S SAFE TO OPEN.

I KNOW PLANO WILL DO SO IF THAT'S ON SEPTEMBER 9TH.

WONDERFUL. I JUST DON'T WANT DISGRUNTLED VOICES TO BE THE ONLY ONES YOU HEAR.

THE COMMUNITY LARGELY STANDS BEHIND OUR LEADERSHIP AND THEIR THOUGHTFUL DELIBERATION BASED INFORMATION THAT NOT ALL OF THE COMMUNITY MEMBERS MAY KNOW ARE HERE.

THIRTY ONE. FRANCHESCA LEVY, PLEASE HAVE MY WORDS READ DURING THE PUBLIC COMMENT SESSION.

AS THE THOUGHT PUT INTO THIS PROCESS IS EVIDENCE, SEEING HOW WELL ORGANIZED IT HAS BEEN AND I AM VERY GRATEFUL.

AS A THIRD GRADE PARENT AT WYATT ELEMENTARY WHO CHOOSE THE LEARNING AT HOME PROGRAM.

I JUST WANTED TO SAY THANK YOU FOR ALL THE HARD WORK AND THOUGHT THAT HAVE BEEN PUT IN.

THANK YOU FOR PROVIDING QUALITY EDUCATION FOR MY SON WHILE STAYING SAFE AT HOME.

32. SARAH HOLLAND, MY CHILD, IS IN FIRST GRADE AT MATTHEWS ELEMENTARY, I WORK FULL TIME, AS DOES MY HUSBAND.

PLEASE REOPEN SCHOOLS IN SEPTEMBER.

THIS IS NOT SUSTAINABLE FOR FULL TIME WORKING PARENTS AND THE CHILDREN NEED TO BE IN SCHOOL. THE TEACHERS ARE DOING THE BEST THEY CAN AND WE APPRECIATE THAT.

BUT IT DOES NOT REPLACE IN-PERSON INTERACTION.

THE KIDS NEED AND WANT TO BE IN SCHOOL.

THANK YOU VERY MUCH. THIRTY THREE WILL FORSTON FATHER OF TWO STUDENTS AT MATHEWS GRADE FIVE AND ONE AS A PARENT WITH TWO CHILDREN IN MATHEWS ELEMENTARY, I WOULD LIKE TO SEE THEM RETURN TO CLASS IN PERSON.

AFTER SEEING THE REMOTE LEARNING MODEL THIS PAST WEEK, THE TECHNOLOGY BEING USED GOOGLE MEET BY THE TEACHERS TO CONDUCT CLASS IS SUBPAR AND VERY DIFFICULT TO USE.

FURTHERMORE, THE CHROMEBOOKS ARE NOT POWERFUL ENOUGH TO RUN ALL THE APPS NECESSARY.

THE PARENTS END UP SPENDING TONS OF TIME RESTARTING THEIR STREAM, SWITCHING APPS AND NAVIGATING THE TECHNOLOGY THAT THERE IS NO TIME LEFT TO WORK ON CURRICULUM.

THE KIDS GET DISTRACTED AND THE PARENTS ARE FRUSTRATED.

BASICALLY, WE ARE ALL SPINNING OUR WHEELS.

I RECOGNIZE THAT THERE WAS NOT ENOUGH TIME TO BUILD OUT THE INFRASTRUCTURE TO CONDUCT REMOTE PLACES FOR THE THOUSANDS OF STUDENTS IN PISD.

IT IS FOR THIS REASON THAT I FEEL THAT THE CHILDREN SHOULD BE GIVEN THE OPTION TO RETURN TO CLASS AS SOON AS POSSIBLE SO THEY CAN GET [INAUDIBLE] TIME.

34 LORI ROBERTSON.

I'M A PARENT OF A THIRD GRADER AND A KINDERGARTENER AT SHEPARD ELEMENTARY.

WE MOVED TO OUR NEIGHBORHOOD FOR THE SCHOOL AND ABSOLUTELY LOVE IT.

WE HAVE WONDERFUL TEACHERS AND PRINCIPALS AND ARE SO THANKFUL FOR OUR TIME AT PISD.

WITH THAT BEING SAID, WE ARE STRONGLY REQUESTING THAT THE FACE-TO-FACE RETURN ON

[02:10:05]

MY KINDERGARTEN TEACHER HAS ALREADY DEVELOPED STRESS FROM WORRYING SHE WILL FORGET TO GET ON HER CALL OR THE COMPUTER WON'T WORK.

ABSOLUTELY NOT THINGS A SIX YEAR OLD SHOULD BE WORRIED ABOUT.

MY THIRD GRADER IS IN PACE AND GENERALLY AN EXCELLENT STUDENT FOR STRESS OVER THE TECHNICAL ISSUES THAT INHIBIT HER FROM BEING ABLE TO HEAR HER TEACHER AND LEARN WHAT SHE'S SUPPOSED TO KNOW HAS LED TO MANY TEARS AND BREAKDOWNS ALREADY.

I FEEL STRONGLY THAT IT WOULD BE VERY DETRIMENTAL FOR THEM TO CONTINUE LEARNING IN THIS SESSION. TIME.

THIRTY FIVE. JENNIFER VAUGHN.

I AS A PARENT OF TWO PLANO ISD CHILDREN.

I AM RESPECTFULLY REQUESTING THAT THE SCHOOLS OPEN AT THE BEGINNING OF SEPTEMBER.

I'M ALSO A LOCAL COACH AND CHILDREN'S PASTOR.

I HAVE TALKED TO AN ENORMOUS AMOUNT OF WORKING PARENTS, SINGLE WORKING MOMS, ETC.

AND THIS SITUATION HAS PUT THEM ALL IN A VERY DIFFICULT SITUATION WITH THEIR JOBS, FINANCES AND OVERALL STRESS LEVEL LEADING TO PENDING DIVORCES, DEPRESSION, ANXIETY ISSUES IN THE CHILDREN. IT'S TIME TO RETURN.

PLEASE ALLOW THOSE THAT ARE UNCOMFORTABLE RETURNING TO CONTINUE TO DO VIRTUAL LEARNING.

BUT FOR THOSE THAT CHOOSE, PLEASE OPEN UP.

THANK YOU. THIRTY SIX.

AMANDA TURNER I'M WRITING AS AN EXTREMELY CONCERNED, FRUSTRATED AND STRESSED PARENT, I REALIZED THAT WE ARE IN AN UNPRECEDENTED TIMES.

HOWEVER, REMOTE LEARNING IS TURNING INTO A MAJOR DISASTER DISASTER FOR MY KINDERGARTNER.

I HAVE THREE CHILDREN IN GRADES K FOURTH AND EIGHTH GRADE.

I DO HAVE CONCERNS ON THE QUALITY OF EDUCATION AND LACK OF SOCIALIZATION WITH PEERS THAT MY OLDER CHILDREN ARE RECEIVING.

BUT I KNOW THAT THEY WILL BE ABLE TO OVERCOME WHAT THEY ARE MISSING IN PERSON IN THE CLASSROOM. I KNOW THIS BECAUSE THEY ARE ABOVE AVERAGE STUDENTS.

IT IS A COMPLETELY DIFFERENT STORY FOR MY DAUGHTER ENTERING KINDERGARTEN WHO IS IN ESL AND IS BEHIND EDUCATIONALLY, EMOTIONALLY AND SOCIALLY.

SHE STRUGGLES TO STAY FOCUSED ON MULTIPLE GOOGLE MEET CONFERENCE CALLS AND WATCHING THE DAILY VIDEO AS SHE IS ASSIGNED TO WATCH.

SHE NEEDS CONSTANT ONE ON ONE ATTENTION FOR EVERY MINUTE OF REMOTE LEARNING.

AS A WORKING PARENT I'M BEYOND STRESSED KEEPING UP WITH BEING HER LEARNING COACH [INAUDIBLE] TIME. THIRTY SEVEN.

[INAUDIBLE] I'M A MOM OF TWO YOUNG BOYS, MY OLDEST JUST BEGAN KINDERGARTEN.

MY YOUNGEST IS ONE AND A HALF YEARS OLD.

I ALSO WORK FULL TIME AT AN INCREDIBLY DEMANDING JOB FROM HOME.

ONLINE LEARNING IS NOT WORKING FOR US.

I CANNOT CONTINUALLY TAKE BREAKS FROM WORK TO HELP MY KINDERGARTNER NAVIGATE HIS ONLINE LEARNING. I'M ALREADY FALLING BEHIND AT WORK AND BEGINNING TO SEE MANY NEGATIVE CONSEQUENCES IN REGARDS TO MY PERFORMANCE.

MY KINDERGARTNER DOESN'T EVEN DO MOST OF HIS ASYNCHRONOUS LEARNING.

AND SOMETIMES DOESN'T EVEN DO THE EXTRA CLASSES LIKE ART, MUSIC, ETC., BECAUSE I CAN'T KEEP UP WITH HIS COURSEWORK AND MY JOB, ALL WHILE ALSO KEEPING MY ONE 1/2 YEAR OLD ALIVE AND HEALTHY AND NOT STUCK TO AN IPAD ALL DAY.

I BELIEVE THE KINDERGARTNERS ARE AT A CRITICAL AGE.

THEY NEED TO BE LEARNING IN AN ENVIRONMENT WITH THEIR PEERS.

THEY DO NOT NEED TO BE STARING AT SCREENS ALL DAY.

TIME. FIVE YEARS. THIRTY EIGHT.

AMY NOVELETTE. I'M A PARENT OF A FOURTH GRADER AT SHEPARD ELEMENTARY.

MY SON IS A SMART KID, LIKE MANY OTHERS IN PLANO, MAINLY DUE TO THE HARDWORKING TEACHER'S ATTENTION MY KIDS GET IN THE CLASSROOM AND THEIR ATTENTION TO HIS NEEDS ALONG WITH HIS CLASSMATES. THIS, OF COURSE, NOT, BECAUSE YOU ALL WANT TO BE AWAY FROM THEM HAS NOT BEING THE CASE WITH VIRTUAL LEARNING.

MY CHILD IS FRUSTRATED HE [INAUDIBLE] THRIVES ON INTERACTION HE'S 504 ISN'T BEING MET, IN MY OPINION. LIKE MANY HE NEEDS THE CLASSROOM.

IT'S TIME TO LET THE KIDS COME BACK AND REALIZE THAT WE HAVE TO TAKE INTO CONSIDERATION.

BUT NOTHING IS 100 PERCENT SAFE, AS I SEE SO MANY PEOPLE VACATIONING, DOING UNRELATED OUTINGS AND SOCIALIZING TO PROVE IT ISN'T THE NUMBER ONE CONCERN FOR MANY, WHICH

[02:15:01]

THAT BEING SAID, THE SCHOOL HAS GIVEN THOSE WHO DO NOT WANT IN SCHOOL TO STAY AT HOME.

HOWEVER,TIME.

39.

ANGIE [INAUDIBLE].

SORRY. THANK YOU SO MUCH TO EVERYONE IN THE DISTRICT FOR WORKING OVERTIME TO MAKE SURE THAT OUR CHILDREN ARE STILL GETTING A GOOD EDUCATION THROUGH VIRTUAL LEARNING.

A HUGE SHOUT OUT TO BEVERLY ELEMENTARY.

THESE [INAUDIBLE] TEACHERS ARE AMAZING.

THEY'RE TEACHING, RETEACHING, EXPLAINING, INTERACTING AND CONNECTING WITH STUDENTS.

I'M GRATEFUL BECAUSE MY DAUGHTER IS STILL GETTING A GREAT EDUCATION AND SHE IS SAFE AT HOME WITH GRATITUDE.

40. NICOLE GILOVICH, I WANT TO MAKE SURE THAT THE RIGHTS OF CHILDREN TO ATTEND SCHOOL IN PERSON ARE HEARD.

FOR ANYONE THAT THINKS SCHOOLS SHOULDN'T OPEN IN PERSON AND THAT WE NEED TO FORCE EVERYONE TO CONTINUE ON LEARNING I FULLY SUPPORT YOUR DECISION TO CONTINUE YOUR CHILD ON THE PATH OF ONLINE LEARNING BECAUSE THAT IS WHAT IS BEST FOR YOU AND YOUR FAMILY.

PLEASE UNDERSTAND IT IS NOT WHAT IS BEST FOR MY FAMILY.

THIS IS MY CHILD.

PICTURE PROVIDED FOR BOARD, WE ALL RECEIVED THE PICTURE.

WITH ANXIETY, LITERALLY CLOSING HERSELF OFF FROM THIS PROCESS.

SHE'S INCREDIBLY BRIGHT AND LOVES SCHOOL AND LEARNING.

HOWEVER, SHE HATES ONLINE LEARNING AND EVERYTHING ABOUT IT.

SHE FIGHTS IT AT EVERY STEP AND IT IS AFFECTING HER DEEPLY.

I DON'T WANT HER TO HATE SCHOOL.

I DON'T WANT HER TO LOSE THE LOVE OF LEARNING.

I DON'T LIKE SEEING HER FIGHT EMOTIONS TOO BIG FOR HER TO HANDLE.

MY FAMILY. TIME.

41. JEFF AND LISA [INAUDIBLE], I WANT TO START BY THANKING YOU FOR YOUR TIME AND CONSIDERATION ON THIS MATTER OF [INAUDIBLE] ALL FACE TO FACE LEARNING.

I KNOW IT'S A HARD TIME TO BE IN EDUCATION RIGHT NOW, BUT I APPLAUD ALL YOU ARE DOING TO MAKE THE RIGHT DECISION FOR YOURSELF AND THE KIDS.

THESE ARE DEFINITELY UNPRECEDENTED TIMES.

I HAVE A FIRST GRADER AND THIRD GRADER AND SHEPARD ELEMENTARY.

THEIR TEACHERS, MRS. WITTMEYER AND MRS. HOWE HAVE BEEN AMAZING.

THEIR POSITIVE ATTITUDES HAVE BEEN SO HELPFUL FOR ME AS A PARENT.

I'M WRITING TO IMPLORE YOU TO OPEN SCHOOL ON SEPTEMBER NINE SAFELY, OF COURSE, WHICH I KNOW IS YOUR DESIRE.

HAVING YOUNGER KIDS, ESPECIALLY MY FIRST GRADER, I'M QUICKLY SEEING HOW THIS TYPE OF LEARNING ENVIRONMENT IS NOT CONDUCIVE TO LEARNING.

IT'S A CHALLENGE TO KEEP HIM SITTING IN FRONT OF A COMPUTER AND ENGAGE EVEN IN THE MOST CALM ENVIRONMENT.

WE ALSO HAVE A THREE YEAR OLD AT HOME AS WELL.

TIME. FORTY TWO.

NANCY VIDES.

SAY THANK YOU FOR PROVIDING THE SCHOOL AT HOME OPTION.

I KNOW IT ONLY HAS BEEN FOUR DAYS, BUT SO FAR SO GOOD.

OUR STUDENT IS VERY MOTIVATED AND HAPPY.

THANK YOU TO ALL THE TEACHERS AND STAFF FOR IMPROVING THE VIRTUAL OPTION.

IT CAN ONLY GO UP FROM HERE IF WE DIDN'T HAVE A SCHOOL HOME OPTION AND WE'RE FORCED TO SEND OUR KIDS FACE TO FACE WHEN NUMBERS ARE STILL UP I WOULD HAVE TO CHOOSE TO DISENROLL AND HOMESCHOOL ON OUR OWN.

SO THANK YOU FOR THIS OPTION.

FORTY THREE, FRANK [INAUDIBLE], I CURRENTLY HAVE, TWO KIDS WHO ATTEND CARLISLE ELEMENTARY, SECOND GRADE AND FOURTH GRADE AND ANOTHER THAT WILL BE STARTING IN 2022.

I UNDERSTAND THAT YOU WILL BE VOTING ON THE RETURN OF STUDENTS AS OF SEPTEMBER 9TH.

IT IS MY HOPE THAT YOU WILL VOTE FOR THE RETURN OF STUDENTS A.S.A.P..

MY SECOND GRADER LOVES SCHOOL.

SHE IS SMART AND EXCELS, AND SHE NEEDS SCHOOL.

SHE ALSO HAS SEVERE ANXIETY THAT CLOSES HER OFF FOR ONLINE LEARNING.

EVEN WITH THE TEACHERS THERE ON THE SCREEN EVERY MORNING, IT IS AN EPIC BATTLE WITH HER EMOTIONS JUST TO GET HER ONLINE AND IN THE RIGHT MINDSET TO LEARN.

I DON'T KNOW IF WE HAVE ACCOMPLISHED THAT YET.

IT WAS NEVER THIS WAY WHEN SHE WOULD GO JUST GO TO SCHOOL EVERY DAY.

WE HATE SEEING HER STRUGGLE THROUGH THIS.

WE ALSO DON'T WANT HER TO LEARN TO HATE SCHOOL AND STOP LEARNING.

MY FOURTH GRADER LOVES IN PERSON AS WELL AND PREFERS IT.

SHE IS SUPER SMART, BUT SHE IS BORED.

SHE EXCELS AT HOME AND ALWAYS CHALLENGES HERSELF.

AT HOME. NOT SO MUCH.

WE AS PARENTS KNOW THE RISKS AT HAND AND WE HAVE CONSIDERED THEM.

AND WE FEEL IT'S BEST TO OPEN SCHOOLS BACK UP A.S.A.P.

TO GET OUR KIDS BACK INTO THE CLASSROOM.

[02:20:01]

MELISSA TOTARO.

I HAVE THREE DAUGHTERS IN PISD FOURTH GRADE AND SECOND GRADE TWIN GIRLS.

I'M WRITING TO ADDRESS THE VOTING FOR IN-PERSON SCHOOL.

THESE KIDS, ESPECIALLY ELEMENTARY SCHOOL KIDS, NEED TO BE IN SCHOOL.

THESE ELEMENTARY YEARS OF SCHOOL ARE SO IMPORTANT AS IT BUILDS THE FUNDAMENTALS THEY NEED GOING INTO MIDDLE HIGH SCHOOL.

WITHOUT PROPER IN-PERSON EDUCATION, KIDS WILL BE BEHIND AND STRUGGLE TO KEEP UP.

I UNDERSTAND THOSE THAT ARE HIGH RISK AND THEY SHOULD CHOOSE TO BE HOME.

BUT I HAVE THREE INCREDIBLY HEALTHY GIRLS THAT ARE BEGGING TO BE IN SCHOOL BECAUSE THE ONLINE LEARNING ENVIRONMENT IS NOT WORKING FOR THEM.

HAVING CONSTANT COMPUTER ISSUES, WI FI ISSUES AND JUST THE FACT THAT THE TEACHER CAN'T EVEN SEE ALL THE KIDS AND WHAT THEY ARE DOING.

MY HUSBAND AND I ALSO WORK FULL TIME AND BEING PRESENT AND ABLE TO HELP THEM IS NOT AVAILABLE TO THEM.

I HAVE NOT EVEN GOTTEN TO THE SOCIAL ASPECT OF SCHOOL AND BUILDING THE KIDS CHARACTER, SOCIAL SKILLS, EMOTIONAL SUPPORT OF FRIENDS.

IF PISD CHOOSES NOT TO GO IN PERSON LEARNING ON SEPTEMBER 9TH, I WILL UNENROLL MY CHILD FROM THE PISD AND SWITCH TO A PRIVATE SCHOOL THAT IS DOING IT IN PERSON.

TIME. 45.

JOHN AND JENNY DUNCAN.

ONE. WE APPRECIATE ALL THE WORK THE PRINCIPALS AND TEACHERS HAVE PUT INTO THEIR PLANNING.

WE APPRECIATE THAT JUGGLING THE REQUEST NEEDS AND DEMANDS IS A NIGHTMARE.

WE APPRECIATE EACH OF THE TEACHERS OUR CHILDREN HAVE AND THEIR COMMUNICATION THUS FAR.

ALL THAT SAID, LEARNING VIA VIDEO AND IN SOLITUDE IS NOT HOW OUR CHILDREN ARE WIRED TO ABSORB INFORMATION AND NEW KNOWLEDGE, LEARNING VIA EMAIL AND LINKS WITHOUT INTERACTION AND FEEDBACK IS DOING CHORES IN A VACUUM FOR THEM.

4 DAYS IS THE CURRENT SCENARIO.

WE ARE CONCERNED THAT IT IS STARTING TO FEEL VERY MUCH LIKE THE SPRING SEMESTER DID WITH ALL THE TEARS AND FRUSTRATION THAT WENT WITH IT.

MY DAUGHTER IS WORKING LATE INTO THE NIGHT BECAUSE COMPLETING THE WORK BY HERSELF OUTSIDE OF CLASS TAKES MUCH LONGER THAN IT WOULD IN CLASS.

SHE NEEDS THE INTERACTION OF A CLASSROOM SETTING FOR THE IDEAS TO FLOW AND SINK IN, AND SHE IS NOT VERY EFFICIENT WHEN SHE IS STARING AT A WALL OR A COMPUTER.

PLEASE KNOW THAT CONTINUING FOR ANY LENGTH OF TIME WITH A HYBRID MODEL BEYOND SEPTEMBER 9TH IS GOING TO BE COUNTERPRODUCTIVE FOR HER.

SHE WILL WORK HARD, BUT RETENTION WILL SUFFER AND SO WILL HER JOY IN LEARNING.

TIME. NUMBER 46, LINDA YANG, I APPRECIATE THE BOARD GIVING US A VOICE, AND I KNOW THE TEACHERS AND ADMINS ARE WORKING INCREDIBLY HARD.

I HAVE A FEW COMMENTS AND SUGGESTIONS SINCE THERE'S NO REQUIREMENT FROM TEA FOR SYNC LEARNING FOR K THROUGH 2 I SUGGEST, ESPECIALLY FOR KINDER GIVE MORE HANDS ON WORK.

MY KINDERGARTNER SO FAR HAS DONE EVERYTHING ON THE COMPUTER AND HAS NOT PICKED UP A PENCIL OR CRAYON SCHOOL, HASN'T GIVEN ANY HANDOUTS OR PRINTOUTS EXCEPT TWO WORKBOOKS.

WE'RE NOT USING IT MUCH.

BREAK INTO SMALLER GROUPS AND DO SYNCH LESSONS THERE.

THERE ARE 32 KIDS IN THE KINDERGARTEN CLASS.

AT THIS AGE IT JUST DOESN'T WORK.

I HAVE A SECOND GRADER AS WELL.

SHE IS GETTING REALLY BORED AND STARTING TO REFUSE TO ATTEND THE CLASS.

PLEASE BREAK INTO SMALL GROUPS SO THEY CAN BUILD RELATIONSHIPS WITH THEIR TEACHERS AND CLASSMATES. FORTY SEVEN.

FERNANDO VIDES.

GREETINGS. I WANTED TO PROVIDE MY GRATITUDE TO THE SCHOOL DISTRICT FOR PROVIDING THE LEARNING AT HOME OPTION TO KEEP THOSE KIDS SAFE ALONG WITH THEIR TEACHERS AND PARENTS.

IT IS APPARENT THAT THIS IS A NEEDED OPTION DUE TO THE CONTINUED INCREASE OF COVID 19 CASES IN OUR CITY.

I WOULD DEFINITELY THINK THIS OPTION SHOULD BE ONGOING AS THE PANDEMIC HAS NOT HEARD ACTIVITY AT THIS TIME AND WE HAVE SEEN THE NEGATIVE EFFECTS OF OPENING UP SCHOOLS TOO EARLY FROM OTHERS THAT HAVE DONE SO ACROSS OUR COUNTRY.

THANKS. NUMBER FORTY EIGHT RACHEL [INAUDIBLE].

HELLO, PLANO BOARD OF ED MEMBERS, THANK YOU SO MUCH FOR ALL YOU ARE DOING AT THIS TIME OF UNCERTAINTY TO TRY TO ENSURE OUR KIDS DO NOT MISS OUT ON GROWTH AND EDUCATION.

I UNDERSTAND THAT IT IS STILL UNDECIDED IF SCHOOL WILL OPEN NEXT MONTH.

AND I WANTED TO LET YOU KNOW MY THOUGHTS.

I UNDERSTAND EVERYONE'S CONCERNS.

WE LOST SOMEONE IN OUR FAMILY TO COVID, SO I ABSOLUTELY DO NOT TAKE THIS LIGHTLY.

I KNOW THE RISKS TO SENDING MY KIDS INTO A SCHOOL AND IT'S NOT AN EASY DECISION.

HOWEVER, MY KIDS ARE ABSOLUTELY SUFFERING WITHOUT SCHOOL.

MY FIVE YEAR OLD DOESN'T UNDERSTAND WHY HE HAS TO SIT AT THE COMPUTER ALL DAY, ESPECIALLY WHEN ALL HE EVER HEARS ME SAY TO HIM AND HIS OLDER BROTHERS IS HOW DETRIMENTAL STARING AT A SCREEN ALL DAY IS.

AT HIS AGE, HE LEARNS BEST FROM WATCHING OTHER KIDS AND WATCHING THEM THROUGH THE TINY BOXES ON ZOOM DOES NOT GIVE HIM A VERY GOOD VISUAL.

MY OLDER BOYS HAVE A BETTER UNDERSTANDING OF WHY WE ARE DOING THIS AND WHAT IT MEANS.

HOWEVER, THEY ALSO KNOW WHAT THEY ARE MISSING OUT IN AND DEPRESSION IS STARTING TO KICK IN. MY 11 YEAR OLD HAS FEELINGS HE NEVER KNEW EXISTED AND BEGGED ME TO FIND HIM A THERAPIST. TIME.

NUMBER 49, MANDY YORK, AFTER A FEW DAYS OF VIRTUAL LEARNING WITH MY TWO BOYS WHO ARE IN

[02:25:01]

WHY SHOULD WE CONTINUE TO DELAY? WHAT ARE WE WAITING FOR THE VIRUS TO MAGICALLY GO AWAY? THE NUMBERS TO GO DOWN? THIS VIRUS IS NOT GOING AWAY ANY TIME SOON, AND WE MUST FIND A WAY TO SAFELY OPEN OUR SCHOOLS EVEN IF A VACCINE BECOMES AVAILABLE IT WILL TAKE A WHILE TO OBTAIN HERD IMMUNITY, NOT TO MENTION THE ARGUMENT ABOUT HOW MANY PEOPLE WILL ACTUALLY GET THE VACCINE.

WE CANNOT CONTINUE TO PUT THIS BURDEN ON PARENTS TO BE TEACHERS AND FULL TIME WORKERS.

WE MUST OPEN OUR SCHOOLS.

SINCE STARTING VIRTUAL LEARNING, WE HAVE HAD TEARS FROM AT LEAST ONE KID EVERY DAY, AND EACH HAVE TOLD ME TIME AND TIME AGAIN HOW THEY HATE VIRTUAL LEARNING AND DON'T WANT TO DO IT. IT'S A STRUGGLE EACH MORNING TO GET THEM TO LOG ON, LET ALONE SIT IN FRONT OF A SCREEN A GOOD PORTION OF THE DAY AND COMPLETE THE REQUIRED ASSIGNMENTS.

THEY MISS INTERACTING WITH THEIR FRIENDS IN PERSON, WHICH IS AN EXTREMELY IMPORTANT PART OF SCHOOL THAT CANNOT BE INTEGRATED INTO VIRTUAL LEARNING.

I HAVE A. TIME.

NUMBER 50, MAYA [INAUDIBLE] ASIDE FROM A CHILD'S HOME, NO OTHER SETTING HAS MORE INFLUENCE ON A CHILD'S HEALTH AND WELL-BEING THAN THEIR SCHOOL, THE IN-PERSON SCHOOL ENVIRONMENT DOES THE FOLLOWING PROVIDES EDUCATIONAL INSTRUCTION, SUPPORTS THE DEVELOPMENT OF SOCIAL AND EMOTIONAL SKILLS, CREATES A SAFE ENVIRONMENT FOR LEARNING, FACILITATES PHYSICAL ACTIVITY. I'LL SPEAK FROM MY EXPERIENCE, ALTHOUGH I'M SURE MANY FEEL THE SAME WAY, THAT IT HAS BEEN VERY CHALLENGING FOR SOME ELEMENTARY STUDENTS TO ADJUST TO THIS NEW WAY OF LEARNING. THEY DON'T SEEM TO BE AS ENGAGED OR EXCITED TO LEARN.

THE TEACHER SEEMS TO BE STRESSED OUT AND TRYING HER BEST NOT TO SHOW IT.

I'VE ALSO NOTICED THAT THE STUDENTS HAVE A BIT OF A CHALLENGE GETTING THAT ONE ON ONE TIME WITH THE TEACHER IF THEY NEED ASSISTANCE, WHETHER IT BE TECHNOLOGY OR ASSIGNMENT RELATED, PLEASE UNDERSTAND THAT IT HAS BEEN VERY DIFFICULT FOR PARENTS WHO WORK, AS THEY HAVE TO TOGGLE BETWEEN THAT AS WELL AS THEIR ATTENDING TO THEIR CHILDREN'S ONLINE LEARNING CLASSES. THIS CAN IN TURN DAMAGE OUR CHILDREN EMOTIONALLY AND MENTALLY, WHICH IS WHY THERE NEEDS TO BE AN OPTION FOR FACE TO FACE LEARNING.

THANK YOU FOR LETTING ME VENT.

51, THE CERVANTES FAMILY, THESE FIRST FOUR DAYS OF SCHOOL HAVE BEEN EXCEEDINGLY ARDUOUS ON OUR FAMILY, DESPITE THE CHILDREN ENGAGING IN FULL TIME LEARNING AND LOGGING INTO WEB DESK EVERY DAY. OUR STUDENTS HAVE BEEN MARKED WITH UNEXCUSED ABSENCES EVERY SINGLE DAY WITH NOT ONLY NO CONSISTENCY AS TO HOW THEY ARE DEEMED ABSENT, BUT NOT A SINGLE NOTIFICATION TO US THAT SUCH ACTIONS HAS OCCURRED OR BEING GIVEN AN OPPORTUNITY TO RECTIFY IT, AS WE WERE TOLD, WOULD BE THE CASE.

HOW WILL THIS BE RECTIFIED AND WHY AREN'T PARENTS BEING NOTIFIED OF ABSENCES AS WE WERE TOLD THEY WOULD BE.

FOR SYNCHRONOUS LEARNING WE HAVE YET TO RECEIVE ANY INFORMATION FOR HOW THE SCHOOL DISTRICT IS ADDRESSING FAMILIES LIKE OURS, WHERE STUDENTS MIGHT BE UNCOMFORTABLE DISPLAYING THEIR LIVING SPACE TO THEIR PEERS.

STUDENTS AND THEIR FAMILY MEMBERS MAY NOT WANT THEIR IMAGE OR NAME TO BE CAPTURED, RECORDED OR SHARED.

AND STUDENTS FEEL SHY OR ANXIOUS TO BE ON A VIDEO CONFERENCE.

IT WOULD ALSO APPEAR TO US THAT IF A STUDENT IS NOT ABLE TO PARTICIPATE IN SYNCHRONOUS LEARNING, THE STUDENT IS LOSING THAT ENTIRE EDUCATIONAL LESSON AS THE TEACHERS ARE NOT PROVIDING ANY RECORDED VIDEO OF INSTRUCTION.

TIME. NUMBER 52 WAS READ PREVIOUSLY AT THE BEGINNING, RIGHT BEFORE THAT AGENDA ITEM.

NUMBER FIFTY THREE, BETHANY [INAUDIBLE].

MY NAME IS BETHANY [INAUDIBLE] AND MY SON NAME REDACTED ATTENDS BEVERLEY ELEMENTARY AS A SCHOOL AT HOME STUDENT.

I'M WRITING YOU BECAUSE I UNDERSTAND THAT PISD WAS FACED WITH A BIG CHALLENGE THIS YEAR IN TERMS OF PREPARING AN EDUCATIONAL PLAN FOR THEIR STUDENTS IN A PANDEMIC WITH LITTLE TO NO GUIDANCE FROM TEA UNTIL WHAT LIKELY FELT LIKE THE ELEVENTH HOUR.

FURTHER, THAT PLAN WAS WELL LAID OUT TO DETAIL WHAT COULD ONLY BE DETERMINED THROUGH SMALL EXPERIENCES FROM THE SPRING BRAINSTORMING SESSIONS AND BEST PRACTICES FROM VENDORS, PARENTS AND OTHER DISTRICTS.

WITH THIS UNDERSTANDING IN MIND, I KNOW THE PISD IS LOOKING FOR FEEDBACK FOR PARENTS ON WHAT THESE PLANS MAY HAVE ASSUMED IN THEORY, BUT MAY NOT BE LOGICAL IN PRACTICE.

AND FOR THAT I SUBMIT THIS ASK.

THE TEA AS PROVIDING GUIDANCE ON THE TEACHER TO STUDENT RATIO FOR ELEMENTARY TO BE TWENTY TWO TO ONE. AND WHILE THERE ARE EXCEPTIONS, I WOULD PROPOSE THAT THE SCHOOL AT HOME TEACHER CLASSROOMS BE REVIEWED AND HELD TO THAT SAME RATIO.

MY SON WAS PLACED IN THE SCHOOL AT HOME CLASS WITH 34 OTHER SECOND GRADERS.

THE CLASS WAS SO LARGE THE TEACHER COULDN'T SEE ALL THE STUDENTS ON THE GOOGLE CLASSROOM CALL. TIME.

NUMBER 54, NATALIE MEACHEM, I AM THE MOTHER OF FOUR CHILDREN CURRENTLY ENROLLED IN PISD.

I'M WRITING TO VOICE MY OPINION THAT THE PLAN TO BEGIN FACE TO FACE LEARNING SHOULD BEGIN ON SEPTEMBER 9TH AS SCHEDULED.

I STRONGLY BELIEVE THAT PUBLIC SCHOOLS SHOULD BE CONSIDERED AN ESSENTIAL SERVICE DURING THIS PANDEMIC. IT UPSETS ME THAT NEARLY EVERY BUSINESS IS ABLE TO BE OPEN RIGHT NOW [INAUDIBLE] AS FAR AS I BELIEVE, BUT SCHOOLS WERE THE FIRST TO SHUT DOWN AND WILL BE THE

[02:30:01]

PARTICULARLY BECAUSE CHILDREN ARE AT LOWEST RISK OF BECOMING SERIOUSLY ILL FROM COVID-19.

AND THERE IS CURRENT RESEARCH SHOWING THAT KIDS UNDER 10 DON'T SPREAD THE VIRUS AS READILY AS OLDER KIDS OR ADULTS SCHOOLS SHOULD BE OPENING BEFORE ANY OTHER BUSINESSES TO ENSURE THE PROPER EDUCATION OF CHILDREN.

ONLINE LEARNING IS PARTICULARLY DIFFICULT FOR MY TWO ELEMENTARY STUDENTS, ESPECIALLY MY SECOND GRADER. EVEN OPENING JUST THE ELEMENTARY SCHOOLS AT THIS POINT WOULD BE HUGE.

YOUNG CHILDREN PARTICULARLY NEED TO BE IN SCHOOL WITH AN ACTUAL TEACHER WRITE ON AN ACTUAL PAPER, AND BEING WITH THEIR PEERS FOR AN EFFECTIVE AND SUCCESSFUL EDUCATION.

ALSO, I WOULD LIKE TO POINT OUT THAT WHEN I WAS LOOKING INTO ONLINE PUBLIC SCHOOL ALTERNATIVES, I DISCOVERED THAT IN TEXAS, ONLINE PUBLIC SCHOOL IS NOT EVEN ALLOWED FOR KINDERGARTEN THROUGH SECOND GRADE.

TIME. NUMBER 55, REAGAN GLOVER, WE ARE CURRENTLY ENROLLED AT CENTENNIAL ELEMENTARY IN PLANO, ISD, AND ARE STRUGGLING IN THE VIRTUAL LEARNING ENVIRONMENT.

WE ARE HOPING THE BOARD WILL VOTE TO START FACE-TO-FACE LEARNING ON SEPTEMBER NINE.

IF VIRTUAL LEARNING IS EXTENDED BEYOND SEPTEMBER 9TH, WE WILL HAVE TO STRONGLY CONSIDER UNENROLLING OUR STUDENT AND HOMESCHOOLING ON OUR OWN.

MY FIRST GRADER IS HAVING A DIFFICULT TIME ENGAGING IN THE VIRTUAL ENVIRONMENT AND I THINK THE AMOUNT OF SCREEN TIME IS DETRIMENTAL TO HER.

SHE OFTEN GETS HEADACHES AND HAS A DIFFICULT TIME FOCUSING VIRTUALLY FOR THE LENGTH OF TIME THAT IS REQUIRED.

THE VIRTUAL LEARNING ENVIRONMENT ALSO REQUIRES A LOT OF PARENT ASSISTANCE AT THE FIRST GRADE LEVEL AND DISTRACTS FROM THE NEEDS OF OUR FAMILY, INCLUDING MANAGING A FOUR YEAR OLD SIMULTANEOUSLY.

IF THERE ARE ANY OTHER MEASURES WE CAN TAKE TO ADVOCATE FOR FACE TO FACE LEARNING PLEASE LET ME KNOW.

KIND REGARDS. NUMBER 56, ANNE MARIE SAMPSEL, THE PARENT OF AN ACADEMY OF AN ACADEMY LEARNER, I AM EMAILING TO LET YOU KNOW MY FEELINGS ON THE VIRTUAL LEARNING AND FACE TO FACE LEARNING ENVIRONMENT.

I BELIEVE WHOLEHEARTEDLY THAT OUR VOICES WILL BE HEARD.

AND I ALSO BELIEVE WHOLEHEARTEDLY THAT THERE IS NO DECISION THAT WILL MAKE EVERYONE HAPPY. WE ARE IN A UNIQUE SITUATION AND TIME.

I BELIEVE IT'S BEST FOR OUR FAMILY TO ATTEND FACE TO FACE LEARNING AS WE DO NOT HAVE ANY UNDERLYING ISSUES TO SPEAK OF IN OUR FAMILY.

I BELIEVE EVERYONE SHOULD HAVE A CHOICE IN WHETHER THEY ATTEND FACE TO FACE OR VIRTUAL AND MAKING THAT DECISION FOR THE WHOLE DISTRICT.

EITHER WAY, IT'S NOT THE RIGHT THING TO DO.

EVERY PERSON IN THIS SITUATION, FROM PARENTS AND STUDENTS TO TEACHERS AND EVERYONE IN BETWEEN, SHOULD CHOOSE.

TEACHERS ARE ESSENTIAL.

AND JUST AS DOCTORS HAVE THE CHOICE TO DO TELEMED VISITS, IN-PERSON VISITS OR CLOSE THEIR PRACTICES ALTOGETHER, TEACHERS SHOULD GET THOSE SAME CHOICES.

I KNOW MANY PEOPLE ARE SCARED BY THE VIRUS, BUT I ALSO KNOW THAT MANY PEOPLE ARE MORE AFRAID OF THE LASTING MENTAL HEALTH EFFECTS OF THIS VIRUS ON THE NEXT GENERATION.

I BELIEVE THAT WITH PROPER SOCIAL DISTANCING AND PRECAUTIONS, WE CAN SAFELY GO BACK TO SCHOOL FULL TIME. I DO NOT THINK THERE IS AN EASY ONE SIZE FITS ALL SOLUTION.

TIME. NUMBER FIFTY SEVEN, JOANNA FOWER, I WAS MADE AWARE THAT THE PISD SCHOOL BOARD IS VOTING ON WHETHER SCHOOLS WILL REOPEN ON SEPTEMBER 9TH.

I'M WRITING TO EXPRESS MY CONCERN AND TO LET YOU KNOW HOW REMOTE LEARNING HAS BEEN GOING FOR OUR FAMILY. IN SHORT, IT HAS BEEN VERY DIFFICULT.

MY OLDER SON, WHO IS IN SECOND GRADE, IS TRYING HIS BEST TO FOLLOW ALONG WITH THE SYNCHRONOUS LESSONS.

BUT WE HAVE HAD INTERNET CONNECTIVITY ISSUES, FOCUS ISSUES IN GENERAL WITH INTERACTING ONLY THROUGH HIS CHROMEBOOK.

AND HE HAS SHED MANY TEARS OF FRUSTRATION THROUGH THIS NEW ENVIRONMENT, NEW LEARNING ENVIRONMENT. I WOULD LIKE TO COMMEND PISD AND OUR AMAZING TEACHERS AND ADMINISTRATORS BUT THE CURRENT FORMAT IS NOT WORKING FOR OUR YOUNG BOYS.

OUR KINDERGARTNER ALSO CRIES WHEN HIS LESSONS START AND HAS ALREADY PUT HIMSELF IN TIMEOUT MULTIPLE TIMES BECAUSE HE WOULD RATHER SIT THERE THAN PARTICIPATE IN THE ONLINE SESSIONS. BOTH MY HUSBAND AND I WORK HAVE GRADUATE DEGREES AND HAVE MY MOM TO HELP US THROUGH THIS TIME. AND OUR FAMILY IS BARELY ABLE TO MAKE THIS WORK TO WHERE OUR SONS ARE ABLE TO PARTICIPATE AND LEARN ON A CONSISTENT BASIS.

WE ARE STRUGGLING ON FIGURING OUT ALL OF THE DIFFERENT LEARNING PLATFORMS. TIME, SORRY TIME.

AND THAT'S THE END OF THEM PRESIDENT RICHARDS. I WANT TO THANK YOU, DR.

WANG, AND THANK YOU, MS. NOWAK, FOR READING THE COMMENTS FROM OUR CONSTITUENTS.

THERE'S A GREAT DEAL OF GOOD INFORMATION THAT WE WILL CERTAINLY CONSIDER.

SO I THANK YOU ALL FOR PARTICIPATING IN THIS PUBLIC COMMENT SESSION.

NEXT, I BELIEVE THAT MS. BONSER WILL PRESENT THE SCHOOL REOPENING PLAN, AND I THINK SHE MAY HAVE A FEW OTHER COMMENTS. MS. BONSER.

I DO. THANK YOU, PRESIDENT RICHARDS.

SO I WANT TO, FIRST OF ALL, TAKE A MOMENT JUST TO SAY THANK YOU.

I KNOW THAT WAS A LOT OF PUBLIC COMMENT TO SIT AND [INAUDIBLE] THROUGH.

SO FOR THE BOARD AND ADMINISTRATION AND ANYONE WATCHING FROM HOME, WE APPRECIATE YOU TUNING IN TO LISTEN.

AND FOR ANYONE WHO TOOK THE TIME TO SEND IN FEEDBACK, WE ALSO APPRECIATE THAT BECAUSE YOUR VOICES MATTER AND WE WANT TO KNOW WHAT WE CAN DO TO IMPROVE.

[02:35:05]

AND THAT'S PART OF THE PROTOCOL.

BUT I DO WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT THERE IS NOT A VOTE HAPPENING THIS EVENING REGARDING RETURN TO SCHOOL OR EXTENDING THE REMOTE TRANSITION PERIOD.

THAT IS NOT AN ACTION ITEM ON THIS AGENDA.

FOR THIS PUBLIC SETTING.

I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT IT IS THE INTENTION OF THE ADMINISTRATION THAT OUR PLAN IS TO REOPEN FACE TO FACE INSTRUCTION ON SEPTEMBER NINE.

CERTAINLY, TEA GIVES THE BOARD THE DISCRETION TO CONSIDER EXTENDING THE TRANSITION PERIOD. BUT RIGHT NOW THAT WE ARE IN PHASE ONE OF REOPENING, AS WE PREPARE OUR FACILITIES TO OPEN, TO FACE TO FACE INSTRUCTION, WE'RE GOING TO TALK ABOUT SOME OF OUR PREPARATIONS FOR A RETURN TO FACE TO FACE IN THIS PRESENTATION.

OF COURSE, YOU KNOW, THIS VIRUS IS UNPREDICTABLE AND ANYTHING WE DON'T KNOW WHAT'S GOING TO HAPPEN. WE CAN'T READ INTO THE FUTURE.

BUT FOR THE PURPOSES OF THIS CONVERSATION AND THIS PLANNING TIME, UNLESS THE GOVERNOR ISSUES AN EXECUTIVE ORDER, THIS ADMINISTRATION IS WORKING TOWARDS A REOPENING DATE OF SEPTEMBER 9TH. SO I JUST WANT TO MAKE SURE EVERYONE UNDERSTANDS THE BOARD WILL NOT BE VOTING BECAUSE THERE'S NOT BEEN ANYTHING PUT TO THEM BY ADMINISTRATION FOR THEM TO VOTE UPON. SO I JUST WANTED TO MAKE THAT CLEAR.

AND SO WE HAVE A BIT OF A TWOFOLD PRESENTATION TONIGHT.

THE FIRST PART IS THAT WE'RE GOING TO GIVE AN ENROLLMENT UPDATE TO THE BOARD, AS WE TYPICALLY DO AFTER THE FIRST WEEK OF SCHOOL.

AND THEN FOLLOWING THAT, WE WILL HEAR REPORTS FROM SEVERAL DEPARTMENTS.

AND THEN IN ADDITION, AGAIN, I JUST WANT TO SAY THANKS FOR THE FEEDBACK I WAS HIGHLIGHTING AND TAKING NOTES.

I KNOW MY TEAM WAS AS WELL.

AND WE'VE ALREADY RECEIVED THE FULL COPY OF ALL COMMENTS.

SO EVEN THOUGH FOR THE PURPOSE OF THIS MEETING, THERE WAS ONLY A MINUTE OF EACH READ, I HAVE READ EVERY WORD AND I KNOW MY TEAM AND THE BOARD WILL LOOK AT ALL OF THOSE COMMENTS, ESPECIALLY RELATED TO THE REMOTE CLASS SIZE AND THE ATTENTION FOR OUR LITTLE ONES.

AND SO JUST KNOW THAT WE APPRECIATE THE FEEDBACK AND WE WILL TAKE THAT TO HEART IN ALL THE CHANGES AND REFINEMENTS THAT WE'RE MAKING AS WE GET THROUGH THE NEXT COUPLE OF WEEKS AND THEN INTO THE TRANSITION TO SCHOOL AT HOME FOR THOSE WHO HAVE SELECTED THAT, AND BACK TO IN PERSON WHEN WE COME BACK.

AND LOTS MORE TO COME ON THAT AS WELL.

SO I'LL TURN IT OVER TO DR.

WILLIAMS AND THE TEAM AND THEY WILL TAKE YOU THROUGH OUR FINAL PRESENTATION.

THANK YOU. THANK YOU, SARA.

AND LAST WEEK, WE HAD THE UNIQUE OPPORTUNITY TO OPEN A SCHOOL YEAR LIKE NO OTHER, AND IT WAS A SUCCESSFUL OPENING OF SCHOOL CONSIDERING THE CIRCUMSTANCES.

AND IN THE MIDST OF ANY CHALLENGE, THERE'S ALWAYS SOMETHING TO BE GRATEFUL FOR AND FOR PISD STAFF WE WERE SO GRATEFUL TO WELCOME BACK OUR STUDENTS.

AND I'M VERY PROUD OF OUR TEAM OF TEACHERS AND ADMINISTRATORS AND STAFF WHO TRULY ACCOMPLISHED SOMETHING THAT'S NEVER BEEN DONE BEFORE IN THE HISTORY OF PISD, AND THAT WAS TO OPEN UP A VIRTUAL SCHOOL YEAR.

WE HAD GREAT ENGAGEMENT THROUGH SOCIAL MEDIA LAST WEEK, AND WITH THE COMMUNITY TAKING PICTURES AND TAGGING US IN THEIR BACK TO SCHOOL POST USING THE HASHTAG PISD FIRST DAY.

AND SO AS WE OPEN UP, WE WANT TO SHARE OUR WHY AND THAT'S OUR OUR CHILDREN AND OUR STUDENTS. AND SO WE HAVE JUST A QUICK CLIP FOR YOU.

EVERY YEAR, THE FIRST DAY OF SCHOOL HAS ALWAYS BEEN ONE OF MY FAVORITE DAYS OF THE YEAR BECAUSE I GET TO SEE STUDENTS AND SEE ALL OF THE EXCITEMENT THAT COMING BACK TO SCHOOL BRINGS.

THIS YEAR, IT'S A LITTLE BIT OF A DIFFERENT YEAR, BUT I WANT TO LET OUR PLANO ISD STUDENTS KNOW THAT WE ARE JUST AS EXCITED TO WELCOME THEM BACK TO THIS SCHOOL YEAR, MAYBE EVEN MORE SO BECAUSE WE HAVE MISSED THEM SO MUCH.

[MUSIC] IF YOU EVER FIND YOURSELF STUCK IN THE MIDDLE OF THE SEA, I'LL [MUSIC] TO FIND YOU. IF YOU EVER FIND YOURSELF LOST IN THE DARK AND YOU CAN'T SEE IT,

[02:40:05]

WE ARE CALLED TO HELP OUR FRIENDS IN NEED.

YOU CAN COUNT ONE ME.

BUT I'M CHECKING THE CHAT, SO I HAVE ONE FOR YEP, GRACE, I SEE TYPE IT IN THERE AND I'LL GET IT.

AND I KNOW WHEN I NEED IT, I CAN COUNT ON YOU LIKE FOUR, THREE, TWO, AND YOU'LL BE THERE.

[MUSIC] WE ARE PLANO ISD WE JUST WANTED TO GIVE YOU ALL A LITTLE HIGHLIGHT OF OUR WHY AND DESPITE ALL OF THE CHALLENGES, WHEN WE GET TO SEE THE FACES OF OUR STUDENTS, IT MAKES EVERY CHALLENGE SO WORTH IT. AND SO TODAY, IN PREPARING FOR OUR SEPTEMBER 9TH FACE TO FACE INSTRUCTION, WE WANT TO BRING BACK FOUR KEY AREAS OF OUR NEXT LEVEL OF REOPENING, OUR NEXT PHASE OF PLANNING AND IMPLEMENTATION.

AND SO TONIGHT, THE TEAM IS GOING TO COVER JUST A QUICK UPDATE ON TECHNOLOGY AND CONNECTIVITY. WE'LL HAVE A PRELIMINARY ENROLLMENT OF WHAT IT LOOKED LIKE THE FIRST DAY OF SCHOOL. AND WE'LL GO INTO SOME DETAIL WITH OUR PERSONAL PROTECTIVE EQUIPMENT DEPLOYMENT AND IMPLEMENTATION, AS WELL AS THE NEXT LEVEL OF STATUS FOR OUR HEALTH AND SAFETY PROTOCOLS. AND SO AT THIS TIME, I WOULD LIKE TO TURN IT OVER TO DAN.

THANK YOU, THERESA. HOPEFULLY EVERYBODY CAN HEAR ME, I'M RUNNING THE SHOW BACK HERE SO I CAN SEE EVERYBODY AT THIS TIME, BUT I WANT TO THANK EVERYBODY.

TONIGHT I'M GOING TO GIVE YOU AN UPDATE ON THE CONNECTIVITY AND DEVICES.

NOW, YOU HEARD SOME OF THE CONCERNS THAT OUR TEAM IS ALSO AWARE OF AND HAVE BEEN DILIGENTLY WORKING ON TO MITIGATE AND PROVIDE SUPPORT.

OUR HELP DESK HAS BEEN EXTREMELY FOCUSED ON PROBLEM SOLVING AS SOON AS WE'RE MADE AWARE OF A NEED OR CONCERN.

WE WILL CONTINUE TO BE SUPPORTIVE AND HAVE ALL HANDS ON DECK TO CONTINUE TO ENSURE THAT THESE NEEDS ARE MET FOR ALL OF OUR STUDENTS AND STAFF FROM THE TECHNOLOGY ASPECT.

BUT THE AREAS WE'RE GOING TO TALK ABOUT ON THE TOP LEFT THERE YOU SEE THE CHROMEBOOK, THE CHROMEBOOK DEPLOYMENTS WERE COMPLETED BEFORE THE FIRST DAY OF SCHOOL.

WE'VE DEPLOYED IN EXCESS OF 40,000 CHROMEBOOKS AND DEVICES.

IMMEDIATELY AFTER THE DEPLOYMENTS, OUR CAMPUS TECHNOLOGY ASSISTANCE REFOCUSED EFFORTS ON SETTING UP STUDENT LOGINS AND PASSWORDS.

SO THIS HAS BEEN A VERY BIG EVENT.

AND WE'RE STILL TALLYING UP ALL THE NUMBERS OF ALL THE CHROME BOOKS THAT HAVE BEEN DEPLOYED OVER THE SUMMER AND THROUGHOUT THE FALL.

ONE OF THE THINGS THAT WE HAVE DONE IS DEVELOPED ON THE CHROMEBOOKS THE ONE PAGE, I THINK IT WAS THE LAST BOARD MEETING.

WE TALKED ABOUT A ONE PAGE USER GUIDE TO BE ADDED TO THE WEBSITE THAT EXPLAINED THE DETAILS OF WHEN TO USE THE CHROME BOOKS, WHEN IT SHOULD BE USED FOR PISD INSTRUCTIONAL ACTIVITIES AND WHEN HOME USE COULD BE UTILIZED.

THIS WAS PLACED IN OUR FAQ'S AND WAS PUBLISHED TO OUR PARENTS.

BUT TO THE RIGHT OF THAT, THE INTERNET ACCESS IS A CURRENT AREA OF FOCUS.

LEADING UP TO THE START OF SCHOOL, THE HOTSPOT DEPLOYMENTS HOVERED AROUND TWO HUNDRED AND FIFTY UNITS AFTER THE CHROMEBOOK DEPLOYMENTS WERE MADE.

WE HAD ABOUT 50 ADDITIONAL HOTSPOTS REQUESTS WAS COMING RIGHT THERE AT THE BEGINNING OF SCHOOL. WE OVERNIGHTED THESE UNITS IN TO TAKE CARE OF THOSE FAMILIES.

BUT I CAN TELL YOU, SINCE THE START OF SCHOOL, WE'VE HAD OVER FIVE HUNDRED AND SIXTY REQUESTS FOR HOTSPOTS TO HELP THOSE FAMILIES IN NEED.

AND SO, WHAT YOU TOOK ACTION ON EARLIER TONIGHT IS GOING TO HELP US GET THOSE HOT SPOTS IN TO ADDRESS THOSE FAMILIES THAT ARE IN CURRENTLY RIGHT NOW.

YOU HEARD TO A LITTLE BIT OF IT EARLIER WITH REGARDS TO THE WEB DESK.

OVER THE FIRST THREE DAYS OF SCHOOL, WE'VE RECORDED OVER TWO HUNDRED TWENTY SEVEN THOUSAND LOGGINS WITH A DAILY AVERAGE EXCEEDING SEVENTY FIVE THOUSAND LOG INS TO THE WEB DESK

[02:45:03]

YOU KNOW, AS EVERYBODY KNOWS WEB DESK IS OUR ONE STOP, FIRST STOP SHOP FOR THE STUDENTS TO BE USED AND IS NOW BEING USED FOR THE ONLINE ATTENDANCE.

AND SO WE WANT TO BRING THAT OUT.

WE'VE BEEN TRACKING A LOT OF DIFFERENT ANALYTICS THROUGH THE WEB DESK, AND ONE OF THE NEWER REPORTS, I THINK, WAS A QUESTION THAT DID COME UP FROM SOME OF YOU ALL WITH REGARDS TO THE STUDENTS WHO HAVEN'T LOGGED IN BECAUSE WE CAN NOW PULL THAT NUMBER.

AND SO WE DID PULL THE NUMBER.

AND AS OF THIS MORNING, THAT NUMBER IS ONE THOUSAND ONE HUNDRED AND FORTY EIGHT STUDENTS.

AND JUST SO YOU KNOW, IN THAT WE DO HAVE THESE NO SHOWS, WE'RE GOING TO TALK ABOUT WHAT A NO SHOW IS IN THE NEXT SLIDE.

AND WE HAVE SOME OTHER STUDENTS THAT WOULD FALL UNDER THAT ONE THOUSAND ONE HUNDRED FORTY EIGHT. BUT WE ARE IN THE PROCESS OF PROCESSING THOSE NO SHOWS AND IDENTIFYING THE STUDENTS THAT HAVEN'T LOGGED IN.

SO WE CAN AND MAY HAVE SOME INTERNET ISSUES THAT WE'RE CURRENTLY ADDRESSING AS WE GO THROUGH THESE NEXT FEW DAYS.

BUT TO THE RIGHT OF THAT IS THE GOOGLE CLASSROOM AND WHAT WE WANTED TO LET YOU KNOW WAS THAT OUR STUDENTS LAUNCHED GOOGLE CLASSROOM, WHICH IS OUR MAIN LEARNING PLATFORM, MORE THAN SEVEN HUNDRED AND FIFTY THOUSAND TIMES SINCE THE BEGINNING OF SCHOOL, AND SPENT A COMBINED THIRTY THOUSAND HOURS INSIDE OF THEIR VIRTUAL CLASSROOMS. SO THE SYSTEM IS UP, IT'S FUNCTIONAL AND IT'S BEING UTILIZED HEAVILY EVERY DAY.

SO I KNOW THERE'S A LOT TO BE DISCUSSED, BUT I DON'T KNOW IF THE BOARD HAS ANY QUESTIONS REGARDING THESE BEGINNING TECHNOLOGY AREAS.

DAN? YES.

YOU KNOW WHAT IS IT POSSIBLE BECAUSE MY SON HAD A PROBLEM WITH A CAMERA? IS IT POSSIBLE THAT THE CHROMEBOOKS TO ACTUALLY WHEN YOU LOGGED IN WEBDESK SOMETIMES THE CAMERA'S WORK AND DON'T.

THOSE ARE USUALLY TECHNICAL ISSUES THAT WE WOULD HAVE TO IDENTIFY.

THERE ARE SOME THAT ARE SOFTWARE COMPONENTS THAT CAN CONTRIBUTE TO THOSE TYPES OF ISSUES.

SOMETIMES WE HAVE TO BALANCE THE WHOLE CHROMEBOOK UNIT JUST TO MAKE SURE THAT IT GOES TO THE INITIALIZATION PROCESS, BECAUSE LET'S SAY YOU'RE ON A GOOGLE MEET OR YOU THEN GO OVER TO ZOOM. BUT THE GOOGLE MEET IS STILL UP AND RUNNING AND YOUR CAMERA CLOCKED IN ON THAT.

THERE'S A COUPLE OF SCENARIOS THAT CAN CAUSE THOSE TYPES OF SITUATIONS TO HAPPEN, BUT USUALLY WE TRY TO TROUBLESHOOT IT AND GET YOU BACK TO WHERE EVERYTHING'S FUNCTIONAL.

CAN A STUDENT ATTEND A MEETING ON ZOOM OR GOOGLE MEET ON A PHONE CELL PHONE IN CASE THAT HAPPENS. TECHNICALLY, THEY CAN THEY MAY HAVE TO HAVE THE APP LOADED ON THE PHONE.

ZOOM IS AN APP LIKE IF YOU GO TO THE IPHONE, TO THE APP STORE OR GOOGLE ANDROID, GOOGLE PLAY STORE.

TEAMS OR GOOGLE MEET, THOSE ARE APPS THAT COULD BE LOADED ON AND THAT YOU CAN CONNECT TO THOSE AT THAT TIME ALSO.

OH, IF YOU LOG INTO THAT WEBDESK, THAT'S HOW I TRY TO PROMOTE THE WEB DESK BECAUSE THAT WILL HELP OUT. BECAUSE ONCE YOU LOG INTO THAT WEB DESK AND THEN GO TO THOSE AREAS, IT'S JUST USUALLY ONE CLICK ACCESS THAT WEB DESK WILL HAVE YOUR AUTHENTICATION CREDENTIALS TO GO INTO THOSE OTHER AREAS SO THAT WE CAN SERVICE THOSE IN A MORE SECURE MANNER.

OK, THANK YOU. AND WHEN SOMEBODY HAS A PROBLEM, LIKE IF ANGELA'S CAMERA'S NOT WORKING, WHAT ARE THE STEPS THAT A PARENT WOULD TAKE TO GET IT REPAIRED? AND ABOUT HOW LONG IS THE TURNAROUND TAKING ON SOME OF THOSE TROUBLESHOOTING? WELL, RIGHT NOW, AS YOU CAN IMAGINE, WE'RE AT THE BEGINNING OF THE SCHOOL.

SO IT'S IN THIS TYPE OF SCHOOL YEAR.

IT HAS BEEN OUR VOLUMES HAVE BEEN VERY LARGE RIGHT NOW.

AND THAT'S AN UNDERSTATEMENT.

WE HAVE BEEN WORKING DILIGENTLY AS WE CAN.

THE FIRST STEPS USUALLY IS WE TRY THE CAMPUS TECHNOLOGY ASSISTANCE AT EACH CAMPUS HAS BEEN WORKING REALLY HARD.

A LOT OF THINGS YOU CAN IMAGINE ARE LOGGING ISSUES THEY'RE TRYING TO HELP GET ALL THE STUDENTS UP AND RUNNING WITH PASSWORDS AND GETTING SET UP ON THE HOME NETWORK.

SO FIRST CALLS HAVE ALWAYS BEEN TO THE CAMPUS TECHNOLOGY ASSISTANCE FOR THAT DURATION TO

[02:50:03]

THOSE FIRST THREE DAYS I WILL SAY THAT THE WAIT TIMES WERE A LITTLE BIT LONG, BUT THEY HAVE STARTED DROPPING DOWN A LITTLE BIT MORE AS THIS WEEK HAS PROGRESSED.

AND SO I'D GIVE I LOOKED AT THE WAIT TIMES EARLIER TODAY AND WE'RE BELOW FIVE MINUTES, BUT IT DEPENDS ON WHAT TIME YOU CALL.

I FIND THAT OUR WAIT TIMES ARE A LITTLE LONGER IN THE MORNINGS AND THEY DO EASE UP A LOT MORE IN THE AFTERNOONS.

THANKS, DAN. ALL RIGHT, THANK YOU, DAN.

MOVING TO ENROLLMENT. RANDY.

OK, YES, SO A VERY PRELIMINARY LOOK AT THE ENROLLMENT NUMBERS.

ON THE FIRST DAY OF SCHOOL LAST WEEK, WE HAD FIFTY THOUSAND ONE HUNDRED AND THIRTY FOUR STUDENTS ENROLLED. AND YOU CAN SEE A BREAKDOWN OF THAT.

ONE VERY NOTICEABLE ITEM THERE IS THAT PRE-K IS DOWN ALMOST TWO HUNDRED STUDENTS FROM LAST YEAR, OR AT LEAST ON THE FIRST DAY.

SO LAST YEAR WE WERE AT FIFTY ONE THOUSAND THREE EIGHTY EIGHT ON THE FIRST DAY.

AND SO WE'RE DOWN ABOUT TWELVE HUNDRED AND FIFTY STUDENTS WHEN YOU COMPARE FIRST DAY TO FIRST DAY. NOW, OBVIOUSLY, THIS IS A VERY UNIQUE YEAR AND IT'S HARD TO TO DO ANY HISTORICAL TRENDING.

IT'S MUCH MORE CHALLENGING THAN NORMAL.

BUT WHEN WE CARRY THAT OUT AS FAR AS THE FIRST DAY, SO TODAY OUR ENROLLMENT HAD ACTUALLY GONE DOWN. AND PART OF THAT IS THE NO SHOWS THAT DAN WAS TALKING ABOUT.

AND SO THESE ARE STUDENTS THAT WE THOUGHT WERE GOING TO COME BACK TO SCHOOL, HAVE HAD REGISTERED AND ALL, AND NOW WE'RE NOT SEEING THEM SHOW UP.

AND SO WE'RE IN THE PROCESS OF TAKING THOSE OUT OF THE SYSTEM.

SO WE'RE DOWN SEVERAL HUNDRED FROM THE FIRST DAY.

LAST YEAR ON THAT FIFTY ONE THREE ADA.

WE NORMALLY HAVE OUR PEAK ENROLLMENT IN OCTOBER AND SO THAT NUMBER CLIMBED UP TO FIFTY TWO THOUSAND SIX FORTY SIX, WE GREW ABOUT THIRTEEN HUNDRED STUDENTS FROM THE FIRST DAY UNTIL SOMEWHERE AROUND THE PEAK DAY.

SO IF WE DID THAT SAME THING AGAIN THIS YEAR, WE WOULD BE GOING UP TO ABOUT FIFTY ONE THOUSAND FOUR THIRTY FOUR.

THE DEMOGRAPHER PROJECTED WE WOULD BE AT FIFTY TWO TWO SEVENTY FOUR.

AND OF COURSE WE KNOW PRE K IS HAVING A PRETTY BIG IMPACT ON THIS, BUT THAT WOULD HAVE US ABOUT 800 UNDER THE DEMOGRAPHERS PROJECTION.

AGAIN, WE'RE NOT SURE HOW TO COMPARE HOW TO PARALLEL THESE COUPLE OF YEARS, BUT THAT'S REALLY THE BEST THAT WE HAVE TO GO ON.

AND SO I WOULD PROJECT THAT WE'RE PROBABLY GOING TO BE SOMEWHERE BETWEEN FIVE HUNDRED AND A THOUSAND STUDENTS BELOW PROJECTION.

SO THAT'S SOMETHING WE'RE GOING TO HAVE TO CONTINUE TO MONITOR.

AGAIN, IT'S VERY EARLY.

WE WILL GIVE THE BOARD AN UPDATE LATER IN THE WEEK AS WE GET ALL THE NO SHOWS OUT.

THE CAMPUSES HAD TO HAVE ALL THOSE REPORTED BY TODAY.

AND SO NOW THE STUDENT SERVICES DEPARTMENT, STUDENT ATTENDANCE DEPARTMENT IS IN THE PROCESS OF REMOVING THOSE STUDENTS.

SO WE'LL CONTINUE TO REFINE THOSE NUMBERS.

BUT JUST WANTED TO GIVE YOU AN EARLY UPDATE ON WHAT IT MIGHT LOOK LIKE.

ANY QUESTIONS ON THAT? OK, IF NOT, WE'LL MOVE INTO PPE.

THIS IS REALLY JUST AN UPDATE, I KNOW THAT WE'VE BEEN TALKING PPE FOR QUITE SOME TIME.

TEA, DID PROVIDE A FAIRLY SIGNIFICANT AMOUNT OF PPE TO ALL THE SCHOOL DISTRICTS IN TEXAS.

AND BASED ON THE VALUES THAT THEY ASSIGN TO THOSE, THEY PROVIDED ABOUT FOUR HUNDRED THOUSAND DOLLARS WORTH OF PLANO ISD.

THIS IS PRIMARILY MASK, GLOVES, FACE SHIELDS FOR STAFF, HAND SANITIZER AND THERMOMETERS.

THOSE ARE THE LARGER ITEMS. SO WE DO APPRECIATE THAT THEY USED SOME OF WHAT APPEARS TO BE THE STIMULUS MONEY, THE ESSR MONEY THAT IN ORDER TO PROVIDE THIS TO SCHOOLS.

IN ADDITION TO THAT, WE'VE BEEN WORKING INTERNALLY ON WHAT WE NEED TO SUPPLEMENT THAT WITH AND SOME OF OUR BIGGEST ITEMS THAT WE'VE BEEN PURCHASING WE TALKED ABOUT LAST TIME.

BUT THAT'S THE PLEXIGLASS AND TABLE DIVIDERS, DESK AND TABLE DIVIDERS.

WE ARE NOT BUYING THOSE FOR EVERY DESK WE ARE BUYING THOSE MORE WHERE WE HAVE STUDENTS THAT ARE AT DOUBLE DESKD TOGETHER, THAT THEY'RE AT A ROUND TABLE.

IT IS SOME TYPE OF CONFIGURATION WHERE SOCIAL DISTANCING IS MORE CHALLENGING.

[02:55:05]

WE'VE ORDERED ADDITIONAL MASK AND FACE SHIELDS, HAND SANITIZING STATIONS FOR EACH CAMPUS.

ALSO DISINFECTANT SPRAY AND PAPER TOWELS FOR EACH CLASSROOM AN THE LIST GOES ON.

THOSE ARE SOME OF THE MAIN ITEMS THAT WE'VE ORDERED.

WHEN WE LOOK AT SPECIALIZED CLASSROOMS AND PROGRAM NEEDS AND SO WE GET INTO THINGS LIKE FINE ARTS AND SO WE'VE ORDERED A DIFFERENT TYPE OF PLEXIGLAS SHIELD TO GO IN THOSE AREAS.

A LOT OF THAT IS WHEN YOU'RE SINGING, WHEN YOU'RE DOING THOSE TYPES OF ACTIVITIES, THERE'S A LOT MORE BREATHING AND A LOT MORE RISK THERE.

AND SO WE'RE WE'RE LOOKING AT DIFFERENT WAYS IN THOSE AREAS TO PROTECT.

ALSO, SPECIAL ED CLASSROOMS IS AN AREA THAT WE'VE GOT SOME SPECIALIZED PPE EQUIPMENT.

AND THEN ALTHOUGH THE ONE ON ONE INTERACTION BETWEEN TEACHERS OR SPEECH LANGUAGE PATHOLOGIST, INTERVENTIONIST COUNSELORS, WHATEVER THAT MIGHT BE, BUT WE'VE ORDERED THE TRIFOLD. SO IT'S MORE LIKE A THREE WAY THAT A TEACHER OR ONE OF THESE SPECIALISTS CAN PUT BETWEEN THEM AND STUDENTS AND HELP PROTECT BOTH PARTIES THERE.

SO THE MAJORITY OF THAT WILL BE IN BY THE END OF NEXT WEEK.

AND SO WE ARE DISTRIBUTING THAT OUT TO CAMPUSES AND WE HOPE BY LATE NEXT WEEK WE'LL BE ABLE TO SET UP A COUPLE OF CLASSROOMS AND VIDEO THAT AND BE ABLE TO SHARE THAT.

SO STAFF, THE BOARD, PARENTS, EVERYONE WILL HAVE A BETTER IDEA OF WHAT THAT'S GOING TO LOOK LIKE. AND THEN LASTLY ON PPE, THE CITY OF PLANO GRACIOUSLY APPROVED UP TO FIVE HUNDRED THOUSAND DOLLARS OF ELIGIBLE REIMBURSEMENTS FOR PLANO ISD FOR THE ADDITIONAL PPE ITEMS THAT WE'VE HAD TO PURCHASE.

AND SO WHAT HAPPENED IS CITIES AND COUNTIES RECEIVED SOME STIMULUS FUNDS DIRECTLY FROM THE FEDERAL GOVERNMENT FOR COVID RELATED EXPENSES, AND THEY APPROVED SHARING A PORTION OF THAT WITH THE SCHOOL DISTRICT.

AND SO WE GREATLY APPRECIATE THEIR SUPPORT OF KEEPING OUR STAFF AND STUDENTS SAFE.

WE HAVE A GREAT PARTNERSHIP WITH THE CITY.

WE'RE ALSO WORKING WITH THE COUNTY.

BUT WE APPRECIATE THAT COLLABORATIVE EFFORT ON THEIR PART TO HELP US OUT THERE.

ANY QUESTIONS THERE? OK, ON AIR FILTRATION, THIS IS SOMETHING WE TALKED A LITTLE BIT ABOUT LAST TIME, I BELIEVE WE HAD A QUESTION AND SO WE'VE DONE EVEN MORE RESEARCH OUR STAFF HAS.

SO I JUST WANTED TO GO TO THE TO THE BEST SOURCE THAT WE CAN FIND, AND THAT'S THE EPA RECOMMENDATION. SO I THINK WE ALL KNOW THAT EPA IS THE ENVIRONMENTAL PROTECTION AGENCY OR THE FEDERAL GOVERNMENT AGENCY AND WHAT THEIR RECOMMENDATION IS FOR COVID.

AND I'LL JUST READ THIS.

I'M SORRY TO HAVE TO READ IT, BUT I THINK IT'S BEST IF WE JUST GO THROUGH IT.

IT SAYS THE RECOMMENDATION IS THAT HVAC SYSTEMS OF LARGE BUILDINGS TYPICALLY FILTER AIR BEFORE IT IS DISTRIBUTED THROUGHOUT A BUILDING.

SO CONSIDER UPGRADING HVAC FILTERS AS APPROPRIATE FOR YOUR SPECIFIC BUILDING AND HVAC SYSTEM AND THAT YOU NEED TO CONSULT WITH AN HVAC PROFESSIONAL.

THE VARIETY AND COMPLEXITY OF HVAC SYSTEMS IN LARGE BUILDINGS REQUIRES PROFESSIONAL INTERPRETATION OF TECHNICAL GUIDELINES, SUCH AS THOSE PROVIDED BY THE AMERICAN SOCIETY OF HEATING REFRIGERATED AND AIR CONDITIONING ENGINEERS.

ASHRAE AND CENTER FOR DISEASE CONTROL CDC.

EPA, ASHRAE AND CDC RECOMMEND UPGRADING AIR FILTERS TO THE HIGHEST COMPATIBLE WITH THE SYSTEM AND CHECKING THE FILTER FIT TO MINIMIZE FILTER AIR BYPASS.

SORRY I WENT IN THE DARK HERE.

AND SO WHEN WHEN WE DID THAT HERE IN PLANO, IN TALKING TO OUR DIFFERENT CONSULTANTS, SO AIR FILTERS ARE RATED ON A MINIMUM EFFICIENCY REPORTING VALUE OR A MERV SCALE, THOSE RANGE BETWEEN ONE AND SIXTEEN.

AND SO YOU CAN THINK OF ONE AS THE ONE THAT YOU HAD IN YOUR COLLEGE DAYS THAT YOU DIDN'T HAVE MUCH MONEY TO SPEND ON AN AIR FILTER.

AND THAT'S ONE YOU CAN PRETTY MUCH SEE THROUGH ALL THE WAY UP TO A 16 THAT IS IN SURGICAL ROOMS, THOSE TYPES OF THINGS.

[03:00:02]

AND IT'S OPERATING IN A VERY DESIGNED SYSTEM TO RUN A VERY HIGH AIR FILTER.

SO IN PLANO, ISD, WE HAVE HISTORICALLY USED FILTERS WITH A MERV RATING OF EIGHT.

FILTERS RATED 13 TO 16, ARE TYPICALLY SEEN IN MEDICAL FACILITIES OR LABS THAT HAVE SYSTEMS DESIGNED FOR THAT RESTRICTED AIRFLOW.

SO THOSE ARE THE VERY TOP END THEY CAN PICK UP VERY SMALL PARTICULATES.

BUT THE SYSTEM IS DESIGNED TO PUSH ENOUGH AIR THAT IT CAN OPERATE EFFICIENTLY AND WITHOUT DAMAGE WITH THAT VERY DENSE FILTER.

THE FACILITIES DEPARTMENT HAS WORKED WITH SEVERAL OF OUR HVAC ENGINEERING FIRMS AND WITH THE HVAC MANUFACTURERS TO DETERMINE THE BEST FILTERS THAT OUR SYSTEMS WERE DESIGNED TO WORK PROPERLY WITH. AND ALL OF OUR HVAC ENGINEERS WERE IN AGREEMENT AND RECOMMENDING THAT WE GO TO MERV 11 FILTERS.

AND SO THOSE HAVE BEEN SO GOING FROM MERV EIGHT TO MERV 11.

THE MERV 8 IS A STRONG FILTER.

THE MERV 11 IS OBVIOUSLY A MUCH STRONGER FILTER AND WE FEEL LIKE WE NEED THE EPA'S RECOMMENDATION OF GOING TO THE STRONGEST FILTERS THAT OUR SYSTEMS WILL RUN.

AND JUST SO YOU KNOW, WE HAVE ABOUT SIXTY FIVE OF THE LARGE OF THE LARGE CHILLERS AND THEN WE HAVE ABOUT TWO THOUSAND OF THE SEPARATE ROOFTOP UNITS.

AND SO WE DO. WE'VE GOT MANY UNITS OUT THERE.

THE COST OF THESE FILTERS IS ABOUT 60 PERCENT HIGHER THAN THE FILTERS THAT WE WERE RUNNING. BUT WE THINK DUE TO COVID THIS, THIS IS THE BEST THAT WE CAN DO TO GET TO GET AS MUCH PROTECTION AS WE CAN AS FAR AS AIR FILTRATION.

THE OTHER THING THAT WE BRIEFLY MENTIONED LAST TIME WAS THE FRESH AIR, AND THE LIGHTS CAME BACK ON, THE FRESH AIR.

AND SO WE'RE CONTINUING TO STUDY THAT.

THERE'S A LOT OF FACTORS THAT GO INTO WHEN YOU START ADJUSTING DAMPERS TO PULL IN MORE FRESH AIR. AND SO, YOU KNOW, ONE IS WE HAVE TO BE CAREFUL.

THOSE ARE SET AT A CERTAIN CERTAIN AMOUNT OF FRESH AIR THAT IS PULLING IN BECAUSE THE UNITS ALSO PROTECT AGAINST HIGH HUMIDITY IN THE BUILDINGS, WHICH, OF COURSE, HIGH HUMIDITY CAN BRING OTHER ISSUES.

YOU KNOW, AS FAR AS WITH, YOU KNOW, ILLNESS AND AIRBORNE, ALSO, MOLD IS A MAJOR FACTOR IN BUILDINGS IF YOU GET TOO HIGH HUMIDITY.

AND SO WE'RE REALLY JUST TRYING TO WORK TO FIND WHERE OUR SYSTEM SET IN.

AND CAN THERE BE ANY ADJUSTMENTS MADE THERE TO PULL IN ADDITIONAL OUTSIDE AIR TRYING TO FIND THAT BALANCE AND SO CONTINUING TO WORK WITH DIFFERENT ENGINEERS AND MANUFACTURERS ON WHAT OPTIONS WE MIGHT HAVE THERE? BUT WE DON'T HAVE ANYTHING AT THIS POINT AS FAR AS ACROSS THE DISTRICT.

HERE'S WHAT WE'RE GOING TO DO.

I MEAN, THE FINE TUNING OF THOSE IS GOING TO BE VERY SMALL, IF ANY, TO TRY TO IMPROVE OUTSIDE AIR FLOW.

AND SO THAT'S WHAT WE HAD ON PPE AND AIR FILTRATION.

ALL RIGHT, I'M GOING TO PICK IT UP FROM HERE WITH A COUPLE OF SLIDES ON HEALTH AND SAFETY PROTOCOLS. FIRST, I WANT TO TALK ABOUT PREVENTION AND MITIGATION.

WE'RE REALLY FOCUSED ON THREE SPECIFIC AREAS HERE.

ONE IS DAILY SCREENING.

SO STAFF DO HAVE TO SCREEN DAILY AND WE DO TIE THAT TO ENTRY INTO THE BUILDING.

SO WE NOT ONLY HAVE THE FACT THAT THEY SCREENED APPROPRIATELY TO COME INTO THE BUILDING, BUT THEN WE HAVE A RECORD OF WHO'S THERE.

AUTHORIZED VISITORS OR REALLY ANY VISITORS WILL HAVE TO COMPLETE A SCREENING IN ORDER TO ENTER A BUILDING.

AND WE HAVE PROVIDED PRINCIPALS BOTH ELECTRONIC WAYS TO HANDLE THAT, WHETHER IT BE THROUGH A QR CODE AND A GOOGLE FORM, BUT ALSO A PAPER COPY FOR OUR FAMILIES AND VISITORS THAT MAY NOT HAVE THE ACCESS THEY NEED TO DO THAT ELECTRONICALLY WHEN THEY VISIT.

AND THEN OUR STUDENTS.

IT IS ESSENTIAL THAT OUR PARENTS ENSURE THAT THEY DO NOT SEND STUDENTS TO SCHOOL THAT ARE EXHIBITING SYMPTOMS. THAT HAVE BEEN DIAGNOSED WITH A POSITIVE TEST OF COVID-19 OR THEY'VE BEEN IN CLOSE CONTACT WITH SOMEONE THAT IS POSITIVE FOR COVID-19.

[03:05:03]

ADDITIONALLY, WE ARE, AS INDICATED IN THE RETURN TO SCHOOL MANUAL, GOING TO BE DOING TEMPERATURE CHECKS FOR OUR ELEMENTARY STUDENTS.

THAT WILL BE DURING THE MORNING HOURS.

AND FOR OUR SECONDARY STUDENTS, IT WILL BE MORE RANDOMIZED, IF YOU WILL.

NEXT. WE ARE ALSO FOCUSING ON OUR HEALTHY ENVIRONMENT PROTOCOLS.

SO RANDY TALKED ABOUT PPE AND AIR FILTRATION AND THOSE PIECES.

WE HAVE A WHOLE SUITE OF THINGS THAT WE'RE DOING THAT WE ARE INCLUDING UNDER THE UMBRELLA OF HEALTHY ENVIRONMENT SUPPORT.

SO WHETHER THAT IS FACE COVERINGS, HAND WASHING, HAND SANITIZER, USE AND AVAILABILITY, SURFACE CLEANING THROUGH THE COURSE OF THE DAY, AS WELL AS BY THE CUSTODIAL CREW OUTSIDE OF THE STUDENT DAY AND SOCIAL DISTANCING PRACTICES.

AND NOT ONLY ARE WE REINFORCING THOSE THINGS AND ENCOURAGING THOSE THINGS, BUT WE WILL BE TRAINING STUDENTS ON THOSE PIECES AND EXPECTATIONS, EVEN ON THE VERY FIRST DAY OF SCHOOL.

AND WHEN A STUDENT ENROLLS AND JOINS US FACE TO FACE AFTER OUR FACE TO FACE RETURN BEGINS IN SEPTEMBER. ONE OF THE FIRST THINGS THEY WILL DO IS COMPLETE SOME SAFETY TRAINING, HEALTHY ENVIRONMENT PROTOCOL TRAINING BEFORE THEY THEY JOIN A CLASS.

AND THEN FINALLY, JUST SOME ROUTINE NOTIFICATIONS AROUND PREVENTION AND MITIGATION, WE ARE GOING TO CONTINUE TO PROVIDE REMINDERS TO OUR WHOLE COMMUNITY AROUND MONITORING THEIR HEALTH AND HEALTHY HABITS OUTSIDE OF SCHOOL AS WELL AS INSIDE OF SCHOOL.

WE ALSO, AS PART OF OUR MITIGATION PLAN, WHEN WE HAVE AN IDENTIFIED CASE ON CAMPUS, WILL PROVIDE NOTICE TO THE WHOLE CAMPUS COMMUNITY OF THAT CASE AND THAT THEY NEED TO HAVE A HEIGHTENED AWARENESS AND MONITORING THEIR HEALTH.

SO THOSE ARE REALLY AT THE PREVENTION AND MITIGATION STAGES, WHICH PREVENTION IS ROUTINE.

AND WE'RE IN THAT FOR EVERYONE MITIGATION.

IT IS WHERE WE FIND OURSELVES WHEN WE HAVE HAD A CAMPUS OR A CASE ON CAMPUS AND WE'RE RESPONDING TO THAT.

SO, DAN, IF YOU COULD SWITCH TO THE NEXT SLIDE, I DO WANT TO SPEND A LITTLE TIME TALKING ABOUT WHAT OUR RESPONSE WILL BE WHEN WE ACTUALLY HAVE A CASE OR SUSPECTED CASE ON CAMPUS AND THE CAMPUS ENVIRONMENT.

WE HAVE DIVIDED THIS INTO CONFIRMED CASES OF A POSITIVE COVID-19 TEST, AS WELL AS THOSE CASES WHERE WE HAVE SYMPTOMATIC INDIVIDUALS AND WE'RE DEFINING SYMPTOMATIC INDIVIDUALS AS THOSE WHO HAVE TWO OR MORE OF THE SYMPTOMS ON THE LIST OR ONE OF THE SYMPTOMS, THAT IS THE COUGHING, SHORTNESS OF BREATH, DIFFICULTY BREATHING.

SO WE ARE REQUESTING THAT OUR PARENTS NOTIFY US, REPORT THAT IF THEIR STUDENT FALLS IN ONE OF THOSE CATEGORIES AND THEY'RE KEEPING THAT STUDENT AT HOME, WE ARE ALSO REQUESTING THAT OUR STAFF MONITOR OUR STUDENTS THROUGH THE COURSE OF THE DAY.

AND IF A STUDENT BECOMES SYMPTOMATIC DURING THE COURSE OF THE DAY THAT THEY RESPOND BY SENDING THAT CHILD TO THE NURSE AND CALLING AHEAD SO THAT NURSE IS PREPARED TO RECEIVE THAT STUDENT.

THE NURSE WILL THEN PROVIDE AN ASSESSMENT OF THE STUDENTS, CALL THE PARENTS, WE ARE REQUESTING THE PARENTS PICK UP STUDENTS WITHIN 30 TO 60 MINUTES SO THAT WE CAN REMOVE THE STUDENT FROM THE ENVIRONMENT, REMOVE THE POSSIBLE EXPOSURE TO OTHER PEOPLE, AS WELL AS GET THAT STUDENT HOME WHERE THEY CAN BE MORE COMFORTABLE WHEN THEY ARE NOT WELL.

AND FINALLY, WE'RE ASKING OUR STAFF TO SELF REPORT THEMSELVES WHEN THEY ARE ILL, WHEN THEY'RE EXHIBITING SYMPTOMS, OR IF THEY DEVELOP SYMPTOMS DURING THE SCHOOL DAY FOR THEM TO REPORT TO THE NURSE TO BE ASSESSED.

AND FROM THAT POINT FORWARD, A LOT OF OUR PROCESSES WILL BE THE SAME, WHETHER IT'S A CONFIRMED CASE OR A SYMPTOMATIC INDIVIDUAL IN THE CAMPUS ENVIRONMENT.

[03:10:05]

WE ARE FINDING THAT IN MOST CASES THEY ARE NOT.

WE HAVE THE KNOWLEDGE BEFORE THEY DO SO, WE ARE NOTIFYING THEM.

AND SOMETIMES WE ARE CONFIRMING, DO YOU HAVE THIS CASE ON YOUR RECORDS? AND IF NOT, THEY THEY CAN THEN ADD IT TO THEIR RECORDS.

WITH STAFF WE HAVE TO ALSO BE SURE WE'RE NOTIFYING THE HEALTH DEPARTMENT OF THE COUNTY THAT THEY LIVE IN. AND WE HAVE STAFF THAT LIVE IN A VARIETY OF COUNTIES.

SO THAT THAT'S PART OF THE PROCESS.

THEN WE WILL START OUR CLOSE CONTACT INVESTIGATION.

SO FOR STAFF MEMBERS, FOR THE ADULTS IN OUR COMMUNITY, OUR SCHOOL COMMUNITIES, THAT REPORT OF A POSITIVE CASE GOES TO THE EXECUTIVE DIRECTOR FOR SLI, STACI ANTELO, OUR DIRECTOR OF HEALTH SERVICES, AS WELL AS MYSELF.

AND THAT TRIGGERS US TO BEGIN OUR CLOSE CONTACT INVESTIGATION FOR STUDENTS.

THAT NOTIFICATION GOES TO THE CAMPUS COVID RESPONSE TEAM AS WE'RE REFERRING TO THEM, AND THAT IS PRINCIPAL AP OR APS AND THE NURSE AND OTHERS AS NEEDED.

THERE ARE POSSIBLE SITUATIONS THAT ARE AT A SECONDARY CAMPUS WHERE YOU MAY NEED TO BRING IN THE ATHLETIC COORDINATOR FOR THE CAMPUS OR THE ANOTHER PERSON THAT WOULD HAVE KNOWLEDGE THAT WOULD BE HELPFUL.

SO HOW DOES A CLOSE CONTACT INVESTIGATION WORK? IDEALLY, IT STARTS WITH THE INDIVIDUAL WHO IS A CONFIRMED POSITIVE OR IS THE THE SYMPTOMATIC INDIVIDUAL.

AND IT IT BEGINS WITH THE CAMPUS NURSE OR A NURSE OUT OF DISTRICT HEALTH SERVICES ASKING THEM A SERIES OF QUESTIONS.

AND WHAT WE'RE REALLY LOOKING FOR IS IN THE 48 HOURS PRIOR TO THE ONSET OF SYMPTOMS. SO FOR THE TWO DAYS BEFORE YOU STARTED FEELING BAD.

WHO HAVE YOU BEEN WITHIN SIX FEET OF FOR 15 MINUTES AND THAT 15 MINUTES CAN BE BROKEN UP OVER THE TWO DAYS, IT MAY BE FIVE MINUTES IN THE MORNING, FIVE MINUTES IN THE AFTERNOON, FIVE MINUTES THE NEXT DAY.

IT'S A COLLECTIVE 15 MINUTES.

WHEN WE TALK TO THE POSITIVE INDIVIDUAL, WE OFTEN ARE GETTING WHAT WE NEED TO DETERMINE WHO THE CLOSE CONTACTS ARE.

AND FORTUNATELY, ANY OF OUR CLOSE CONTACT INVESTIGATIONS TO THIS POINT WITH STUDENTS HAVE BEEN OLDER STUDENTS THAT HAVE BEEN ABLE TO COMMUNICATE THAT TO US VERY WELL.

WE DO KNOW THAT WITH SOME STUDENTS, IT'S GOING TO BE HARDER TO TRACK DOWN.

SO WE DO HAVE OTHER SOURCES OF INFORMATION THAT WE CAN USE BESIDES JUST TALKING TO THAT POSITIVE INDIVIDUAL.

WE CAN LOOK AT SCHEDULES.

WHAT IS THEIR SCHEDULE OF CLASSES FOR STUDENTS, FOR TEACHERS? WHAT IS THEIR SCHEDULE THAT THEY WORK DURING THE DAY? SEATING CHARTS MIGHT BE HELPFUL.

IN THE CASE OF A STUDENT TALKING TO THE TEACHER, WHAT TEACHER INSIGHT IS THERE INTO INTERACTIONS IN THE CLASSROOM AND HALLWAYS? WE CAN, IF NECESSARY, CHECK VIDEO CAMERA FOOTAGE OF WHERE STUDENTS HAVE BEEN IN THE BUILDING. WE ALSO, IF IT'S A BUS RIDER, WE'LL NEED TO CONNECT WITH THE TRANSPORTATION DEPARTMENT AND SEEK THEIR ASSISTANCE IN DETERMINING WHO MAY BE CLOSE CONTACTS OF STUDENTS THAT RIDE ON A BUS.

SO WHEN WE HAVE DETERMINED THE SET OF CLOSE CONTACTS, THEN WE START INFORMING THOSE CLOSE CONTACTS. SO FOR STAFF AS WELL AS STUDENTS, THAT REALLY MEANS PICKING UP THE PHONE AND CALLING STAFF MEMBERS OR FAMILIES AND INFORMING THEM THAT THEIR STUDENT HAS BEEN IDENTIFIED OR THEY'RE THAT ADULT HAS BEEN IDENTIFIED AS A CLOSE CONTACT.

WE ALSO INFORM THE HEALTH DEPARTMENT THAT WE HAVE IDENTIFIED THIS LIST OF PEOPLE AS A CLOSE CONTACT.

THESE FOLKS ARE EXCLUDED FOR 14 DAYS.

IF THEY'RE CLOSE CONTACT IS WITH A CONFIRMED, POSITIVE, TESTED INDIVIDUAL.

[03:15:05]

SO HOW DO WE FOLLOW UP THE NOTIFICATION TO MAKE SURE EVERYBODY'S ON THE SAME PAGE? THIS IS WHERE WE SEEK THE HELP ON A CAMPUS WITH STUDENTS FROM THE THE COVID RESPONSE TEAM OR OTHER FRIENDS IN THE DISTRICT HEALTH SERVICES DEPARTMENT, WE NEED TO FOLLOW UP OUR PHONE CONTACTS WITH A AN ACTUAL LETTER NOTIFICATION, LETTING THEM KNOW THAT THEY'VE BEEN IDENTIFIED AS A CLOSE CONTACT.

THEY'RE EXPECTED TO EXCLUDE FOR 14 DAYS WHAT SYMPTOMS TO WATCH FOR AND TO PLEASE KEEP US INFORMED SHOULD THEY BECOME ILL THEMSELVES.

THERE IS ALSO A GENERAL LETTER THAT WILL GO OUT TO THE CAMPUS COMMUNITY INFORMING THEM OF THE POSITIVE CASE.

NOW, THIS GENERAL LETTER IS CAREFUL TO STRESS THAT IF YOU, YOUR STUDENT OR YOU AS THE RECIPIENT OF THE LETTER ARE DEEMED A CLOSE CONTACT, YOU WILL RECEIVE SEPARATE NOTIFICATION. BUT IT IS OUR DESIRE TO BE TRANSPARENT WITH OUR CAMPUS COMMUNITIES AND MAKE THEM AWARE. WE ALSO WILL TRACK WHEN THOSE EMPLOYEES OR STUDENTS CAN RETURN FOR STUDENTS ON A CAMPUS.

THAT TRACKING IS DONE WITH THE SCHOOL NURSE AND THE COVID RESPONSE TEAM ON CAMPUS FOR ADULTS IN THE ORGANIZATION.

THAT TRACKING IS DONE WITH CENTRALIZED HEALTH STAFF AT THE DISTRICT LEVEL.

THAT IS VERY EASY TO TRACK WHEN THAT IF THAT PERSON THAT WAS A CLOSE CONTACT NEVER BECOMES ILL OR SYMPTOMATIC THEMSELF.

BUT THAT DATE MAY NEED TO CHANGE IF THEY BECOME ILL AND EXHIBITING SYMPTOMS THEMSELVES, THEIR TIMELINE MAY CHANGE.

WE ALSO HAVE A NOTIFICATION THAT WE CAN USE WITH FAMILIES IF AT THE END OF THE DAY, WE HAVE IDENTIFIED THAT THERE'S BEEN A POSITIVE CASE ON CAMPUS, BUT WE HAVE BEEN UNABLE TO COMPLETE OUR CLOSE CONTACT INVESTIGATION THAT AFTERNOON.

IT IS A REASSURING THAT THEY WILL BE CONTACTED IF THEY'RE IN CLOSE CONTACT, THAT WE WILL KEEP THEM INFORMED, THERE WOULD BE A FOLLOW UP NOTIFICATION, BUT IT'S JUST BEING TRANSPARENT IN OUR SCHOOL COMMUNITY, WE KNOW THAT SOME CLOSE CONTACT INVESTIGATIONS TAKE LONGER THAN OTHERS.

DEPENDING ON THE NUMBER OF CONTACTS THAT ARE IDENTIFIED, WE KNOW THAT IN A SMALLER CAMPUS, PERHAPS AN ELEMENTARY SCHOOL, A CLOSE CONTACT INVESTIGATION PROCESS WILL BE MUCH SHORTER THAN AT A STUDENT WHO IS FACE TO FACE AT A SENIOR HIGH.

WITH THE COMPLICATION OF SCHEDULES AND AND MULTIPLE INTERACTIONS, THOSE WILL JUST TAKE LONGER TO COMPLETE AND WE WANT TO MAKE SURE OUR COMMUNITY IS AS INFORMED AS THEY CAN BE AS WE GO THROUGH THIS PROCESS, KNOW THAT WE ARE TRYING TO COMPLETE EVERY CLOSE CONTACT INVESTIGATION AS QUICKLY AS POSSIBLE.

OUR GOAL IS TO REASSURE OUR COMMUNITY AS TO WHETHER OR NOT THEIR CLOSE CONTACT OR NOT AND ALLOW THEM TO MOVE FORWARD WITH THEIR NEXT DECISION MAKING, WHETHER IT BE I NEED TO BE EXCLUDED. SO I NEED TO MAKE SURE I'M SET UP AT HOME TO LEARN REMOTELY OR TEACH REMOTELY OR I'VE GOTTEN THE ALL CLEAR.

I WAS NOT A CLOSE CONTACT AND I'M READY TO CONTINUE MY WORK ON CAMPUS.

THE LAST PIECE OF THIS IS ACTUALLY SOMETHING WHILE I HOPE WE NEVER HAVE TO USE, I AM FEELING THAT IT'S BETTER TO BE PREPARED AND THAT IS AROUND DECISIONS AROUND CAMPUS CLOSURE AND WHAT WILL TRIGGER SOME OF THOSE DECISIONS.

SO WE HAVE TALKED ABOUT LEVEL ONE IS PREVENTION.

LEVEL TWO IS MITIGATION.

SO WHEN WE HAVE ONE CONFIRMED CASE ON CAMPUS AND WE HAVE DONE OUR CLOSE CONTACT

[03:20:02]

AND WE ARE CONTINUING ON WITH OUR ON CAMPUS WORK.

WE DO HAVE A PHASE OF A LEVEL THREE WHERE WE MAY NEED TO MOVED INTO MODIFIED OPERATIONS.

SO LET ME EXPLAIN WHAT THAT LOOKS LIKE.

ALL OF THESE PIECES ARE IN CLOSE COLLABORATION WITH THE COLLIN COUNTY HEALTH SERVICES DEPARTMENT. IT IS IMPORTANT TO NOTE THAT WHILE WE ARE REPORTING EVERY POSITIVE CASE AND EVERY EXCLUDED INDIVIDUAL, THERE IS A HEIGHTENED INTEREST ON THEIR PART WHEN THERE ARE TWO OR MORE CASES THAT ARE LINKED TOGETHER.

SO THAT THEY LINK CASES TOGETHER WHEN THEY ARE COMING FROM THE SAME AREA OF CAMPUS OR THE SAME ACTIVITY.

SO EXAMPLES COULD BE THE SAME SECOND GRADE CLASSROOM OR SECOND GRADE POD ON A CAMPUS OR TWO OR MORE CASES IN A PARTICULAR ACTIVITY LIKE BAND AT A SECONDARY CAMPUS.

THERE IS HEIGHTENED AWARENESS ON ALL OF OUR PARTS, ONE THAT IS THE CASE, AND THEY THE HEALTH SERVICES DEPARTMENT WILL ACTUALLY BEGIN MORE CLOSE MONITORING OF CASES AS THEY MAY EVOLVE ON THAT CAMPUS.

SO OUR COMMUNICATION WILL REMAIN THE SAME.

WE WILL STILL DO OUR CLOSE CONTACT INVESTIGATION.

WE WILL NOTIFY PEOPLE THAT ARE CLOSE CONTACTS.

WE WILL NOTIFY PEOPLE THAT ARE NOT.

WHAT MAY CAUSE A MODIFIED OPERATION IS WHEN WE HAVE A LARGER GROUP THAT NEEDS TO EXCLUDE AT HOME, SO, FOR INSTANCE, IN COLLABORATION WITH THE COLLIN COUNTY HEALTH SERVICES DEPARTMENT, IF WE'VE GOT CONNECTED CASES IN THE SECOND GRADE POD.

WE MAY NEED TO CLOSE THE SECOND GRADE POD FOR A SHORT PERIOD OF TIME.

SO THE REST OF THE SCHOOL IS STILL WORKING AND FUNCTIONING FACE TO FACE, BUT WE HAVE NOT JUST AN INDIVIDUAL THAT'S BEEN EXCLUDED OR JUST A FEW PEOPLE, IT MAY BE A LARGER GROUP THAT NEED TO BE EXCLUDED.

LEVEL FOUR OR OUR NEXT LEVEL OF CONCERN IS WHEN WE NEED TO CONSIDER CLOSURE OF A FACILITY, SO AN ENTIRE CAMPUS.

AGAIN, THIS IS IN COLLABORATION WITH THE COLLIN COUNTY HEALTH SERVICES DEPARTMENT.

SO SOME EXAMPLES OF WHERE THIS MIGHT BE NEEDED.

AND THERE'S THERE'S A COUPLE OF DIFFERENT TRIGGER POINTS.

ONE IS IF WE ALREADY HAVE TWO OR MORE LINKED CASES AND IS THE COLLIN COUNTY HEALTH SERVICES DEPARTMENT IS CONTINUING THEIR CLOSE MONITORING, WE ARE FINDING A CONTINUED INCREASE IN CASES FROM THAT SAME GROUP.

SO WE'VE HAD TWO CASES, WE'VE HAD THREE CASES, WE'VE MAYBE SENT HOME THE SECOND GRADE POD, BUT NOW WE'RE SEEING CASES IN IN THIRD GRADE OR FOURTH GRADE THAT THAT COULD BE A TRIGGER THERE. ANOTHER POSSIBLE TRIGGER IS IF WE HAVE SO MANY STAFF MEMBERS THAT ARE QUARANTINED. THAT IT IS REALLY DIFFICULT, NEAR IMPOSSIBLE TO CONTINUE OUR FACE TO FACE OPERATIONS. ANOTHER POSSIBILITY THAT WE HAVE TO ACKNOWLEDGE COULD EXIST IS IF THE CASE, THE CLOSE CONTACT INVESTIGATION IS SO EXTENSIVE WITH SO MANY DIFFERENT INDIVIDUALS THAT WE ARE TRYING TO TRACK AND TRACE THAT WE CANNOT GET IT DONE IN A DAY, IN A COUPLE OF DAYS, AND WE NEED TO CLOSE THE BUILDING FOR A PERIOD OF ONE DAYS OR MORE TO COMPLETE THAT CASE INVESTIGATION, AS WELL AS DEEP, CLEAN MANY AREAS OF THE BUILDING.

WHAT WE WOULD LIKE TO DO AND WE'RE HOPING WILL BE ABLE TO DO IS WE'LL CLOSE ONE DAY AT A TIME. AND MAKE A REEVALUATION ON A DAILY BASIS ON WHETHER THAT CAMPUS COULD REOPEN AND THEN FINALLY, IF WE ARE FACED WITH THE POSSIBILITY OF DISTRICT CLOSURE, THIS WOULD BE IN RESPONSE TO LAWFULLY AUTHORIZED FEDERAL, STATE OR LOCAL ORDERS IN RESPONSE TO THE NUMBER OF CASES IN THE COMMUNITY OR WITHIN THE THE SCHOOLS AS A AS A WHOLE IN PISD AS A WHOLE.

AGAIN, THE CLOSE CONTACT INVESTIGATIONS CLEANING THOSE PIECES WOULD CONTINUE EVEN IF A

[03:25:07]

SO WHAT HAPPENS WHEN A DECISION IS BEING RECOMMENDED TO CLOSE A CAMPUS? SO WE HAVE A TEAM THAT WILL COME TOGETHER AND MAKE THAT DECISION.

SO A RECOMMENDATION WOULD BE FORWARDED TO THE EXECUTIVE DIRECTOR THROUGH SCHOOL LEADERSHIP AND INNOVATION.

AND THAT CAN BE TRIGGERED BY THE PRINCIPAL.

IT CAN BE TRIGGERED BY STACI ANTELO AND DISTRICT HEALTH SERVICES.

IT COULD BE TRIGGERED BY MYSELF, BY DR.

WILLIAMS, BY THE MS. BONSER A VARIETY OF PEOPLE COULD BE THE ONES TO WAVE THE FLAG, IF YOU WILL, THAT WE NEED TO CONSIDER THIS.

WE HAVE A SET OF DATA THAT WE'VE DETERMINED WOULD BE IMPORTANT FOR OUR DECISION MAKING.

SO THE SLI EXECUTIVE DIRECTOR WILL COLLATE THAT DATA TOGETHER.

WE WILL CALL A VIRTUAL MEETING AND DISCUSS OPTIONS.

IT IS POSSIBLE THAT THROUGH THAT MEETING WE WILL DECIDE THAT WE HAVE SOME ADDITIONAL THINGS WE COULD DO THROUGH MODIFIED OPERATIONS AND BE ABLE TO CONTINUE.

AND IT MAY BE THE DECISION THAT WE HAVE TO CLOSE THE CAMPUS FOR A PERIOD OF TIME.

WE THEN WILL HAVE A HOST OF OTHER PEOPLE THAT HAVE TO BE NOTIFIED AND COORDINATED WITH A LOT OF VARIOUS DEPARTMENTS WILL NEED TO LINK ARMS AND DEVELOP PLANS FOR THERE FROM THERE SO THAT A SECONDARY CAMPUS ATHLETICS AND FINE ARTS LEADERSHIP PROBABLY NEED TO BE NOTIFIED AND IN THE LOOP.

TRANSPORTATION FOR ANY CAMPUS IS GOING TO NEED TO BE IN THE LOOP ABOUT THOSE DECISIONS.

OUR FOOD AND NUTRITION SERVICES.

WHAT IS THAT LOOK LIKE.

[INAUDIBLE] AT OUR ELEMENTARY CAMPUSES, IF WE'VE CLOSED A CAMPUS, WE NEED TO NEED TO BE PREPARED TO NOTIFY AND AND SUPPORT [INAUDIBLE] IN THAT.

AND THEN, OF COURSE, OUR VALUABLE PARTNERS IN THIS WHOLE PROCESS ARE IS OUR CUSTODIAL SERVICES TEAM AND STAYING IN CONTACT WITH THEM AROUND THE CLEANING NEEDS THAT THAT WE ARE GOING TO HAVE AT ANY STAGE OF THIS PROCESS, WHETHER IT'S ONE CASE OR IT'S A NUMBER OF CASES ON A CAMPUS.

SO THAT IS REALLY A THUMBNAIL DESCRIPTION OF HOW THESE PROCESSES WILL WORK, AND I'M HAPPY TO ENTERTAIN ANY QUESTIONS THAT YOU HAVE AND ANSWER AS MANY OF THEM AS I CAN AT THIS TIME. BETH, I HAVE ONE QUESTION.

THIS IS NANCY.

YES. THANK YOU SO MUCH FOR THAT EXTREMELY DETAILED REPORT AND ALL THE THOUGHT THAT YOU GUYS HAVE PUT INTO THIS.

SO, FIRST OFF, THANK YOU FOR THAT.

MY QUESTION REVOLVES AROUND THE BUS TRANSPORTATION.

IS IT POSSIBLE TO HAVE ASSIGNED SEATS SO THAT IF THERE IS CONTACT TRACING, THAT NEEDS TO BE DONE, YOU KNOW WHERE STUDENTS HAVE BEEN SITTING? I DON'T KNOW IF THAT COULD HAPPEN.

SO THAT'S ACTUALLY SOMETHING THAT DR.

COOPER AND I DISCUSSED INITIALLY LATE LAST WEEK.

SO I THINK THAT IS SOMETHING THAT IS IS CONTINUING TO BE DISCUSSED.

I THINK IT'S EASIER IN SOME CASES THAN OTHERS, BUT IT IS STILL IN DISCUSSION.

OK, THANKS. BETH, CAN YOU HEAR ME? YES, MA'AM. MY SYSTEM IS KIND OF WONKY TONIGHT.

WHAT IF A STUDENT DISPLAYS SYMPTOMS AND THE FAMILY FOR EITHER WHATEVER REASON, IS NOT ABLE TO GET A TEST [INAUDIBLE] TO GET A TEST, WHATEVER.

HOW DOES THAT CHANGE THE PLAN? AND HOW DOES THAT HOW DOES THAT WORK INTO THE SCENARIO? WELL, WE STILL WOULD BE TREATING THAT STUDENT AS A SYMPTOMATIC STUDENT AND COMPLETING THE CLOSE CONTACT INVESTIGATION AND NOTIFYING EVERYONE THAT IS A CLOSE CONTACT AS WELL AS THE CAMPUS COMMUNITY, IF WE DO NOT HAVE TEST RESULTS, THEN WE WE CANNOT SHARE THAT THAT SUSPECTED CASE BECAME A POSITIVE CASE.

WE DO HAVE TO BE CAREFUL IN SAFEGUARDING AS MUCH AS POSSIBLE THE IDENTITY OF STUDENTS OR STAFF MEMBERS AS WELL.

SO THAT WILL ALL COME INTO PLAY THERE.

AND THEN I HEAR YOU ALSO SAYING THAT IT WOULD BE NICE FOR US TO HAVE TESTS THAT ARE ABLE TO BE ANSWERED TO WITHIN A SHORT PERIOD OF TIME, WHICH IS NOT IN OUR CONTROL, BUT

[03:30:05]

I DO SAY THE METHODOLOGY OF ALL THIS, THE MEASUREMENTS OF THIS, THE VERY ORGANIZED OF THIS IS TRULY VERY IMPRESSIVE AND IT APPEARS BE THOUGHT THROUGH SO MUCH.

SO THANK YOU FOR YOU AND THE TEAM THAT HAVE PUT THIS PLAN TOGETHER.

IT WAS AN EXTENSIVE TEAM EFFORT.

THANK YOU. GARY, ONE OF THE OTHER THINGS IS WE'VE BEEN WORKING WITH THE PUBLIC HEALTH OFFICIALS AT THE CITY EMERGENCY MANAGEMENT FOLKS AND COLLIN COUNTY HEALTH DEPARTMENT, WE HAVE BEEN MADE AWARE OF SOME ADDITIONAL TESTING CAPACITY IN FRISCO THAT COLLIN COUNTY RESIDENTS CAN TAKE ADVANTAGE OF AT THE ROUGHRIDERS STADIUM.

RIGHT NOW, THEY'RE TESTING ABOUT 600 PEOPLE A DAY, BUT THAT CAPACITY IS ABOUT TO EXPAND TO A THOUSAND. AND IT'S AN ORAL SWAB OF THE BEST TEST THAT YOU CAN GET.

THERE'S DIFFERENT LEVELS OF TESTS.

AND SO IT'S THE INITIALS.

I'M GOING TO DRAW A BLANK BECAUSE IT'S LIKE BUT THERE'S TWO DIFFERENT TYPES OF TESTS.

AND THIS TEST IS THE ONE THAT GIVES THE MOST RELIABLE RESULTS WITH THE LEAST AMOUNT OF FALSE NEGATIVES.

AND SO THERE IS A VENUE FAIRLY CLOSE BY.

THEY SAID THEY WILL NOT TURN AWAY ANY STUDENTS OR STAFF.

SO THAT IN THE EVENT AND WE WILL PROVIDE INFORMATION TO FAMILIES TO TO ASSIST IN THAT EFFORT OF WHERE CAN THEY GO FOR HELP.

AND I GUESS IF THERE ARE OTHER QUESTIONS WE'RE HAPPY TO ANSWER, BUT I DID WANT TO ALSO SAY I KNOW WE WENT THROUGH SOME OF THIS PRESENTATION OF DETAILED INFORMATION IN A VERY, VERY QUICK WAY, BUT WE ARE CONTINUING TO REFINE AND DEFINE WHAT THE REOPENING WILL LOOK LIKE FOR FACE TO FACE, MUCH MORE SPECIFICALLY.

AND SO THOSE ITEMS WILL BE UPDATED IN THE REOPENING PLAN.

AND THEN ALL OF THE PROTOCOLS THAT BETH JUST TALKED ABOUT FOR COVID ON CAMPUS AND HOW WE WILL REPORT AND AND NOTIFY AND RESPOND ARE IN A SEPARATE DOCUMENT THAT IS IN THE FINAL STAGES OF REVIEW.

AND WE WILL BE WE ACTUALLY HAVE A MEETING TOMORROW WITH OUR PUBLIC HEALTH DEPARTMENT AND EMERGENCY MANAGEMENT TEAM IN OUR COMMUNITY TO LET THE PROFESSIONALS VET OUR PLAN AND TAKE A LOOK AT IT AND POKE HOLES IN IT AND AND GIVE US FEEDBACK ON MAKING SURE THAT IT WOULD MEET THE STANDARDS OF THE PUBLIC HEALTH EXPERTS BEFORE WE BRING IT TO THE PUBLIC, BUT THEN IT WILL BE INTEGRATED INTO THE REOPENING PLAN.

AND SO THAT THOSE FIVE STAGES AND EXACTLY WHAT THEY NEED AND HOW THEY'RE DEFINED IS ALL GOING TO BE ALL.

RIGHT NOW. IT'S ABOUT 20 PAGES LONG, THAT ADDITION.

SO IT'S QUITE DETAILED AND VARY STEP BY STEP BECAUSE THERE'S VERY THERE'S THINGS THAT HAVE TO HAPPEN IN ORDER TO BE RESPONSIVE AND AND RESPONSIBLE IN NOTIFYING OUR COMMUNITY WHEN WE GO BACK FACE TO FACE OF ANYTHING.

AND SO THAT'S ALL IN PROCESS.

AND THAT THAT'LL UNFOLD IN THE NEXT DAYS AND COMING WEEKS.

AND THEN ALSO A COMMUNICATION PLAN FOR REALLY TAKING THE CHUNKS OF THE REOPENING PLAN THAT ARE RELATED TO FACE TO FACE AND PROVIDING WE HAVE A COMMUNICATION PLAN DEVELOPED FOR HOW WE SHARE INFORMATION WITH PARENTS ABOUT NOT ONLY THIS IS WHAT IT IS, BUT THIS IS WHAT IT'S GOING TO LOOK LIKE. AND SOME OF THAT WILL BE SPECIFIC TO THE CAMPUS BECAUSE, YOU KNOW, WHEN YOU DROP OFF AT SCHOOL, WHAT DOES THAT LOOK LIKE WHEN YOU GET OUT OF THE CAR AND YOU'RE WAITING TO GO INTO THE BUILDING AND THEN SO THE CAMPUS SOME OF THAT'S CAMPUS SPECIFIC BASED ON THE DESIGN OF YOUR BUILDING OR IF YOU'RE ELEMENTARY AND MIDDLE SCHOOL, MIGHT LOOK SLIGHTLY DIFFERENT.

SO SOME OF THOSE PROCEDURES AND PROCESSES WILL BE SPECIFIC TO THE CAMPUS, BUT OTHER THINGS WILL BE CONSISTENT WITHIN THE DISTRICT.

AND I'LL USE FACE COVERINGS AS AN EXAMPLE AND THERE WILL BE VERY SPECIFIC GUIDANCE PROVIDED ON WHAT IS REQUIRED TO FAMILIES.

AND SO OUR FAMILIES CAN EXPECT TO SEE ALL OF IT IN THE REOPENING PLAN, BUT THEN TO HELP TRAIN AND DISCUSS GRADUAL RELEASE OF INFORMATION DAY BY DAY.

SO AS PARENTS RAMP UP TO SEPTEMBER 9TH TO BECOME READY AND THEN WE'LL TRAIN THE KIDS WHEN WE GET THEM AS WELL. I JUST LIKE I WANT TO ADD THERE'S NOTHING ANY OF US WANT MORE THAN JUST HAVE OUR KIDS BE ABLE TO BE FACE TO FACE WITH TEACHERS.

[03:35:03]

BUT I WILL SAY THAT I PERSONALLY FEEL A GREAT DEAL OF ASSURANCES WITH THIS VERY METHODICAL PLAN THAT MAKES ME FEEL A WHOLE LOT MORE COMFORTED ABOUT THE REALITY OF OUR KIDS BEING ABLE TO BE IN FRONT OF THEIR TEACHERS ON SEPTEMBER THE 9TH.

AND I KNOW THAT THIS TIME OF BEING REMOTE HAS BOUGHT YOU ALL SOME MORE TIME TO GET THIS ORGANIZATION. YOU'RE STILL TRYING TO PUT THE FINE TUNED, AS YOU JUST SAID TO IT TOMORROW, WHATEVER. AND SO I THANK YOU.

YOUR LEADERSHIP IS I'VE BEEN BRAGGING ABOUT MY SON'S EXPERIENCE BACK TO WEST POINT WHERE FOUR THOUSAND STUDENTS ARE GOING BACK IN A PETRI DISH OF BARRACKS AND WORKING OUT THAT THIS IS THIS IS THIS BEATS ALL.

SO THANK YOU. IT'S A VERY, VERY IMPRESSIVE.

THIS IS CODY, I DID HAVE A QUESTION IN TERMS OF FOR THE CONTACT TRACING INVESTIGATIONS, THE FIRST QUESTION I HAD I KNOW ON THIS, IT SAYS THAT THE COVID RESPONSE TEAMS FOR CAMPUSES ARE MADE UP OF PRINCIPALS AND ASSISTANT PRINCIPALS AND THE NURSES.

CAN YOU TELL ME AGAIN, I THINK YOU MENTIONED BEFORE, FIRST, WHO MAKES UP THE COVID THE CASE INVESTIGATION, THE CONTACT TRACING? WHO MAKES UP THAT TEAM? I'M JUST INTERESTED IN THE STAFFING FOR THAT BECAUSE I FEEL LIKE WITH SEVENTY TWO CAMPUSES, IF WE HAD ONE INVESTIGATION GOING ON AT ALL, SEVEN AT EACH CAMPUS, WHAT THAT WOULD LOOK LIKE STAFFING WISE.

YEAH, THAT'S A REALLY GOOD QUESTION.

I THINK BETH IS GOING TO JUMP IN HERE IN A MINUTE.

I KNOW LAST WEEK WHEN WE WERE ALWAYS TALK ABOUT THE TEA CALL AND THE COMMISSIONER SAID THAT THE THE COUNTY HEALTH DEPARTMENT WOULD DO ALL THE CONTACT TRACING AND THAT IS NOT POSSIBLE.

THAT IT IS IMPOSSIBLE FOR THEM TO MANAGE THE DEGREE OF CONTACT TRACING WE THINK THAT THERE MIGHT POSSIBLY BE AND NOT JUST IN PLANO ISD, BUT ALL COLLIN COUNTY SCHOOLS HITTING THE SAME HEALTH DEPARTMENT AND THEY JUST DON'T HAVE THE BANDWIDTH TO DO THAT.

AND SO IT STARTS WITH THE PRINCIPAL, THE ASSISTANT PRINCIPAL, THE NURSE ARE THE REQUIRED MEMBERS OF THE CONTACT TRACING TEAM.

BUT BETH CAN TALK JUST A MINUTE.

I CAN SEE SHE WAS READY TO RESPOND AS WELL ABOUT WHO ELSE WE MIGHT ADD TO THE TEAM JUST BECAUSE EXTRA PEOPLE MIGHT BE NECESSARY TO COVER THE GROUND AND MAKE THE EFFORT.

SO FOR A STUDENT, THE POINT PERSON ON THE CONTACT CLOSE CONTACT INVESTIGATION REALLY IS THE CAMPUS NURSE FOR A STUDENT AND WE HAVE DEVELOPED A NETWORK OR SYSTEM, IF YOU WILL, OF BACKUPS. SO THIS CAMPUS, CAMPUS A HAS A CASE AND THEY ARE INVESTIGATING AND THEY'RE DETERMINING THAT THEY ARE GOING TO NEED HELP WITH THEIR CLOSE CONTACT INVESTIGATION.

SO THEIR NEXT CALL IS TO A SPECIAL ASSIGNMENT NURSE WHO WILL PAIR THEM WITH ANOTHER CAMPUS NURSE WHO IS NOT AS BUSY THAT DAY AND COULD HELP ASSISTANT PRINCIPALS AND PRINCIPALS CAN ALSO BE HELPFUL.

I WILL SAY THAT ABOVE A CERTAIN AGE, YOUR CLOSE CONTACT INVESTIGATION, AND THIS IS ESPECIALLY TRUE WITH ADULTS, STARTS WITH ONE CONVERSATION.

AND THEN YOU CHASE DOWN OTHER POSSIBLE CONVERSATIONS AND OTHER POSSIBLE RESOURCES, IF THAT CONVERSATION DOES NOT PROVE TO BE VERY FRUITFUL, BUT IN MANY CASES IT'S THE THE BULK OF TIME WILL BE IN CONTACTING PARENTS AND FAMILIES THAT YOUR CHILD HAS BEEN IDENTIFIED AS A CLOSE CONTACT.

AND THAT'S GOING TO BE AN ALL HANDS ON DECK.

THAT'S WHERE THE PRINCIPAL AND THE ASSISTANT PRINCIPAL ARE ASSISTING IN THAT PROCESS.

I WILL TELL YOU AT THE DISTRICT LEVEL WITH STAFF.

AGAIN, WE HAVE WE'VE TAKEN A SPECIAL ASSIGNMENT NURSE, REMOVE THEM FROM THEIR TYPICAL DUTIES FOR THIS YEAR, AND THEY ARE OUR LEAD ON THE CLOSE CONTACT INVESTIGATIONS FOR STAFF MEMBERS. BUT WE HAVE A BACKUP FOR THAT PERSON AND A BACKUP TO THE BACKUP AND A BACKUP FOR THE BACKUP. SO WE HAVE SEVERAL LAYERS OF FOLKS.

WE'VE ALSO DELINEATED OUT WHO'S RESPONSIBLE FOR WHAT AND THE PERSON WHO'S THERE'S ANOTHER PERSON IN THE OFFICE THAT'S HELPING WITH THE THE LETTERS THAT THEN THE CONTACT TRACER IS IS SHARING. SO REALLY, STACI ANTELO IS HAS TASKED THE ENTIRE TEAM WITH THIS EFFORT THIS

[03:40:05]

AND I DIDN'T I HAD ONE MORE QUESTION, BUT FIRST A COMMENT.

SUPERINTENDENT BONSER, YOU VERY WELL ANSWERED A LOT OF THE QUESTIONS FOR I THINK A LOT OF PARENTS WERE CONCERNED THAT A VOTE WAS GOING TO HAPPEN TONIGHT OR THAT THERE'S AN EXTENSION BEYOND THE SEPTEMBER 9TH.

AND I THINK YOU PUT THAT RUMOR TO REST PRETTY WELL.

AND I THINK ONE OF THE GREAT THINGS ABOUT THIS PROTOCOL THAT YOU'RE DEVELOPING WHEN IT COMES OUT, IT IS IT'LL SHOW PARENTS THAT THE DISTRICT IS NOT CONSIDERING SWEEPING MEASURES. IF A CAMPUS OR CLASSROOM IN NORTHWEST PLANO HAPPENS TO HAVE A COVID OUTBREAK, WE'RE NOT GOING TO BE SHUTTING DOWN CLASSROOMS IN SOUTH EAST PLANO THAT HAS NO OUTBREAK AND NO ISSUES.

AND SO I THINK IT'S IMPORTANT THAT PARENTS KNOW THAT AS A DISTRICT, WE ARE FOCUSING ON THIS CLASSROOM BY CLASSROOM AND CAMPUS BY CAMPUS.

AND, YOU KNOW, IT WOULD TAKE SOMETHING LARGER, EITHER A MUCH LARGER OUTBREAK.

AND AT THAT POINT, IT REALLY IS A STATE OR COUNTY ISSUE THAT WOULD TAKE SOME TYPE OF SWEEPING MEASURE. BUT THE BOARD'S JUST NOT CONSIDERING ANY MEASURE LIKE THAT AT THIS POINT. I THINK THESE PROTOCOLS ARE GOING TO SET SOME EXPECTATIONS THAT PARENTS HAVE BEEN REALLY WANTING AND SOMETHING FOR US TO LIVE UP TO.

AND I THINK PARENTS ARE REALLY GOING TO APPRECIATE THAT WHEN THEY GET A CHANCE TO READ THIS. MY LAST QUESTION, JUST BECAUSE I DID GO THROUGH THE 19 PAGE REPORT, WHICH IS JUST A DRAFT SO FAR, AND MAYBE I MISSED IT, BUT I DIDN'T SEE MUCH ABOUT MASK WEARING AND I JUST WANTED TO ASK WHAT THE POLICY MIGHT BE, DEPENDING ON GRADE LEVEL OF MASK WEARING AND OR IF THAT'S POLICY STILL BEING DRAFTED.

OK, I'M SORRY, I'LL LET [INAUDIBLE] TALK ABOUT THAT.

MASK WEARING WOULD NOT BE THE PROTOCOL THAT YOU'RE LOOKING AT BECAUSE OF THE DOCUMENT YOU'RE LOOKING AT IS WHAT HAPPENS WHEN THE STUDENT IS SYMPTOMATIC OR POSITIVE FOR COVID OR STAFF MEMBER AND THE STEPS THAT YOU GO THROUGH.

THE MASK PIECES AND THE OTHER THE BIGGER PLAN.

THE HOST PLAN.

AND I'LL LET THERESA LOOP IN, DID YOU START TO TALK AGAIN? AND SO BASICALLY I WAS GOING TO SAY THE SAME THING, THIS MANUAL WILL BE ACTUALLY A PART IS A PART OF THE OTHER, AS YOU RECALL, WHEN WE ROLLED OUT THE FIRST PARENT MANUAL, WHICH WE CONTINUE TO UPDATE WEEKLY.

AND SO IF ANY OF OUR OUR PARENTS ARE LISTENING, THAT WOULD BE SOMETHING VERY IMPORTANT TO CHECK. AND WE INDICATE WHERE THERE ARE NEW SECTIONS, BUT THERE IS THE GRADE OUT SECTION WITHIN THAT MANUAL.

AND THIS IS WHERE THIS INFORMATION WOULD ACTUALLY TAKE AND REPLACE FOR THAT GRADE OUT SECTION WAS ON ALL OF OUR CLOSURES, ALL OF OUR PROTOCOLS.

AND SO IT WILL BE LINKED AND ADDED THERE ADDITIONALLY WILL CONTINUE TO FOLLOW THE GOVERNOR'S ORDERS REGARDING USAGE OF MASK'S AND WHAT'S AGE APPROPRIATE.

AND IT'S DETAILED THERE ON HOW IT WILL BE USED IN THE CLASSROOM, NOT ONLY FOR STUDENTS, BUT IS WHAT THE EXPECTATIONS ARE FOR STAFF AS WELL.

THANK YOU SO MUCH. ARE THERE ANY FURTHER QUESTIONS OR COMMENTS FROM THE BOARD? ONE LAST ONE FOR ME, AND WE KIND OF TALKED ABOUT IT A LITTLE BIT IN TERMS OF THE SUPPORT FOR NURSES, BUT JUST WANTED TO SAY THIS IS A HUGE RESPONSIBILITY ON THE NURSES FOR THIS.

AND THEY'RE DEALING WITH COVID.

AND THEN THEY HAVE A KID COME IN WITH AN ASTHMA ATTACK AND THEY'RE ALL DOLLED UP, READY TO TAKE CARE OF THE COVID CASE.

AND THEN THEY HAVE TO SWITCH GEARS.

CAN SOMEONE SPEAK TO KIND OF HOW WE CAN REASSURE OUR NURSES THAT THEIR SUPERHERO CAPES ARE IN THE MAIL OR HOW WE'RE GOING TO HELP THEM [INAUDIBLE].

SO I WILL RESPOND TO THAT.

YES, THEIR SUPERHERO CAPES ARE IN THE MAIL.

THEY'RE NOT BACK ORDERED.

THEY'RE ON THEIR WAY. SO OUR NURSES ARE REALLY ACCUSTOMED TO MANAGING MULTIPLE THINGS AT A TIME.

IN A ROUTINE DAY, WE HAVE A KID WITH AN ASTHMA ATTACK AND WE HAVE A KID COMING IN FROM THE PLAYGROUND WITH A WOUND.

WE HAVE ANOTHER KID THAT'S FALLEN AND HAS PERHAPS BROKEN SOMETHING.

THIS DOES ADD A LAYER AND THE NEED TO KEEP SOME STUDENTS ISOLATED AND DEVELOPED THAT ISOLATION SPACE.

THEY'RE COLLABORATING WITH THEIR PRINCIPALS ON THAT.

AS WELL AS IT IS ROUTINE THAT THERE'S SOMEONE ELSE IN THE OFFICE THAT THAT TYPICALLY CAN HELP THE NURSE, WHETHER IT'S NEEDING ASSISTANCE WITH AN ICE PACK OR THOSE KINDS OF

[03:45:04]

BUT WE'RE REALLY PRIORITIZING WHO WE SELECTED TO SEND TO THE NURSE'S OFFICE, THERE IS BACKUP AVAILABLE.

WE DO HAVE A SPECIAL ASSIGNMENT NURSES THAT IF A CAMPUS DOES BECOME OVERWHELMED IN A PARTICULAR DAY, THAT SOMEONE CAN GET IN THEIR CAR AND GO.

AND WE DON'T HAVE A LOT OF THOSE SPECIAL ASSIGNMENT NURSES, BUT THEY EACH HAVE A DIFFERENT AREA OF THE DISTRICT THAT THEY WORK WITH, A PHYSICAL GEOGRAPHICAL AREA OF THE DISTRICT. AND IF NEEDED, THEY GET IN THE CAR AND THEY GO.

AND I WOULD JUST ADD TO JERI THAT THE YOU KNOW, I THINK THE NURSE'S ROLE IS GREATLY EXPANDED BECAUSE OF THE VARIETY OF THINGS THAT THEY WILL HAVE TO DO TO MANAGE ALL OF THIS, BUT 53 PERCENT OF OUR FAMILIES ARE STAYING HOME AT THE BEGINNING HERE.

AND SO THERE WILL BE FEWER KIDS IN THE BUILDING.

SO, YOU KNOW, YOU CAN TAKE THAT INTO EFFECT AS SOMEWHAT OF A MINI BALANCER TO A LITTLE DEGREE MAYBE. BUT I DON'T WANT TO UNDER UNDER ESTIMATE THE VALUE AND THE IMPORTANCE OF WHAT THE NURSES ARE GOING TO HAVE TO CARRY.

THAT IS FOR SURE. I WOULD LIKE TO TAKE JUST AN OPPORTUNITY TO BRAG ON OUR NURSING STAFF.

THEY HAVE STACI HAS CONVENED A TEAM OF NURSES THIS SUMMER THAT HAVE REALLY BEEN A CLOSE ADVISORY GROUP AND AND PUTTING SOME THINGS IN PLACE AS WE MOVE FORWARD.

AND, YOU KNOW, WE HAVE WE HAVE A VERY TALENTED NURSING STAFF.

WE HAVE SEVERAL NURSES THAT HAVE ADVANCED DEGREES IN PUBLIC HEALTH, AND THEY'VE CHOSEN TO LEND THEIR EXPERTISE TO US AS A CAMPUS NURSE.

AND WE WE NEED TO CELEBRATE THE HEROES THAT ARE THAT ARE IN THOSE CLINICS.

BETH, I WANT TO PRAISE OUR NURSES, TOO.

I THINK THEY'RE FANTASTIC, BUT THE QUESTION I HAVE RIGHT NOW IS THAT EVEN THOUGH WE DO A HYBRID MODEL, SOME STUDENTS WILL HAVE MEDICATION THAT THEY NEED TO TAKE AT SCHOOL WHILE THEY'RE AT SCHOOL. AND SO IF OUR NURSES ARE VERY BUSY AND THEY HAVE STUDENTS COMING IN WITH WHO ARE SYSTEMATIC, WILL WE BE GIVING OUR STUDENTS WHO NEED MEDICATION DIRECTLY TO THEIR CLASSROOMS TO PREVENT THEM FROM GETTING SICK FROM OTHER STUDENTS? OUR NURSES HAVE DEVELOPED CLINIC PROTOCOLS MOVING FORWARD TO PROTECT STUDENTS WHEN THERE'S A SYMPTOMATIC STUDENT IN THE CLINIC.

AND WHILE WE WOULD NOT BE SENDING MEDICATION DOWN TO A CLASSROOM FOR THEM TO TAKE, WE MAY NOT WE MAY MEET THE STUDENT IN THE HALLWAY RATHER THAN HAVE THEM ENTER THE CLINIC TO TAKE THAT MEDICATION, SO THERE'S A VARIETY OF SITUATIONS AND PROTOCOLS THAT ARE BEING FINALIZED FOR THOSE TYPES OF SITUATIONS IN OUR CLINICS. THANK YOU.

THERE ANY OTHER QUESTIONS OR COMMENTS? I FIRST WANT TO THANK OUR ADMINISTRATION FOR PUTTING TOGETHER SUCH THOUGHTFUL PLANS.

I KNOW YOU PUT TOGETHER NOW HUNDREDS OF PAGES OF PROTOCOLS FOR OUR STUDENTS, OUR STAFF AND OUR FAMILIES. AND SO I THANK YOU FOR THAT ARTFULNESS.

WE ARE ALL QUITE HOPEFUL THAT SCHOOL WILL CONVENE IN PERSON FOR THE FAMILIES THAT HAVE SELECTED THAT FOR SEPTEMBER 9TH.

AND SO LET'S KEEP OUR FINGERS CROSSED THAT AS A SOCIETY, WE DO WHAT WE NEED TO DO AND WEAR OUR MASK. SO I THANK YOU ALL.

I ALSO WANT TO THANK AND ACKNOWLEDGE THE PARENTS I KNOW AS PARENTS.

WE ALL REALIZE FOR OUR CHILD'S FIRST TEACHER, WE PROBABLY DIDN'T REALIZE HOW MUCH IT WAS GOING TO CONTINUE DURING THIS TIME PERIOD.

AND SO I THANK THEM FOR THEIR PATIENCE AS THEY ARE HELPING THEIR CHILD LEARN NEW METHODOLOGY. SO I THANK YOU ALL FOR THAT.

FINALLY, WE DON'T WE DIDN'T DO A INSPIRATIONAL MOMENT SINCE WE DON'T TYPICALLY DO THEM AT WORK SESSIONS. BUT I WOULDN'T WANT THE EVENING TO END IN LESS THAN FIVE HOURS FOR THIS MEETING. SO THAT'S AN ADVANTAGE FINALLY, FOR US, THIS IS THE SHORTEST MEETING WE'VE HAD IN SIX WEEKS.

BUT I WANT TO ACKNOWLEDGE TODAY AS THE 100TH ANNIVERSARY OF THE RATIFICATION OF THE 19TH AMENDMENT, WHICH GRANTED WOMEN THE RIGHT TO VOTE, AS YOU CAN SEE FROM THE FEMALE FACES ON THESE TILES, WE'RE USING OUR ABILITIES TO SERVE OUR COMMUNITY.

[03:50:04]

AND SO I JUST WANT TO SEND A SHOUT OUT AND A RECOGNITION TO THE SHOULDERS WE STAND ON WOMEN LIKE ELIZABETH CADY STANTON, SUSAN B.

ANTHONY, MARY CHURCH TERRELL FRANCIS, WATKINS HARPER, AND THANKING THOSE WOMEN AND THEIR COLLEAGUES FOR HELPING US GET TO THIS POINT.

SO IF THERE ARE NO FURTHER COMMENTS OR QUESTIONS AND IF THERE ARE NO OBJECTIONS, SINCE OUR BUSINESS IS FINISHED, THE MEETING WILL BE ADJOURNED.

THE TIME IS NOW 9:55.

THANK YOU. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.