The Ann Arbor Public Schools Board of Education held a regular meeting at 7p on Wednesday, November 11. The next meeting is Wednesday, November 18. You can watch the meeting live on Zoom or on Xfinity Channel 18. The district typically posts the recording split into segments the day after the meeting.
The meeting started with a Veterans Day tribute and the Pledge of Allegiance.
Public Commentary is similar to past weeks and is available to be read in full on BoardDocs.
The district reviewed the efforts to provide special services They included the expectations parents can have and who to contact if you aren’t seeing results.
The health update included that numbers are rising in the county and region. It did sound like they might be open to re-examining the current guidelines for when to return to school. However, with cases rising and hospitalizations rising rapidly in our region, there is no need to reevaluate at the current time.
The district continues to recommend remaining fully virtual and delaying winter sports until January.
Board: Lightfoot, Nelson, Kelly, Johnson, Lazarus, Gaynor, Baskett
Non-Voting Guests: Osinsky (Board Assistant), AAPS: Swift, Cluley, Parks, Cucu, Carter, Micou, Linden, Fidishin, Shore, Bacolor
The board started with the Pledge of Allegiance. They were regularly saying it at in person meetings, but fell out of the habit in virtual meetings. Veterans Day was an appropriate day to resume the practice.
Dr Swift paid tribute to all veterans including Board Trustee Ms Lightfoot who served in the Air Force.
There were 50 sign ups this evening, each commenter will receive about one minute.
To fit the largest part of a comment in, Ms Osiniski speed reads the comments making it hard to take notes and guess at spelling. The full text of comments is available on BoardDocs ( a few comments were missing but should be added by tomorrow).
Dr Swift: We appreciate hearing from community. We will read through the full breadth and depth We will be addressing many issues as we move through the learning lan update.
Johnson: We appreciate everyone taking time to write to the board.
Board President’s Report
Board President Johnson: Has prepared a letter to students, staff, families, and community. The full letter should be posted
A letter about the UM Civl Rights Initiative alleging racism at Pioneer High School. The Board is committed to investigating allegations and providing an equitable education to all.
AAPS has engaged third party services to investigate. No findings or conclusions have been released. as it is early in the investigation. No report has been made yet, which is why it has not been released.
AAPS Board commits to releasing when the report is made and making changes .
They ask for the community’s patience.
Trustee Nelson: Thank you President Johnson for an excellent statement of the Board Position.
Lightfoot: I echo Trustee Nelson’s comments. Many of us are alumni and are committed to this issue and making a difference..
Reimagine Learning/Continuity of Learning Plan Fall 2020
The presentation is now available on Board Docs.
Swift: I want to begin by thanking parents, students, teachers, staff, & leaders. We understand it is a hard time for everyone. There are no easy answers.
The full Reimagine Learning Plan and Extended Continuity of Learning Plan are on the website. Today we will highlight student supports to students.
She reiterated that the return to learn will start with small groups of the most vulnerable and younger students. The district continues to work to ready for return. Conversations with employee groups, building improvements, and processes. Dr Swift reiterated tht a decision to stay virtual for the school year has not been made.
The district is allowing families a free Securly Home App that parents can have greater control over district devices. Details will be in superitendent’s weekly email.
Rec & Ed
Students in K-8 have been engaging in free Rec & Ed outdoor programs on Wednesdays and Saturdays.
Team is classroom teacher, building literacy experts, counselors & social workers, intervention specialists, homeless liaison, community assistants, ELL teachers & support team, SISS Teachers, Teacher Consultants & support team, Title I Teachers & support team, Psychologists, speech pathologists, physical & occupational therapists, deans, assistant principals, principals. Additional hours were included in Community Assistants contract.
Ms Parks: School teams are engaged in supports to help families. She shared some of the ways the district is reaching out.
- Coping/Social Skills/Mental Health Groups
- Small Group Instruction & Academic Tutoring
- Peer Mentoring & Support
- Parent Engagement & Support
- Socially Distanced Home Visits
- Accessing Community-Based Supports
Three staff members who are part of the teams joined the meeting: Samantha Cucu (Intervention Specialist at Abbott & Lakewood), Mr Ché Carter (Principal at Clague), and Shaenu Micou (Dean at Pathways) to highlight what they are doing at their buildings.
Cucu: I typically meet with students in small groups, meet at lunch, engage with families. She is part of Social Emotional Learning writing team. I knew Wednesday would be asynchronous. Had teachers fill out form of what do students want to learn about. LEGO rose to the top. She created a Y5-1 LEGO Club at Abbott & Lakewood. Both schools meet at once. It is not just for her caseload but the entire community. On Wednesdays, they meet for 45 minutes for a LEGO challenge. Engineers, count, sort, a challenge based on a story. Today was a LEGO drop if you drop them. Creating a trap for the Big Bad Wolf after reading Three Little Pigs. It doesn’t feel like screen time because it is more interactive.
She has older student leaders interested in LEGOs and they are the “build masters” and participate. They have cameras on and get younger kids to engage more. She delivers LEGOs if needed, art supplies for makers club. Goes to houses to get forms filled out for Warm the children distribution.
Ché Carter: The Socially distant home visit is to connect with families where they are. It provides personal communication and care. Four components are Plan Visit, Set Goals for Visit, Debrief After, Follow-Up & Follow-Through. Meet families where they are, build rapport, Sometimes front of house, back of deck. But it give s the kids an eye on those who do care for them. It provides a differentiated access to support. His goal is to do 3 a week. Some have done more than 10 this year.
Shaenu Micou: Dean of Pathways: Appreciate everyone setting us up to do school in the pandemic. Things are tough for everyone, but especially the kids my team serves. We take care of kids – that’s our mission & claim to fame. We have to step up our game even more. We have an intervention protocol. Kids are divided among intervention team as evenly as possible iwth excellence coaches and partners. Each has maybe 12-15 kids that they chick in with daily. Meet at least 1-2x a week and meet in a focus meeting to find out what is really giong on with student and family. What they need, where they are in engagment & achievement. It hlpes keep kdis from falling through the cracks. Give a view of how to step up game with social emotional interventions and academic help.
Home visit I went on to a homeless young person not currently with a parent. Staying where he can, but found him, got him food, and connected with homeless liaison to navigate homeless situation. Rapid response team on protocol to get to students and families – gets them technology, food, toiletries, etc. Currently bringing the students back on learning platform with a progressive grading system & not stressing him with what he missed. But can earn points to get credit and move forward.
Swift: We talk about supporting our students and I brag on your work. I want to share that school is where those connections happen. In a few months we will talk about discoveries we made that we’ll want to keep once we return to school.
Nelson: In email and public commentary and other places, we hear stories from parents and students occasionally who will say I’m not getting help. Can you describe how you attempt to get access to people so if they want to contact someone they can and know who to contact and how to. Second, if you’re not getting a contact from someone you should be getting more interaction how do you reach out and initiate that.
Carter: We try to have contact information as many places as possible. Front page website, weekly communication to parents, etc. I think all buildings have increased communication to families. We’re responding in 24-48 hours with meetings if not an answer to find out what those concerns may be. Who they interact with are all the team members mentioned above. They all have zoom sites, phone numbers, emails.
Cucu: Once communication has occurred, I’m communicating with parents by talking points, what do you need, and meeting one on one with students and families, teacher recommendations. I probably meet a dozen students one on one once or twice a week.
Baskett: I know from your work, you’ve always been that open/caring person to come to. But now we hear comments concerned about those child who may not. Would you be open to taking a call from a neighbor concerned about aneighbor or that child’s friend.
Carter: Absolutely even if they’re from another school or even outside the district. We are in total care mode. Our PTSO’s are aware of that. We have to be there fro anyone. Any one can fall into that need – falling ill, needing help. We don’t want to lose anyone.
Micou: I just want to add at the high schools we meet weekly with Mr DeAngelis and we have support teams at each school particularly at Pathways, I’m pressing my team. It’s on the website, I’m sending out a weekly update. Pressing team not to wait on that..You have two primary people – me and most families have my personal phone number, and excellence coaches. Make sure families know who you are and are first point of contact. We make it difficult to not know who to contact or how to access supports.
Baskett: I have a question on the percentage you are seeing in this most intimate manner. We know Clauge has a larger population, but Pathways has a higher percentage. I’m assuming it’s more than before, but I don’t want to make assumption.
Carter: I would say it is consistent with the students we were supporting in the in person setting. Right now it is just really Go. Today there were 4 that required a lot of intervention. It is a consistent group of students and families that need support and is exacerbated by the . The new ones are not to the same level of need to home visit, but they are more able to access supports that are available and just need directions.
Micou: In our building coming in it’s pretty much service you need no matter who you are. A few bubble to the top that need even more, Deficits academically and socially/emotionally. Trying to work out a system that will help us do even more of the work we need to do
Baskett: Could you speak of parnerships you continue to work with outside the school district. Ms Cucu you talk about EL (Englihg Langauge Learners), Talking Points is an app that translates to parents through text to their native language.
Cucu: I work with students virtually at COGS learning center, but nothing in person. COGS is Church of Good Shepherd serving immigrant community.
Baskett: I’m sure you’re still working with PEACE, CAN, etc.
Carter: Community Action Network, PEACE, Girls Group, Bethel AME, Huron Hills Church, UM, Elle’s Place. Shout out to Ann Arbor and so many partners we have.
Cucu: Yes, one of my UM volunteers is helping with club. It’ helps their social/emotional health.
Lightfoot: I agree with Mr Carter’s debrief process. We did that in the military and decided what we would keep and what we would jettison. I hope you’re keeping notes about what works well and what may not. Even going back to in person there is the potential to have to go back to online learning. The better we have a process and best practice in place it will help us pivot. During public commentary we hear some consistent comments particularly on mental health.
Carter: Right now it’s the collaborative approach. It’s the entire community that lets us process what is happening. Parents, staff, etc. It’s social emotional learning before academics right now. Every single family is going through something in this process. We have to keep that in mind and at the top of our decision making. As a district transfer that into how can we help and figure out how to mitigate that. I spoke to that in the home visit.
Micou: The debriefing process is something we lean on weekly with a team meeting. We have regional alliance for healthy schools out of UM right in our building. We’re trying not to wait for families to ask us, but shower them with what they need.
Lightfoot: As Ann Arbor, we do get requests from across the state. I appreciate the all hands on deck. Keep up the good work.
Supports for Students with Specialized Learning Needs (IEP)
Swift; We recognize it is especially challenging for families with special learning needs. We’re putting together what parents can expect. We’er working with Ms Linden, Dr Fidishin, and AAPAC to put out what parents can expect and what a parent can do if those expectations aren’t being met or if they aren’t enough. It is a 1 page document that will be shared in the weekly update.
Ms Linden: We have been working with teams on gen ed and special education to make learning as accessible and meaningful as possible. It is not our first choice to be virtual. We’d rather be in person. But while we are virtual it is our commitment to do virtual as best as we can. It is a recommitment to families with an IEP and be clear about service and supports and a clear pathways when they are just not enough. We know it’s not enough, we get it. But, also to show us the great teaching gong on across the district.
Dr Fidishin: We want to share our commitment and the expectations those famlies can have of us.
Goal: To continue to provide services in every phase.
What to expect:
Dr Fidishin attempted to share a clip from Ms Erin Anderson’s lesson in a Self Contained Classroom at Haisley. It looks like it may not have been added to the Power Point properly. They will post the video later. It showcased universal design for learning (UDL) multiple ways for students to interact, learn, respond, etc.
If as a parent, if for some reason your expectations are not being met there are options. First line is student’s teacher, case manager, and/or building principal. Then contact the SISS Assistant Director associated with your school, Contacts SISS Hotline (734-994-8292 from 8-5 M-F) – office professionals will connect you to the best person:, Contact SISS Leadership at Online Parent Support form, AA Parent Advisory Committee (AAPAC), Parent Advocacy & Supports for additional supports from community advocacy organizations.
Ms Linden attempted to share Ms Bernadette Swanson, Building Literacy Expert at Pattengill supporting a small group of students with myOn to find books of interest and connecting with small groups. She can send books right to the kids who are interested in a series.
Swift: Reminds that students with high impact special needs will be the first brought back to building. They will receive more face to face time in hybrid mode.
Kelly: I appreciate the presentation and is consistent with the priorities we’ve heard and the plan to double down when we get in person. I appreciate how many ways there are for parents to get in touch if they’re running into barriers.When we look at slide, we can’t click the links.
Fidishin: It is posted on the front page of A2 Schools.org (Note: I am still having trouble finding it)
Lazarus: Can we address some of the accessibility. Listening ot public commentary, there is a disconnect. We’re doing a lot to reach out to families struggling, but if we can look at a different way to get the information out to students and families,
Nelson: For Ms Linden, it really isn’t in SISS category. We know our own AAPS staff is under stress and it’s appropriate we emphasize students and families. Can you say what supports are available for staff who must feel overwhelmed, stressed, etcand feel there is a mental health issue they need to deal with.
Linden: I appreciate that question. Our focus here is on students and hearing public commentary and work that needs to be done to make learning accessible, we can’t emphasize much work they are doing to make this work and meet needs across a wide range of needs – parents who want more synchronous and those who want less and give it to me another way. This is why it is important to see Ms Cucu here. These teams are supporting teachers. Many social workers offer pop-ins for teachers to talk about their stress. November 4th we had a special professional development session for wellness and health. We emphasize the balance and taking care of themselves too. They re still caregivers even though it is virtual.
Lightfoot: I want to followup on Trustee Nelson’s perfect comment about staff and what relief. Back in the old days they could call in a sub. What happens now? As a structure, is ther a sub pool? How does it owrk int hese COVID days.
Linden: Some is baked into the design. The Wednesday asynchronous day is an important day with additional planning time and teams to come together. Often times the coming together is just sharing experiences. But it’s also a time they aren’t live on screen with kids. As much as it is a relief for students it is for staff too. It’s really tough ina virtual for a sub to check in and know how to use all the tools. At the secondary level, you may have heard a public commentary, that they would post an asynchronous level since it’s one class period for a student. At elementary level, we are using substitutes we have trained. We are still perfecting it.
Parks: Sub pool is up and running. There are 250-300 in the system. There are provisions at the secondary level that teachers post asynchronous lesson if it will only be 1-2 days. At elementary school we are using buildings subs. Each building has a couple. They have been trained in schoology and our tools.
Lightfoot: Are building subs, our own staff or contractors.
Parks: They are contractors. They are often known to building and are on retainer.
Lightfoot: That speaks to privilege again. The money for PPE, subs in case we need them.
Strategic Partnerships Volunteer Program
Swift; Ms Shore & Ms Bacolor are here to share an update on classroom volunteers. The work volunteers are doing now mirrors what they were doing in a face to face environments. They are logging on to support teachers and students as they did in the classroom.
Bacolor: We’re fortunate to live an a community with partners who want to help students and teachers. It’s important to make sure they are helping our students and are as useful as possible. Ms Shore has been successful in connecting district goals and priorities with what volunteers are doing. It has strengthened existing partnerships and building more. She’s created new orientation and training for volunteers.
Shore: Strategic Partnership office is bridge between business community, educational partners, and schools. They map district needs and how resources can have the most impact. One of the resources i volunteers. Back in May we ask administrators and teachers if they still wanted volunteers if we are virtual and they said yes. Fortunately we already had an on-boarding process and just adapted it and made sure we had a program that would fit the schools. There are a few less volunteers than last fall.
Strategy for this fall is to prioritize volunteer roles and map with reimagine learning plan. Social Emotional and Academic support are main priorities and focus on ELL students and students from poverty (high free and reduced lunch population). Made sure there were background checks, orientation, which schools had interest and priority. Teachers assign tasks and role for volunteers. It’s not just about numbers and process but the impact they have. A volunteer is best in supplemental learning.
There are 304 frequent (1+ hour/week) this fall vs 370 last fall. They did increase volunteers in schools with higher free and reduced lunch participants. They used an existing support from 826michigan from their after school to Carpenter for asynchronous Wednesday activities. Increased Michigan Community Scholars Student volunteers at Scarlett from 10 last school year to 25 this fall. They also brought America Reads Literacy Support to Pittsfield and Allen for 2 hour blocks each week. There is also a 50% increase in ELL volunteers. 87% of frequent volunteers are UM Students.
64% of frequent volunteers are in schools with higher free/reduced lunch numbers. They did change this up a bit this year. UM Students typically perfer schools closer to campus. With virtual, they can more equitably distribute through the district this fall
Some teacher quotes:
.Placement for this semester was completed by October. Now they are evaluating, monitoring, and plan for improvements. In January, there will be some turnover of students and maybe new volunteers.
AAPS collaborates with community partners and individual donors for winter clothing, gifts, and gift cards. Already received support for 400 students. Still accepting more help
Baskett: Welcome ot Ms Shore and thank you for the summary. If someone from the community wants to be a volunteer what should they do?
Shore: a2schools.org/volunteer and fill out the form. Then in January we’ll go through the process and find what fits for them.
Johnson: Thank you so much. Volunteers for ELL are you looking for volunteers who speak a secodn language, just someone who spends extra time with them, etc or is there an additional ququalification.
Shore: We work with several UM courses that are helping to train students in supporting ELL. From the English Language Institute class. Sometimes they are bilingual, sometimes they just speak English. We pair them with ELL teachers who provide a . Interest is really in bilingual volunteer who can translate. Spanish is our biggest second langauge.
Johnson: You beat me to a second question. Which languages are most in need.
Shore: It depends on the school. Arabic, Chinese, Korean, Japanese. This year we had Pashto speaking and found a UM student.
Lazarus: REgarding Korean langauge has ve reached out to EMU? I know they have a strong Korean program and have reached out to mea bout wanting to help our students.
Shore: We have a few partnerships with EMU, but if you have a contact send them my way.
Lazarus: Winter giving program. Who do we contact if we know of family or students that may benefit from getting on list. How does that work?
Shore: The program is through the social workers and administrators and know of the needs and refer families. Contact school social worker or administrator. Made sure community partners know of these resources and they can refer as well.
Swift: During this meeting the US has broken another single day record with 140k cases today. Ik now we’ve been receiving update and hard to hear. We are in a different place at this point in time. In addition tot he surge in cases, there have been some exciting announcements this week.
Bacolor: Surging Cases and Pandemic Fatigue quote from The Bridge magazine
Today will be mostly chart free.
Dashboard, the MI Safe Start Map changes day by day. Typically retrieved Friday morning. On Friday, it reflected November 3 data. Since then it is completely different. The dashboard is a point in time.
In Washtenaw County there has been a surge in cases. Yesterday, (November 10) was the highest number 133 cases. The last two weeks ending last Thursday topped 1000. The percentage in ages 18-22 has gone down, and gone up in other ages. Residential (non-campus) zip code numbers continue to rise.
Last two cases AAPS has reported are staff who live in Livingston. Test turnaround times have lengthened. Local health departments are handling more cases and have many more contacts than first wave. Staff is making 100s of calls a day on contact tracing. This has delayed contact tracing timing. Schools need to depend on their own internal processes to alert people to quarantine.
AAPS has 5 people trained for contact tracing. WCHD has published a What to Do if you test positive – self-isolate and inform your close contact yourself.
American Academy of Pediatrics issued a new report this week. Every week has set a new record for number of child cases. Last week was 74K across US. Severe illness among children is rare, but there is urgent need to collect data on long-haul impact.
WHO report on COVID-19 transmission in school. Young children in schools is not main drivers of transmission. Elementary is less likely source than middle or high schools. Risk of school outbreaks rise when community spread is high. Community transmission is reflected in school setting. The district is hearing of more cases among families – it just isn’t in our buildings because we are not there.
A lot of school districts have opened and lcosed or had to postpone opening.
NYT article today “Will Any More Schools Reopen in 2020” There are staff shortages with staff in quarantine and infected. From MDHHS, we are having school transmission. Monday’s report 44 new schools with outbreaks with 160 new cases (only confirmed). 42% were in preschools and elementary schools.
Social activities connected to schools are driving rise and risk – team activities, parties, etc. And seeing adults infecting their kids at home.
CDC advice on celebrating Thanksgiving. Be careful. they have advice for hosting or gathering. Outdoor meal, or limiting guests, clear expectations (masks, cleaning & disinfecting, bringing your own food), not gathering in kitchen. Plus alternate ways to celebrate.
Positivive vaccine news from Pfizer. But we don’t want to wait on a vaccine.
Kelly: Thank you for the update. I know it’s not what we ant to hear, but what we expected. We know folks who have had COVID can have lasting impacts and seen reports on .20% of people who have had COVID are then diagnosed with gastric, lingering organ, heart damage, Are we prepared to support lingering mental and physical effects o students and staff.
Bacolor: Great question. We need to be prepared. The diagnosis part is still happening. I think there will be new designations and terminology. Every school system will have to be ready to make accommodations.
Nelson: Public Commentary says we’re not giving attention to risks of young people not being in school. I know all of us think about it, but I think maybe we need to reassure people we do understand there are tradeoffs here. Hiding from the virus is the way I think of it as a game of hide and seek that I’m winning so far, but that isolation also takes its toll on me and other people. Can you say a bit about what we know about the other side of the equation.
Bacolor: The WHO presentation has a good summary of those potential impacts. I worry about this every day as well.We’re in an impossible situation in some ways. WHO School absence can affect equity, child health, and development. I think we’ve been trying to mitigate the risks. Every thing we do is trying to mitigate risk – being in school or not. And everyone has a different risk tolerance. Many commentators are ready to send kids back and it makes sense based on their risk tolerance. But as a district we think about it on a different basis. Some are based on school meals, immunization, violence, etc. I don’t know if there is good research on statistics.
Nelson: I think another thing that comes into this situation is each of us as individuals has a risk tolerance. I appreciate you bringing that up. What makes handling this COVID-19 situation so different is we affect each other. So that someone with a high personal risk tolerance may be appropriate if there was no affect on other people. But we who are responsible for the community – students, staff, we have to take into account the impact on other people who have a different risk tolerance. It goes in both directions on both extremes will be unhappy.
Johnson: One of our thoughts on starting virtual was to watch to see what happens to other large districts. And we are seeing spread in schools. I had the opportunity to talk to some parents and they are open to other information and perspectives What does come out in the comments is a lack of trust. There is only so much one can do to earn trust. I don’t have an appetite to rush return to back face to face because we’re tired of it.
I also wanted to say I got a vaccination – my first ever flu shot
Swift: Ms Bacolor said she wouldn’t share charts, but I do have one. Washtenaw County is at the highest rating with a very high number of new cases. Because of that, I continue the same recommendation to remain in a virtual learning. and continue to monitor data week by week. This is a risky time going into a holiday with high community spread.
WCHD can no longer keep pace with contact tracing and much longer turnaround on testing results. Employee was out of work awaiting results for more than a week. It would be hard to have a reopening with that long of a testing window.
Next step to monitor daily, update chart weekly. We hear commentators and are open to adjustments. But at this time, data is much higher than recommendations for opening. Send survey to parenst of students with an IEP, refine virtual learnign to provide more supoprt
We recognize importance of sports, but with high infection rates we recommend delaying start of winter sports. Coaches are ready to work virtually with their athletes. There is interest in 3 other districts on an abbreviated season in January that would be similar to what NCAA is doing. Dr Swift and Mr DeAngelis will put out a statement to parents tomorrow. To move forward infection rates will need to come down..
There were no trustee questions.
Rec & Ed Winter Programming 2020
Ms Bacolor shared news about the Fall Youth Program. The department pivoted from traditional programs to distanced outdoor, free programs. Only one session was cancelled due to weather. Over 2700 students – 1600 in person (but outdoors and distanced) and 1130 virtual.
The team added some fee-based in person outdoor activities – First Steps, Ukelele, Nutty Rockets & Halloween, MS Mobile Photography, and Creative by Nature.
Fall II Free Virtual & In Person outdoor activities will run Wednesdays & Saturdays November 18-December 12. Students can sign up for any school, not just their own building. There will also be in person middle school programming (annoucned soon).
Let’s Play is a new Preschool-5th grade outdoor activity program. It will be on green space with different activity station like soccer, frisbee golf, playground games, etc.
Virtual classes will include karate, yoga, and creative dance. These were successful in fall.
Kelly: It’s good to hear the success of fall. I know the northern European country says there is no bad weather, jsut bad clothing. Are we working with our community partners to make sure no child has bad clothing.
Swfit: That’s an area Ms Shore is workign on. If you want to help out it is on winter giving website. We are workign on that jsut like we do in face to face school. Will folks looking at registration/scheduling be able to see ifnormation on winter clothing there.
Bacolor: We need to add that.
Swfit: Doesn’t that usually go through the school.
Bacolor & Shore: We just need to figure out a process.
Kelly: In fall classes there were some seated classes, it feels like if we can do that, we might be able to use lessons learned and apply them to academic type classes. Whether it’s a drop-in hour for supported access or small groups that we know we need to get in, math tutoring, etc. Ways to take what we learned from fall and we never heard about infection with those so I’m guessing it was a success.
Bacolor: It did get kind of cold for seated classes. They’d get up and take a lap. That’s doable even in the scenario. Or we need to get outdoor heaters.
Swift: I am excited to follwoup on that ideas.
Nelson: I know we had eveloved to where Rec & Ed had to be selef-supporting. When I hear about htese free programs I wonder how are we paying for them. I don’t ask in a pessimistic mode, butof how can we afford it, but I’d like ot know hwre the funding comes from.
Swift: We started our conversation in April/May about several areas of priority of community education and desire to have make sure every child and family could access it. Our strong desire to not lose a high performing team in Rec & Ed and the needs we would have for health technicians for contact tracing. Over the summer, Ms Bacolor worked with her tea to diversifying for this school year. Several went through contact tracing training, some mobilized to create this program, and several wear multiple hats across the team, and she also folded in the nursing team with community health, & Rec & Ed. Ms Minnick is working with us. Our goal is to deploy covid dollars as needed. I can’t speak far into the future, but this was a definitive stop this summer.
Bacolor: Our third team is still doing revenue generating programs. Our economies of scale we use for our budget are not there this year.
Johnson: Are swe saying this is largely from general fund with hopes that COVID dollars will cover it and some offset with revenue generating procedures.
Swift: Yes, and also some efficiencies in other parts of the system. I konow Ms Bacolor and I are interested in what parts of these innovations we will keep.
Gaynor: For Rec & Ed activities some students may need paraprofessionals support is this available.
Bacolor: We are using Rec & Ed staff. We have one staff who was a parapro before coming to Rec & Ed. It is easier for us to do that because it is on Saturday and it is hard for a para-pro to work on a Saturday.
Gaynor: How do you know if there is a need. It’s not on the form?
Bacolor: There should be a box on the form to check.
Swift; We’ve had that in place for a while now. That part is not new for COVID. It’s just different because we are outdoors.
Items from the Board
Johnson: Congratulated Trustee Gaynor on re-election campaign and sent a welcome to Krystle and Ernesto who will be joining the Board.
Meeting adjourned at 11:05p