Cumberland County schools discusses how the district will provide technology to students
The Cumberland County School board addressed the issue of connectivity in Thursday's board meeting. The district will be providing students will Chromebooks, hotspots and an internet helpline to try and make sure each student is learning during the coronavirus pandemic at home.
process in which it was adopted in the state. So this year they're taking the time to assemble another RFP green. But in the meantime, there allowing District's to utilize select their own K three diagnostic assessment. They narrow down the list to four different products station in Devon, a Renaissance Learning and Curriculum and Associates. When we look at the list, there were only two products that complement county schools had used before. One was stationed, and the other, Rick Element and associates I read already was only used 1/5 grade level for one year and into some individual spoons. Used it when we took this request to a successful student advise word, which is made up of principles within our district. We all agree with all that was going on Teacher to the already been trained. That we should remain with station is that this was just a gap year anyway for the state, and we would be making a shift in the 2122 school here. So we're bringing before you today. A quote for gas station that outlines covers all 53 of our spoons. It is a 12 month subscription and is funded through the state allocations that were provided to each district with $38 per child in the K through three grades. Fan. So that is how we have a rock at the selection of ice station from the four options. Any questions? Yes, Mr. North. Dr. Wilson, a teacher, 53 Council today. Give important decision. The Teacher Advisory Council did not because this happened on July 13. So we didn't pull in our Teacher advisory Council. But we did pull in our successful sticking advisory council with our principles and the conversation waas with all of the changing remote learning that based on her options, it would either be i gestational curriculum and associates. And since we had already used Estacion that over unanimously actually supported just staying with ice station until the new product was selected by the state, I think you're about to cancel. Was not you? I heard some good things about my station on. Uh I guess it's the best thing we can do it this time. That's what I'm thinking. Probably the least change. Thank you. Thank you. Anyone else? All right. I'll entertain a motion. I make a motion that we have a bruise. 1.5 Thank you. That second the motion. Thank you, Miss Jones. All right, Um, it's been properly mission and Second and P. Miss Family. Miss Jones? Yes, this sudden? Yeah, in this. Williams? Yes. Okay, that was your now asthma san. All right, Thank you. And at this time, this is a receive item to get update on our remote learning plan. And I'm excited. Day, um, here, this and so, Dr Wilson. Norman, I'm turning it back over to you. Thank you. And doctor, he'll Dr Feels and Dr Adams will join as we trying to provide an update on some of the things that many teams have been frantically working on. That, as we continue to earn out, are playing See remote learning plan that we wanted to several considerations. As we develop this plan, consistency across sites as much as possible that we knew in order for students to be connected that they needed access to devices, Internet access and core resource is so that in order for us to have high quality learned that those were the things that we needed to ensure every child had that we also wanted to provide intervention and enrichments for in our schedules and as we utilize the human resource is within our build its that we wanted daily accommodations with consistent start and stop times at at the various levels. So as parents are working with childcare providers or family members, that it was consistent across when elementary students would begin and end Memphis school students is where was high school and that we had minimum and maximum requirements. So that on what we heard when we surveyed our parents and we survey teachers that some classrooms received too much work oh, from various subjects in some classrooms, not enough so thinking about minimums and maximums. And then we also wanted to have avenues in which parents, teachers, everyone knew how to report concerns so that, as we're in our remote learning period, that we are aware and can quickly try to correct those things. And so one of the first things that we looked at that we knew we needed to provide details on worth learning schedules. And so, as we think about the learning schedules, students will have and Kevin, you make pull up those talking points students will have at the elementary level 20 hours a week. Uh, direct instruction, four hours daily. So each day that a lot of instruction, the synchronous learning, will be wanting to 1.5 hours daily and the asynchronous so things that they're working on alone they're reading. It could be on success maker that could be doing their eyes. Station 2.5 to 3 hours daily Middle school a total of about 25 hours a week with a schedule threat. The day. Three hours of lot of instruction, with asynchronous learning two hours each day. And so we think about the live instruction. It won't occur all at one time. So a middle school student made joining for their math course. They'll have some time to log off and work independently. They re sign and say for the L. A course similar to the elementary as, well High school. They will follow their courses, and they'll have four hours of life instruction daily about an hour for each of their core courses, with 30 minutes of asynchronous learning time two hours daily, we try to look at the screen times. That's why it varies depending on the age span uh, one of the things that will be consistent in each of the schedules. Breaks are provided for students after each instructional block so that we can ensure that we're managing the remote environment maintained attention as well as across all schedules. There'll be a 90 minutes lunch block, even though we know we don't have that much time on a regular day for lunch, where we want to ensure that families are able to access our feeding sites. So we collaborated and coordinated with child nutrition to ensure that the schedules allow. For that, there's a slight alteration of a few schedules. If you are a choice school and maybe in language immersion to ensure that we had enough time for all of the requirements of that program, there have been lots of questions about the schedule. So before I move on, I want to ensure if Dr Hill Doctor feels or Jennifer Lloyd have anything else that we need to add about the schedules before moving on. I do not name Do add that it was normal. Okay, Our next area that we like to highlight is our learning management system. Canvas Campus is our new learning management system that we have used a little bit of canvas in the past, a little bit of Google Classroom when we talk about consistency, of access, consistency, of being able to monitor is why we're moving to the campus learning management system. But Google tools can be used with then are learning management system. But there's so many things about campus, and it's probably why I was adopted by the state is that it speaks to power school that we can't upload many of our core curriculum materials inside. We can receive analytics on how much time students are online and spending. Uh, we can look at the grating that occurs and canvas, and it's an immediate past, back to power school. And so campus will be our district by learning management system in which that's where students log in. That's where their assignments will be. That's where they were participating in loading that work. It could be through a Google doc because that would be embedded. Teachers could make announcements as well as principles are able to go in and look at analytics, which students haven't logged in how much time has been spent online. You can go in and visit and do instructional walk throughs through the canvas. So when we think about some of our equitable considerations, when we think about some of the feedback in which we recede from families and from teachers that we needed a consistent learning management system, that as a district we could uploaded online our core resource is that as a district we could monitor that in classrooms. It will save teachers time up, doing things in Google Classroom, still having to put it in power school and helping streamline communications with families in grades three through 12 of being able to look at the progress of their students throughout Power School Point. And so we've trained 83 training teams and actually will be a 100% by 12 oclock Today. We have our last training for each school level training team so that every teacher in the district could be trained teachers on the training teams principles on the training teams, and we will spend office 12 and 13. The district require days with the focus on canvas. Many principles are actually moving up. Their district there required workday their school to focus on campuses and switching things around. So campus will service that learning management system to help provide a level of consistency across schools, for families, for teachers and for the district for next Big Bucket O that we have worked on is happy with the device and materials distribution occur that every student in the district can be loaned a chromebook problem book. If you borrow one in March, you may keep the device. There's nothing else that you need to do in terms of the device. Any student, not long problem will have the opportunity to receive in a sand device if there is a family who says we have a depressive home, we don't need one right now that you don't have to come and get a device. But when school resumes, there will be a device available of those students as well. We are aligning our device pick up along with our materials, pick up together so that it that elementary students K through five all need to come in. You have a device or not. K Two students will receive devices for the first time, but they're also materials heavy materials at the elementary level that need to be picked up by families as well. And we will be communicating consistent to consistent materials and device Pick up dates and then each school have continued device material. Pick up dates because we want to ensure that every child has a device and the materials necessary. So we will have open dates, and then schools will be looking for students if they don't do not show up on those particular dates. So materials include the text that we talked about. What Witten wisdom some manipulative is and things that students will use, as well as a few texts and schools can determine other things that they like to have a signed as well. So that's our device and material distribution playing as we prepare for remote learning and those that remote those materials and device pickups will have specific times that will publicize on a re entry date. We talked about it yesterday in detail, and they will occur the week of August 10 with various days throughout their that will publicize in terms of connectivity. Why connectivity and hot spots that hot spots are in what we call a supply and demand situation. Every district across the nation is looking for hot spots. We have ordered a great number of hot spots, but we don't have one for every family that may need. We're putting a process in place to pair families as we have requests, so that if we know that a family has requested and we know that their five Children in the family we're gonna try to take care of the largest families first so that we can ensure we have a great number of how many more hot spots we actually need. And so we're looking at other alternatives for ensuring connective it. We're outfitting buses that will alone and service hot spots. They will be ready to roll out on August 17. We've aligned the bus locations with the pathways to prosperity initiatives. So when we look at the senses, tracks that have been determined that need additional resource is we're putting a bus or a couple buses in those areas. The buses will be available to align with the school hours in two hours. Beyond that, to help with homework, our technology team has done a remarkable job of outfitting these buses. We have a project manager, Mr Lucas, who is working with community agencies to ensure that we can park their buses in safe places. So we look for bar station shirts, fire stations, church parking lots, a variety of places to assure that our buses are part home in those locations. So our role in study halls will have 80 of them on the road on August 17 and we're working on 100 more at a later time. But we're trying to think of different ways for hot spots. Booth, because putting every hot spot in the home of a child right now with the supply and demand is very hard to get. Hot spots were still continuing to work with our local Internet providers to assist families. Someone had a great idea in the community of Cumberland County, schools worked with, um, Time Warner Cable or Spectrum to ensure that we purchase hot spots. The issue of supplying Internet access from the school's lands only information that a child can access has to be filtered for their safety. And so we can't just purchase Internet access from spectrum because there are federal laws and things that we have to adhere to. So we're trying to be as creative as possible. Since there is a supply and demand cat with the hot spots for one's for for every child to be able to get a hot spot. So that's where we are on our connectivity update Any other additions from my academic scene that they'd like to add in in the area of connective iti and Kevin is on the call as well. If not, we're gonna move to our virtual academy. Are virtual Academy is moving along nicely. We've been able to get out many of our letters to our families for notification that we have already had 2000 and 700 of our families accept their seats. We've only had 99 families declined their seats. At this point, we do have a waiting list. A zoo we're waiting to hear back. Um so as seas are, it's seats are rejected. We'll offer families on a wait list that exceeds. So we're quickly getting at all of our letters, working closely with our student assignment office and our virtual academy team, our Central Office staff who's working closely on this so L parent notifications are going out. Parents have until August or to accept their seats. We're in the process of teacher hiring. We said a questionnaire. We're starting the interviewing process with teachers that we will start to have question and answer sessions on August 7th through 11th for families who have signed up for the Cumberland A cat staff training for the academy will be on those district required workdays in addition to some of the school days. And we will have materials and device pickup for a virtual academy office 12 through 14. And so our virtual academy is moving along on and will be prepared to open on August 17th with our other schools as faras grading and assignments that, um, we heard a lot from a community, a lot from our teachers, and we experienced a lot with the transition of grading that as the state tried to wrestle with responding to equitable grading practices across the state, that Grady Guidance was released, so changes were made to seeing your grading high school, Grady middle school gravy and final grades. As we work closely with our state team and our local come regional support, the state is not providing guidance for grading. So as a local district were able to adhere to out grading practices, and that is what will happen in the 2021 school year unless something changes from the state. As we enter into this school year, we will have a uniform grading structure that airlines with our policy 3400. We suspended that in the spring due to the goddess of the state. We will adhere to bed. As we move forward, we will follow our CCS framework for grading or 10 point on grading scale. Um, grades will be used to measure what students have learned, so students will need to participate. Signing and complete assigns. Schools will assure that assignments, quizzes and assessments are balanced and provide quality feedback of what students are learning. Teachers and grades three through 12 with poor grades and canvas That's part of their training and well aligned to the power school grading system. In a remote learning environment, we want to ensure that families know how their students and how their Children are doing. We cannot do this ingrate k through to because we don't provide numerical grades for our younger students. But we will be creating a structure in which parents can stay abreast up how their students are doing is well that we will develop a best practices guide with minimum and maximum assignments so that we're not under assigning, um, students with work assignments, activities in a science or over assigning for each of the great spans. And then practices will address due dates, protocols and submissions. Oh, and that's just some of the feedback that we heard when we survey teachers who had Children within the district as well as parents. Our final piece of our remote learning playing our final pieces are the professional development focus that we know that as we go into remote learning that we have to prepare ourselves as a district, that we're having to make many changes quickly as well as our teachers. And one of the things that we want to spend ever quiet work days on is a consistent district message around equitable teaching considerations that we all have things as professional educators that we like to do. But thinking about what are the things that we want to consistently have happened for every child in our district, um, effective practices to serve all students. I'm thinking about how we supporting all of our students troubleshooting and support sessions that we talked about, you know, the campus platform. How do we support troubleshoot our teachers during this implementation? We're taking all of our textbooks, which is a wonderful thing. But now we can now utilize them online, especially at our middle and high school levels. How do we troubleshoot on those support sessions and things in place? We want to support our leaders. Leading remotely requires a different type of leadership in different type of strategies. In terms of how do we do an instructional author? How do we do If apple me, how do we ensure that our professional development meets the situation in which we're doing it and then hand we engage our families in the process, keeping them abreast and update updated on what has occurred and what is going on on? And we will continue to provide support throughout the year, But this will be a huge focus on are required four days and then our special populations that are special populations are aligned in the work. And so we wanted to outline for all of our families what to expect in terms of gifted, um, support that a child's different yet differentiated educational plane. It will still be followed that a I G students in grades three through 12 will continue to be in cluster classes, so that will continue. Program teachers for algae and grades three through eight will provide direct services, so students will receive direct services in a RG. Even in the remote learning period, students and he s l will receive services as well. Those services will be scheduled with then the remote instructional time. And at E l. Teachers at individual school sites will continue, as they do every year, to create those schedules and service students. And they will be in direct contact with families and coordinated with teachers. We wanted Miss Dr Adams to be talked about what families can expect around on the exceptional Children's programs. So I'm gonna Paul's and have Dr Adams outline of those pieces. Good morning. In the exceptional Children's program, we are going to make sure that we address all of all that's mandated in those eyepiece and turn remote only instruction. They're gonna follow the schedule of the school that they're attached to. We will have those pullout opportunities that they would normally have during the course of the day. So the EEC teacher's gonna work with the classroom teacher to ensure that they're given time for that specially designed instruction. Students who receive related services such as ot PT speech to some degree will get their related service. OT was able to transfer pretty easily into a virtual format with some assistance from parents. PT was a little more difficult, but they also use parents to assist, and SLP is were able to use a virtual platform with their students. A student enrolled in Virtual Learning Academy. The I P team is gonna have to convene in some cases for our students who are on extended content who don't have stand, of course of study that doesn't transfer to a virtual environment that has to be done specifically with that extended content. So we will need to meet with those parents to discuss learning options for those students and access to the services through the virtual our school. Since it's an Indian eyes not ascended, the platform that may not be accessible at all times for us to manipulate and maneuver back. The example that I'm gonna give you is if a student received the resource services of 240 minutes a day. That is above and beyond the core curriculum. So we would have to adjust that. So a student who receives that might not necessarily want to be part of We would not want them to be part of the virtual academy if it was really difficult for them to get all of their services or if it interfered with that time limit the students have for on screen time because when they have especially designed instruction, it must be completed by the EEC teacher so that that sort of makes it a little more difficult for that student. So we would meet with the parents of any eyepiece students who apply for virtual Academy who need to have those eyepiece either adjusted or have discussions about transferring back to remote learning. Whatever we can discuss with that parent and give as many options as possible. So part of that for the virtual academy is we will need to meet and have I p team meetings with those parents, so to discuss what service delivery looks like. We don't want to have us does not have an opportunity for everything, but we want to make sure that we provide them with the best education possible. And thank you. Thank you, Dr Adams. Our final area pre K. They will attend classes remotely as well. And teachers will meet with students daily or virtually by phone. And our pre K students will attendance will be taken. And they will ensure that they will not have devices just because of the appropriateness and in the time on screen. But they will have instructional materials and be supported by their teacher. These talking points will be shared in a different format on our reentry website, Aziz. Well, for people to be able to dig deeper in some of the areas in which we have highlighted. And so that kind of concludes our presentation up or update on remote learning, and we're open to take any questions that you may have. Okay, Go ahead. Mr McAllen. Okay. Uh, are there any plans? Are maybe you have already accomplished this to do a tabletop exercise of connectivity with various parts that would complete a day of instruction. I try to respond a masher staying. Have we done a trial run? Oh, the connective ity. Right. So So you would you know everybody. There would be roles that each that would be a competence during the day of normals, uh, educational practices. But would you test the system by doing a tabletop exercise so that a student would sign in? Teacher will do their part, who see if there's any kind of villages anywhere in the process? Uh, that would affect Thea the program as outlined. Well, Mr McHale, there are some contingencies on because the students won't be on our our network that they will. Everyone will be on a different network. So the issues of home network connectivity with storms and things. That's a contingency, that we may have Internet issues. So when we think about in the, um and teacher, so when we think about in the spring that way did have issues in terms off if someone doesn't have connectivity, but in terms of our network and ensuring that it's up that Kevin and his team continue to troubleshoot the CCS network to ensure that anyone who's trying to access it from our sites came. But terms up those coming in, there's no way for us to troubleshoot their their sites and Kevin out. And if you want to weigh in on that. Yes, ma'am, we're going Teoh. We're also going to set up a help line for all of our parents and all of our students that they have any issues they can call in. And we're working on remote access into their cheese, but also to kind of help them troubleshoot their WiFi at home. That is the unknown. Is WiFi at home and like that, it was enormous said. Sometimes when it rains, lines underground, get wet, Internet goes down, and we'll just have to have to work around all those issues. Uh, we're gonna be ready to to help as quickly as we can, as people call. It's about all right, I believe, Mr Source says. It's saying, Done. Thank you. I just wanted to have a question, but I believe that, uh, you know, I believe in I'm saying that it takes a village to raise a child. That's not just a saying. It's really what it's going to take to make this work. We're gonna need the community involved, and I like that. Some of the communities already stepped up. No, churches have offered their parking lots to spot. I think That's terrific. And I'd like to see more community motivations step up with. With that kind of support, I want to thank the committee for putting together some a great plan for remote learning. You know, in March, we didn't have this plan, just went right to it, and But we did as best we could, but this it's more succinct. And it's more accountability build into. I appreciate that. Thank you. Thank you. At this time, Susan and then Greg, that was just I think Greg was before Mason first, um, and I'm gonna pack ahead and thought of this, but I'm kind of pick you back. Mr Macau, I think. And Mr McKellar, you could right from wrong there, saying you wanted to see a test run beforehand. Well, like for example, I'm just eat it. You won't. You know a teacher to practice with May? I had a time before I was 17. Well, well, you know, and we would dio in the military whenever we would do operation. We will always set down and run through similar late What would take a stand and then Rose plays, but doing it in real time so that we could iron out any problems before we went into the actual exercise. So it's we call it a tabletop exercise because people the student would be given the assignment by the teacher. They've replied those kind of things. That's what I was talking time. You're just in this system. But the way things should are great this season in the books that need to be all right Now, try to actually going online. Thank you. Thought that was really not my question. I want Stacy. I'm gonna go back to the learning schedules and some questions that I've been getting that I have the answers to. And, um, I think one of the questions that has been very prominent in the last two weeks to me is when comparisons expect to see timelines for everything that you talk about. I understand there's a lot here, but for device pick up the orientation. I think that's been I know I've had five or six people say, you know, when are we going to get the information? When are we gonna be trained on, You know, as parents what this is gonna look like, and then the other question kind of on top of that is riel schools. For example, will Eastover Central schedule look like WTI? Brown's every day? So that's to the questions that I have. Okay, parents will be trained in that parents were there, back to scrutinise will look differently. They'll be virtual so on their back. Just will not get a lot of information, so it has a different back to school. OK, so that's when parents can expect that their school will give them a lot of information, Um, on their back to school notes. In terms of the district schedule, we will have that upon the re entry site. Probably about tomorrow, kind of later today. Now, will all schedules look exactly alike? Know what we're asking is that all schedules have a consistent start and stop time. But if you want to teach math first, he'll executive. That's okay. The reason why we have a few situations if their choice school with some of the different program, and that it may be 15 minutes all but the reason why we're warning, consistent start and stop time. So if someone's using a child care provider to assist that we didn't have someone starting nine, someone started eight, someone started 8 30 so it will be consistent. Azawi worked with local providers to train them for supporting us in this work. And so they will be able to get more information on the reentry website. Meet your teacher times will be focused on the orientation. But we also want to be realistic. And saying the first week of school, just like we do in any other time, will be orienting them too. The various things. So while we're starting school on August 17 we recognize and realize we've got a building, get to know, get to know the teacher in a remote environment. Social emotional support. How do you log into a device practice and getting into campus so we will spend some of our time making sure that everyone is on a level playing field. Um, before we get started. Okay. That was another question that I received from several teachers. Waas. They were concerned about the fact that that especially the high school level where of students were used to the Google classroom, and now we're switching to canvass. If they were struggling with Google classroom, they were concerned about how are they going to switch. How how they're gonna maintain here, this new system. So there, that was a concern. And it sounds like you've got time built into that. My other question is about the resource teachers, especially elementary level. How are they going to be used? They will be in terms of my art. Music and peace signs will still have those courses remote so there will be built into to the schedule. Um, and still, you're gonna have life face to face time, have life thanks to face time. And so our schools are working together to ensure that they can make things work in the schedule so that they'll have that that last time. Okay, but those individuals, cause I really think I know it's not the same that it's important for Children. Toe have everything we can possibly give him. And again, resource teachers are a little anxious and a little, you know, they're not sure exactly how it's gonna look, but had been already I've heard some great things from people who are already planning, which is, you know, they've used their summer Teoh investigate and find new resource is and new ways of teaching remotely so I just in concerned and wanting to make sure that again it's live instruction face to face instruction with those kids. I think that's important, especially on the fact is we is we transition back to opening our doors. Exactly. We have a lot of those Children to know them personally. And we heard that from our resource teachers are enhancement teachers in the emergency closure that we weren't really prepared for what they did and it during that term. And so they're embedded in the schedule this time. And our supports at the central services are designed and PD and supports for those teachers as well to ensure that we're supporting them in their work. Thank you. Yeah, Out, out. Quit. Let Greg I've got more. But he might ask I don't know. My only comment is about communicating this information. What you decide started Wilson Norman that you just showed, um reflected a lot of the information here, the parents wanting to know about and I think, and Manzi and Dr Connelly whoever all of you need to work pushing that information out through all channels, whether it's social media emails through our parents sooner rather than later because it will help them start. We're asking a lot. There's a lot of changes were coming this fall in a few weeks, and the sooner they can start to get their head around it will make him have more confidence and what's gonna be expected of the kids and the parents. What what schools home like for at least the 1st 6 weeks. So I just encourage you guys you worked hard on. It was very clear, but, um, it needs to be distributive sooner rather than later. In my opinion, that's That's all I had had to say. And I appreciate your hard work. I think it's it's again multiple people to pull all of this together. And we we are working. We worked closely with Mr Whitley. He's always helping us get all this information out. But we've heard the same thing as well that we need to get it out. This meant van. Go ahead, Go ahead. Oddest. Miss Chisholm, I'd like to say to Dr Wilson, Norma and all of our teams who have been working on this this is a beautiful product. It is evident that you have done wonderful job. It takes time to get good schedules and good thoughts together, and then get it out. And I know you will. I have always had a great deal of confidence and asked Superintendent out of staff and everybody not school system. And this shows that you all have been working together for the good of the students and the parents. And I want to just congratulate you. You hear a lot of questions. You hear a lot of concerns, but I don't think you get enough compliments. So every chance I get, I want to let you know that I think you're great. We appreciate that, Miss Chisholm, the whole team. We all appreciate it. Yes, Um, and I totally agree with what mysticism and Mr Wittes just said. But can you update us on where we are with daycares? Chalk here is working with us for those students who of working parents. You have to go to town about daycare. Are they own board? Are they gonna be working with us to make sure that the students are doing there? Were are involved, you know? What are we doing about that? I'm going to I'm not sure of Melody or Doctor Blackwater respond. They are heading out that work with our community partnerships. Okay. Good morning. Good morning, I. So we are actually meeting today at one o'clock. What chip? Two sessions. Wanted one A one. A port at four o'clock with some community partners to include. We make contact with the partnership for Children, help us connect with our local childcare providers. And so we are working with plan to work with our childcare providers to provide whatever resource is we can from the district to support. There were which, um, with local agencies. And so we even have had on parents on sin commutes of emails about who their chopper provided will be. Can't we make contact? So we are definitely working on that end myself liking your George in the communications office and technical Williams or putting that together, We actually have one of many meetings scheduled today. So it was gonna be an ongoing process where we will continue to work with providers and community and business organizations each week to see what supports that we can provide them to help support our students. So that will be ongoing. Okay. Okay. Thank you. Because I at what hit me is room talking about pre k on the chart? I think it was pre K or one of them had talked about the parents being involved in it, you know, as they're working. But if the parents are there, I was wondering, you know, that's what What hit? Mason. I'm glad we're working on that. And New York have been, um, And again, what you've shown us today looks like that Johanna had much sleep or downtown, because that's a lot of information. And I thank you for that. It's, um, given us, um I guess me to our structure of what we're gonna be doing. A hope It helps answer some of the questions that we've been asked many times by parents and teachers. And so I hope this is a start of some understanding. I'm with that Anybody else. All right, Well, thank you so very much. And, um, I guess at this time that, uh, if there are there any other committee concern No. Well, I will adjourn the curriculum committee. Thank you. Remember our board members? Our board chair, Miss Chisholm, will convene our special Culp meeting following this adjournment. Everybody's thank you very much. miss Man. Man, I will give everyone time to call into the, um, never put a special meaty Miss Chisholm. We're We've got some items to go ahead and cover before we go into the system waken go ahead and make three knows. Okay, I know. We need to Oh, adopted burn informant. Not as that's after. That's the closed session, right? First thing he need to do is call to order and I'll go ahead and do a roll call. Okay? All right. We like to call to order this special. July 30th 2020 0 special needy. I'm Mrs Oh, people. You do the roll call. Yes, males. And it's just President. Mr West. Still here, Miss General. Mr. McKellar, Present Onda. We know Miss Musgrave is not with us today. And Mr Source President Shut. Miss Van Present. Miss Williams present. Okay. Mysticism. We can go ahead with what I know to you like Okay, we'll adopt this. Own the virtual meeting format for this meeting. I call for a motion and a vote. I moved to adopt the virtual meeting for man moved in seven with second that we conduct the virtual meeting format. Please take the rule. Okay. Miss Chisholm? Yes, Mr Where? Miss Jones? Yes, Mr McKellar. Yes, Mr Sores. Yes, Miss Sutton? Yes. His van. Just in this Williams? Yes. Okay, Mr Chisholm. That was unanimous for those prison. And we could move Teoh one point. Oh, so hopeful. 1.4 three. We're gonna adopt the agenda. Okay, Joe, call for motion and vote to a doctor. I heard my second in a second. If they moved in, probably second that we adopt the agenda for this Leading people. You take the account. But us May. Miss Chisholm? Yes, Mr West. Things, Jones. Guess Mr McKellar. Yes, Mr Sores. Sudden. Get Miss Van. Miss Williams? Yes. Okay, Miss Chisholm. That was unanimous by those present. Thankfully, we moved to one point on four. Considered appointment of FTC sea border trustees. Mr. Dallas Freeman. He's presently home. Our pointing there. Can we have a motion cut off from most of discussion and boat? Madam Chair. I move that we threw off the 60 things trusting in Dallas. Soothe. Second that we approved appointment Mr Dallas Freeman to the F. T. C C. Board of trustees. Um, people you qualified. Boast, Miss Chisholm. Yes, Mr West. Yes, Miss Jones? Yes. Mr McKellar. He's meteo. Mr McKellar. Oh, okay. We'll come back around there. Mr. Stores? Yes. Mr Stores? Yes. Uh huh. Yes. Miss 1,000,000,000? Yes, Miss Williams? Yes. And Mr McKellar? He's meted, Pete. I don't know. Yeah, I say that. Um, okay. Motion is scared. Okay? Yes, ma'am. Way. Now we will consider approval of personnel. Um, Mr Ray, as will a mute present items meet when complete. Good morning. Good. How are you? I'm well, I hope everyone swells. Well, um, I don't. 1.5 is our standard standard personnel s, which, which includes above certified staff and classified in the district that are being recommended for higher for the coming school year. If there any questions, don't entertain those stops. Miss Chisholm. Item A commission to approve 1.5 moved. And probably second that we approved 1.5 people. You vote Yes, man. Yes, Mr West? Yes. It's Jones. Yes, Mr McKellar on. Don't see Mr Cameron. My screen. I think he may have dropped his line. Drop right. Mr Source. Yes. Sudden. Mrs Bingham? Yes, and Miss Williams? Yes. Okay. I still don't see Mr McKellar said we will live over that. That past his Chisholm. Okay, Motion passed. Thank you. We will set approval of administrating recommendations. We will call for motion discussion and a vote. Miss Chisholm, before we do that, let's let's go ahead and approve our leaves of absence and special leaves of themselves. Okay? We're going back up to approval leaves after the special leaves of absence, we can t o moved to approach 1.86 The laser Vance second has been moved in President second that we approved 1.6 You comfortable? Okay. Miss Chisholm? Yes, Mr West? Yes, Miss Jones. Yes. Um, Mr. McKellar, Uh, Mr Source? Yes, Miss Sutton. Yes, Miss Van. Yes. And Miss Williams? Yes. Okay. Let's choose from that passes. Okay, the motion passes. Thank you. Now we'll move to 1.7 Approval of administrative recommendations. The chair will call for a motion discussion and boat. Madam Chair. I move that we prove one point. Old seven. The administrative recommendation. How second has been moved in? Probably the second that we approve 1.7 Hey, will you please record the vote? It may, um, Miss Chisholm Yes, Mr West. Yes, Miss Jones? Yes. Um, Mr McKellar. Just your source. Yeah, this sudden. Here, Miss Van? Yes. And Miss Williams? Yes. Mysticism that passes. Okay, thank you very much. Now were moved 1.8 District organizational charts. It's a receive item. No vote is needed here. Is someone presenting that to us? Yes, I am. Um, the district organizational charts. This is just an item that were required to share with the boar as part of our district board policies annually were reported share an updated version of the organizational charts with the full board. And so what you see before you is a no updated documents. So you guys will thean formacion with regards to the structure of the district. This year's I just want to come in. That's the cleanest and the most thorough one I've seen all my years on the board. So it took a lot of work, and I appreciate it. I just want to say that Thank you, Mr. Are finally agree, Or is it a No vote is needed. Any more comments? Thank you. We'll move on to 1.9 and it's I motion to go into closed session Have you doing a great job. Thank you of motion Thio going to close that suited to more Carolina say, gee, I mean, yes. 1 43 deaths. 3 18 That 11 3 A C systems. Check out Attorney in order to preserve the current attorney client privilege between attorney and this board and to preserve the confidentiality of matters protected from disclosure. I'm a North Carolina German statues. 115 C desk 31 night, 319 second. I give you catch. You made the motion. Misuse of made emotion. Okay, okay, okay. I am I wrong. Misch is And you ready? I'm ready. But somebody else in the company makes motion, and then you say second after I read it. But I move that we do that. Okay, I'm gonna record it that way. All right, OK. Yes. West. Yes. Miss Jones? Yes. Uh, Mr McKellar, your source was me. Mr Sores? Uh huh. Yes, thank you, Mr. Again, Miss Van? Yes. And Miss Williams? Yes. Hey, Miss Chisholm. That passes and I think everybody has all in number in the past 10. And if you will remember now to take your camera in your mind. Oh, really? Miss Chisholm, if you can you turn your microphone in your camera off. If you just hover ever your screen, the buttons will be down and the buttons will be down in the bottom middle of the screen. You have er Yeah. Thank you.