School Board Work Session - Oct 6, 2020

order in a moment.

Could we please hold comments while SPS-TV takes us live.

After a 5-second pause I will call us to order.

This is Director Hampson.

I am now calling the board special meeting to order at 330 p.m.

For the record I'll call the roll.

Director Harris.

Director Hersey.

Director Hampson.

Director Harris emailed and said she won't be able to make the work session.

Okay.

Director Hersey will be late.

Director hopefully we've got Director Mack.

Here.

Director Rankin.

Director Rankin Director Rivera-Smith present.

Let's try Director Rankin again.

It's going to give Director Rankin another moment.

Yeah we don't have quorum if we.

Yes I know.

No.

I'm dialing right now.

I'm sorry.

I got totally distracted by my email and just didn't log into the meeting.

I'm just sitting here.

I'm here.

Yeah.

Okay.

The Superintendent is also present as well as staff who will be presenting as we move through the agenda.

This meeting is being held remotely consistent with the governor's proclamation prohibiting meetings such as this one from being held in person.

The public is being provided remote access today by phone and through SPS-TV by broadcast and streaming on YouTube.

To facilitate this remote meeting I will ask all participants to ensure you are muted when you are not speaking.

There will not be a public comment opportunity.

Staff will be working to administer the meeting and may be muting participants to address feedback and ensure we can hear from directors and staff.

Today's reopening update will cover three topics.

Transportation and the Load Unload Plan.

The Daily Health Screening Plan and the Cleaning Regimen.

I will hand it over to Chief Operations Officer Fred Podesta now to begin the presentation on Transportation and the Load Unload Plan.

And before I do that I just want to caution that when we in this context reopening was the start of school for the 2020-21 school year.

It does not refer to any in-person time and if we can continue to remind the public of that as we go through I think it would be very helpful because it does cause confusion.

Go ahead Director Chief Operations Officer Podesta.

Thank you Director Hampson.

We go to the next slide please.

Director Hampson went over the agenda and I'll just clarify that you know transportation and load and load plan are related that we're talking about loading students onto transportation vehicles and having students disembark from transportation vehicles.

So that's a single subject.

I'll cover that and then Director Hampson Chief of Schools and Continuous Improvement will cover the daily health screening and then return to me to discuss the cleaning regimen which is about cleaning school buildings.

So next slide please.

And we're going to just go over the health and safety protocols we've put in place for transportation.

We are starting to transport students for evaluations for special education in-person services and gearing up to be able to provide those services and provide transportation as needed when students are getting those services in our school buildings.

This is a multidisciplinary effort and I I really want to extend thank yous to our partners in Schools and Continuous Improvement particularly the health services staff and also school staff and school leaders and working with staff and special education to figure out how to make this all work in kind of one seamless package for students and families.

Next slide please.

So providing these services and making our operations as safe as it can be are very similar and we're having the same processes and protocols in vehicles as we have in buildings that we're we'll talk later in this work session about the health screening but there'll be a complementary process that will apply an attestation process.

for staff that participate in transportation.

Staff will wear the appropriate personal protective equipment like we're doing in business in buildings.

Plexiglass shields have been installed and other barriers have been installed between drivers and passenger areas and vehicles.

The vehicles will be clean just like buildings are clean between each service that they provide.

routes and right now because we are focused on transportation for special education students which in regular times sometimes have bus monitors riding with students.

We are going to start with a monitor in every vehicle in every vehicle that has multiple riders just to manage the application of these protocols and to keep learning about how to do this as best as we possibly can.

A health and safety checklist has been built by each of our transportation service providers to prepare vehicles after each service for the next round of service to do the disinfecting and re-loading any supplies or PPE that will be carried on each vehicle.

And then riders you know there'll be a handoff process with a load and unload process as we referred to which will be a handoff to schools for in-to-school transportation and we'd expect riders to stay on the vehicle until we've got staff in place to escort riders into the school building.

Next slide please.

So the expectations are again are similar that in the realm of transportation as we have for staff in school buildings that you know we we will manage the loading and unloading and the transition from students from the vehicles into the building and to participate in any further screening that gets done at the building.

Students will be expected to have face coverings and will work on a case-by-case basis with health services and others for those rare cases where an accommodation may need to be required or the student is unable to wear a face mask.

An example of that might be a single student will be on a larger vehicle a yellow school bus to have appropriate distance from a driver and a monitor if needed.

Could be an example of an accommodation but we'd have to figure those out on a case-by-case basis depending on the student's needs and the circumstances.

We would also have an expectation for face coverings for parents or other adults accompanying students particularly if they're participating in helping load the student into the vehicle if there is a car seat or other a device involved where we need the parents help that they would be expected as they're around school staff to or other students to have face coverings and that parents you know will guide their students through a screening process prior to student a student receiving transportation services.

Next slide please.

So we're really planning for two modes.

of service those cases where there'll be a single passenger in a vehicle and cases where there'll be multiple passengers in a vehicle.

So the the procedures for a single student or there will be exceptions certainly if there are siblings or other students who are part of the same household they may ride together.

A variety of vehicles will be used to provide this which is true for alternative services at any time.

It could be Yellow School bus particularly if there's a wheelchair lift needed.

Could be an alternative service provider that we're using or in some cases we may employ district vehicles for single passengers.

We're not expecting in the case of a single rider in a vehicle to have any other staff unless the IEP calls for a monitor or a supervisor to be on the vehicle in the individual education plan.

When a bus is used which again might be the case particularly if we need a wheelchair lift that we'll have the passengers be at least two rows to the rear of the driver.

And when alternative service providers use either passenger vehicles or passenger vans the passengers again will always ride in the rear of the vehicle and our service providers have installed partitions between the driver's area and the passenger area.

Next slide please.

So multiple riders which right now we're thinking of as kind of limited ridership because we are focusing on a relatively small number of students that may be getting special education services in school buildings.

So this and we're planning around multiple riders who may be from multiple households.

These cases transportation would likely be on a type A a smaller yellow school bus.

This rather than having stops as we do with normal services where there are community stops where multiple students come and wait for a bus at a single place this will all be kind of door-to-door you know truly curb-to-curb service that will be individual to each student to avoid circumstances where students congregate at a bus stop.

A bus monitor will be along for each ride and to help ensure that our protocols are followed.

And seating assignments you know we're not necessarily talking about assigned seating per se the way you think of it in classrooms but that we will occupy the bus one student per seat in alternating rows.

And we'll load the bus from the back to the front.

So the first students loaded on who enter the bus will go to the rear and work their way forward alternating seats.

And then when we unload the vehicle at the school we'll start from the front and work towards the back of the bus.

What we're trying to do obviously is minimize the amount the number of times where students pass each other in their seats just to again to avoid any unnecessary contacts.

Next slide please.

And then as for loading and unloading again we'd expect the school the vehicle to wait at the bus until there's staff available to escort the students in a physically distant distance fashion to the building where again we said we have an expectation of school staff.

We're using that term loosely that school staff could be staff assigned to the school or it could be the bus monitor depending on the circumstances for each vehicle and building.

We ask the riders to stay in their seats again because we're trying to control that they come off the vehicle in order and it'll be escorted to the maintaining proper distance to the school entrance.

And the same will be true when we're loading the bus when we're doing transportation away from the school that the bus monitor will help and school staff would expect to help when they're leaving the building heading to the load zone and help load the bus.

Again loading the rear of the bus first and then working towards the front.

Next slide please.

Chief Podesta if I could just pause for a moment and acknowledge that Directors DeWolf and Hersey have joined us.

Thank you and please continue.

Great.

And so that's I think we'll pause here for any questions people have about how we're going to transport students and load and unload transportation vehicles.

Thank you.

Well thank you Director Hampson and thank you Chief Podesta.

I'll start with questions and comments from directors starting starting in alphabetical order so Director Hampson I'll We'll start with you on this topic.

I guess the only it's very thorough even just reading it ahead of time.

So I guess we are just starting to do the transport correct.

Yes.

And these have been you know in the parlance of this slide deck you know this has been so transportation because we've transported some students for evaluations and so those have been typically one student at a time.

And how do we have kind of a ramp-up schedule or you know in terms of the numbers of students that we're transporting starting you know obviously with just a few and then by by what point do we plan to be transporting which other numbers do we believe.

That that really will be a product of these evaluations and the types of services that are deemed to be on site.

So we don't have that all mapped out yet.

I think in most of these cases because there is an evaluation going on this has been pretty high touch with families and each you know transportation opportunity is being you know kind of custom arranged.

Okay.

So we don't have any projections as it were as to how you know how much how many students are bus guests at this point.

Like let's just go to the end of November maybe how many students do you think we would be transporting every day.

I would really defer to my colleague Dr. Pedroza.

Yeah that's what I was wondering.

Okay.

That's okay.

I understand.

Thank you.

We're geared up that we we can handle hundreds if need be.

But we'll see what's necessary.

Okay.

All right.

Thank you.

Thanks Director Hampson.

Director Hersey.

Seeing as I just joined I don't have any immediate questions.

Thank you.

Thank you.

Director Mack.

Yeah I'm sorry just for a little bit of clarity.

The vehicles that we're talking about are Not going to be our yellow bus buses in general because of the reduced ridership or.

You know.

Clarify that a little bit more.

I mean I know you don't have clear numbers but are we.

It's it's hard to say.

You know.

So last year most of the yellow school buses that we put on the road were to in support of special education.

So we may be using you know depending on kind of the distribution of students and when they're scheduled for services.

If it's efficient you know a smaller type A bus can only carry 5 students with physical distancing.

So it it just depends what the most efficient thing is what serves families best.

It'll be a mix.

If I had to guess it might be roughly half and half like it is when school buildings are open.

Okay.

And then just for clarity right now the slide that's in front of me is the daily health screening plan but we haven't started going over that yet or.

That's on the agenda.

Okay that's next on the agenda.

So I'll hold my questions to that point.

Thank you.

Thanks Director Mack.

Director Rankin.

Thanks.

Kind of going along with what Director Mack was asking with the kind of individual transportation vehicles versus the buses as we add more services theoretically or get you know as we kind of add more special education students who are being served in person as either you know new needs arise or just as we're rolling this all up.

Is there will Howard providing the transportation be kind of a flexible moving thing in terms of like maybe it'll change to being a yellow bus where there was one kid and now there are more.

How how I guess how flexible are we going to be able to be.

And then also what does that mean for or bus drivers.

We're those topics are actually a bit related.

You know we can be flexible if depending on how services are scheduled if it makes sense to have multiple students transported you know it's more efficient.

We have capacity with all our service providers we think to handle this service and you know The challenge now is that last school year we there were typically 400 bus drivers employed to handle services now and since we've cut back so in terms of our need we'll continuing to work with our service provider about how their you know how deep their bench will be and you know bringing drivers back.

They're very eager to have the work but that that will be the the alternative service providers that provide passenger vehicle service are typically you know less use to full-time employment where our bus drivers have historically been.

So this is obviously a big challenge for them in terms of maintaining labor force.

But we know they're eager to do the work and we certainly have the you know the quantity of vehicles needed to transport all of our special education students like you know we've done in normal years.

But yes this will be flexible and since it's based on an IEP you know these services are typically you know tailored to the needs of the family and students.

And if scheduling permits we would have multiple students on a vehicle.

Okay.

So a follow-up on that I guess is you know we had bus driver shortages in in pre-COVID times.

And when we were talking about transportation choices being made for efficiency I'm wondering about the fine you know is is the goal to do always the least costly option or is there a balance or a metric with you know trying to keep.

Bus drivers versus gate workers.

And I'm sorry to jump in.

The goal.

Yeah.

Yeah I think there is a balance the both certainly the safety and the quality of service are the primary importance.

The you know we have a great relationship with our yellow school bus provider.

So we are not you know trying to figure out every way to cut corners to avoid using a bus you know a bus compared to an alternative service provider for perhaps you know a 2-hour or 45-minute appointment at a school for a single student is is expensive.

You know it at the rate we're using this about a $600 cost.

And so we're we're trying to strike that balance.

We are using our buses to help with meals and other things but we we are trying to be reasonably efficient and make sure that we maintain that flexibility.

And above all you know what is in the best interest of the student being served.

That sounds good to me.

Thank you.

Thank you.

Director Rivera-Smith.

Thank you.

I was wondering so thank you for the presentation.

I'm wondering what did we look at and the other school districts have opened just across the country.

Did we what school comparable districts do we look at in designing this plan and the protocols.

We you know I think have mostly compared to our just based on the relationships we have our and I want to thank Hunter Maltais who joined the district in August in a while time to help develop this plan.

Came from the Renton School District.

So we've talked to mostly our peers in in Western Washington.

And our service providers as well who serve multiple districts.

I don't know that we've modeled it aside from the cleaning protocols.

I'm not sure we've modeled the exact service because this is tailored to our specific needs around special education right now.

And under — Khalid is on this call if there's if you have any benchmark districts that you would like to call out please do so.

I actually thank you Mr. Podesta.

My name is Senator Maltus.

We actually are this is kind of tailor-made because there are very few districts especially in Washington that are as unique as Seattle Public Schools with the relationships we have with First Student and our alternative service providers.

We are reaching out right now to some of the other districts that are beginning to do sort of the limited re-entry to see what they're doing as far as attestations and safety protocols and I hope that we can update with some more information here in the next couple of days.

Thank you for that information.

Now that's good chair.

I'm wondering just because obviously as we want to look at evaluate and what what are the you know what what kind of problems we're going to be facing with this plan or what the biggest hurdles will be for it.

I'm looking at the attestation will be completed before their student receives transportation services.

Is that done on paper right there on on site before the student boards.

Is it done online prior to that.

What is the process the parents will be doing with their children for that.

Currently we're planning for a paper process and that we can another reason where we may have the bus monitor help as needed.

Again these are are arranged trips given that they're based after an evaluation for an IEP.

We will continue to work hand-in-hand with our partners in health services and when other processes for students move from paper to an electronic process we'll we'll follow suit.

Thanks and final question and maybe this is early because clearly this is being modeled for the special ed the limited students will be transporting right now.

Does this plan scale up for when we are doing all grades coming in and needing transportation or you know the ones who do need or will this need to be redone when that time comes.

I think by and large it mostly scales up.

The biggest question we'll have If we were doing this for a larger volume of general education students is the question about having a monitor on every bus.

And that's no pun intended that's something we'll monitor you know to see how that's working.

You know if these are younger grade students You know maintaining the physical distancing on the bus making sure students are wearing PPE you know may not be appropriate for a driver to try to manage the vehicle on their own.

So for for buses that that's something we'll need to keep an eye on and that's one of the questions we're working with other districts.

How would they manage how would they expect to manage and staff buses and and manage students on the bus.

So that's probably the main question as this came up.

Thank you.

No further questions.

Thank you.

I don't have any questions for you at this time Chief Podesta but thank you.

Director Hersey did you want to jump in with any or should we are we okay to move on.

We're good to move on.

Thank you.

Okay.

Thank you.

Okay.

Next our second topic.

We're doing well on time.

We have an hour left in our reopening update work session today.

The second topic is the Daily Health Screening Plan.

I will hand it over to Chief of Schools and Continuous Improvement Wyeth Jessee now to begin that presentation.

Thank you Board President DeWolf.

I would like to first recognize the partnership around this work.

We've been working with facilities safety and security transportation and we also DOTS.

So a lot of the technical pieces of this Then within our own team Executive Director of Coordinated Behavioral Health Services Pat Sander and our manager within health services Kerry Nicholson who are here also to help answer any questions you may have.

So for us daily health screening plans are one of our primary measures to reduce the transmission rate of COVID-19.

And so we want to make sure that our ability to identify any individuals with symptoms that are related to COVID possible exposure or in fact a confirmed case of COVID-19 it's really imperative because it allows us to just really cut down or minimize the exposure of this particular virus to the greater community in addition to our other measures such as masks social distancing and sanitation.

So for us we want to make sure that prior to entering any of our facilities that employees students and family members or any other community members are being screened through the COVID-19 procedures in accordance with local and state health guidelines.

We know that our employees right now are the bulk of the folks that are coming onto our campuses and we really are we are requiring them to self-screen.

Again prior to coming into any of the facilities.

Those questions that we ask are straight from the Centers for Disease Control and Prevention.

As part of those five questions we want to be asking them.

Something that we did cover a couple months ago in a previous board work session.

If a employee does attest to any of the questions Say yes we will they are denied entry and there is follow-up which I will cover a little bit later in this presentation.

Next slide please.

So the attestation process staff have access to through two primary means electronically.

They are right on our website and they can open it up.

It gives easy access to the questions and then affirmation.

Or they can also use the QRD code as posted on the right on the visual and you can use your smartphone take a photo and answer the questions in that way as well.

These signs that you see on the right for the QRD in addition to other health and safety protocol signs that we take from the Department of Health and Seattle King County Public Health All right.

All of our all 104 schools as well as the John Stanford Center.

We've gone around to each of the sites to attest that they're up and running and all the other pieces of equipment and signage are there as well.

In the event that someone is not able to do it electronically prior to coming on site we do have paper and pen attestation forms a common form that is available there for any employee or other visitors to attest on site.

The forms electronic forms when process bring into a database and help support our ability to track if anybody again is answered yes to the questions.

Next slide please.

So it's really about one of the key individuals and in accordance again with state regulations we know that we have to have a kind a COVID site supervisor.

The really critical pieces about this is that person does have a relationship with their community.

Relations are essential to know what's going on and to be able to reach pertinent individuals and make connections and giving information and knowledge and answering questions.

In addition to also knowing and knowledge of the facilities.

Each of our schools have some uniqueness and knowing the facilities and what's going on is also really critical.

This individual It also monitored the health of employees again through the attestation process or anything else.

We know it's critical to helping individuals if they have questions or fears or anxieties.

Enforcing the district site safety plan.

One of the key things that we've been working on is around staff schedules.

So in our training with all the COVID site supervisors as well as the school leaders.

We know that staff schedules are really critical when are folks coming on site so that you can get a sense of the cadence of the work and when to expect folks and also manage common locations.

As they monitor also the reconciliation every morning of the COVID attestation reports electronically as well as the paper forms really reviewing that information and then making connection for again any questions concerns or things that come up.

around overall health guidance in addition to the attestation with our own Central COVID Center Command team.

That team is something I'll cover on the next slide.

But we also have a specific email that we've been using since early on all the way back to last March.

That email is something we've been using for questions that come or specifically as it says here health alerts so that we have a signal There's something we have to attend to right away.

Next slide please.

So we have a COVID Central Command Center.

It is comprised of Seattle Public Schools nurses who haven't been specially trained.

And this team really since we're talking a lot about attestation do have oversight and monitoring of all of the electronic attestation reports across the district.

So they have access to all of the information in relations to attestation so that we know if there is a trigger we can get right on it as quickly as possible.

Again the quicker we can act the more we can minimize the transmission of COVID-19.

We also this this team answers any questions that may come up or any concerns.

They do the contract tracing.

Again they're specially trained individuals.

And of course we're in partnership with our liaison at Seattle King County Public Health and also health providers.

This team works with facilities around cleaning any organization disinfectant on any specific cases and then also working with communications team around any of our ability to notify of suspected or confirmed cases.

Lots of different variation.

We've had experience in this area.

over you know over a couple dozen situations that we've worked on across the district and again in partnership with Seattle King County Public Health.

Next slide please.

Student attestation.

So as Chief Podesta was mentioning right now Very limited access to our sites.

We did start off with in-person special education evaluations.

We might make sure that we're upholding our health and safety protocols.

Health screening questions prior to coming through onto the facility.

Again very low numbers.

But also just our have preparedness for Students with IEP's coming on site as we expand that again Chief Podesta was highlighting that in the growth.

And so we do have utilization of pen and paper as well as preparedness for electronic attestation forms in the event that you know again services or the number of students expand.

Those attestation forms are currently translated in 15 languages and again are in relations to the questions from the CDC.

So for me that will conclude it.

I'll hand it back to you Board President DeWolf.

Thank you Chief Jessee.

Okay we'll start alphabetically backwards.

So we'll start with Director Rivera-Smith.

Thank you.

Yeah thank you Chief Jessee for all the information.

I think I have the same question as I had for Chief Podesta regarding what are the districts comparable that we looked at to gauge you know the success or difficulties of this plan and protocols.

Well we have connections at the state level as well as locally.

We see some of their information posted.

I'll put over to Carrie Nicholson.

She can tell you directly since she's working with many different folks including the UW.

Hi.

Thank you.

Can you repeat the question for me.

I cut out for just a second so I need to hear the beginning part of it.

Yeah it was just what what if any districts similar districts do we look at to compare plans or to learn from as we as we plan out our own protocols.

Thank you for repeating that.

Yeah.

And so great question because we're all learning as we go right.

So I'm actually was on a call today.

I attend our Puget Sound nurse leader meetings to learn across the districts how they're starting to implement as well as with public health.

And we're all in this process slowly and learning together.

And it's varied.

It's I can just tell you it's varied across the districts.

One thing that that we are doing right now is with the student attestation that we are actually collecting that data.

So whether the parent is doing it on-site or doing it with the psych when they are in in-person evaluation right now that is data that we're able to see.

I'm hearing it differently where other districts are are not actually collecting that data.

So it's going to be important for us to learn as we go forward with our eyes on other districts as well as being engaged in meetings with stakeholders from across the state.

Thank you.

Thank you.

My second question is for Chief Jessee.

Is there a a point at which we have like for how do we shut down a school versus shut down the district versus based on COVID cases or any other data that comes in.

Is there already kind of a plan for that.

Yeah and that's that's a great question.

You know we work across departmentally with Chief Podesta's team especially in this area.

You know one of the we have some thresholds.

We have some thresholds on just being able to and I think I mentioned this before is some of our thresholds just to be able to clean up sites.

That is actually really our number one pinpoint because you have to close down a site.

You know you want to have 24 hours the fogging.

You know and so when you start backing up that and you have to do the de-claiming that would be something that would that would definitely slow us down.

And then I'll just also say that you know some of this is again as Carrie Nicholson was mentioning where we're learning together slowly and and one of our key partners that we talk to all the time on this is again Seattle King County Public Health.

They sound like a promotional marketing person but it's really they too want to work with us to really know where the transmission rates what how how intensive is it for the community not here in Seattle but just the surrounding area as well.

So those are things that we get.

But right here right now it would definitely be for us cleaning as it stands.

Because we can only handle like four or five sites at a time being shut down.

Got you.

Thank you.

No no further questions.

Thank you.

Director Rankin.

Thank you.

Sorry I missed if did we get to the end of the slides.

For this portion of the presentation the cleaning is following me Director Rankin.

Say that again.

I said so I'm in the middle of this overall presentation Director Rankin.

Oh you are.

Okay.

Well I had.

Yeah.

I looked at them ahead of time and I wrote down some questions and so then I was confused about I think that my questions are actually upcoming and just for just now I'll say seems really thoughtful and in in alignment with what I have seen happening elsewhere and coming from King County Health and everything.

So I don't have any questions.

Thanks Director Rankin.

Director Mack.

Yeah hi.

For clarity did I understand that we are tracking the student attestations but not the staff or are we also tracking the staff attestations in the system.

We track both and on the electronic currently because we've been doing staff we have electronic electronic staff ones we're currently using paper and pencil due to the really low numbers for students.

Okay.

I'm curious to know about the question that's been raised kind of in the community around actually taking temperatures at the door directly and not relying on the attestation of the person to say that they've taken their temperature or not taken their temperature.

I'm wondering around what the guidance is from public health as to the the risk that that may pose not actually doing physical temperature taking but just relying on attestation.

Is there any have they discussed that point or are they in an agreement that just relying on someone's word that they don't have a fever is is is going to be reliable enough.

Yeah.

I'm going to I'm going to toss it back to Carrie Nicholson.

She is a health professional.

And I would just throw in there also Director Mack is some of the just ability to also do testing.

That is that is a very powerful tool.

In addition to obviously the other measures that we have around prevention again mask sanitation social distancing and attestation.

So I'll let her answer your question directly though.

Thank you Director Mack.

That's a great question.

So this is a question that's been raised all along when we found out that attestation would be required to be one of the requirements.

And really what it comes down to is capacity.

So capacity to do that across the district and in large districts or even in small.

The temperature is just one indicator of a multitude of symptoms.

So the guidance right now and with public health or Seattle King County Public Health is that the district we can make that decision whether that is a attestation from the parent guardian and staff versus doing it at the door.

And I will say that when we think about coming in further down the road that that that might change if there needs to be a stopgap to make sure attestation is takes place.

But it will not be part of our regular screening process.

We do have nurses right now in this model that are calling the families in advance to go over what that means to take a temperature and they go over all the attestation questions and the expectations So I think education is going to be a big piece of this so the family understand what the symptoms mean and what our process means to ensure to reduce the transmission of the virus in the school system itself.

Okay thank you for that.

My other question I think is about just getting complete clarity on what happens and how it's tracked in this How exactly is it tracked in the system to do the contract tracing if say someone in their attestation says they have in fact been in contact with someone else or have certain symptoms or have tested positive or whatever.

How does that get flagged and how does that get responded to.

Yeah that's the the flag comes from attestation but we also get information as I in the earlier in the presentation about just a health alert or they're just directly call the command center.

That's the way we get information.

Sometimes it comes directly from the school leader as who has the overall COVID site supervisor.

So that comes to us and then we work with the school leader just to get the names of folks that are related to the situation.

Obviously situations can vary from a suspected case to a confirmed case.

And we even get questions around folks that haven't even come on site or been in a Seattle Public Schools facility so we take those questions.

And then we work with Seattle Public Seattle King County Public Health.

They help help facilitate some of it.

And then we send like I mentioned before We'll work on some of the case tracking with them about who is immediately as far as families Seattle Public Schools families students obviously and staff.

That's where we go.

And then we also send out again depending on the situation again on a suspected case or based on the timelines.

But we have form letters that we already have been using.

that we'll send out to the greater community or those who are directly involved.

So that's our protocol for that.

Those pieces again on any suspected or confirmed cases.

Okay great.

So that but just just the I think the piece of clarity was I think I I think I heard you say it but I just want to make sure I understand it properly and that it's transparent.

There's a daily expectation that the COVID supervisor looks over the attestations and reviews those and flags anything and follows up on it.

So there's there is somebody responsible in every building to be checking on that reviewing the attestations daily and then following up.

Is that correct.

That is correct.

In addition we have the Central COVID Site Command Center As I was mentioning that also can see the same data Director Mack and they are right on it.

And so we look at those things including myself so that we can respond and kind of really track and see if there's patterns you know and so some of this as as we know and again we're working with our local public health agencies just around any patterns or things that we see.

An event that you know as we were talking about on the team of you know right now we're low but in the event that things escalate especially going into the winter you know we have preparedness to expand and be ready to to react to multiple situations.

So we've been working on that as well.

I appreciate that a lot.

I'm sorry to take up more time but I do I think the article that came out today says that Seattle is like the lowest or we're very low for numbers and that we're doing a really good job in as a community.

So I just I think that's great.

And then I appreciate that we in our system you have a very clear statement as who's responsible and that it is actively being tracked.

It's not like somebody fills it out and it goes nowhere.

So thank you for clarifying that.

Thank you.

Thank you.

Director Hersey.

Yeah thanks.

So first off thank you for all the work that's gone into this.

I just think as you know an educator and as a person of color myself I've got some serious concerns around the guidance that King County Health is putting out in terms of like what are the protocols that need to be followed.

You know attestation I totally get and understand but I'm just very concerned about like the fact that this might not be robust enough.

So I just wanted to give district staff an opportunity to to provide some families especially those of color especially Black families out there who are are much more impacted by COVID-19 than our White counterparts.

What what reassurances can you offer families at this intersection that we are going to do everything that we can to to mitigate and reduce risk because listening through this this all sounds fine and good but I'm not really feeling the air of confidence that I that I would need to feel knowing that we're heading into cold and flu season additionally.

So I'm just really looking for from your perspective what what reassurances can you provide for our families out there who might be listening and thinking that this might not go far enough.

I appreciate that and we know that You know here in Seattle Public Schools health and safety for our students our families and our staff is paramount.

It's the number one responsibility that we have.

We take it very seriously.

We are part of the overall health and safety plan for the greater community.

Obviously as a as a common community sites.

And so we've been again as I've mentioned many times working in partnership with public health and also our health agencies to make sure that we are doing everything we can and taking all the right precautions and steps to ensure not only that we're preventative but how can we respond as quickly as possible to mitigate or minimize any additional transmission and making sure that we're transparent.

Some of the fear and the anxieties come from some of the lack of information and I know Carrie Nicholson was mentioning you know just the trainings and getting information out.

I think she could she could her or Pat could also highlight for you.

and others just about how seriously that we're taking it and how how how how prepared we really are in comparison to other other folks.

Tyler Carey.

Yeah.

Thank you Director Hersey.

I appreciate the concern and we share that.

concern as well as understanding our community and the need and how we meet those needs.

And my wonder is around additional education additional understanding about for us on our end is my what I mean about what how we can facilitate that understanding.

So I'm interested myself in and I will reach out to public health as well because I think it's a conversation for us all to have.

So that our communication and our plan is transparent and it's understandable and that it's received by by all in the community.

And so I I will continue this conversation because I think there's more for us ourselves to learn.

I don't want to assume that the plan I I feel confident in the plan but it's not my plan.

The community needs to feel confident in the plan.

So I thank you for raising that question.

All right.

Thank you.

Thanks Director Hersey.

Director Hampson.

Thank you.

Yes.

So I apologize if I missed it about the site supervisor.

You mentioned training.

I don't know if you can go to that slide but how is the site supervisor selected and What is that relationship like with the principal and how do they interface with other parts of the district with community-based organizations that may be providing childcare.

How does how does all that work.

And this kind of goes to the question that Director Hersey asked as well because I I I think one of the things that I believe we hoped as a board was that For those that did have to or wanted to be able to operate out of their classrooms that and and then those that that needed to be on-site that we were we're requiring an extremely predictable consistent environment.

And it's I'm not quite at the level of confidence that I that I would want to be at.

And I think some of it is tied up in that.

You know who's the authority and how are we making sure that this is truly systematized at every level of detail.

So let me start off with the fact that we are working absolutely in detail at every single site.

And so again some of that is you need somebody on any plan like this.

You need to have somebody at the site who specifically knows and has ultimate responsibility.

That is the principal.

The lead person is the COVID site supervisor for any of the school is the principal.

They're the one ultimately responsible.

Obviously related to their their role their authority right and some of their own direct responsibilities to ensuring the safety again for staff students and families.

And so they go through.

We have a COVID site supervisor toolkit It is in the training.

We have videos.

We provide that.

Gone over it with them and their staff.

They understand those roles.

There are also other folks can share in those responsibilities.

Obviously working as a team we have schools that vary in size here so you definitely want to have other folks that come on and so They work as a team.

Other folks are identified up to five individuals for an individual's school.

They get the retraining.

They get the information in addition to the attestation report so they can keep up on exactly anybody who is attesting says yes to any of the questions.

And then also just around tracking and monitoring again as I said on-site the signage the entry the walking throughs.

And we have multiple teams doing walkthroughs at each of the sites.

Myself Pat Carey folks that are on this line have gone out to every single school done walkthroughs and have attested to make sure that we have the COVID attestment stand up in the front main entry of every single school and that there's the signage and that things are being followed in addition to PPE and signage all around.

And so we continue to do that.

We have again the central office command center.

So we've gone through all those pieces.

We've gone to training and we're going to keep coming back and I think Carrie was mentioned that well off of Director Hersey's question is you know we're still in a learning stance and we continue to adapt.

And I think you hear that from us and in addition to Chief Podesta.

As we learn we need to adapt and that's what's going to make us the best organization and safest and for our again our community.

So this sorry you answered the site supervisor is the principal.

That is the primary supervisor.

There can also be up to 4 other folks from a school that serve in the capacity of a site supervisor as they share responsibilities.

Again we have some very large obviously schools and those kind of comprehensive schools would need multiple folks and so that's what they're doing.

Okay.

Go ahead Director DeWolf.

Thank you.

Thank you.

Director Chief Jessee I don't have any questions.

I appreciate the presentation.

I just wanted to at least highlight something that I that I think might be helpful particularly given Director Hersey's question is I would strongly suggest some sort of a community session where your department can hear from community about these issues specifically just as a way to really ensure that the exact voices that Director Hersey is saying that this needs to speak to as well.

are heard just as a just as a suggestion to really make sure that the folks in our community particularly the most vulnerable have a say and ability to impact how this looks.

Thank you very much for the feedback.

Okay.

So we are doing okay on time everybody.

Thank you for your participation today.

And we'll now move on to our final topic.

Oh sorry.

We will now move on to the third and final topic of this reopening work session which is handing it over to Chief Podesta to talk about our cleaning regimen.

So Chief Podesta over to you.

Thank you Director Wolf.

And this will be fairly succinct.

We've been we've talked about cleaning several times and at a higher level have discussed all these subjects and really started work along this front last spring and have been operating of varieties of levels of activities in school buildings which is really what it comes down to.

You know making sure that we have a way of cleaning any space that's occupied in a building depending on the level of use.

And we are operating you know now in our current mode with with a certain amount of activity.

We have some teachers working in schools.

We have these evaluations going on.

We're distributing meals.

We have technology resource centers.

We have childcare.

We have a variety of activity in our buildings and using common spaces and classrooms and anywhere.

that is occupied each day is is clean daily.

And then restrooms are clean three times per day.

And then in a variety of spaces we have buildings things that are called high touch points which is a term you've heard me use since last spring and we'll detail later in this presentation are clean multiple times a day.

Classrooms and offices that they are occupied are again we're removing waste.

We're disinfecting surfaces that are likely to be touched and then focusing particularly on hand-washing sinks as as one of those and then cleaning and sweeping as needed.

Next slide please.

And then as more students come into buildings over time again this will be a a daily schedule.

You know what's different is that more classrooms may be occupied and that we'll clean those classrooms daily daily which is different from our practices you know in before we were dealing with this pandemic.

And again continue to clean restrooms in each zone in the school multiple times per day three times per day.

And then touch high touch points thing surfaces that people come into contact with.

The plan has always been if we're providing meal service for students receiving on-site services that that would be in the classroom.

So we're working to have custodian support nutrition services in cleanup related to food.

And then the last bullet here talks about A and B cohorts which is a term we'd use in discussion of the hybrid model but it really applies in any model if the same space Typically a classroom would be cleaned once a day but if the same classroom is going to be occupied multiple times a day if you know or if we're a resource room and we had different services being provided to different students over the course of the day we would clean the room between different cohorts of students even if that's just two students at two different times during the course of a day.

Next slide please.

And this is probably where we refined our practices the most since last spring is how would we react to a confirmed case of COVID in a building.

And what's really there are kind of two aspects to this.

You know not having dealt with this before our response last at the spring really mimicked how we would respond to a norovirus or another infection where we really always our practice was close the whole building.

And Chief Jessee referred to you know that ended up being kind of a constraint and a bottleneck as well how many buildings can you close and be ready for business the next day.

We I think have refined our practices since.

We the advice from public health agencies is don't clean the space for you know don't have staff cleaning a space for 24 hours after there's a confirmed case we would use the same procedure that we are going to use an electrostatic sprayer.

I think it's worth mentioning that the brand name is Clorox.

That's the manufacturer of the sprayer.

It does not mean that we are spraying bleach or a chlor we're the this device fogs the space in the room and disinfects every surface in the space by you know misting system that sprays into a confined space.

And then we would after that's done that all surfaces would be wiped down.

And what's different now from the spring is we you know are managing we we've done all the walkthroughs that Chief Jessee referred to.

We understand how we're using the spaces in kind of zones and buildings.

And you know through contact tracing and understanding the activities of buildings we would focus on.

disinfecting a particular space in a building not because of one case in a comprehensive high school closed the whole high school which is the kind of thing we were doing last spring.

And and the fact we just had how many staff and how many pieces of equipment did we have.

We've also ordered many more of these electrostatic sprayers so we can concurrently clean multiple spaces now which was a limitation last spring.

And again after that process was done all surfaces would be wiped down.

Then the ventilation system would be disabled in a space to allow the disinfection to to work and then would be set to purge all the air from the space for 4 hours and then return back to the mode that we're operating buildings in now to maximize the ventilation to get to exchanging air at the rate of 25 cubic feet per minute per occupant of a space.

Next slide please.

And then again just because I've used this term many times and it could mean anything to anybody I think it's just working looking at the list of when we say common touch points what are we talking about.

And these have been thought through and documented and check worksheets have been developed for custodial staff to work through in a checklist fashion all these types of surfaces in classroom and office space.

Next slide please.

restrooms as well.

And then in common areas which is the last slide if you could go forward one more.

And I won't read through these lists but that you know the custodial supervisors and management have worked through at this level of detail as you know what as you clean an area you know check off that we've addressed cleaning surfaces in all these spaces.

So again this is we're pretty much have refined practices we've been doing since we found ourselves in this environment and you know cleaning more spaces using some new tools and then getting to a daily cleaning schedule for a classroom in any place occupied.

So I will entertain any questions you might have at this time.

Thank you Chief Podesta.

Okay.

Director Hampson.

I think my primary.

Can you hear me.

Yes I can.

I think my primary question is the the the bathrooms.

You're not talking about these as common versus non-common spaces and I'd asked a long time ago about getting about providing cleaning in the spaces.

I know this is partly under you and partly under budget but about whether or not we're providing cleaning in child care spaces.

We have worked up some of those estimates from the custodial side and we've just only begun discussions a little bit with central office staff about You know are there and it really comes down to for the classroom space the child care spaces that is their dedicated space.

It's on average you know with we have a cost estimate of about 525 dollars a month to clean that space.

We the common spaces that many of our child care providers are using the gymnasiums and lunchrooms we're already cleaning and we're cleaning classrooms to the extent You know and this varies on a case-by-case basis.

If the providers are using a classroom that wasn't part of the dedicated space we're we're cleaning that as well.

And then we're providing some support supports to all the operators now are offering these supports.

We're taking out their trash.

We're providing wipes and some products for their use and then Different providers have different models and we just haven't had those conversations yet nor have we talked through with finance about how to fund this.

But some use their own staff and you know getting help from us might be disrupted to their own workforce some contract out.

So I think our understanding is different providers this would be you know variable value to the different operators and that that discussion hasn't really happened yet but we are working on thinking this through.

Okay because I think I do think that goes back to a bit the prior conversation around ensuring safety in our buildings as a whole.

I realize that there are dedicated spaces and shared spaces but you know by and large when we picture picture schools we picture them as pretty fluid environments.

I realize that's not so much the case now but people are still coming and going.

And so I really appreciate any support that we can give.

And then it sounds like so we're not in running afoul of our labor agreement by if a child care provider provider already has a contracted relationship with the custodial service.

No because that's for their you know their their space that's kind of leased under our agreement so that kind of space is their jurisdiction and they're not cleaning if they're using shared space if they're using a lunchroom or they're using a classroom that is a space that is our jurisdiction for lack of a better word we're cleaning that.

So it really only what they have historically cleaned is their own dedicated spaces.

And we've done some work to ask maybe well if we did that what what would be the workload.

And then I think we do need to have discussion about cost and then is that actually helpful to all of them.

And I think my understanding is it might be for some and maybe less so for others.

Okay.

Well thank you for that.

And if you could keep us posted I'm hoping that would be helpful.

I I to be honest I also wanted to kind of get through this level as these evaluations and we understood you know what level of service we needed to provide as students come on site to make sure that we we have capacity before we pick up one more thing.

But we're we're prepared to to do this.

We just need to think it through a little bit.

Okay.

Thank you.

Thank you.

Director Hersey.

I don't have any additional questions at this time.

You may move on to the next director.

Thank you.

Director Mack.

Yeah.

Hi.

I do.

I have a couple of questions.

One is about my interest was kind of piqued about how we're setting up bathrooms or if we are setting up bathrooms in a different way such that It will support the 6-foot distance or some level of distancing so that you don't have you know 6 people in a 2-stall bathroom all at the same time.

Do we have what are the protocols around that.

We had done some planning around this when we were looking at the hybrid model about really how you know since the bathroom environment itself is a somewhat fix you know that the fixtures are fixed.

We weren't going to reconfigure the physical space but manage access to the bathrooms that different cohorts of students would use different restrooms and then access to how many students would be allowed in at one time but really trying to work at one student at a time as is possible.

Again given the volume of students we have now and the high kind of level of supervision we're we're relying on that and we'll have to keep adjusting if that volume of students gets higher.

But you know the main strategy is different functions are using different bathrooms.

Okay.

So there is some protocol in place in terms to mitigate it not by saying closing off you know every other stall or something but the expectation that there is a responsibility for kind of metering the number of students or kids.

So I so I guess going back to questions that Director Hampson was kind of raising I'm curious about do we last time we spoke about this the clarity of how much space different functions in the buildings was going to be using was still kind of unclear because things were still being negotiated and discussed.

Do we have more clarity at this point with you know for example this elementary school has child care that goes beyond their existing or the previous lease agreement to include three classrooms and that sort of information do we have.

Do we have a spreadsheet that kind of clarifies the capacity usage for each of the functions.

We had we we do have such a spreadsheet where we're keeping track of these arrangements.

You know it is a somewhat fluid situation and that is being revised now as we were identifying rooms for the special education evaluations that are going on so we've Tinker that with a little bit and I'll need to check you know so do we need to to re-inventory now.

We also have moved some of the meal distribution sites reconfigure those a bit as we have a bit more traffic in the building.

So it is being maintained.

Things get kind of tweaked on a on an as-needed basis.

It's while there there's there is activity in buildings.

I think we have enough staff keep an eye at each site that it's pretty manageable.

Thank you for that.

I would like to request that we get that kind of comprehensive information sometime soon in whatever appropriate medium would be helpful just to so that we kind of have that information from a capacity analysis side.

I don't know where in our future meetings it makes sense or would be coming through Ops or something that it would be useful to have the clarity on that.

My my last and final question is about the impact to our budget for the cleaning services because our previous cleaning regimen was substantially reduced and this is like three four times the frequency.

So do we have an estimate of the impact to our budget for the cleaning services even in this remote environment which is I think we're cleaning substantially more often than we did previously.

We do.

We built an estimate you know based on the assumptions of how many classrooms were occupied.

Again since that number is is fairly low and you know there isn't lunchroom activity.

Right now I think even though occupied classrooms are the main things and bathrooms are being cleaned more often that's we're able to recycle capacity for things that weren't being used you know like on-site lunchrooms and libraries and you know some things are easier some things are getting more attention.

So for now at the very current level it's fairly balanced to where we were.

If we have significant more significantly more activity in classrooms we can provide an estimate kind of on a per-classroom basis and.

The number escapes me at the moment but we we did do a net of when we were looking at you know using our buildings nearly every day and using every classroom every day for the hybrid model you know that that was certainly a deficit from our our current operations.

And the exact number escapes me but we can we can revisit it.

And again it really comes down to how many classrooms are we cleaning daily or multiple times a day will be the the biggest X-factor here.

Yeah I just appreciate to have that information on the the increase in the budget if it's whatever it is either Friday memo or the next budget conversation just to have clarity on that.

Thank you.

And kind of the bottom line is that had assumed a significant increase in custodial staff which we are not we haven't implemented.

We were able to accomplish this with the staff we had in place.

Okay thank you very much Mr. Podesta.

Appreciate it.

Director Rankin.

Thank you.

Kind of continuing off of something that Director Hampson asked with the childcare spaces if they have you know other entities or contractors or you know whatever agreement they may have of people coming in.

How does that like I understand that they're leasing the space but when the primary concern is air and unless we're hermetically sealing that part of the building the air is not isolated to those spaces.

So in terms of like just knowing who's coming in and out of buildings who would be ultimately responsible for sort of any attestation or or kind of knowing from our providers who else they may have coming in and out.

As far if you're talking about attestations perhaps I could lead on my colleague Chief Jessee to describe it if that's.

Well no not necessarily attestations but if.

If we're sort of saying okay the childcare spaces you know they're leasing that and they are responsible for their space but we're trying overall to know who's coming in and out of our buildings.

And if they have additional custodial staff maybe I guess are we do is there anything in place so that the principal or someone from SPS kind of just has an understanding of who's in our building.

Typically so the outside services that clean child care spaces are are in dedicated space with a dedicated entrance.

So I do not believe you know we are managing their third-party contracts.

And then again some child care operators clean their own space with their own staff so it varies.

We can certainly drill down into that a little bit.

are working hand-in-hand with them when their activities spill out into spaces that we manage.

But this has typically been you know the things they manage are their own you know kind of discrete discrete spaces.

Which makes sense when we're not talking about an airborne virus.

I understand.

And I appreciate the question and I think I will continue to work with our colleagues in the manage these partnerships and facility staff.

We do you know we're providing meals there.

There is the central office may not be able to articulate every piece of this but on a building level you know we're we you know are working with them and we're providing meals as needed.

And so there is a pretty good working relationship.

It is a little bit arm's length again that perhaps from the central office view but at the building level.

We're pretty well together.

I think that's actually good.

I don't think that you know I should be able to say Fred how many people were at Loyal Heights today.

You know and you should be able to tell me a number but in terms of the people at that site just for whoever is sort of on the ground there overseeing the whole building that that they should know if there are new entities coming in and out I guess.

Yeah I appreciate the feedback and we'll take that back to the team.

Thanks.

Great.

My other question is about the attest and this might actually have been in the other section now I've lost track but the attestation that employees are given including transportation.

There was a slide that said that if an employee answers yes to any attestation questions and then they are denied entry into the work location which totally makes sense.

But my question is does that person have to take leave.

Do they get paid for the day.

How does that work.

And what I'm really getting at is do we have something in place to make sure that people are not being put in a position where they have to hedge for themselves how sick they think they might be versus putting their livelihood at risk.

Does that make sense.

Yeah my experience with this has been there there's been certainly follow up and the discussion is not quite that black and white and then I'll let Chief Jessee.

I'm not trying to say that people would be dishonest.

My worry is if if we if we are that people will you know that are forced into decisions that affect their overall life this is parents included you know like how how sick is my kid really.

Can I send them in today.

You know in normal times that if there is a basically I don't want there to be a penalty for somebody saying yes I actually have one of these symptoms.

How are we walking that line I guess.

You're right.

We're in a space where we want to provide flexibility and as I mentioned earlier there's also comfort level.

When we're talking about individual health there is a large spectrum of comfort level just in relations to space and areas and so we need to respect that.

And we're large to personnel.

They can take sick leave if anything extends further from that then they can Go ahead and move to our leave desk.

And there's a you know there's a couple different packages around extended leave that may be needed just in relations to again any kind of suspected case or again their own at-risk you know higher risk individuals for example.

That doesn't really answer the question.

My concern is that are we incentivizing people to downplay if they may have a symptom by there being a penalty for them financially in being sick.

They still get paid for on the leave you know so like regular sick leave they continue to get paid like their regular salary.

So there's no incentive.

I mean there's no penalty for them if they were thinking that they might have a cold for example and they could not come into work or feeling that pressure.

And then we obviously have folks working off-site.

They don't have to come in for most of our folks depending on essential.

And then I would leave it to Chief Codd to answer any kind of more detailed question depending on the position that you are worried about Director Rankin.

Yeah that's probably more of a question for Chief Codd.

I just you know I would hope that we would as much as possible be encouraging people to take symptoms very seriously even if they may seem mild.

is I guess the bottom line.

Yeah and the ad is the — I just want to be thoughtful on time here because it feels like we're moving from cleaning regimen to kind of HR stuff so just want to make sure given that we're about three minutes left on this session if that could potentially just be answered by email.

Director Rankin.

I can follow up with Dr. Codd.

Thank you.

Director Rivera-Smith.

Thank you.

Thank you for presentation.

My questions were answered.

I had some budget and hiring questions but those were all covered with Director Mack.

So I don't have any other questions for now.

Thank you.

Thank you Director Rivera-Smith.

And I have no other additional questions for you at this time Chief Jessee.

So thank you very much.

And thank you both you and Chief Podesta for present your presentations today and I look forward to the follow-up from today's meeting.

So Chief Jessee I'm curious if you can just repeat back what you heard as some of the follow-up that we should expect from you.

And Chief Podesta the same to you.

Yeah for me it was directly on your request and I think related also Director Hersey's round just you know back to community engagement and more information for my team.

You know with the ongoing changes so for health and safety we want to make sure we're keeping that information out in the forefront.

And so that's one of the direct things.

And then I don't know if Director Rankin's request is directly related to me but if there is something I'll make sure to follow up regarding personnel and them feeling secure enough to to take any kind of leave if necessary.

This is Chief Operations Officer Podesta.

What I had heard were questions really related to potential services we could offer to child care providers and then understanding the utilization of spaces in our building by by those providers and perhaps other functions in the building you know at the at the macro level understanding what that means to the capacity of our buildings.

And then I'm working with facility staff and child care operators about their cleaning regimens and how they're staffing that and how that's managing you know affecting the management of our buildings overall were the main questions I took away.

Okay.

I would hopefully we'll get those by the Friday memo.

And just as a as a blanket I guess update I had a really great conversation just about our meeting minutes and so moving forward as president well at least while I'm president every time we have a work session at the end I'll ask the staff that presented what they heard back to synthesize the follow-up items so that we can track those.

So I appreciate you sharing back what you heard today.

With that directors this concludes our reopening update work sessions.

excuse me work session.

So we will be moving into a second board special meeting now for the purposes of an executive session.

So please join me in that separate teams meeting at this time.

We will begin in the meeting.

We will begin in the meeting marked public to call the meeting to order.

So does that make sense to everybody.

You're going to you're going to drop out of this public team.

You're going to drop out of this public team's meeting.

Go to the next public team's meeting.

Check in and then we will move over to the private.

I know this is really clunky and awkward but I but you know if we were on the dais it wouldn't be this way.

So please this concludes and this will be adjourned for our reopening update work session at 5 0 1 p.m.

Please close out this public team's meeting.

Go to the next public team's meeting for our next steps.

Thank you.