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HomeMy WebLinkAbout2020-08-06 School Committee Minutes rR Town of Reading Meeting Minutes _ Board - Committee - commission - Council: _ School Committee Date: 2020-08-06 Time: 7:00 PM Building: Location: Address: Session: Open Session Purpose: Open Session Version: Final Attendees: Members - Present: Chuck Robinson, John Parks, Tom Wise, Erin Gaffen, Carla Nazzaro and Shawn Brandt Members - Not Present: Others Present: Superintendent John Doherty, Assistant Superintendent Chris Kelley, CFO Gail Dowd, Director of Student Services Jennifer Stys Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair Topics of Discussion: L Call to Order Chair Robinson opened the meeting and announced the School Committee was meeting in a virtual setting,fully remote via Microsoft Teams, practicing social distancing and in accordance with the Governor's suspension of certain open meeting laws. The meeting was being recorded and broadcast live on RCTV. The Chair called attendance: Mr. Parks—here Dr. Doherty—here Mr. Wise—here Mrs. Dowd—here Mrs. Nazzaro—here Mrs. Kelley - here Mrs. Gaffen—here Dr. Stys—here Mr. Brandt—here Mr. Robinson—here A. Public Input Mr. Robinson explained that public comment would be held at the end of the meeting allowing the public time to email questions to schoolcommittee@readine.k l 2.ma.us B. Consent Amenda No items on consent agenda. C. Reports Page I i Director of Student Services No report Chief Financial Officer No report Assistant Superintendent No report Superintendent No report Liaisons None D. Old Business Mr. Robinson thanked everyone that has reached out to the School Committee. Chair Robinson reminded everyone that they are a policy board and to be cautious about operations dialogue. Preliminary School Reopening Plan Dr. Doherty began by thanking all the administrators, staff and community members that assisted in putting the full comprehensive report together with a quick turnaround. He pointed out that the information presented last week was a bare bones version based on requirements from DESE. This plan is more detailed. Dr. Doherty reviewed the guiding principles of the plan which include creating an environment that fosters the physical and mental health, safety, engagement and purposeful learning as our core values. This model represents the value of equity, inclusion and diversity throughout all of our district and building decisions. The decisions around the return to school must reflect a global view of risk. We must balance the risks of COVID-19 infection with in-school learning, with other significant risks to the overall health and well-being of our kids when they are not in school. He reviewed the school year calendar. The year will start for staff on August 31 with 10 days of staff training. During this time small group grade 9 orientation will be held at the high school. The student year will begin on September 15'h. There are 4 additional PD and one conference day built into the calendar. The election day and any snow and heat emergency days will now be remote learning days. Dr. Doherty reviewed the proposed phased-in hybrid model. Families will have the choice of either the phased in hybrid or fully remote. The hybrid model will be divided into two cohorts of students(A & B). Cohorts will alternate weeks of in-person and remote learning Monday-Thursday with Fridays as a half day of remote learning for all. All students enrolled in the RISE Preschool and high needs students(cohort C)will attend in person daily except for Friday, which will be remote. Cohort D will participate fully remote per the family request. The Superintendent reviewed the phase in process Page 1 2 for the first 6 weeks of school. The first week of school will have the PreK and high needs attending in-person and kindergarten screening will take place. The grade 6 cohort B student will also attend in-person. In week 2 a cohort of kindergarten—grade 2 students and grade 6 cohort A students will attend in person. Week 3 will have the rest of the elementary and grades 7-8 phasing in person by cohort. Week 4 the grade 9/10 cohort will begin in-person learning and during week 5 the grade 11/12 cohort will phase in. By week 6 the full hybrid model will be in place with cohorts alternating weeks of in- person learning and remote learning. Dr. Doherty reviewed the reasons for a phased in plan. The phased in model will be both calendar and data driven with specific health benchmarks(TBD). We need to test our systems by level(cleaning& disinfecting protocols,technology infrastructure, food service, bathroom procedures, arrival&dismissal and health& safety protocols). We will be able to phase in students in transition grades(PreK, K 6& 9). The phased in approach will allow us to fill staffing positions created by leaves and complete student schedules. Dr. Doherty addressed ventilation concerns stating that our HVAC equipment has been thoroughly reviewed by the manufacturer and outside HVAC contractor and all of our equipment meets or exceeds the manufacturer and state standards for the correct number of air exchanges with outside air. Our equipment is maintained and inspected annually as part of the preventative maintenance program;we will be upgrading our filters to MERV- 13. The ventilation system will be using outdoor air and air recirculation will be minimized. We are working on a plan to allow full day and half day kindergarten in the buildings both weeks. Our challenges include space staffing and staffing for satellite classrooms. If we are not able to provide programming for both weeks,we will recommend a tuition reduction to the School Committee. Mr.Wise moved,seconded by Mr. Brandt,to approve the Fall Reopenine Overview as presented.with the understandine that the situation is fluid and ehanees to the plan are likely. Chair Robinson opened the floor to discussion. Mr. Parks would like the phased in hybrid plan tied into the state phases of reopening. Dr. Doherty is hoping to receive further guidance from DESE next week. Mr. Wise offered a friendly amendment to the original motion. Mr.Wise moved,seconded by Mr.Brandt,to add conceptual idea of alienine State Phases with Hybrid /Remote/In-Person as follows: -Phase 4-Hybrid or In Person -Phase 3-Hybrid -Phase 2-Remote except Hieh Needs -Phase 1—Remote Mr. Brandt offered a friendly amendment to the above amended motion: Move to add conceptual idea of alienine State Phases with Hybrid/Remote/In- Person as follows: -Phase 4-Hybrid or In Person -Phase 3-Hybrid -Phase 2-Remote except Hieh Needs -Phase 1—Remote Page 1 3 Pendine clear euidance from DESE on movine between models. Mr. Wise accepted the friendly amendment. The roll call vote carried 6-0. Mr.Parks,Mrs.Gaffen,Mrs.Nazzaro,Mr.Wise,Mr. Brandt and Mr.Robinson. Public Comment(emails are copied and pasted in the orieinal form) Mr. Wise read an email from Mike Monahan: "School Committee and Superintendent Doherty, I ask that the content of this email is read during tonight's School Committee (SC) meeting. During the evening of 0810412020, Superintendent Doherty shared with the public a draf)proposed plan for RPS re-opening and explained that the plan will be voted on by the SC on 0810612020. The proposed plan explains that the RPS re-opening will include a "phased-in"hybrid model. The plan further explains that the "phased-in"hybrid method will result in various grade level students not receiving in-personlin-building class time until after the school year starts. In some instances, the amount of time between the school year start date and the first in-person classroom instruction is alarmingly delayed. Most notably, RMHS Juniors and Seniors will not seethe inside moa school classroom until October 12, 2020 and Freshman and Sophomores on October 5, 2020. Some of my concerns with the phased-in"hybrid include the following: • It is possible,perhaps even likely, that prior to the "phase-in"period expiring, RPS will experience a COVID exposure and resultantly have to transition to full-time remote. With that possibility in mind, RPS should get our children in school as soon as possible in order to maximize the amount of in-person school time. Postponing the first day students receive in-person classroom to the middle of October 2020 increases the likelihood they will receive little or no in-person class time due to a COVID related RPS .shutdown; • School for children has already been reduced by ten days. In addition, every Friday is now scheduled to include only a half-day of school for the children. Those facts precipitate a need to maximize the amount of time children receive in-person school in order to compensate for lost time. A 'phase-in"is contrary to increasing in-person school time; • Even under ideal circumstances, virtual learning at home is greatly inferior to in- person learning. A "phased-in"approach increases the detrimental time a child is negatively impacted by a reduction of in-person learning; • School is a holistic endeavor with children in that more than academic instruction is shared with the children. More specifically, school is a place where children learn important social and emotional skills. Isolation at home created by additional remote learning increases student depression/anxiety and negatively impacts development of social and emotional skills, • Stakeholders (parents, SC, teachers, and staf) have had less than 48 hours to consider the `phased-in"component and offer input. 1 appreciate the meetings and opportunities for feedback that the Superintendent has hosted during recent weeks. The transparency and opportunity provided tofamilies is Page 1 4 appreciated and valued. However, I am very disappointed that during none of those many Zoom meetings, entails, letters, etc., there was never any mention of a "phased-in hybrid proposal until less than 48 hours before the SC is set to vote on the plan. Perhaps this lack of timely no i ieation was unavoidable due m fAerors the public is not aware oft I do have questions- 1. Will students at risk be allowed to avoid the "phased-in"component and report to in-person school on the official first day ofschool and every school day/week thereafter? If yes, what will their school day look like when they are in school during the week the remainder of their cohort is learning virtually from home? 2. Why was the "phased-in"proposal never discussed in any of the information sessions with parents and stakeholders until less than 48 hours before the school committee will be asked to vote on it? 3. What precipitated the introduction of the "phase-in"concept? If there was an opportunity to disclose the possibility ofa "phased-in"approach in earlier weeks, that would have provided more time for publidstakeholder and SC consideration and feedback With only two days remaining for the vote, I fear that the SC will now be in the unfortunate position of having to make a rushed and insufficiently considered vote/decision with minimum parent and stakeholder input. In closing—I ask that the SC vote to NOT allow a "phased-in"approach and alternatively, implement the hybrid method without a 'phase-in". I strongly prefer the students attend.school full-time and in-person, but I recognize that a hybrid method is likely the only choice available. I think it is important to keep in mind that of 86%of surveyed families in Reading would be willing to have their students attend school in-person. Yet, there appears to be no serious consideration provided to that option. Respectfully submitted, Michael Monahan Bancroft Ave., Reading MA" Mrs.Nazzaro read an email from Kristen Hoppe Doucette: "Good Afternoon, This email is to request a delay in voting on the plan -which now includes a phased-in approach. Parents were provided a multitude of opportunities to provide feedback and ask questions about the plan (which was appreciated). However the phased-in approach was not part of the plan at that point nor were the individual schedules for the hybrid model. First, September is one of the most temperate months of the entire year here in MA. To lose the entire month for outside classes, outdoor lunch& PE, band, chorus-makes no sense. Many of the private schools are starting early to take advantage of the good weather. Next, at least in the middle school, Friday appears to be a day with almost no learning- and is dedicated to "homework". There is one asynchronous advisory meeting listed. In Page 1 5 addition, the svnchronous learning on (home) weeks is only two hours and forty minutes per day-with none in the afternoon. Finally there is no indication of how much of the curriculum can or will be covered in a hybrid and or fully remote model nor how students'learning will be assessed(within and between these models). I believe there should be an opportunityfor the community to review this new plan, provide feedback, and have questions answered-prior to the SC vote. Thank you, Peter& Kristin Doucette" Mrs. Gaffen read an email from Laura Stanton: "Dr. Doherty and Members of RPS School Committee, I'm writing this email to convey my thoughts about the school's reopening plans in advance of tonight's meeting. I'm sure this is one of many emails you have received on the topic, but I would appreciate you taking the time to hear me out before the vote this evening. My daughter Mia will be entering 3rd grade at Killam this year and I am strongly in favor of a full in-person return to school this fall. I'm beyond frustrated and disappointed over the unwillingness of teachers, both locally and state-wide, to accommodate an in- person learning experience far students. 1 consider in-person education to be an essential service and should be prioritized above all other reopenings we've enjoyed across the state this summer including retail, gyms, restaurants and personal services. If I can get my hair cut and work out inside of a gym without o face covering, our children should be able to attend school with proper safetyprecautions in place like social distancing and masks. In fact, Mia has been enjoying summer camp for the last 6 weeks, safely and without incident. In addition, my 4 year old son returned to his child care center at the beginning of.fuly, safely and without incident It's unclear to me why we can't seem to be able to adopt similar plans for our public schools, which greatly exceeds camp and daycare in terms of importance and development. Over the last week or so, I've tried to wrap my head around this hybrid model and get comfortable with what this means for Mia's education and for our household with two full-time working parents. I've tried to be positive and have come to the conclusion that any in-person learning is better than none at all and so I've tried to move on from my hopes that Mia would return to a fully in-person model. However, I once again find nlyse[f incredibly frustrated with the phased-in hybrid approach that is now being proposed. I find it especially concerning at the elementary school levels where children so desperately need in-person support from adults and the comradery of their peers to be able to successfully learn. At this age the students are still "learning how to learn"and I am strongly opposed to this phased in approach. I also worry that if any instances of Covid occur, even within another district, that the school will go fully remote before she ever even has a chance to walk through the doors at Killam. That said, after the healthy experience we have had this summer in our household with daycare and camp,I'm really encouraged that with proper mask wearing and safety precautions that we can keep our school community healthy and in hybrid mode, if not back to full in-person mode at some point this year. I have also personally witnessed how important it is for children to have exposure to adults and kids outside of their immediate household and it makes such a tremendous difference on their social-emotional learning, which is something that I feel has been removed from the recent conversation as MTA has pushed back on in-person Page 1 6 and hybrid plans. There is absolutely no substitute for this and something that we will be unable to accomplish through remote learning. I also want to thank youfor the time you've taken these last several months to work through the logistics of reopening and get the input of different stakeholders. My husband is the Director of Finance& Operations in another school district and I have witnessed firsthand the amount of work that this all entails. I truly appreciate it. In closing, I implore you to reconsider the phased-in hybrid model and bring the students back in a hybrid model beginning on September l5th when school reopens. If it has to be hybrid, please let's get started with some in-person learning that week to give our students the best shot at a successful school year. Thank you for your time. Laura Stanton 16 Francis Drive" Mr. Brandt read an email from Sue Pryputniewiez: "Public Comments for Agenda > Dear School Committee Members, > I wanted to write to express my concern about the phased reopening at the high school. With a rising senior, I am very disappointed to see that the juniors and seniors are not heading back in person until the fifth week(October 12). I know some of you were on the Superintendent's forum last night and heard other high school parents voice similar concerns. Waiting to see how things go at the other schools isn't necessarily going to translate to the logistics at the high school. Our high school kids deserve every right to be in a classroom. > I am questioning what "staff"are going to be in the satellite rooms. At best, my son may have one live in person instruction day out of ten for a given class out,to the block schedule. Not overly pleased with that thought, but I realize there is only so much that can be done from a scheduling standpoint. > My son did not receive much instruction last.spring. What is the process for parents to raise concerns if the remote learning is not more rigorous this year as has been promised?Hopefully this will not be an issue, but I believe we are going to end up remote, sooner rather than later. Thus, another reason to get the kids in person as soon as possible. > Thank you for all the time you are putting in. > Sincerely, > Sue Pryputniewicz" Mr. Parks read an email from Michael Radvany: "I write this letter to raise my concerns about the hybrid plan to start the school year. A remote start is necessary until public health benchmarks are met and an assessment of the buildings shows they are safe. We continue to strongly advocate that Reading's plan should be a phased in model tied to specific benchmarks and not just a calendar. Page 1 At this point I do not believe all safety measures have been worked out and I do not feel comfortably safe entering the school with students. Thank you, Michael Radvany Art Teacher RMHS" Mr. Robinson read an email from Ray Albright: "[ like all teachers, understand the complexity of this issue for you. The response to this pandemic in our country has been inexcusably bad, and we are left with awful choices. I want to go back to school the way it was before unfortunately we can't do that, and we shouldn't go back to school right now because until this disease is under control it won't he.safe. For starters the disease is "airborne"in an environment like schools http.v://wwR,.nature.com/articles/d4l586-020-02058-1 and that is going to create a situation where the presence of so many people, even with masks (they aren't medical grade) and distancing(airborne in this context makes that not relevant as in outside environments) will potentially lead to outbreaks,putting our students, staff and families in danger, as well as creating an environment for greater community spread. The disease is notjust about death. Frequently people talk about the death rate in the young, but morbidity is also a problem. The original SARS has left many who survived it with long term lung problems, and there is an emerging possibility that there is a myriad of longterm problems from having this disease,from cognitive function reduction, to heart damage, to lung damage. and these problems are being observed in asymptomatic and non serious infection individuals at frighteningly high rates htips://www.scie,icemag.org/mews/2020/07/brain fog-heart-damage-covid-l9-s- lingeringproblems-alarm-scientists haps://www.usnews.com/news/health-news/articles/2020-07-30/who-warns-of-unknown- long-term-effects from-coronavirus I'm very concerned about becoming infected and dying, but I'm also concerned about myself. myfamily, my students, my students families all suffering long term effects even years down the road. Finally I think we have a responsibility to remember, even "as well" as MA is doing we still have too many infections (the diagram below shows a clearly increasing trend in infections) our rate of infection is above 1, which is an indication of potential exponential growth in infections (chart from Rt live) And the %positive has been steadily increasing, an indicator that we are beginning to test only the sickest and missing the true level of infection in the community. Many will state "but reading's numbers are low" except that staff come from all over the new england area and teachers and students and families work and travel to many locations throughout, the state is an ecosystem, not a bubble. Page 1 8 Ultimately we are a part ofthe overall W community, and the opening of schools around the state will increase the potential for rapidly rising community infections, and there is evidence and opinions from experts that opening of schools will increase our community infection and put us all in danger (see Israel, Hong Kong, South Korea just as a few examples) Finally 1 won't deny, I'm worried. The guidance put oul from the state was based on cherry picked science, and since then more science has made the assertion that children don't transmit the virus at high rates absurd. haps://khn.org/morning-breakout/study-kids-l0-and-older-spread-covid-as-effectively- as-adults/ hitp.v://www.the-scientist.coWnews-opinion/children-often-carry-more-coronavirus-ihan- adults-study-67785 haps.//www.edc.gov/mmwr/volumes/69/wr/mm 6931e 1.him All the safety guidance we are following ignores the reality of how children behave, how they learn, and underscores a true lack of understanding of how real education goes on in schools. We are setting ourselves as a community up for a difficult unpleasant experience that requires us to be lucky to avoid the disaster scenario we all fear. I encourage you, at this stage of the global pandemic, which our country has jailed to handle appropriately, we must do our best with remote learning because the consequence otherwise will be far worse than anything we hope to gain by this dystopian version of in person education. Raymond E. Albright" Mr. Wise read an email from Annemarie Cory: "Dear School Committee, I want to thank you and the RPS district administration for all the work you have dedicated over the last weeks and months to putting together a comprehensive plan for a return to school this fall. I appreciate the opportunities we've had to express our thoughts and concerns throughout the process, and I have one question that remains, that feels like the real sticking point for me in a return to school in the buildings: Please provide the detailed health/seience benchmarks (Rate of Transmission and overall positive rate) that would need to be in place for the following to occur: 1. for students and teachers to return to the building on September 15 2. for phases to either move forward on the schedule that has been proposed in the detailed plan or to pause this moving forward and stay where we are 3. for the district to decide to move "backwards"(send students and teachers home for a period of remote teaching and learning) This would be similar to the approach that the state has been taking with regard to the phases of reopening, in that certain levels of the Rate of Transmission and overall positive rate would need to be achieved and maintained for us to keep moving ahead. I want to go back to school and see my students very much, but l also need to know that we have a clear plan to make sure that we're all safe. Thank you for taking the time to read this and I lank forward to your response. Warmly, Annemarie Cory Page 1 9 Annemarie C. Cory, M.Ed. Special Education Teacher Reading Memorial H.S. Reading MA 01867" Mrs.Nazzaro read an email from Elena Raueoi: "To the School Committee: Hello. I am writing to express my support for a remote start to the school year. As an elementary music specialist at two schools(Joshua Eaton and Barrows), last year I saw approximately 650 children every week. If the Reading schools use the hybrid model to start the 2020-21 school year,I will be coming into contact with that many children over each two week period. That, to me, is a,frightening prospect.It undermines the safe "bubbles"that are intended for the classrooms by making me a carrier between them, threatening the safety of hundreds of children and their teachers. And 1t jeopardizes the safety of myself and my family as well. Conversely, the remote starting model, although not ideal, is safe. I believe that we should return to the classrooms this year, but only when it has been proven safe to do so. Thank you, Elena P. Raucci Music Specialist" Mrs. Gaffen read an email from Jay Peledge: "Good afternoon Reading School Committee Members, I'd be remiss if L didn't begin by saying thank you to all stakeholders involved in working this summer, likelyfar more than ever before with anxiety and stress levels higher than ever before.As a teacher in another district, I know the extent that all of you have put in to put these plans together and I thank you sincerely for that. My main focus is on the reopening plan. While I realize there is no good plan right now, I do want to say 1 appreciate the phased-in approach (with the remote option) as we've seen other phased-in openings in other facets of society that are far smaller than our schools (ex.restaurants) and gatherings are showing upticks in our positivity rate. This will give the schools an opportunity to work out new processes and protocols that have had to come to be because of COVID. I know there's a push, based on the Q&A session I sat in on and what I have seen posted on social media, to have all kids go back into school ASAP. While as a teacher I would want that to happen too, I realize perhaps more than non-teaching parents that school WILL NOT be the same in-person now as it has been in the past. Many of the social benefits of school will not be the same as they have before and the academic benefits in this new reality are TBD. There will be no small group work and feedback sessions with teachers. There will be minimal interaction compared to what school normally allows. I think it needs to be made clear to those pushing heavily to "all kids in school now"that in-person school this year,for the time being at least, is NOT going to be the same with the same benefits as before. At least the phased-in method allows cohorts to work out new practices so that those kids that have to wait some time before they too are phased in will get a refined teaching method as teachers will be able to relay to one another what has worked and what hasn't in this new reality we are living in. Page 1 10 Again, thank you jar your time and efforts in all of this. I know the ideal is for all kids to be back in school, and I know that you know that as well. But I appreciate you taking the safety of our kids and the staff throughout the district into consideration in working to this compromise. Best regards, Jay Peledge 30 Center Ave." Mr. Brandt read an email from Julie Gilchrist: "Members of the School Committee, My name is Julie Gilchrist and I am a 5th grade teacher at Barrows. 1 have been teaching for 10 years; 5 of those in Reading and have taught grades I—5 throughout my career. I am a resident, teacher and parent. As you prepare for this evenings vote on the model to begin the school year, I'd like to take a moment to share my concerns with the hybrid model that Dr. Doherty is proposing. • Staffing is problematic. Our schools simply do not have adequate numbers of staff to implement this model. Hiring right now will not ensure that we have the needed staff or the quality of candidates needed to fill the roles necessary to make this model feasible. • Specialists, special education and paraprofessionals will all be in the building with both cohorts. This is nothing more than super-spreading if we were to have a positive case. • The requirements that our youngest elementary kids will have to fallow will cause more trauma to them because they simply will not be able to follow the rules. • Precious time is being wasted from focusingon a robust, thoughtful remote experience by principals trying to more schedules and create learning pods requested by families. • Additional time on learning will be wasted if we have to switchfrom hybrid to remote causingfurther complications for working parents. Remote learning is a stable and sustainable option that parents can rely on even if it is difficult for them. Learning will be continuous and not interrupted • An elementary class that suddenly needs to quarantine has lost learning. Young kids will be too nervous and scared to go from the classroom one day to remote far 2 weeks because of exposure. They will not learn! • Hybrid does not address the concerns regarding safe ventilation in buildings whether there are 10 kids in a room or 25. One positive person will infect many others if the lack of ventilation is not remediated. I realize this decision is difficult. The only decision that will get kids learning and keep them learning, that is sustainable with the staff we have in place and will keep everyone safe is to vote on a remote learning option. Thank you for your time, Julie Gilchrist" Mr. Parks read an email from Andrew Spinali: 'Dear Members of School Committee, Page 1 11 I want to begin my correspondence by acknowledging the herculean task that has been asked oj'Dr. Doherty, his leadership team, and the committee members. There are no easy answers. I empathize with all stakeholders'desires to return to normal. However, the current dialogue at the town, state, and national level is about re-entry into school, which is drastically different than a resumption of learning. I commend Dr. Doherty''s decision to adopt a phased-in approach as an initial step. But in order for the phased-in approach to prioritize safety and equity for students and teachers, these phases must be based on public health benchmarks and not specific dates. In addition, until we can equitably and appropriately staff each building, rushing to re- enter school would have harmful effects on the resumption of learning as well as student and teacher well-being. Five out of the six members of this committee are parents of students that I have had privilege of teaching over my ten years at Parker, so you know what I am about. You know how much I value collaborating with my students to create an engaging classroom community. You know that I prioritize building relationships with my students and making a space for them to build relationships with each other. You know that I love my job. I can't tell you how much I wish this fall would be just like the past ten...how much I want to welcome my current students and start that yearlong journey together. I can't even begin to describe how much I missed my 7th graders last spring and how much it hurt to settle for a drive by graduation to say goodbye to my 8th graders. But the narrative that getting rushing kids back into brick and mortar buildings is what is best far them presents a logical fallacy. They are not returning to the same environments that they left in March. It is important for me to acknowledge that, based on the logistics under the current plan, I-personally-do feel safe to return to school. However, I am a 33-year old man in relatively good health. In addition, I teach on a team at the middle school level, which means I would only be in the building form out of every ten days and only exposed to approximately 80 students. I am one of the lucky ones. But one of the reasons that Ilove my job so much is because of my colleagues, many of whom have become a second family. So, this afternoon, Iam also writingfor the members of my second family who aren't as lucky. For those who will be in almost every dory. For those who must decide between retiring or putting themselves at risk of contracting a virus we still don't really understand. For those in some building across the district who may be exposed to 200+ students every two weeks. I urge the administration and school committee to revise the current plan to include clear benchmarks that facilitate a clear, data-driven decision. Then, and only then, can we shift the conversation to a meaningful resumption of learning that values equity and sgfetyfor all stakeholders. Thank you for your time and consideration. Sincerely, Andrew Spinal Seventh Grade English Walter S. Parker Middle School 781 944 1236(extension 104)" Mr. Robinson read an email from Annika Scanlon: Page 1 12 ' Thank you for considering my question, Annika Scanlon htip:llwww.doe.mass.edu/covidl9/on-desktop/2020-0730slt-waiver-process-memo.docx Massachuseus Department of Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone. (781) 338-3000 TTY. N.E.T. Relay 1-800-439-2370 Jeffrey C. Riley Commissioner MEMORANDUM To: Superintendents, Charter School Leaders, Approved Special Education Schools, and Collaboratives From: Jeffrey C. Riley, Commissioner Date: July 30, 2020 Subject Process to Request a Modification of Structured Learning Time Requirements At the meeting of the Board of Elementary and Secondary Education (Board) on June 30, 2020,the Board adopted amendments to the Student Learning Time regulations, 603 CMR 27.00, on an emergency basis. The amendments establish health and safety standards for providing structured learning time to students during a declared state of emergency or other exigent circumstances that adversely affect the safe environment of schools. One of the approved amendments authorizes the Commissioner to modem the minimum school year(180 school days) and minimum structured learning time requirements (900 hours for elementary school students and 990 hours for secondary school students) under certain limited circumstances. 603 CMR 27.06(3). On July 27, 3020, to provide sufficient training and preparation time far educators and staff prior to the start of the new school year, the Commissioner reduced the 180 day and student learning time requirements for the 2020-2021 school year to 170 days and 850 hours Our elementary schools) and 935 hours (for secondary schools), so long as districts begin providing instruction to students no later than September 76 2020. Lf a district or school is unable to meet the September 16, 1020 requirement, it may apply for a waiver. Districts may also seekflexibilities regarding student learning time requirements to enable more students to attend school in-person. For example, to increase capacity, a district may decide to add bus routes for a given neighborhood with an earlier or later pick-up time than existing routes. As a result, the district may seek a waiver to the structured learning time requirements so the district can stagger school day start and end times. Page 1 13 Any request for a waiver should be addressed to the Commissioner and submitted by email to reopeningkl2@mars.gov no later than Friday, August 14, 2020. The request must include the following information: Identification of the district or school(s) requesting the modification,; Description of the specific requested modification, including a calculation of the proposed change in student learning time: and Rationale for the modification, including a full description of the justification of the request for any waiver related to the September 16 2020 requirement(see paragraph 1, above). " Mr. Wise read an email from Denise lozzo: "Good evening, As a 21-year employee of the RPS as a general education Paraeducator and a member of the Reading Paraeducators Union I support the statemern from the Reading Teachers Association. When it is safe to hold public meetings in person, open our public library and public buildings (Town Hall and Police station) maybe it will be safe to send our students to school safely. Denise lozzo Reading Resident of 34 years Town Meeting member Precinct 2 Proud member of J.W Killam Elementary School" Mrs. Nazzaro read an email from Lauren Bennett: "Dear Dr. Doherty, In the event that we are fully remote,please consider allowing extra curricular activities to continue. Marching band itself is inherently socially distant and with some tweaking by Mr. Mulligan and the staff it can be done safely. As you know, this has been so difficult on the kids social emotional well being and having one thing to look forward to could make a world of difference. Please try to preserve any amount of normalcy you em:for the students, they need it right now. Thank you Lauren Bennett" Mrs. Gaffen read an email from Suzie Carroll: "Hello, Thank you for all the work you have done on these models. I don't envy you. I'm wondering why hybrid is the recommended model when it appears the RTA does not agree. Why are we going to force the hands of many of our wonderful staff to take leave due to health concerns, and hire new teachers or substitute teachers, when we could go fully remote to start and retain virtually the entire staffing block? Page 1 14 Thank you for your consideration, Suzie Carroll 44 Roma Lane" Mr. Brandt read an email from Connie Quackenbush: "John, I. Do we have any outside contracts where our costs are based on savings and, if so, will this affect our comfort in the winter? Can we not turn up the boiler temperatures to help compensate for the added outdoor air. The costs may rise but the comfort can still be important. 2. What are the hours of operation?Some fans turn off around dismissal time? Shouldn't we keep them on until the building closes at night? Thanks, Connie" Mr. parks read an email from Amy Yatsuhashi: "Dear school committee, A question about the reopening plan: why will the high school students be remote and the school be empty until October?I would like my children to receive in person instruction before October 5 and 12. Thunk you, Amy Yatsuhashi" Mr. Robinson read an email from Meghan Caffrey: 'Dear School Committee members, My name is Meghan Caffrey. I am a Reading resident as well as a Special Education Teacher at Killam.I encourage the School Committee to read through and discuss the statement released today by the Reading Teacher's Association before voting on the plans. Thank you, Meghan" Mr. Wise read an email from Eric Goldstein: "Dear Reading School Community, We are speaking out publicly to clearly state our position and reasoning with regards to opening school in September. The Reading Teachers Association is made up of almost four hundred teachers and nurses who work in the Reading Public Schools. Some of our members live right here in Reading, while others live in neighboring communities. Marry of our members are parents with children who attend public school here and across the region. Throughout the spring and summer, our members have been speaking up about concerns and asking questions. Like everyone else, our understanding ofCovid-19 has changed and evolved as the scientific and medical community has learned more about the virus. Although some of our concerns are being heard, we don't feel as though the guidelines and resources provided are enough to keep everyone safe. Page 1 15 Teachers in Reading miss our students and are eager to resume learning in person. Classroom learning is how education is supposed to be. We know that this spring's crisis learning was not ideal for our students and their families. 11 was not how anyone wanted to finish the school year. We pride ourselves on our ability to build personal relationships with our students. Our greatest collective obligations, however, are to keep students, educators,families and communities out of harm's way and to prevent a resurgence ofCovid-19 in our community. We want everyone who starts school on the first day, to be there on the last day. The hybrid model which is currently proposed by the district is not a return to school in the traditional sense that we know. Children as young as 5 years old will be asked to sit in desks spaced 6 feet apart from their peers and teachers. They will not be able to hug their teachers when they are sad, high five a classmate when they persevere through a challenging math equation,play tag at recess, or sit together to collaborate in small groups to share their thinking with others. Students will spend much of their "in person" learning looking at a screen while their teacher broadcasts from a nearby classroom. Teachers will spend instructional time reviewing protocols, reminding students about mask safety, ensuring proper distancing and allowing for hand washing and mask breaks. With other educators throughout our region, we have called for a phased-in start to the school year where students begin with a comprehensive remote learning experience, and then transition to the hybrid model only when public health data indicates that it can be done safely. The benchmarks for transitioningfrom one phase to the next should be based on clear public health and safety metrics. These metrics should include factors such as positive test rates in Massachusetts, availability of test results, and a low rate of transmission for our region. Teachers have advocated for a comprehensive evaluation of our schools HVAC systems by experts who understand the science behind the airborne spread of infectious diseases, such as Covid-19, with the results shared publicly. We are concerned about classrooms without sufficient windows. We are concerned that the hybrid plan puts special education and specialist teachers at greater risk than other teachers because they would teach in- person every week. We want to ensure there are ample substitute teachers and nurses to provide coverage for those who may be sick or need to quarantine. We want to know that adequate staffing will allow teachers who are at high risk to take necessary leaves. Covid-19 has severely disrupted our world and made it harder for many parents to work. Many teachers face the same dilemma of how to work and supervise kids at home while remote learning. People have asked, 'If we don't go back now, when will we go back?" Our answer is when it is safe. • When Covid-19 cases are declining in Massachusetts • When the rate of transmission is below 1 • When our buildings'HVAC systems undergo evaluations that deem them safe • When Reading has an effective contact tracing protocol in place • When the community has access to rapid testing with timely results • When our schools have the staffing and resources to meet the needs of our students without compromising safety • When the in-person experience for students isn't so isolating or scary Until then, it is safer and less restrictive for students to begin with remote learning. Any plan that does not address the inequities of risk exposure and safety concerns does not have the best interests of students and teachers in mind. Page 1 16 Finally, to our families;you know us. We are the educators of your children. You know the passion we have for working with your children. So you also know how hard it is for us to think about beginning school without seeing them walk through the door. Our hearts want nothing more than to be back in the schools, setting up our classrooms just like we were a year ago. However, our heads know that we can't do that right now. As educators, we always tell our students one of our most important jobs is to keep them safe, in all manners of the word. Never has that sentiment been more real than it is now. Reading Teachers Association Eric Goldstein Social Studies, Grade 6 Parker Middle School (781)944-1236 ext. 221" Mrs. Nazzaro read a statement from Lauren lannacci: "Dear School Committee, I am writing to you tonight to beg you to consider a remote start to the school year. A remote start would give us adequate time to ensure the air quality and HVAC systems in every building are safe and provide the correct filtration to decrease the aerosolized spread of eovid-19. A remote start would also allow us to tie our reopening to public health metrics. Since we began planning in earnest in June much has changed about our knowledge of how children spread and contract the virus. At that time our test positivity rate and our rate of transmission were far lower than they are today. Numbers have slowly been creeping up and we need to listen to the science and protect the students and staff of the Reading Public Schools. I ask you, how many student deaths would be too many? How many staff deaths would be too many? Covid does not discriminate, it could take any one of us. It could be your family member,your friend,your child's teacher. Children are dying. Adults, healthy and those with preexisting conditions, are dying. I, for one, cannot stomach the idea of one of my students, their family members, my colleagues, my own family, or myself contracting this virus and becoming seriously ill, suffering long term consequences, or dying because we were too eager to return to normal. I want so badly for this to be normal for our students. I want that for my own kids too. But it is not. Knowing we could be forced into a dangerous situation has literally cost me countless nights ofsleep. I am scared. I am struggling And I am not alone. 1 have a one year old and three year old at home. I continue to ask myself what will happen to them if I contract covid and die. It brings me to tears to even imagine the scenario where 1 bring the virus home to my .family. l want to work. I want io teach. I take my responsibility for my students'safety extremely seriously. This is simply not safe and I am terrified for all of us. All of our administrators have been working tirelessly to try to make school reopening safe and their efforts are so appreciated. We're trying so hard to get back to normal, but we have to face the realities of our current situation. If we open school without ensuring safe buildings and improved health metrics it will not be an.iilpeople get sick, it will be when. So again, I ask you, how many deaths do you find acceptable? For me, the answer is zero. Thank you for your time and your dedication to the students of Reading. Sincerely, Lauren Iannacci 6th Grade Social Studies Parker Middle School" Page 117 Mrs.Gaffen read an email from Maria Simon: Hi There, I am writing to implore you to begin school remotely and to phase into in person teaching as health benchmarks are met. As so many employers have moved to remote, it feels as though our district thinks being in physical school is more important than our shared health. People are dying and we are fighting for the safety of our students and of ourselves. Although I would like nothing more than to be able to move in to my latest classroom and really be with my new batch ofstudents--I do majeel it's bestfor them or for us. The distractions,fear, and discomfort of mask wearing and staying away from each other will impact learning much more than we know. Please help us do our best and safest teaching under these(hopefully) once in a lifetime conditions. Marry thanks for all you do and for your consideration, Maria Simon, MEd." Mr. Brandt read an email from Connie Quackenbush: "Good Evening, In one meeting a teacher said that her town's school system made pictures of what the classroom and the cafeteria would look like in detail so parents could decide about remote. John said that wouldn't be possible. Instead of that could you please describe it? It might be helpful to include set-up, movement, time in seats without moving, use of materials, etc. in the description. Thank you, Connie Quackenbush" Mr. Parks read an email from Kristen Lachance: "Good evening. First I will start by thanking all of you for your time and effort on the reopening of schools. I cannot imagine being in your position and having to make these decisions but know that you are all appreciated. I truly can't understand how we are going to try to send our children back into an environment that is nothing like they have ever been in. School as they know it is overfor now. There is no real.socialization. No sharing materials, no working together and no real contact with their friends and teachers. My son Jaxon is going intofirst grade at killam. Lost year he had an amazing relationship with his kindergarten teacher who he hugged every single day. Many children need that interaction and comfort during their school days Especially the young kids. ]Unfortunately as we have seen the numbers in MA are starting to creep up. Knowing that a surge is inevitable, why BY to send them into this hybrid model only to end up pulling them out again? Many say " the kids will be fine.!They hardly gel sick if they get Covid 19. " While that may be true, some of these children life with their grandparents who most certainly would not be ok if they contracted Covid 19. I personally live with my parents in a 2 family house. My father is considered high risk and may not make it if he contracted Covid 19. This is the same for the teachers themselves and their families. There is much more evidence to show that children do spread the virus just as adults do. Page 1 18 Our kids will adapt. Remote learning will not go on for the rest of their lives. They will be ok. Why risk the health of them, our families, our teachers/staff and their famil ies I Our teachers have very clearly stated how concerned they are and I don't blame them one bit. While these plans look beautiful on paper and have the best intentions, they will not work.Not for staff and not for students. Working from home and teaching is not ideal at all. Both myself and my husband work full time so I truly understand that. Many of our teachers are teaching our children while also teaching their own at home. I myself will Not be going back to work and will be helping a few families out with remote learning weather that be hybrid or all remote. We are in a global pandemic. We are all in the same situation and it's heartbreaking but I ask you, what is more important than the heath and safety of our kids, our teachers and all of ourfamilies? This will not last forever. We can and will all work together to keep our kids safe and happy until covid 19 hopefully calms down. Thank you for your time and stay well. Kristen Lachance" Mr. Robinson read an email from Justin Perry: "Charles, Respectfully, as I watch this meeting-not one person on this Committee has taken a stand for the people that elected you. Rather your Committee seems to want to defer to DESE and the State for a decision. We elected you to be conduits for us. This is confusing. Justin Perry" Mrs. Nazzaro read an email from Jess Bailey: "Hello Kate, John, and school committee members, At tonight's school committee meeting Dr. Doherty explained that the reason for delaying the high school starting in person until October 51h was to give the district time to hire staff to make the hybrid model workable. I'm concerned about this logic, because those students are still supposed to be learning from September 15th to October 5th. Who is going to be teaching them remotely?If we don't have enough teachers to staff the hybrid model, how do we have enough staff to teach them remotely during the first four weeks ofsehool? Will this require teachers to take on more than the contractually permissible number of preps? Will students be given a study hall until their actual classes begin on October 15th? if the reason we are starting later in the school year is an order to hire staff, doesn't that instead indicate that the best course of action, the one that gives our students the most robust education, and utilizes the teachers who want to teach but need remote accommodations to do so? Thank you, ,less Bailey" The school committee asked follow-up questions on staffing, specialists and high school schedules. Page 119 The ten days of training for staff prior to the start of school will include the use of technology, health and safety guidelines,equity,differentiated learning, remote learning and social-emotional supports. We will also look at curriculum compacting determining which fundamental skills need to be taught. A question was asked about how we will be supporting staff. Our principals have built a strong culture in their buildings providing as safe an environment as possible. A phased in approach will have a huge psychological impact. DESE is not allowing a change in standards. Our curriculum coordinators are looking at our curriculum and what mastery skills need to be taught. The remote platform will look different from the spring. It will include more formative assessments and consistency in platforms. Mr. Wise and Mrs. Gaffen appreciated that full day kindergarten was addressed with the possibility of reduced tuition if circumstances warrant it. As next steps, Dr. Doherty will be sending out a questionnaire to families and staff,the requests for medical leaves are being reviewed and our technology is being prepared for distribution. The conversation turned to the possibility of procuring tents. Availability of tents is an issue. We would have to go through the procurement process as well as observe all building and fire codes. Mr. Robinson read an email from Justin Perry: 'Last email Charles. I am not sure if you realize this but the Amendment that was passed earlier in the meeting essentially overrules the main vote. When that amendment was passed, we relinquished ownership over ourJature and the discussion right now is simply a dog and pony. I'm not sure that Carla knows that the point she raised earlier "will we give up control" and "I'm not sure that's a good thing", she relinquished that control with this amendment. I do appreciate the Festivus that reading these entails provides-but I do not see how this is conducive to making responsible decisions for our community. I do see how this process absolves the school committee of responsibility in their decision. Maybe that's the purpose of this. Thank you for your consideration. Justin Perry" Mr. Robinson felt the motion provided clarity and pointed out that the entails are read to allow for public input in the remote setting. Mr. Robinson read an email from Kristen Lachance: "They are not seeing half their case loads. They are seeing all their students over the course of both weeks and they're expected to be there both weeks. They will be exposed to Page 130 all children. Why are the specialist being -sacrificed "so to speak?Everyone needs to just be remote. It's not safe. Kristen Lachance" Dr. Doherty shared that all special education teachers will be both weeks as well. Mr. Robinson read ernails train Beth Hurley: "Dear Members of the Reading School Committee, Dr. Doherty, and Mrs. Christine Kelley: I am writing to you as an elementary art specialist entering into my twelfth year in the Reading School District. I must start my letter by saying that when I came to Reading,I found a home at the Barrows Elementary and Joshua Eaton Elementary Schools and I will continue at both schools this year!Not a year goes by that I haven't loved my jab and the multitude of activities that come with it. teaching the countless number of students over the years (and watching them grow, a perk of being a specialist and seeing almost every student in the school every year),preparing student artwork for our annual Arts Fest, hanging students'artwork at the Superintendent's office, or seeing the families at curriculum and back to school nights. I can't leave out the colleagues that 1 work with every day and the AMAZING things that they do in their classrooms and, of course, the friendships I have formed. These friendships are so important because as a specialist, you are somewhat of an island. No teachers teach the same content as you in your building, so the connections that are made are that much more important. I am not one to normally voice myfeelings or opinions in this manner,yet in this unprecedented time with a virus that continues to change in way ofsymptoms and spread, Ifeel that I must speak up. I believe the only way to safely begin the school year and not risk the health of our students, teachers, and our Reading community is to adopt a remote learning plan. I base my decision after reviewing the Draft Plan of the hybrid model of school re- opening sent out by Dr. Doherty. I am concerned about the safety and mental health of my students and fellow teachers.I am concerned about the safety of the Specialist Teachers who will be seeing hundreds of students a week, some teaching in more than one school. The school that children remember from last March no longer exists. Students will now be forced to wear a mask all day. Sit at a desk in rows for a great majority of the day. Their teacher will be reluctant to comfort them with a hug on that first day back to school, much less get too close to help them with school work. The social and emotional well-being of our students should be paramount and I respectfully say that it can't be found returning to school under these conditions. As an art teacher, 1 believe students need art(and their other specials) even more than ever! We have proven with the flip of a switch we can teach remotely. With planning and training we can continue to adapt and perfect our content. During a "normal"school year, I would teach at two schools and see almost 600 students a week. The hybrid model will reduce this amount, but 1 am still exposing myself and my students to the environments of two different school buildings. I have been informed at one of my schools that art will be in the cafeteria. The custodian will come in to sanitize my tables in the 5 minutes (maybe 10) between classes. What happens if the custodian is pulled away on an emergency? Unfortunately, the cafeteria doesn't have a sinkfor appropriate hand washing and clean-up of materials. I am concerned without adequate time between classes and available cleaning materials, the risk of spreading germs will increase. Page [ 21 In the hybrid model, specialist teachers will teach their content and also be used as coverage for the satellite classrooms. We are told that we will be "co-teaching"with our general education colleagues, but we are not licensed in early elementary or elementary education. And unlike our regular education counterparts who will be teaching remotely on their "off"week, specialists will be in the buildings every week potentially exposing ourselves, our students, and our colleagues to the virus. The highlight of my remote teaching last spring was when specialists went to live teaching with the students. I had taken so much for granted in the regular day to day of our 'in school"days. I realized I missed my students so much! I missed seeing their faces. I missed creating art with them in the art room. I missed seeing that ah-ha moment when they understand a new art technique. I would give anything to reverse time and have things the way they were. The whole situation we are in makes me so sad. What would make me sadder would be having a student, a colleague or friend, a family member get COVID-19, or worse, get sick and die. You, the Members of the School Committee, Dr. Doherty, and Mrs. Kelley have the opportunity to make EVERYONES safety a priority. I urge you to reconsider the hybrid plan for a remote start to the school year and when it is safe, we phase into a hybrid opening. Respectfully, Beth Hurley Mrs. Beth Hurley Visual Arts Teacher Barrows Elementary School Joshua Eaton Elementary beth hurleyAreadim:112.ma.us" "Dear School Committee Members, Ijust want to fallow up with a comment on the specialists placement at the elementary schools. Joshua Eaton and Barrows share art and music teachers. I music teacher at Eaton and 2 art teachers. Barrows has one art teacher and 2 music teachers. Respectfully, Beth Hurley" Mrs. Nazzaro asked about the high school cohorts and asked if the students would be receiving instruction from day I. The answer was yes. Mr. Wise pointed out that we should add the school calendar to the original motion and asked about moving the in-service day in March to October. Dr. Doherty pointed out that we will need time at the end of the year to plan for next year. He also said the committee may be voting on this calendar again. Mr. Wise withdrew the previous motion regarding the Fall Reopening Overview and replaced it with the following: Mr. Wise moved seconded by Mr. Brandt,to 'Prarove the Fall Reopening Overview, inclusive of the revised 2020-21 school year calendar and the previously approved amendment with the nderstandinv that the situation is fluid and changes to the plan are likely.The roll call vote carried 6-0. Mr.Parks,Mrs.Gaffen,Mrs. Nazzaro Mr.Wise,Mr.Brandt and Mr.Robinson. Page 1 22 Mr. Wise read an email from Amy Hussey: "lain a specialist teacher. I am not worried about being IN school all school days. My concern is about the number of students I will be seeing over a two week period. As a part time teacher, the number of students I will be teaching in person every two weeks is app. 500 students. That is extremely concerning. Please verify the school committee understands this number before voting. Thankyou. Amy T Hussey, MEd Visual Arts Specialist Teacher J.W. Killam Elementary School Joshua Eaton Elementary School Reading Public Schools.MA" Dr. Doherty said that specialists do have more students and we have looked at ways to reduce the number of students. Because we have shared specialists at the elementary level this is not possible. We can look at hiring more art and music teachers, but it may not have an impact. E. New Business None F. Public Comment—emails received during meeting (emails are copied and pasted in the original form) 1. Routine Matters a. Bills and Payroll (A) b. Calendar Mr. Robinson shared that the committee will hold a first reading on two policies that have come down from MASC. These policies are being reviewed by counsel. 2. I of armation/Corresoondence None 3. Future Business Shawn Brandt and John Parks volunteered to be the Social Media Coordinators for August. 4. Adjournment Adjourn Mr.Parks moved seconded by Mr. Brand[ to adiourn. The roll call vote carried 6- 0. 0 Mr. Parks Mrs Gaffen Mrs.Nazzaro,Mr.Wise,Mr.Brandt and Mr.Robinson. Page 1 23 The meeting adjourned at 10:30 p.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. Link to meeting video: httns'//www.youtube.com/watch?v—cZRRxF2xszo Jo . Doherty', Ed. . Page 1 24