us grade levels. We actually have two study groups. We have the elementary study group that has teachers from different grades, special education teachers, EL teachers, ELL teachers and service providers as well as preschool. And then at the secondary level, the same type of composition. So we've been looking at online instruction. We have 54 educators, administrators that are taking in a course that Harvard's professional development, the arm of Harvard's School of Education which is focused on professional development. We have 54 educators who are taking a course that is currently taking place. It's a four week course on strategies for online instruction. We're looking at the hybrid model. What I have is I've put together some slides that can show examples of what a hybrid model would look like at the various grade levels. So I'm gonna begin with preschool and we have here preschool but I'm not gonna go through each one in detail. What I'm gonna do is I'm gonna give you a high level view of the different things that were considered as we thought about a hybrid model of instruction. And part of that, and I'll just skip ahead to element kindergarten, part of that thinking was looking at the requirement, the distancing between students. So in a hybrid model, we are able to distance the desk within the classrooms by six feet. And that's because the student population at each school would be divided into two cohorts. We'd have a cohort A and a cohort B, if you will. Based upon the hybrid model and within that hybrid model, we've had educators, principals, administrators look at the different structures that a hybrid model could take place. So I'll just display this right now. So we've looked at A, A, B, B model in which the students in cohort A would go to school, be in session in school on Monday and Tuesday. And then students in cohort B would go to school in session on Thursday and Friday. Now the Wednesday would be reserved for all students would receive there, would participate in a remote program. And on Wednesday, that would consist of synchronized instruction. Teachers would check in with their students, take attendance and there will be asynchronous learning activities in the afternoon, which provides teachers an opportunity to participate in professional development, have faculty meetings and also to have an opportunity to collaborate and really assess the program and the teaching that is going on at that particular time. So Wednesday across the board at all levels will be reserved for this type of activity. So looking at the K through eight models, we would utilize an A, A, B, B model where again, cohort A will go to school on Monday would be in session on Monday and Tuesday and cohort B would be in session on Thursday and Friday with the Wednesday being an all remote day for all students. So that's a high level view, like looking at the days for remote instruction. We're looking at a blend of synchronous and asynchronous instruction. And we're also looking at structured learning activities because based upon the number of clock hours that we have to have that is devoted to instruction, we still have to meet those clock hours that are set by the state. So on all days, students would be participating in synchronous instruction, asynchronous, have access to asynchronous videos and also have structured learning activities. So I'm just gonna display, this is what a kindergarten schedule would look like. And then in the elementary study group, we've looked at how this may evolve over time. So we're looking at the beginning of the year, looking at the early elementary, looking at kindergarten in first grade. We're looking at the different things that we would have to do in order to acclimate incoming kindergartners into a hybrid model. So that would look different. So you're looking at the beginning of the year where you're focusing on routines, teaching kids about the online tools that they're going to have to utilize and then just getting them used to what the routine would look like and feel like in a hybrid model. So we've done a lot of thinking about how this will evolve over the time of the year. So the hybrid model or the schedule that we're presenting right now at the beginning of the year may look differently based upon how kids at the early elementary would mature throughout the year. So this is why we've broken out the elementary schedule into kindergarten, first grade, and second through fifth because we're looking at what's developmentally appropriate for those different age groups. So looking at the kindergarten model, this is what it could look like. And then first grade, I couldn't get the whole schedule onto one slide. So this is what the morning would look like for first grade and then, excuse me, sorry. And then this what the afternoon look like for first grade. Now this is looking at in session. And then on the right-hand side, you're looking at the remote session what that could look like. So I just want to, let me just back up a second because I do want to make sure that I'm being clear about that. If you look at the kindergarten schedule, Monday and Tuesday is a sample of what the in-school model would look like. And then on the Thursday, Friday, gives you a vision of what the virtually at home, what the cohort that is not in session, this is what their day could look like. So I just want to back up and make sure that I highlighted that. So again, this is kindergarten. And then this is what the first day again, looking on the left-hand side of the screen, you see the Monday and Tuesday, you see at the top where it says in-person. And then on the right-hand side, you see what it looks like for the remote model. And then we're looking at second through fifth grade, the same thing at the elementary level, right? I mean, I'm sorry, the left-hand side, I'm sorry, I'm looking at the screen, left-hand side looking at the in-person model and then the right-hand side looking at the virtually at home. So this is what it would look like at Gibbs. At the secondary level, you're looking at the Gibbs, AABB hybrid rotation and then the hybrid and the remote model will be very similar. But again, you're looking at the left-hand, you're looking at what the in-school schedule would look like, but then the remote model would be comprised of asynchronous learning videos, asynchronous videos and structured learning activities with a designated staff member checking in with students at the beginning of the day, taking attendance. Now I wanna say that looking at the difference between the spring and the fall, all the work that the students are completing is they're gonna get feedback, grades are going to count, attendance counts. So it's much more structured than what we're looking at, what we provided in the spring based upon the amount of time that we've had to really think about this critically and be able to plan. So I just wanna make sure that I'm letting everyone know that the structure is going to be there in the hybrid model. And so this is Gibbs looking at some of the keys to some of the terms that are utilized in the schedule. And then looking at Addison. At Addison, they did not put in the particular subjects into the language, but I want everyone to know that we're still covering the same content areas. And we're also looking at specials on the in-school model. But again, Addison you're still looking at for the remote model, you're looking at a blend of checking in, asynchronous videos, structured learning activities, a designated staff member checking in with students at the beginning of the day and for that cohort who was virtual on any particular day. And then looking at Arlington High School, they devised a schedule that will be the same whether or not we were in school, hybrid or remote. And you're looking at a four by four schedule, which means you would have three content area, you would have two content area classes and you look at the 80, that's the time for instruction for that instructional block. And so you're looking at an elective and PE. So that means that kids would have four classes a day and then that would switch, those classes would switch at the semester. And then these are the remote plans, but I won't get into those. I will stop here at the hybrid and I will ask any building administrator who would like to maybe give a little bit like to add to the explanation that I just gave about the hybrid. And then we can open it up for questions or comments. Dr. McNeil, can you call on the principals as you see fit? Sure, so I'm gonna ask any elementary principal, Ms. Peretz who did a lot of work with the kindergarten teachers and anyone else who would like to talk, we'll start off with the elementary principals if anybody would like to comment on the hybrid model or if we also have our director of preschool here, if she would like to say something about the preschool hybrid schedule. So we'll start off with elementary. Thank you. I just wanna highlight a little bit of what you said about the schedules and the way that they're going to start out. I believe it's very important for all of us and for the teachers who worked on these schedules that everyone understands that these models are not what the schedules would necessarily look like on the first day of school. That it would be a slow phasing in to use those words as the first few weeks of school go in. In elementary school, we use something called the first six weeks of school, which is part of our responsive classroom approach. And it means that even with the academics, a lot of that is helping the students to really know and understand the expectations. And so for kindergarten, the one thing I think that I would add Dr. McNeil is that our intention is that the academic work for our youngest students in kindergarten would be in small, that we would build towards really working only in small groups. That whole class kinds of times would be social meeting kinds of times, but that even after the children have been introduced to the school year, that the academic learning specifically would happen in small groups with children. Thank you. So next up we have Dr. Hannah, if I can get him to say something about first grade. Yeah, I just wanted to emphasize actually there was a Straton faculty who was a representative on this schedule. And so I just wanted to speak more generally about the degree to which all of our professional faculty were involved in this design. This was a large group, not surprisingly our Arlington educators, many of them were interested in designing this schedule as part of the larger charge of creating really strong remote learning experiences, synchronous teaching. So I just wanted to make sure that everyone was clear that this was a very collaborative effort to create all of these schedules. I also wanted to just reinforce what Ms. Perez said about our first six weeks launch. One advantage of this model is that we'll actually have at most half of the cohort, it probably a little bit less, that will be experiencing those first six weeks anytime they're on site. So when we split the cohort of total students, aggregate of students into halves, we'll be able to do a lot closer coaching and relationship building with each cohort as they come on site for their two days of on-site programming. Thank you. And can I get a principle to talk about the lunch situation for when kids are in school, in session, how will lunch be provided to students? Anyone? Okay, I believe that the hybrid model will allow us to have students eat in their classrooms and still have the six foot distancing. So that will be possible. And that's one of the benefits of having a hybrid model that the number of times that kids have to rotate from one classroom to another will be limited. So we're looking at trying to make sure that we're focusing on putting kids in cohorts and then keeping them there for the mass breaks and not having to travel to the cafeteria and mix with other cohorts at that time. Dr. McNeil, could I just add something? Sorry, this is Karen. Hi, Mr. Nato from Thompson, coming in strong. Well, I think I was waving at you, but you probably can't see me, so. I can't, I can't, I can't. I just wanted to add that we're also looking at using outdoor spaces as much as we can while the weather is still good to take groups outside to have their lunch as well. And I was, since at Thompson, the food services is working this summer, doing the collaboration with getting food to families who are in need. I did talk with Denise Boucher, who's the director of food services. We were talking about, you know, possibly how we're gonna get the food delivered to the classrooms for students who are ordering lunch and the ways that that would be like a grab-and-go situation where we're trying, like you said, trying to limit the amount of time that students are transitioning other places in the building, such as going to the cafeteria and things like that. So yes, and in the classrooms is where I think most of us are planning on students having lunch. Yes, thank you for that. So I'm gonna move to the Gibbs and I'm gonna have Ms. Pierre Maxwell, if she wanted to ask her if she wanted to add anything. Ms. Pierre Maxwell.  I'm muted because I can't see anybody, so you have to. Yes, I was, I was still on mute. Good evening, everyone. So we work closely with our special coordinator, the assistant principal, Ms. Salvatore, who experienced what the schedule looked like last spring for the children and with our ELL coordinator to really take into consideration what would be a rigorous schedule, whether we are physically in the building with the children or when they're at home for the two days, they would be remote. So as you notice, the schedule is identical, whether the children are physically in the building or whether they're at home. So we're looking for them to have the same experience with or without the teacher when they are taking their classes. So we will be working on our asynchronous lessons to make them more engaging and looking at some of the suggestions from the Department of Education to make it so it's not just the children working from worksheets all day long, they will start every day with advisory and they will have check-in, they will have small groups. We will be using all of our support staff in different capacity to support the children while they're home in that asynchronous learning time. So these are of course details. We will be working on knowing that the hybrid is being recommended. So we're going to give you more specific of what does that gonna look like. At the Gibbs, most likely the children will be staying put in the classroom while the teachers circulate to the children and they will be having lunch in the gymnasium and the cafeteria. So we hope to have our children sit in the same assigned seat every day when they go to the cafeteria, assign numbers and practice all that with them. Just like the K-to-5, we are also responsive classroom school. So the social emotional will definitely be highlighted at the beginning and embedded for the rest of the year so we can continue to model, remind the children and help them get accustomed to not only the health and safety protocols, but also connecting with the staff. So I think these are the things that need to be highlighted with the schedule and the fact that the numbers, as they stand right now, we would still need quite a few students making that choice of remote in order to be able to execute the schedule as it stands to have enough space to keep the children six feet apart all day long if they are coming into the school with this hybrid model. Thank you very much. And I'm gonna move on to the Addison schedule and I'm gonna ask Mr. Merringer if he would like to add anything. Make sure you all mute yourself. You know what, Dr. McNeil? I'm gonna jump in before Mr. Merringer because it is 9.56 p.m. Okay. So I'm looking for a motion. Nobody? I move the 10 p.m. roll to how much longer? This should not, we're just gonna go very briefly over the, you know, the rest of this presentation shouldn't take more than, I'd say five to 10 minutes. And then there are gonna be questions and comments, of course, after that. I'll move it to 10.30. I'll move it to 10.30, Ms. Moore. Yeah, we've also got 11. I think we just need to go to 11. I'm gonna keep, the fire is lit. Mr. Thielman will keep moving, but I, otherwise we're just gonna interrupt. Okay. I'll move it to 11, 11, 11 p.m. Thank you. Is there a second for 11? Second. Axton. Yes. Carden. Yes. Alison Ampey. Yes. Thielman. Yes. Shukman. No. Heyner. Not, I'm staying. Morgan, yes. Okay, carry on, Dr. McNeil. Thank you very much. So Mr. Merringer, would you like to jump in and just give some comments on the hybrid schedule for Addison? Yeah, sure. So ours is very much like the Gibbs. We'll have people in either Monday, Tuesday, or on Thursday, Friday. Wednesday will be a lot of remote teaching in which you'll be able to get group A and group B, hopefully together. We're looking at our usual, you know, math, English science, social studies, world language, elective, PE, band, orchestra, and chorus, what that would look like. You know, it seems tonight what the school committee really talked about was to give parents who wanna be fully remote the option to be fully remote and to give parents who wanna be hybrid a hybrid situation. One of the things that I think Miss Pierre Maxwell and I would definitely echo right now is just knowing how many people will take those options because at the Addison that could be as many as 225 to 240 kids who are gonna be in the all remote and we're gonna have to make sure that we're scheduling both kind of an all remote and a hybrid situation. So I think the basic tenets of the hybrid situation is kids are learning in school for two days. They're out of school asynchronously learning for two days and hopefully coming together in a remote situation on Wednesday. All right, thank you, sir. And next up, Dr. Janger is on vacation. So we have Mr. McCarthy who is the assistant principal at Arlington High School. Mr. McCarthy, would you like to say anything about the schedule? Thank you. I just wanted to touch on a few pieces. You know, one of the biggest concerns we've had is just trying to make sure the students feel that they're cared for in the building and it's not just a question of here's the expectations, here's the teaching, here's the discipline. We really want to talk about everyone's social-emotional well-being. And so this schedule really came out of a bunch of conversations between administration, staff and students. And I did want to applaud and thank those students for being part of those discussion groups and giving us honest feedback, which was incredibly helpful. I know there's gonna be a lot of questions about the high school and how we've changed the schedule from a seven period year-long program to two semesters with classes going to 80 minutes. Some of the pieces we're gonna be talking about that we're writing up policies for will be how the cafeteria will be used because obviously we won't be able to hold lunch in the classrooms. So we are looking to change the cafeterias and spreading those spaces out to the cafeteria and potentially the red gym with single seating. We'll also be looking at hallway time, making it set up so that one class dismisses and other classes not dismissing at the same time to limit the number of students in the hallways and creating one-way stairwells and hallways. We also have the added bonus of the construction going on, which as Mr. Feeney spoke to earlier, we will be putting in air conditioning into some of those windows, which will help with the air circulation. Wednesday will be a key piece of this development. Wednesday will be a time to reinforce educational pieces that have come up, questions that students might have, office hours. Obviously, if we're doing a semesterized system, it'll also be an opportunity for students to review world languages or their AP curriculum. We're not too sure how College Board will be rolling out those exams in May. So we wanna give students the opportunity to review those materials as often as they want to prior to the exam. Thank you, Dr. McNeil, for the time. To explain that a little bit. Yes, sir, thank you very much. So I'm gonna pause here, Ms. Morgan. I'm gonna stop sharing my screen and then I'm going to open it up for questions or comments. Yeah. Oh, good, that's much, that makes it a lot easier for me. So I'm looking for anybody with questions on the hybrid I see Mr. Cardin. So go and Dr. Allison Ampey, Ms. Extin. Okay, Mr. Cardin. Thank you. I actually have one at each level, but I'll try to be quick, they're so mature. So at the elementary level, for example, on the remote days, the math block says A slash L. So is it asynchronous? Is it live? Is it some combination? Can you tell me what's going on in that block? Did you say the remote part of it? Correct, the remote days. So looking at the remote days, there's still some things that we have to work out because if you're looking at the hybrid model, you have the students who are in session, so they're meeting with their teacher, their classroom teacher. So now we have to think about, okay, so if we're going to have synchronous instruction or check-ins throughout the day for those students who are remote, right? So if cohort A is in session and you have cohort B remote, that's where some of the thinking that still has to be flushed out as to who's going to be that person that's going to check in with those students throughout the day. We know that it's needed and we wanna make it happen, but we need to see what type of staffing needs we'll have to explore in order to meet that goal. Okay, so just a comment. We can talk about this more at subcommittee hopefully on Friday, but parents can't make a decision without that information. They need to know what that day off, that day at home is going to look like for their child. Well, it's generally gonna be, I can answer that. It's generally going to be asynchronous videos, structured learning activities and starting off the day with someone checking in with students, reviewing what the day will look like, checking on the world, the social emotional wellbeing, but the number of times that those check-ins are going to happen can vary based upon the amount of staffing we have available. So I could definitely say that the majority of the day for the remote days will be asynchronous videos blended with structured learning activities where students will be completing independent activities. Okay, so I mean, I think we need more support on those days. I mean, if we need to bring in more staff, then that's what we have to do. If we can redirect the math coaches to do that, then that's what they should be doing. But we definitely need just saying that, especially at the K through five level, that those kids are on their own all day, two days a week, I think is not really acceptable for me. But we can work on that more at committee. So at the middle school level, again, on the remote days, I think what needs to be in the plan is a full schedule for like cohort A, like they did at the elementary level so that the parents can understand, my child is in cohort A, this is what they're doing Monday, Tuesday, Wednesday, Thursday, Friday. So again, it sounds like on Thursday and Friday for cohort A, it will almost entirely, except for the advisory block, the asynchronous learning, is that correct? Yes, we're looking at, again, we have to figure out the staffing piece of that because you have teachers who are teaching kids who are in session. So you still have to understand that we have to look at who's gonna provide those synchronous instruction, who's gonna provide those check-ins throughout the day. We can definitely do the check-in in the morning with the advisory period periods, but looking at what's going to happen throughout the day, that is something that we still have to flush out. Right, and that's an important piece of information for the parents to make their decisions. So like to chicken and egg thing, you need to know how many parents or how many kids are staying remote, but I think we need more information about what support will be available. I mean, we've had some students 25th to think about this. So somebody...  Are you going to hire PAs? I mean, are you gonna do that? Does the budget allow us to hire? It's a proposal from the administration. I mean, that's what we need to get into, but we'll work on that in subcommittee. Okay, on to the high school. So there's a concern about classes that are typically just one section. So maybe an AP computer science or something like that. How are you going to split that between the remote only and the hybrid kids? Or is that not gonna be available to remote only kids? I'm gonna direct that to Mr. McCarthy. Well, our priority when we are developing the remote will be the core classes. Then we will have to take a look at staffing needs. And unfortunately, I know it's not the answer you want, but it's gonna come down to a number of students who are doing the remote piece. If there is a way to bridge the two because we have one section of the course, then we will obviously try to do that. We wanna make sure students can access all the curriculum that each of the courses and curriculum they want, but it's really gonna come down to how many students participate in the remote academy and what our staffing ability is at that time. Okay, so there wouldn't be a concept of live broadcast of an in-school class. We're not opposed to that. As I said, there might be a way to bridge the two together if it is a single section. In most cases, we are trying to create two sections of those courses so that there could be a remote option if we have the numbers planned out for that. But as of right now, until we have those numbers, I can't say definitively. Great, thank you. Okay, I have a question and then I know there are others who do. I also, you know, I think this touches on what Mr. Cardin was asking, the piece, the parentheses A slash L, those are really different, right? Like asynchronous versus live. So to the extent that we can get more clarity over what that is, it's a very different experience for kids. So I think that that will be helpful to have a sense of what we're looking at. My other question is for all of the asynchronous stuff, who is producing this? Who's gonna make these? We're getting Steven Spielberg to come in and do all the asynchronous videos. I hope so. That was amazing. If anybody could do it, it would be you, Dr. McNeil, but we're really coming more. We are, so thank you for that. So we've had time over the summer to look at various tools that we can utilize in order to produce these type of videos. We have Screencastify, we have online tools that we can utilize. I mean, we can use that online tool to produce the videos. And then teachers have had a lot of time to study this and to understand how to, what are the important parts of a video and definitely how to make the videos. I guess I wasn't asking how they were gonna do it or what tools they were gonna use. I actually wanna know who's gonna do it. So it's going to be a mix between our, at the elementary level, it will be a mix between the coaches who are going to assist with the planning and help with the creation of some of the videos. But this is some of the things that teachers can work together in order to create videos that they can share amongst themselves so that it doesn't fall on one person's shoulders. So some of the things that we've experimented in the spring is having one teacher in the grade level maybe take the ELA videos and they will produce those in that particular grade level. And then another teacher could do the math videos. So we're just looking at sharing that responsibility amongst each other and then doing the same thing at the secondary level as well. So it's between the teachers working together to create the asynchronous videos and then having enough to also create like a pool of videos if you will. And we've done that and we've talked about how that can happen amongst teachers by looking at the shared drive and looking at the online tools like one teacher could create a video using ed puzzle or Pear Deck. And then another teacher could take that Pear Deck video that was created in a particular subject matter and say, hey, I see that this teacher over here created this video on this particular unit and I can utilize that for my class as well. And then I can customize it to fit my style of teaching. So, looking at the various online tools and being able to utilize them and then pool the resources together so teachers could work together to create those videos. So you ask who's going to do it at the elementary level or looking at the coaches, the teachers working together and then at the secondary level, you're looking at the teachers working together utilizing the various online tools that we've invested in like ed puzzle, Pear Deck, screencastify and utilizing those tools to create these asynchronous videos which are actually very interactive as well. So it allows students to interact with them. Which is great. And I hope that that's an opportunity where this is one of the upsides of doing our own remote by choice program that this is a place where the teachers who are within remote by choice are gonna connect with our teachers who are in the hybrid by choice piece. And I hope that, because we wanna take the best of what we have and not remake the wheel because that's just, that's too hard. And also, I mean, the cool thing is, is that I personally think we're still gonna be doing this in some form in April and May and June of next year, unfortunately, and so there will be some resources. It's always nicer the second time around. So once we get to the spring, we will have already done it before. So that's helpful. I wanna make sure that we're making reasonable choices about how we're gonna create these recorded lessons that are gonna be used asynchronously. And I think that was, I still need a lot more information. The elementary hybrid, by choice, not at school days or make sense at the elementary level. I just need a lot more six through eight in terms of understanding what that looks like. I could look at elementary and be like, oh, yeah, yeah. Like I can see where this might fall apart for my family, but like I can see how it generally like comes together. But I guess they need more of that six through eight. Ms. Eckstad. This is along the same lines, but I just wanna acknowledge the amount of work that this is going to be for teachers in a hybrid model. The curriculum that they've been teaching and the way that they've been teaching it is going to have to change. And so there's gonna need to be a lot of preparation and preparing and thinking about how they're gonna deliver content that they have been delivering in a really new way. Meanwhile, half of their class is at home and they're having to somehow connect with them or provide them with things to do at home. And that sounds a lot like two different jobs. And so whatever the school committee can do in terms of supporting, whether it's additional staff, whether it's CAs, I'm concerned that the amount of prep time that teachers have in a regular situation is never enough for the amount of work that they need to do. And now it feels like we're asking them to do two separate jobs and with the same amount of prep time. So as Mr. Cardin said, we can talk about it in subcommittee, but I am very, very aware of the amount of work that this is gonna take for teachers. Thank you for that. And that is a very accurate statement. Dr. Allison Amby and then Ms. Keys, yes? Okay, great. Dr. Allison Amby, first. Okay, I agree with Ms. Ekston. I'm glad you brought that up. I think concerned about the amount of work that we're talking about and I'm still concerned. So like three questions. First, in terms of the pre-K hybrid model, remote hybrid, does it match best practices for remote education? For example, I looked at the first grader schedule and while mine are no longer first graders, I'm having a really hard time picturing a first grader doing what that schedule says and especially not independently. So your question is, is it developmentally appropriate? Is it best practices for remote education? Because it's like taking the regular day and just putting it remote and I'm not sure that's best practices. I don't know what best practices are for remote. Dr. Hanna too has a hand up, Dr. McHenry. Well, I wanna say one thing with that. We're gonna have to rethink about, and I'm gonna, I just want everybody to understand that the best practice is for everyone to be in school right in session all day, every day. That's best practice, but now we're faced with the pandemic that has had us to think about what is, what can we, how can we take best practice and adapt it as best as we can to a hybrid model or remote model? So when you talk about best practice, I think you have to think about the context of what you're talking about. So in a hybrid model, we're looking at, trying to give students, then we have to incorporate all the health protocols into that and you're looking at mass breaks, looking at the breaks, you're gonna look, and that's what some of the teachers are talking about that when they're talking about what is the education going to look like, even in session, it's going to change because now you have teachers who have masks on, they're going to be, have the anxiety about kneeling down and conferring with the student one-on-one. So when we're talking about best practice, it's going to look differently. So we're going to do the best we can to adapt best practice into the current context. And Dr. Hanna, can you go ahead and speak? Okay, but what I was talking about was best practices for remote education. I understand that none of this is according to best, what we would do in an ideal world, right? Best practice, yeah, best practice would be for early childhood is to have directed instruction be no longer. They understand that. I'm not questioning that, but that's not the world that we get to live in now, right? And what I'm saying is there are things understood about online education, remote education. And I mean, the schedule is matching best practices for remote education. And I understand, Desi is telling us, we have to do this many hours. But what I want to know is what is best practice for remote education, especially for the lower grades, because I'm not sure it matches the number of hours that Desi says that we have to do. And I can't advocate for what's best for our kids under this circumstance, unless I know what it is that is the best thing to be doing, not what Desi's saying, but just people have been doing some remote education elsewhere, they've been doing stuff. And what do they say works the best, especially for younger kids? So looking at the schedule, you're seeing like a block of instructional time. But what you don't see is where we've put in, like what that block of instructional time could look like. So you're looking at maybe 10 to 15 minutes of direct instruction, giving the kids an activity, doing like different breaks inside of that activity. Maybe you would rotate between the different small groups. And you could say, okay, this group you go off and you do this activity you'll sign back on at this time. And then I can work with this small group here. If we have Zoom and we're implementing utilizing Zoom, then you can break the class up into small groups. You could have a TA at the kindergarten level, which we have and they could supervise some of the groups through the independent activity, but we're also looking at limiting the amount of screen time. So that is where some of the online tools come in as well. It's trying to make the different activities as engaging as possible and using a lot of, you know, like movement breaks and then breaking up those chunks of instructional blocks into smaller pieces of time. So that's what we're looking at as it relates to developmentally appropriate instruction. So Dr. Hanna. I don't have much, I just have things to say to compliment what Dr. McNeil has mentioned that, but to your point or your question Dr. Allison Ampey about best practice, you know, given what we've learned through the kinds of courses that the district has provided and that many people are engaging in over the summer on remote learning, for our youngest learners, it would be frequent check-ins, but brief, and in smaller groups. So we anticipate that and have loaded that into the design and I just reiterate that our early childhood educators were present in large numbers in the design of the schedule, many of whom were indeed part of those learnings and PD that we've described. So, you know, we won't get it absolutely perfect in a one-to-one alignment to best practice, but we'll keep calibrating and fixing and I really think that it'll be as closely aligned as possible to best practice for remote learning for our youngest learners. Okay. You're talking about chunking blocks of instruction into smaller pieces and a lot of scaffolding with the younger students and giving them those breaks. Okay, thank you. Let me move on to my next question because I want to take up all our time. So for Ottison, so first I saw that Gibbs is doing, they're doing like seven courses a day, but they're having the teachers move from class to class. The kids aren't moving from class to class. So that minimizes the hallway transition, but for Ottison, why not do block scheduling like the high school is going to do? My concern is that I'm just imagining all these kids coming down into the hallway and I don't see that. I just don't, it's not making me happy. So I guess the thought when we did block scheduling was just when we talked about having kids in one place for so long who are, you know, 13 years old. So you would have to have 80 or 90 minute blocks. So you have 12 kids all facing forward in one room for 80 to 90 minutes. And we just thought that that was a long time for a middle school kid to be in one class doing the same work. And so yeah, we could go block scheduling. There's probably five or six schedules that we could do with either hybrid or remote. But the reason we went with this at this time was just we felt that already we're asking our kids to kind of go back to a little bit of sitting in rows and sitting, you know, quietly, which is what we've been trying to get away from in education for the last 20 years. We've been talking to teachers, not to just put kids in rows and have the sage on the stage talk. And now we're like, all right, we're gonna do that for 45 minutes. In fact, we're gonna do it for a block. We're gonna do it for 80. And I just don't know if the education is worth having kids in one place like the high school for that long. I just think the middle school attention span, it just won't be good quality education. That was our thinking. I think things are evolving quickly. We're gonna look at other things, but right now the decision was made to have more frequent classes than the longer blocks just for the attention span and what we know is best for that age group. And I also might add that I know Mr. Mayor, you were trying to make sure that the hybrid model resembled like an in school model and not having teachers really adjust their pedagogy at the same time, you're going to a hybrid model and you're trying to study online instruction at that time. So there's pedagogy, there's professional development that goes with elongating the block. And it's not just saying we're gonna elongate the block, but there's a science to the instruction that goes along with it that we have to provide to teachers so they know how to actually utilize that 80 minutes in a very efficient manner. Because we have looked at some of those schedules where, I mean, very easily you could go with Monday could be periods one, two, three, four, Tuesday could be five, six, seven and an extra help, you could have Monday be four classes and Tuesday being four classes as well. Like you could do it that way, but then you're having four classes and with the time and learning that state is saying those classes are gonna have to be 80, 90 minutes. I guess I would like to hear more about exactly how the hallway transitions will be managed because I'm thinking about the halls of Audison and just I'm seeing lots of kids. And then my final question is under any remote plan, whether it's remote by choice or the remote hybrid section, what is APS thinking about working parents or essential workers and how are they going to deal with their kids? And their kids' education. Are we doing any, and I don't just mean art, I mean, I'm concerned about our teachers and their children, but I'm also concerned about just the regular parents out here who are essential workers and if they don't have someone at home to do this, what are they supposed to do? I'm gonna defer that to Dr. Bodie. Okay, I believe that essential workers can be in school on the four days that we have our hybrid program. That is a possibility. We also, there's still, it's still out there right now. I don't know where the state is going with this as to whether teacher children can also be in school every day. So there are still some unknowns there, but I do believe, in effect, we've had a couple calls from essential personnel. And yes, we would accommodate that. Thank you. Ms. Keyes. Hi, I just wanna give you an example because I actually do this. So I thought it might, for those of you who are saying you want more specifics, at the middle school level, I'm still planning lessons for five days, okay? So I see kids for two, they're gonna be home for two and then once that magic Wednesday. So in a normal pre-COVID time, I would be planning Mondays, we're gonna do like introductory for the week, we're going to discuss current events and maybe we'll sort of get started. Tuesday, we're gonna do direct instruction. Wednesday, we're gonna do a group activity. Thursday, we're doing a map. And Friday, we're gonna do some sort of like multimedia working with charts and graphs and images and building some skills. So I can take that plan and say, okay, which days do I want the kids with me? Probably the discussion day and the direct instruction day. Like this is stuff that the kids are gonna have questions about on the spot that I need to answer. What do I wanna do on asynchronous Wednesdays when I can actually get all the kids together? That's when I wanna do group work because they can actually work together on those days and I can supervise it. And then what can they do at home on their own? They can do a map and they can do our like multimedia charts and graphs thing. And then that stuff that I can grade in the next couple of days and when I see them again in person, we can go over it. So I don't know if that helps you at all but it's changing the pedagogy of how we work like in the classroom is gonna take a lot of time to adjust but planning out the week is still five days of activities that I have to plan out. So I don't know if that helps you in like figuring out what this is gonna look like. My other comment way back to the beginning when looking at all the schedules, we can't do kids at home and kids in the room at the same time. If we only get two days with kids in the room, we have to be focused on the kids in the room. And that means we can't be trying to deal with technology. We can't be trying to like, oh, hey, kids on the camera. Well, I've got kids in front of me. It's not gonna work. So I just want you to be aware that anytime it says that like there's a live advisory or a spire or morning meeting, it's not gonna be the same classroom teacher who's in class with the other kids because that's a step too far. That's dividing your brain in half in a way that nobody has time to do at this point. So thank you. Thank you. Okay. Anybody else? I just, Ms. Morgan, yep. There's one point I think it's very important over the course of the year to document our experience and where there are gaps in our ability to meet the needs of students because I think we have to build a collective case, school committee, teachers union, school administration, parents for where there are gaps and where we need more funding. And so you got a really over time document any areas where we can't meet need because of staffing and resources. Well, we will do that, Mr. Thielman. You can best believe that we will document. Yeah, absolutely. Thank you. Okay. Do you wanna see the remote schedules? We wanna see the remote by choice. We need that. So I need to ask Dr. Bode if we can distinguish that because when you have remote by choice, what we did is we developed remote schedules and I wanna make a distinction.  We have- I want remote by choice. Opt-in. I'll defer that to Dr. Bode. Well, essentially there's not a lot of difference between the two but they will be once students are in the by choice program, they will follow a remote schedule. It's, we've done a lot of thinking about our remote schedules over the last month at all of the levels and to your point earlier about best practice that has informed what these are gonna look like. So I don't see them essentially much different. They're going to be a regular day with synchronous and mostly synchronous there'll be some asynchronous because you can't have students on the screen from at the elementary level from eight 10 in the morning to two 30 in the afternoon. That is really not good practice whether it's a choice program or a remote for all. So what you're gonna be seeing with these sample schedules is really they're not much different because they shouldn't be much different as we go forward with this. But if we were to go into a remote for all for whatever reason as Dr. McNeil mentioned this is the kind of schedule that we would have. So you can take a look at this. They are different because they, as pointed out with the hybrid you have teachers teaching the AA and the BB part of the week. So there is more asynchronous and other structure learning activities on the remote day whereas when in a remote plan basically you're in a school but remote in a school. So piggybacking on what Ms. Dr. Bodie commented when you look at the remote schedule and I will point out the differences. So we're looking at continually to think about staffing as it relates to servicing the students who are at home in a hybrid schedule but if you have a remote schedule then kids would receive synchronous instruction on a daily basis except we have that Wednesday where it would be early release so that teachers could participate in PD, collaborate and have faculty meetings and department meetings. So when you're looking at the remote schedule you're looking at synchronous instruction on a daily basis. So this is an example or a sample of what a kindergarten schedule could look like in a fully remote learning environment. And again, we're looking at, if you look at the 915 academic blocks to what Dr. Allison Ampe was talking about, you look at it of a breakdown of you have small group work and you have the different things that can happen within that academic block. So we're still looking at scaffolding instruction, chunking the instruction, making sure that we have those movement breaks, screen breaks and making the lessons very engaging by utilizing the online tools that we're investing in. So, and at each level you would look at, we're going to have synchronous instruction that will resemble what an in-school day would look like but again, you're looking at a blend of synchronous instruction, asynchronous videos and independent structured activities. So we wanna be cognizant of the fact that we don't want students sitting on the screen for six and a half hours a day but we wanna have a structure where they do have times that they have synchronous instruction with their teachers but that synchronous instruction, that block of time could look different and we can get creative of how we're gonna spend that time. So I'm just gonna scroll through this and what I'll do is I'll back up and I'll start off with anyone who would like to say something. I know I didn't, I know we have our director of preschools here, she wanted to say something about the remote learning schedule for preschool. Sorry, I guess when we just, we're also trying to live at the screen time and make sure that the online time is 20 minutes at the most. I've had some teachers that have been doing ESY remotely and have found that about a 20 minute time at most on the screen is how long the kids can attend. So that's where we are. We would do a mixture of synchronous and asynchronous learning remotely. Okay, thank you very much. Thank you. Yeah, the after-school would be more interesting. Right, so there's the afternoon preschool. I couldn't put the schedule all on one slide. And then here's elementary, if any elementary principal would like to comment on the remote schedule. I think there's a piece about the asynchronous and the live that we wanted to comment on too, that's about, you know, where sometimes on the schedule it might say that it could be live or it could be recorded. And I think that's to allow for a little bit of flexibility in a couple of ways, is that it could be live, it could be a recorded lesson for everyone in general, but also to be able to have some flexibility for meeting with particular students who, you know, within a small group or even one-on-one might need, you know, a little bit of that extra attention based on, you know, the data that's being collected in that particular week. So, you know, the A slash L on the schedule when we were looking back at the hybrid might have seemed confusing, but it's the same thing here. It's that the amount of time that's live or with a teacher may change depending on the needs of the students. And so that's just a little bit of where some of that came from. I just wanted to throw that in. Thank you very much. So we have the first grade, what a remote schedule could look like. Again, I just want to keep emphasizing that those instructional blocks does not mean that the student is on the screen the whole time, that there could be, you know, we could break those blocks up in order to make the lessons more engaging and include independent activities, movement breaks, asynchronous videos. Then looking at the second through fifth grade, you know, really looking at also the amount of time that we spend on a direct instruction so that we were limiting it so it's not taking up the whole time. Dr. McNeil, could I just chime in on that for a quick second? It's Karen again. Hi Karen. I just wanted to say that I wanted to acknowledge that a part of our big discussion at this group for the second through fifth when we were creating the schedule, we really felt it's important to acknowledge that there are gonna be families that aren't going to be able to join in on the lessons as they're directed as live. So we're thinking of ways that we can be mindful of whether we're doing some asynchronous lessons where we are recording them so that they are available to families later in the day because as a principal, obviously in town, I have children at school, my husband's a teacher. So we are gonna be looking for ways to be creative in accessing some of the materials that my kids are gonna need help with while I'm doing my work at school. So that was a big consideration for this group and I still think those are part of the details that we also are still searching to organize a bit. Yes, and also I want to add that the asynchronous videos allow those students that need extra support to replay the direct instruction. So the asynchronous videos can be accessed at different times. So it not only benefits those students who can't sign on at that particular point in time because of, you know, extenuating circumstances. However, it also provides those students who actually can sign on it at that time. And if there's asynchronous videos that they can access at a later time to rehear a direct instruction so that they can help to resolve any misconceptions or misunderstandings about that particular teaching point that was being taught during that direct instruction time that they can access those asynchronous videos at a later time and hopefully they can also resolve any, help them to understand the content a little bit better. At the Gibbs, Ms. Pierre Maxwell, would you like to say anything about the remote schedule? Yes, Madame Pierre Maxwell will be happy to oblige. So I guess I'm learning as I'm listening, I think there was a comment made earlier about the schedule in looking at the elementary school schedule with the details. And I think one of the school committee members want to have it somewhat more similar to the elementary school schedule. So the reason that our schedule does not itemize the activities for the students, because I guess shifting from fifth grade to sixth grade, the way the lesson plans are written is a little bit different where the teachers typically start with an activator where they engage students into what the lesson's gonna be about. It could be a questions to check their knowledge on the subject itself. And then they move by exploring, they use the five E's when they plan their lesson, which is still the practices we would want the teachers to transfer from where the students are in front of them to when they're at home. So now I do understand, I love that Ms. Piers gave you that example on what the day look like or the week look like at a glance for a teacher's and which part of that week she would select to assign for the asynchronous day and which part of that she would do physically with the children. So we could go in the schedule and put under a science class, the teacher's gonna engage, explore, explain, elaborate and evaluate within those five E's, they will differentiate, they'll get to the point where they think about the different level of the children for that unit based on their formative assessment, what lesson they're gonna assign to different children. So the same thing they do physically when the children are there, it's the same thing they're gonna create and it's gonna take time as everyone have said. So I know that all summer, I don't think anyone has mentioned that but the department heads have been working within their subject with the teachers to create those lessons. And then we're grateful to have those extra 10 days. We're gonna be collaborated within the learning communities interdisciplinary and within the subjects to really figure out the best way. So the teachers had a chance to look at a true asynchronous lesson last spring where they organized it and assigned to the children and now they're going to do it better. Even when I'm not with the children what is that gonna look like?   Yes, it's gonna be a dense to be choreographed with the teachers within the learning team. When we're with the students, this is what we're gonna do and when they're not with us, this is what we're gonna do. And I gave looking at the project block learning, that's one opportunities for us to create interdisciplinary projects that can be short-term or long-term for the children to do. So I did not think of putting all that details into that because typically we're not putting the day under a microscope for someone who's not a teacher or somebody else to see it, but certainly I wanna be clear on what am I bringing back next time I come back? Do you want a simple of every subject so you can see this is how we break it down for math, for science, for English, for ancient civilization in a middle school setting versus an elementary school setting. So I guess that's what I would like some clarification on because this is the work we intend to do in collaboration with the teachers, the special education teachers. I'm spending a lot of time with my special coordinator, my ELL coordinator to talk about what's that gonna look like even from orientation. We want our ELL parents to come in because language is already a barrier. So we want them if we're able to under premises to do all that. So yeah, that's all I have for now. Okay, thank you very much. We're gonna move to the oddison. Mr. Merringer, did you wanna say some comments about your remote schedule? Sure, so I think it might be best. I think Julie did probably a good job of explaining it from a teacher's point of view. So I might give that a crack. So every day, first of all, from a student's point of view, they are going to three or four synchronous classes. What we wanted to do was to have synchronous classes but the limit screen time so that kids weren't getting burnt out with screen time. So if I'm a teacher looking at this schedule, I am Monday, period one, I am teaching a synchronous class. Period one on Tuesday, I am available to any of my period one students but I am not necessarily teaching a synchronous lesson. Wednesday, a synchronous lesson, very short. Thursday, a synchronous lesson. Friday, I am once again available for help from 8.45 to 9.30. I'm online but I'm not necessarily teaching in synchronous lesson. So from a kid's point of view, they're going to three to four synchronous classes a day. For teachers, they are responsible to be online five periods a day. Some they are synchronously teaching, some they are giving help or working in small groups. So this was seen as when a group that I know Dr. McNeil had together this summer, they were looking at some online schools and what was successful and they found out that the access to teachers is something they need to. They need to have a blend of synchronous and asynchronous lessons. Thank you very much, Mr. Merringer. Mr. McCarthy, comments on your remote schedule? Mr. McCarthy, are you still with us? Sorry about that. There you are. I'm still on mute. I always forget to check. Hi, Bill. Hello. So our remote schedule, the biggest piece on our schedules was we wanted to design something that would give us the ability to move fluidly from hybrid to remote and back again. Because we weren't too sure how things were gonna fall out in the coming months. So our remote schedule is very similar to what we have designed for the hybrid system. The biggest change which we've been looking at, we haven't settled on this yet, would be changing the order of the days a little bit so that students didn't have longer gaps in their education. But as of right now, as you can see, this is very similar to what we've already done with the hybrid model. The benefit of doing a semesterized system would be, we would be able to open the gates in the end of the semester in January if students wanted to transfer back in or transfer out. But once again, we want to take a look at those numbers of students requesting remote in order to go from there. Thank you very much, Mr. McCarthy. So Ms. Morgan, I am going to stop sharing my screen at this particular point in time. I just put into the slide deck some resources from the state that we utilize in order to help guide our discussions and make specific decisions and also definitely use as a foundation for our planning and then just letting everybody know that the individual preliminary plans can be found on the district website. Thank you. Okay. Thoughts from members. I see Mr. Cardin. All right, Mr. Cardin. Thank you. So there was a little, I don't want to say conflict, but discrepancy between Dr. Bode and Dr. McNeil about whether these plans that we just saw would also work for the remote by choice. And I know that's not what they were intended for, but that's the information that parents need. So I would ask the administrative team to go back and check. Now that we have remote by choice, is this what a student is going to get or do I have to modify it a bit? So we need to do that quickly so parents can make their choice. About that, I mean, I do think by the end of next week, it's very aggressive. We can talk more about that at subcommittee, but we're gonna have to put together packages of information at each level. So the elementary package is gonna have to be very clear that this is hybrid. This is, you know, on the two days you're not in school, it's mostly asynchronous. But if you choose remote, then you get synchronous every day. So there has to be enough information so that parents can make an educated choice and have more than two days to think about it. Thank you. Anybody else? Dr. Alsmanpe? Just agreeing with what Mr. Cardin said, that's all. I also agree too. And I'm glad that the curriculum subcommittee is meeting this week. So I think that'll be important. And I think it'll be helpful for us to potentially seek some feedback from people who aren't as familiar as we are with the plans and get a sense if somebody could, you know, get at least circle around a decision based on what we can provide them. Because we definitely, you know, I think this is one of the really hard, this is gonna be a really hard decision. And to the extent that we can, that this district can provide as much information as possible but have it be easily digestible and really understand the difference between the two options other than obviously the location for two of the days will be really important. So thank you guys for bearing with us and getting through this. And I learned, I, you know, I spent a lot of time. So for those who are still listening at home that this presentation is based on a reopening document that's available in Novus on the town of Arlington website. If you go to agendas and search for this meeting on the 10th, you'll be able to find the documentation. And there is a, I think it has grown to 133 pages, Dr. Bodhi. Reopening plan that has been put together by this team that has information that was shared tonight as well as sort of a narrative explanation, which I think goes a long way in helping us. But for me, having read it and then coming and seeing it and hearing about it was really helpful. So thank you. Okay, so my sense is right now that for tonight, given that it's 10, 53, we can close out the discussion and fall plan approval reopening piece of this meeting. Is there any, we don't need to vote on it, obviously, but is there any, anybody who disagrees with that? Dr. Allison Ampe. Did we need to approve the district's plan? Not just the choice, but the plan. Dr. Bodhi, do you need us to approve the plan? I think what it said in the motion that we passed was that the district would return with another, sort of another revised plan by the 28th. Is that right, Mr. Thielman? That's correct. That's correct. I think we should have some subcommittees meet for that. So we're good. Dr. Allison Ampe, yeah, okay. All right, Mr. Cardin, did you have something? Or you were just gonna- Oh no. Okay, all right. So, Dr. Bodhi, can we have a, I wanna make sure we may need to move the time, which is fine, but I'd like to get to the policy read for these three policies. Did you have anything for the superintendent report? Just the kindergarten numbers were today 485 with an additional 19 pending. Okay, thank you. So, consent agenda, there wasn't anything, right? Oh gosh, there is. Warrant. Yeah, I'm on it. All right, all items listed with an asterisk are considered to be routine and will be enacted by one motion. There will be no separate discussion of these items unless a member of the committee also requests in which event the item will be considered in its normal sequence. Approval of warrant, warrant two, one, zero, one, two, dated seven, 28, 2020, in the amount of 4,627,000 dollars. 4,627, four, six, two, seven, one, one, eight, dot, zero, three. Okay. So moved. Thank you, sir. Do we have a second? Second. Any discussion? No, we're not going to discuss it. Exton. Yes. Carden. Yes. Alison Ampey. Yes. Thielman. Yes. Flickman. Yes. And I am also, yes. I also wanted to note that Mr. Heiner had to leave us this evening. He had surgery today on his wrist and he gave us his best self for as long as he could. So, all right. Policy first read, Mr. Schlickman. Okay, we have- Oh wait, did we forget? We just skipped over Mr. Mason's financial report. All right, let's do Mr. Schlickman and then we'll go back to Mr. Mason. We have three policies for first read and let me just bring you very quickly through the draft minutes of the policy committee. EBC is a supplemental policy issues for the pandemic which was recommended by MASC, which we put forward even though there was a little confusion in conflict between a couple of provisions. We'll contact council for that. BEDH and BEDH, BEDH-E, we discussed again, please look at it. We're trying to get that in line with the native school committee versus Spalding. BEDB, Agenda Format Preparation Dissemination. We're trying to tighten things up further so that it's our meeting and we have more ability to deliberate. FAB, we talked about, we're still not doing anything with that, JJK schools, logos and trademarks. In that case, we're making a couple of tweaks, noting that Dr. Janger is working with students to come up with a new logo for the high school. We are ready for him to present something in the policy if adopted, we'll be there. We were presented with the face coverings policy, EBCFA. We were not sure why we would need to do that so we didn't take any action on it. And there's this huge policy whereas ACAB harassment which was forwarded by MASC and we really want to get canceled discussion before we go there. That's the report. Thank you, Mr. Schliffman. Mr. Mason, financial report, sorry, sir. No worries, I wasn't sure. No, just for some context on this, this was a report requested by Mr. Schliffman outlining some of the expenditures and incumbrances related to funding around COVID-19. And so here we are. Thank you, Jane, for framing that. And so the report reports on expenditures and revenues that has been posted to our financial system as of August 7th. And it includes the funding sources such as municipal cares fund, elementary and secondary education emergency belief funds and as well as the school committee budget expenses that we currently have not found the funding source or yet which we intend that there might be. Mr. Mason, I have to interrupt you because it's 11 and that's as far as I have authority from this committee to go. So where are we at? Mr. Thielman. I move that we extend the 10 o'clock rule to 11.15. Second. Ms. Exton. Yes. Mr. Cardin. Yes. Dr. Allison Ampe. Yes. Mr. Schliffman. Yes. Mr. Thielman. Yes. Yeah, and me. I'm yes too. Okay, sorry, Mr. Mason, please carry on. Yeah, no problem. I'm going to try to wrap this up as quick as possible for those that are not seeing the memo just trying to explain it. But basically it reports on two federal, different federal funding sources that we currently have received funds on the town side and on the school side, the ESSER funds, which is elementary, secondary education, emergency relief funds, are, is a grant that's managed by DESI. We're anticipating to get funds from CBRF, school reopening grant, which is another DESI related fund managed grant that is a federal funds as well through the CARES Act that will allocate dollars to us to, for help us reopening. Once again, that's the funding source for $225 per pupil, which is based on the FY21 foundation enrollment of 6081 students. That enrollment was based on the October 1st numbers in 2019, October 2019. And so in those, you will not see the FEMA funds or the CBRF funds because we have not necessarily received any yet. So there are some funds that are on the school committee budget or the school budget currently that will be moved over to those based on the reimbursements that are approved. So the FEMA, we anticipate 75% of the expenses that we did submit will be placed onto that fund. But we've been, we actually put on, we put expenses to the municipal CARES funds first and then try to go for the 75% reimbursements of the municipal CARES funds with dollar-to-dollar. And we anticipate to do the same thing for the CBRF and we will be applying for those funds before August 30th, which is the deadline. And we'll have a better idea of what expenses that were posted in FY21 that we'll be putting on that on top of the anticipated expenditures. The CBRF funds have a limited timeframe. So currently it's from March 1st to December 30th for expenses that we can use on that grant. So it'd be good to free up some of the funds on the general fund so that we can use it for expenses that are beyond that timeframe. But I'll be, I'm open to answering questions right now. I don't think- Mr. Schlickman. Thank you for doing this. This is very helpful. I'm very appreciative. Because there's school committee appropriation tangled into this, is there any reason why we should split this into a fiscal 20 and a fiscal 21 report? Will that help us to see anything? And I'm asking your opinion, Mr. Mason, because I don't wanna make you go do something if it's not gonna give us any value. Actually, I think it might help because the, right now you're seeing both years tied up together. In FY21 I would probably move those expenses because FY20 is kind of, we're closing out the year. And so that's all said and done for. Yeah, I realize that the grants can move across fiscal year because they're not necessarily tied to our schedule but noting that we have our own budget line items in there. Yeah, okay. So I'll take that as advice to, I'll adjust this report slightly to separate the fiscal years for you now. Thank you. Mr. Carded. Thank you. So I just wanted to note something that I had emailed Mr. Mason about. What I'm anxious to see is how much money we have to spend on all these needs we've been talking about. I mean, if we can put the CVRF funds to personnel, that's 21 teachers we can hire. We should be in the market to hire those teachers as soon as possible. If there's other needs, if we need custodians then we need to figure that out. So hopefully we'll be working forward towards that. Thank you. Dr. Allison Ampe. I think we'll have a budget subcommittee meeting scheduled in the next week or so. And we can discuss all of this. I'm also interested in knowing what needs we have in terms of budget for staff or other that we can't meet at this point because I spoke with Mr. Carden, Mr. Karman today and he's very interested in knowing there may be the potential for obtaining additional funds. But we need to know what we need to ask. So it sounds like that ask might be coming sooner rather than later, Dr. McNeil. So that's good. All right, anybody else on this one? Okay, subcommittee and liaison reports budget. Yes, sir. Yep, community relations. Mr. Heiner is not here. CIA. So we've set aside hopefully Friday morning for a subcommittee meeting to work on additional issues with the draft plan and the process moving forward. Not officially scheduled yet. Facilities? I was gonna, I think if we're gonna meet if we're gonna deadline of the 28th, sometime it would be good to get that report and then have a meeting, I think. I don't know, Dr. Allison Ampey, what do you think? We can't hear you. Sorry, I couldn't hear Mr. Thielman correctly. I said that I think we have to meet once we get the report. We've set a deadline of the 28th. I'd like to get that report first before scheduling meeting. I think that's what I'm saying unless Dr. Allison Ampey has a different impression. I'm wondering if we shouldn't meet with looking at a draft version because I think we're putting ourselves behind the gun if we wait for the report and then we meet and then we have recommendations and then end. So I would suggest meeting at some point when we think we can get a draft like the 21st-ish or so. I'll connect with the superintendent and with Mr. Feeney and see when they would have something and what's a reasonable time. It would be great for the 28th but the motion does say the 28th so they actually have until then. But let me just ask him and then we'll set it based on that. Policy, Mr. Schifman. You got our report. Obviously we've got more work to do. Oh, the other thing I want to make mention of is we're working on a policy for temporary signs and banners. I know that the chair and I have both had extensive conversations with town attorney Hyam. There's a draft policy that we may be able to introduce in the subcommittee report that's in the packet. The big concern facing us is that if we allow folks to post things on our fence or on our buildings without our consent, we are creating an open public forum which would mean that we'd have to allow everybody to do it because if somebody posted something that we found to be objectionable and took it off, we'd have a legal issue surrounding that. So for the folks who are thinking about the banner that was removed at Pierce, please hold off until we get a policy put together and then we'll work things out. Thank you, Mr. Shipman. And yes, indeed, I did talk to town council Hyam about this and I'm looking forward to him being back from his well-deserved holiday so we can keep moving on this or so that your team can keep moving on this. Arlington High School Building Committee. We're good. We had a good meeting. We're making progress and it's going along great. Super. Okay. Search process committee, Mr. Shipman. MASC has prepared a report on the focus groups and the surveys. We should be getting it to the point where we can distribute it to the process committee and set up a meeting very, very soon. Thank you. Liaison reports, announcements or future agenda items. Okay. Seeing none, I'm looking for a motion to adjourn. So moved. Second. Ms. Ecksten. Yes. Mr. Cardin. Yes. Mr. Dr. Allison Ampe. Yes. Mr. Thielman. Yes. Mr. Shipman. Yes. And I am also yes. Thank you. Thank you all very much. Thank you for your time tonight. We appreciate you.


Guys subscribe and turn notifications on leave a like and drop a comment down below get here first and win giveaway calls I will pin as first comment on some of my videos be fast and good luck what is going on guys welcome back to the channel and I appreciate you being here today I've been doing another Destiny 2 video and today I guide you on this week's ascendant challenge week 4 starting 25th of September 2018 the location of the challenge and how you do it but before we go any further guys if you do enjoy the video and would like to show your support you can by hitting that like button if you are new around here and enjoy a day of Destiny 2 videos be sure to subscribe okay so firstly spawn into the dream in city and make sure you have the bounty from Petra follow the route I take and we will resume when we get there still fighting the good fight I see so once here you need to make your way through this amazing looking building until you get literally to the very end seen by this balcony once here you can see this statue here I would use your queens for your consumable as the jump to the teleporter can be a pain in the ass to do just aim for the taken blights to land on don't be put off by the floating rocks either because they're literally like ice you jump on them you land on them and you slip off to your death just follow the path I take up on the taken blights once you get through the teleporter what you have to do is make your way to the center of this realm within the center there will be ads plenty of the wizards and knights taking a kneel take out the ads and the wizards this shouldn't be much of a problem once you have the knights will stay kneeled until you pick up the sword within the center then all hell breaks the loose the knights come after you whilst ads constantly spawning you have to use the sword to eliminate the knights what's best here to do is take cover under one of these platforms and just constantly spam that trigger with your super it isn't too hard to do solo I did it first time without dying once all have been killed tolan's light will appear within the center simply follow it to where you initially enter the room to get that chest as easy as that guys and that's this having a challenge for week four I hope it helped you guys out and on that note we have come to the end of the video if you enjoyed it leaving a like really helps me out of your new idea and enjoy daily destiny videos including guides top 5s gameplays reviews just about everything be sure to subscribe and if you never want to miss a video I upload turn notifications on by hitting that bell button again thanks for stopping by and hopefully I will see you on that next one


Episode 6, The Warhammer Titan. AOT reactions posted every week less than 24 hours after the episode premier, so drop us up if you're new so you don't miss any in the future. With that being said, enjoy the episode. Okay, so the Warhammer Titan, definitely the kid. I don't know. I might still be Willy. I don't think Willy's gonna go out that easy. Um... Don't give him hope like that. Also, cause it seems like they're not even fleshing out any of the rest of the Tiber family. There is a lot of them. Yeah. Can't make an escape plan for what Aaron did bro. Clumped them together? What if it's like several kids? Like they're in like different limbs. It's an idea. That's a theory right there.  The conspirators working for Paradise are already there. How old is this flashback? Not that old because they're talking about the festival. Oh, so they were ready for ya.  Dang! You also use it like socially. Like, hey we got attacked. Oh. Talk about yourself. Yeah, he's got it right. These are more preventable. Yeah, he's not fighting. No shot. Like the soundtrack. Some low-fi hip-hop. Even though they knew it was coming. And cut for it. So that's why they held this where they held it. Oh yeah, he's dead. Oh, he's dead. Wow, that was fast. I don't think there's no intro either.  Oh, what did I say? I cursed it bro. Dude, we're five and a half minutes in. It goes to chaos, baby. Now what? Oh man, that guy's stone cold. Did he just jump on him? Oh my god. Oh my god. Oh, I didn't realize that was her. She got freaking old me toad. Oh my god. It's rambled. Dude, like I said, this is like they can use this too. They're like, we were attacked with like no promotion.  Oh, it's her? Okay, I thought it was going to be some like wild like. I like that it's her. That's sick. Oh, shoot. There he is. Oh, Aaron's not wasting time, bro. You don't get plot protection. Did you say plot protection? Yeah, because usually they would have just like waited. Yeah, wait. He's got a plan. One shot. What? That was so dumb. Okay, but what is the plan? The Warhammer is actually getting obliterated. Aaron just like finished or something. I don't know. Oh my god. Drunk guy. That's some CG if I've ever seen. Zeta, that like spiral like spinning like tower was from like, I think the trailer poster. Yeah. Now they can they can portray it like that. Dude in a Galliordan peak are in that the basement. Yeah. Remember the classic trap. Just such a classic classic. She seems very calm. Wait, they didn't leave anyone guarding it. Why don't they just close the door? Yeah. Beardy. Who was Beardy? Scouts. She's got flashbacks. Oh, shoot. Oh my god. Oh, that's high and looks so sick. Yeah. Oh my god. I mean, it's just impaled. He's got it in him, bro. Dude, this is so OP. They just baited him into this field. Scouts are coming though. I don't know if they were even expecting the Scouts to come. They thought it was just Aaron. Oh. This dude was not ready for this. How is that? Oh my god. It's ripped off his arms. I don't think Aaron was even expecting him to put up this much of a fight. I look at talk. I don't know, dude. He's been gone for four years, man. He's just gonna prepare it for this. I think he knows what he's doing. There it is. What are those called? Oh, the anti... Yeah. Thunder Spears. Yeah, there you go. They have like way more of them now. Yeah, they mass produced them. This kind of worked. Oh, shoot. Oh, you're dead, bro. The new outfits are sick. Slumped. Absolutely cracked. Oh, yeah, that turned around really quickly. I remember when I thought that that was Levi in the trailer. It still kind of looks like a dude.  Oh, no, she did cut her hair because that's where Aaron's like, yeah, I like shorter hair. She's like, okay, Aaron, I'll cut my hair. That was like the first season, wasn't it? Oh my god. These bolts are doing a lot here. Yeah. Yeah, they kind of played into their hand. You're welcome. They had plans. Oh, he dead, bro? Right? No. They have guns now? Yeah, they have like little pistols, I think. Oh my god. Dude, he looks so old.  Yeah. Oh my god, he looks so different. I like how the logo is like on the mic. Yeah. His hair looks way better. My god. Oh, Migisa cut her even shorter then. Yeah. All right. That you did. Well, it's all day, so it is what it is, Migisa. It's getting back up. It's getting back up. A crossbow? A crossbow? Oh my god. Anything. Oh, so yeah, it is just hardening. Who's that skilled with it? It's just like an OP armored titan. Yeah. Dude, and Aaron ate the war hammer, like, I don't think anyone can beat him. This thing's cracked. I don't know if his head's like missing. Zovia got friggin' glittery. She killed like hundreds in the war. It's okay. She won't do much. That was the same gate guard from... Yeah. Mm-hmm. Oh, hi. Dang, dude, the scouts are friggin' rolling them. Wait, is that? Is that Sasha? I don't think so, yeah. What, he looks so old. Ah, Connie. I like how he's growing out his hair a little bit. Yeah. My man went through his second puberty. His second puberty. He always looked just so young. Yikes. Like, there's like a big contrast to whatever Aaron's damage attack. They all look so old. He's got like a sword now. That's so cool. Mikasa's just wearing a 1v1 in there right now. Oh my god. He's like, makes like a gun. Like... Like a crossbow. One of our limitations, yeah. Yeah, I was gonna say... So that's where the weak... Oh. What? It's a wire? Or someone? Oh, like the body. It's not even wireless. It's not a nape. The body is like underground. Oh yeah. The body isn't in the titan itself. Oh god. Oh, that's her, yeah. Oh my god. Wait. It's in like the crystallization that Annie was in. That was so easy. That was too easy. How can you break it? Oh. Oh, it's Levi. Levi, baby. I was waiting for him to come in, bro. Either. No. Peak is gonna come in too, soon.  Bro, they have no fear. Yeah. He hasn't experienced this firsthand.   It's hard waiting week to week, but that time was pretty worth it. The Warhammer Titan is so cool. Warhammer went down way too easily, though. Once he figured it out, it was easy. It's dated, man. It's wired. It's not even wireless. It hasn't caught up with the times yet. No, it has not. What did Connie say when he was putting the light on? Oh, she said, did you? I already sure what the lights are going to be for. I think the lights are just like the signal when an area is like this cleared or something. I don't know, yeah. Dang, well, I didn't get my Power Rangers Warhammer Titan, but that's okay. The Power Rangers Warhammer Titan. No, we know. Willie is done so.


What's up everybody? Jason here for jazby's casebricks.com 2020 mosaic football hobby two box break pick a change number five just sold out where we also randomize the charges If you buy two or more teams so if you buy two teams you get one entry into the chargers giveaway You buy four teams you get two entries by six teams you get three entries And again, if you only buy one team you would not be entered to win the charges But good luck to you and we're no veteran common ship that just means base everything else inserts rookies autographs for everything else We'll ship just no veteran base So before we start the break, let's give away the chargers so again If you grab two or more teams, you have a chance I'm going to Sort it by customer name and EA got two spots. So guess what? That's an entry for EA. Good luck All it takes is one and Joshua got a handful of teams got 14. So that's actually seven teams for him Or seven entries I should say Everybody think Joshua for getting that rolling guys Justin already had two teams, but his third team was the dolphins. We'll give you that last ball mojo right there Good luck Kelly got four teams. So that's two entries Michael had two Nicholas had two one entry Raymond had two and Robert guys had two.  So here's their dice rolling. Let's roll it and we got a five into two for like a number seven member top Customer number one gets the chargers seven times One two three four five six seven And after seven times five into two Playing the odds game Joshua. There you go. Congratulations, man Just got the chargers All right, I'm gonna disable this gift Carolina and I'm just gonna send you a new one. Okay It's not letting me edit it. So I'll just disable the one you got and then I'll just send you a brand new one All right, you should have it now Like I said, just use the code and check out All right, sorry about that guys.  Let's get some nice hits. Love to get some to for Justin. We've got the dolphins lots from Mojo No worries Lonnie. It's all good man All right, you guys good luck Tyler Murray second-year silver Keenan Allen red chase young Paul Beasley Gabriel Davis Center stage Russell Wilson Hamakers Jeff Acura Tiki Barber I Jordy Nelson montage Justin Jefferson little Herbie And the first auto here is a Gilbert Brown for the Packers Josh over that one Taysam Hill I Mean junior letter Herbie NFL debut Lamar Jackson MVP silver Chandler Jones Swagger Van Jefferson CD lamb You got a Matthew Stafford Roger Stalback Joe Burrow and it's a winner Rob Gronkowski Jalen Rager Antonio Gibson Kevin Byrd Lawrence Taylor you got a blue chip Derbyn James Mike Ulster To a base There's a little to right there to help out. Hopefully some more and JK Dobbins very nice Baltimore Ravens going in equal us And we got a gold Troy Paula model a nice color match four out of ten Very nice we got overdrive Adrian Peterson watching the football team T Higgins a another to a toggle by Lola NFL debut And a Jalen Rager AJ Dylan Marquise Brown We got a Stairmaster's Matthew Stafford JK Dobbins, Jerry Judy Hulk Matt I'll penny-sleeve all these at the end do that stack right there. All right you guys next box Um silver clay pool. I don't see no silver clay pool. There was a gold Paula Malu Once I skipped in here I'm gonna penny-sleeve in top of these two. So don't worry Just a swagger there Although Beckham, Jr. And I'm in a Terry CD lamb chase young Buckus Danny Jones And we have Brett father right there for the Packers Center stage the visco Clader Zeeler Tom Brady Joe Burrow You got a dish on Jackson silver and a brand and I use red And Gino Akins Autograph for the Bengals George Kittle and Nick Chubb We got a silver Brian Edwards and a very nice one right here Darwin James white Chargers 25 Swagger Patty Mahomes very nice one John Taylor Lamar Jackson DeAndre Swift and into winning Patty Mahomes Max Crosby Miles Sanders Zach Thomas AJ Dill our last agrar here. There should be one more auto.  Oh, I see some Eagles green It's Jalen regger autograph There you go fly goes fly John Alway silver and Ezekiel Elyance To 99 blue Overdrive David Montgomery Kevin Green RIP I Jordan Love Stair masters Mike Evans J.K. Dobbins Tyler Johnson And there you go All right, well, I'm gonna penny-sink this whole stack right here. So we top loader for those rookies and stuff. Don't worry But again a lot of stuff a lot of value in this mosaic Yeah, I'm not sure we'll post up another one, but like I said a lot of colors numbered cards And of course autographs Jalen regger auto That's some nice Mahomes inserts right there Gino Atkins Troy Palamal of gold J.K. Dobbins and Gilbert Brown. So there you go guys. That was mosaic football hobby two box break picker teams number five on Jasper's case break calm


Hello everybody welcome back to another AI video and this one I want to talk to you about Lexica. That's right Lexica is the only as far as I know search engine for AI art and AI images and it is fantastic. If you are looking for an idea either you know either a finished idea like for example let me walk you through one. I typed in plague doctor and I hit search and it gave me all of these results. Now I don't know how the heck they created some of these but if I go through it and I say hey this is one that I really really like I just click on it and look at that I can take the prompt and I can either redo it in here if I like that as is and I don't want to make any adjustments or any variations I can just download it I just got a copy of it if I open it I own it and because all AI art at this time is copyright free guess what I've got it it's off we go if I want to explore the style and create art in this style I can go ahead and do that you know it's just absolutely crazy so as a search engine amazing as an idea generation or somewhere where you can come up with you know looks and ideas and prompts it's amazing the other thing you can do here is you can actually go ahead and generate your own stuff too so if I wanted to generate something like plague doctor I just type it in and I can click generate now that said I think you only get a little bit of free stuff at the beginning and then you've got to go into some of their pricing plans but as a you know just typing this in I'm going to get look I've got four very cool looking like this one's really cool right I can click on that and download it or just right click on it and save image as awesome and if you know what if you want to go and purchase stuff and create lots of content you get up to a thousand fast generations a month and all this other stuff you can even go in here and just buy and use directly through lexica so guys in terms of a great place to start looking for ideas and a search engine lexica is the best place hands down thanks for watching


stop sleeping around and this is a huge huge one right now especially in the age of the hookup culture and I just want to say that this if you want to if you want to sleep around go ahead however just remember that there's a lot of downsides to it for you to sleep around and maybe everybody else is sleeping around maybe a lot of guys that you meet are trying to pressure you into sleeping around don't do it it's not healthy for you emotionally physically or mentally it also destroys your ability to have real relationships in the future they've they've done a bunch of different studies on this and they found that and this isn't fair by any means but they found that for women it's actually really destructive to have a lot of partners in her life and the more partners that you end up having the less of an ability that most women have for being able to get in and stay in a functioning relationship over time for a number of different reasons one is because your ability to pair bond to a man actually decreases with the increased number of partners that you end up having and it also kind of creates this effect where you start looking at other guys and feeling like you're missing out on something and so what ends up happening is a lot of women end up cheating a lot of women feel less connected to the guy that they're with and so sleeping around it's bad for you it doesn't work really well for most women and so my recommendation is that you stop sleeping around it also lowers the chances that a guy is going to want anything real with you so my suggestion don't sleep around