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From YouTube: Lunch with Tom March 17
Description
Superintendent Tom Flanagan hosts a lunch discussion of happenings around the Burlington School District.
B
We
haven't,
we
have
an
exciting
edition
of
lunch
with
tom.
Today
we
do.
We
have
an
activity
for
to
to
look
at
we're
actually
going
to
ask
for
a
little
bit
of
your
feedback
on
the
on
the
school
calendar.
So
I
know
there's
always
a
lot
of
interest
on
the
school
calendar,
so
we'll
spend
a
little
bit
of
time
doing
that,
but
thank
you
so
much
for
for
being
here
today.
B
I
I
love
these
times
and
really
appreciate
that
that
those
of
you
who
come
out
who
have
come
out
before
and
continue
to
come
out
and
those
of
you
who
are
new
on
the
call,
welcome
and
thank
you
for
being
here
good
to
see
familiar
faces.
This
is
an
opportunity
for
for
engagement
for
me
to
engage
with
our
community
and
to
engage
with
with
staff
with
parents
and
with
members
of
the
public
who
are
interested
in
our
success.
B
It's
open
to
to
anybody
and
what
we'll
do
is
is,
and
what
we've
been
doing
is
communicating
district
updates.
So
I
go
through
run
through
some
updates
in
the
beginning,
and
then
we
have
some
open
conversations
about
district-wide
issues,
so
you'll
be
able
to
have
an
opportunity
to
ask
ask
questions
and
put
thoughts
and
ideas
out
there,
and
then
it's
just
an
opportunity
to
build
build
relationships
and
and
community.
B
So
we
have
we
set
six
goals
with
our
school
school
board
and
our
cabinet.
The
cabinet
are
the
directors,
executive
directors
and
principals
of
the
district
this
summer
and
we
are
in
the
fifth
year
of
a
five-year
strategic
plan
and
we
are-
and
we
have,
we
created
six
goals
for
this
year
so
that
we
had
measurable
goals.
These
are,
these
are
important
goals,
their
equity
focus
goals
and
their
lofty
goals
that
will
be
hard
to
meet
in
a
year.
B
So
the
idea
really
is
to
get
us
kick-started
into
how
to
use
how
to
set
goals
that
we
then
track
and
keep
on
top
of
and
and
and
and
drive
towards
so
this
summer
and
spring
we're
going
to
be
developing
a
new
five-year
strategic
plan.
As
I
said,
the
one
the
five
year,
one
is
ending
this
year,
the
one
that
we
have
and
we'll
be
moving
into
next
year
to
to
building
the
the
next
five-year
strategic
plan
starting
next
school
year.
B
It's
just
one
slide
and
it's
on
goal
four,
and
this
is
a
goal
around
six
students
successfully
graduating
from
high
school
having
completed
algebra
two,
we
chose
algebra
two
as
a
as
a
cabinet.
We
wanted
to
look
at
algebra
two,
because
we
wanted
to
make
sure
we
were
looking
at
at
rigorous
courses
and
and
and
and
math
courses
a
lot
of
times.
Math
gets
gets
forgotten
and
we
wanted
to
really
look
at
access.
Do
all
of
our
students
have
access
to
these
higher
level
courses
and
are
we
preparing
our
students
for
the
higher
level
courses?
B
There's
been
there's
been
more
debate
about
this.
This
particular
goal
than
any
of
the
others,
because
there's
always
question
about
why
we
chose
algebra
2,
and
so
we
chose
algebra
2
because
there
used
to
be
a
requirement
for
ncaa
eligibility
to
take
algebra
2..
That
requirement
doesn't
exist
anymore,
but
algebra
2
still
felt
like
a
higher
level
math
class
that
we
wanted
to
track
to
see
how
many
students
were
having
access.
B
So,
interestingly,
graduating
seniors,
57
percent,
complete
algebra
2
at
some
point
and
but
in
in
sort
of
the
equity
index
that
we
have
for
each
of
these
goals,
that,
in
our
specific
and
measurable
goals,
only
26
of
seniors
who
completed
algebra,
2
qualified
for
free
and
reduced
lunch.
So
we're
we
have
work
to
do
there
in
terms
of
access
to
rigorous
coursework,
not
to
say
that
algebra
2
is
the
only
way
that
you
get
rigorous
course
work.
But
it's
it's
one
that
we
that
we
pulled
out
as
an
as
an
example.
B
B
So
those
are,
those
are
great.
I
think
areas
for
us
to
to
be
thinking
about,
and
and
also
luckily,
the
the
ask
for
us
to
think
about
recovery
and
to
plan
for
recovery
is
comes
with
with
funding,
and
so
the
we
learned
last
week,
or
maybe
the
friday
before
last,
that
we,
the
district,
stands
to
receive
6.7
million
dollars
between
now
and
to
spend
between
now
and
2023
to
support
those
three
areas.
B
So
I've
asked
our
executive
director
of
teaching
and
learning
stephanie
phillips
to
take
the
lead
in
this
work
and
she's
pulling
together
a
team.
We
have
to
have
a
team
and
a
coordinator
that
that
works
closely
with
the
agency
of
education,
and
this
work
is
really
just
starting.
We
just
got
a
tool
kit
from
the
agency
of
education
last
friday
and
we're
really
digging
into
sort
of
what
it
means,
what
the
requirements
for
the
funding
will
be
and
and
where
we
will
place
our
energies.
B
But
I
was
happy
to
see
that
number
one
there's
funding
attached
to
this
work
number
two.
It's
not
short-term
work,
it's
not
like
we're.
Gonna
get
everyone.
You
know
a
million
interventions
over
the
summer
and
then
we'll
be
you
know
back
to
normal
or
that
that
the
short-term
fixes
are
gonna
are
gonna,
be
the
answer
right.
B
I
think
our
team
has
talked
a
lot
about
how
this
is
long
and
deep
work
and
and
it
should
be
aligned
to
the
things
that
we
care
about
as
a
city
and
as
a
community
and
as
a
as
a
district.
So
we're
excited
to
dig
in
there
with
as
a
team
and
and
with
you
all
vaccinations
have
started
for
staff,
which
is
just
huge.
I
was.
B
B
The
principal
search
and
the
in
the
hiring
process-
again,
we
have,
I
think,
about
16
members
on
the
hiring
committee.
We
have
some
central
office
staff,
but
we
have
students,
parents,
multiple
teachers
from
the
high
school
and
and
a
really
well-rounded
and
diverse
group
of
folks
who
are
gonna
help
us
find
the
next
bhs
principle.
So
we're
excited
for
that
work
also
very
grateful
for
miss
principal
interim
principal
mcbride
and
her
work
to
make
sure
that
that
bhs
is
is
doing
really
amazing.
B
Amazing
things
right
now:
covid
recognition,
we're
gonna
we're
gonna,
take
a
moment
of
silence
in
a
moment
to
reflect
tomorrow
at
9
45.
Is
that
right,
russ
as
a
community
to
to
pause
and
to
give
thanks
to
recognize
the
resilience
of
our
community
and
to
celebrate
a
couple
of
our
students?
Who've
done
some
work
over
this
time
in
in
expressing
and
reflecting
their
experiences
and
and
supporting
the
community
through
art
in
their
through
through
the
pandemic.
A
Sure
so,
right
now
what
I
have
pulled
up
on
my
screen,
I
believe
I'm
still
sharing
with
you
all
is
our
calendar,
but
I'm
also
going
to
drop
it
into
the
chat
in
case.
That
is
just
a
little
bit
easier
for
everyone
to
see,
and
so
now
I'm
just
going
to
create
some
random
breakout
groups,
and
what
we
want
to
know
is
what
are
your
thoughts
regarding
the
calendar?
What
are
some
of
the
things
that
you
like?
A
What
are
some
of
the
things
that
you
haven't
liked
and
we're
using
last
year's
calendar
as
a
jump
off
point
or
this
current
year's
calendar?
I
guess
I
should
say
we
believe
that
next
year's
calendar
is
going
to
look
a
lot
like
this.
So
I
think
you
can,
if
you're
like
concerned
about
what
next
year's
will
look
like.
A
C
A
B
A
A
D
C
C
D
Yeah
yeah,
I
would
say
when
I
can
say
this,
I'm
happy
to
say
this
to
the
group.
I
go
good
times
aside
like
this.
Is
you
know
this
is
hopefully
an
aberration,
but
my
experience
over
the
time
is
that
I
appreciate
I
love
the
talking.
The
teachers
always
makes
me
feel
better.
I
really
don't
like
half
days.
D
D
And
I
think
I
think
the
recent
I
think
it's
a
recent
addition
that
we
have
two
the
fall
parent
conferences
and
the
spring
parent
conferences.
I
think
in
middle
school
it
was,
you
were
invited
to
spring
conferences
if,
if
there
was
anything
that
you
needed
to
to
discuss,
which
it's
great,
that
should
happen,
but
I
don't
know
about
the
days
off
related
to
it.
It
feels
like
a
lot.
I
don't
know
how
the
district
counts
it,
but.
D
D
D
D
C
A
They
don't
okay.
So
if
your
question
is
what
counts
as
instruction
time,
I
believe
we
have
to
go
for
it
to
be
counted
as
a
full
day.
We
have
to
go
so
even
our
half
days
do
count
as
full
days
the
aoe
says
you
have
to
go
until
noon
right.
The
nice
thing
about
that
is
stephanie
phillips.
She
can't
be
on
for
too
much
longer,
but
she
is
the
one
that
helps
create
the
calendar
and
she's
on.
A
B
F
Sure
so
I'll
talk
a
little
I'll
give
a
little
bit
of
an
update,
so
state
statute
requires
that
regional,
superintendents
and
the
regions
are
defined
by
the
aoe
that
regional
superintendents
set
a
calendar
of
175
common
days,
and
the
regional
makeup
is
determined
by
schools
that
have
the
same
tech
center.
So
in
this
area,
the
region
of
superintendents
that
would
be
working
with
tom
to
determine
those
175
common
days
are:
are
districts
that
send
students
to
burlington
and
essex
tech
center.
So
that's
why
I
know
every
year
it
comes
up.
F
F
Historically,
in
burlington
we
build
a
calendar
of
177
student
days
who
have
two
days
built
in
to
accommodate
closures,
typically
due
to
weather,
so
state
statute
says
175
common
days.
So
we
work
on
that
and
then
we
usually
add
two
student
days
for
purposes
in
case
we
close
because
that
then
gives
us
the
flexibility.
F
That's
part
of
that
common
commitment
in
the
region,
so
we
do
have
sort
of
limited
flexibility
once
that
regional
calendar
has
been
determined
but
then
obviously
internally
we
start
looking
at
in
service
days
and
as
a
as
part
of
tom's
cabinet.
All
the
team
gets
together
and
we
have
opportunities
to
think
about
parent
conferences
in
service
at
the
beginning
end
of
the
year
how
we
use
town
meeting.
So
that's
where
we
have
all
those
internal
conversation
to
russ's
point
about
early
release
days.
F
So
we
have
to
be
in
school
until
11
30
in
order
to
count
that
as
a
student
day.
So
that's
what
the
aoe
proposes
as
sort
of
a
halfway
mark
of
the
day,
knowing
that,
depending
on
school
start
times,
that's
not
perfect,
but
11.
30
is
the
the
time
that
we
use
and
if
we're
in
school
up
until
11
30,
we
can
count
that
as
a
student
instruction
day.
B
No,
I
think
stephanie
did
it
for
those
of
you
who
don't
know.
I
know
many
of
you
most
of
you
know,
stephanie
stephanie
phillips
is
our
executive
director
for
teaching
and
learning.
So
all
the
curriculum
and
instruction
work
of
the
district,
as
well
as
the
the
directors
of
english
of
our
multilingual
learners,
our
english
learners,
team
and
and
of
our
special
education
and
student
support
services.
Teams
are
a
part
of
stephanie's
office
too.
So
stephanie
plays
a
major
role
and
has
done
the
calendar
for
a
while
right
stephanie.
B
I'm
learning
I'm
learning
the
intricacies
of
the
calendar.
The
there
are
a
lot
of
it's
different
here
than
I've
experienced
before,
just
because
of
the
connection
to
other,
to
the
the
sending
and
receiving
cte
programs,
but
interested
to
hear
what
what
thoughts
were
about
the
calendar,
because
we
do
have
some
flexibility
around
around
around
some
pieces
of
the
calendar
and-
and
so
I
think,
it's
important
for
us
to
to
hear.
Generally
speaking,
we
were
not
contemplating
major
changes
to
the
calendar
for
next
year.
B
D
I'll
start,
if
no
one
else
great
so
I
have
kids,
my
kids
have
been
in
the
district
since
kindergarten
they're
now
at
bhs
and
the
one
comment
I'll
make
today
is
at
any
time
you
can
avoid
doing
half
days.
Don't
do
half
days.
I
hate
half
days,
they're,
totally
disruptive.
If
you're
a
working
parent,
it's
difficult.
I
don't
feel
like
the
kids,
never
liked
it
like.
You
can
skip
a
half
day
and
do
a
full
day.
B
D
D
G
I'll
answer
your
question
about
the
early
release.
That
was
a
tough
adjustment.
My
kids
were
in
elementary
school.
At
that
time
I
hated
it.
You
know
trying
to
like
flex
your
daycare.
I
mean
that
was
really
what
it
was
about.
You
kind
of
have
everything
settled
like
got.
You
know
the
careful
balance
of
when
to
school
end,
and
you
know
the
child
care,
and
then
you
get
this
one
random
day
a
week
when
it's
different
and
you
have
to
figure
that
out.
So
that
was
challenging
when
I
had
kids
who
needed
child
care.
F
H
From
a
teacher
perspective,
they're
not
any
fun,
either
we're
talking
half
days
generally,
because
they're
scheduled
like
before
parent-teacher
conferences.
So
generally
you
get
kids
at
eight
o'clock
and
now
you
have
them
until
noon
and
the
schedule
is
all
crazy
and
changed
and
you
generally
don't
get
any
planning
period
or
any
break.
And
then
you
go
and
you
have
a
half
hour
lunch.
And
then
you
do
parent
conferences
till
eight
o'clock
at
night
they're
killer.
D
I
I
have
a
question
I
think
in
middle
school
they
started
doing
okay,
here's
the
backup.
I
surprised
that
bhs
had
parent
conferences
again
this
week.
I
I'm
guessing
now
that
I
think
about
it.
It's
maybe
because
we
had
four
different
teachers
in
the
fall
I
feel
like
they
just
barely
got
into
school,
and
now
we
have
another
yeah
like
five
six
days
off.
Essentially
you
know
so
that
was
a
bit
of
a
surprise.
I
appreciate
teacher
parent
teacher
conferences,
but
I
would
rather
instruction
time
but.
B
Yeah,
no,
I
take
that
feedback.
I
think
in
retrospect
we
we,
we
may
not
have
made
the
right
decision
there.
We
did
decide
in
in
middle
school
to
to
not
do
those
days
to
preserve
instructional
time
because
there,
but
with
high
school,
because
they
had
shifted
it's
a
whole
new
group
of
teachers
right
so
that's
the
that's!
That's
why
we
decided
to
to
keep
them
there,
because
otherwise
there
may
not
be
a
connection
at
all,
but
I
think
parent-teacher
conferences
are
important.
H
Okay
in
we
have
bounced
parent-teacher
conferences
all
over
the
calendar
they
really
for
teachers.
As
far
as
like,
when
I'm
going
to
talk
to
parents
and
really
be
able
to
give
you
information
about
your
child
ones
in
october
are
really
kind
of
useless
because
they-
I
don't
know
where
they
were
for
next
year-
I
think
they're
in
november,
but
we
bounced
them
from
october
to
that
november
time.
I
don't
know
your
child
well
enough.
In
october,
I
haven't
assessed
enough
in
october.
I
can't
give
you
a
full.
H
It
takes
me
a
quarter
to
really
find
out
who
your
child
is
so
in
november,
we
can
have
a
much
richer.
Conversation
march
is
also
another
terrible
time
for
a
parent-teacher
conference.
I
haven't
done
the
next
battery
of
like
assessments
that
common
assessments
that
we
have
to
do
moving
that
towards
the
end
of
may
or
june,
is
probably
gonna.
Now
we
can
have
that
conversation
is
your
child.
What
do
we
need
to
think
about
to
get
your
child
ready
for
seventh
grade?
H
You
know
what
are
the
things
we're
going
to
be
concerned
about
we're
talking
about
class
selections,
friends,
the
kinds
of
things
that
we
need
to
talk
about,
to
make
sure
that
everybody
can
launch
successfully
into
the
next
year,
so
making
sure
that
we're
sort
of
really
pushing
those
back
so
that
we're
most
effective
as
we
can
be.
As
we
talk
to
parents.
B
H
D
B
E
Think
the
other
struggle
with
parent
teacher
conferences
is
well
in
tripoli.
We
do
a
great
job
of
always
being
there
to
communicate
with
families.
You
know
during
pickup
during
you
know,
drop
off
whatever,
so
it's
a
little
different
for
tripoli,
but
in
working
in
the
elementary
schools
in
a
preschool
in
an
elementary
school.
I
had
a
lot
of
experience
working
with
my
colleagues
and
one
of
the
struggles
is
just
trying
to
get
the
the
liaisons
and
the
translators.
E
Those
are
days
where
everybody
needs
them
and
everybody
wants
them
and
there's
they're
stretched
so
thin,
and
so
at
the
pre-school
level
we
actually
try
to
meet
with
our
parents
on
a
day.
That's
not
a
parent
teacher
conference
day,
knowing
that
they're
stretched
so
thin.
So
just
a
big
shout
out
to
the
liaisons
and
putting
that
out.
In
the
view
too,.
B
C
H
This
is
the
first
year
I
can
remember
that
we've
done
indigenous
people's
day.
We've
traditionally
not
had
that
off
as
a
day,
because
we
used
to
have
two
days
off
in
october
for
the
vermont
nea
conference
in
the
vermont,
nea
conference
no
longer
happens
and
those
days
disappeared.
Then
we
were
talking
in
our
group,
and
I
don't
know
how
I
know
my
scholars
are
pretty
burnt
out
at
that
time,
because
it's
a
long
time
from
august
to
november,
without
any
kind
of
a
break
or
days
off
indigenous
people's
day,
is
a
wonderful
one.
H
H
Mlk
day
is
usually
a
half
day,
and
I
understand-
and
I
think
everybody
gets
very
involved
in
the
curriculum
that
we
try
to
use
on
that
day
and
the
different
curriculums.
I
just
think
that
for
many
teachers
we're
doing
that
as
a
constant,
as
opposed
to
today's
mlk
day,
we're
gonna
we're
gonna
do
that
today
and
it's
once
again
it's
one
of
those
usually
half
my
class
is
gone
because
parents
have
taken
it
as
a
vacation
a
day,
because
it's
only
a
half
day.
H
G
Yeah,
this
is
maybe
one
of
those
radical
kinds
of
things
that
doesn't
have
to
do
specifically
with
the
calendar,
but
one
of
the
things
that
we
benefited
from
having
a
high
schooler
and
even
a
little
bit.
The
middle
schooler
is
getting
to
sleep
a
little
longer
in
the
morning,
and
I
know
there's
some
districts
around
the
country
that
have
changed
the
time
of
day
so
that
high
schools
start
later.
G
B
F
The
only
the
only
context
around
late
start,
you
know,
pre-covered
was
that
we
did
have
the
one
day
a
week
when
we
first
started.
It
was
wednesday
and
then
friday
for
teacher
plc
time.
So
there
was
one
day
where
at
k8
we
do
an
early
dismissal.
We
did
the
late
start
at
the
high
school.
That's
the
only
time
that
we've
really
discussed
consistency
consistently
the
idea
of
a
late
start.
B
All
right,
well
any
any
other.
Thank
you
for
that
gail.
That
is
definitely
a
conversation
when
I
was
down
in
dc.
Montgomery
county
was
having
major
conversations
and
that's
a
pretty
big
district
down
in
the
dc
area,
and
I
know
that's
an
you
know,
that's
something
that
we
we
should
be
talking
about.
So
thank
you
for
for
bringing
that
forward
and,
since
I
said,
we'd
have
a
good
30
minutes
for
questions
and
answers.
Why
don't
when
we
we're
down
to
18
minutes?
Why
don't
we?
B
We
shift
over
to
questions
and
answers
and
if
you
have
thoughts
or
ideas,
send
them
my
way
send
you
can
send
me
an
email
directly.
If
you
have
stephanie's
email,
you
can
send
them
to
stephanie
and
me,
or
I
can
just
forward
them
along
to
her,
and
we
can
talk
about
it
as
we
will
be
in
the
next
couple
of
weeks
here,
looking
to
finalize
the
calendar
in
in
april.
D
B
So,
there's
a
lot
of
movement,
so
we
we
we
have.
Our
school
board
has
taken
this
on
and
has
done.
Some
really
really
amazing
leadership.
Work
behind
the
scenes
in
the
past
few
months
to
get
a
coalition
of
districts
together
to
advocate
at
the
state
house,
for
the
weighted
study
to
be
taken
up
for
the
state
to
take
up
the
equalized
people
formula
to
create
an
equitable
formula,
so
they
have
a
lobbyist
and
they're
lobbying
at
the
state
house.
B
Today,
they're,
I
get
probably
15
to
30
emails
a
day
from
the
from
the
coalition.
It's
an
interesting
coalition,
because
we
we
so
the
the
the
premise.
The
problem
is
that
there's
an
inequitable
funding
formula
that
is
has
no
empirical
basis
that
we
utilize
in
the
district
and
disproportionately
underfunds
districts
with
higher
levels
of
poverty
and
higher
and
more
students
with
disabilities
and
more
students
who
are
english
learners
and
disproportionately
over
funds.
B
Districts
that
have
higher
income
bases
and
it's
not
actually,
since
the
state
doesn't
give
the
funding
the
dis,
the
the
the
communities.
The
communities
determine
the
funding
through
the
through,
through
voting
on
the
budget
proposals
and
and
property
tax
rates
related
to
those
budget
proposals.
What
ends
up
happening
is
two
things:
what
ends
up
happening?
Is
tax
rates
go
end
up
being
higher
than
they
need
to
be,
and
districts
end
up,
not
having
the
resources
that
they
need
to
have
to
support
their
students.
B
So
it's
a
double
whammy
for
the
for
the
community
and
there
was
a
study
that
was
commissioned
by
the
the
agency
of
education
two
years
ago,
dr
colby
from
the
university
of
vermont,
but
also
people
from
the
american
institute
of
research.
The
air
and
rutgers
university
did
a
really
thorough
study
and
found
that
we
have
an
inequitable
funding
formula
that
disproportionately
impacts.
B
B
They
want
to
put
it
up
well,
they
we
have
a
lot
of
support
for
this,
but
there's
also.
There
are
also
lots
of
questions
out
there
in
the
community
about
in
the
in
the
state
about
it.
Right
and
and
districts
fear
that
they're
gonna
that
that
they're
gonna,
you
know
lose
lose
right
and
that
there
will
be
winners
and
losers.
The
argument
is
that,
and
actually
the
the
vermont
principals
association
and
the
vermont
superintendents
association
have
have
both
spoken
really
clearly
and
and
about
the
need
to
take
this.
Take
this
up.
B
E
Just
a
question
I
was
wondering-
and
maybe
this
is
my
first
lunch
with
tom-
so
maybe
you've
discussed
it
already,
but
any
thinking
about
maybe
trauma
training
related
to
the
cover
year
for
staff
and
then
for
the
school
communities
going
forward
and
also
any
extra
school
time
for
our
students
that
have
been
able
to
participate
that
might
have
fallen
behind
any
way
to
catch
them
up.
I
know
that
we
have
summer
services,
but
those
are
pretty
limited,
so
I
wasn't.
B
There's
a
real
desire
here
to
to
also
not
make
those
wholly
academic
right,
so
that,
like
how
do
we
also
help
students
reconnect
the
importance
of
reconnecting
when
there's
been
trauma
and
and
and
reconnecting
as
a
community
so
that
you're
you're
well
and
and
able
to
access
a
rigorous
curriculum.
You
know,
so
those
are
the
things
that
that
yeah
we're
we're
thinking
about
those
things
and
I
think
you'll
see
you'll
see
that
happen.
Thank
you.
Stacy
thanks.
B
H
Just
has
the
state,
given
you
any
indication,
and
I
know
we're
waiting
on
cdc
guidelines
on
three
foot
distances
and
six
foot
distances,
and-
and
I
know
that
the
governor's
intention
is
to
get
kids
back
in
school
and
I
would
be
thrilled
to
have
everybody
back,
but
I
also
know
that
that's
very
different
than
just
opening
the
doors
and
saying
come
on
in.
We
have
a
lot
we
would
have
to
reorganize.
B
We
have
some,
we
don't
have
a
good
idea,
but
we
haven't.
We
have
some
indications
that
the
guidance
may
shift
to
not
require
six
feet.
Distancing
grades
six
through
twelve
and
the
governor
has
said
a
couple
times
that
he's
hoping
that
by
april
or
in
the
month
of
april,
more
students
are
back
in
person
more
than
they
are
now.
B
B
So
the
issue
with
us,
as
you
know,
is
it's
not
only
about
distancing
it's
about
arrival
dismissal.
Lunch
recess
there
are
so
many
factors
and
then
at
middle
school
high
school
is
a
little
yeah
at
middle
school.
It's
about
scheduling,
so
we
would
have
to
actually
change
the
schedules
in
in
middle
school,
and
that
would
be
hard
to
do
at
the
end
of
april
and
it's
a
big
lift
right.
So
the
so.
The
big
question,
I
think,
is:
how
is
it
worth?
Is
it
worth
the
really
big
lift?
B
It
would
take
to
get
back
more
in
person
for
the
la
if
it
ends
up
being
the
last
month
of
school,
or
is
it
more
worth
our
time
to
build
out
summer
programming
and
a
lot
of
this
really
depends
on
and-
and
we
may
end
up
having
to
do
some
of
both
a
lot
of
this
depends
on
how
soon
we
learn
what
the
guidance
changes
will
be
because
I've
asked
the
team
start
thinking
like
imagine
the
guidance
changes
tomorrow.
Let
we
have
to
be
ready.
B
We
can't
have
the
guidance
change
and
then
say:
whoa
we've
been
waiting
for
the
guidance
to
change
because
we're
hearing
it
may
change,
but
we
just
don't
have
a
lot
of
specifics
about
about
what
that
guidance
will
be
so
we're
starting
to
think
about
what
it
could
look
like
to
be
back
more
in
person.
We
have
an
mou
with
the
bea
that
we
did
really
collaboratively
and
and
dan
higgin,
and
I
have
met
to
talk
about
that.
Again.
We
haven't
talked
any
specifics,
just
sort
of
like.
B
B
I
want
to
think
about
what,
if
families,
I
know
I've
heard
from
a
lot
of
families
who
want
to
be
back
in
person,
one
of
the
things
that
really
pushed
me
a
couple
weeks
ago,
as
I
met
with
our
multilingual
liaisons
and
a
group
of
somali
bantu
families,
somali
bantu
families,
and
they
were
they
were
in
a
group
of
nepali
families
who
said
they're.
They
really
need
to
get
back
in
school
and
so
yeah.
That's
that's
sort
of
the
information
I
have
we.
B
H
B
It
is
pretty
it's
very
it's
overwhelming
to
me
personally
to
think
about,
and
actually
I
have
probably
the
least
of
the
work
right,
because
I
would
tell
the
principals
hey
you
gotta
and
we've
talked
about
you.
You
have
to
kind
of
figure
it
out
how
it
would
work
at
your
school
and
it's
really
even
more
challenging
for
our
high
school.
I
think
because
they've
you
know
just
come
back
and
and
there's
been
a
big
adjustment
there.
So
there's
just
a
lot
to
consider
here.
B
It's
it's
very
much
high
on
my
radar
and
I
understand
there
are
a
lot
of
people
and
I
understand
number
one.
Everyone
wants
to
be
back
in
person
and
I
also
understand
that
there
are.
There
are
a
lot
of
people
who
are
worried
about
being
back
in
person
really
quickly
more
really
in
person
more
really
and
doing
that
really
fast
and
not
doing
well.
B
B
B
We
are
balance
we
are
staff.
Are
we
are
staffed
really
on
a
balance
right
now
because
of
the
number
of
people
who
are
who
can't
be
at
work
and
the
number
of
people
who
are
remote
in
terms
of
how
we're
staffed
to
run
the
district?
We're
kind
of
running
two
two
school
systems
right
now
with
this
with
the
same
number
of
staff,
so
we're
we're
really
kind
of
balanced
on
the
knife's
edge
right
now,
and
we
just
have
to
be
mindful
of
that,
as
we
make
decisions.
B
B
So
I
guess
stay
tuned
on
on
that
and
we
we
also
realized.
This
is
just
one
opportunity
for
for
engagement
right,
so
we
have
we're
creating
a
lot
of
different
opportunities
for
for
for
me
to
engage
with
the
community
for
our
schools
to
engage
to
reach
out
and
and
engage
communities.
So
this
is
one
more
opportunity
we
are
thinking
about,
maybe
shifting
up
time
a
little
bit,
although
we've
been
really
happy
with
the
with
the
turnout,
I
I'm
I'm
I'm
very
happy
with
the
number
of
people
who
are
here
today
to
me.
B
It
feels
perfect.
We've
had
this
turnout
or
a
little
bit
bigger
on
other
days.
So
again,
thank
you
for
being
here
and
and
and
feel
free
to
send
thoughts,
ideas,
feedback.
My
way,
my
email
address
is
t
flanagan,
t,
f,
l,
a
n,
a
g,
a
n
at
b
s
d,
v,
t
dot
org.
We
also
have
a
superintendent
account
rest
monitors
that
superintendent
account
and
I
respond
to
some
of
those
and
and
some
of
those
are
sort
of
district-wide
responses.