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From YouTube: Lunch with Tom Feb. 3
Description
“Lunch with Tom” is a virtual opportunity to hear updates from around the District and ask questions about BSD happenings, directly from Superintendent Flanagan. Our goal is to host these as an opportunity to connect and share with families and community members.
A
All
right,
well,
it's
great
to
see
you
all
great
to
see
you
all
today
been
a
couple
of
early
mornings.
For
me,
I'm
this
is
these
are
my
this
is
my
first
time
that
I've
had
to
call
snow
days,
so
we've
had
a
couple:
fun
fun
mornings,
marty,
spalding,
our
director
of
property
services
and
I
connect
early
and
check
the
roads
and
whether
or
not
we're
able
to
to
clear-
and
so
it's
been
in
a
couple
of
of
interesting
mornings.
So
if
I'm
a
little
sleepy,
I
apologize.
A
A
For
me
to
give
you
some
updates
and
for
you
to
ask
me
questions
or
give
me
updates,
I'm
always
open
to
to
thoughts
and
feedback,
and
it's
meant
to
be
an
informal
opportunity
to
to
connect
and
to
build
relationships
and
community.
So
I'll
do
15
minutes
of
updates
here
and
russell.
Keep
me
on
the
timer
so
that
I
don't
go
over
and
then
we'll
have
a
chunk
of
time
for
a
conversation.
A
C
Yeah,
so
there's
one
slide
in
here
and
it
looks
like
we're:
gonna
have
enough
people
that
we're
gonna
do
breakout
groups
when
we,
when
we
talk
about
the
strategic
plan
and
we'll
just
spend
five
minutes,
doing
that
we'll
come
out
and
do
some
report
outs
and
then
that'll
be
a
good
segue
into
our.
You
know.
General
conversation.
A
A
We
have
12
school
programs
each
with
a
leader
and
then
a
group
of
school-based,
our
district-based
leaders
as
well,
and
they
make
up
the
cabinet,
and
so
we
developed
a
set
of
draft
goals
based
on
a
couple
of
iterations
of
feedback
and
based
on
my
listening
tour
from
march
through
early
well
late
june
and
then
worked.
I
worked
with
the
board
and
my
team.
My
leader,
my
kind
of
senior
leadership
team
worked
with
our
school
board
in
at
the
end
of
august.
A
And
so
we
see
some
alignment
here
and
our
goal
with
the
strategic
planning
process
moving
forward
is
to
have
have
goals
that
come
from
the
community
and
then
hold
ourselves
accountable
to
those
goals.
And
so
that's
that's.
What's
going
on
here,
I'll
I'll,
just
point
out
one
I
was
thinking.
I
could
kind
of
talk
through
one
of
these
as
in
each
week
for
a
brief
second
and
the
first.
A
C
C
A
So
what
we're
really
looking
at
this
year
in
terms
of
the
end
goals,
are
that
we
suspend
african-american
students
and
students
with
disabilities
and
students
who
are
who
qualify
for
free
and
reduce
lunch
less
frequently,
and
that
we
are
we've
made
a
lot
of
progress
on,
but
it's
really
because
I
don't
think
it's
necessarily
because
of
any
strategies.
We've
put
it
in
place.
A
It's
it's
mostly
because
we're
not
in
in
school
full-time
this
year,
but
I
think
there
may
be
some
some
some
of
the
strategies
may
be
paying
off
too,
because
there
are
very
few
very
few
suspensions
across
the
district
so
far
this
year
and
then
that
staff
increased
report,
increased
use
of
restorative
practices.
So
we're
still
in
that
tier
one
phase
of
restorative
practices-
I
think
that's
taking
hold
but
continues
will
continue
to
take
hold.
A
We
continue
to
prioritize
that
work
and
we
have
a
survey
that
shows
that,
for
the
most
part,
people
feel
like
they've,
been
trained
in
restorative
practices
and
feel
like
they
can
use
them,
but
want
more
training
and
feel
like
they
could
use
them,
use
them
better.
So
I
think
we're
in
a
in
a
good
place
there
and
we'll
have
more
input
on
that
at
the
end
of
the
school
year.
A
All
right,
we
have
a
couple
of
big
updates.
So
last
night
we,
I
recommended
lauren
mcbride
to
be
the
interim
principal
at
burlington,
high
school
and
gail
botello
to
be
the
interim
assistant
principal
at
burlington,
high
school
and
the
school.
Our
school
board
unanimously
approved
that
recommendation,
and
so
we're
really
excited
to
have
them.
Have
them
in
place
to
continue
to
lead
the
district.
A
So
I'm
really
happy
with
how
how
they're
doing
and
that
they
were
the
board
recognized
that
also
and
approved
that
last
night
they'll
serve
in
their
role
until
next
school
year.
So
we
are
going
to
begin
a
national
search
for
the
permanent
for
the,
not
permanent,
the
the
full-time
principal
beginning,
so
that
that
that
person
will
be
in
place
for
the
beginning
of
next
school
year
and
we'll
get
a
lot
of
input
in
that
process.
A
The
positions
are
posting
today
and
we'll
keep
those
positions
open
for
a
while
and
our.
But
our
goal
is
to
have
to
to
be
able
to
name
a
principle
for
bhs
in
the
month
of
may,
and
so
we
think
we're
in
a
good
place
in
terms
of
timing,
to
be
able
to
do
that.
But
we
also
gave
ourselves
a
little
bit
of
room
a
little
buffer
of
room
if
we
need
it
for
to
to
move
into
june.
If
we,
if
we
need
that
bhs
is
also
holding
a
couple
of
town
halls.
A
There's
a
town
hall
on
on
friday,
and
I
think
that
one's
for
students
right
russ
is
that
right
at
noon
on
friday
and
then
there's
one
on
on
wednesday
evening.
And
so
those
are
that
we're
putting
those
out
on
the
website
and
and
in
on
social
media
and
in
emails
to
staff
and
students
and
community
and
so
looking
forward
to
to
and
and
gail
and
her
perez.
The
other
assistant
principal
there
and
lauren
will
be
leading
those
town
halls.
A
Budget
update
where
there's
there's
you
know,
there's
just
been
a
lot
going
on
with
the
budget
really
for
the
past.
You
know,
12
months
or
so,
the
the
bor,
our
our
school
board,
monica
ivancich,
is
on
the
call,
I'm
not
sure
if
other
school
board
members
are,
but
thank
you
monica
for
being
here
and,
and
so
the
board
unanimously
passed.
A
The
the
budget
proposal
and
our
budget
proposal
was
was
was
very
conservative
because
we
we
knew
that
there
were
many
challenges
in
front
of
us
with
the
budget
and
so
so
that
we
knew
we
needed
to
have
a
conservative
budget,
but
also
the
board
asked
us
not
to
cut
any
programs
that
impacted
students
directly,
and
so
we
were.
We
were
glad
to
have
that
charge
and
we
were
able
to
to
do
that
in
our
budget
proposal.
A
Since
since
that
time
we
have
heard
that
the
ed
fund,
which
you
know,
supplies
us
with
lots
of
our
our
revenue,
our
our
dollars
to
be
able
to
operate,
is
doing
better
than
they
than
the
state
originally
anticipated,
and
so
that
could
actually
bring
the
original
tax
rates
that
they
proposed.
That
the
tax
letter
in
december
said
could
be
around
13.
A
A
But
we
also
recently
learned
immediately
after
we
learned
about
the
ed
fund
being
in
a
good
position
that
our
equalized
per
pupil,
our
equalized
pupil,
is
down
and
so
we're
striking
the
balance
there.
So
we've
we've
kept
our
our
number
at
our
projected
number.
At
six
point:
eight
eight
percent
tax
increase.
That's
the
number
that's
on
the
ballot.
I
think
that
it
could,
it
could
go.
It
could
look
better
than
that
in
the
in
the
long
run,
but
we
didn't
want
to.
We
didn't
want
to.
A
We
wanted
to
make
sure
people
understood
kind
of
what
we
have
most
tangibly
in
our
in
our
projection,
and
I
think
the
only
way
that
I'll
go
is
is
down
and
there's
a
budget.
Okay,
russ
just
put
in
the
notes
that
there's
a
budget
one
page
that'll
be
coming
out.
There
are
npas
that
are
going
on.
I
know
monica
you
had
an
mpa
last
last
wednesday
and
so
we're
we're
doing
lots
of
engagement
around
that.
A
A
And
then
we
added
the
one
major
programmatic
ad
we
made
was
to
make
sure
that
we
was
to
to
ensure
that
we
are
able
to
communicate
with
our
multilingual
families
and
and
support
and
and
and
work
with,
our
multilingual
families
12
months
of
the
year.
So
our
multilingual
liaisons
are
currently
10
month,
employees,
and-
and
so
we
want
to
create
more
opportunity
for
for
that
work
to
continue
over
the
summer
months.
A
Right
so
speed
up
all
right.
I
can
speed
up
planning
for
more
in
person
and
recovery,
so
the
the
governor
has
asked
us
to
to
start
thinking
about
what
it
would
look
like
to
be
back
in
school
more
in
person
by
by
april,
and
so
that's
something
that
my
my
team
and
and
the
principals
have
been
looking
at
and
and
thinking
about,
and
the
state
is
also
asking
us
to
develop
a
plan
and
so
they're
they
were
anticipating.
Hopefully
this
week,
the
outline
of
the
plan
for
recovery.
A
How
do
we
really
come
back
as
a
community
and
full
and
more
in
full?
And
what
do
we
need
to
do
to
to
regain
lost
learning
to
rebuild
connections
is
is
important
work
and
we
know
it
is
important
and
needs
our
full
attention
and
people
are
tired.
So
there's
this
balance
of
of
working
through
working
through
that,
and
so
that's
something
that
I
want.
You
all
to
know
came
up
last
at
the
last
lunch
that
it's
something
that
we're
thinking
about
and
planning
for
now.
A
So
that's
that
in
person
the
covet
update.
I
know
this
is
on
on
people's
minds
and
our
schools
really
continue
to
be
safe.
We've
got
the
department
of
health
is,
is
a
a
phone
call
away
from
us
and
a
close
consultant
on
any
individual
cases
and
on
our
broader
work,
around
testing
and
how
we're
responding.
A
There's
been
no
school
spread
post
breaks
and
we
did
have
one
case
of
confirmed
school
spread
prior
to
the
break.
We've
had
no
school
spread
post
break,
I
will
say:
school
spreads
hard
to
sometimes
hard
to
quantify
and,
and
so
the
department
of
health
tells
us
what
they
think
school
spread
when
they
think
there
may
be
school
spread
and
but
generally
the
k,
the
schools
are
safe
across
the
state
and
our
schools
have
been
have
been
very
safe
throughout
this
pandemic
and
the
cases
on
the
on
the
right
hand.
A
Side
in
this
column,
you
can
see
the
the
overview
of
our
cases
and
since
our
last
lunch
there
have
been
four
16
since
break
and
across
eight
locations.
So
we
are
having
cases,
but
we
are
we're
not
seeing
any
any
spread
or
anything
of
of
major
concern
and
the
the
drop
the
the
reduction
in
numbers
of
cases
has.
We
have
felt
sort
of
from
street
data.
A
In
addition
to
these
numbers
are,
is
really
helping
us
as
a
district,
because
it
takes
a
lot
of
energy
and
resources
to
to
manage
each
individual
case
for
our
our
school
nurses,
our
kova
coordinators
and
our
principals,
and
so
we
felt
a
little
bit
of
relief
from
that,
although
it's
still
ongoing
and
we're
doing
testing,
and
so
that's
that's
happening.
There
was
actually
supposed
to
be
testing
today,
but
we
pushed
it.
We
told
them.
C
Yeah,
I
just
want
to
add
that
we,
as
our
time
just
went
up
but
the
total
cases
that
should
actually
be
42.
I
updated
the
top
and
not
the
bottom,
and
then
I
don't
want
to
gloss
over
that.
You
know
those
those
we
had
16
cases
since
we
returned
from
break
and
12
of
those
were
in
the
first
two
and
a
half
weeks.
So
we
really
have
seen
a
substantial
reduction
in
the
last
two
weeks,
which
is
really
exciting
for
us
and
I
know
becca's
on
the
call.
A
One
is
an
equity
review,
so
we're
viewing
we're
reviewing
sort
of
our
equitable
practices
across
across
the
district
and
working
with
the
mid-atlantic
equity
consortium
and
and
university
of
vermont.
On
that
equity
review
we
are
doing
that
was
a
part
of
my
100-day
plan
was
to
look
to
to
start
to
dig
in
there.
This
special
education
review
is
receiving
some
we're
currently
in
that
so
we're
looking
at
our
special
education
programs.
A
We
have
a
group,
that's
supporting
us
with
that
and
we'll
be
providing
recommendations
for
our
special
education
program
and
our
and
we
are
doing
a
literacy
review.
So
we
actually
started
a
literacy
review
last
year.
It
got
pushed
off
because
of
kovid,
and
now
we've
restarted
it.
The
only
thing
that's
not
happening
now,
which
is
pretty
important,
is
the
classroom,
observations
and
so
that'll
help
start
next
fall,
but
we'll
get
a
good
set
of
recommendations.
A
A
The
goal
for
the
strategic
plan
process
is
to
begin
now,
so
we're
just
starting
now
we
put
out
an
rfp
and
we
have
received
responses
and
we're
going
to
start
looking
at
those
at
those
responses,
and
we
will
be
asking
for
help
in
in
support
of
this
strategic
planning
process,
but
we
wanna
and
we
wanna
make
sure
that
that
strategic
planning
process
is
built
is
is
comes
out
of
the
of
of
engagement
with
our
community.
We
met.
A
And
then
we
ask
people
to
kind
of
give
us
feedback,
but
we
we
need
to
the
feedback
we
receive
is
we
need
to
really
think
about
emergence
and
how
we
build
the
plan
from
the
community
and
and
co-construct
the
plan,
so
that'll
be
fun
and
challenging.
I
think
to
co-construct
a
strategic
plan
with
you
know
a
couple:
tens
of
thousands
of
people,
but
we're
gonna,
we're
gonna
work
hard
to
make
sure
that
that
plan
is
actually
emerging
from
from
from
the
community
as
much
as
possible.
A
C
C
C
D
E
C
C
C
F
Kelly
was
talking
about
a
survey
or
questionnaire
and,
like
you
know,
kind
of
getting
more
consistent
data
or
information,
and
I
love
that
idea
too,
but
I
think
it
might
have
to
be
like
I
like
the
idea
of
multiple
ways
of
connecting
with
people
and
engagement
and
taking
the
time
to
look
around
at
who's
there
and
who's.
Not
there.
You
know
I've
been
saying
you
know.
G
G
In
the
beginning
are
are
the
way
to
go,
and
I
think
that's
where
the
questionnaires
and
surveys
stem
from
is
you're
able
to
kind
of
funnel
down,
like
there's
been
a
lot
of
people
talking
about
this.
Let's
focus
in
on
that
there's
some
people
over
here
talking
about
this,
but
I
absolutely
agree
with
keeping
some
of
the
good
that's
come
out
of
this
whole
experience.
G
You
know
way
back
in
the
day
back
when
superintendent,
obang
and
laura
nugent
started
with
the
district,
they
tried
starting
a
special
education
family
group
and
it
is
incredibly
challenging
as
a
special
education
family
to
get
out
and
do
these
meetings,
and
I
remember
there
were,
I
think,
six
families
at
that
first
meeting
and
we
were
all
just
like
jaws
dropped.
This
six
families
were
able
to
find
the
care
that
we
needed
to
be
able
to
get
to
this
meeting
and
we
had
requested.
C
G
You
know,
but
but
thinking
outside
of
the
box,
while
recognizing
there's
no
box
is
challenging,
but
you
know
we
want
to.
I
know
my
family
wants
to
keep
some
of
these
good
things.
You
know
our
older
son
is:
we've
never
seen
such
academic
success
from
him
in
person.
Remote
learning
has
been
his
golden
ticket
to
accessing
education,
and
I
can't
even
begin
to
stomach
the
thought
of
putting
him
back
in
a
building,
because
I
don't
want
to
see
all
that
success
just
melt
away.
You
know
so
these
are.
F
F
But
I
agree
what
we've
learned
you
know
and
and
what
we
you
know
what
we
can
take
away
from
this
I
mean
I've
had
a
heartbreaking
experience
with
my
senior
like
not
being
able
to
engage
and
so
and
but
I've
heard
amazing
stories
from
teachers
about
kids
that
they've
connected
with
that
they
couldn't
in
the
classroom.
So.
G
C
C
C
G
A
C
A
I
Great
I'm
happy
to
report
a
little
bit
for
our
group.
I'm
kate,
larson,
hello,
everybody.
It's
so
good
to
see
so
many
great
faces.
It
was
ruth
and
gail,
and
I-
and
I
think
one
of
the
things
that
we
had
common
ground
on
is
the
need
for
the
school
district
to
really
put
some
resources
and
effort
into
public
relations.
I
The
opportunity
for
academic
achievement
for
everyone.
So
I
think
that
we
were
all
agreeing.
Am
I
saying
this
correctly
for
you
guys,
gail
and
ruth?
I
think
we're
really
feeling
that
that
is
a
huge,
huge.
It's
a
huge
undertaking,
but
incredibly
important
in
order
to
get
us
back
in
the
most
powerful
place
that
we
can
be.
B
I
can
share
because
I
think
it
kind
of
builds
on
what
was
just
said
in
our
group.
It
was
bonnie
and
naima
from
the
high
school
who
also
has
a
student
in
the
high
school
and
I'm
from
the
elementary
perspective,
and
we
just
noticed
that
with
goal
one
being
schools,
restorative
and
equitable
communities
involving
voices
and
perspectives
in
an
emergent
co-constructed
plan
that
you
know
just
to
be
mindful
of
voices
that
are
really
important
to
be
heard.
C
F
But
also
we
talked
about
how
you
know
what
we
know
now
about
technology
and
zoom
and
being
able
to
reach
people
is
really
an
opportunity,
but
that
we
also
have
to
take
the
time
to
look
around
and
see
who's
there
and
who's,
not
there
and
figure
out
how
to
reach
those
that
you
know.
We
haven't
heard
from.
A
Yeah,
thank
you
for
reiterating
that.
I
think
it's
it's
definitely
something
that
is
on
our
mind.
Victor
prusak
has
is
our
coordinator
for
engagement
and
has
been
leading
with
me,
the
the
advisory,
our
advisory
groups,
and
so
we're
we're
really
thankful.
I'm
grateful
that
you're
bringing
it
up
now
and
then
it's
a
this
is
a
public
conversation
for
us
to
have,
because
I
think
it's
really
important
for
us
to
keep
at
the
front
of
our
of
our
thinking
as
we
plan.
I
Tom,
I
will
not
surprise
you
in
asking
this
question,
which
is
that
I'm
just
curious:
you
were
talking
about
pulling
together
with
other
school
districts
around
your
plans
for
supporting
families
and
kids,
as
they
come
back
into
more
face-to-face
learning,
which
I
think
is
really
bright.
It's
a
really
bright
idea
to
pull
together.
I
love
that,
not
surprisingly,
I'm
thinking
about
health
and
wellness.
I
I
think
it's
really
a
surprise.
I
know,
and
I'm
just
curious.
You
know
how
you
are
I'll,
be
anxious
at
some
point
to
hear
how
that
piece
is
being
built
into
that
plan,
because
I
think
those
tools
of
helping
kids
to
flag
for
the
whole
system
to
be
able
to
flag
kids
that
are
struggling
and
to
give
them
tools
to
take
care
of
themselves
is,
is
critically
important.
A
A
So
that's
something
you
know,
I
actually
think
so,
I'm
as
I'm
as
I'm
listening
and
sort
of
evaluating
where
we
are
as
a
district.
I
I
think
that
we
have
a
lot
of
resources
and
a
lot
of
great
people
in
the
in
the
health
and
wellness
and
mental
health
work,
and
we're
also
not
very
well
organized
around
that
work
across
the
district.
A
So
that's
something
that
I
I
really
have
been
thinking
a
lot
about
and
I
have
a
like
I
mentioned.
I
have
this
teacher
advisory
group
or
faculty
advisory
group,
and
we
have
one
of
our
school
counselors
on
that
group
and
she
brought
to
becca
mcrae
who's.
Our
covic
coordinator
and
and
school
nurse
at
ems,
edmonds
middle
school
was
on
the
call
too
a
couple
weeks
ago
that
they
really
want
to
help
figure
out
in
the
immediate.
A
How
do
we
work
with
families
and
students
and
teachers
when
they
have
to
quarantine,
and
so
I
thought
it
was
just
a
and
so
we've
had
some
cover.
We've
had
a
couple
of
conversations
and
quick
work
around
developing
district-wide
procedures
and
and
responses
to
be
able
to
support
the
the
health
and
wellness
of
our
of
our
whole
community
as
they
deal
with
the
the
a
specific
moment
right.
I
think
we
can
learn
from
that,
because
what
happened
was
they?
A
They
organized
the
a
group
of
school
counselors,
psychologists,
social
workers
organized
themselves,
and
so
I'm
going
to
continue
working
with
them
as
a
group
and
figure
out
who
the
right
kind
of
group
is
to
build
out
our
our
wellness
planning,
as
we
as
we
return
to
in
person
so
interested
in
thoughts
and
feedback
on
that
it
is.
It
is
high
on
our
radar.
We
right
now
we're
we're
really.
You
know
this
is
the
challenge
of
of
of
recovery.
A
Planning
is
is
to
do
the
recovery
planning
and
to
save
energy
and
head
space
for
that
long-term
planning,
while
you're,
while
you're
knee-deep
in
in
the
now,
which
is
really
the
now,
is
heavy,
and
so
we
are,
but
I
think
it
also
provides
models
for
how
we
can
how
we
can
build
that
work
out.
So
I
know
becca,
do
you
want
to
add
a
little
bit
about
that
that
group's
work.
K
A
And
the
and
just
to
add
on
to
that
one
last
piece
of
this:
that's
that
is
that
we
are
also
expecting
a
round
of
of
cares,
act,
funding,
it's
they're,
calling
it
the
esser
e-s-s-e-r.
Don't
ask
me
what
that
stands
for
every
student
succeeds.
I
don't
know,
act
two
and
that's
a
significant
amount
of
funding
that
they're
they're
going
to
be
the
state
is
going
to
be
pushing
to
districts
to
do
this
recovery
work.
G
I
just
had
a
quick
little
advocacy
around
remote
students,
because
you
know
they're
kind
of
my
my
thing
right
now
we
had
been
having
any
you
know
additional
papers
or
things
that
weren't
available
electronically
being
mailed
to
us,
and
we
got
an
email
from
the
principal
saying
that
that
can
no
longer
happen.
Families
have
to
come
in
to
pick
up,
and
that
was
a
little
frustrating,
because
kind
of
the
point
of
remote
is
not
going
into
the
building
once
a
week,
even
curbside
many
families
chose
remote
for
multiple
reasons.
G
So
I
was
just
wondering
if
that
is
something
that
can
kind
of
be
worked
around.
You
know,
because
we've
gotten
papers
that
we
don't
use
for
two
two
and
a
half
weeks
and
the
understanding
was
oh,
the
mail's
slow.
So
we
can't
depend
on
it,
but
I
I
think
that's
something
that
should
be
worked
around
and
not
having
families
feel
forced
to
go
in
or
just
kind
of
shrug
it
off.
And
then
the
student
doesn't
get
their
work.
A
G
A
H
One
of
the
questions
that
I
had
was
really
more
about
in
our
in
our
small
group.
We
talked
about
the
kind
of
marketing
and
pr
of
of
why
burlington
right
why
burlington
school
district
and
one
of
the
things
that
I
think
is
so
the
silver
lining
of
covet
is
that
I
have
discovered
after
34
years
of
living
in
burlington,
I
have
a
fifth
grader.
H
All
these
resources
that
are
within
the
city
district
that
I
didn't
know
about
that
could
be
integrated,
helpful
supportive
of
the
educational
system,
and
I
just
I
think
that
partnering
with
burlington
parks
and
rec
and
whatever
the
entities
are
within
the
within
the
city
of
burlington,
would
be
really
helpful
in
supporting
our
students
and
our
families
and
the
community
at
large
that
we
are
dependent
on
to
support
the
budgeting
needs
of
the
strategic
plan
and
the
district.
So
just
somehow
to
kind
of
connect.
H
All
the
dots
to
the
the
school
district
is
so
key
in
in
the
response
we
now
have
have
made
the
case
loud
and
clear
that
education
and
kids
being
in
school
is,
is
a
necessity
for
the
the
economic
and
well
welfare
of
our
community,
and
so
anyway.
I
just
think
that
if
we
can,
if
we
could
combine
and
and
somehow
demonstrate
how
they're
all
connected
it
would
be
really
great,
and
it
would
be
a
great
resource
for
families
coming
to
coming
into
the
city
and
maybe
a
reason
why
people
would
choose
burlington.
A
Yeah,
thank
you.
Yeah,
I've
been
so
I've
been
as
a
new
family
to
burlington.
We've
been
very
impressed
with
the
with
the
city
city
side
and
the
city
services
for
kids,
the
nordic
skiing
and
you
know
all
kinds
of
fun
and
interesting
things
that
are
that
are
out
there.
I
I
do
think
there
is
work
and
we've
done.
We
have
coordinated
with
the
city
in
in
many
ways,
and
I
think
there's
work
to
continue
to
do
that.
A
A
H
E
A
D
Don't
I
don't
know
that
I
have
anything
to
add
it's
just
that
I
would
just
reiterate
some
of
the
stuff
in
the
chat
and
just
people
are
saying
covet,
has
definitely
pointed
out
connections
that
were
way
more
informal
and
infrequent
that
now
I
think
everybody
recognizes
need
to
be
more
formalized
and
more
frequent,
like
burlington
is
pretty
unique
and
vermont's
unique
and
how
we
address
cover.
I
think
burlington
has
been
particularly
unique
and
I
think
it's
pointing
out
just
how
connected
we
are
and
need
to
stay.
D
So
you
know
whether
it's
meeting
with
downtown
business
owners
about
bhs
and
them
bringing
us
all
these
ideas
of
all
the
positive
things
ways
they
could
contribute
and
ways
they
could
see
our
students
contributing
and
then
the
city
connection
is
huge
right
now
I
don't
believe
that's
going
away.
I
mean
I
text
and
get
texts
from
various
city
department
heads
all
the
time
connected
to
covid
connected
to
resources,
questions
about
students
that
type
of
thing,
so
we
just
have
to
keep
that
momentum
going.
D
A
I
am,
I
am
to
be
perfectly
honest:
it's
a
hard
it
like
kind
of,
as
I
was
mentioning
earlier,
the
there
is
there's
so
much
going
on
right
now
in
the
operations
of
of
the
district
and
of
individual
schools
that
are
sort
of
behind
the
scenes
that
it
is.
It
is
hard
to
find
time
and
resources
to
do
the
planning
to
do
something
that
seems
like
it
would
be
relatively
simple,
like
adding
a
day
of
school.
A
Yeah,
so
we
originally
started
at
four
days.
Well,
we
originally
started
an
eight
day
b
day
with
a
wednesday
no
school
day,
and
that
was
a
decision
that
was
made
across
the
region
and
and
almost
every
district
in
the
region
did
it
that
way,
and
there
were
a
number
of
different
reasons
why
wednesday
was
a
was
a
no
school
day.
A
But
then
we
moved
into
four
days
a
week
and
kept
the
kept
that
wednesday
and
the
reason
we
kept
the
wednesday
is
because
we
have
asked
a
lot
of
staff
in
the
building
to
do
additional
planning
and
instructional
planning
and
additional
duties
during
on
monday,
tuesday,
thursday
friday,
and
so
I
entered
into
an
agreement
with
our
with
our
burlington
educators
association
and
it
back
in
the
fall,
and
we
agreed
that
to
we
would
give
back
the
time.
So
I
said
I
need
this.
A
A
After
our
last
lunch
with
tom,
I
did
have
a
meeting
with
our
our
union
partners,
who
have
been
really
genuine,
genuinely
positive
partners
throughout
this
process,
and
they
and
and
we
talked
about
it
and
there,
and
so
it's
on
it's
on
the
mind
of
the
of
the
of
the
bea
it's
on
our
minds
and-
and
I
think
that
it
is
something
that
we
can.
We
may
be
able
to
make
happen
in
in
march,
so
much
of
it
marnie
has
to
do
with
how
we're
doing
with
covet
in
the
law.
E
A
Good
good,
yeah
and
feel
I
mean
you
feel
free
to
bring
it
back
the
the
the
march
and
sort
of
back
in
person.
You
know
I
mean
I
I
always
russ
and
I
you
know
obviously
talk
a
lot
and
I
always
say
we
we
and
I
believe
we
need
in
any.
I
I
want
feedback
right
in
any
piece
of
feedback
that
we're
getting.
I'm
always
looking
for
how
we,
how
we
get
better
from
that
and
how
we
learn
from
that.
So
any
any
feedback
you
have
ever.
A
A
J
Or
how
about
us?
I
had
four
things
I'll
keep
it
to
two.
Thank
you
for
your
positivity
and
sometimes
I
feel
so
overwhelmed,
and
I'm
just
amazed
that
you
just
keep
on
getting
up
every
day
and
bringing
your
best.
I
really
am
so
grateful
and
for
these
forums
and
then
just
a
shout
out.
I've
been
sitting
in
on
my
kids
classes
and
the
teachers
are
just
amazing.
J
I
we
have
just
hit
the
jackpot
this
year
with
now,
counting
with
this
semester
up
to
15
different
teachers,
who
are
encouraging
kids
to
have
their
screens
on
who
are
innovative.
Who
are
engaging?
Who
are
you
know,
assigning
interesting
things?
I
am
just
so
grateful
that
that
they
found
that
rhythm-
and
I
know
it's
been
really
stressful
and
hard.
So
thank
you.