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From YouTube: Lunch with Tom April 14
Description
In this video, we briefly discuss increasing in-person learning and the Tuesday night board meeting’s BHS/BTC PCB conversation. There are also breakout discussions on some data around Goal 6: “Faculty and staff are a mirror of our student population. They are highly skilled and set high expectations for all students.”
A
I
tend
to
eat
at
one
though,
instead
of
12,
but
maybe
one
day
we
can
all
be
in
person
eating
together
while
we're
while
we're
talking,
although
I
think
there
are
some
ways
that
zoom
will
probably
continue
and
and
have
us
doing
business
in
ways
that
we
didn't
before,
but
I
sure
am
looking
forward
to
getting
back
in
person
too.
Sorry,
I'm
running
a
little
bit
late,
I
was
just
was
on
a
call
with
senator
sanders
who
wanted
to
reach
out
to
kind
of
give
us
a
pep
talk.
A
Give
a
couple
of
us
a
pep
talk
about
the
the
funding,
the
federal
funding
that
we're
that
we're
slated
to
receive
to
support
our
efforts
around
recovery
and-
and
so
we
he
was
talking
to
us
specifically
about
summer
and
summer
programming.
So
I
I
have
some
updates
on
on
that
and
we
can
get
into
that
later
lunch
with
tom.
A
A
You
know
I've
been
doing
a
quick
update
at
the
beginning,
so
russ
sets
a
timer
for
me
of
15
minutes,
so
I
don't
go
over
and
I'll
give
some
updates
on
on
what's
happening
and
then
around
around
the
school
as
it
relates
to
the
school
district,
and
then
we've
been
opening
up
conversation
for
broader
bsd
wide
issues.
So
any
really
anything
any
questions
comments,
thoughts.
I'm
sure
there
are
a
lot
of
thoughts
and
questions
and
comments
today
and
it's
it's
all
it's
it's
all
fair
game
and
the
communication.
A
A
If
you
I
would
say
if
you
have
specific
questions
about
your
your
individual
circumstance
or
that
of
a
of
one
of
your
children
that
you
reach
out
to
me
directly
outside
of
this
venue,
I
think
it's
more
appropriate
to
have
those
personal
conversations
outside
of
this
public
space
and
my
email
address
is
t
flanagan
t
t-f-l-a-n-a-g-a-n
at
bsdvt.org,
so
feel
free
to
reach
out
to
me.
If
you
have
any
kind
of
specific
questions,
you'd
like
to
discuss,
the
last
purpose
here
is
to
build
relationships
and
to
build
community.
A
We
we
don't
have
this.
I
don't
think
today,
but
we've
done
a
couple
breakout
a
couple
times
where
we've
had
breakout
rooms
and
so
we'll
we'll
probably
try
to
tickle
those
in
we
do
have
a
breakout
room
today,
all
right.
We
have
a
breakout
room
today,
so
a
little
bit
of
opportunity
to
also
meet
other
people
and
and
and
and
pose
that
will
pose
a
question
for,
for
you
all
to
think
about
all
right
so
well,
what
I'd
like
to
do
is
is
drive
us
into
our
district
goals.
We
have
a
series.
A
We
have
six
district
level
goals
that
we
created
this
year.
These
goals
were
really
to
help
us
build
our
muscles
around
setting
goals
and
and
analyzing
our
progress
toward
those
goals
and
developing
strategies
to
meet
the
goals.
These
are
one-year
annual
goals
that
we
developed
and,
and
so
what
we
will
do
over
the
course
of
the
spring
and
summer
is
develop.
A
A
strategic
plan
we're
in
the
fifth
year
of
a
five-year
strategic
plan,
we're
going
to
develop
a
strategic
plan
this
spring
and
summer,
and-
and
our
aim
is
to
finalize
this-
the
strategic
plan
in
early
fall
and
then
we'll
have
a
new
set
of
goals.
I
imagine
there
will
be
some
similar
ideas
to
those
that
are
on
here,
but
the
idea
of
the
strategic
plan
is
to
co-construct
the
the
goals
with
our
community
so
that
they
represent
the
the
community.
So
we've
gone
through
one
of
these
each
time.
A
This
time
we're
we've
gone
now
through
through
at
each
of
the
lunches
with
tom
we're
at
goal
six
here,
which
is
that
faculty
and
staff
are
a
mirror
of
our
student
population.
They
are
highly
skilled
and
set
high
expectations
for
all
students,
and
so
what
we've
been
looking
at
carefully
is
teacher
diversity,
as
we
in
in
our
metric
for
this
goal,
and
one
of
the
things
that
we
had
to
do
this
year
was
get
a
baseline.
A
So
last
year
we
had
estimated
a
baseline
of
four
percent,
but
that
was
not
accurate,
and
so
we
we
really
dug
in
this
year
to
to
have
a
true
baseline
number,
which
is
approximately
six
percent.
I
think
it's
almost
seven
percent,
but
it
we're
so
we're
we're
at
at
six
percent
of
our
staff
of
our
of
our
teachers,
who
identify
as
bipac
and
so
while
40
of
our
students
identify
as
bipac.
A
We
know
that
we
have
some
work
to
do
to
ensure
that
our
our
recruitment,
hiring
and
retention
practices
are
such
that
we
create
a
workforce.
That
more
clearly
represents
our
our
students,
because
we
know
that
when
our
students
see
our
students
of
color
particularly
see
other
students
see
see
adults,
people
of
color
in
leadership
positions
and
in
teacher
positions
they
are
more
likely
to
be
successful
long
term
and
and
that
having
diverse
a
diverse
staff
is
better
for
our
entire
school
population
as
well.
A
So
this
is
a
goal:
that's
not
a
new
goal
to
burlington.
It's
been
a
goal
that
that
the
school
board
and
the
district
has
been
working
on
for
a
long
time,
and
so
we
wanted
to
carry
that
work
forward
here
and
again.
This
year
has
been
really
about
identifying
where
we
are
and
developing
strategies
to
improve
this
metric.
This
this
goal
so
goal
six.
In
addition
to
the
to
goals
we'll
you
can
go
ahead
and
move
on
rest
to
the
next
one.
A
A
So
it's
a
it's
sort
of
a
turning
of
the
dial,
a
little
more
to
hope
to
get
to
the
goal
of
fall
being
back
in
in
person
in
full
five
days
a
week
across
all
levels
in
middle
school.
We
are
planning
to
go
just
we're
planning
to
have
four
days
of
in-person
learning,
moving
from
two
days
for
the
majority
of
students,
all
those
students
with
ieps
and
students
who
are
learning
english.
A
So
some
of
the
state
assessments
and
other
assessments,
like
the
like
today,
students
are
at
the
high
school
taking
assessments
so
we're
using
wednesday
for
assessments
but
based
on
the
way
high
schools
are
scheduled.
High
school
students
are
scheduled
and
the
building
is
scheduled.
We
and
and
the
number
of
students
who
are
in
virtual
learning.
A
They
have
not
been
high
in
our
schools,
so
we've
been
able
to
continue
to
to
have
success,
keeping
our
our
community
safe
in
schools
and
in
addition
to
that,
most
staff
will
be
vaccinated
by
the
by
the
that
april.
26
timeline,
and
the
final
piece
is
that
the
the
guidance
from
the
agency
tells
us
they
have
three
goals
and
the
second
of
the
three
goals
is
to
be
in
person
more
than
we
are
currently.
And
so
what
you'll
start
to
see
is
all.
A
Is
the
majority
of
the
districts
around
us
moving
into
a
a
very
similar
mode
of
more
in
person,
but
not
full
in
person?
Yet
all
those
districts
may
do
it
a
little
bit
differently
and
may
have
a
little
bit
different
timelines,
but
but
but
all
of
our
neighboring
districts
are
are
thinking
and
planning
in
similar
ways
right
now.
A
So
the
second
item
here
is
the
bhs
principle
search.
So
we
have
three
candidates
for
the
principal
search:
we've
put
their
that
three
strong
candidates,
we've
put
their
information
out
onto
the
website
and
and
out
into
the
into
the
world
into
social
media
world
and
and
out
there,
and
we
have
a
community
forum
tomorrow
and
we're
just
looking
forward
to
the
opportunity
to
meeting
the
candidates.
There's
also
an
opportunity.
A
If
you
can't
make
the
forum
it
live,
you
can
watch
the
forum
and
that
forum
also,
along
with
the
forum,
there's
a
feedback
form.
So
you
can,
let
us
know
your
feedback
on
the
candidates
and
we
really
look
forward
to
seeing
your
feedback
into
and
to
moving
forward
with
this
important
process
for
the
future
of
bhs.
A
So
last
night
I
we
had
a
school
board
meeting
and
I
explained
to
the
school
board
that
I'm
increasingly
concerned,
I'm
very
concerned
about
the
bhs
btc
52
institute
road,
which
the
which
they're
now
calling
the
original
bhs.
I'm
really
concerned
about
the
the
future
of
the
re-envisioning
project
that
we
have
planned.
There.
We've
learned
that
there
are
pcbs.
A
It's
taken
a
long
time
to
figure
out
to
learn
about
where
the
pcb
issues,
because
we
keep
finding
more
and
more
pcbs
in
this
building.
So
we
did
not
make
a
decision
last
night
at
the
school
board,
but
I
wanted
the
school
board
to
know
that
I
was
very
concerned
about
the
project
and
that
I
think
we
should
really
strongly
consider
not
moving
forward
with
this
project
and
starting
to
move
toward
a
new
building,
a
new,
a
new
build,
a
new
high
school
building.
B
If
I
may
just
add
quickly
we're
having
a
problem,
I
we
accidentally
just
disabled
the
chat,
so
this
link
no
one,
is
able
to
click
on.
But
if
you
want
to
see
that
presentation,
two
quick
ways
to
do
it
go
to
our
facebook
page,
you
can
see
last
night's
meeting
and
you'll
see
about
39
minutes
in
is
where
you're
going
to
want
to
go.
B
I'm
also
going
to
work
to
put
that
up
on
the
website
more
clearly
today,
and
then
we
have
a
bcoc
meeting
tomorrow,
building
construction
oversight
committee
meeting,
that's
going
to
continue
the
conversation
and
if
you
go
to
the
burlington
school
district
website,
our
calendar,
you
can
click
on
the
meeting
information
there.
Thanks
for
letting
me
chime
in.
A
Okay,
thank
you
russ,
and
I,
and
then
the
last
piece
is
that
is
equitable
budgeting.
So
one
of
the
one
of
the
things
that
I
I
I
told
the
community
that
I
wanted
to
do
when
I
first
got
here
in
my
100-day
plan,
was
to
develop,
was
to
do
an
equity
equity
review
and
look
at
our
the
way
we
budget
as
it
relates
to
equity,
and
so
our
executive
director
of
finance
and
operations
is
nate
lavry.
A
He
is
here
today
to
talk
a
little
bit
about
about
the
equitable
budgeting
process
that
we
are
currently
undergoing
right
now,
and
we
have
a
question
for
you:
we'll
put
you
in
breakout
rooms
for
a
few
minutes
and
come
back
and
then
we'll
we'll
save
at
least
a
good
25
to
30
minutes
for
just
open
conversation
at
the
end.
So
could
you
talk
a
bit
about
equitable
budgeting.
C
Thanks
thanks
tom
and
good
afternoon,
everyone
so
yeah,
one
of
the
exciting
projects
that
superintendent
flanagan
brought
to
us
and
that
we
have
begun
in
earnest
is
a
project
designed
to
develop
an
equitable
budgeting
and
staffing
model
for
our
district,
and
I
think
it's
important
to
understand
kind
of
when
we
started
this
process.
We
identified
the
goal
is
the
equitable
funding
and
staffing
model
that,
but
that,
having
that
model
be
both
transparent
and
predictable.
C
The
other
elements,
though,
that
we
thought
were
really
important
in
this
initiative
were
transparency
and
predictability,
so
we
wanted
to
make
sure
that
stakeholders,
whether
they're
students,
staff
or
community
members,
really
understand
both.
Why
we're
doing
this
work
and
also
how
our
budget
and
funding
formula
works.
So
that's
the
transparency
element
when
you
know
just
developing
the
model
is
not
going
to
be
the
end
of
this
project.
C
We're
going
to
have
to
work
really
hard
to
make
sure
that
people
understand
why
we're
doing
it
and
how
it
works,
because
we
want
people
ultimately
to
support
the
model
and
to
understand
that
it's
moving
us
toward
our
equitable,
our
equity
goals
and
then
also
predictability
is
important.
One
of
the
challenges
I
think
in
any
organization
that
has
a
annual
budget
cycle,
can
be
making
long-term
plans
multi-year
plans
really
pursuing
strategic
objectives
that,
frankly,
can't
be
achieved
in
a
single
year,
even
under
the
best
of
circumstances.
C
So
we
want
to
make
sure
that
this
model
offers
predictability
and
it
doesn't
see
it
can't
be
a
model
that,
from
year
to
year,
results
in
such
dramatic
change
of
where
resources
go,
that
school
leaders
and
their
school
board
and
so
forth.
If
they
can't
use
it
to
make
long-term
plans,
it's
not
going
to
be
useful
and
it's
not
really
going
to
help
us
reach
our
long-term
goals,
so
equitable
equitable.
You
know
model
is
the
number
one
priority,
but
the
transparency
element
and
the
predictability
of
it
are
also
really
important
goals
in
this.
C
In
this
project
I
mean
one.
Other
thing
I
would
point
out
about:
the
project
is
it's
important
understand,
I
think,
is
that
it's
not
a
budget
cutting
or
budget
growing
kind
of
initiative.
That's
not
the
point
of
this.
This
is
really
a
question
of
improving
how
we
allocate
the
resources
we
have,
whether
those
resources
are
going
up
or
down
in
any
given
year.
C
We
want
to
make
sure
that
there
is
an
avenue
for
for
those
perspectives.
And
finally,
I
would
say
that
kind
of
where
we
are
in
the
process
at
this
point
in
terms
of
the
data
that
we've
already
looked
at,
is
it's
kind
of
a
mixed
bag.
We've
actually
done
some
analysis
that
shows
that,
for
example,
as
a
district,
we
already
tend
to
spend
more
money
on
the
schools
where
our
achievement
is
lower,
which
is
a
good
sign.
C
But
I
think
that
one
of
the
challenges
for
us
is
to
do
that
more
intentionally
and
to
do
that
with
a
stronger
connection
to
to
student
outcomes.
So
there's
a
lot
of
work
to
be
done
here
at
the
moment,
but
we're
excited
to
begin
this
work,
and
I
think
we
have
a
little
breakout
question
that
we
can
keep
people
up
with.
B
Yeah,
so
here's
your
question:
we're
gonna
zoom,
you
we're
gonna,
create
a
couple
breakout
rooms
three
to
four
people
for
five
minutes.
The
breakout
question
is
what
is
one
example
of
inequitable
funding
that
you
have
seen
in
our
district.
That's
going
to
help
us
as
we
go,
but
also
what
is
one
example
of
equitable
funding
that
you've
seen
in
our
district.
So
we
want
to
know
sort
of
the
good
and
the
bad
we
don't.
We
want
to
make
sure
that
we're
not
fixing
things
that
aren't
necessarily
broken.
B
D
B
E
E
I've
not
looked
at
the
the
budget
in
my
new
details,
so
I
would
have
a
hard
time
answering
that
I
guess
my
concerns
that
I've
learned
from
a
lot
of
the
volunteer
work
that
I've
done
is
the
literacy
rate
is
so
low,
and
I
know
that
vermont
and
burlington
isn't
alone
in
this.
It
seems
to
be
a
national-wide
phenomenon,
but
that
is
something
that's
deeply
concerning,
because
it's
something
like,
I
think,
for
black
and
brown
children.
It's
like
52
percent
of
kids
are
not
reading
on
grade
level
and
48
of
white
children.
E
Aren't
so
they're
white
kids
aren't
doing
all
that
much
better
and
I
it's
probably
linked
to
also
to
income
and
I'm
a
teacher
myself.
I
teach
part-time
but
I'm
in
a
private
school.
So
it's
just
sort
of
a
different.
It's
a
different
ballgame
there
and
I
also
wonder
about
accountability
in
terms
of
you
know.
We
have
these
goals
and
it
seems
like
we
put
them
out
all
the
time
and
it
doesn't
I'm
not
seeing
a
lot
of
movement
in
terms
of
progress.
E
G
E
D
That's
tricky
because
you
know
as
a
parent
I
don't
really
see
the
budget.
I
don't
really
see
where
the
money
is
coming
from
or
going
to
and
there's
inequities,
but
I'm
not
sure
if
there's
any
like
bias
in
how
they're
being
addressed
with
resources
so
yeah,
I
I
kind
of
feel
like
I
don't
have
enough
information
to
make
a
judgment.
E
D
In
some
sense,
yes,
for
the
most
part,
and
when
I
look
at
the
district
overall,
I
feel
like
you
know,
equitable
equitability
is,
or
whatever
is,
the
right.
Equal
is
not
equitable
and
so
to
speak,
and
I
have
kids
whose
needs
haven't
fallen
into
the
traditional
when
you
think
of
kids
with
needs
like
I.
D
B
B
All
right,
I
think
we
have
everybody
back
and
b
so
if
we
could
have
if
someone
from
each
group
would
like
to
just
take
a
second
to
share,
I
think
that'd
be
really
helpful
to
think
just
share
something
that
you
observed
in
your
group.
So
take
it
away.
Don't
wait
for
me
to
call
on
you.
You
can
unmute
yourself
and
chime
in
if
you
feel
you
feel
like
you
have
something
to
share.
H
H
I
I
C
For
for
our
students
and
or
whether
you
know
whether
we
should
be
targeting
that
spending
and
those
awards
in
a
different
direction
that
maybe
could
make
the
difference
between
a
student
really
reaching
that
next
level
or
not,
as
opposed
to
kind
of
just
making
it
a
reward
for
students.
Who've
already
achieved
that
much.
B
A
J
Hi
tom
hi
everybody,
I'm
paulie,
vander,
puten
and
I'm
school
commissioner,
representing
ward
3,
and
also
a
parent
of
kid
in
burlington
schools
and
also
a
public
school
teacher.
So
I
like
to
come
to
these
meetings
because
I
learn
a
lot,
so
we
covered
a
lot
of
ground
in
our
group,
although
I'm
afraid
we
didn't
totally
touch
on
the
equitable
funding
question,
but
one
person
said:
there's
a
perception
of
inequity
between
edmonds
middle
school
and
hunt,
and
it's
kind
of
hard
to
put
a
finger
on.
Why?
J
This
person
could
elaborate
more
on
it,
but
like
access
to
health
and
healthy
programs
and
healthy
way
of
living
and
better
access
to
health
stuff.
Sorry
that
wasn't
very
articulate.
My
example
was
field
trips
that
usually
there's
a
lot
of
fundraising
that
has
to
happen
for
field
trips
or
that
families
are
asked
to
pay
and
kind
of
put
it
in
a
kitty
and
to
pay
extra
for
kids.
Who
can't
afford
to
go,
and
I
see
that
people
are
doing
that.
J
But
I
also
see
that
field
trips
are
really
essential
part
of
learning,
and
so
I
wonder
how
we
could
make
that
more
equitable
for
all
students.
Another
person
mentioned
libraries
that
there's
some
kind
of
disparity.
It
feels
like
between
different
schools
and
the
libraries
and
the
resources
that
they
have
or
how
innovative
they
are.
J
And
finally,
I
brought
up
this
thing
that
I'm
still
kind
of
figuring
out
kind
of
big
picture,
which
is
the
ability
of
some
families
to
afford
to
send
their
kids
to
alternative
programs.
This
kind
of
touches
on,
I
think,
what
what
russ
was
just
saying
that
that,
in
elementary
school,
if
you
feel
like
your
child,
is
not
being
stimulated
enough
or
like
it's
tedious,
there
are
some
families
who
can
afford
to
send
their
kids
to
crow's
path,
to
get
the
guide
or
to
the
davis
studio
to
get
them
in
some
art
classes.
J
But
then
that
leaves
behind
those
kids
who
might
also
benefit
from
that
whose
parents
don't
have
the
resources
or
access
to
that.
So
the
question
for
me
is:
how
do
we
get
more
kids
getting
that
kind
of
education
in
the
district,
not
necessarily
like
we
have
to
like
pay
to
put
them
out,
but
how
do
we
balance
our
funding
so
that
we
have
kind
of
more
of
those
outdoor
programs?
So
all
kids
are
accessing
it,
not
just
families
who
can
afford
it.
J
Yeah,
I
know
a
lot
of
families
that
feel
no
qualms
about
pulling
their
kids
out
for
one
or
two
days
a
week
to
send
them
to
an
alternative
program
so
that
they
can
get
that
environment
and
I
want
to
say,
shouldn't
all
kids
have
that
yeah
so
like
bring
that
kind
of
thing
collaborate
find
partnerships,
take
opportunities
for
innovation
right
now
with
go
good
recovery
funds
to
see
what
we
can
do
with
that.
Those
are
my
brainstorming
ideas
in
the
moment.
Right
now.
Sorry,
if
I
threw
a
lot
out
there
at
you,.
B
A
Yeah,
I
think,
let's
move
into
if,
if
people
want
to
talk
a
little
bit
more
about
what
we
were
just
talking
about,
we
can
feel
free
to
sort
of
add
that
into
a
comment
or
a
question
and
we
can
just
open
up
the
the
questioning
more
broadly
than
equitable
budgeting.
I
will
say
it's
how
it's
really
helpful
to
hear
the
the
things
that
are
are
on
your
minds
and
it
was
there.
A
There
was
an
opportunity
to
more
formally
get
get
that
feedback,
so
we're
nate's,
taking
some
notes
and
we're
hearing
you
here
and
then
there's
also
this
this
more
formal
way
to
get
feedback.
So
please,
let
us
know
your
thoughts
that
way
too.
We
met
with
the
students
at
hunt
yesterday,
so
we're
meeting
with
students
at
hunt,
edmonds
and
the
and
the
high
school,
and
the
students
at
hunt
yesterday
told
us
that
they
really
want
to
see
more
different
types
of
offerings.
A
That
was
one
of
the
things
that
really
came
through
to
me.
Clearly
from
them
was
at
the
middle
school
level.
They
feel
very,
relatively
positive
about
their
experience,
both
in
elementary
and
middle
school
and
and
felt
like
they
wanted
to
just
have
different
kinds
of
offerings
beyond
sort
of
the
tradition,
not
the
traditional
but
the
music
and
art
that
we
offer
to
offer
different
kinds
of
of
of
learning
experiences.
A
K
K
A
Yeah,
I
think
I'll
last
after
I'll
I'll
preface
that
and
then
I'll
ask
nate,
because
I
come
in
with
a
fresh
set
of
eyes
right.
So
I
get
to
sort
of
in
my
first
year
I'm
observing
and
and
seeing
things
maybe
differently,
but
nate
has
done
a
lot
of
work
in
our
district
to
get
our
budgeting
practices
under
control,
and-
and
so
we
were
running
deficits-
is
what
I
understand,
and-
and
we
needed
to
put
systems
in
place
to
address
that
the
next
level
of
work
is
how
how
do?
A
So
so
that's
really
the
the
deep
work
we've
done,
some
of
it,
but
it
just
hasn't
been
as
as
systematic
as
we'd
like,
and
some
of
that
has
to
do
with
other
systems
that
we
need
to
build
so
that
we
really
are
clear
on
staffing
levels
at
schools.
What
are
the
formulas
that
go
into
those
staffing
levels
that
we
don't
have
right,
the
the
those
formulas?
So
it's
really
thinking
about
it
just
more
strategically,
and
it's
not
that
what
we
found
in
this
in
this
review
is
it's
not
that
we're
budgeting
inequitably.
A
C
I
think
you
I
think
you
covered
most
of
it.
I
I
think
that
it.
I
would
really
focus
on
the
kind
of
being
intentional
about
it,
having
everyone
be
able
to
understand
the
process
and
and
why
it's
happening,
and
why
and
really
what
it
means,
which
is
that
each
school,
even
schools
of
the
same
size
in
terms
of
enrollment,
may
have
different
amounts
of
staffing
or
money
because
of
the
unique
needs
of
their
student
body.
C
How
much
flexibility
do
we
want
to
give
schools
to
make
unique
choices
and
and
let
the
principals
kind
of
experiment
with
new
ideas
and
really
give
staff
the
power
to
be
creative?
And
on
the
other
hand,
we
want
to
ensure
that
the
that
a
student
gets
a
great
education
and
has
grow.
You
know
access
to
many
of
the
same
opportunities,
no
matter
which,
for
example,
elementary
school
that
they
attend
across
the
city.
C
H
Can
I
just
say
some
more
so
I
think
if
we
just
look
around
who's
here,
like
we
just
said
it
like,
there's
a
60
of
white
student
bodies
and
but
who's
here.
So
that's
really
obvious
that
what
are
some
effort
that
we're
making
the
people
who
are
like
40,
almost
40
percent-
and
I
just
like
look
into
I
mean
bernie
from
the
school
district
website.
H
I
was
really
impressed
like
there's
so
many
like
informations
or
a
lot
of
resource,
and
I
also
found
out
there's
this
report
and
and
also
like
there's
like
multi-language
programs,
and
you
can
kind
of
click,
and
I
can
see
like
korean
language.
It
was
really
cool,
but
one
of
the
information
that
I
found
was
if
we
have
like
english
language
learners,
almost
like
12
and
also
former,
that
I
didn't
think
about
it.
For
former
el
students
are
a
little
more
20.
H
That
means
at
least
like
35
of
students
may
their
home
language
might
not
be
english
and
then
how
much
we
are
doing
for
those
families,
and
I
know
that
we
have
multi-language
liaisons
and,
like
I
mean
it's
a
lot
even
for
me
like
understanding
like
if
I
my
child
is
like
special
needs
and
a
lot
of
information.
That's
like!
H
Oh,
I
don't
know,
I
need
help,
so
how
much
we're
really
providing-
and
I
really
wanted
to-
I
mean-
I
think
it's
more
than
the
language
leaders
are
super
amazing,
but
are
we
using
too
much
of
them
or
do
we
have
enough
resources?
Are
we
how
much
are
we
are
I
kind
of
wanted
to
know
more
about
how
much
we
really
like
putting
the
budget
for
bad
populations
and
also
how
about
it's?
H
Not
about
multi-language
liaisons
are
taking
care
of
students
of
color,
because
also
teachers
too,
like
how
much
resources
we
are
putting
for
teacher
training
too.
I
mean
it's
like
ongoing.
It's
like
anyway.
That's
what
I
think
and
I'm
going
to
be
really
kind
of
consistently
like
with
some
multi-language.
So
I'm
going
to
stop
now.
A
They
found
that
our
district
winooski
and
some
other
districts
that
have
a
higher
title
one
population-
and
it
includes
a
number
of
districts
in
the
northeast
kingdom
and
districts
in
in
a
more
rural
setting
than
ours
are,
are
not
getting
the
funding
that
we
should
be
getting
and,
and
so
what
that
does
is
it.
It
drives
up,
not
getting
the
waiting
we
should
be
getting.
A
So
it
ends
up
driving
up
tax
prices,
tax
rates
to
get
to
the
right
amount
of
funding,
so
it
sort
of
it
burdens
the
the
schools
and
the
district.
So
there's
the
school
board
has
been
leading
on
on
pushing
the
state
to
to
take
action
on
that
funding
formula.
So
there
are
two
things
happening
now
and
nate
is
actually
plays
a
leadership
role
in
the
in
the
in
the
business
manager
world
in
in
vermont,
and
so
knows
this.
A
B
I
also
don't
want
it
to
get
lost.
I
think
your
comment
on
sort
of
looking
around
the
room
if
you
will
and
saying
who's
represented
and
who's
not
represented.
I
know
that's
something
that
is
super
important
to
superintendent
flanagan
and
he's
asked
me
to
make
sure
that
this
this
meeting
itself
actually
is
more
equitable
and
is
more
accessible,
and
it's
something
that
we
want
to
be
working
on
and
we
need
to
do
a
better
job.
B
G
A
G
I
have
one
other
question,
that's
unrelated,
and
I
don't
know
if
I
should
ask
it
now,
because
it's
tangential,
but
I
dropped
my
sons
off
at
the
in
the
morning
at
the
pine
street
bank
street
drop-off,
and
I
don't
know
if
other
parents
have
found
that
spot
to
be
really
kind
of
sketchy
and
dangerous.
I
don't
I
mean
there's
so
many
construction
trucks
and
very
limited
parking
there
anyway,
just
wondering
if
others
or
if
I'm
just
being
paranoid.
G
A
I
Shanta,
I'm
just
gonna,
say
I
obviously
hopefully
try
to
drive
my
kid
and
park
in
the
garage,
but
coming
from
the
north
end,
I
was
not
sure
how
to
get
over
there.
So
I,
when
I
was
dropping
off
my
son,
I
would
just
kind
of
go
in
front
of
the
cathedral,
the
road
in
the
cathedral
and
drop
him
off
there
and
have
him
walk
over.
So
I
wasn't
following
the
rules
because
I
was
like
it
was
going
to
be
too
tricky.
B
I
A
L
From
up
by
uvm-
and
you
know
as
long
as
they're
crossing
at
the
crosswalks,
I
know
there's
some
trucks
down
there,
but
there
are
designated
crosswalks.
I
know
kids,
especially
the
teens.
They
need
to
be
reminded,
like
listen,
you're,
not
invincible.
Cross
at
the
crosswalks
is
a
lot
safer
than
just
cutting
across
even
what
they
think
is
a
not
busy
street
right.
A
G
A
Definitely
definitely
will
do
and
then
the
family
advisory
group,
we,
we
actually
have
a
family
advisory
group,
a
student
advisory
group
and
a
teacher
advisory
group
and
we've
been
meeting
once
a
month
with
which,
with
each
of
those
last
night,
we
had
a
meeting
victor
prusak.
Who
was
on
the
call
earlier,
I
think,
he's
not
here
anymore,
but
he
and
I
do
those
together.
We
met
with
with
students
and
had
a
great
conversation.
A
We
we
talked
about
the
things
that
the
sort
of
unexpected
positives
of
their
experience
experiences
this
year,
the
challenges
of
this
year
and
what
they
hope
to
carry
forward.
We'll
probably
do
that
with
families
too.
What
we
found
is
that
we
kind
of
go
in
with
one
group
and
with
what
we
have
sort
of.
We
did
a
circle
with
them
with
students
and
then
and
then
the
the
topic
either
resonates
or
doesn't,
resonate
and,
and
we
carry
it
forward.
A
So
we've
done
some
very
specific
outreach
to
ensure
that
we
have
interpretation
and-
and
we
have
accessibility
at
those
at
those
spaces,
and
it's
been
for
me
a
a
proof
point
of
where
of
how
it,
how
it's
possible
to
make
sure
that
we
have
representative
voice
at
spaces
where
important
things
are.
You
know
where,
where
there
are
important
decisions
that
that
may
be
made
and
where
there
are
important
conversations
that
that
need
to
happen.
A
I'm
not
telling
the
community
that
I'm
hearing
from
individual
members
and
we're
making
decisions
based
on
that,
but
they're
really
helping
to
give
me
feedback
and
kind
of
help
me
think
through
things
that
are
that
that
were
that
we're
working
through
as
a
as
a
district.
So
it's
been
a
really
great
experience.
What
we'll
probably
do
is
carry,
we
will
definitely
do
them
next
year.
A
We'll
carry
them,
do
some
combination
of
putting
it
out
for
people
to
to
to
apply
again
and
or
to
apply
and
to
be
a
part
and
and
then
also
keep
some
people
on
who
want
to
want
to
stay
on.
So
there'll
probably
be
some
combination
of
those
two
things.
I
want
to
make
sure
that
we're
opening
it
up
to
the
you
know
broadest
group
possible,
and
that
that
continues
to
to
cycle
that
process.
F
And
you
know
maybe
I
appreciated
your
update
today
and
maybe
some
sort
of
like
I
don't
know
it
have
to
be
minutes,
but
something
that
went
out
to
folks
that
have
expressed
an
interest
just
so
they
can
follow
the
group,
and
you
know
there
may
be
a
topic
that
comes
up
that
resonates
with
a
lot
of
people
and
that
might
give
you
more
feedback
if
it
resonates
with
the
sort
of
the
larger
community
issue.
So
I
just
felt
like
for
me
that
kind
of
fell
off
the
radar
and
I
wasn't.
K
F
A
Yeah,
that's
an
important
comment.
I
I
thought
we
had
gotten
back
to
people
it.
I'm
I'm
I'm
not
happy
to
hear
that
we
didn't,
but
I'm
happy.
I'm
thank
you
for
telling
me.
I
love
the
idea
of
of
sort
of
topics
making
sure
those
are
out
there
and
and
and
sort
of
follow-ups
around
that.
So
I
appreciate
I
appreciate
that
and
part
of
the
the
idea
around
this
group
was
also
just
to
create
another
opportunity.
So
for
so
so
there
are
a
couple
of
different
spaces,
some
that
are
wide
open.
F
Yeah
and
it's
definitely
not
a
complaint
on
my
end,
I
really
appreciate
what
you're
doing
right
now,
like
I
mean
for
folks
who
have
the
ability
to
tune
in
on
a
phone
or
whatever
I
mean
I
was
so
impressed
when
I
tuned
into
this
I've.
Only
this
is
the
second
time
I've
come,
but
I
wanted
to
come
back
because
it
is
really
an
opportunity
to
have
some
real
conversations.
F
I
don't
know.
If
that's
actually
a
decision
that's
been
made
and-
and
the
teacher
you
know
knows
that
or
it's
just
that
that's
what
the
teacher
is
anticipating.
So
he
was
just
kind
of
letting
the
students
know,
but
either
way.
I
just
wanted
to
reiterate
my
concern
that
any
reduction
of
the
amount
of
time
that
the
eighth
graders
are
getting
for
math
and
for
algebra
any
kind
of
math.
F
So
coming
back
to
one
of
the
equity
questions
we
talked
about
earlier-
and
I
don't
know
if
there's
ways
to
kind
of
get
feedback
from
teachers
like
ninth
grade
teachers,
do
they
feel
that
students
come
in
similarly
well
prepared
for
courses
and
if
they
don't
it
may
not
be
a
funding
issue.
It
may
be
sort
of
a
looking
at
teacher
support
and
quality
and
making
sure
that
they,
those
teachers
are
talking
to
each
other,
so
they're
covering
all
the
materials.
F
But
I
am
really
concerned
about
this
current
class
of
8th
graders
because
they
had
that
combined
7th
8th
grade
math.
They
haven't
had
the
same
amount
as
nobody
has,
but
I
mean
them
in
particular.
They
were
kind
of
shortchanged
on
math
and
now
it
sounds
like
they
could
potentially
be
short
changed
on
algebra.
So
I'm
just
really
hoping
that
we
can
figure
out
a
way
that
they
can
continue
at
the
same
level
of
instruction
that
they've
been
receiving
during
remote
learning.
A
A
And
so
that's
something
that,
where
james
keeper
who's
the
principal
at
edmonds
and
maddie
scheidt
who's,
the
principal
at
hunt
have
been
meeting
regularly
with
with
together
and
then
I've
been
meeting
with
them
with
stephanie
phillips
who's,
our
executive
director
for
teaching
and
learning,
and
we're
really
working
on
making
sure
that
we're
clear
on
what
we
do
similarly
across
schools,
so
that
schools
can
have
their
own
things
right.
Their
own
flair,
but
there's
some
base
expectations
or
some
base
coordination
and
collaboration
and
consistency
and
coherence
that
we
have
across
the
two
middle
schools.
A
B
All
right,
I'm
not
seeing
any
so
what
if
there
is
one
more
but
before
that
I
just
want
to
reiterate:
please
go
to
the
website.
Gail
we'll
take
your
question,
but
I
just
want
to
make
sure
everyone
hears
this:
the
equitable
budgeting
survey.
Again
the
chat
was
disabled
today.
So
please
go
to
the
website
or
look
in
your
email.
We
would
love
your
feedback
on
that.
Please
watch
the
pcb,
update
or
attend
tomorrow
night's
meeting
and
please
attend
tomorrow
night's
principal
search.
You
can
find
it
on
the
home
page.
D
So
I
just
wanted
to
maybe
the
survey
answers
this
question,
but
it
wasn't
clear
to
me
when
we
started
the
conversation
about
equitable
funding,
and
maybe
this
isn't
true,
but
that
you
were
looking
for
variables
to
feed
into
that
equation,
about
who
should
get
more
money
and
less
money
like
we're
talking
about
multilingual
and
language,
and
things
like
that,
like
those
are
factors
that
should
feed
into
a
budget
formula,
are
you
looking
for
us
to
propose
others
or
how
is
that
decision
going
to
be
made
about
what
variables
get
weighted?
How.
A
A
B
And
I
think
in
the
in
the
survey,
there's
not
a
lot
of
necessarily
sort
of
open
feedback
like
that.
I
think
there
is
a
place
in
there
where
you
can.
You
can
drop
some
comments
if
you
have
them.
I
think
one
important
question
on
there
is
there's
actually
a
ranking
question
of
what
you
consider
to
be
the
priorities
when
we're
developing
a
school
budget
and
it
sort
of
goes
back
to
if
everything's
a
priority
nothing's
a
priority,
so
that
group
that
meets
there.
B
There
is
a
task
force,
I'm
sorry,
and
but
they
have
come
up
with
these
questions
that
we
really
want
to
hear
from
you
all
like
when
we're
doing
this.
What
do
you
think
our
priorities
should
be
in
terms
of
funding
and
then
and
then
we
also
one
thing
that
nate
and
I
have
talked
about
is-
is
tom's
right
early
on,
there
had
been
some
work
around
equitable
budgeting
and
trying
to
improve
those
models,
but
we
never
communicated
that
out
to
the
community.