►
From YouTube: Lunch with Tom March 31
Description
BSD Superintendent Flanagan hosts an update and discussion on topics related to Burlington schools.
B
A
A
A
All
right,
why
don't
we
get
started?
I
think
I
think
it
looks
like
most
most
people
are
in.
Thank
you
all
for
for
being
here.
It's
great
to
see.
You
see
everybody
on
the
the
last
day
of
march.
I
thought
spring
was
coming
for
a
second
there,
but
it
turns
out.
Maybe
not
I
guess
it's
supposed
to
snow
tonight,
we'll
see
all
right.
So
first,
can
everyone
see
my
screen,
or
can
anyone
not
see
my
screen
we're
good?
A
Okay,
I'm
leaving
in
this
view,
just
because
I
have
some
notes
for
this
data
slide
that
I
want
to
be
able
to
read
as
I'm
as
I'm
talking
about
it,
because
it's
a
new
new
visualization
for
us,
so
lunch
with
we've
been
doing
lunch
with
tom
now
for
every
other
week.
For
about
I
don't
know
a
couple
of
months.
A
I
guess
we've
I've
personally
really
enjoyed
the
time
with
you
all
and
and
the
time
each
each
every
other
week
to
to
give
a
little
bit
of
an
update
on
where
we
are
and
to
hear
kind
of
your
your
thoughts
about
and
questions
about,
sort
of
where,
where
bsd
is
and
where
we
should
be
going.
So
the
purpose
of
this
is
really
just
another
opportunity
for
engagement.
A
The
only
thing
I
would
say
is:
if
you
have
a
question,
that's
specific
about
about
you
or
your
role
or
or
that
of
your
child.
Please
feel
free
to
reach
out
to
me
directly,
I'm
happy
to
have
an
individual
conversation,
but
if
we
kind
of
keep
the
kind
of
very
specific
questions
about
individual
folks
off
of
this
call,
that'd
be
great
and
there's
always
some
overlap.
So
that's
that's
okay,
too.
A
C
A
You
bonnie
all
right
and
then,
and
so
15
minutes
for
that
up
to
15
minutes
for
that
for
the
updates
and
then
a
45
minute
conversation
or
however
much
time
we
we
won
up
to
45
minutes.
So
the
the
what's
driving
our
work.
This
year,
we
have
a
five-year
strategic
plan
and
we're
in
the
fifth
year
of
our
five-year
strategic
plan.
A
A
We
have
been
going
through
each
of
the
one
of
these
each
time
that
we've
met-
and
I
think
we
are
at
this
goal
five
and
so
the
the
fifth
goal
here.
I've
just
been
sort
of
going
over
one
slide
as
we
as
we
do
this
each
every
other
week.
So
if
you've
been
here
before,
you've
seen
it.
If
not,
this
is
new,
but
this
is
our
our
goal.
Five,
so
goal
five
is:
is
around
ap
honors
and
dual
enrollment
completion
and
our
goals
going
back
to
the
previous
slide.
A
So
here
are
the
here's
the
data.
This
is
the
data
actually
from
1920
and
karen
vogel.
Is
our
data
coordinator
for
the
district
and
and
helps
us
kind
of
keep
on
track
in
terms
of
how
we're
track,
how
we're
analyzing
our
data
and
what
data
we're
presenting
this
slide?
I'm
I'm
still
working
through.
I
just
saw
it
for
the
first
time
earlier
today,
so
we
have
in
the
high
school
our
41
of
our
students,
identify
as
bipac
and
in
our
honors
courses
19.
A
A
20
percent
in
ap
20
of
students
identifies
by
bach
in
our
advanced
placement
classes
and
28
identifies
by
apoc
out
of
the
41
of
the
of
the
overall
population
in
dual
enrollment.
So
it's
pretty
clear.
We
have
work
to
do
to
do
in
in
this
area.
This
is
from
1920,
and
so
we
we
will
be
one
of
the
things
that
we're
really
trying
to
work
through
in
this.
A
In
this
specific
goal
area
in
goal,
5
is
being
able
to
see
the
progression
across
years.
We
we
don't
have
or
we're
still
working
on
sort
of
figuring
out
where
we
were
in
in
prior
years
and
and
in
dual
enrollment
and
in
some
of
our
other.
Some
of
our
other
measures
there.
So
that's
where
we
are
big
picture
is
that
you
know
we
have.
A
A
A
But
it
will
be
ongoing
this
this
plan,
the
recovery
work,
also
comes
with
federal
stimulus,
federal
dollars.
So
we've
got,
we
were
allocated
almost
seven
million
dollars
in
either.
They
call
it
esser
essr
two
and
then
they
just
released
an
or
three
and
that
sr-3
brings
to
districts
additional
funding.
A
I
think
it's
16
million
in
sr3,
so
overall
between
now
and
fiscal
year,
2023
no
2024,
we're
we're
gonna,
see
upwards
of
you
know,
19
to
20
million
dollars
in
sr
two
and
three,
and
so
we're
still
learning
about
what
and
and
sort
of
understanding
the
guidance
and
figuring
out
what
all
this,
what
what
this
means
and
what
the
what
the
requirements
are
for
for
our
our
planning
and
our
spending
around
this,
but
it
it.
It
is
a
is
two
things
it
is
a.
A
Is
it's
an
incredible
opportunity
for
us
to
really
think
about
how
we
plan
for
recovery
in
the
long
term
over
two
or
three
years
right
and
how
we
really
focus
our
efforts
around
three
areas
that
the
state
is
asking
us
to
think
about?
One
is
academic
success,
the
other
is
re-engagement
and
the
third
is
social
and
emotional
and
well-being
and
mental
health,
and
so
this
will
be
tied
with
our
mtss
work,
which
is
called,
which
is
the
multi-tiered
systems
of
support.
There's
a
lot
of
overlap.
A
There
and
there's
a
lot
of
opportunity
for
us
and
with
opportunity
comes
responsibility.
There's
it
actually
is
hard.
It
can
be
hard
for
districts
to
spend
funds
that
are
short-term
and
not
get
themselves
into
trouble
by.
You
know,
adding
positions
that
can't
be
sustained
over
time
and
and
and
doing
work
that
can't
be
sustained
over
time.
A
A
What
we're
learning
is
that
the
physical
distancing,
what
we
have
been
hearing
for
a
month
and
a
half
or
so,
is
that
the
physical
distancing
requirements
will
likely
change,
and
last
week
or
a
week
and
a
half
ago,
the
physical
distancing
requirements
for
the
cdc
changed
from
from
six
feet
of
physical
distancing
for
students,
age
grades.
You
know
seven
and
above
from
six
feet
to
three
feet
right
now.
A
It
currently
allows
it
up
to
grade
six.
We
haven't
made
a
move
at
grade
six
because
grade
six
is
a
part
of
our
middle
schools,
so
you
probably
saw
in
my
community
updates
that
that
I've
asked
principals
to
start
planning
for
what
that
would
look
like.
I.
I
see
this
not
really
as
a
decision
that
I
have,
but
as
an
obligation
that
we
would
have
as
a
district
to
get
back
in
person
more
and
it's
just.
A
In
addition
to
the
guidance
changing
those
two
things
have
to
happen,
and
if
those
two
things
happen,
then
I
I
believe
it's
our
our
obligation,
as
as
stewards
of
a
school
district
serving
a
community
that
needs
us
to
to
offer
more
in
person.
So
what
we're
looking
at
is
probably
four
and
a
half
days
in
elementary
school
of
it's
currently,
four
so
be
moving
to
four
and
a
half
days
and
four
days
in
middle
school.
But
again,
that's
I've
asked
principals
to
plan
for
that.
A
A
So
strategic
planning
is
is
the
next
piece
here.
Strategic
strategic
planning
is
is
happening.
Is
starting
so
we're
gonna
be
working
with
an
organization
to
be
determined
that
we're
gonna
work
with
to
help
us
develop
to
co-construct
a
strategic
plan
that
we
that
we
implement
that
we
that
we
work
towards
as
a
district,
a
five-year
strategic
plan.
A
A
So
most
recently
we
found
pcbs
in
the
glue
under
the
tiling
in
the
under
the
floor,
which
has
seeped
into
the
concrete,
and
so
I
just
we
are
not
making
a
decision
right
now
on
on
that.
But
I
just
want
people
to
know
that
that
the
more
we
we
learn
about
the
building,
the
the
more
concerns
that
we
have,
and
so
there
is
this
possibility
that
we
would
need
to
to
build
a
new
building
or
move
in
that
direction.
A
A
E
All
right,
I
have
questions
and
comments
so
as
a
parent
of
a
middle
schooler,
I'm
really
excited
about
the
idea
of
them,
possibly
going
more
than
two
days
a
week.
I
think
that's
awesome,
but
as
a
parent
and
teacher
of
an
elementary
age
student,
I'm
really
worried
about
going
four
and
a
half
days
for
a
variety
of
reasons.
My
actually
my
big
question
here
is
as
a
staff
member,
am
I
going
to
lose
child
care
at
the
miller
center,
because
right
now
my
daughter
goes
there
all
day.
E
E
E
A
Yeah,
I'm
definitely
holly.
I'm
definitely
hearing
a
lot
about
a
lot
of
concerns
about
the
the
half
day
on
wednesday
and
in
in
they.
They
are
coming
to
me
in
three
different
areas.
So
in
one
area,
it's
that
the
half
day
is
not
enough
in
another.
I
I'm
hearing
that
I'm
hearing
the
half
day's
too
much
and
and
I'm
hearing
that
we
that
the
half
day
is
okay,
but
we
have
to.
A
We
have
to
work
to
figure
out
the
the
sort
of
care
and
the
way
that
we
can
support
families
who
have
kids,
who
are
currently
going.
You
know
getting
getting
child
care
on
those
days
and
and
other
types
of
of
care,
because
there
are
pro
there's
programming
in
a
number
of
different
places.
One
thing
I
forgot
to
add
too,
and
I'm
I
don't
know
holly
you
mentioned
being
excited
or
being
up
being
thinking.
It
was
good
to
have
a
middle
school.
A
The
middle
schools
go
back
four
days
or
feeling
good
about
that
for
your
family.
The
other
thing
one
of
the
things
we've
been
thinking
about
we're
starting
to
plan
for
is
testing
so
so
providing
coveted
tests
for
students
in
middle
school
as
we're
going
back.
So
I
wonder
if
you're
asking
questions-
or
I
don't
know
holly
if
you
have
a
gut
kind
of
reaction
to
that,
but
that's
one
of
the
kind
of
strategies
we
think
we're
planning
for
now.
F
Hi
thanks
for
taking
my
question,
I'm
gonna
tag
on
to
holly
as
a
as
a
teacher
in
the
district.
I
think
that
there's
a
lot
of
us
that
are
feeling
like
we're
not
really
sure
why
we're
increasing
to
4.5
days
at
elementary
school.
I
I
personally
think
there
needs
to
be
a
survey
out
to
parents
to
find
out
if
that's
going,
to
make
their
lives
easier
or
make
their
lives
harder.
F
I
think
that
the
direction
you're
headed
in
for
the
middle
and
high
school
students
is
completely
appropriate.
I
think,
with
elementary
school
students
being
already
at
four
days.
It
feels
like
it's
not
really
being
responsive
to
add
that
0.5
day,
as
holly
said
for
six
days
of
instruction,
it
just
doesn't
seem
to
make
a
whole
lot
of
sense,
and
I
think
that
for
teachers,
it's
really
going
to
push
some
of
us
over
the
limit.
F
F
You
know
almost
almost
a
year
at
four
days
a
week,
and
I
just
want
to
make
sure
that
the
impacts
are
really
being
thought
out
and
the
decisions
are
very
intentional
in
regard
to
what's
best
for
families
and
their
schedules
and
what's
best
for
teachers
and
their
lives,
because
we
are
also
scheduling
things
on
wednesdays,
that
we
won't
be
able
to
maintain
when
we
go
back
to
full.
You
know
half
day
on
wednesday,
so
thank
you
for
listening.
A
Dana
hi,
dana
dana,
all
right,
jen
and
dana
and
I'll
I'll
just
say
just
two
things
quickly
to
kara.
The
first
thing
I
want
to
make
sure
I'm
clear
on
is
that
I
feel
that
our
all
of
our
schools
have
done
an
amazing
job
and
it's
because
of
our
teachers,
it's
because
of
our
staff.
It's
because
of
our
principles
because
of
you
that
that
we've
been
successful
in
our
community
right
like
together,
we've
made
it
we've
made
it
work,
and
so
I
really
I
really
appreciate
that
someone
wants
to
get
in
bonnie.
A
And,
and
particularly
for
elementary
because
you
all
have
been
back
four
days
a
week
with
sort
of
and
we're
the
first
group
to
take
the
the
larger
you
know
to
to
deal
with
sort
of
the
concerns
right
around
that
are
legitimate
around
having
more
students
coming
back
into
classrooms
and
and
managing
that,
and
I
just
have
been
so
impressed
with
the
way
that
that
our
that
you
all
and
our
schools
have
have
managed
that.
So
I
I
want
to
first.
Thank
you.
A
They've
actually
told
me
that
it
has
been
a
disaster
for
them,
even
though
we've
offered
right
four
days
a
week
for
students
who
are
english
learners.
Four
days
a
week
who,
for
students
who
have
ieps
from
the
very
beginning,
it's
it's
been
clear
to
me
in
those
conversations
how
important
it
is
for
those
last
seven
weeks
of
school
to
be
back
in
five
days
a
week
for
for
that
stability
that
consistency
throughout
the
day,
the
food
right
there.
A
A
lot
of
there
are
a
lot
of
things
that
we
provide,
that
that
that
our
community
needs
us
for
so,
but
I
all
and
I
hear
the
concern
to
be
honest-
I
I
wish
the
guidance
I
I
wish.
The
guidance
was
coming
out
in
june
and
we
could
we
could
plan.
It
would
make
it's
stressful
right
for
me
personally
for
for
all
of
us,
and
so
so
I
I
hear
I
hear
that,
and
so
I
don't.
A
H
H
What
we're
doing
is
we're
adding
in
transitions
and
transitions
are
so
hard
for
kids
at
the
elementary
school
level
and
it's
just
neurocognity
and
how
their
brains
work,
and
so
I
understand
the
the
need
to
go.
You
know
five
days
a
week.
I
kids
need
to
be
in
school
absolutely
as
much
as
we
can
get
them
there.
What
I
hope
is
is
that
we
have
the
resources.
If
that
is
what
is
going
to
be
decided
for
us,
we
have
the
resources
to
be
able
to
support
this
big
big
transition.
H
A
A
A
Our
interim
principal
at
bhs
has
been
talking
to
the
regional
principals,
and
I
think,
they're
everyone
is
is
is
is
not
finding
a
way
to
make
more
in
person
happen
as
it
stands
or
as
it
stood
yesterday
in
the
high
school
and
and
the
superintendents
are
in
the
same
same
place
as
their
principals.
Obviously,
so
that's
not
a
done
deal
yet,
but
I
wanted
to
add
that
in
because
that's
a
pretty
big
piece,
okay,
dana.
G
So
that's
one
of
my
concerns
about
the
middle
school
four
days.
Although
I
love
the
idea,
I
think
it's
very
important
for
them
to
be
four
days.
I'm
just
worried
about
those
that
handful
of
children
that
might
get
lost.
In
that
another
question
I
had
which
holly
actually
put
in
the
chat
was:
will
after
school,
be
available
for
students
on
those
wednesdays,
because
I've
already
heard
about
the
difficulties
with
child
care
for
the
elementary
getting
out
at
11
30.,
and
the
only
other
question
I
have
is.
G
A
Sure
yeah,
thank
you,
so
first
middle
school,
we
will
keep
the
remote
option.
It
may
look
slightly
different,
but
we
are
keeping
the
remote
option
for
the
remainder
of
the
year
for
middle
school
students
in
terms
of
after
school.
We
we
will
not
be
able
to
offer
our
our
full
after-school
programming
on
wednesdays,
which
is
yeah.
So
that's
that
that's
if
we
were
full
day
we
would
be
able
to
at
half.
A
A
So
the
secretary
of
education
meets
with
all
the
superintendents
once
a
week
we
actually
didn't
meet.
Yeah
we
met.
Did
we
meet
last
week,
yeah
we
met
last
week
and
he's
saying
that
there
probably
will
be
some
guidance
that
will
come
out
this
week
in
draft
form
and
then
we'll
be
finalized
next
week.
He
also
told
us
last
week
that
the
medical
professionals
that
they're
working
with
were
reviewing
the
literature
and
the
research
on
the
three
feet
that
the
cdc
put
out.
E
Yeah
just
see,
if
again
like
I
mean
it,
feels
like
such
a
headache
for
such
a
little
payout,
and
you
know
I
understand
the
middle
school.
The
guidance
changes
they
so
far,
they've
been
keeping
it
six
feet
apart,
but
we've
been
three
feet
apart
for
a
very
long
time,
so,
like
nothing's,
really
changing
for
us,
but
yeah
we're
thinking
about
going
back
another
half
day.
E
D
A
Way
that
the
pod
structures
are
are
articulated
in
the
guidance
now
for
for
secondary
allows
for
more
movement
across
pods.
So
that's
what
I'm
anticipating,
but
this
has
been
really
hard
because
all
we're
we're
just
anticipating,
what's
going
to
be
in
the
guidance-
and
we
don't
know
yet,
but
what
we've
heard
is
that
we
need
to
be
ready
to
move
quickly
and
we
know
that
because
the
school
years
you
know
we
have
seven
years
left
in
seven
years.
Seven
weeks
left
in
the
school
year
after
the
break,
so
carolyn.
G
B
You
for
taking
my
question,
I
wondered,
I
have
a
daughter
in
middle
school
and
I
I
I
think,
that's
great
to
go
back
to
four
days
a
week,
but
what
I
wonder
about
is
the
way
they
scheduled
the
the
classes
in
middle
school
this
year.
She
has
specials
like
algebra
only
on
remote
days,
and
it's
only
been
taught
remotely,
and
I
know
that
one
thing
that
was
on
the
table
was
basically
just
to
end.
Those
specials
not
have
french
not
have
algebra,
and
I
really
hope
that
that's
not
really
on
the
table.
B
A
Yeah,
so
I
appreciate
the
question:
it's
it's
it's,
it
is
probably
the
biggest
challenge
with
coming
back
to
school.
Four
days
a
week
is
figuring
out
the
the
ua
classes
and
any
other
special
classes,
any
other
specials.
I
I
don't
anyway,
so
that's
that
is
one
of
the
biggest
challenges.
It's
not
that
we
won't
offer
them
it's
just.
It
is
the
it's
that
now
that
we've
measured,
because
we-
I
was
just
at
hunt
this
morning
and
they
were
they
were
in.
A
B
A
Yeah,
but
yes,
but
we
may
need
to,
we
may
need
to
be
flexible.
This
is
this.
Is
this
is
you're
you're
in
an
area?
That's
the
biggest
challenge
for
us
right
now,
and
so
I'm
reluctant
to
make
a
promise,
because
I'm
I'm
a
little
bit
we're
trying
to
figure
this
out
right
now.
I
I
my
expectation
is
we
do
whatever
we
can
to
keep
those
going.
My
mom
was
an
art
teacher.
I
think
we
need
to
offer
algebra.
A
I
think
we
need
all
those
other
types
of
courses
for
students
to
have
a
successful
academic.
You
know
career,
so
I
I
want
to
do
everything
we
can
to
preserve
that
and
I
think
there
are
ways
to
do
it
and
but
it
may
mean
utilizing
time
so
it
may.
It
may
mean
flexibility
within
the
schedule
on
those
four
days
that
we
are
that
we
are
in
person,
meaning
that
yeah
so
and
that's
what
we're
trying
to
that's
what
the
teams
are
trying
to
schedule
and
work
out
right
now.
B
G
B
Very
little
instruction
in
that,
and
I
think
I'm
worried
about
our
current
crop
of
eighth
graders
being
prepared
to
undertake
their
math
courses
when
they
get
to
high
school
next
year,
and
so
I
just
just
I
guess
I
wanted
to
emphasize
that,
especially
around
the
math.
I
want
to
make
sure
that
we
don't
shortcut
any
of
their
instruction
that
they
that
they
have
left.
If
anything,
I'd
love
to
see
it,
you
know
increase
so
that
these
these
kids
really
go
to
high
school
prepared
next
year
for
their
math
classes.
A
Thank
you,
yeah.
No
god
I
hear
you
and
I
I
mean
I'm
okay
with
the
hard
questions
you
know,
because
they
help
us
think
through
the
the
biggest
challenges
that
we
have
and
they
they
also
show
me
what
you,
what
you
all
are
thinking
about
in
a
way
that
I
mean
it
may
not
be
in
my
head,
so
I'm
I
appreciate
the
questions.
I
I
I
I
think
middle
school
students
are
high
school
students
as
well.
I
just
don't
happen
to
have
a
high
school
student,
yet
have
really
been
pretty
short-changed
this
year.
I
I
look
at
what's
happened
in
the
middle
school
versus
elementary
school
and
I
I
just
think
they
need
more
time
my
13
year
old
would
probably
kick
me
if
he
heard
me
saying
this,
but
I
really
feel
like
they
just
haven't
been
given
the
depth.
I
It
seems
that
I
feel
like
my
elementary
school
child
has
had
and
then
the
last
piece,
I'm
just
going
to
add,
is
around
testing.
I
think
you
raised
that
before
and
our
13
year
old
is
actually
home
he's
a
close
contact.
We
just
went
to
the
testing
center
on
pine
street
today
and
I
will
say
that
that
process
is
super,
easy
and
convenient,
and
if
that
meant,
that
more
kids
could
stay
in
school,
I
would
highly
recommend
that.
I
I
also
hope
that
it
would
mean
that
there's
an
opportunity
to
have
middle
schools,
middle
school
students
interacting
with
with
different
middle
school
students.
So
the
other
example-
and
I
know
this
is
a
you
know-
we're
all
giving
our
own
anecdotes,
but
he
is
in
a
mixed
class
of
seventh
and
eighth
graders.
I
He
sees
nine
children
every
monday
and
thursday
and
it's
getting
really
hard
to
get
him
to
go
to
school,
because
it's
the
same
nine
kids
and
it's
not
the
same
so
anything
that
could
happen
where
we
feel
like
we're
thinking
about
safety
and
being
strategic,
but
also
giving
our
our
middle
school
and
I'm
sure
high
school
students
are,
in
the
same
situation,
an
opportunity
to
really
have
more
interactions
that
feel
good
and
focused
on
social,
emotional
learning.
I
I
would
just
emphasize
so.
Thank
you.
A
Thank
you
yeah,
so
I'm
hearing
sort
of
the
the
concern
around
around
the
half
day
from
from
from
the
parents
perspective
to
at
elementary
school
and
the
idea
of
choice.
There
I
think,
is
interesting
and
the
and
the
needs
that
our
middle
school
students
have
to
come
back
together
more
as
a
as
a
whole
community.
I
think
it's
I
I
have
a
sixth
grade
daughter
at
hunt
and
twin
second
grade
daughters
at
flynn
and
they've
had
great
years.
A
You
know
and
and
all
things
considered,
but
my
my
my
middle
schooler
was
so
mad
at
me
when
she
learned
that
they
weren't
going
back
four
days
and
they
were
going
to
stay
in
their
small
class.
She
has
an
awesome
teacher
and
awesome
class,
but
she
wants
just
that
the
experience
of
being
in
the
community
more.
A
D
No,
I
mean
these
are.
These
are
all
really
good
questions.
I
was
actually
texting
like
christy
glease,
who
runs
our
extended
learning
programs
she's
totally
aware
holly,
as
you
know,
around
the
miller
center
child
care,
we're
providing
for
staff
and
trying
to
figure
that
piece
out.
I
never
made
it
up
to
hunt
this
morning.
That
was
my
plan
tom
glad
you
were
there
because
they
were
really
struggling
with
that.
We
made
that
suggestion
that
they
used
this
morning
to
have
teachers
really
go
in
and
measure.
D
A
Thank
you
victor
for
those
of
you
who
don't
know
victor,
I'm
sure
most
of
you
do
he's
our
coordinator
of
engagement
and
has
really
helped
us
pull
together.
I
I
with
with
the
with
a
couple
advisory
groups
and
in
this
meeting
and
also
supporting
us
in
the
transition
to
downtown
vhs
and
sort
of
the
engagement
around
there.
Thank
you
victor.
J
J
The
stakeholders,
taxpayers
the
school
district?
The
city
need
in
order
to
figure
out
what
are
the
next
steps
in
in
looking
at
institute
road?
At
what
point
do
we
say?
Okay,
this
is
you
know,
we're
going
to
go
ahead
and
invest
in
this
or
we're
going
to
do
more
testing.
I
feel
like
we
keep
kicking.
You
know
when
the
pcbs
were
first
found
in
like
what
summer
of
2019
and
then
covet
hit.
J
J
A
Yeah
you
and
I
are
in
the
same
boat
there
with
the
sixth
grader.
We
are
I've,
I've
been
I've
been
messaging
and
and
this
the
reality
is
that
in
august
we
will.
We
will
have
that's
like
the
end
date
at
which
we
will
have
a
big
decision
to
make
about
the
future
of
the
current
building
and
the
current
re-envisioning
project
around
the
bhs
building
at
institute
road.
So
the
there
are
there
are
and
what
I'm?
A
Right
now
that
we
still
have
our
consultants
doing
the
remedy,
doing
the
learning
where
they
are
and
they're
going
to
do
a
pilot
project
and
they're
going
to
they're
going
to
do
what
they
can
to
to
see.
If
we
can
get
those
levels,
those
pcb
levels
below
the
15
nanograms
per
cubic
meter,
but
it's
just
not
looking
good
that
they
will
be
able
to
do
that.
A
The
problem
is
this:
pilot
project
doesn't
end
until
july
and
or
early
august,
and
so
we'll.
We
will
have
that
that
big
decision
to
make
in
august,
unless
we
get
more
information
before
then
that
says,
look
we
don't
need
to
wait
till
august.
It's
we
know
now
and-
and
I
think
that
that
would
be
if
we
knew
that
it
was
no
longer
viable
and
that's
sort
of
we're
we're
getting
closer
and
closer
to
that.
But
we're
not
there
yet.
A
K
K
I
hope
is
in
the
mix
as
we're
thinking
about
what
to
do
with
our
north
end
space.
What
was
really
striking
to
me
is
that
going
in
and
out
of
downtown
vhs
in
spite
of
the
pit
right
there,
the
access
to
downtown
resources
is
unreal
and
unparalleled,
and
you
know
I
have
a
senior
who's
taking
classes
at
uvm,
so
he's
part
of
dual
enrollment.
You
know
we
know
that
it's
not
equitable
right
now.
K
Can
we
occupy
it
for
environmental
reasons?
But
what
is
the
beauty
and
the
richness
and
the
equity
and
access
that
being
downtown
allows
because
I
know
there's
some
challenges,
but
I
also
wanted
to
say
to
parents.
I
don't
know
if
you
know
the
district
has
been
really
responsive
so,
like
the
lights
were
too
bright,
and
so
we've
taken
out
light
bulbs
and
the
sound
is
an
issue
and
we're
we're
working
with
a
sound
person.
I
mean
the
responsiveness
right
now
to
the
needs
of
students
in
the
community
also
feels
unparalleled.
K
A
Thank
you.
Thank
you.
Megan
megan,
also
you.
This
meeting
partially
came
out
of
a
conversation
that
megan
and
I
had
back
in
back
in
november.
So
thank
you
for
for
sticking
in
there
with
us
and
and
being
willing
to
give
me
direct
feedback
and
ideas,
and
I
always
appreciate
that
and
downtown.
You
know
the
the
greatest
thing
about
downtown
bhs
is
that
it's
downtown.
A
I
will
say
we
I
we
did
look
at
a
lot
of
of
of
spaces
when
we
were
beginning
the
re-envisioning
and
there's
not
a
ton
of
space.
So
that's
a
that
is
yeah,
so
those
are
things
that
we'll
just
have
to
balance,
but
thank
you.
I
see
in
the
chat
from
from
holly
no
from
k,
yes
from
carolyn
about
about
the
that
goal
five,
so
we
just
we
just
sort
of
touched
on
it.
A
Briefly,
I'm
happy
if
we
want
next
week
to
spend
a
little
time
sort
of
unpacking
that
and
and
spending
a
little
more
time,
maybe
in
a
breakout
group
and
then
coming
back
and
and
talking
about
that
goal,
five
around
making
sure
that
our
higher
level
courses
are
are
accessible
to
to
all
of
our
students
and
in
a
way
that
reflects
our
our
our
student
population.
I
think
this
is
really
deep
work
for
us.
A
C
Sorry,
I
don't
know
how
to
raise
my
hand
on
this.
You
did
it.
If
we
do
that,
could
we,
even
though
that
was
1920
numbers,
could
we
have
2021
also
just
even
if
it's
not
a
finalized
year,
because
we
now
have
a
full-time
dual
enrollment
coordinator,
so
I
it'd
be
interesting
to
see
and
it's
her
first
year
so
to
see
if
we're
trending
in
a
better
direction.