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From YouTube: Lunch with Tom, January 6, 2021
Description
Spend your lunch break with Superintendent Flanagan!
“Lunch with Tom" is a regular, virtual opportunity to connect with Burlington School District Superintendent Tom Flanagan, hear updates from around the District, and ask questions about BSD happenings. The goal is to host these as an opportunity to connect and share with families, staff, and community members.
See all of our lunch meetings and presentations on the BSD website: https://www.bsdvt.org/lunch-with-tom/
A
The
idea
of
lunch
with
tom
actually
came
from
my
one
of
my
mentors,
who
was
a
superintendent
out
in
san
diego
and
long
beach
for
a
long
time,
and
he
did
something
called
cookies
with
carl
and
I
guess
their
district
had
amazing
cookies.
So
I've
got
to
figure
out.
You
know
what
the
what
the,
what
the
treat
is,
and
hopefully
at
some
point
we
can.
A
You
know,
maybe
easier
to
do
some
of
these
virtually,
but
it
also
may
be
good
to
do
some
of
these
and
then
at
some
point
when
we're
when
we're
able
to
do
that.
Hopefully,
that
is
not
too
not
too
too
far
away
from
from
from
where
we
are
now,
but
definitely
definitely
not
now
so,
but
appreciate
you
all
all
being
here,
and
the
idea
really
is
is
for
of
this
is
our
first
one.
So
thank
you
all
for
for
being
here.
A
I'm
glad
that
that
so
many
of
you
were
able
to
to
see
this
and
and
have
the
time
to
be
able
to
to
jump
on
here.
The
idea
is
really
to
provide
an
opportunity
for
for
me
to
engage
with
the
bsd
community,
with
staff
with
parents
with
members
of
the
public
who
are
invested
in
our
success,
and
so
I'm
looking
forward
to
to
getting
this
started
again.
This
is
our
first
one
and,
and
I'm
just
excited
for
the
the
opportunity
we
we
also
want
to
be
able
to
communicate
district
updates.
A
So
this
is
a
place
where
you
know
we
probably
will
spend
the
beginning
of
the
of
the
meeting.
I
will
spend
the
beginning
of
the
meeting
talking
about
the
district
today.
It'll
just
be
me,
but
I
do
have
members
of
of
the
staff
here
and
school
board
members
and
and
and
so
we
can,
we
will
be
able
to
be
a
team
here
to
to
answer
questions
and
just
to
really
have
a
have
a
conversation
with
you
all.
It's
meant
to
be
informal.
A
It's
meant
to
be
an
opportunity
for
again
for
conversation,
but
also
this.
You
know
another
outlet
for
for
communication,
in
addition
to
the
the
kind
of
regular
written
communication
and
school
board
meetings
and
then,
as
I
said,
just
an
opportunity
for
a
conversation
about
those
issues
that
are
happening
in
bsd
that
are
that
are
most
timely.
A
I
feel
like
one
of
one
of
the
really
important
things
about
about
running
a
school
district
is
to
and
is
to
have
relationships
and
and
I'm
new
to
burlington,
and
so
I
want
to
have
the
opportunity
to
to
me
meet
people
and
build
those
relationships
and
to
and
to
build
community
here
too,
so
also
an
opportunity
for
for
community
to
to
for
the
community
to
see
each
other.
So
and
again
the
the
updates
will
take
15
minutes
and
then
we
have
a
good
chunk
of
time
for
conversation.
A
A
We
set
a
series
of
goals
the
beginning
of
the
summer,
with
my
leadership
team
at
the
school
and
then
worked
closely
with
the
school
board
to
get
their
feedback
on
these
we're
in
the
fifth
year
of
a
five-year
strategic
plan.
So
I
came
in
sort
of
at
a
an
interesting
time
because
it's
the
fifth
year
of
a
five-year
strategic
plan,
but
we
wanted
to
make
sure
we
had
measurable
outcomes
and
we
had
sort
of
clear
goals
and
measurable
outcomes
around
those
goals.
A
Just
to
start
building
those
muscles
around
around
implementing
a
strategic
plan
and
living
by
a
strategic
plan.
So
these
are
our
strategic
goals
for
for
this
year,
we're
going
to
begin
a
strategic
planning
process
that
I'll
talk
about
in
in
future
conversations
or
future
lunches,
but
we're
going
to
start
a
strategic
planning
process
this
spring
late
winter
and
early
spring,
to
have
a
five-year
strategic
plan,
a
new
five-year
strategic
plan
ready
and
in
place
for
the
the
next
five
years,
but
begin
we
wanted
to
be
ready
at
the
beginning
of
next
school
year.
A
So
this
is.
These
are
equity,
focused
goals.
There
are
goals
that
are
that
are
some
academic,
some
kind
of
core
academic
reading
and
math
goals,
but
also
access
goals,
access
to
higher
level
content
for
for
all
students
and
and
and
then
some
specific
goals
around
around
community
around
creating
restorative
and
equitable
communities.
A
Is
that
that
first
goal
and
and
a
long,
long
standing
goal
of
the
district
to
create
more
diverse
pipelines
and
more
diversity
among
our
our
staff,
so
that
our
students
see
the
staff
members
who
they
can
see
themselves
in,
and
we
know
that
research
tells
us
that
that
students
of
color
and
all
students
do
better
when
they
have
teachers
of
color
as
well.
So
that's
that's.
I
know
been
a
long
standing
goal
for
the
district
and
one
that
we're
continuing
to
to
push
on
and
really
will
be
doubling
down
on.
A
So
those
are.
Our
goals
wanted
to
give
folks
an
update
on
on
return
to
break
the
news
picked
up
one
one
of
one
quote
or
one
snippet
of
of
my
response
of
being
back
to
school.
I'm
personally
excited,
I
walked
my
twin
second
graders
into
into
school,
and
you
know
all
the
all
the
normal
sort
of
jitters
of
coming
back
to
school
and
and
and
the
excitement
of
coming
back
to
school.
A
I
also,
I
really
think
it's
important
to
spend
time
in
schools
personally
as
the
superintendent
to
understand
what's
happening
in
our
schools,
and
I
just
saw
lots
of
lots
of
joy.
I
mean
whenever
I
go
into
our
schools,
I'm
I'm
I'm
very
impressed
with
the
level
of
joy
and
excitement
that
students
show
in
in
their
learning.
I'm
I'm
seeing
a
lot
of
really
productive
and
positive
classrooms.
I
think
we
have
work
to
do
you
know
one
of
my.
A
My
goals
is
around
creating
more
deep,
more
opportunities
for
deeper
learning,
and
so
I'm
excited
to
to
embark
more
on
that
work.
But
I'm
I'm
really
generally
impressed
with
what
I'm
seeing
in
classrooms
we're
we're
doubling
down
on
screening
so
we've.
We
are
making
sure
that
we're
asking
questions
so
that
we
make
sure
that
students
and
staff
are
are
being
conscious
of
how
they're
feeling
as
they're,
coming
into
the
building
and
any
risks
that
risk
factors
that
they
may
have.
A
And
that's
that's
been
our
big
change
from
before
break
to
to
coming
back
from
break
in
terms
of
our
our
process.
We've
tightened
a
little
bit
also
around
pods
and
making
sure
that
groups
of
students,
particularly
out
on
the
on
the
on
the
playgrounds,
are,
are
staying
together
as
a
pod
and
not
not
mixing
too
much
so
we're
doubling
down
on
on
both
the
screening
and
the
and
the
potting.
A
But
in
general,
if
you
walk
in
the
buildings,
school
looks
the
same
and
students
are
are
doing
their
thing
and
so
are
our
staff,
and
it
looks
good
to
me-
and
you
know
I
just
want
to
make
sure
people
know
that
the
the
vermont
department
of
health
we're
working
really
closely
with
them
on
every
every
move.
We're
making
here,
particularly
as
it
relates
to
contact
tracing
when
we
have
when
we
have
members
of
our
community
who
who
are
positive
for
for
covid
and
they're,
telling
us
that
schools
are
safe.
A
So
we
did
have
to
close
and
go
remote
for
the
last
two
days
before
break.
That
was
really
because
we
needed
to
be
able
to
keep
up
with
contact
tracing
and
we
were
needing
to
quarantine
a
number
of
people
because
they
were
potential
close
contacts,
and
so
it
became
a
staffing
issue.
It
was
not
because
of
the
safety
of
the
schools.
I
believe
the
schools
are
safe,
I'm
there.
A
A
So
for
me,
it's
really
an
equity
imperative
to
to
be
in
school
when
it
is
still
safe
to
be
in
school
and
how
to
help,
as
the
community
really
is
avoiding
travel.
You
know
following
the
vermont
directives
and
and
what
we
found
before
break
is
really
just
being
conscious,
and
this
is
why
we're
doubling
down
our
screening
efforts
of
really
being
conscious
of
of
how
you're
feeling
how
how
we
are
feeling
as
we're
coming
into
the
buildings
and
making
sure
we're
not
coming
into
the
buildings.
If
we're
not
feeling
well.
A
A
Those
types
of
learning
experiences
like
burlington
city
and
lake
is
able
to
offer
that
embeds
students
learning
in
their
community.
I
just
think
that's
such
a
important
way
for
us
to
to
run
our
schools
and
being
downtown.
I
think,
provides
significant
opportunities
for
that.
We're
looking
for
bhs
to
be
completed
on
february
22nd,
the
the
fit
up
of
the
building
and
our
move-in
date
is
scheduled
for
the
first
or
second
week
of
march.
A
A
A
At
the
the
screening
threshold
that
the
vermont
department
of
health
has
set
of
15
nanograms
per
cubic
meter,
we
do
have
some
spaces
like
the
gym
that
are
right,
right
below
15
or
right,
around
15,
and
so
the
department
of
health
has
told
us
it's
safe
for
us
to
be
in
those
limited
spaces
for
for
under
30
hours
a
week.
So
we
will
be
using
the
gym
and
we
do
have
sports
that
have
started,
which
is
great.
Our
students
are
really
benefit
from
from
those
activities
and
those
have
started
we're
still
testing.
A
You
know,
there's
a
lot
of
there's
a
lot
that
goes
in.
I'm
learning
a
lot
about
pcb
testing
and
there's
a
lot
of
test
lot.
That
goes
into
the
testing
of
the
pcbs
to
really
understand
where
the
pcb
contamination
is
coming
from
and
then
to
be
able
to
understand
how
to
mitigate
that
and
then
to
actually
mitigate
it.
A
So
we
won't
really
fully
understand
the
the
the
cause
of
the
level
of
pcb
contamination
at
the
high
school,
where
we
don't
think
until
summer
of
2021,
so
this
upcoming
summer
and
that'll
be
after
after
those
those
things
that
I
mentioned
happen
so
bhs,
but
mostly
excited
to
get
into
the
downtown
site
in
march,
and
then
the
last
major
thing
on
the
on
the
agenda
for
today
and
and
and
on
our
on
our
radar
right
now
is
the
fy
22
budget.
So
we're
working
toward
the
the
completion.
A
A
january
19th
school
board
vote
around
the
budget
and
the
budget's
really
really
challenging
across
the
state.
Right
now
the
the
projection
there
was
a.
There
was
a
letter
that
came
out
that
projected
a
nine
percent
increase
in
statewide
statewide
for
for
tax
rates.
That
would
be
more
like
13
in
in
burlington
if
we
didn't
find
savings,
so
we're
really
we're
we're
our
charge.
A
It
would
be
a
13
increase
and
it's
about
a
2.3
million
dollar
increase
to
the
budget,
just
to
operate
with
wage
increases
and
and
and
all
the
other
sort
of
operational
increases
that
happen
every
year.
So
we're
looking
for
savings,
but
not
looking
to
do
any
any
major
program,
cuts
or
any
major,
large
or
any
layoffs
or
anything
like
that.
We're
looking
to
find
savings
and
efficiencies
where
we
can.
A
There
are
some
operational
efficiencies
that
we
presented
to
the
board
last
night
that
we
can
utilize
and
then
we're
also
going
to
have
a
surplus
because
of
the
the
being
not
being
in
person
operating
in
the
spring
and
and
throughout
the
summer.
We
do
have
a
surplus
and
we
usually
carry
a
one
between
a
one
to
one
point:
five
million
dollar
surplus
we're
anticipating
the
surplus,
will
be
a
little
higher
than
than
that
this
year
and
then,
as
I
said,
we're
seeking
aid
for
for
bhs
downtown
as
well.
A
A
I
believe
that's
a
baseline
expectation
that
we
should
have
for
ourselves
and
not
a
super
superfluous
ad,
but
just
one
that
is
is
a
base
need
otherwise
very
very
little
in
the
in
the
realm
of
of
additions
and
some
pretty
significant
savings
that
we'll
be
able
to
find,
I
think,
without
seriously
impacting
any
programming
and
here's
the
budget
timeline.
So
the
information
is,
is
online,
we
do
have.
We
had
a
school
board
meeting
last
night,
there's
another
school
board
meeting.
A
There
was
a
survey
that
went
out
so
we
received
survey
feedback.
We
had
a
couple
meetings
with
the
community
last
month
and
then
a
finance
committee
meeting
on
the
14th
and
a
final
school
board
meeting
on
on
the
14th
and
the
final
school
board
meeting
on
the
19th
and
then
the
town
hall
town
town
meeting
day
is
is
the
second
of
march.
A
C
We
had
a
meeting
before
this
this
meeting
and
I
I
bet
tom
that
he
couldn't
do
it
in
15
minutes.
So
I'm
very
impressed
I'm
gonna
just
so
everybody
knows.
I'm
gonna
drop
a
link
to
that
presentation
in
the
chat
and
I'm
gonna
drop
a
link
to
our
budget
website
in
the
chat.
So
you
can
have
that
for
future
reference.
A
And
I
I
also
just
as
as
we
open
it
up.
I
want
to
give
a
shout
out.
I
see
a
couple
of
familiar
or
many
familiar
faces
out
there,
so
it's
good
to
good
to
see
you
all,
and
this
idea
came
from,
as
I
said
earlier,
carl
cohen,
my
my
mentor
out
in
california,
who
was
a
superintendent
and
did
cookies
with
carl,
but
also
megan,
munson
morgan
who's
on
the
phone
here
said
tom.
We
need
press
conferences,
we
want,
you
know,
let's
get
you
out
there
so
megan.
A
D
Tom
hi
buddy
thanks
so
much
for
doing
this.
This
is
really
nice.
So
I
have
two
questions.
I
have
a
pair,
I'm
a
teacher
and
a
parent.
I
have
two
kids
at
the
high
school
and
I
also
teach
at
edmonds
middle
school.
So
I'll
ask
my
two
questions
and
then
just
listen
to
the
answers
from
whoever
wants
to
answer
them.
D
So
maybe,
if
you
could
address
with
that
address
that
that's
a
little
disappointing
to
hear
that
the
tenants
was
that
poor
and
then
my
second
question
is
with
my
my
teacher
hat
on.
I
know
we're
doing
covid
testing
for
teachers,
but
the
testing
was
on
a
wednesday
and
many
teachers
were
remote
at
home
on
wednesdays
and
so,
for
example,
I
didn't
get
tested
today
because
I'm
at
home-
and
I
didn't
feel
like
going
into
it-
to
edmonds-
to
get
tested
going
all
the
way
down
downtown
to
get
tested
for
covid.
D
A
Sure
yeah
so,
and
we
also
have
becca
mcrae
our
covid
coordinator
here,
so
she
can
talk
a
little
bit
about
the
testing
and
sort
of
how
we
landed
on
on
where
we
are
I'd
like
there
to
be
more
testing.
I'm
also
really
disappointed
in
the
vaccination
schedule,
but
maybe
that's
just
me-
I'm
not
sure,
but
so
we'll
come
back
to
that
one
I'll
take
the
first
one
first,
which
is
the
the
question
about
attendance.
A
I
actually
I'm
watching
the
attendance
at
the
at
the
high
school
and
watching
the
attendance
across
schools
were
sort
of
averaging
around
90
attendance
daily
across
the
schools
and
which
is
not
not
great
but
not
horrible.
In
the
high
school
attendance
I
did
look
at.
It
looks
like
we
were
dipping
on
on
wednesdays,
but
I
need
to
look
at
today
because
I
and
I
won't
see
that
until
the
end
of
the
day
today
I
have
gone
to
the
high
school
each.
A
I
didn't
make
it
there
today,
but
I
have
been
to
each
of
the
in-person
days
and
I
haven't
seen
low
numbers
in
classes
as
I've
been
observing
the
classes,
but
that's
not
to
say
that
that
there's
not
an
issue
there.
So
you
know
I'll
just
I'm
going
to
take
that
back
to
the
to
the
bhs
team
and
I'm
going
to
look
at
the
attendance
for
for
wednesdays
and
for
for
today
in
particular
and
think
about
the
impact.
So
what
what's
your
suggestion
for
for
attendance?
I.
D
D
I
don't
know
that
it
wrote
that
a
fl
that
alternating
flip
back
and
forth
would
work
for
families
who
maybe
have
to
make
plans
for
you
know
when
their
kids
need
to
be
at
school
or
not,
but
whether
it's
an
equity
issue
or
not,
I'm
not
sure,
but
but
both
my
kids
reported
that
there
were
less
than
half
like
less
than
half
the
kids
were
in
their
classes
this
morning
in
most
of
their
classes.
So
that
might
be-
or
maybe
it's
just
coming
back
from
break-
I'm
not
sure
it
might
be.
A
Yeah,
I
think
that
our
our
classes
before
break
were
not
we
weren't
having
significant
attendance
issues,
but
it
was
lower
than
normal
and
and
so
that
was
a
concern-
and
I
again
I
wasn't
out
there
today,
so
I'm
not
sure
if
today,
because
we're
coming
back
from
break-
and
maybe
there
are
sort
of
additional
fears
around
being
back
in
person
that
may
be
impacting
that,
but
that's
kind
of
speculation
on
my
point,
so
let
me
look
into
it.
It
sounds
looks
like
yeah.
So
let
me
let
me
look
into
that
and.
D
Yeah
and
anecdotally,
there
are,
as
a
teacher,
I've
had
several
families
either
move
to
fully
remote
or
talking
about
going
to
fully
remote.
So
there
definitely
is
out
in
the
community.
I'm
sure
you've
heard
this
yes
out
the
community
there's
there's
definitely
a
higher
level
of
anxiety
and
fear
around
the
covet
stuff.
Now
so.
A
Yeah
yeah,
I'm
definitely
feeling
and
hearing
that
again,
I
do
feel
like
our
schools
are
safe.
I
really
really
truly
do,
but
I
also
understand
that
there's
legitimate
fear
and
concern
out
there
and
in
terms
of
testing
we
we
do.
We
are
working
with
the
state
on
testing
and,
and
they
actually
give
us
our
our
day
for
testing,
but
we
and
we
we
decided
to
have
it
in
one
place
just
to
to
sort
of
for
ease
of
of
being
able
to
to
make
the
testing
happen.
E
E
I
just
want
to
make
sure
so
I
had
two
different
things
that
one
especially
and
like
I
know
it's
budget
season
and
I
don't
want
to
like
hit
hard
on
budget
stuff
actually,
but
I
noticed
that
the
strategic
goals
don't
explicitly
state
anything
about
academic
excellence
and
that's
always
been
one
of
my
sort
of
gripes
about
the
district,
and
I
just
so.
This
is
a
little
footnote.
E
It's
not
really
the
main
thing
I
wanted
to
say,
but
it's
I'm
hoping
that,
like
you
know,
maybe
at
the
end
of
the
five
years
when
we
do
our
next
strategic
plan,
we
can
really
put
a
strong
emphasis
on
academic
excellence,
because
I
I
like
to
see
the
kids
reaching
for
the
stars.
You
know
yeah.
I
know
you
do
and
I
think
we're
I
think,
we're
of
similar
mind
in
that
way.
E
So
the
thing
I
really
wanted
to
raise
is
something
that
I
know
we're
in
covet
and
everything
is
really
hard
right
now
and
I'm
not
that
just
not
lost
on
me.
So
bear
that
in
mind
when
I
say
this,
but
I
feel
like
the
district
is
I
don't,
I'm
not
seeing
a
lot
of
restorative
practices
happening
and
I'm
sort
of
wondering
what
that's
about
and
where
we're
at
with
that
we
went
from
champlain
to
integrated
arts
and
when
we
were
at
champlain
it
was
always
like.
E
Oh
well,
the
teachers
haven't
had
enough
training,
and
now
it's
like,
oh
well,
we
only
use
restorative
practices
for
this
or
that
and
then
I
do
think
it's
really
important
for
kids
to
learn
how
to
like
restore
relationships,
and
I'm
concerned
that
I
just
kind
of
see
that
sort
of
lacking
in
a
lot
of
ways
and
I've
been
in
two
different
schools
now
and
I've
heard
other
parents
feel
that
way
and
I'm
just
kind
of
wondering
like.
Are
we
really
using
assorted
practices?
I
see
the
word.
C
Okay
tom,
do
you
mind
if
I
ask
a
clarifying
question
there
sure?
Are
you
introduce
yourself
for
us
all
right
joanna?
My
name
is
russ
ellick,
I'm
communication.
As
you
know,
we've
been
in
districts
for
a
few
years
now,
but
for
everybody
else
I
do
communication
and
district.
I
also
just
am
putting
sort
of
an
rp
hat
on
as
I
as
I
asked
for
clarification.
C
E
C
Yeah,
so
I
think
you
know
with
no
principles
on
here.
I
would
say
that
that's
that's,
probably
a
fairly
accurate
assessment
on
your
part,
and
I
would
say
that
in
the
district
right
now
we
are
still
working
on
what
is
called
tier.
One
of
restorative
practices
and
tier
one
of
restorative
practices
is
really
about
relationship
building
and
connection
so
that
we
can
have
a
strong
community.
C
There
are
some
schools
that
we
think
are
ready
to
go
to
tier
two,
which
is
where
you
use
restorative,
where
you
repair
harm
using
restorative
practices,
but
we
don't
think
every
school
is.
Is
there
right
now?
So
that's
why
I
think
you
are
seeing
more
about
you're
still
hearing
about
circle,
time,
connection,
time,
you're,
hearing
about
a
real
focus
on
building
community
within
schools,
and
so
that's
all
tier
one
of
rp
stuff,
and
I
don't
think
a
lot
of
schools
are
yet
at
tier
two.
E
A
Yeah
I'll
just
say
that
it's
been
hard
for
me
to
sort
of
assess
where
we
are
with
restorative
practices,
aside
from
the
surveys,
just
because
they're
we're
operating
in
a
pandemic
and
things
that
have
been
not
normal
in
any
way.
But
I
when
I
before
I
came
on
a
board
here,
I
had
the
opportunity
to
talk
to
lots
and
lots
of
people,
and
I
had
you
know
I
probably
had
like
70
conversation
one-on-one
conversations,
and
I
asked
three
questions:
what
what
are
the
strengths?
A
A
So
I
would
just
say
that
we're
we
are
continuing
to
say
that
it's
a
we're
continuing
to
make
it
a
priority
and
state
it
as
one
of
our
as
our
it's
actually
our
number
one
goal
in
those
five
goals,
but
saying
that
it's
a
priority
setting
goals
around
it,
I
think,
is
important.
But
then
the
work
is
deep
is
deep
in
and
challenging
work,
and
I
will
say
that
here
I
was
in
providence
before
here
and
there
was
a.
A
There
was
a
major
battle
about
restorative
practices,
where
a
lot
of
people
didn't
want
restorative
practices
because
they
felt
like
it
let
kids
off
the
hook.
I
was
really
happy
to
see
here
that
that
that
that
feeling
didn't
exist
in
any
significant
way.
So
I
just
feel
like
I
think
it's
a
promising
opportunity,
but
I
think
you're
right
and
it's
fair
and
the
feedback
has
taken
that
that
you
know
it
takes
a
long
time
and
we
need
to.
We
need
to
keep
attuned
to
the
work.
A
I
will
say
to
ongoing,
I
mean:
there's,
there's
continual
ongoing
training.
That's
happening
around
this
there's
a
district
restorative
practices,
team,
school-based,
restorative
practices,
teams
that
are
functioning,
and
so
I
do
feel
optimistic
that
we'll
see
we'll
start
to
see
it
and
feel
it
more.
F
A
F
A
Yeah
rich
I'll,
take
that
one
and
then
megan
and
and
then
valerie
their
hands
up
so
we'll
go
to
them.
After
after
this
question
about
the
old
high
school,
the
work
on
the
old
high
school
continues.
We
are.
We
are
continuing
with
the
re-envisioning
project
that
we
that
we
started
and
that
that
work
is
continuing.
A
G
Marty,
do
you
want
to
add
in
well?
Thank
you
tom.
What
I
will
add
is
we
have
what
we
call
a
building
construction
oversight
committee
meeting
ever
once
a
month.
Every
third
thursday
at
I
believe
it's
5
30,
which
is
a
opportunity
for
you
to
you,
know,
understand
where
we're
at
with
the
construction
project
focused
strictly
on
that
project,
that
that
is
a
good
opportunity
to
get
updated
about
where
we
are
we're
at,
and
we
can
also
share
some
additional
information
on
our
website
and
and
to
our
board.
H
I
work
professionally
as
like
program,
management
type
of
stuff,
and
you
know
same
thing:
you've
got
a
large
audience
to
get
information
and,
just
like
a
you
know,
quick
one,
two
page
summary
post
it
out
there,
so
people
can
kind
of
get
a
status
on
you
know.
What's
the
the
plan
on
the
new
building
how's
things
coming?
Where
are
we
at
and
then
the
same
thing
and
hey?
A
Yeah,
I
appreciate
that
I
think
you
know
I
think
it's
fair
and
I
think
we
get
caught
up
in
in
all
the
work.
That's
going
into
finding
an
immediate
solution
for
for
bhs
and
we,
while
the
work
is
continuing,
we
are
not
necessarily
talking
about
it
in
in
in
a
way
that's
as
as
public
as
maybe
we
could
so.
I
appreciate
the
feedback
there
russ
on
the
web.
Page
is
everything
is
everything
on
there
that
needs
to
be.
C
You
know,
I
think
the
one
thing
that's
missing
right
now
is
I'm
having
our
web
person
go
and
dig
them
up.
Retn
records
all
of
these
meetings
and
we
have
them
on
the
website
up
until
september.
So
it's
just
a
matter
of
grabbing
them
from
our
etn
and
making
sure
that
they're
linked
on
our
website
and
she's
working
on
that
yesterday
and
today.
C
I
believe
there's
been
a
section
about
bhs
in
each
one
of
those
updates
for
the
past
three
or
four
months,
including
the
the
most
recent
one
that
talks
about
this
pilot
program,
looking
to
identify
where
all
the
pcbs
are
and
being
able
to
have
some
real
data
to
make
decisions
about
the
building.
This
summer.
G
C
I
Meg
sorry
about
the
noise.
In
the
background
that
was
high
school
students,
one
heading
out,
I
wanted
to
just
first
thank
you
tom,
for
having
this
and
and
for
scheduling
them
going
into
the
spring
throughout
the
year
and
to
just
recognize
I've
been
in
the
district
now
13
years.
My
son
is
a
senior
and
this
feels
restorative.
I
Actually,
this
act
being
together
and
seeing
you
all
and
having
access
to
you
and
hearing
concerns
both
from
my
my
peers,
my
parent
peers,
but
also
the
the
chat
we
have
not
always
had
an
administration
who
is
willing
to.
In
fact,
we
haven't-
and
I
think
there's
been-
I
just
want
to
recognize
that
there
has
been
damage
in
our
community
that
does
need
repair
work,
and
this
feels
like
a
really
powerful
step
in
that
direction.
So
I
just
wanted
to
thank
you
very
publicly
for
that.
I
I
I
really
appreciate
what's
happening
in
there
and
wanted
to
ask
the
question
related
to
a
few
different
points
in
it,
the
restorative
practice
and
attendance
and
time
and
asked
if
you
all,
will
be
checking
in
with
students
actually
checking
in
with
the
high
school
students
in
a
sort
of
survey
form
to
say
like
is
this
working
is
8
am
working,
you
know,
are
you
enjoying
going
to
school
for
half
a
day?
What
is
it
we
could
be
doing?
I
That
would
provide
you
more
time,
for
example,
or
to
joanna
and
others
point,
and
I
also
have
a
son
with
autism-
and
I
don't
even
know
anything
about
restorative
practices
happening
at
either
ia
or
we're
now
at
ems.
I
have
no
idea
how
he'd
participate
in
that.
How
do
you
feel
about
these
restorative
practices?
I
You
know
going
so
often,
I
think,
as
adults
and
educators,
I'm
also
an
educator.
We
assume
things
are
working
or
we
assume
they're
not
working,
and
we
don't
actually
really
know
from
the
student
level
sort
of
where
kids
are
feeling.
So
I
guess
I'm
wondering
if
there's
sort
of
a
move
in
your
administration
to
start
asking
the
right
questions
of
kids
or
even
asking
like
what
are
the
questions
we
should
be
asking
and
so
that
when
you
come
to
things
like
this,
you
can
say
you
have
that
data
right.
I
The
kids
say:
90
percent
of
kids
responded,
and
I
was
in
new
zealand
on
an
educational
tour
with
uvm
hi
ellen
years
ago,
and
one
of
the
things
that
was
really
striking
to
me
was
that
I
went
to
a
lot
of
middle
schools
where
the
primary
goal
of
the
principal
was
that
kids
wanted
to
be
in
school.
Like
the
number
one
thing
they
focus
on
was
having
kids
who
weren't
absent
because
they
wanted
to
be
there
yeah.
I
And
so
how
do
we
move
as
a
district
to
schools
where
kids
really
want
to
be
there
they're,
not
absent,
because
they
feel
seen
they
feel
heard,
they
feel
challenged,
they
feel
nurtured
and
they
feel,
like
the
adults,
see
them,
and
I
love
the
last
thing
I'll
say
is
ellen.
Thank
you
for
offering
uvm
and
I
hope
that
this
administration
will
just
work.
I
But
maybe
the
goal
was
to
try
to
create
that
internal
motivation
for
teachers
and
staff
to
see
the
value,
and
so
maybe
the
fact
that
it's
taking
six
years
is
an
indication
that,
like
we
haven't
done
it
well
and
that
we
need
to
return
to
that.
So
thank
you.
Everyone
and
I
will
stop
there,
but
the
question.
A
Yeah,
okay,
yeah
and
I
and
I
just
to
start
ellen-
and
I
have
have
talked
a
couple
times
already-
and
I
one
I've
got
kind
of
three
priority
areas
that
I
had
coming
in
there.
Equity
engagement
and
deep
learning
and
engagement
is
really
important
to
me
and
sort
of
the
partnership
with
community
with
community
partners
with
you
all
with
with
students
I
put
in
in
that
group,
around
engagement
as
well,
and
probably
they
should
be
the
first
group
that
we
think
about.
A
A
Some
of
some
of
your
kids
are
on
on
that
council
and
that's
just
been
awesome,
so
we're
yep
kelly
is
here
and
and
so
we're
working
on
yeah
we're
working
on
on
building
spaces
for
student
voice
to
be
heard
by
me,
but
also
for
their
voice
to
be
to
be
heard
more
broadly
in
the
decisions
that
we're
making
as
a
district.
So
I
think
that
we
that's
something
we
need
to
really
work
on.
A
You
know
very
clearly
how
important
that
connection
is
for
for
them
and
and
how
important
it
is
too,
for
them
to
have
the
opportunity
and
the
space
to
to
be
in
a
learning
environment
with
their
peers
without
sort
of
the
additional
distractions
that
are
there.
We
also
had
a
student
who
said
he
would
much
prefer
to
be
in
remote
learning
in
that
group
of
of
four.
So
you
know
it's.
C
And
I
just
want
to
address
the
two
things
that
came
up
in
there
that
were
sort
of
questions
for
us.
Like
do
we
do
these
things?
We
do
survey
students
each
year
about
restorative
practices,
the
use
of
restorative
practices.
We
did
not
do
it,
we
typically
do
it
in
the
spring,
so
around
april
may
we
did
not
do
it
at
the
end
of
last
school
year
for
obvious
reasons,
so
we
I
think
I
do
believe
that
they're
planning
to
do
that
survey
again.
They
also
survey
teachers
each
year
to
see.
C
Where
is
that
buy-in
and
we're
seeing
that
number
move
up,
that
more
teachers
are
buying
into
this
idea
and
then
the
specific
question
was:
should
should
uvm
be
involved?
We
actually
do
have
consultants
from
uvm
on
our
restorative
practice,
restorative
practices,
leadership
and
strategy
teams
that
are
helping
us
roll
this
work
out.
So
we
are
utilizing
folks
at
uvm.
J
Thank
you
thanks
tom
for
hosting
this.
This
is
terrific.
It
really
makes
me
realize
how
much
I
miss
seeing
other
parents
and
just
connecting
around
this
really
challenging
journey.
I
have
a
couple
I'll
try
to
make
it
quick
attendance.
You
know
I
we're
having
low
attendance
in
the
afternoon
sessions
as
well.
I
three
high
schoolers,
9th
11th
and
12th
grade
and
henry
has
been
either
alone
or
with
one
other
student
in
his.
You
know
a
few
of
his
classes,
so
it
gets
just
that
rich
get
richer
kind
of
feeling
again.
J
So
that's
one
concern
the
you
know,
there's
actually
my
kids
kind
of
crank,
the
math
and
there's
a
loss
of
instructional
time
with
going
to
edmonds
on
you
know
for
shorter
class
on
wednesday
to
me,
it's
totally
worth
it
to
get
the
in
person,
but
I
guess
the
segway
is
when
they
get
to
macy's.
Why
can't
wednesday
be
a
flipped
day
so
that
they
have
three
days
in
person
one
week
and
two?
J
The
next
is
that
a
contractual
issue,
or
what
just
in
terms
of
like
kind
of
feeling,
this
forward
momentum
around
getting
academics
back
and
and
a
little
bit
more
face
time.
So
that's
actually
a
question
about
macy's
and
then
the
last
piece
that
you
know
I
feel
like
we're
in
the
home
stretch
right.
I've
got
march
kind
of
in
in
sight,
but
at
the
same
time,
if
we
were
to
say
a
year
ago,
this
happened,
we
had
two
more
months.
That
would
seem
internal
right.
J
So
I
don't
think
it's
too
late
to
ask
the
question
about
the
screen
time
issue.
I'm
just
really
concerned.
My
kids
have
the
benefit
of
a
very
you
know,
a
lot
of
opportunities
off
screen,
because
I
can
provide
that
for
them,
but
even
in
our
family,
we're
very
concerned
about
the
number
of
hours
on
the
screen,
the
multi-tasking
or
anything
from
vision,
issues
to
attention
span
to
just
being
sedentary.
J
I've
spoken
with
all
of
their
teachers
about
possibly
assigning
some
things
that
are
off
screen,
and
I
understand
there's
an
equity
issue
with
that.
If
kids
don't
have
access
to
a
book
or
a
ruler
to
do
the
measurement
or
to
you
know
a
safe
place
to
go
outside
and
do
an
observation
or
whatever,
but
there
are
parents
in
the
district
who
have
more
capacity
than
others
that
could
do
kind
of
a
peer-to-peer.
J
A
J
A
A
A
There
was
concern
about
the
schedule
flip-flopping
and
not
having
consistency
around
the
days,
but
I
do
think
that
that's
something
we
just
need
to
come
back
to
and
and
and
we
need
to
do
it
soon,
because
march
is
going
to
be
here
before
we
before.
We
know
it.
We're
really
fortunate.
I
don't
know
if
you
all
know
gail
botello
and
jocelyn
fletcher.
They
are
there.
A
Two
burlington
school
department
staff
members
who
we've
assigned
to
work,
who
I
assigned
to
work
with
the
high
school
in
planning
to
get
back
into
macy's,
so
they've
been
doing
a
ton
of
work
to
and
showing
great
leadership
with
noel
and
his
team
to
to
get
us
ready
for
macy's.
So
I
was
referring
to.
I
asked
victor
to
bring
it
to
the
task
force
because
we
we
meet
every
every
week
as
a
task
force
to
to
do
the
planning
around
the
high
school
work.
A
So
we'll
add
that
to
the
list
of
of
items
that
we
need
to
talk
about,
and
then
screen
time
is,
is
I
agree
with
you
that
I
don't
want
my
students
or
any
of
the
students
in
my
care
to
be
on
screens
for
huge
amounts
of
time
during
the
day,
and
I
think
that
our
students
are
on
screens
too
too
much
and
particularly
at
the
high
school.
So
it's
really
it's
been
kind
of
vexing.
The
screen
issue
I
mean
the
cameras
on
or
off
the
screens
on
or
off
you
know.
A
But
if
you
turn
it
off,
you
can
right,
so
it
creates
there's
just
so
many
challenges
around
this
piece.
I
mean
for
me
honestly.
Two
two
months
is
a
long
time,
so
we
need
to
be.
We
need
to
be.
We
need
to
consider
the
the
amount
of
screen
time.
I
think
that
we've
we've
been
hearing
more
about
needing
to
have
presence
during
screen
time
than
we've
been
hearing
about
not
having
as
much
screen
time,
which
doesn't
help
my
answer
to
you
valerie,
which
is
not.
I
don't,
have
a
great
answer.
A
B
B
B
A
All
right,
I
think
we
have
time
for
one
more
question
I
see
kelly's
hand
is
up.
I
also
know,
there's
there's
been
some
questions
and
conversation
in
the
chat,
I'll
I'll
talk,
russ
and
victor,
and
I
are
working
together
on
on
planning
this
and
and
running
these,
so
we'll
we'll
talk
and
try
to
figure
out
a
good
strategy
for
for
the
chat.
A
I
like
the
chat
I
like
that's
happening,
there's
a
opportunity
for
you
all
to
communicate
and
to
see
thoughts,
but
I'm
I'm
I'm
worried
that
I'm
not
going
to
be
able
to
answer
questions
from
it.
So
we'll
we'll
take
a
look
at
it
and
then
reach
out.
If
there
are
individual
questions
that
you're
having
or
you
can
feel
free
to
reach
out
to
us
too
kelly.
K
C
B
K
I
wanted
to
say
that
you
know
the
the
high
school
teachers
that
are
wondering
you
know
how
how
best
to
do
remote
stuff
have
they
tapped
into
the
teachers
that
have
been
doing
remote
all
year
long.
You
know
my
son's
fourth
grade
teacher.
I
swear
you'd.
Think
she'd
been
doing
this
for
30
years,
like
he
has
a
smooth
class
going
he's
not
on
screen
all
day
long
at
all.
K
You
know
he
has
maybe
three
or
four
meetings
mixed
throughout
the
day
and
he
can
tap
into
his
teacher
whenever
he
needs
a
support
system
that
he
calls
his
grandparents
for
a
certain
math
help,
or
you
know,
science
help.
So
you
know
I,
I
think
the
teachers
that
have
been
teaching
remote
all
along
might
be
a
really
good
resource,
because
they've
been
practicing,
they've
been
doing
it
and
some
of
them
are
doing
it
really
really
well.
B
K
K
His
engagement
has
now
shot
through
the
roof,
because
he
has
the
appropriate
accommodations,
we're
doing
100
remote
he's
at
home.
He
has
so
few
distractions
and
so
few
triggers
at
home
because
it
is
a
safe
space.
So
therefore
he
is
engaged,
and
so
I'm
wondering
if
the
level
of
engagement
is
due
to
just
not
feeling
that
safety
not
feeling
that
depth
of
support,
knowing
if
I
stumble
somebody's
right
here,
if
I
don't
understand
this
teacher,
there's
somebody
right
here
to
to
help
me.
K
So
I
just
thought
that
was
something
which
then
my
first
thought
was
remote
support.
I
too
have
been
hearing
a
lot
of
families
questioning
whether
they
can
start
doing
remote
with
their
kids
if
they
can
pull
them
and
that
you
know
led
me
to
worrying
about
the
state
of
remote
right
now.
For
middle,
not
for
middle
school
for
elementary
school,
it's
doing
great.
Like
I
said
my
fourth
grader
is
doing
wonderful.
I
do
wish
she
had
a
playground
full
of
kids.
K
You
know
in
the
middle
of
the
day,
I
think
that
is
our
biggest
loss
is
that
you
know
just
that
that
social
aspect
middle
school.
However,
we
still
don't
have
a
science
teacher
so
like
that
makes
me
worried
bringing
in
more
sixth
graders.
You
know
that
are
expecting
a
science
class
and
are
pretty
much
expected
to
do
the
work
very
very
independently.
K
I
am
on
leave
at
home
right
now,
I'm
not
in
my
classroom,
I'm
home,
supporting
my
kids
acting
as
my
son's
para,
and
it
made
me
wonder:
should
we
be
a
little
preemptive
and
proactive
and
start
asking
the
families
that
we
know
to
be
more
at
risk
or
more
that
have
more
challenges
and
hurdles
to
overcome?
Should
we
be
asking?
What
would
you
need?
You
know.
I
know
that
I
sixth
grade
math,
I'm
I'm
struggling
with
I'm
doing.
Okay.
Fourth
grade
math.
K
Those
word
problems
like
I
can't
I'm
like,
I'm
I'm
as
frustrated
as
you
buddy,
like.
Let's
try
to
figure
this
out,
so
I
had
to
set
up
that.
He
calls
his
grandfather.
His
grandfather
can
just
figure
it
out.
You
know,
so
I
have
the
privilege
and
the
luxury
of
being
able
to
have
a
stronger
support
group
that
I
can
reach
out
to,
but
it
would
be
great
if
we
could
offer
a
stronger
support
to
to
our
families
that
need
those
supports
as
well.
K
You
know
is
there,
can
we
match
up
high
school
students
with
middle
school
students
for
tutoring,
so
the
high
school
students
earn
credit
for
something
and
the
middle
school
students
get
support
from
a
you
know:
big
buddy
sort
of
system.
You
know,
I
feel,
like
there's
a
lot
of
methods
that
we
use
in
school,
that
we
kind
of
like
fizzled
out
on
forgetting
about
a
big
buddy
system.
B
A
Got
it?
Thank
you,
kelly
yeah.
I
think
I
actually
had
the
opportunity
to
read
to
the
second
grade
remote
class
and
and
had
an
awesome
time.
It
was
right
before
the
winner
came
in.
I
read
a
book
about
what
the
fox
does
when
winter
comes,
and
it
was
interesting
to
see
and
impressive
to
see
the
level
of
kind
of
structure
around
engagement
that
those
that
the
teachers
the
elementary
remote
teachers
had.
A
A
I
also
think
there
you're
right
that
there's
a
there's,
a
learning
there
for
us
for
the
people
who
are
who
are
kind
of
remote
teachers
this
this
year,
they're
they're
more
advanced
in
their
understanding
of
how
to
do
it
and
we
we
should
benefit
from
from
them,
and
then
I
think,
maybe
what
I'll
do
russ?
Let's,
let's
bring
stephanie
to
the
next
meeting.
Stephanie
phillips
is
our
executive
director
of
curriculum
instruction
and
she's
been
working.
A
if
there
are
any
follow-ups,
just
email
me
directly,
my
name,
my
email
is
t
flanagan
at
bsdvt.org,
so
just
feel
free
to
reach
out
directly
directly.
To
me,
with
any
specific
questions
didn't
get
answered
here,
we're
on
the
books
again
in
two
weeks
is
that
why
is
that
right,
russ
and
victor
two
weeks
so
we'll
keep
sending
it
out?
Thank
you.
All
so
much
for
being
here,
I'm
I'm
I
there
are
more
people
than
I
thought
would
be
here
on.
A
C
C
I
Yeah,
I
literally
say
someone
sent
it
to
me
and
the
friend
said:
do
you
think
the
chances
are
good
they'll
be
in
school
in
early
march,
and
I
said
absolutely
not.
I
was
such
a
fair
and
so
was
like
the
feeling
val
expressed
like
hopeful
excited,
and
I
haven't
seen
it
out
in
nol
green's
communications,
but
it
really
was
a
game.
Changer
and
you'll,
get
like
me
out
in
the
community
cheerleading
for
you.
Instead
of
yeah.
C
C
C
I
Great
russ:
do
you
have
just
one
second
sure
kind
of
one
thing
I
think
the
more
you
can
get
it
out
faster,
the
better
for
the
mental
health
of
parents?
Okay,
so
if
you
could
send
out
like
instead
of
waiting
till
friday,
if
you
could
send
out
great
news
for
bhs,
I
mean
it
could
be
really
that
simple
and
then
just
the
three
links
and
then
encourage
noel
to
do
some
best
practices
around
like
his
emails
recently
have
been
much
better
and
more
comprehensive,
but
getting
that
information
out
would
be
huge.