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From YouTube: Lunch with Tom, March 3
Description
As Superintendent, my three core values in education revolve around Deep Learning, Equity, and Engagement. I have enjoyed meeting and hearing from so many parents, staff, and community members this year, and I am committed to keeping the lines of conversation and communication open!
“Lunch with Tom" is a virtual opportunity to hear updates from around the District and ask questions about BSD happenings. My goal will be to host these as an opportunity to connect and share with families and community members.
Catch past episodes and presentations on our website.
Thanks for sharing your lunch break with me!
- Superindentent Flanagan
C
D
C
Hi,
you
don't
really
see
me
I'm
on.
I
had
eye
surgery
yesterday,
so
I
might
turn
off
my
screen
and
just
listen.
Okay,.
A
All
right,
so
it's
great
to
see
you
all
for
for
lunch
today.
Thank
you
so
much
for
for
being
here.
Many
of
you
have
been
here
for
previous
lunches,
and-
and
some
of
you
are
probably
here
for
your
first
lunch-
we're
not
actually
eating
lunch.
I
forgot
to
bring
mine
today
so
but
feel
free
to
eat.
I
think
it's
that
would
be
great
one
day,
we'll
be
together.
A
Eating
lunch
and
talking,
which
I
think
will
be
will
be
fun
and
russ,
and
I
are
also
thinking
about
other
times,
because
we
know
that
lunch
isn't
always.
The
is
is
often
not
the
best
time
for
for
many
people,
but
the
the
purpose
of
this
is
is
engagement
right.
It's
one
of
I
have
three
priorities
coming
in.
A
They
are
equity,
engagement
and
deep
learning,
and
this
is
just
one
of
the
many
opportunities
that
that
we
have
to
create
engagement
but,
like
I
said
we
are
looking
at
maybe
having
one
lunch
and
one
one
a
different
time
or
a
different
day,
a
different
kind
of
event
like
this
anyway,
we've
had
five
or
six
of
them
so
far.
I
think,
and
and
they've
been
great,
and
so
I
I
really
look
forward
to
to
these
these
times
in
my
in
my
week.
A
So
it's
an
opportunity
to
engage
staff
parents,
members
of
the
public
invested
in
our
success
and
and
it's
open
to
everybody
we
we've
had
you
know
again.
We
have
james
on
a
principal.
We
have
families,
we
have.
We
have
teachers
and
and
staff.
So
it's
it's
open
to
to
everybody
who's
invested
in
our
success.
A
What
we
do
is
we
communicate
district
updates.
I
have
a
couple
of
updates
today
and
we've
been
aligning
some
of
those
updates
to
our
our
strategic
goals.
We
have
six
strategic
goals
as
a
as
a
district
that
we
set
this
summer
that
we've
been
working
toward
that.
Not
everyone
knows,
and
but
these
will
these
will.
We
want
to
make
sure
they're
more
public
and
and
we
want
them
to
build
them
into
our
strategic
planning
process.
That's
going
to
start
this
summer.
A
It's
also
a
place.
This
lun,
these
lunch
lunches
with
tom
for
open
conversation
about
bsd-wide
issues.
I
I
would
just
ask
that
if
there
are
specific
issues
about
individual
students
or
staff
that
that
those
come
directly
to
me,
I'm
happy
to
very
happy
to
have
those
conversations.
I
think
it's
more
appropriate
for
us
to
have
those
conversations
in
a
smaller,
less
less
public
setting.
So
please
feel
free
to
bring
any
specific
questions
to
me
directly
and
then
it's
also
an
opportunity
to
build
relationships
and
community.
A
We
don't
have
a
breakout
room
today,
but
we've
done
some
breakout
rooms
and
those
have
been
kind
of
fun
just
to
connect
people
on
on
the
call
and-
and
so
so
that's
that's
the
purpose
and
you
see
the
agenda
agenda
stands.
Russ
is
going
to
hold
me
to
15
under
15
minutes.
D
Yeah
you're
you're
already
using
the
time,
so
I'm
moving.
D
A
All
right,
so
we
have,
we
have
six
goals.
The
first
goal
is
around
inclusive
building,
inclusive
and
equitable
communities,
and
the
second
goal
is
third
grade
reading
and
math,
and
the
fourth
goal
is
seventh
grade
eighth
grade
math
as
related
to
eighth
grade
math,
the
the
and
then
we
have
a
couple
of
goals:
four
and
five
that
are
related
to
access
to
higher
level
courses
for
for
all
students
at
the
high
school
level
and
the
fifth.
D
A
Okay
and
then
that
sixth
goal
is
that
our
faculty
and
staff
are
a
mirror
of
our
of
our
student
population,
and
so
you
can
see
the
left
are
those
goals
that
I
mentioned
the
goal
areas
and
then
the
measures
are
on
the
right
hand,
side
and
again.
These
are
just
goals
that
we
set
pretty
quickly
this
summer
to
to
get
us
in
the
habit
of
setting
setting
goals
and
and
tracking
our
progress
toward
them.
But
we're
going
to
be
heading
into
a
strategic
planning
process
very
shortly.
A
That
will
set
our
goals
for
the
next
five
for
the
next
five
years,
and
that
should
be
ready.
This,
this
early
fall
of
2021
and
we're
going
to
be
looking
for
engagement
around
that
that
process
shortly.
A
So
today
we're
going
to
talk
about
this
goal
three.
So
one
of
the
goal
areas
that
we
wanted
to
dig
in
on
was
around
our
math
proficiency
and
how
we
were
preparing
students
for
high
school
math,
because
we
had
learned
that
our
some
some
students,
particularly
students
who
qualify
for
free
and
reduced
lunch,
do
not
have
the
same
participation
in
higher
level
math
courses
and
coming
into
high
school,
and
so
we
wanted
to
look
at
eighth
grade
and
see
where
our
students
were
in
eighth
grade.
A
We're
also
looking
at
all
grades,
but
this
would
be
a
a
a
primary
time
to
look
at
them
to
look
at.
This
is
a
this
is
a
pivotal
point
for
us
to
look
at
as
students
are
getting
ready
for
ninth
grade
math.
So
this
is
that
students.
The
goal
is
that
students
are
at
grade
level
by
in
math
by
the
end
of
eighth
grade,
and
this
is
actually
we
use
the
the
smarter
balanced
assessment
which
we
call
the
s
back.
A
We
haven't
administered
that
since
2018
18
and
19
the
spring
of
2018-19,
so
those
are
the
most
recent
whole
district
scores
that
we
have
and-
and
you
can
see
where
we
are
again.
This
is
these:
are
tests
at
one
point
at
one
time,
so
they're
not
the
end-all
be-all,
but
they
do
give
us
a
sense
of
where
our
students
are,
and
what
you
can
see
is
that
we
have
a
lot
of
work
to
do
for
all
for
all
students
that
that
49
of
students
being
proficient
or
are
advanced
on.
D
D
Slide
we're
going
to
talk
about
how
we're
going
to
see
the
shift
in
these
numbers
a
little
bit
too
to
the
eighth
grade.
So
it's
important,
I
think,
to
compare
those
those
periods
of
time
where
we're
at
so
this
is
actually
how
we're
doing
on
an
interim
level
on
the
at
eighth
grade,
and
these
are
brand
new
scores
this
we
do
when
we
do
this
test.
We
do
it
a
couple
times
a
year
from
my
understanding
tom,
and
this
is
the
most
recent
test
that
we've
had
of
eighth
graders.
A
Yeah,
so
the
the
last
the
last
slide
showed
third
grade.
We
have
that
for
eighth
grade
too,
and
what
you
see
are
similar
similar
numbers
for
eighth
grade
on
the
smarter,
balanced
assessment
that
s
back
spring
2018-19
assessment.
A
In
addition
to
that,
we
do
regular
curriculum-based
assessments
throughout
the
course
of
the
year,
and
so
this
is
the
this
is
the
winter
assessment
in
math
for
eighth
graders,
and
it
shows
you
the
num,
the
percentage
of
students
who
are
at
or
above
grade
level,
in
on
the
on
that
s.
Back
so
again,
it's
these
numbers
are
are
better
than
the
than
the
numbers
on
the
state
assessment,
which
makes
sense.
A
In
some
ways
the
state
assessment
tends
to
be
a
little
more
rigorous,
and
this
assessment
is
done
more
closely
to
the
curriculum,
that's
being
taught
so.
Students
tend
to
do
a
little
bit
better
on
these
interim
assessments,
but
you
can
still
see
the
work
we
have
to
do
for
all
of
our
students
and
particularly
for
our
students
who
qualify
for
free
and
reduced
lunch.
So
this
is
an
area,
though,
that
we
we
are
focusing
on,
and
we
need
to
continue
to
focus
on
one
of
the
things
that
we've
done
this
year.
A
Is
we've
really
tried
to
prioritize
our
professional
learning
and
around
number
talks
in
math
so
giving
students
the
opportunity
to
to
not
just
solve
problems
on
their
own
or
find
answers
on
their
own,
but
to
be
able
to
explain
and
are
and
and
be
able
to
explain
and
talk
through
how
they
arrive
at
answers,
which
is
a
which
is
a
really
great
way
to
help
students
have
agency
in
their
learning
and
also
if
you
can
explain
how
you
got
to
an
answer
you're
just
you,
you
understand
it
much
better,
and
so
it's
a
good
learning
strategy
too.
A
So
we
focused
on
number
talks
this
year
and
there
was
actually
professional
development
yesterday
on
on
number
talks.
A
All
right,
so
I
wanna
we've
been
adding
those
those
sort
of
updates
on
our
on
our
strategic
goals.
Each
year
I
mean
each
week
and
so
going
through
one
of
those
each
week
yesterday,
shifting
gears
wasn't
was
it
a
great
day
for
for
bsd
we
had
a
number
of
really
wonderful
things
happen
yesterday.
The
first
is
that
downtown
bhs
opened.
We
had
our
our
teachers
and
staff
in
downtown
bhs.
We
had
the
mayor
and
and
a
couple
of
our
of
our
state
legislators
and
partners
in
the
state.
A
There
senator
beruth
senator
representative,
and
we
did
a
ribbon
cutting,
and
you
see
claire
right.
There,
chair,
chair,
school
board,
chair
claire
wall
and
and
myself
and
lauren
mcbride,
the
new
principal
next
to
me,
and
we
just
we
had
a
great
day
and
it
was.
It
was
just
great
to
see
the
excitement
in
the
in
the
the
staff
that
were
there
and
also
students.
We
had
a
number
of
students
there
and
they
were
very
excited
about
about
being
there
and
sort
of
covering
it
and
and
they'll
be
there
tomorrow.
A
So
we
start
tomorrow
at
downtown
bhs.
The
other
big
thing
that
happened
yesterday
was
that
the
budget
passed
so
with
76
percent
of
voters
approving
the
budget.
That
was
huge.
We
so
appreciate
the
support
from
our
community.
I've
learned
right
when
I
got
here
before
I
got
here,
as
I
was
doing
a
listening
tour
that
the
community
is
just
is
engaged
and
is
proud
of
their
engagement
in
our
schools,
and
I
just
think
there's
so
much
power
there,
and
I
really
appreciate
the
the
engagement
and
the
support.
A
We
were
really
really
intentional
about
about
getting
the
tax
increase
percentage
down
as
low
as
we
possibly
could
without
cutting
any
programs,
and
so
that
was
the
philosophy
of
of
the
of
the
budget
development
and
we
were
very
disciplined.
We
looked
for
savings.
We
found
savings.
We
also
got
help
from
the
governor
three
and
a
half
million
dollars
came
through
from
the
state
vote.
A
The
governor
put
it
in
his
budget
amendment
and
then
it
was
supported
through
by
senator
bruce
and
representative
kwinsky
and
others
to
to
help
us
to
help
us
make
this
happen.
Many
others.
So
thank
you.
Thank
you.
Thank
you
for,
for
the
for
pet.
For
being
in
support
of
the
budget
in
our
in
our
schools-
and
the
last
is
that
we
learned
that
vaccinations,
the
the
governor
yesterday
told
us
that
he
is
intending
to
have
all
school
staff
vaccinated
by
mid-april,
and
that
is
a
huge,
huge
announcement
that
is
really
exciting.
A
I'm
personally
excited
for
myself
and
my
my
children
and
my
team,
and
for
for
our
entire
district.
The
other
thing
that
that
happened
over
the
break
was
that
we
got
an
opinion
piece
from
secretary
of
french
dan.
French
is
the
secretary
of
education
and
he
wrote
an
opinion
that
said
that
you
know
again.
We
that
that
we
all
know
we
need
to
be
in
that
optimal
learning
happens
in
person
for
the
majority
of
students.
A
That's
pretty
been
pretty
it's
not
true
for
every
single
student,
but
it's
been
pretty
clearly
experienced
for
the
majority
of
students,
and
so
he's
he's
saying
that
we
kind
of
taking
that
as
a
as
a
as
a
foundational
understanding,
which
I
know
we
may
not
all
share,
but
but
that's
where,
where
he
was
coming
from
and
that
with
vaccinations
coming,
we
we're
hopeful
to
get
back
in
person,
and
so
the
governor
has
been
saying
for
a
few
weeks
a
few
months
that
he
wants
to
be
in
person
more
in
april
and
and
so
we're
not
exactly
sure
what
that
what
that
means.
A
He
did
in
that
opinion.
Piece
say
that
that
would
mean
reducing
the
physical
distancing
requirements
from
six
feet
to
three
feet
and-
and
I
told
my
team
before
the
break,
you
know,
the
only
way
we
would
be
able
to
get
back
more
in
person
is
if
the
the
physical
distancing
guidelines
are
less
than
six
feet.
You
know
if
they
go
down
to
something
like
three
feet
and
if,
if
their
vaccinations
out
out
there,
and
so
to
my
surprise,
that
that
those
these
announcements
came
out
over
the
over
the
break.
A
We
also
learned
to
I
learned
today
that
the
cdc
is
considering
reducing
their
recommended
distancing
guidelines
from
six
to
three
feet,
because
we've
also
heard
from
the
president
and
the
secretary
of
education,
miguel
cardena,
the
new
secretary
of
education,
that
that
everybody
wants
to
get
more
students
back
in
person
at
the
at
the
secretary,
at
the
from
the
secretary
of
education,
to
the
president,
to
our
governor
to
our
secretary
of
education
here
in
vermont
and
and
and
that
the
science
does
not
necessarily
say
that
six
feet
tell
us
that
six
feet
is
the
right
physical
distancing
that
there's
some
combination
of
physical
distancing
of
masking
of
testing
and
a
vaccinations.
A
That
would
allow
this
to
happen.
So
right
now
all
I've
done
is
told
my
team,
which
includes
my
cabinet,
which
includes
my
all
of
our
principals
and
our
directors
and
executive
directors
to
to
start
thinking
with
their
teams
what
it
would
take
to
be
back
in
person
more.
It's
going
to
be
a
lot
more
complicated
for
secondary
schools,
because
of
scheduling
and-
and
so
I've
just
asked
james
is
on
the
call.
A
A
You
know
testing
to
to
make
sure
that
we
are
aware
of
of
any
of
any
students
who
are
who
may
be
asymptomatic
and
make
sure
students
are
aware
if,
if
they
are
and
families
are
aware,
and
also
to
provide
some
level
of
confidence
that
that
you
know
the
people
who
are
in
school
are
are
are
aware
of
their
of
their
health
and
that
we
don't
have
asymptomatic
students
in
school
so
that
that
could
be
a
part
of
our
of
a
strategy
to
get
back
more
in
person
this
spring.
A
A
A
So
what
what
are
your?
What
are
your
thoughts,
questions
ideas?
It's
great
to
see
you
all.
I
see
lots
of
familiar
faces:
some
coaches,
some
teachers,
some
families,
some
school
board,
members,
a
little
bit
of
everybody
out
here.
It's
great
to
great
to
see
you
all
and
a
shout
out
to
megan.
I
gave
megan
munson
working
a
shout
out
the
the
first
time
she
she
said
tom.
You
need
to
figure
out
a
way
to
get.
A
You
know,
get
something
going
like
a
press
conference
or
something
and
and
that's
that
that
was
the
what
got
this
this
started
as
well.
As
my
I
have
a
mentor
out
and
I
have
a
mentor
who
who
did
something
called
conversate
or
coffee
with
what
was
it
cookies,
carl
and
and
so
the
that's
where
we
we
land
today.
So
thank
you.
A
Thank
you
meg
for
your
ideas
to
get
this
going,
and
we
also
have
becca
mcrae
here
becca's
here,
to
to
be
a
participant,
but
also
to
help
us,
because
we
know
questions
may
be
kind
of
covert,
related
and
becca
is
our
covet
coordinator
and
has
just
been
an
enormous,
an
enormously
important
part
of
our
team
in
making
sure
that
we're
up
to
speed
on
on
what
we
need
to
know
and
and
that
we're
keeping
each
other
ourselves
safe
and
that
we're
able
to
to
be
in
school.
So
all
right,
kate,.
C
Hi,
so
I
know
that
the
news
that
educators
and
staff
in
schools,
I'm
getting
vaccinated
is
really
brand
new,
but
I'm
hoping
that
I'm
just
curious
if
you
guys
are
going
to
explore
like
as
a
district,
getting
us
vaccinations
or
if
we
have
any
idea
how
that
part
will
work,
knowing
that
they
said
that
we
wouldn't
be
registering
through
the
state
website.
A
There
becca
is
going
to
want
I'm
going
to
ask
becca
I'll.
Ask
you
to
talk
about
that,
but
it's
a
it's
just.
So
you
know
it
is
a
moving
target
right
now
we're
getting
information.
We
are
in
dialogue
right
now
about
what
could
and
could
not
work,
and
we
have
some
information,
but
it's
there
are
moving
pieces
here.
So
I
imagine
we're
going
to
get
much
more
clarity
over
the
course
of
the
next
couple
of
days,
but
becca.
What
do
you?
What
do
we
know
right
now.
B
So
we
are
in
a
whole
pattern
of
gathering
information
from
the
state,
but
from
what
I
do
know
and
what
I
have
been
hearing
from
other
districts,
I
think
it's
going
to
work
a
lot
like
our
testing
has
worked,
so
the
national
guard
is
involved.
B
I
think
the
ahs
is
going
to
create
a
separate
site
for
us
to
sign
up.
That's
all.
I
really
know
right
now
we're
definitely
in
the
beginning
stages,
and
we
were
told
that
we
would
have
more
information
by
friday,
so
we're
just
kind
of
like
in
a
hang
tight
waiting
for
more
information.
As
soon
as
we
know,
I'm
sure
russ
will
be
putting
out
a
district-wide
email
to
you
all,
but
we
chills
yeah.
C
C
A
Here
here
there,
this
all
happened
really
quickly,
so
we
we-
I
I
had
no
indication
until
wednesday
of
last
week
that
that
there
would
this
was
even
in
consideration
wednesday.
We
got
an
email
asking
for
the
survey
for
us
to
put
the
survey
out,
and
so
we
put
that
survey
out
with
a
really
quick
timeline
and
so
russ
and
I
talked
about
it
and
we
thought
okay,
there's
there's
something
going
on
here
related
to
the
vaccine.
A
It
seemed
pretty
clear
right
so,
but
it's
all
it's
all
come
about
in
the
last
couple
of
days.
So
that's
that's.
Why
there's
the
information?
That's
gonna,
probably
be
kind
of
coming
coming
out
in
bits
and
spurts.
F
G
Thank
you
becca,
and
thank
you
tom
and
everyone.
How
are
you
deciding?
Is
it
blanketing
bsd?
Is
it
student
facing
kids?
Is
it
substitutes
and
other
people
who
come
into
the
building?
G
How
are
you
all
deciding
who
gets
it
and
how
is
that
decision
being
made?
I
guess,
are
there.
A
G
A
There
are
layers,
and
there
are
still
decisions
that
need
to
be
made.
It
is
school,
school-based
staff,
so
it's
school
district
personnel,
which
is
all
the
staff
that
are
in
schools
and
folks
that
work
for
the
school
district.
Who
who
spend
time
in
the
schools
the
the
phasing
is
something
that
there
they
have
told
us
that
they're.
Maybe
we
will
get
some
more
guidance
on
it,
but
they've
told
us
that
that
the
district
districts
will
be
making
kind
of
their
own
rules
around
it.
A
And
so
I
I
imagine
what
we
will
do
is
work
together,
regionally
and
have
and
guidance
will
start
to
come
out
so
that
we're
not
each
individual
district.
Creating
our
own
rules,
which
was
sort
which
was
which
has
been
an
issue,
was
an
issue
already
with
vaccinations
for
our
health
professionals,
because
it
was
that
that
information
didn't
come
out
altogether
and
districts
interpreted
it
differently
and
it
created
problems.
A
So
I'm
going
to
be
working
as
hard
as
I
can
with
the
regional
superintendents
to
make
sure
that
we
have
alignment
around
our
around
how
we're
how
we're
doing
this.
But
we
had
a
meeting
yesterday
and
and
there
everyone's
just
processing
this
right
now
and
and
waiting
for
more
information
before
we
can
really
message,
develop,
fully,
develop
and
message
a
plan,
but
becca.
You
probably
have
way
more
information
than
I
do
on
this.
G
I
guess
I'm
just
are
you
thinking
it
will
affect
substitute
teachers,
because
I've
heard
recently
that
60
of
absences
teacher
absences
or
para
absences
are
unfilled.
So
will
you
make
an
effort
because
they're
not
through
bsd
they're
through
an
outside
third
party,
to
get
them
folded
in
to
the
vaccination
and
it
might
increase
the
availability
of
substitute
teachers.
A
A
We
have
some
district
level
sub,
so
yeah,
but
I
I
think
it's
important
that
you
know
substitutes
because
you're
in
front
of
students
and
that's
who
we're
that's,
who
we're
that's,
we're
really
trying
to
get
the
get
the
vaccines
to
and
and
our
substitutes
are
really
important
right,
because
they
they
help
us
piece
together
when
we're
when
we're
in
when
we
need
support
in
places,
and
so
I
think
yeah
subs
will
be
a
key
part
of
this
vaccination
process.
B
If
it
helps
the
deficit
that
we
given
of,
who
would
be
getting,
the
vaccination
is
quote,
school
staff
who
are
in
regular
contact
with
students
will
be
eligible
to
receive
this
vaccine,
including
educators,
support
professionals,
food
service
staff,
bus
drivers
and
more
unquote,
like
tom,
said.
I
think,
there's
always
this
general
who
is
eligible
and
then
there's
a
larger
conversation
around
how
it
looks
and
to
be
uniform
with
other
districts.
B
As
he
said,
it
did
cause
a
problem
when
the
group
1
a
was
defined,
and
when
we
got
to
the
point
of
defining
group
1a
at
our
school
district,
the
state
had
put
out
a
list
of
people
who
qualified,
and
so
people
in
our
district
were
not
included
that
were
included
in
other
districts.
Because
of
the
timing
of
when
our
list
was.
F
Created
just
a
question:
this
is
anthony
carricus
paraeducator
at
hunt.
Do
we
know
which
vaccine?
This
is
what
the
name
of
it
is
there.
A
Are
there
are
there
will
be
a
choice
of
vaccine
and
so
what
I'm
actually
hearing
some
different
information
on
that,
but
we
heard
from
the
city
today
that
there
will
be
that
there's
going
to
be
a
choice
for
for
our
educators.
A
A
I
think
where
there's
going
to
be
some
work
to
make
sure,
because
the
moderna
and
what's
the
other
vaccine,
the
the
two
yeah
have
such
high
efficacy
rates,
that
there's
worry
that
people
are
going
to
hold
out
for
those
and
then
and
not
want
the
johnson
johnson
vaccine,
but
the
johnson
and
johnson
vaccine.
If
it
had
come
out
first,
everyone
would
have
been
amazed
at
the
efficacy
rates
of
that
vaccine.
So
I'm
I'm
going
for
the
johnson
and
johnson.
I
think
we're
gonna.
A
It
sounds
like
there's
gonna,
be
some
level
of
choice,
but
that's
that's
what
that's
what
we're
hearing
right
now,
but
again
a
lot.
Thank
you
for
the
question,
anthony
and,
and
still
lots
of
clarity
that
we're
still
gathering
and
becca.
What
do
you
think
that
was
new
news
to
me
becca
when
we
heard
the
choice
this
morning,
so
maybe
I'm
gonna
miss
that
yesterday.
B
There's
a
little
bit
of
that
and
I'm
planning
to
progress
today
as
well.
My
understanding
is
that
the
the
ones
that
are
being
school
based
will
be
johnson
johnson,
but
then
you
have
the
opportunity.
If
you
wish
to
have
dinner
advisor
to
get
it
out.
Walgreens
is
what
it
seems
to
be.
The
information
out
there.
A
And
we're
still
figuring
out
how
the
distribution
so
they're
they're
telling
us
that
districts
will
be
distributing
in
the
way
that
we've
been
doing
the
testing,
not
in
the
same
way
like
we
won't
roll
it
out
the
exact
same
way.
But
in
the
way
that
the
vermont
department
of
health
and
has
worked
with
us
and
the
agency
of
education
has
worked
with
us
to.
And
then
we
we
do.
The
testing
they're
saying
that
it'll
be
a
similar
type
of
rollout
for
the.
F
A
F
G
Now
you
have
to
be
quiet,
I
always
have
something
first
of
all,
as
you
probably
have
gathered,
so
I'm
happy
to
have
I'm
happy
to
just
put
this
out
there
into
the
ether
into
the
environment,
and
then
you
know
do
what
you
want
with
it,
and
the
community
can
do
what
it
wants.
The
two
things
I'm
thinking
a
lot
about
right
now,
as
somebody
with
a
senior
in
high
school,
is
I'm
thinking
a
lot
about
the
lack
of
support
at
bhs,
and
it's
not
just
this
year.
G
So
I
just
want
to
name
it's
not
a
covid
specific
like
that.
Probably
has
intensified
it,
but
it
it
was
a
problem
before
and
it
continues
to
be
a
problem
of
any
kind
of
college,
counseling
or
support.
G
I
know
this
not
just
from
my
son
who
has
me:
I've
been
a
college
professor
forever,
so
he's
actually
in
a
better
spot
than
most,
but
I'm
really
feeling
it
as
an
equity
issue,
and
you
know
I
know
that
there
are
some
like
you
know,
there's
a
parent
night,
but
then
the
parent
night
isn't
posted
and
it's
not
distributed.
G
If
you
couldn't
make
it
and
the
sessions
I've
seen
with
both
my
son
and
my
niece,
who
is
in
a
very
different
place
than
my
son
in
terms
of
college
readiness
and
I've
already
talked
to
individuals
about
this,
it
was
pretty
I
it
anemic.
G
They
haven't
paid
a
college
consultants,
4
500,
for
example,
and
so
now
they're
getting
into
schools
that
they
literally
can't
afford
to
go
to,
because
there
was
there's
been
no
conversation
at
the
school
level
about
you
know,
being
smart
strategizing
and
again,
I've
seen
students
from
my
perspective
as
a
college
professor
mortgage
away
their
futures
to
get
an
early
childhood
ed
degree,
for
example,
or
a
social
work
degree
and
they're
in
200
000
in
debt,
because
they
didn't
have
support.
G
So
I
just
want
to
be
thinking
about
that
as
we
move
forward,
and
then
I
keep
coming
back
to
plps
as
a
place
as
this
space
where
it
could
be
really
powerful
space.
But
you
know
I
have
a
10th
grader
and
a
12th
grader,
and
that
is
not
how
they've
been
used
in
bsd,
and
so
I
guess
I
just
I
guess
my
question
to
you
is,
you
know,
are
you
thinking
about?
G
G
You
know,
how
do
we
I've
heard
from
lots
of
even
district
folks
and
and
school-based
folks
that
different
teachers
do
things
really
differently,
and
so
then
we've
got
the
sort
of
hodgepodge
like
what
does
any
of
it
mean,
but
also
what's
a
conversation
about
plps,
which
were
instituted
without
support
at
the
school
level
to
be
done
well,
but
have
this
incredible
potential
if
we
decide
to
do
them
well
and
could
address,
I
think
a
lot
of
the
issues
were
seen.
A
Yeah,
I
mean,
I
think
it's
really
important
feedback.
I
I
the
plp
conversation
the
pl,
the
I.
The
plp
idea
makes
a
lot
of
sense
right.
It's
it's
a
the
plp
is
about
providing
agency
for
students
and
connecting
them
to
resources
in
a
strategic
way,
and
so
college
is,
is
one
of
those
first
kind
of
connection
points
that
that
we're
going
to
want
to
make
for
students
after
they
finish.
So
I
think
that
that
makes
sense
we
we
we
are
working
on
the
plps
I
actually
I
was
in.
A
I
was
in
a
couple
of
ninth
grade
classes
and
they
were
starting
their
their
plps
when
we
were
at
edmonds
one
of
the
first
days
back
at
edmonds,
but
I
haven't,
I
haven't,
dug
in
a
whole
lot
to
sort
of
the
depth
of
of
the
work
that's
happening
there.
So
I
think
that's
in
that's
definitely
an
area
that
I
have
on
my
on
my
radar
and
sort
of
thinking
about,
even
as
we're
going
into
the
strategic
planning
process.
A
What
is
we
have
a
portrait
of
a
graduate
right,
so
how
do
we
align
the
the
competencies
of
the
of
of
a
bsd
graduate
right
and
back
map
those,
and
some
of
that
work
has
happened
and
that's
created.
That's
also
connected
to
the
proficiency
work.
A
That's
happening,
which
I
know
there
are
really
strong
feelings
on
all
sides
about
about
the
proficiency
work,
and
so
I
think
for
for
me,
the
one
of
the
big
things
we
need
to
do
is
make
sure
that
we've
we've
ins
in
in,
like
in
the
proficiency
grading
we've
built
in
inconsistencies
all
right.
A
So
there's
there's
like
a
there's
like
a
guaranteed
inconsistency
in
the
way
that
grading
happens
because
in
at
the
high
school,
because
you
can
choose
if
you're
gonna,
if
you're
gonna
use
on
quizzes
and
and
and
homework
assignments,
and
that
type
of
thing
the
type
of
grading
you
use.
So
I
think
that's
that's
deep
work
for
us.
It's
all
interconnected,
obvi,
of
course,
which
makes
it
more
more
exciting,
but
also
a
little
more
a
little
more
complicated.
A
So
I
really
want
to
dig
in
there,
but
I'm
wondering
about
the
the
the
support
for
college
for
for
applying
to
colleges.
I
I
I
was
thinking
that
was
a
part
of
what
we're
doing
I
hadn't.
I
haven't
heard
a
lot
about
the
concerns
concerns
there,
so
I'm
interested
to
hear
more
about
what
those
are-
and
I
know
kate,
is-
is
closely
connected
with
this
work
too,
and
I
speak
to
some
some
of
this
as
well.
So
kate
do
you
want
to
you
want
to
go
and
then.
C
Yeah,
I
I
think
I've
had
it
a
different
experience.
I
have
a
son
who's,
a
sophomore
now
at
st
michael's,
and
he
had
great
support
from
his
counselor
throughout
the
college
process.
He
applied
to
six
schools
and
got
into
all
of
them
and
navigating
as
far
as
like
navigating
financial
aid
and
scholarships,
we
have
nights
with
soren
drews
from
vsac,
and
we
work
really
hard
to
make
that
available
to
everybody
and
for
them
to
know
that
vsac
is
a
resource
so
that
they
don't
have
to
do
it
during
school
time.
C
That
can
happen
outside
of
school
time.
Our
counselors
also
have
meetings
with
each
of
their
well
each
student
and
they
go
through
in
the
beginning
of
the
school
year.
It
starts
with
seniors,
then
they
move
to
juniors
and
then
sophomores
and
freshmen,
so
they
go
through
it
really
systematically
to
make
sure
that
everyone
is
getting
attention
and
for
college
planning.
C
So
I'm
sorry
that
the
the
experience
has
been
different
for
different
people
and
as
far
as
plps
the
my
department
doesn't
have
a
lot
to
do
with
that,
except
for
I
know
that
I
believe
it's
gail.
Botello
is
one
of
the
people
spearheading
plps
at
the
high
school
and
that
they've
been
working
and
we've
set
aside
different
days
during
the
school
year
for
students
to
work
on
plps
during
school
time,
and
I
know
that,
as
a
substitute
teacher,
if
I
was
in
a
room,
I'd
be
like
hey
guys.
C
This
is
something
that
would
look
great
in
your
plp.
Please
try
to
put
that
in
there,
so
I
think
I
hope
that
touches
on
a
lot
of
different
things,
and
I
just
want
to
give
a
shout
out
to
meg
hoghart
who's,
a
director
of
school
counseling
and
she's
been
in
the
position
for
just
over
a
year.
Now
I
believe,
and
she's
amazing,
and
really
making
our
department
move
up
notches
into
a
really
great
place.
G
If
you
don't
mind,
if
I
just
follow
up,
thank
you
for
that
kate
and
I
agree.
I
love
meg
huck
hurt
a
lot.
I
did
talk
to
maggie
weintraub
because
the
current
10th
graders,
just
to
your
point
about
the
really
the
systematic
process
that
kids
go
through
the
ninth
graders
last
year.
Current
10th
graders
actually
missed
their
one-on-one
sessions
with
counselors
because
of
covid.
G
They
were
scheduled
for
right
after
covet
hit
so
late
march,
early
april
and-
and
I
touched
base
with
maggie
about
three
weeks
ago,
because
I
was
wondering
if
those
10th
graders
would
have
individual
meetings
with
their
counselors,
and
I
was
told
really
clearly
that
they
would
not,
and
so
part
of
my
concern
is
that
right
now
they're
operating
in
an
opt
in.
So
I
have
you
know,
and
I
see
some
of
us
on
the
call
have
10th
graders
planning
for
11th
grade
now.
G
G
Kids
can
choose
to
come,
and
so
my
concern
is
for
kids,
who
know
they
need
help
right
and
are
willing
to
reach
out
right
now
the
10th
graders
to
plan
they'll,
get
it
fisher's
fine.
I
can
coach
him
through
what
to
choose
for
college,
but
he
has
a
lot
of
peers
and
friends
who
have
no
idea
what
they
should
be
taking,
how
they
should
be
thinking
ahead.
What
looks
good
about
what
will
challenge
them?
What
will
feed
them?
So
I'm
just
not
I
you
know.
C
I
will
feel
free
to
bring
I'll
bring
that
to
meg
as
soon
as
I'm
back
from
medical
leave
and
know
that
that
wasn't
the
impression
I
had
as
a
person
who
works
in
the
office
and
maggie
is
my
son's
counselor
and
she's
awesome.
So
I'm
gonna
put
that
in
there
and
I
forgot
the
other
point
I
was
gonna
talk
about,
but
we
do
have.
Obviously
this
year
didn't
happen.
C
The
way
we
wanted
it
to,
and
over
the
summer
we
had
started
to
plan
wanting
to
push
into
homeroom
because
it
wasn't
advisory
anymore
and
have
counselors
go
in
and
make
sure
we're
working
with
students
on
a
regular
basis,
and
I
was
vying
to
help
go
in
there
because
I,
like
teaching
and
being
with
students-
and
I
know
that
I
can
deliver
some
of
the
curriculum,
also
so
we're
really
working
to
up
the
game
and
make
push
into
different
places
instead
of
having
all
one-on-one.
C
Personally,
when
we
had
used
to
have
a
class
called
senior
seminar
and
when
that
went
away,
it
was
devastating
to
my
older
son
because
he
really
wanted
to
take
that,
because
that's
a
great
place
where
there
was
a
lot
of
planning,
for
it
was
a
year-long
course.
But
in
the
beginning
of
the
year
we
talked
about
college
prep
and
everyone
wrote
essays
whether
they
were
college
bound
or
not.
C
And
so
I
think
part
of
what
our
vision
was
for
pushing
into
a
homeroom
or
advisory
was
to
start
doing
this
type
of
information
again
and
on
a
more
regular
basis.
Because
when
you
think
of
almost
a
thousand
kids,
it's
hard
to
get
to
every
single
one
of
them.
With
the
amount
of
days
that
you
have
yeah.
A
I
saw
kate's
hand
was
up
and
alex
and
claire's
hands
up
and
alex
also
had
a
question
in
the
chat.
I
think
I
can
do
a
quick
clarification
on
alex's
question
and
then
kate
and
then
claire
does
that
sound
okay,
so
alex
asks
about
the
proficiency
based
grading
and
where
there's
choice
in
that
grading,
and
so
we
have,
in
our
guidance,
asked
that
all
schools
that
all
all
teachers
use
traditional
grading
for
the
core
academic
for
the
academics
and
then
use
proficiency,
grading
or
proficiencies
for
the
habits
of
work
and
learning.
A
And
so
that's
that's
pretty
clear
and
then
but,
but
we
also
in
our
guns,
have
language
that
says
that
teachers
can
choose
whether
they
use
proficiency
grading
within
the
traditional
grading
right.
So
some
so
you
may
see
some
one
through
four
grading
in
homework
and
quizzes
and
and
so
that's,
but
in
one
class
but
not
in
another,
and
then
it's
I've
found
that
it
has
and
I've
heard
from
students.
I
have
a
student
advisory
council
and
they've
told
me
that
it's
been
implemented
and
consistently
in
classes
in
their
in
their
own
classes.
A
So
we
are
going
to
have
a
conversation
about
this
at
our
april
and
personnel
meeting
committee
board
committee
meeting,
so
we're
we're
gonna
we're
gonna.
This
is
this
is
deep
work
right,
but
I
do
think
this
year
I've
asked
the
team
to
just
make
sure
we're
consistently
implementing
what
we
say
we
implement
and
then
and
then
work
on
improvements
and
and
updates
as
we
as
we
move
forward
and
that's
probably
a
bigger
that
will
be
a
bigger,
bigger
lift.
A
So
I
hope
that
helps
alex
kate
and
then
claire.
H
Hi
everybody.
Thank
you
for
doing
this.
This
is
great.
I
I
wanted
to
sort
of
echo
or
support
meg's
statement.
I
have
a
senior
and
a
freshman
at
vhs
and
I
think
it's
a
kind
of
a
bigger
process
through
all
of
the
guidance
for
us.
The
issue
started.
The
transition
from
middle
school
to
high
school
was
rough,
not
because,
just
because
of
knowing
what
is
going
on,
I
think
that
that's
improved.
H
I
think
all
the
guidance
stuff
has
improved,
but
there
is
a
really
rough
period
for
our
seniors,
now,
seniors
and
and
probably
juniors,
who
were
in
the
school
a
couple
years
ago,
and
I
think
kobut
has
really,
of
course,
like
everything
amplified
that,
but
I
would
love
to
just
raise
that
issue
that
there
are
some
things
that
are
going
to
get
missed
because
of
covet,
and
I
really
hope
that
guidance
is
kind
of
on
top
of
that
choosing
classes
for
my
freshman
was
kind
of
like
okay,
you
know
whatever,
I
guess
we'll
make
changes.
H
You
know
when
we
know
better,
but
it
didn't
feel
like
we
had
a
plan.
Guidance
got
back
to
us
with
questions
and
all,
but
it
was
not
a
what's
this.
What's
the
word
we
were,
it
was.
It
was
a
defensive
posture
in
a
way
not
in
a
negative
way,
but
it
was
it
was
our
questions
were
answered.
It
wasn't
here's
the
information,
here's
how
we
go
about
it.
I
A
I
But
to
your
point
there
is
time
in
the
school
day
and
senior
seminar
that
did
go
away
when
our
students
came
to
bhs
was
very
upsetting.
But
we
also
had
meetings
about
it
and
thought
it
really
could
be
a
junior
seminar,
because
junior
year
by
senior
year,
you're
really
you're
applying
if
you're
going
early
decision
or
if
you're
you
know
entering
your
senior
year
and
you
have
met
your
credits
or
you're.
I
Only
taking
one
class
and
people
can
junior
year
find
out
that
they
could
be
doing
internships
or
getting
full-time
jobs
and
utilizing
their
senior
year
as
a
flex
year
if
they're
completing
their
final
courses.
So
again,
echoing
the
support
of
what
our
the
public
has
said,
shared
with
you
today,
tom
and
seeing
how
we
can
integrate
those
opportunities
for
students
in
the
classroom,
whether
it's
through
a
junior
seminar,
learning
that
as
well
as
you
know,
connecting
with
our
transition,
8th
graders
families.
I
A
Yeah,
thank
you
that,
and
it's
helpful
for
me
too,
because
I
wasn't
sure
if
we
were
talking
more
about
this
year
and
this
year
was
kind
of
extremely
challenging
for
the
for
the
guy
for
the
counseling
department.
Because
of
scheduling
we
had
to
reschedule
the
building
multiple
times
and
and
now
now
it's
more
settled,
but
you
know
we're
moving
into
a
new
space,
so
everyone's
sort
of
up
to
their
up
to
their
ears
and
and
everything
that's
going
on
there.
But
it
sounds
like
it's
not
an
issue,
that's
specific
to
this
year.
A
A
We
need
to
keep
taking
care
of
our
adults
and
and
valuing
them,
and
we
also
need
to
make
sure
that
the
decisions
we're
making
are
in
the
best
interest
of
our
students,
always
right,
and
so
I
think,
there's
always
that
push
and
pull
but
I've.
I
think
one
of
the
things
that
we
can
be
conscious
about
is
being
is
really
thinking
about
students,
individual
needs
and
being
really
centered
on
students,
as
we
as
we
develop
plans
as
we
make
decisions-
and
I
think
that's
that's
big
work
for
us.
A
We're
part
of
this
group
called
the
deeper
deeper
learning
dozen,
so
it's
a
it's
12
districts
across
north
america
and
and
facilitated
by
the
harvard
graduate
school
of
education
and
they've
been
doing
a
lot
of
work
with
this
group
and
with
us
this
past
few
months,
around
emergence
and
the
importance
of
engaging
students,
staff
families
in
in
the
district
level
and
school
level
sort
of
development
work
a
lot
of
times.
A
Schools
and
districts
develop
things
that
are,
are
you
know,
from
from
the
district
office
or
from
the
school
leadership
team,
and
then
roll
them
out
right
to
students
and
families
and
and
staff
and
and
their
this
group,
just
deeper
learning
doesn't
is
really
challenging
all
of
us
to
to
think
about
it
in
the
reverse
right
how
to
to
bring
the
right
bring
the
people
who
are
most
directly
impacted
by
our
decisions
in
first
and
and
and
and
have
those
voices
drive
the
plans
that
we
make,
and
it
takes
longer
it's
a
little
tangential
to
what
we're
talking
about.
A
But
I
do
I
think
that
we
don't
all
it's
not
our
instinct
necessarily
in
education
anywhere
to
start
with
students
and
what
and
what
they
really
need
from
us
and
when
they
need
it
and
and
and
build
our
our
systems
from
there.
We
tend
to
build
them
in
the
reverse
order,
which
is
not
usually
best
for
our
students.
A
A
A
It's
good
to
see
you
leslie's
my
my
daughter's
pe
pe
teacher
too
right.
Did
I
get
that
right,
yeah.
Thank
you.
A
B
G
A
The
deeper
learning
doesn't
so
there's
a
guy
named
joel
metta,
j-a-l-m-a-h-t-a,
yeah
and
he's
he
is
sort
of
the
not
the
founder,
but
he's
been
talking
about
deeper
learning
for
the
past
10
or
15
years.
Writing
books
about
it
and
we've
and,
as
a
district
been
a
part
of
that
that
this
does
it.
For
three
years
we.
A
Have
this
is
our
fourth
year
in
it?
We
have
it's
been
the
you
know.
I
think
the
problem
is
the
problem.
One
of
the
challenges
with
this
work
is
that
it's
it's
deep
work
right,
deeper
learning.
It
takes
time
and
also
when
you,
when
you're
a
part
of
a
group
that
goes
off
to
conferences,
it's
hard
to
it's
hard
to
sort
of
get
a
critical
mass
to
go
somewhere
and
to
bring
information
back
and
to
share
that
information
around
the
cabinet
or
the
district,
and
we've
been
fortunate
this
year.
A
One
of
the
kind
of
silver
linings
is
that
because
we're
if
they've,
been
virtual,
I've
bro
I've
brought
10
people
in
to
to
that
work,
and
so-
and
it's
been
it's-
it's
allowed
us
to
sort
of
think
about
it
in
a
way,
that's
more
connected
across
the
leadership
right
now.
So
it's
so
right
now!
It's
just
you
know
it's
it's
yeah
anyway,
but
we're
part
of
it.
A
We're
gonna
keep
signing
on,
because
it's
it's
great
work
and
districts
from
madison
wisconsin
to
a
couple
districts
in
british
columbia,
salem
and
waltham
in
massachusetts.
So
some
some
yeah.
It's
been
a
great
experience
for
individuals
who
have
been
a
part
of
it.
Victor
and
finally,
john
snaden
have
been
sort
of
primarily
a
part
of
it,
but
now
we're
sort
of
expanding
the
scope
a
little
bit
so
yeah.
So.
G
H
G
I
see
communication
that
works,
because
I
can
tell
you
as
an
educator
and
a
parent,
if
I
knew
our
district
was
doing
this
and
to
hear
that
we've
been
doing
it
for
four
years
is
sort
of
I'm
flabbergasted
actually
like.
That
would
make
us
all
feel
I
don't
it's
just
it's
hopeful
and
to
have
you
come
in
with
as
such,
a
student-centered
leader
which
is
new
to
us
is
even
more
hopeful.
So
I
just
want
to
encourage
the
district.
G
You
know
to
send
out
the
ribbon-cutting
video
and
to
tell
us
you're
in
this
deeper
learning
collective
with
with
other
school
districts
around
the
country,
and
let
us
know
what
those
school
districts
are.
So
we
you
know
I
mean
just
as
like.
G
More
is
better,
and
this
is
a
district
that
has
had
really
a
tough
time
with
communication,
and
it
just
builds
hope-
and
you
know
so
often
on
time
like
we
passed
our
budget
by
76
or
78,
but
it
would
just
make
that
lift
so
much
easier
if
there
was
better
communication,
not
just
to
the
bsd
parents
and
guardians
but
to
burlington
like
people
on
the
street,
that
oh,
our
district,
is
doing
this
cool
work
with
folks
from
around
the
country.
G
I
I
would
just
add
on
to
that
too,
because
tom,
even
you,
know
the
people
that
go
on
it
as
a
board
or
the
public.
You
know
the
board
is
not
involved
in
it,
but
you
know
even
faculty
and
staff
throughout
the
district
it
it
seemed
like
the
last
three
years
before
you
came.
I
It
was
sort
of
a
secret,
no
one
knew
who
was
part
of
the
deeper
dive
learning
team
and
no
one
knew
if
they
were
oh,
they
were
in
chicago,
but
no
one
knew
because
it's
sort
of
like
we
want
to
celebrate
and
be
excited
about
who
the
speakers
were
and
the
districts
you
were
with,
and
so,
even
in
my
role
as
chair,
I
would
I
never.
I
would.
I
A
Yeah,
I
think
sometimes
you
know
that's
that
work
is
pretty
deep
in
the
in
in
sort
of
the
within
the
leadership
team.
Right,
it's
not
even
like
whole
leadership
team.
We
actually
get
the
same
feedback
from
cabinet
saying
we're
cabins
like
we
have
27
members
of
a
cabinet.
We
have
nine
or
ten
of
them.
There's
a
couple
on
that
deeper
learning
doesn't
who
aren't
on
the
cabinet
who
say
we
they
don't
know
enough
about
it
either
right.
So
I
think
there's
there's
this
part
of
it
is.
How
do
we
er
it's?
A
How
do
we
make
that?
How
do
we
bring
the
work
back
right
so
that
we
can
number
one
tell
the
we
can
tell
the
story
but
number
one
that
it's
it's
actually
changing
the
way
we
work
and
that
people
see
that
right.
So
I,
my
hope,
is
that
you,
the
community,
sees
that
in
the
way
that
we
develop
and
implement
the
strategic
plan
right.
You
see
sort
of
some
of
the
fun
from
the
foundations
of
deeper
learning.
A
So
but
I
I
I
hear
that
and
russ
and
I
are
constantly
trying
to
figure
out
like
what's
the,
how
do
we
get
information
out
to
every
to
beyond
right,
just
families
and
and
and
staff
and
students,
and
we
know
we
have
work
to
do
to
to
improve
there
too
so
part.
D
Of
it
honestly
feels
like
prioritization,
you
know
when
this
started
it
was.
It
really
felt
like
it
was
a
professional
development
opportunity
and
that's
not
something
that
we
communicate
out
about,
because
we
are
a
school
district
and
we
expect
our
people
to
be
engaged
in
professional
development
and
to
be
doing
things
like
this
of
deep
learning
and
going
to
conferences.
So
at
first
it
just
seemed
like
okay.
Well,
this
is
cool,
but
does
anybody
really
care?
So
I'm
hearing
that
it
sounds
like
maybe
people
care?
D
You
know
it
wasn't
a
focus
of
ours
to
put
it
out
there.
I'll
just
be
honest,
it
was.
It
was
something
cool
that
I
thought
our
leaders
were
doing
but
didn't
feel
like
something
that
the
whole
community
would
care
to
hear
about.
So
that's
good
feedback,
and
you
know
we
want
to
be
good
communicators
and
but
I
do
think
there
there
has
to
be
a
balance
and
there
has
to
be
prioritization.
So,
but
I'm
hearing
what
you
all
are
saying.
E
A
E
Hi
folks
yeah,
I'm
the
owners
project
manager
for,
for
the
other
bhs,
the
original
ancient
vhs,
not
the
downtown
vhs
and
we're
plugging
away.
As
you
know,
the
p,
the
pcbs
have
been
a
huge
issue
and
we're
realizing
that
some
some
of
what
we're
finding
is
unprecedented
and
it's
kind
of
exciting.
It's
very
challenging
and
we're
working
our
way
through
it,
not
what
we
ordered,
but
we're
we're
dealing
with
it.
A
A
It
was
really
we
had
senator
beruth
and
representative
speaker
of
the
house
krwinsky
yesterday,
both
speak
to
the
the
impact
that
the
pcb
situation
that
we
have
in
burlington
has
had,
is
going
to
and
is
having
on
on
the
state
and
how
the
governor
has
supported
us
and
and
and
also
is,
and
they
are
preparing
for
the
impacts
that
pcb
testing
so
they're,
putting
in
they're
adding
to
their
budget
funding
to
be
able
to
test
for
pcbs
at
every
school
in
the
state
and
and
putting
money
toward
remediation
in
the
in
the
state
budget.
A
So
it
was.
It
was
good
to
know
that
that
number
one
we
had
the
support
of
the
governor
and
and
the
state
and
and
that
they
were
even
aware
of
it
for
a
while,
we
were
hitting
our
heads
against
the
wall.
Claire
right,
like
is
anyone
even
listening
to
us
and
they
were,
and
so
it
was.
It
was
good
to
hear
that
it's
good
to
see.
There's
some
action
coming
out
of
it
absolutely.
E
Yeah,
absolutely
it's
the
tip
of
a
very,
very
big
iceberg
and-
and
I
think
we'll
you
know-
bhs
is
for
better
or
for
worse
as
the
is
the
poster
child
for
this.
For
this
effort
of
cleaning
up
our
environment
and
we'll
get
there
yeah.
D
All
it's
great
to
see
you
all.
There
were
two
announcements
yesterday
when
we
did
our
ribbon
cutting.
You
know
I'm
not
going
to
get
too
much
into
them,
because
they're
brand
new,
but
senator
beruth,
said
that
they
were
going
to
be
setting
aside
money
to
do
pcb
testing
at
all.
The
schools
and
representative
kruwinski
said
that
they
are
now
because
of
us
really
take
going
to
take
up
a
bill
to
bring
back
school
construction.
You
know
whether
or
not
that
passes
this
year.