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From YouTube: BSD School Reopening Town Hall Meeting: Staff
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A
um
It's
not
the
way
that
I
anticipated
uh
or
ever
thought
that
I
would
be
spending
my
first
um
first
engagement
with
you
as
a
as
a
staff,
um
and
so
uh
but
but
it's
such
a
pressing
topic
that
that
we
really
need
to.
We
really
need
to
hit
the
ground
running
um
and
and
make
sure
that
we're
prepared
for
the
beginning
of
school,
and
so
this
is.
This
is
obviously
the
top
of
mind
for
for
everybody.
A
um
However,
we
are
hearing
your
feedback
and
I
think
we're
really
close
to
on
to
knowing
where
which
direction
we're
gonna
go
um
and-
um
and
I
think
that
we're
gonna
be
seriously
considering
a
hybrid
model,
um
not
not
the
the
what
you
may
have
seen
um
in
in
a
recent
article.
So
I
just
want
to
clarify
that
up
front
so
that
maybe
that
helps
as
you're
asking
questions
uh
before
we
get
to
the
slide.
A
Where
I
talk
about
that,
um
I
also
want
to
say
that
you
know
I
spent
um
the
the
last
few
months
on
a
listening
and
learning
tour.
I
had
the
opportunity
to
speak
with
about
over
60
uh
people
who
are
in
in
burlington
and
in
the
burlington
school
district,
and
what
I
heard
from
people
who
I
spoke
with
to
the
person
was
that
when
I
asked
the
strengths
of
the
district,
they
they
said
the
people.
They
said
the
teachers
paraprofessionals,
um
all
uh
all
staff
right.
A
A
um
I
also
want
to
say:
I've
had
so
far,
really
really
positive
interactions
and
relationships
and
and
uh
collaboration
uh
with
our
union
partners.
That's
really
important
to
me
that
we
are
working
together,
so
I've
been
working
closely
with
with
dwight
brown,
the
chair
of
our
afscme
chair
and
andrew
styles,
our
bea
president,
and
we're
not
always
we're
we're
pushing
they
push
me.
I
don't
want
you
to
think
we're
in
we're
talking
and
I'm
you
know
we're
all
just
everything's.
A
um
My
big
theme
is
is
team.
We
are
a
team
uh
of
educators
in
schools
and
in
central
office,
and
we
have
to
be
a
team
together.
uh
There
cannot
be
a
divide.
We
have
to
work
together
for
the
best
interest
of
our
of
our
students
in
our
community.
So
with
that
I
want
to.
I
want
to
introduce
um
andrew
uh
styles
and
and
dwight
brown
uh
to
give
a
give
an
introduction
as
well
andrew.
Do
you
want
to
start.
B
Sure
hi,
I'm
andrew
syles,
I'm
a
fifth
grade
teacher
at
edmonds,
elementary
school
and
president
of
the
burlington
education
association,
which
represents
the
nurses,
para
educators
and
teaching
staff
of
the
district.
I'm
really
pleased
to
see
the
amount
of
work
and
thought
that
is
being
put
into
this
process
and
it
has
been
a
mind-boggling
amount
of
work.
That's
been
going
on
and
I'm
just
really
pleased
to
see
some
specific
things
coming
out
that
are
going
to
really
look
at
safety
for
students
and
staff
and
community.
As
we
move
into
this.
C
C
uh
We
also
represent
our
bus
drivers,
our
food
service
personnel
yay,
and
um
we
also
uh
represent
our
I.t
staff,
and
I
want
to
welcome
our
superintendent
here.
um
His
willingness
to
to
reach
out
to
us
and
and
collaborate
with
us
is
just
uh
been
a
welcoming
thing
in
his
communication
skills
is
in
is
just
outstanding.
C
Now
I
talk
to
them
and
uh
they're
in
this
with
us
and
and
and
they
want
to
do
what's
best
for
our
students
and
our
staff,
with
the
understanding
that
you
know
outcomes
for
our
staff
if
they
get.
This
is
a
lot
worse,
but
uh
I
I
want
to
assure
them
that
I'm
glad
we're
having
this
and
there's
a
lot
of
things.
That's
been
going
on.
There's
numerous
people
working
on
this.
C
A
D
D
D
D
Therefore,
all
questions
will
be
copied
from
the
chat
and
entered
into
an
faq
or
otherwise
responded
to
if,
after
this
session,
you
still
have
questions
feel
free
to
email.
These
questions
to
the
reopening
task
force
email
it'll,
appear
on
a
bunch
of
slides
as
well,
but
it's
bsd
reopening
at
bsdbt.org,
it's
more
efficient.
D
If
we
send
those
questions
there,
as
opposed
to
different
folks
who
we
know
in
the
district,
you
can
always
see
see
other
people
up
tonight
after
tonight's
um
town
hall,
we'll
post
these
slides
and
an
faq
to
our
reopening
task
force
page
on
the
district
website.
It
will
also
include
the
faqs
from
last
night's
family
town
hall
meeting.
A
We
want
to
hear
your
questions.
We
want
to
hear
your
thoughts.
We
want
to
hear
your
suggestions
to
inform
us
because
we
are
in
the
in
the
closing
stages
of
making
a
solid
recommendation
um
on
on
how
we'll
move
forward
in
the
fall.
So
we
look
forward
to
hearing
from
you
uh
in
the
ways
that
uh
victor
mentioned
and
the
way
we're
framing
um
our
planning
around.
A
This
is
in
three
ways,
so
I
I
put
out
a
100-day
plan
at
the
beginning
of
the
my
my
time
here
july
1st
and
it's
focused
around
three
areas
and
those
areas
are
in
equity,
engagement
and
deep
learning,
so
the
work
that
we
are
doing
is
focused
in
those
areas,
as
we
think
about
reopening
with
that.
I
want
to.
I
want
to.
We
have
a
panel
here
today,
so
there's
been
a
task
force.
That's
been
working
on
this
at
the
district
office
since
may.
A
There
are
a
lot
of
detailed
plans
on
how
we
will
how
we
will
ensure
that
school
happens.
This
fall
and
we
still
have
some
some
big
decisions
to
make
about
exactly
what
that
will
look
like
and
so
we're
getting
really
close
to
being
able
to
make
those
decisions.
Some
of
the
people
who
are
on
that
task
force
are
on
the
call
tonight
to
help
answer
questions
so
I'd
like
for
us
to
go
around
uh
and
and
introduce
for
the
panelists
to
introduce
themselves.
E
F
Good
evening
everybody
this
is
uh
marty
spalding
on
the
director
of
property
services
for
the
school
district.
um
I
I
hope
uh
many
of
you
are
enjoying
this
break.
uh
I
know
it
was
a
challenging
ever
end
of
the
year
for
for
everybody
to
uh
uh
um
work
through
the
the
remote
learning
process,
so,
hopefully
everybody's
enjoying
a
a
much
needed
break
right
now,.
G
Again,
I
just
want
to
reiterate
that
message
that
uh
we're
hopeful
that
we
can
get
back
on
the
on
the
rails
for
the
beginning
of
the
school
year,
and
I
want
to
um
applaud
and
thank
everyone
for
all
of
their
hard
work
when
we
went
to
closure
and
throughout
the
summer
the
concentrated
efforts
that
you're
all
doing
to
help
prepare
for
student,
social,
emotional
well-being
to
get
back
into
into
the
school
building
soon.
So
thank
you
and
thank
you
for
joining
us
tonight.
H
I
had
a
warm
up
so
anyways,
um
I'm
z,
anderson
brown,
sorry
about
that.
I'm
your
director
of
human
resources.
I
don't
work
in
I.t,
obviously-
um
and
I
just
want
to
thank
everybody
for
coming
out
tonight
to
listen
to
the
message.
um
This
has
been
a
group
lift
um
and
we
just
want
to
thank
everybody
for
their
flexibility
and
everyone
on
staff
who
who've
been
doing
little
and
big
steps
to
help
support
us
to
get
ready
to
go
back
to
school
in
a
few
weeks.
J
K
M
A
Okay,
okay,
so
so
for
reopening.
uh
Thank
you,
everybody
and
uh
thank
you
for
the
hard
work
that
you
all
have
done
to
to
get
started
on
this
planning
and
to
get
us
to
where
we
are
today,
which
is
very
far
along
and
ready
to
go
uh
almost
ready
to
go
for
the
schools
to
start.
So
um
our
commitment
to
to
burlington
um
is
that
we
are
going
to
use
the
state
and
federal
guidelines
for
reopening.
A
So
the
agency
of
education
has
guidelines
that
we
are
following
and
they
have
us
starting
in
step,
two
of
those
guidelines,
and
so
we
are.
We
are
going
to
be
following
their
guidelines
and
and
watching
those
guidelines
carefully.
We're
also
going
to
be
consulting
health
professionals,
families
and
staff
in
our
decisions,
which
we're
doing
now,
we've
been
lucky
to
have
miss
mcrae
on
our
task
force
to
help
us
as
she's,
been
deeply
involved
in
the
work
around
the
state,
um
and
I
just
want
to
and
we're
going
to
prioritize
student
and
staff,
health
and
safety.
A
And
I
also
want
to
say
that
we
are
as
we're
looking
at
local
guidance.
It's
really
important,
as
we
think
about
coming
back
to
school,
with
some
in-person
instruction,
it's
important
to
look
at
the
local,
the
local
health
data
in
vermont,
and
particularly
in
in
our
area
in
chittenden
county
um
recently.
So
we
we
are
in
a
good
place
and
in
many
ways
have
suppressed
the
disease
here
and
so
we're.
A
A
A
Those
groups
have
really
built
out
their
areas
around
transportation,
food
services,
health
and
safety,
uh
and
now
it's
and
now
we're
pulling
together
to
think
about
what
those
look
like,
as
we
all
come
together
to
as
we
decide
on
the
final
model,
we're
doing
these
town
halls.
We
believe
in
engagement.
Engagement
is
really
important
to
us
and
so
we're
consciously
engaging
in
making
sure
that
we're
providing
interpretation,
services
and
translation
services
in
our
written
communication
so
that
we
get
everyone's
feedback,
that's
very
important
to
us
and
then
we're
hoping
we
are.
A
A
But
I,
but
it's
a
that's
a
possibility
at
this
point,
and
I
wanted
to
also
mention
that
I've
been
working
with
the
regional
superintendents
who
are
who
are
coming
together
around
a
regional
decision
for
how
we
for
how
we
reopen
so
some
of
those
calendar
decisions
also
depend
on
the
regional
decision.
But
it's
been
really
good.
Working
with
the
regional
superintendents,
who
are
on
a
similar
page
around
how
we
want
to
reopen
across
the
region.
A
So
in
terms
of
teaching
and
learning,
we
really
need
to
be
serious
about
student
learning
and
their
and
their
progress.
This
is
an
equity
imperative
for
particularly
for
students
who
have
been
historically
marginalized,
students
who
need
us
the
most.
We
need
to
make
sure
we're
there
for
them
and
that
their
learning
is
meaningful
and
deep
and
rigorous,
and
I
know
that
you
all
want
that.
A
We
know
that
and
we're
also
going
to
need
to
build
a
continuum
for
if
we,
if
the,
if
we're
doing
better
as
a
as
and
we
can
go
to
school,
more
often
in
person
or
if
we
need
to
step
back
and
social
emotional
learning
is
going
to
be,
and
restorative
practices
are
going
to
be
a
foundation
for
for
how
we
work
together,
because
I've
heard
from
you
that's
something
you
want
to
continue.
And
so
I
want
to
make
sure
that's
a
part
of
what
we're
going
to
do.
A
E
Thank
you.
So
I
want
to
highlight
some
of
the
work
that
we've
started
to
do
this
summer
and
pieces
that
we
will
be
implementing
as
we
look
to
start
the
school
year
that
come
directly
from
the
feedback
that
we
receive
from
teachers.
So
one
of
the
things
that
we
heard
in
the
spring
when
we
were
forced
to
go
into
maintenance
of
learning
and
then
continuity
of
learning
was
around
devices,
and
so
we
took
the
feedback
from
teachers.
E
That
said,
you
know,
we
really
think
our
pre-k
through
grade
two
students
would
be
better
off
with
ipads
and
are
three
through
five
students
in
grades
three
and
up
using
a
chromebook
environment,
and
so
we
took
some
time
to
do
some
research
to
take
your
feedback
to
look
at
what
was
developmentally
appropriate
and
we
have
moved
forward
with
ordering
both
ipads
and
chromebooks,
so
we'll
be
able
to
match
what
teachers
said.
They
felt
they
needed
for
the
age
level
of
children
that
they're
teaching.
E
So
the
first
one
I
want
to
just
quickly
mention
to
you
is
one
that
will
be
available
on
our
internal
staff
portal
and
what
we
heard
from
teachers
when
we
went
into
the
remote
learning
environment
was
that
they
really
wanted
to
have
resources
in
a
place.
That
was
really
easy
to
find
just
be
able
to
go
to
one
location,
one
folder
and
really
get
the
information
that
they
needed.
E
So
we
are
in
the
process
of
building
a
website
that
will
put
certain
um
teaching
materials
and
an
easily
accessible
place
for
staff,
so
we'll
be
able
to
have
our
assessments
there.
Our
plc
documentation
things
that
teachers
are
looking
for
and
they
felt
that
when
we
went
into
remote
learning
it
was
really
difficult
to
to
navigate
through
all
of
the
google
folders.
We
also
heard
from
families
that
they
wanted
to
have
resources
more
accessible
to
them
as
well.
E
As
part
of
that,
we
are
including
information
for
families
about
how
to
access
technology.
So
if
a
student
is
working
from
home,
they
will
the
parents
will
have
resources
that
can
help
them
in
supporting
their
children.
So
resources
for
accessing
things
like
our
learning
platforms,
so
a
see,
saw
a
google
classroom,
even
a
unified
classroom
system,
but
also
databases
and
other
subscriptions
that
we
have
access
to
so
really
giving
students
and
families
the
support
that
they
need
to
access
our
resources
when
they're
at
home.
E
We
also
as
part
of
the
work
toward
re-entry
we've
had
district
level,
a
district
level,
reopening
team
and
from
that
district
level.
Reopening
team
we've
also
had
subgroups,
and
I
think
it's
important
to
acknowledge
that
there
are
teacher
representatives
and
and
staff
representatives
in
those
groups,
and
we
will
continue
to
do
that,
work
to
make
sure
that
all
staff
are
represented,
as
we
continue
to
work
for
work
and
look
forward
to
preparing
for
school
to
open
at
the
end
of
august.
F
Touch
on
the
food
service
piece
on
behalf
of
our
food
service,
director
doug
davis,
um
so
I
want
to
repeat
dwight's
comments
about
and
put
a
big
plug
in
for
our
food
service
staff
who
continued
providing
meals
through
the
entire
shutdown
they're,
also
continuing
to
provide
those
meals
throughout
the
summer,
as
well
as
to
all
of
our
summer
school
staff.
So
so
they've
been
working
really
hard
through
this
whole
process,
so
kudos
go
out
to
all
of
them.
F
So
um
some
of
the
things
that
we're
we're
working
around
on
preparing
the
facilities
for
for
the
start
of
school
are
I've
been
working
with
uh
becker
mcrae,
our
covet
coordinator
on
identifying
where
we
have
our
screening
areas
and
becca's
going
to
go
into
that
a
little
bit
more.
That
process
a
little
bit
more
detail
later,
we're
looking
at
how
to
physically
distance
students
throughout
the
building
with
things
such
as
plexi,
glass,
barriers.
F
Circulation
designations
that
indicate
students
to
to
travel
in
a
certain
direction,
we're
establishing
hand
washing
procedures.
Clearly,
we
know
that
we
need
to
have
sanitizer
available
at
every
entrance
where
students
are
being
dropped
off
and
in
every
classroom.
We're
going
to
make
that
available
for
for
all
of
our
students
and
staff.
F
A
big
piece
that
we're
doing
in
our
facilities
is
looking
at
our
ventilation.
So
some
of
the
guidance
is
re
requiring
that
we
increase
those
air
flows
in
all
the
building
and
how
most
ventilation
systems
are
designed
to
conserve
energy
is
that
those
ventilation
systems
reduce
the
amount
of
airflow
when
we
have
less
occupants
in
it.
What
this
is
what
we
called
an
occupied
mode
versus
an
unoccupied
mode,
so
the
guidance
that
we're
seeing
is
to
keep
those
ventilation
systems
running
24
7..
So
even
when
occupants
aren't
in
the
building,
it's
helping
click
clear.
F
Our
legislation
recognized
that
many
schools
have
very
deficient
ventilation
systems
in
vermont,
so
they
actually
just
awarded
6.5
million
dollars
to
get
put
towards
upgrades
to
ventilation
systems
in
all
schools
in
vermont.
So
we
are
taking
advantage
of
that
grant
being
administered
through
efficiency,
vermont
and
looking
at
also
improving
some
some
additional
ventilation
in
many
of
our
buildings
through
that
grant
as
well.
A
O
Health
at
the
vermont
department
of
health
and
we've
been
in
close
contact
throughout
the
spring
working
with
school
nurses
statewide,
as
well
as
working
on
the
guidelines
together,
drafting
them
and
editing
them
over
and
over
to
come
up
with
a
final
document
that
the
governor
finally
approved
and
the
aoe
has
set
out
um
based
on
all
of
our
conversations
and
the
continued
conversations
statewide.
I
really
do
believe
that
we
are
in
a
good
place
um
to
start
some
sort
of
in-person
learning
um
and
that
it
will
be
safe
and
healthy.
O
O
So
the
first
place
we
can
start
is
by
giving
you
guys
a
few
tasks
to
help
ensure
your
own
safety
and
health.
So
we
really
need
you
to
complete
the
mandatory
vocia
training
and
review
the
district's
covid
safety
plan
that
is
on
our
web.
Our
district
website
under
the
human
resources
page,
there
are
some
people
that
have
not
completed
the
mandatory
version
training.
This
is
not
an
ask.
It's
a
need.
You
have
to
do
this
in
order
to
come
back
to
work.
O
This
does
not
necessarily
mean
you
have
to
take
a
sick
day.
If
you
have
a
common,
cold
or
mild
symptoms
and
you're
feeling,
okay,
you
could
probably
work
from
home
remotely,
but
in
order
for
our
whole
community
to
stay
healthy,
it's
imperative
that
people
stay
at
home
when
they
have
any
sickness,
including
things
like
migraines
or
common
cold
symptoms.
O
O
O
O
We
can
have
outdoor
classroom
space,
we
can
move
around
the
building
in
terms
of
using
the
library
or
the
cafeteria
or
the
gymnasiums
as
areas
that
um
pods
can
take
breaks
from
their
classroom,
but
we
do
want
to
minimize
travel
from
one
building
to
another
building
and
also
we
want
to
make
sure
that
we
have
um
the
furniture
in
such
a
way
that
we
are
not
inviting
students
or
faculty
to
be
in
a
common
area
together
and
socializing.
That
is
something
we
do
want
to
mitigate.
O
A
Yeah,
thank
you
stephanie
and
we'll
we'll
def.
I'm
sure
there
will
be
questions
for
you
at
the
end,
but
it's
been
great
having
you
as
a
part
of
our
team
uh
and
you've
helped
us
significantly
uh
to
make
decisions
that
are
informed.
So
we
appreciate
you
um
now
we're
gonna,
hear
from
executive
director,
stephanie
phillips
again
uh
about
the
school
reopening
survey,
so
she's
going
to
walk
through
the
staff
responses
in
the
school
reopening
survey.
E
So,
with
the
staff
reopening
survey,
we
asked
several
questions,
some
of
those
required
responses
in
a
more
narrative
format
and
we
have
taken
those
responses
and
have
analyzed
those
and
are
using
those
in
our
weekly
group
meetings.
So
tonight
the
slides
that
I'm
going
to
focus
on
provide
us
with
some
data,
both
about
how
staff
feel
returning
to
work
in
person.
E
E
E
E
E
E
E
We
had
22
and
a
half
percent,
not
sure
22.5
opposed
somewhat
and
14
opposed
strongly,
so
that
um
gave
us
some
baseline
information
for
the
district
overall
and
then,
as
you
can
see,
on
the
charts.
We've
broken
that
down
for
you
again
thinking
about
staff
at
the
various
levels,
so
starting
with
our
early
education
staff
and
then
our
elementary
staff
we're
going
to
scroll
to
a
slide
that
will
show
you
the
response
rates
that
we
had
from
middle
school
and
high
school
as
well.
Looking
at
this
am
and
pm
schedule.
E
So
here
are
the
middle
school
and
high
school
results
as
it
relates
to
implementing
that
schedule.
One
approach
of
am
and
pm
so
just
to
recap
the
results
for
this
particular
schedule
option.
There
was
just
over
37
percent
in
the
early
education
staff
about
44.4
in
the
elementary
staff
48.9
for
middle
school
and
33.9
for
high
school
staff
that
supported
returning
to
school,
using
the
am
pm.
E
E
As
to
the
schedule
1
slide,
we
took
the
overall
information
that
we
had
on
staff
responses
and
broke
this
down
again:
primary
school
staff
being
our
preschool
staff,
elementary
school
staff,
middle
school
and
high
school.
So
the
way
that
those
results
come
out
for
us
indicate
that
staff
at
each
of
these
levels
preferred
overall
preferred
the
alternating
day
schedule.
So
we
had
66.6
percent
of
our
early
ed
staff,
57.2
percent
of
the
respondents.
From
elementary
we
had
65.9
percent
for
middle
school
and
68.1
for
high
school
staff.
E
A
Thank
you
stephanie,
um
so,
based
on
the
the
survey
again,
we
got.
We
had
good,
a
good
level
of
feedback.
Thank
you
all
for
taking
the
survey
and
for
giving
us
your
feedback
and
your
thoughts
about
this.
It
does
seem
that
most
of
us,
both
families
and
staff,
do
want
to
return
to
school,
which
is
a
common
theme
that
I
am
hearing
in
in
summer
school
um
and
sort
of
out
on
the
street.
As
people
are
talking
about
school.
A
I
know
we
know,
there's
there's,
there's
some
fear
and
some
anxiety
and
I
think
that's
normal
um
what
we
saw.
What
we've
seen,
I
think
the
some
of
the
instructive
places
to
look
at
like
denmark
and
finland.
um
Sometimes
there
there
was
this
fear
going
in
and
then
as
we
as
students
came
back,
we
they
got
into
routines
and
rhythms
and
they
saw
that
it
could
happen
and
it's
and
and
it's
it
was
happening.
A
So
what
that
would
look
like
is
an
a
day
a
and
b
day
schedule,
so
students
would
go.
We
still
would
have
to
make
a
decision
about
about
the
days
and
we
still
have
to
finalize
this
decision.
The
decision
isn't
isn't
final.
Tonight's
about
giving
you
our
best
thinking
about
where
we
are,
but
we
are
pretty
far
along
in
our
thinking
and
the
additional
guidance
from
the
agency
of
education
is
and
the
and
the
regional
superintendents
is
help
uh
helpful
for
us.
A
So
um
we
are
currently
planning
uh
for
an
alternating
day
schedule,
k-12
and
depending
on
the
final
decision
about
the
model
we're
going
to
need
to,
we
may
need
to
stagger
a
rival
and
dismissal
and
look
at
arrival
and
dismissal
times.
So
that's
where
we
are
right
now.
We
want
to
now
open
it
up
for
questions
and
we
took
a
longer
than
we.
um
Then
we
planned
so
we're
going
to
extend
the
time
until
8
30
for
questions
and
again
we
will
respond
to
questions
uh
online
via
email
and
in
an
faq.
F
Question
and
dwight
so
um
first
I'll
talk
about
the
makeup
of
our
task
force
in
our
subgroups.
So
we
have
um
our
reopening
task
force.
Part
of
that
that
task
force
are
a
number
of
subgroups.
My
subgroup
is
the
transportation
and
facilities
group.
The
members
on
my
sub
group
are,
I
have
uh
smith
principal
len
smith,
who
is
representing
the
the
elementary
school
side
of
things.
F
I've
got
um
um
assistant
principal
from
hunt,
jim
kelly,
who's
representing
the
middle
school
and
assistant
principal
lauren,
mcbride
who's
representing
the
high
school,
so
our
subgroup
has
been
meeting
with
principals
and
scheduling
site
visits
at
all
of
our
schools
in
these
site
visits.
Where
we're
working
with
principals
and
identifying
you
know
all
of
these
pieces
of
what
the
what
the
day
is.
Gonna
look
like
um
having
right
from
students
getting
off
the
bus
how
they
circulate
through
our
buildings,
we're
looking
at
our
classrooms.
F
C
um
If
you
don't
mind
tom,
I
just
want
to
say
that
um
I
asked
that
question
because
uh
we
got
feedback
from
our
staff
and
faculty,
and
I
am
I
am
on
the
task
force.
But
I
I
wanted
to
represent
our
my
constituencies
and
our
staff
and
our
and
our
faculty
to
pose
that
question,
um
and
I
think
mr
styles
has
one.
B
E
Yes,
so
I'll
go
ahead
and
take
um
an
answer
to
that,
so
I
think
I'll
just
highlight
some
of
the
options
that
we've
started
talking
about
this
evening
and
expand
on
those.
I
think
one
of
the
biggest
pieces
that
we've
done
to
be
ready
for
online
learning
is
to
be
sure
that
we
have
the
tools
that
students
and
teachers
are
going
to
need.
So
by
ordering
in
advance
and
knowing
that
we've
made
a
plan
to
have
the
right.
E
E
So
we
want
to
make
sure
that
we
start
the
school
year
with
teachers
and
students
feeling
that
they
have
the
technology
tools.
But
technology
is
just
one
piece
of
the
online
learning,
so
we
also
need
to
think
about
the
professional
development
that
teachers
need
and
that
professional
development
is
really
two-fold.
E
So
we
have
already
started
plans
built
into
our
in-service
days.
That
will
start
that
work
in
preparing
teachers
for
online
learning.
So,
looking
at
technology
tools,
looking
at
how
to
incorporate
those
tools
into
teaching
and
learning
in
a
best
practices
approach,
so
we're
talking
about
resources,
we're
talking
about
professional
development.
E
We
also
know
that
it's
important
that
we
support
teachers
with
the
overall
curriculum
planning.
Last
week,
guidance
came
out
connected
to
the
common
core
standards,
with
blueprints
for
recommendations
on
how
schools
k
through
12
should
approach
teaching
the
math
and
ela
common
core
standards
for
the
2021
school
year.
Given
the
pandemic
crisis
that
the
country
faced
this
spring,
so
we
also
need
to
help
teachers
think
about
the
content.
They'll
be
teaching
and
how
are
students
impacted
by
the
fact
that
we
went
into
a
remote
learning
situation
in
march?
E
We
know
we
all
did
our
best
to
provide
instruction,
but
we
also
know
there
are
going
to
be
learning
gaps
and
we
need
to
prepare
for
that
and
we
need
to
support
teachers
with
making
those
adjustments
to
curriculum
and
instruction.
So
I
think
it's
yes,
we
need
to
be
thoughtful
about
the
online
learning.
We
need
to
be
thoughtful
about
our
in-person
learning
and
when
we
have
a
hybrid
approach
and
really,
I
think,
the
professional
development
that
we
can
provide
to
teachers
to
support
them
right
from
in
service
in
august.
A
D
D
So
the
question
really
is
about
what
are
the
types
of
masks
we're
going
to
be
using
who's
going
to
be
supplying
those
um
our
face?
Shield
is
going
to
be
an
option
for
for
some
staff
and
also
some
questions
about
um
students
and
staff
who
we
need
to
be
able
to
see
their
faces,
their
lips
and
mouths
as
part
of
the
teaching.
A
A
O
Yeah,
I
just
want
to
make
everyone
aware
that
we
are
looking
into
face
shields
for
limited
amount
of
time.
The
vermont
department
of
health
guidelines
around
face
shields
are
that
they
have
to
be
the
proper
fit
and
a
lot
of,
and
there's
a
definition
for
what
that
means.
A
lot
of
the
manufacturers
who
are
making
face
shields.
O
Once
we
have
tried
the
face
shield
on
it
is
not
needing
that
proper
fit
definition,
and
so
we
are
really
trying
hard
to
find
face
shields
so
that
teachers
can
wear
them
in
a
short
span
of
time
to
do
a
reading
lesson
or
to
do
a
phonics
lesson
so
that
the
the
students
can
see
your
whole
mouth
and
see
your
whole
face.
As
you
make
different,
sounds
and
and
letter
combinations.
D
Yep
um
there
were
a
series
of
questions
that
I
would
define
as
um
some
good
equity
focus
questions,
but
specifically,
there
were
ones
that
asked
about
how
are
we
going
to
in
an
a
b
type
schedule
um
and
a
pod
type
schedule?
So
it's
both
about
people
coming
in
and
out
of
the
classroom,
adults,
but
also
with
kids
in
school
every
other
day
for
our
english
language
learners,
our
students
receiving
services
through
an
individualized
education
plan
um
and
then
specifically,
kids,
who
have
some
pretty
intensive
special
needs.
A
So
that's
a
really
important
question.
I
mean
one
of
the
three
areas
of
focus
for
us
and
the
primary.
The
the
the
overarching
focus
is
equity.
How
do
we
ensure
that
we
are
providing
equitable
services,
which
is
not
equal
services
necessarily,
so
there
could
be
opportunities
for
students
to
receive
services.
One
of
the
things
that
we
are
considering
is
students
being
able
to
receive
services
um
on
the
on.
A
If
we
went
a
day
b
day,
that
would
mean
students
would
be
in
school
two
days
a
week
and
there
could
be
a
third
day
for
for
students
who
need
specialized
services,
and
so
that
could
be
one
way
that
we
do
it.
In
addition,
we
are
going
to
have
provide
specialized
services
to
all
all
students.
We
are
going
to
provide
the
required
specialized
services,
the
special
education
services,
the
language
acquisition
services-
um
those
are
those
are
critically
important.
This
is
an
equity
imperative.
This
is
why
we're
doing
this
work.
D
A
A
They
actually
don't
use
pod
language
and
they
don't
give
a
number
of
students
that
that
need
to
be
in
in
that
pod.
The
idea
is
to
have
a
manageable
group
that,
where
you
can
do
contact
tracing
uh
if
you
need
to-
and
so
that's
really
the
key
and
that's
what
that's
what
principles
are
planning
for.
I
don't
know
if
anyone
uh
wants
to
talk
about
the
unified
arts
more
specifically
or
if
there
are
any
examples
from
the
summer.
D
D
Students
are
home
at
the
end
of
the
day
and
it
happens
then,
or
on
their
off
days,
or
is
it
um
where
the
students
are
in
the
classroom
with
another
adult
and
the
ua
teacher
um
is
doing
it
that
way
and
then
the
um
so
promoting
in
a
sense,
while
there's
other
adults
in
the
room
with
the
students
and
then
the
last
one
is
assigning
a
ua
teacher
to
a
pod
for
a
defined
period
of
time,
and
so
there's
some
co-teaching
and
integration.
That
could
happen.
A
um
We're
seeing
this
in
summer
we're
not
we're
not
seeing
it
with
the
ua
teachers,
but
we're
seeing
service
delivery
in
classrooms.
So
there
there's
a
classroom
that
I've
been
into
twice
um
in
the
past
couple
of
days
and
there
are
students
who
are
who
are
learning,
uh
who
are
working
individually
with
service
providers
on
computers,
while
the
class
is
also
working
so
to
me
that
we
are
going
to
this
is
going
to
force
us
to
rethink
what.
I
D
A
A
I've
heard
teachers
say
that
they
feel
like
they
can
so
so
we
may
have
some
I
I
bet
we
will
have
some
of
that,
uh
but
we're
not
saying
that
that's
the
model,
so
the
model
would
be
that
students
would
be
on
those
off
days,
would
be
given
assignments
and
would
be
working
on
those
assignments
on
the
off
days
and
then
would
come
back
and
what
we
can.
What
we
still
need
to
decide
is:
are
there
check-in
points
at
some
point
during
the
day
for
those
students
who
are
at
home
to
keep
them
engaged.
D
Thank
you.
um
This
is
a
question,
maybe
I
mean
maybe
a
combination
of
christy
and
becca,
but
obviously
defer
to
you
tom
um
there's
some
questions
that
relate
to
the
summer
program.
So
there's
some
general
ones
about
trying
to
understand
like
hearing
from
that
those
staff
look
how
that's
gone.
What's
gone
well,
what's
what's
maybe
been
difficult
and
then
specifically
a
specific
question.
D
um
We
heard
that
um
we're
getting
a
great
job
done.
Processing
students
at
the
health
checks
we're
down
to
about
one
minute,
but
still
at
one
minute.
That
adds
up
really
quickly
any
thoughts
on
how
this
will
be
addressed
so
sort
of
two
different
questions,
one
about
specifically
the
health
checks
and
what
that
would
look
like
during
the
school
year,
but
also
any
lessons
learned
successes
or
struggles
from
summer
programming.
J
J
We
find
that
staggering
students
and
entrances
has
helped
make
the
health
check
process
go
smoother.
We
are
seeing
that
mask
wearing
that
there
have
been
some
reminders.
Many
of
the
students
are
it's
routine.
Now
the
social
and
physical
distancing
is
something
that
teachers
have
had
to
be
strategic
about
and
continues
to
be
something
that
they
are
trying
new
tips
and
best
practices
to
support
that.
J
I
O
D
Okay,
there
are
a
series
of
questions.
Some
are
almost
identical
around
um
how
we'll
deal
with
sick
leave
and
if
somebody
has
coveted
or
coveted
like
symptoms,
and
are
we
going
to
be
looking
at
that
differently?
So
it's
a
sort
of
a
z
question
and
then
also
connected
to
that.
Just
the
wondering.
What's
going
to
happen,
um
if
we
start
having
just
a
bunch
of
staff
who
need
to
be
out
and
then
the
subpool
and
what
that's
going
to
look
like.
H
Yes,
I
can
um
so.
First
of
all,
let
me
start
by
is
kind
of
in
chunks,
so
if
you
have
under
an
underlying
health
condition-
or
you
have
an
immediate
family
member
who
has
an
underlying
health
condition
or
somebody
in
your
household
hr
would
like
to
have
a
conversation
with
you
to
try
to
figure
out
how
to
best
support
you
um
so
that
you
can
be
as
healthy
as
possible
and
there's
a
whole
gamut
of
things
that
we
can
do
to
try
to
keep
you
um
supported
healthy
and
engaged
um
for
um
sick
time.
H
If
somebody
is
um
found
test
positive
for
covid,
for
example,
you
may
qualify
for
paid
sick
leave
under
the
family
first
chronic
response
act,
so
we
would
take
that
on
a
case-by-case
basis.
We
have
been
supporting
our
staff
since
march
and
their
families
as
they've
dealt
with
different
health
issues.
So
erin
dye
is
our
employee
lead
specialist
and
she
helps
support
our
students
and
our
staff
to
coordinate
support,
use
of
leave,
use
of
unpaid
leave,
engaging
in
family
medical
leave.
H
D
Thank
you.
There's
some
calendar
questions
both
around.
Do
we
see
um
I'm
going
to
read
this
one?
Will
the
2020
21
school
calendar
be
adjusted
if
bsd
moves
from
an
alterating
day
schedule,
or
would
students
be
offered
virtual
instruction
on
those
days,
they're
not
on
site
and
then
also
just
in
general,
any
changes
that
we
might
be
having
to
the
calendar.
A
So
there
could
be
changes
to
the
calendar.
We
are
not
planning
for
those
changes
to
be
significant,
but
I
said
this
in
the
beginning:
there's
a
possibility
that
we
may
want
to
ask
for
a
couple
of
extra
days
in
in
pre-service,
so
that
we
can
prepare
for
our
systems
and
operations
to
get
to
get
up
and
running,
but
right
now
we're
planning
on
an
opening
on
august
26th,
I
did
put
a
hold
on
the
print
of
the
calendar
because
the
regional
superintendents
are
meeting
and
they
are
needing
they.
A
A
If
we
try
to
gather
some
additional
time
for
staff
to
come
together
to
plan
for
this,
so
that's
we'll
and
we
will
be,
we
will
be
keeping
you
updated
as
as
time
goes
on,
um
and
then
I
also
I
saw
I've
seen
a
couple
of
things
come
through
uh
the
chat
just
about
the
the
presentation
itself
and
asking
for
emails.
So
we
are
going
to
make
this
presentation
it's
it's.
A
D
um
There
are
a
bunch
of
questions
about
pods
and
some
of
those
I
feel
have
been
addressed
or
can
be
addressed
in
faqs,
but
this
one,
how
would
pods
of
students
work
at
the
high
school?
I
know
you
touched
on
this
already
tom.
Maybe
this
is
an
old
question.
I
can
visualize
this
concept
at
the
elementary
middle
level,
but
can't
see
how
this
is
possible
for
high
school.
Is
there
a
different
plan
at
the
high
school
level.
A
Yeah
so
mr
green
can
talk
about
that,
and-
and
I
just
will,
let
people
know
that
the
the
agency
of
education's
guidance
is
different
for
high
schools
and
it
actually
doesn't
have.
The
language
is,
is
about
distinct
groups
of
students
who
stay
together
and
don't
mix
much
and
so
for
contact
tracing.
So
that's
that
has
to
be
a
part
of
how
we
think
about
this
as
a
district,
but
high
schools
in
the
guidance,
it
is
specifically
noted
that
high
schools
will
not
be
required
to
have
pots.
A
Right,
I
think
health
checks
masking
physical
distancing.
uh
So
we
are,
we
are
working
to
um
meet
the
requirement
of
the
phys
physical
distancing.
So
those
are
those
are
really
the
big
strategies
at
the
high
school
level
and
the
only
way
we
we
feel
like
we
can
accomplish.
That
is,
if
not
all
students
are
in
school
every
day.
So
this
is
why
we
are
leaning
heavily
toward
that
a
day
b,
day.
A
Rotation-
and
I
didn't
get
to
this
in
the
last
question-
but
students
will
be-
um
we
will
need
to
take
attendance
for
students
when
they're
home
and
away,
and
we
have
to
have
a
policy
for
that.
So
we
have
to
develop.
If
we
we
have
to
develop
guidance
for
how
that
will
look,
but
students
will
be
expected
to
be
learning
and
completing
work
on
those
off
days,
and
then
we
have
to
think
about
how
we're
supporting
those
students.
D
There
are
some
questions,
some
relate
to
staff
and
some
relate
to
families,
as
we
think
about
an
ab
schedule,
hybrid
schedule.
What
would
staff
do
for
child
care
who
have
children
at
home
and
are
working
full-time?
So,
in
other
words,
you
know
my
kiddo
is
on
an
a
schedule
and
I
teach
a
and
b
um
and
then
also
thinking
about
that
just
for
for
families,
especially
some
of
our
more
vulnerable
kids,
um
historically
marginalized
kiddos
any
thoughts
around
how
we'll
meet
the
needs
of
those
students
on
their
off
days.
E
So
um
laura
nugent,
who
is
the
director
of
special
services,
is
working
on
the
pre-service
schedule
for
para
educators.
It
is
part
of
the
plan
to
have
them,
at
least
for
some
portion
of
the
district
time
and
some
portion
of
the
building
base
time.
So
a
more
exact
schedule
will
be
communicated
in
the
next
few
weeks
when
we're
able
to
know
exactly
what
our
final
plans
look
like
for
those
in-service
days.
A
J
I
A
That's
that
is
still
a
decision
that
we
have
to
make,
and
some
of
that
um
depends
on
on
the
model
we
land,
not
some
of
that.
All
of
that
depends
on
the
model
we
land
on
and
how
transportation
uh
can
support
that,
so
it's
possible
there
could
be
a
there
could
be
a
staggered
start
and
end
and
we
will
be
updating
with
the
exact
start
and
end
times
as
soon
as
we
possibly
can.
D
um
Some
more
questions
related
to
um
pods
and
and
rooms
in
general,
so
any
any
actual
guidance
or
is
it
recommendations
around
um
the
recommended
number
in
a
pod,
but
then
also
regardless
of
pod
size
um
with
heating,
and
I
mean
with
uh
the
heat
in
many
rooms
in
these
first
few
months
of
fall
um
windows
that
don't
open.
Can
we
be
looking
into
things
like
room
window,
air
conditioners?
Can
we
look
at
propping
doors,
open
and
windows
for
better
fire
air
flow,
though
due
to
fire
code?
F
F
Obviously,
temperature
is
a
is
a
comfort
factor,
but
adding
air
conditioners
don't
do
not
necessarily
increase
ventilation.
However,
it
does
make
occupants
more
comfortable
and
we've
certainly
been
looking
at
increasing
air
conditioning
in
in
spaces
throughout
our
buildings
for
our
summer
schools
and
schools
that
are
in
other
areas
that
are
used
for
the
summer
as
well.
So
we'll
continue
to
look
at
that
as
well.
K
For
example,
looking
at
the
gym
looking
at
outside
I'm
looking
at
looking
at
the
courtyard
with
when
weather
permits,
I
know
that
the
cafeteria,
for
example,
that
bhs
can't
won't
be
used
for
eating,
but
I
think
we
can
accommodate
a
small
class
in
the
cafeteria
which
would
allow
for
the
proper
spacing
to
happen
and
there's
a
cooler
temperature
there
so
being
flexible
with
the
non-traditional.
Spaces
is
something
that
we're
also
looking
towards
for
next
year.
E
So
I
think
there
are
a
couple
of
pieces
to
address
with
that
question.
One
first
is:
we
know
that,
because
of
the
shutdown
that
we
experienced
last
spring,
that
we
have
to
look
at
curriculum
maps
across
the
board
and
look
at
what
are
the
priority
areas,
so
that's
going
to
need
to
happen
at
all
levels
pre-k
through
12.
E
I
think
that
goes
to
what
we've
learned
or
one
of
the
lessons
we've
learned
in
this
pandemic,
which
is
that
we
need
to
think
differently
about
instruction
about
curriculum
about
teaching
and
learning.
And
so
I
would
say
that
all
options
are
on
the
table
if
they're
connected
to
high
expectations
and
giving
students
those
opportunities
for
deep
learning.
So
I
would
say
that's
a
a
conversation
that
needs
to
happen
at
a
grade
level
or
a
content
level
plc.
D
A
It
is
possible
that
we
will
be
providing
some
remote
learning
options
for
families
we.
We
also
have
to
run
a
school
district
and-
and
we
know
that
that
is
some
of
that's
going
to
uh
that-
is
going
to
be
in
person
primarily.
So
we
have
to
look
at
our
staffing,
but
I
think
it's
a
good
question.
It's
it's
one
that
we
really
have
to
uh
look
at.
A
D
A
A
We
are
primarily
concerned
with
making
sure
that
the
safety
and
health
of
our
students
and
our
staff
is
at
the
center
of
our
thinking,
and
we
also
know
this
is
that
our
students
teaching
is
the
most
important
profession
there
is,
I
believe-
uh
and
so
we
know
we
know
the
impact
we
have.
So
we
have
to
really
think
about.
Okay,
the
impact
is
real,
so
we
need
to.
We
need
to
be
with
our
students,
um
and
so
I
think
for
me,
that's
the
that's
the
equity
issue.
A
uh
We
have
to
make
sure
that
we're
serving
our
students
during
this
time
and
make
sure
we
we
are
staying
safe
and
healthy,
and
I
understand
there's
the
tension
there
and
it's
it's
stressful,
so
I'm
gonna
come
out
and
meet
with
individual
schools,
as
I
said
in
the
beginning
uh
and
do
more
face
to
face.
So
we
can
have
these
conversations.