►
From YouTube: IAA Reopening Town Hall
Description
Principal Robinson and members of the IAA staff and PTO walk through school reopening. For more information on our efforts in BSD, please visit https://www.bsdvt.org/district/reopenbsd/
A
Okay,
so
good
evening
to
our
ia
families.
Thank
you
for
being
patient
and
letting
us
get
started.
All
of
our
panelists
are
here.
We're
really
excited
to
be
able
to
be
with
you
tonight
and
be
in
a
position
that
we
can
welcome
our
students
and
families
back
for
this
school
year
after
we've
been
on
remote
learning
for
the
spring,
we're
really
excited
to
know
it's
important
to
have
our
students
with
us,
even
if
it
is
in
a
hybrid
schedule,
it
will
give
us
some
contact
in
face-to-face
time.
A
So
hopefully
your
students
are
with
you
right
now.
If
they're
not,
please
know
we
are
recording
this
as
a
resource
so
that
you
can
look
back
at
it
later
if
you
want
to
use
it
for
conversation
with
students
or
your
children
before
the
school
year
starts
next
week.
So
we
hope
this
information
will
be
helpful,
but
also
engaging
and
again
a
good
family
conversation
talking
point
about
what
the
start
of
the
school
year
may
look
like.
B
B
A
A
D
E
A
D
A
So
I'd
like
to
say
at
the
beginning
of
this,
thank
you
to
our
panel
and
to
many
of
our
staff
for
helping
to
make
this
presentation
and
information
possible
for
us
tonight
again.
We
hope
this
is
helpful
information
to
give
you
an
idea
of,
and
your
students,
most
importantly
and
parents,
an
idea
of
what
the
start
and
the
school
year
will
look
like
to
give
you
an
idea
of
an
overview.
Our
pto,
our
parent
teacher
organization,
will
do
a
quick
overview
and
an
invitation
to
join
us.
A
We
will
then
have
a
welcome
back
video
that
mr
leo
george,
leo
was
second
grade.
Teacher
will
be
a
first
grade
teacher
this
coming
year
has
produced,
and
many
have
contributed
to
that.
We
hope
will
be
a
great
visual
for
students
to
engage
and
see
what
things
will
look
like
in
a
fun
but
informative
way.
Then
we'll
go
through
some
priorities
for
the
year
health
protocols
for
a
safe
return
on
what
student
learning
and
our
academic
focus
will
be
for
the
year.
C
C
C
C
That
said,
our
first
meeting
is
going
to
be
next
thursday.
We
wanted
to
have
a
meeting.
We
didn't
want
to
wait
until
october
to
have
our
first
pto
meeting
and
so
we'll
meet
on
september
10th
and
it
will
be
a
zoom
meeting,
but
it
will
be
not
this
panel
style
it'll
just
be
a
gathering,
a
virtual
gathering
of
everyone,
so
everybody
will
have
a
chance
to
speak,
we'll
be
the
budget
draft
that
rachel
and
I
worked
with.
C
F
Only
the
the
fact
that
the
treasurer
is
on
the
panel
shows
how
desperate
we
are
for
leadership,
more
leadership
roles.
Really
I
just
I
just
do
with
the
money
I
deal
with
the
money
and
kate
has
been
dealing
with
everything
else,
and
there
is
a
lot
to
support.
We
have
so
much
to
be
proud
of
at
ia.
There's
a
lot
that
the
pto
has
done
in
the
past
and
a
lot
we
can
do
in
the
future.
F
I
do
think
that
one
of
the
silver
lines
of
the
coveted
times
is
that
we
have
an
opportunity
to
be
even
more
inclusive
with
some
models.
You
know
the
weekday
evening
thing
wasn't
working
for
everybody
likely
and
this
year
we
can
look
at
all
kinds
of
ways
to
be
more
inclusive
and
accessible.
Equity
has
a
line
item
in
our
budget,
so
we
do
have
resources
that
we
want
to
put
towards
that,
and
we
just
welcome
your
creativity
and
ideas
and
different
kinds
of
models
of
leadership.
F
So
kate
and
I
are
totally
open
and
welcome-
and
really
our
role
is
just
to
support
the
aspiring
leaders
of
the
pto
as
which
is
all
of
you.
So
spread
the
word
too,
to
other
families
who
may
not
be
on
this
call,
and
let
them
know
that
any
and
all
voices
are
welcome
and
we're
here
to
support
you
in
whatever
way
we
can.
A
Thank
you
so
much
kate
and
rachel
for
the
support
and
all
you've
been
doing
to
contribute
to
our
ia
students
and
school
and
community.
It's
been
a
year
that
I've
been
working
with
you,
but
I
can
say
to
our
families.
There's
certainly
has
been
a
lot
of
dedication,
commitment
and
sweat
energy
given
by
kate
and
rachel.
So
thank
you
to
both
of
you.
A
A
D
J
J
J
J
E
I'm
miss
jackie,
I'm
in
second
grade
with
miss
rose
as
you'll
see.
Here.
Our
classroom
is
the
same
as
the
greatest
there's
a
couple
of
differences
this
year
to
keep
you
safe,
you'll
notice,
the
tables
look
a
little
different
they're
facing
a
certain
way
last
year.
They
might
have
faced
this
way.
There
might
have
been
more
tables
this
year,
there's
a
little
less
all
to
keep
you
distant
physically
and
safe.
J
J
J
A
A
A
A
D
H
A
A
Okay,
we're
back
thank
you
for
bearing
with
me
on
that.
Hopefully
that
doesn't
happen
again,
all
right,
so
our
priorities
for
the
year,
so
one
of
the
first
and
foremost
we'll
be
looking
to
focus
on
our
students
and
staff
returning
safely
to
school.
So
safety
and
going
through
routines
is
going
to
be
a
priority
for
us
this
year,
especially
the
first
few
weeks.
We'll
spend
a
lot
of
time
going
through
those
routines
all
about
safety,
which
nurse
ali
will
talk
to
us
some
about
next.
In
a
few
minutes,
our
next
priority.
G
Hi,
so
just
to
introduce
myself,
I'm
nurse
ally,
I'm
the
nurse
at
iaa,
and
I
just
want
to
say
first
and
foremost
that
I
am
so
grateful
to
work
with
such
a
great
team.
I
mean
honestly,
the
safety
of
your
children
has
been
at
the
forefront
of
our
planning
and
I
just
can't
say
enough
good
things
about
the
team
that
I
work
with.
So
I
just
want
to
throw
that
out.
There
first
there's
been
a
lot
of
planning
behind
the
scenes,
so
just
some
things
that
we're
doing
to
keep
everyone
safe.
G
G
It
will
be
done
online
but,
like
I
said
I'll,
be
going
into
more
detail
in
the
next
slide
about
that,
and
then
this
year
just
we
always
want
to
ensure
kids
are
staying
home
when
sick,
but
definitely
this
year
we
have
a
very,
very
low
tolerance
of
illness.
Just
this
year
to
try
and
keep
the
whole
community
safe,
and
I
know
that
can
be
really
stressful
for
parents.
G
G
So
that's
just
something
kind
of
new
this
year,
not
the
24
hour
rule
but
kind
of
reaching
out
to
your
primary
care
just
to
have
that
discussion
this
year
we
always
encourage
hand
hygiene,
but
we
are
making
sure
to
build
that
into
the
schedule
this
year.
We
are
really
pushing
that.
That
is
the
number
one
thing
to
you
know
prevent
illness,
and
so
we
are
really
really
really.
You
know
pushing
that
this
year,
the
physical
distancing
so
for
elementary
school.
It's
three
to
six
feet.
G
We
always
are
aiming
for
six
feet
when
possible,
but
that
the
guidance
did
change
to
three.
So
that's
currently
what
we're
doing
all
staff
and
students
will
be
wearing
masks.
So
that
is
the
personal
protective
equipment
and
then
we
are
using
this
year,
the
pod
system,
so
students,
the
grade
is
considered
a
pod.
Despite
like
it's
not
just
a
day
or
b
day,
a
and
b
is
considered
a
pod,
but
to
you
know
make
that
physical
distancing
possible
and
try
to
make
the
classes
smaller.
G
G
So
we
are
asking
that
all
students
will
stand
in
a
line
physically
distanced
at
their
designated
spot.
So
there
will
be
a
cone
with
a
picture
of
your
classroom
teacher
at
these
spots.
The
younger
k
through
two
it'll
be
at
their
class
door
and
then
the
older
grades
will
be
at
these
designated
spots
because
they
will
have
designated
doors
that
they
go
in
to
try
and
combat
any
clustering
of
students
or
congregation.
G
G
F
B
A
A
To
give
an
idea
of
what
the
school
day
will
look
like
for
the
in-person
days,
it
will
be
very
similar
to
what
school
was
like
pre-covet,
when
students
would
return
with
the
differences
that
nurse
ali
pointed
out
for
our
arrival.
So
as
nurse
ali
said
between
7
45
and
8,
10
is
when
we
will
have
staff
present
outside
to
help
students
with
their
temperature
checks
and
if
they
have
not
done
the
health
screening
at
home,
we
will
help
with
that.
But
the
goal
is
prior
to
students
coming.
A
A
We
will
be
looking
to
try
to
if,
as
best
you
can
structure
their
day
in
this
manner,
it
does
not
necessarily
have
to
meet
these
times.
This
is
just
a
sample,
but
getting
them
into
a
routine
that
they
can
expect
and
have
some,
if
possible,
structure
to
what
the
remote
days
will
look
like
and
again,
the
blocks
are
suggested,
but
what
we
will
be
looking
to
do,
which
I'll
talk
to
in
a
future
in
the
next
couple
of
slides
about
how
the
connections
from
in
person
to
remote
learning
or
hope
to
happen.
A
But,
as
you
notice,
you'll
see
here,
there'll
be
time
for
math,
some
brain
breaks,
literacy,
social,
emotional
activity,
some
time
for
lunch,
again
brain
breaks
and
outside
time
and
then
we'll
be
looking
to
build
in
our
arts.
Integration
focus
on
learning,
where
we
incorporate
science
and
social
study
themes
and
then
potentially
ending
with
some
journaling
drawing
reflection
writing
activities
as
a
way
for
students
to
reflect
on
their
learning.
A
So,
for
our
in-person
day,
learning
the
focus
of
what
we
will
be
doing
when
students
are
here
with
us
is
introducing
new
learning
targets
and
new
content.
While
they're
here
face
to
face
with
us.
So
we
will.
Unlike
the
spring,
it
will
give
us
face-to-face
time
where
we
can
go
into
content,
go
into
our
curriculum
and
build
that
learning
for
students
providing
instruction
on
key
skills
connected
to
our
priority
standards
and
then
using
our
different
assessments
to
determine
where
students
are
in
their
understanding
of
those
skills.
Providing
a
learning
theme
and
the
learning
themes.
A
This
will
be
what
we've
defined
as
asynchronous
lessons
that
are
connected
to
the
learning
targets
that
we
will
be
focusing
on.
While
they
are
here
with
us,
and
then
we
will
be
looking
to
have
practice
and
extension
activities
based
on
the
learning
that
they've
done
in
their
in-person
days.
What
some
of
those
extension
and
practice
activities
may
look
like,
or
critical
thinking,
problem
or
project
based
activities
aligned
to
the
learning
targets
again
that
they
focus
on
when
they're
with
us
here
in
person.
A
Some
of
the
suggestions
for
some
of
those
opportunities
will
be
coming
from
our
ua
team
as
a
way
to
offer
menu
and
integration
into
those
learning
and
activities
again
to
keep
it
engaging,
but
also
to
allow
students
to
be
creative
and
innovative
and
how
they're
expressing
their
learning
and
then,
whether
it's
in
person
or
at
home,
but
definitely
when
they're
at
home.
We
hope
to
have
some
feedback
and
reflection
of
their
learning
for
their
day.
A
So
this
is
a
slide
to
help
families
understand
some
of
the
summaries
of
the
school
day.
Again,
our
school
day
still
will
begin
on
8
at
8
10
each
day,
except
for
wednesdays,
which
is
a
remote
day
for
all
students.
We
are
asking
so
staff
are
here
to
help
that
students
arrive
between
7,
45
and
8
10
and
wait
to
enter
in
the
designated
spaces.
That
was
indicated
on
the
diagram
that
nurse
ali
spoke
about
to
help
with
minimizing
the
amount
of
people
in
the
building.
A
Breakfast
will
be
delivered
to
all
classes
for
our
students,
so
as
they
go
in
wash
their
hands
get
settled,
our
nutrition
team
will
be
delivering
breakfast
to
the
classes,
and
students
will
be
able
to
eat
breakfast
there
for
lunch.
Pre-K
to
second
grade
will
also
have
lunch
delivered
to
the
classroom
for
them.
Our
third,
through
fifth
graders,
will
come
down
in
a
socially
distant
line
to
pick
their
lunches
up
and
then
take
them
back
to
the
classroom.
A
If
you
have
a
kindergarten
or
one
correction.
In
the
letter
you
received
just
to
clarify
the
first
week
september,
8th
through
11th
or
half
days
for
kindergarteners
september
14th,
the
beginning
of
the
next
week.
Kindergarteners
will
start
their
first
full
days
and
the
philosophy
and
the
district
behind
that
is.
It
allows
maybe
a
little
more
transition
for
our
kindergartners
into
school
and
allow
them
to
build
that
stamina
up
the
first
week
before,
starting
their
first
full
day
on
the
14th.
A
As
we
bring
students
back
in
for
academics
and
re-entry
we're
mindful-
and
there
are
studies
across
the
nation
that
talk
about
and
give
us
insight
into
some
of
the
learning
gaps
and
inequities,
that
may
have
happened
during
our
shutdown
and
while
students
were
home
in
the
spring
for
100
remote
learning.
So
we
want
to
be
conscious
of
that.
We're
adjusting
our
curriculum
for
this
year
to
focus
on
priorities
and
as
we
do
that
what
that
means
is
we'll
be
looking
to
accelerate
and
scaffold.
A
So
we
will
analyze
in
our
teams
in
the
extra
time
that
we've
had
this
two
weeks,
while
we're
well,
we've
delayed
the
start
of
school.
Part
of
what
our
teams
have
been
doing
is
focusing
on
the
curriculum,
collaborating
looking
back
at
the
last
year
to
determine
where
gaps
may
lie
from
march
to
june,
and
the
way
we
will
try
to
address
those
gaps
is
by
accelerating
the
learning
from
last
year
in
to
and
scaffolding
it
into
the
work
of
this
year's.
We
look
at
materials,
tasks
and
assignments.
A
So
this
is
a
study
and
one
of
the
reasons
we've
chosen
math
as
a
priority.
The
northwest
evaluation,
association
or
nwea
has
studies
that
shows
all
of
our
subjects
are
important,
but,
as
you
read
through
this
for
yourself,
there
are
potentially
steeper
losses
in
mathematics
than
reading.
So
we
want
to
make
sure
we
will
still
be
focusing
on
reading
writing
science,
math,
science,
writing
and
our
other
subjects
our
uas.
A
So
we
really
want
to
make
sure
we're
doing
as
prioritizing
our
focus
on
making
sure
that
our
students
are
able
to
close
any
gaps
and
get
a
solid
foundation
this
year,
so
that
as
they
move
forward,
we're
making
sure
we're
not
creating
opportunities
where,
as
they
go
from
year
to
year,
they're
playing
catch-up
we'll
be
looking
to
accelerate
and
scaffold,
especially
in
mathematics.
As
much
as
we
can
to
make
sure
that
students
are
on
grade
level.
A
And
again,
this
is
just
some
more
data
from
nwea
on
in
a
summary
that
shows
that
you
know,
as
students
return
in
the
fall
about
70
percent
of
their
learning
gains
are
forecasted
for
typical
year.
However,
in
the
area
of
mathematics,
it
could
be
as
much
as
a
50
percent
difference
in
where
they
would
have
been
had
we
been
continuing
in
school,
so
just
a
little
more
data,
and
once
you
have
this
from
our
website
and
ace,
we
will
share
this
slide
presentation
on
our
website
when
this
is
over.
A
Hopefully
it
will
be
up
by
tomorrow.
It
may
take
a
little
time
to
upload,
but
once
you
have
this
slide
deck,
you
can
click
on
this
link,
and
it
will
take
you
to
the
full
article
explaining
why
mathematics
is
an
area
that
schools
should
be
focused
on
and
making
sure
that
we
are
ensuring
the
students
have
their
solid
learning
in
the
area
of
math.
I
I
This
year,
we're
modifying
a
little
bit
with
the
actual
structure
of
it.
The
format,
but
also
we're
going
to
do
each
grade
level
is
identifying
a
theme
or
an
essential
question
to
explore
through
these
interdisciplinary
units
that
last
all
year
and
they're,
exploring
these
themes
or
essential
questions
through
the
various
art
forms.
I
So
it's
I'm
really
excited
to
see
the
different
connections
that
kids
make
through
these
themes
so
more
on
that
to
come,
we're
deep
in
the
planning
stages
of
that
currently,
and
so
these
themes,
these
concepts,
these
arts
integrated
units
will
be
explored
in
person
days
and
at
home.
So
we
are
working
different
ways
of
how
that
can
be
supported
at
home
as
well.
I
So
a
bit
about
the
format
we
have
five
unified
arts
teachers
who
will
be
on
a
two-week
rotation,
so
your
child
will
be.
Let
me
get
back
up,
so
each
ua
teacher
will
have
three
classes
each
day
they
will
have
either
a
45-minute
block
with
the
k-1
age
level.
Two
through
five,
these
classes
are
going
to
be
75
minutes,
so
that's
their
normal
45
minute,
unified
arts
time
plus
the
co-teaching
time
we're
using
that
75-minute
block
as
one
sort
of
unit
and
the
rationale
behind
having
you
know.
I
They
will
have
opportunities.
So
let's
say
your
student
is
in
music
and
has
not
had
art
for
four
weeks
loves
art,
so
they
will
have
opportunities
to
engage
with
the
art
teacher
in
other
ways,
such
as
activities
that
are
posted
on
online
or
read-alouds,
or
I
know
ms
jenn
will
be
doing
book
checkout.
Our
pe
teacher
will
be
offering
movement
breaks
all
outside,
even
when
those
students
are
not
in
his
active
two-week
rotation.
I
So
we've
reformatted
it.
We
basically
reinvented
the
wheel
on
the
schedule
here
to
allow
for
that
balance
of
safety
and
meaningful
curriculum
and
engagement
with
the
arts
trying
to
just
glance.
What
have
I
missed?
Oh
so,
the
ua
teachers
are
going
to
be
pushing
into
classrooms.
The
the
library
will
be
used
by
miss
jen.
She
will
be
bringing
books
to
the
classrooms.
The
art
teacher
will
be
bringing
art
supplies
to
the
classroom.
I
I
I
We
won't
be
able
to
assemble
in
the
gym
per
usual,
so
we
are
going
to
be
moving
it
online
and
we
are
going
to
be
offering
that
for
viewings
in
the
classroom
and
making
those
recordings
available
to
families
to
view
together
and
we're
trying
to
find
ways
that
are
engaging
for
students.
We
can't
do
necessarily
a
live
performance
in
person
anymore,
so
we're
we're
really
brainstorming
hard
about
how
to
have
fun
with
this
in
the
new
format,
so
that
still
will
be
honored.
I
So
more
on
that
to
come,
you
may
have
seen
an
email
go
out
from
me
about
flynn
offerings.
They
have
a
bunch
of
great
classes
right
now
on
remote
days
that
you
can
sign
up
for
and
they
have
a
pay
what
you
can
scale
for
payment
and
we're
hoping
that
more
more
things
will
come
from
that
flynn.
Partnership
soon,
so
stay
tuned
information
is
forthcoming.
B
Okay,
so
library
services.
So
just
in
case
you
didn't
hear
me
before
I'm
miss
jen,
I'm
the
librarian
ia,
I'm
not
the
bsd
superintendent,
as
my
label
says
so
library
services,
good
news,
students
absolutely
will
have
access
to
library
books
this
year.
They
just
will
not
be
allowed
into
the
library.
So
I
me
and
my
library
parents
spent
the
day
clearing
off
an
extra
cart
that
is
in
my
closet.
B
That
is,
is
deemed
safe
as
long
as
they
sanitize
their
hands
before
they
select
a
book
and
then
I'll
be
wearing
gloves.
I
will
scan
it
hand
the
book
back
to
them
and
they
can
go
to
their
desk
and
read
it
or
it
can
go
into
their
designated
location
in
their
classroom.
I
am
going.
I
am
suggesting
that
books
don't
come
back
and
forth
just
because
they
tend
to
get
lost,
especially
when
we
have
a
lot
of
transitions.
B
B
B
The
hard
part
that
I'm
coming
across
is
trying
to
find
compatibility
with
ipads
and
chromebooks
things
that
you
can
do
on
ipads.
You
can't
necessarily
access
on
a
chromebook.
So
in
the
meantime,
while
I
try
to
figure
that
out,
I
am
suggesting
to
please
get
a
fletcher
free
library
card.
Fletcher
free
has
several
different
services
online
and
you
may
have
already
discovered
this,
but
they
have
several
different
services
online
for
getting
ebooks
and
audio
books
and
they're
going
to
be
are
sort
of
fill
in.
H
Hey
everyone
jen
you're,
all
done,
I'm
just
checking.
It
sounds
like
it
looks
like
you're
done,
hi
everyone-
I
am
meredith
hoisington,
I'm
the
school
counselor
at
iaa,
so
I'm
just
gonna
talk
a
little
bit
about
social
and
emotional
supports
and
obviously
like
that
is
like
it's
really
important
to
us
at
iaa
and
it's
a
foundation
really
for,
like
all
the
other
learning,
that's
happening,
so
we
really.
We
really
value
this
and
and
take
it
seriously.
H
H
H
I'm
gonna,
you
know,
follow
the
protocols
at
this
point.
It's
you
know
we
can
go
outside,
but
folks
have
started
asking
if
I
would
meet
with
kids,
so
I
still
am
planning
on
doing
that.
I
don't
know
about
a
group
that
might
be
something
if
you're
feeling,
like
you
know,
remotely
that
that's
something
that
you're
you're
wanting,
maybe
especially
for
folks
who
are
remote
learning.
That
might
be
something
that
you're
interested
in
just
let
me
know
so.
If
you're
feeling,
like
you,
want
a
little
like
more
services.
H
D
A
D
D
D
We
are
connected
in
relationship
with
others,
so
we're
going
to
keep
supporting
those
positive,
healthy
relationships
through
things
like
roar,
that
you
hear
your
kids
talking
about
the
positive
behavior
supports
we're
going
to
keep
doing
those
things.
They
might
look
a
little
bit
different,
but
just
know
that
we
are
really
wrapping
our
heads
around
how
to
support
our
kids,
mental
health
and
social
emotional
skills.
During
this
time.
H
So
these
are
just.
I
don't
know
that
we
need
to
go
through
all
these,
but
the
circle
questions,
especially
in
the
beginning
of
the
year,
are
like
really
low
risk.
So
it's
these
are
just
some
sample
questions
that
that
you
know
teachers
might
use.
There
are
a
lot
of
other
ones,
but
just
you
know,
team
building,
you
know
increasing
increasing
trust.
You
know
between
kids
and
just
developing
that
those
classroom
communities
so.
A
D
D
A
So
thank
you
team
for
sharing,
and
so
this
is
our
opportunity
for
questions
so
again.
This
gin
will
moderate
and
try
to
take
some
of
the
questions
that
have
been
posed
during
this
presentation.
But
again
I
want
to
thank
the
team
for
being
present
for
this,
but
also
putting
together
what
we
hope
is.
You
know
just
some
information
to
help.
You
know
what
our
focus
and
what
students
can
expect
over
the
course
of
this
year,
but
again,
just
to
recap.
A
A
We
want
to
make
sure
our
students
are
well
supported
academically
so
that
we
can
make
up
for
lost
time,
but
also
just
making
sure
they're
okay
and
that
they
can
continue
learning
in
a
way,
that's
fun,
engaging
and
just
a
rich
experience
for
them,
while
being
mindful
of
those
learning
targets
we
have
for
them
and
as
meredith
and
michelle
just
said,
forming
those
connections.
Reacquainting
them
with
the
community
that
is
iaa.
A
One
of
the
things
that
I
learned
and
first
year
got
to
see
here
is
a
really
strong
community,
and
you
know,
we've
got
some
work
to
do.
Students
have
been
disconnected
from
that
for
about
a
half
a
year
now,
so
we
really
want
to
reconnect
them
and
get
them
to
be.
You
know
make
sure
that
we're
being
intentional
about
reestablishing
that
sense
of
community
and
then
being
here
is
a
part
of
our
ia
family
away
from
your
family.
A
You
know
they're
part
of
our
school
family
here,
so
we
want
them
to
know
that
to
feel
that
and
make
sure
we
are
spending
time
being
intentional
and
strategic
on
how
we
build
environment
to
make
that
happen.
But
so
that's
a
quick
summary.
So
now
it's
jen.
If
you
want
to
pull
a
few
questions
for
us
that
hope.
Hopefully
we
have
answers
for,
and
let
me
say
that
you
know
there
there
are
going
to
be
some
things
that
we're
still
figuring
out
in
this.
A
You
know
globally,
our
nation,
our
state,
our
city
communities,
are
all
in
uncharted
territory,
but
we're
coming
at
this
with
the
solutions
based
mindset
and
understanding
that
patience,
flexibility
we
all
are
in
this
together
for
the
betterment
of
our
students.
So,
as
you
have
questions,
as
things
come
up,
we
may
have
some
things
may
still
be
in
the
decision-making
processes,
but
we
will
take
those
and
that
feedback
or
those
wonderings
or
questions
and
seek
to
find
answers
for
them.
If
we
don't
immediately
have
them.
B
Parents
are
wondering
if
you
could
speak
to
the
first
grade
teacher
decision
and
parents
were
wondering
why
they
weren't
necessarily
notified
that
miss
jen
was
not
going
to
be
their
their
child's
first
grade
teacher.
So
I
know
there
was
a
lot
packed
into
that
question.
But
if
you
could
just
talk
to
that
process,.
A
Yeah
so
I'll
speak
to
that
quickly,
I'm
so
these
decisions
just
happened
within
the
last
couple
of
weeks
staff.
If
they,
you
know,
and
I
under
fmla
and
things
that
are
going
on.
If
any
staff
person
feels
that
or
has
a
reason
why
it
may
not
be
safe
for
them
to
be
here,
they
can
request
an
accommodation
that
goes
to
human
resources.
Human
resources
has
a
conversation
with
that
person
to
determine
whether
those
accommodations
are
to
be
approved
so
about
two
weeks
ago.
That
happened.
I
until
that
happens,
and
a
decision
is
made.
A
It
is
protected
rights.
So
until
that
approval
is
given,
I
cannot
or-
and
I
am
not
aware-
and
you
know-
and
then
it
comes
to
me
through
an
approval
to
act
on
so
that
happened.
The
position
is
currently
posted.
Once
that
approval
was
made,
we
were
able
to
move
forward
with
the
posting,
so
it
is
posted
in
the
meantime
that
takes
time
for
position
to
be
posted
and
to
be
able
to
find
a
licensed
teacher
this
time
of
year.
So
we
are
seeking
and
hoping
to
find
someone.
A
A
You
know,
august
or
late
august
is
not
the
most
opportune
time
to
recruit
or
find
licensed
teachers,
but
we're
hopeful
so
and
we're
thankful
that
mr
regina
and
our
students
will
have
not
only
a
veteran
and
a
licensed
teacher,
but
one
that
knows
ia
knows
the
students
and
is
skilled
in
intervention
support
in
there
until
we're
able
to
find
a
licensed
teacher
to
fill
in.
For
mrs
chen.
H
Excuse
me
she's
rather
she's
rather
assertive,
and
then
the
other
thing
is
regina's
really
excited,
so
just
know
that
she
knows
the
benefit
of
her
being
in
this
position
that
she
knows
a
lot
of
the
kindergartners
already
and
knows
them
much
more
so
than
like
than
jen
would
have,
and
she's
really
excited,
like
she's
just
done
a
lot
in
the
classroom
to
get
ready.
So
just
know
that
she's
there
are
a
lot
of
people
who
are
very
excited
to
have
her
teaching
because
they
know
she'll
be
great,
so
yeah.
B
A
So
I'll
speak
in
general
and
then
emily
may
be
passed
to
you
with
our
community
and
town
meeting
friday,
town
meetings
and
other
things.
So
we
are,
of
course
you
know
getting
our
teachers
routines
and
things
down
is
important
as
well.
We
will
be
exploring
opportunities.
We
will
have
an
opportunity
for
remote
learners
to
join
on
the
wednesday
schedules.
I
All
of
that
great
learning
that
they're
doing
as
well
and
then
with
the
unified
arts
teachers,
the
activities
that
they
are
recording
the
galleries
that
they're
going
to
be
posting
on
on
a
blog
any
of
those
lessons
that
they
are
recording.
Those
will
also
be
available
to
any
student
connected
to
iaa.
B
A
A
The
district
is
looking
to
provide
transition
points
for
that
question.
So,
for
example,
if
you
have
a
student
who's,
100
remote
right
now,
there
will
be
transition
windows
and
one
of
the
reasons
just
to
give
an
idea
why
things
like
that
are
important
is
because,
based
on
the
number
of
students
that
have
signed
up
for
100
remote,
the
district
has
staffed
a
team
to
serve
or
to
support
those
students.
So,
as
students
make
or
families
make
different
choices,
it
does
have
staffing
and
planning
implications.
A
So
the
the
short
story,
the
short
answer
is
yes,
there
will
be
opportunities
to
reconsider
and,
as
I
understand
it
right
now,
there
will
be
communication
that
comes
out
to
our
entire
district,
about
when
those
ventures,
so,
for
example,
it
may
be
relatively
soon
now
as
we're
starting
the
year,
and
the
next
point
could
be
at
the
nine
week.
Mark
is,
or
you
know
as
a
projected
time
point
for
re,
assessing
which
mode
of
learning
may
be
best
for
your
student
and
families.
B
A
Yes,
so
this
one
of
the
things
we
learned
in
the
spring,
this
will
be
differentiated
and
we're
talking
about
a
menu
of
options.
Different
families
are
in
different
places,
so
one
of
the
major
feedback
points
we
had
in
the
spring.
It's
a
spectrum.
Some
families
wanted
more
rigor,
more
intensity
in
the
learning
than
was
provided
in
the
spring
other
families
and
students
were
not
in
that
situation
and
could
not
handle
a
full
day
or
structure.
So
what
we
will
be
seeking
to
do
again,
that
was
a
sample
schedule.
A
Again
your
own
schedule
and
structure
within
your
home.
You
will
work
to
fit
your
student.
Your
family's
needs.
So
again
that
was
just
a
sample.
Research
and
study
say
the
most
important
thing
whatever.
If
you
can
set
up
a
structure
and
systems
that
are
consistent
for
students,
so
they
know
what
to
expect
when
they're
in
their
remote
learning
days.
A
Whatever
that
may
look
like,
we
think
that's
going
to
be
the
most
important
part
and
then
as
we're
getting
into
our
learning
and
communicating
what
students
learning
targets
are,
what
the
content
is
and
then
a
menu
of
ways
to
engage
in
that
and
then
integrated
through
our
learning.
Through
our
arts
integration,
you
can
determine
how
to
pace
and
how
to
structure
the
day
at
home,
and
then
you
will
have
us
as
a
support
for
the
in-person
days
as
students
hopefully
reflect
with
you
through
journaling
through
their
drawing
and
that
comes
back
to
us.
A
It
will
give
us
an
idea
of
what
students
engaged
in
where
they
are
in
their
remote
and
then
we'll
be
looking
to
help
partner
with
you
and
this
to
help
fill
the
gap.
So
one
major
difference
is
than
it
was
in
the
spring.
We
didn't
have
the
in-person
touch
point
days
with
students
in
the
spring,
so
we
really
will
be
looking
to
maximize
the
in-person
time
to
help
better
partner
with
what's
happening
at
home
and
at
least
that's
our
goal,
but
again
understand
we
will
have
to
differentiate
this
different
families
are
in
different
places.
A
B
B
A
I
can
jump
in.
I
just
got
off
of
a
meeting
from
four
to
five
o'clock
before
this
meeting
as
a
principal
that
was
one
of
our
requests
as
well.
So
right
now,
as
far
as
I
know,
there
isn't
yet,
but
that
is
the
meeting
week.
That's
a
recommendation
that
as
a
principal
group
we're
putting
forward
as
well
so
fingers
crossed
we're,
hoping
that
there
will
be
something
a
little
more
efficient
in
helping
to
have
that
happen
at
home.
So
you
know
you
can
help
us
voice
that
and
and
and
respond.
A
We
are
capturing
data
the
first
week
through
power
school
to
be
able
to
show
access
and
how
many
families
are
actually
able
to
access
it
before
7
30,
as
a
data
point
to
either
support
that
power.
School
is
great
for
the
most
part
or
if,
if
many
of
our
families
aren't
able
to
access
the
questionnaire
that
way,
the
data
will
help
speak
and
support
the
fact
that
maybe
we
can
come
up
with
an
app
or
something
that's
a
little
more
effective
and
helpful.
B
B
B
A
You
know
we
are
in
a
great
community
is
great
school.
We
know
that
traffic
flow
is
a
challenge,
we're
hoping
one
thing
that
might
be
a
little
different
than
in
the
typical
year,
we'll
have
approximately
half
of
our
students
each
day.
So
again,
the
goal
of
the
hybrid
schedule
is
social
distancing,
but
also
managing
many
of
these
types
of
things.
So
hopefully,
in
morning,
drop-offs
with
approximately
half
of
our
population
that
will
be
a
little
smoother.
A
We
will
have
many
more
adults
outside
during
the
morning
as
a
part
of
our
health
screening
process
to
be
able
to
support
some
of
these
things.
So
it's
something
we'll
be
keeping
an
eye
on,
but
we
also
will
have
more
hands
on
deck
to
potentially
support
those
and
ali
I've
been
doing
a
lot
of
talking
I'll.
Let
you
jump
in
here.
If
you
want
of.
B
A
Definitely
more
breaks
what
we're
advising
and
guidance
is
pretty
much
after
every
instructional
block.
There
will
be
hand
washing
many
hand
washing
is
our
video
alluded
to
or
pointed
out
many
hand,
washing
breaks
and
again
we're
hoping
to
build
in
more
movement
breaks
to
allow
students
to
get
outside,
even
if
it's
just
for
five
minutes
to
distance
six
feet
or
more
and
be
able
to
take
their
mask
off,
breathe
and
come
back
in
just
to
help
with
them
being
comfortable.
A
B
B
A
H
G
So
yeah
so-
and
I
just
want
to
make
it
clear
that,
for
like
you
know
supporting
students,
there
are
going
to
be
people
who
have
to
cross
pods
such
as
myself,
I'm
one
nurse
and
I
have
to
serve
the
whole
school
same
with
kevin
michelle
meredith.
You
know,
so
this
is
where
contact
tracing
comes
in.
We're
gonna
have
a
sign
in
at
every
classroom
door,
so
everyone
entering
the
and
everyone
entering
the
classroom
will
it
will
be
logged
in
so
just
out
of
supports
for
students.
G
We
are
going
to
have
to
have
some.
You
know
quote-unquote
contamination
of
pods,
but
we
are
really
really
trying
to
keep
that
to
a
minimum,
and
so
we
have
built
in
like
special
schedules,
rearranged
people's
schedules
so
that
if
they
do
have
to
go
into
a
pod,
you
know
they're
spending
like
the
most
amount
of
time
in
that
pod
and
then
switching
and
not
crossing
back
and
forth
multiple
times
a
day.
So
we've
been
really
diligent
about
the
scheduling
of
people
who
need
to
break
pods
to
try
and
make
it
as
minimal
as
possible.
A
And
just
to
piggyback
on
what
ali
is
sharing
for
the
most
part,
most
of
our
teams,
whether
it's
for
our
el
student
support
or
our
students
with
individualized
education
plans,
it's
approximately
two
to
three
pods
that
they
would
be
pushing
into
out
of
our
building
of
14
pods
k
to
5..
So,
as
ali
said,
we've
been
mindful
of
trying
to
do
as
much
minimization
as
possible
with
supporting
our
students
without
crossing
as
many
pods
as
possible.
A
So
it's
there's
a
fine
line
of
balance
between
what's
needed,
for
our
staff
to
be
able
to
support
the
el
students
where
they
are
with
the
number
of
staff
we
have
while
trying
to
minimize
crossing
of
pods
as
much
as
possible.
So
it's
a
lot
of
work
and
planning
to
get
it
down
to
that
number
of
each
team.
Member
and
the
students
they're
serving
being
approximately
three
pods
or
classrooms
in
grade
levels.
B
B
Don't
forget
I'm
going
to
go
in
and
probably
change
the
title
of
the
post,
but
the
post
is
currently
welcome.
Back
student
and
families
meeting
the
google
form
is
attached
to
that
post
on
the
iaa
webpage
in
several
locations
on
the
webpage,
so
you
should
be
able
to
find
it
and
yeah
it's
just
a
quick
google
form
where
you
can
write
your
questions.
It
will
be
sent
to
the
entire
panel
and
you
will
eventually
get
an
answer.
A
Great
well,
thank
you
again
to
our
panel.
Thank
you.
Thank
you
again
to
the
families
that
joined
us
tonight.
If
you
have
neighbors
that
were
not
able
to
join
us
and
again,
we
will
push
this
once
it
is
downloaded
and
a
link
is
available
through
our
youtube
playlist.
We
will
push
it
out
for
access
and
again,
hopefully,
a
resource
that
will
help
you
as
you're
having
conversations
with
your
children
preparing
for
next
week,
but
those
that
are
here
we
thank
you
for
being
here.
We
thank
you
for
being
a
part
of
our
ia
community.
A
Remember
we're
partners
in
this
we're
figuring
many
of
these
things
out
together.
So
I
invite
you
to
be
thought
partners
with
us
join
our
pto.
We
will
be
having
more
dialogue
in
our
pto
meetings,
where
we
can
talk
back
and
forth
instead
of
the
webinar
format.
So
we
hope
to
see
you
at
pto
again.
Kate
is
looking
for
a
eager
and
energetic
president
ready
to
jump
in
and
help
us
with
much
of
this
work.
So
there
is
a
lot
of
work
dedication,
commitment
happening
for
our
students.
A
We
hope
you
will
be
part
of
that
and
partnering
with
us
and
we're
really
excited
to
have
the
opportunity
to
be
back.
We
know
there
were
a
lot
of
challenges
with
the
spring
and
being
fully
remote,
so
we
want
to
be
safe.
So
hopefully
we're
increasing
the
number
of
days
and
don't
fall
backwards
is
our
hope
to
have
to
go
back
fully
remote.
So
we're
really
excited
to
have
our
kids
back
and
we
look
forward
to
seeing
you
next
week
as
you're
dropping
them
off
as
well.