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From YouTube: BSD Reopening Town Hall with Special Education Focus
Description
Director Nugent and Superintendent Flanagan lead a virtual Reopening Town Hall with a focus on what special education will look like in 2020's hybrid and remote learning models.
A
A
B
B
B
I've
met
a
few
times
already
and
and
kelly's
been
been
pushing
us
and
for
a
long
time
and
as
a
strong
advocate
and
an
important
person
in
our
in
our
community
and
in
our
district,
and
also
to
welcome
erica
who
I
met
today,
erica
saunders
uh
great
to
see
you
erica
and
and
and
welcome
to
you.
We
started
erica
and
I
started
on
the
same
day.
I
learned
today
and
uh
so
anyway:
well
off,
we
go
laura
I'll,
kick
it
over
to
you.
C
C
C
A
C
The
purpose
of
this
meeting
today
is
to
discuss
a
service
provision
in
our
current
reality
to
talk
about
the
individualized,
individual
education
services
and
all
of
our
school
modalities,
and
how
they're
going
to
look
a
little
differently
in
the
iep
documentation
speak
a
little
bit
about
the
math
use
of
masks
meetings
with
parents
uh
as
we're
going
to
be
meeting
with
all
parents
very
shortly,
and
that
are
that's
our
plan,
um
transportation
of
students
with
disabilities
and
the
special
education
advisory
committee,
and
then
we'll
have
some
time
for
questions.
At
the
end.
C
The
burlington
school
district
values
inclusion,
students
with
ieps
will
be
taught
in
the
classroom
with
their
peers
whenever
possible.
When
I
say
whenever
possible,
I
mean
we
want
our
students
with
disabilities
to
be
taught
in
the
classroom
with
their
typically
developing
peers,
um
and
only
the
only
exception
is
when
it's
not
in
that
student's
interest.
To
do
so
and
most
of
the
time
it
is
in
their
interest.
C
Students
who
receive
specialized
services
in
the
classroom
will
receive
will
receive
them
in
that
location
when
it
isn't
possible.
Special
educators
and
support
staff
will
provide
these
services
in
smaller,
pull
out
service
location
again,
depending
on.
What's
in
the
student's
interest,
the
iep
team
will
determine
what's
the
appropriate,
setting
and
service
for
all
students
on
ieps,
and
that
includes
the
parents.
The
parents
are
an
integral
important
part
of
the
iap
team,
whether
it's
in
hybrid
in-person
or
remote,
learning
modality.
C
Needs
so
um
I
I
wanted
to
share
this
picture,
because
this
is
a
picture
of
our
summer
program.
um
A
year
ago,
where
the
kids
went
out
to
the
airport
and
were
um
in
sitting
in
planes,
it
was
quite
a
little.
It
was
quite
an
adventure
for
them
at
the
time.
So
it's
a
lovely
picture
in
recent
emails
sent
to
all
the
parents
of
students
with
ieps.
I
included
a
link
to
a
document
created
by
the
agency
of
education,
titled
considerations
for
iep
hall.
2020..
C
Excuse
me
this
document
in
this
document
there's
a
further
link
to
the
individualized
education
program,
template
that
the
agency
developed
uh
to
give
people
a
sense
of
their
expectations,
of
what
ieps
need
to
look
like
now
in
this
current
reality.
This
model
has
been
adapted
for
our
special
education
software,
which
you
would
recognize
that
we
print
our
ieps
and
share
with
you
allowing
us
to
revise
ieps
to
develop
a
list
of
services
as
they
apply
to
each
possible
school
modality.
C
So
when
I
say
modality,
I
refer
I'm
referring
to
the
hybrid
setting
the
in-person
setting
or
the
fully
remote
setting
these
modalities
are
in
in
these
modalities.
The
goal
is
to
develop
a
plan
to
meet
student
needs
effectively,
no
matter
the
learning
environment
or
the
modality
in
the
event
of
a
change
of
students
needs
or
if
we
are
required
to
close
schools
in
the
future,
which
we
all
hope
won't
happen.
C
Student
learning
goals
will
remain
the
same
regardless
of
the
learning
environment.
Individual
education
program
goals
must
be
measurable
and
reasonably
calculated
to
support
student
learning
and,
as
I
said
before,
parent
input
is
incredibly
important,
and
I
would
also
like
to
encourage
student
participation
whenever
possible.
Next
slide.
Please.
C
All
students
will
be
required
to
wear
masks
in
school
and
except
when
medically
unsafe.
To
do
so,
we
know
that
some
students
can't
wear
masks,
but
most
of
us
most
can
so.
Students
who
are
resistant
to
wearing
masks
or
haven't
built
built
up
the
stamina
to
wear
masks
will
be
provided
with
instruction
to
support
them
to
increase
tolerance.
C
When
students
with
disabilities
are
resistant
to
this
instruction,
the
iep
team
will
develop
a
functional
behavioral
assessment
to
determine
the
cause
so,
rather
than
assuming,
it
is
just
a
resistance
for
the
sake
of
resisting.
We
know
that
all
behaviors
have
a
purpose,
and
we
want
to
make
sure
that
we
can
address
the
students
needs
themselves
rather
than
assuming
it's
just
a
bad
behavior
for
lack
of
a
better
term.
A
plan
will
be
developed
to
assist
the
student
to
access
education
safely.
C
C
If
we
need
be
um
it's
a
matter
of
discussing
that
with
the
team,
what
works
for
the
family,
a
written
notice
of
meeting
will
be
issued
at
least
10
days
prior
to
the
iap
or
evaluation
planning
or
reporting
meeting,
unless
expressed
away
by
the
parent.
It
is
our
goal
to
always
make
sure
parents
get
sufficient
notice
of
meetings.
It
is
also
our
goal
to
revise
all
iep
meetings
to
reflect
the
three
learning
modalities
no
later
than
the
end
of
september
september,
30th
2020.
C
Some
students
will
require
assistance
with
transportation
due
to
their
disability
during
the
kovit
19
pandemic.
Providing
transportation
can
be
extremely
challenging
if
transportation
is
necessary
for
your
student,
please
discuss
this
with
your
students
case
manager
as
soon
as
possible.
Whenever
possible,
we
would
like
to
encourage
families
to
consider
using
alternative
means
of
transport.
C
If
this
is
not
possible,
please
let
us
know,
and
we
it
is
important
to
us
that
kids
get
to
school,
especially
obviously
the
students
are
in
person,
and
we
need
to
make
sure
that
they
can
get
here.
So,
if
you're,
if
for
some
reason
your
student
cannot
get
here,
um
please
do
contact
your
case
manager
and
they
will,
let
me
know,
we'll
figure
out
some
way
to
make
it
work.
It's
important.
It
is
quite
important
next
slide.
Please.
C
It
was
a
lovely
committee
and
it
was
chaired
by
chris
boudreau
for
a
while,
and
it
was
went
well.
Unfortunately,
though,
it
faded
and
eventually
disbanded,
because
people
just
weren't
able
to
participate
it's
one
of
the
reasons
we
chose
this
time
of
day
to
have
this
meeting
because
we're
looking
at
different
times
to
meet
in
different
modality.
C
Sometimes
people
are
available
in
evenings
and
sometimes
they're,
not
so
if
you're
interested
or
you
have
ideas
about
how
we
can
make
this
work,
I
am
again,
as
I
said,
very
interested
in
knowing
them.
I
also
have
a
request
from
parents
that
we
begin
a
parent-to-parent
mentor
program
and
what
that
would
look
like
is
having
parents
who
have
supported
their
children
through
school
being
supports
to
parents
who
are
new
to
having
kids
with
disabilities
in
our
schools
and
providing
emotional
and
support
and
guidance.
C
So
I
believe
what
we're
going
to
do.
I
should
have
said
I'm
sorry
kelly.
Thank
you.
um
I
would
love
it
if
people
would
put
their
questions
in
the
um
chat,
um
I
think
we're.
I
don't
know
how
big
of
a
group
we
are,
but
that
might
be
the
best
way
to
do
that
and
russ
is
going
to
read.
The
questions
I
believe
is
that
right,
yeah.
A
C
Yeah
yeah,
I
know
background
noise.
If,
if
it's
not
the
right
time
to
have
this
discussion
now,
I
would
like
to
be
able
to
develop
some
type
of
plan
where
we
can
at
least
discuss
what
what
are
the
barriers
to
having
people
of
children
with
disabilities
in
our
meetings,
because
you
know
I'd
love
to
think
it's
because
their
questions
are
just
so
well
answered,
they
don't
feel
like
they
need
to
come
to
these
meetings.
But
I
guess
I
would
suspect,
that's
probably
not
an
accurate
statement.
B
C
C
These
are
the
two
special
education
compliance
coordinators
that
we
just
hired
this
year,
who
are
going
to
help
us
be
more
effective
in
the
work
that
we
do
and
document
more
accurately,
all
the
great
things
that
we
do
in
the
district.
Our
goal
is
to
serve
our
students
better
to
provide
excellent
customer
service
to
our
families.
C
You
know
thinking
about
it
from
in
terms
of
us,
providing
a
service
to
our
families
and
being
an
important
part
of
people's
lives
and
knowing
they've
got
a
lot
on
their
plate
and
wanting
to
help
them.
um
So
at
this
level
they
are
at
the
district
level
and
they
are
supporting
primarily
right
now
at
the
high
school
in
middle
school,
but
supporting
also
in
the
elementary
and
preschool
levels
too,
um
as
we
get
more
agile
in
our
services,
we
are
going
to
probably
redistribute
that
a
little
bit,
but
that's
how
we're
beginning.
C
We
also
have
at
every
building
level,
including
pre-k
and
alternative
programs.
We
have
a
special
education,
lead,
mentor,
special
educator
and,
I'm
very
proud
to
say
that's
a
more
robust
uh
system
than
we've
had
in
the
past.
uh
It
has
we've
always
had
a
point
person
in
all
the
buildings,
but
it
hasn't
been
quite
the
same
as
it
is
this
year
where
they
can
be
called
upon
to
support
families
and
special
educators,
and
it's
a
model
of
distributive
leadership
that
I
think
will
make
us
all
more
effective.
D
ah
There
we
go
um
so
I
don't
have
necessarily
a
question
but
like
a
blurb
and
then
a
blob
of
notes
that
I
just
took
is
that
okay
does
that
work
for
everybody,
a
blurb
and
a
blob?
That's
what
we're
going
with
it's
the
afternoon.
It's
my
last
coffee
of
the
day
bear
with
me,
so
I
wanted
to
share
a
conversation
that
I
had
with
my
son.
um
He
is
a
rising
sixth
grader.
This
year
um
he
was
diagnosed
with
autism
when
he
was
15
months,
old
and
again
at
24
months
old.
Since
then,.
E
D
Added
a
few
more
diagnoses,
including
ocd,
generalized
anxiety,
some
learning
disabilities,
so
he
uh
he
works
really
hard.
Every
day
is
what
that
all
boils
down
to.
um
So
we
did
choose
the
remote
option
for
his
level
of
anxiety
going
back
during
these
um
safety
precautions.
Just
will
not
be
the
best
environment
for
him
uh
and
we
were
walking
our
dog
and
I
was
talking
about
hey.
D
You
know
we
should
be
thinking
about
how
we're
going
to
set
up
our
learning
spaces
for
remote
learning,
because
that's
going
to
be
starting
and
he
just
started
crying,
and
I
was
like
hey
bud,
you
know,
can
you
tell
me
what's
going
on
and
he
was
like,
I
just
I
school
school
always
gives
me
the
wrong
lock
and
I
I
was
like
hold
on
what
you
know.
I'm
sorry.
You
got
to
help
me
out
buddy.
D
D
The
locks
that
school
gives
me
never
fit
and
they
always
try
to
make
me
fit
in
a
lock
that
doesn't
work,
and
I
was
like
well
buddy.
You
know
we
don't.
You
know.
We
have
a
lot
of
support
now
and
you
know
we're
working
on
finding
the
right
lock
and
he
was
like
well,
if
it's
anything
like
a
locksmith,
all
they
do.
Is
they
just
want
to
change
the
key?
D
That's
all
my
old
school
wanted
to
do
was
change
me
and
like
as
a
parent
that
that
really
hurt
we've
worked
really
hard
to
instill
pride
in
him
who
he
is
and
so
to
hear
that
he
is
perceiving
certain
interventions
or
certain
services
as
him
being
changed
or
him
being
the
one
that
has
to
change
just
was.
It
was
very
disheartening
to
hear
that
that
was
his
perspective.
um
I
did
ask
him
if
I
could
share
that
story
with
you
all
tonight
and,
and
he.
C
D
F
D
Something
that
that
you
would
want
to
do,
and
he
said
I
would
love
to
have
autistic
kids
feel
good
in
school
and
that's
that's.
My
goal
is
to
to
help
all
of
these
kids
feel
good
in
school.
um
So
that's
my
my
blurb,
my
blob
is
these
meetings
shouldn't
be
an
opportunity.
These
meetings
should
just
be.
They
should
happen.
You.
F
D
D
30
minutes
is
not
nearly
enough
time
to
even
discuss
the
the
depths
of
our
son's
diagnosis.
Much
less
fill
out
an
iep
for
three
different
learning
models
um
that
it
it's.
The
amount
of
stress
I
feel
right
now
is.
We
are
trying
to
put
our
thoughts
as
concisely
and
small
and
short
as
we
can
to
be
able
to
fit
as
many
in
that
30
minutes
as
possible.
D
That's
that's
pretty
darn
stressful,
um
the
fact
that
we've
been
reaching
out
for
two
months
to
try
to
begin
and
have
not
received
anything.
Much
of
anything
until
now
is
again
incredibly
stressful.
I
mentioned
my
son's
anxiety.
We
can't
prepare
him.
We
can't
give
him
any
expectations
right
now
and
that
is
spiraling
him
out
of
control.
He
has
not
slept.
D
You
know
he
fell
out
of
a
tree
a
few
weeks
back
and
is
dealing
with
a
broken
wrist
and
a
broken
shoulder
on
top
of
it
all
the
dysregulation
is
unbelievable
with
that
being
said,
I
love
that
the
service
deliveries
are
being
looked
at
and
being
reconsidered,
but
also
confidentiality
needs
to
still
remain
in
play.
The
email
that
I
received
from
our
special
educator
had
all
the
other
families
emails
on
it.
D
That
is
a
huge
no-no.
um
I
did
immediately
address
it
with
the
special
educator,
um
because
that's
who
I
am,
I
don't
have
a
problem
saying:
hey
next
time,
could
you
use
the
bcc
function,
confidentiality
and
all
he
never
ever
addressed
it
with
me.
There
is
no
apology.
There
was
no
like,
oh
my
gosh,
I'm
so
sorry.
I
did
not
drink
19
cups
of
coffees
you
have
today.
D
Acknowledgement
of
wrongdoing
is
okay,
it
helps
people
connect
and
I
I
feel
very
frustrated
by
that
lack
of
acknowledgement
um
with
that
being
said,
video
meetings
are,
are
a
challenge
for
certain.
Would
outside
meetings
ever
be
a
possibility?
I'm
thinking
especially
for
liaisons
when
they're
involved
it's
much
simpler
when
they're
in
in
presence
of
the
people
they're
liaisoning.
C
Well,
you
know,
honestly,
that
you
know
that's
what
I
was
thinking
when
I
said
that
there's
except
there
can
be
exceptions
as
long
as
we
can
follow
safety
guidelines,
because
there's
always
going
to
be
um
the
need
for
an
exception.
That's
one
thing
is
special
educators
as
people
who
understand
people
with
disabilities
that
we
always
have
to
understand
that
you
know
everything
needs
to
be
individualized
right
right,
and
so
um
yes,
I
think
that
there
will
probably
be
room
for
that.
C
C
C
D
On
my
blob
is
about
the
parent
advisory
committee,
um
which
you
know
I
remember
all
of
us
all
of
us.
I
think
there
were
five
of
us
at
one
point
um
sitting
in
a
room
and
we
were
requesting
virtual
thinking,
hey,
maybe
if
we
could
get
virtual
in
that
you
know
that
would
be
really
helpful
and
now
here
we
are
virtual
and
there's
still
not
a
lot
of
people
and
that's
really
frustrating
because
I
personally
have
been
like
recruiting
this
meeting
for
like
three
days
like
who's
going
to
the
meeting
folks
come
on.
D
We
need
to
hear
our
voices
and
nobody's
here.
I
don't
know
why.
I
don't
know
if
it's
the
time
I
I
just
I
don't
know
I
mean
I
saved
up
my
kids
screen
time
all
day
and
finally
was
like
you
can
go.
You
can
watch
a
movie
and
they're
like
yay,
but
that
was
so.
I
could
get
the
time
to
be
here
but
yeah
I
I
mean
I
feel
like
you
and
I
have
picked
laura
sorry,
I'm
looking
at
you
so
obviously.
D
Knows
I'm
talking
to
laura,
um
you
know:
we've
picked
each
other's
brains
so
much
over
the
years
trying
to
get
parents
connected
and
together
and
it's
it's
an
isolating
life.
Sometimes
when
you
are
constantly
trying
to
support
your
own
child
and
sometimes
it
is
hard
to
reach
out
there
have
been
many
times
where
I'm
like
I
just
I
just
want
to
be
done
and
be
able
to
focus
on
my
child,
but
our
voices
aren't
heard
singularly.
So
I
don't
know
how
to
make
a
parent
union.
I
I
just
I
don't
know.
C
um
It
was
very
challenging,
but
you
know
we're
not
done
yet
we're
going
to
keep
plugging
away
we're
going
to
keep
looking
at
better
and
better
ways
and
and
go
from
there
um
kelly.
How
about
we
set
up
something
you
and
I
have
another
discussion
about
um
what
other
places
are.
You
know,
do
some
research
about
where
what
people
are
doing
in
other
places,
because
I
bet
you
somebody
has
got
some
some
leads
for
us
so
from
there.
D
D
A
A
C
C
So
you
know,
that's
that's
a
tricky
question
and
it
depends
the
answer.
Kind
of
depends
on
the
grade
of
your
child,
um
but
there
are
some.
um
There
are
some
advantages
to
your.
It's
a
lot
of
advantages
to
your
suggestion
that
they
they
find
ways
to
to
to
advocate
for
themselves,
because
we
know
that
as
kids
grow,
we
want
them
to
be
able
to
advocate
for
their
own
needs.
That's
for
kids,
with
and
without
disabilities.
B
Suggest
contact
like
david
looks
like
david
is
here,
and
I
just
wa
just
to
jump
in.
I
love
this
question
because
I
feel
like
so
much
of
the
work
that
we
want
to
do
is
to
create
independence
and
to
create
self-advocacy,
and
it's
just
the
heart
of
the
of
the
work.
uh
I
believe,
and
so
I
just
really
really
really
appreciate
that
question.
B
F
Sure
yeah,
my
uh
my
son,
is
a
rising
sophomore
at
vhs
uh
yeah.
He,
I
guess
that
um
he
has
add
and
dyslexia,
and
so
he
is
incredibly
smart,
but
translating
what
he
knows
into
bite-sized
chunks
that
can
be
beaten
can
be
a
challenge
for
him.
So
he
and
he
also
he
has
a
great
deal
of
struggle
with
uh
written
language,
so
both
reading
and
writing.
F
I
had
a
talk
just
before
this
with
his
team,
um
and
I
mean
it
sounds
like
you
know,
reach
out
to
the
teachers
and
let
them
know
what
the
accommodations
are,
um
but
yeah,
it's
just
tricky
be
because
he
doesn't
want
to
stand
out.
He
doesn't
want
to
be
the
only
kid
who's
doing
this
strange
thing,
while
all
the
other
kids
are
doing.
F
C
C
I
you
know,
I
I
totally
get
that
um
it's
part
of
the
maturation
process
it's
going
to
take
a
while,
but
the
you
know
I'm
thinking
like
I.
I
don't
know
what
your
son's
accommodations
are,
but
I
would
suspect
that
someone
who
has
difficulty
with
writing
might
have
a
text
speech
to
text
accommodation
and
I
do
know
other
kids
who
find
that
that
they're
uncomfortable
with
that.
C
We
could
begin
by
allowing
that
student
space
to
do
that,
work
where
there's
not
other
people
around
them,
um
and
then
also
there
might
be
other
kids
who
are
using
it.
um
It's
not
a
bad
idea
in
a
small
group
to
include
other
kids
who
don't
necessarily
need
it.
um
You
know
I
I
personally
like
voice
to
text
uh
technology.
We
all
use
it
over.
B
And
I
I
would
say
too
to
in
order
to
do
that,
we
we
have
a
major
responsibility
right
to
both
teach
our
students,
how
to
self
how
to
advocate
for
themselves
how
to
create
classrooms
that
allow
students
to
have
voice
and
to
not
not
think
that
anything
that's
happening
different
for
any
one.
Kid
is,
um
is
stigmatizing
for
that
student
and
also
really
simply
to
make
sure
that
our
our
teachers
have
the
accommodations
that
our
students
require
by
law
in
their
hands
so
that
they
implement
them
right.
uh
We
need
to.
B
C
Absolutely
me
as
well:
absolutely
they
should,
and
you
did
mention
earlier,
that
um
we
needed
to
let
the
teachers
know
about
the
accommodations.
That's
the
job
of
the
case
manager.
Also,
it
is
the
job
of
this
of
the
classroom
teachers
to
know
who
the
children
are
in
their
class,
that
need
accommodations
and
who
have
ieps
or
504
plans.
C
F
E
And
come
and
say:
hi,
I'm
erica
again.
I
just
want
to
don't
want
to
lengthen
the
time,
because
I
know
it's
precious,
but
um
coming
from
philadelphia,
pretty
large
district.
um
Something
to
think
about
for
future,
as
you're
talking
about
parent
groups
could
be
um
peer
groups
where
you
know
those
who
haven't
learned
to
sort
of
embrace
and
understand
and
um
have
a
confidence
about
it
are
helping.
Other
students
um
have
that
and
then
they're
having
a
sense
of
pride
and
and
accomplishment
in
mentoring,
someone
else.
E
That
was
a
very
effective
thing
that
I
had
where
there
was
a
student
who
just
embraced
for
whatever
reason
that
was
his
personality
and
he
would
talk
to
other
kids.
No,
no!
Let
miss
e
help.
You
no
she's
wonderful.
You
know
just
getting
kids
over
that
stigma
of
being
different.
So
something
to
think
about
going
forward
is
how
can
we
include
our
our
students?
You
know
to
be
those
role
models
for
other
students.
C
So
that's
that's,
really
great
input
and
we'll
we'll
share
with
you
now
that
we
have
been
talking
about
creating
um
peer
uh
rp
circles
uh
related
to
students
with
uh
to
speak
about
possibly
about
their
disabilities
and
sharing.
You
know
not
in
a
way:
that's
that's
yucky,
but
in
a
way
that
that
people
feel
that
they
they
can
share
their
feelings
about
what
they
need.
um
Not
so
it's
a
confessional
but
a
time
when
they
can
speak
about.
C
um
You
know
this
bothers
me
or
that
makes
me
happy,
or
you
know
what
kelly
was
saying
about
feeling
cared
about,
and
that
would
be
a
great
way
to
springboard
into
the
peer
supports
which
we've
talked
about
in
the
past
too,
which
hasn't
um
always
taken
off,
but
boy
that
high
school
is
a
great
place.
For
that
um
you
know
we
do
have
the
need
for
community
service
uh
for
the
high
school
too,
where
they
might
be
able
to
demonstrate
their
skill
set
in
the
community
by
supporting
people
outside
of
of
the
schools
as
well.
A
Great
so
hopefully
that
helps
answer
your
question
and
uh
and
so
we'll
move
on
to
another
question
as
we're
having
some
uh
sorry.
I
missed
it
here
for
a
second,
we
have
a
parent
who
uh
says
that
their
middle
school
student
is
being
denied
services
in
their.
I
am
iep
on
distance
learning
days,
so
I
wonder
if
we
laura,
I
wonder
if
you
could
talk
a
little
bit
about
what
services
would
look
like
on
distance
learning
days
and
sort
of
clarify
that
process.
C
C
Students
will
get
the
services
in
their
iaps
and
um
but
sometimes
um
services
in
the
remote
setting
might
look
a
little
different
in
the
sense
that
if
you
have,
uh
if
a
student
has
all-day
para
support
because
of
safety
um
in
the
remote
setting,
that
probably
wouldn't
be
the
case
because
they
for
one
thing
they
wouldn't
be
on
the
screen
all
day
in
the
same
way.
um
But
if
this,
but
if
there
is
some
pair
of
support,
then
that
would
still
be
rel
that
would
still
be
appropriate.
C
A
B
A
Can
help
and
how
we
can
help
better
support
our
students?
um
Absolutely
I
do
have
a
question
about
the
way
that
we
teach
reading
as
well,
and
then
I
just
want
to.
I
just
want
it
with
just
a
you
know
about
15
minutes
left
or
so
making
sure
that
if
people
have
specific
questions
about
reopening
itself,
um
this
would
be
a
good
venue
to
have
that.
I
know
laura
is
happy
to
have
all
of
these
conversations
that
we're
having
right
now
but
um
keep
those
questions
about
reopening
coming
as
well.
A
If
you
have
um
specific
questions,
but
um
has
there
been,
uh
I
I
I
don't
know
how
to
answer
this
question?
um
Is
there
a
way
that
the
district
can
think
about
shifting
to
reading
in
a
way
that's
based
on
science?
You
know,
I
know
that
we
have
a
full-time
curriculum
director
who
is
always
looking
at
the
best
ways
that
we
can
improve
reading
throughout
our
district.
um
Laura.
I
don't
know
if
you
have
any
insight
into
sort
of
video,
great
yeah.
C
I
absolutely
do
so.
I
am
a
big
fan
of
the
orton
gillingham
reading
methodology.
I've
trained
in
that
myself
and
um
stephanie
phillips
our
curriculum
director,
who
is
working
hard
to
get
more
and
more
people
trained
in
that
methodology
as
well.
um
It
was
just
so
effective
when
I
was
a
teacher
and-
and
um
I
I
am
myself
planning
on
uh
moving
forward
to
become
a
practitioner
so
that
I
can
train
our
teachers
in
our
district.
That
has
been
my
plan
for
uh
for
some
time
here.
C
It's
going
to
take
a
little
while
to
get
that
to
happen,
but
once
we
have
those
pieces
in
place,
we
can
train
more
teachers
in
a
more
cost,
effective
manner.
One
of
the
reasons
why
orton
gillingham
is
so
effective
is
because
it
takes
some
time
to
train
teachers.
uh
My
own
uh
example,
for
I
think
I
can
share
this
point-
is
that
when
I
was
trained
at
the
associate
level,
I
was
required
to
create
400
lesson
plans
and
execute
them
um
to
become
an
effective
teacher,
but
boy
was
it
effective?
Oh,
my
goodness.
C
A
G
Okay
hi.
I
actually
asked
um
both
of
those
questions.
um
The
question
about:
can
you
hear
me?
Is
it
I'm
not
good
at
okay?
So
um
I
asked
about
um
my
middle
schooler
being
denied
services
for
their
distance
learning
days,
um
had
our
iep
meeting
yesterday
and
was
told
that
it
was
a
staffing
issue,
I
guess,
and
that
there
just
wasn't
anyone
to
provide
those
services
on
those
days.
G
um
This
student
did
incredibly
well
distance
learning
in
the
spring
had
fantastic
supports
um
and
was
looking
forward
to
having
their
two
days
in
school
and
doing
two
days
in
distance
learning,
and
um
we
were
told
at
the
iep
meeting
that
there
just
wasn't
anyone
to
do
those,
so
they
weren't
going
to
be
um
getting
any
of
those
services
on
those
days.
um
So
I'm
not
sure
communication
isn't
happening
to
case
managers,
at
least
not
at
edmonds
middle
school,
and
I
also
asked
about
the
um
about
reading.
G
Two
out
of
my
children
so
far
have
specific
learning
disabilities.
In
reading
um
my
youngest
is
in
first
grade.
We
suspect
she
also
does
I've
had
a
really
hard
time
accessing
appropriate
instruction
for
them,
they're
still
being
pushed
towards
fnp
letter
goals,
which
are
super
inappropriate
for
someone
with
dyslexia,
and
I
just
I'm
not
sure
what
um
what
that
needs
to
uh
what
needs
to
happen.
C
Okay,
so
I
uh
I
do
know
that,
um
specifically,
that
erica
is
addressing
the
concerns
that
you
have
with
the
team
edmunds
and
that's
part
of
what
our
compliance
coordinator's
role
is.
Is
to
make
sure
that
um
you
know
we
don't
come
in
with
a
hammer.
We
come
in
there
to
make
sure
that
we
can
help
people
think
outside
the
box,
because
sometimes
people
get
stuck
um
in
their
thinking
and
we
all
do
occasionally
and
it
requires
a
little
bit
of
shifting
um
and
I
think.
A
Along
those
lines,
there's
another
uh
sort
of
comment
in
the
chat
chat,
chat
box.
um
That
says
you
know.
I
was
under
the
impression
that
if
I
wanted
my
daughter
to
receive
services
all
four
days,
she
needed
to
be
in
the
school
building
all
four
days
with
no
remote
options,
so
that
may
need
clarification.
So
I
think
that
is
something
that
you
and
erica
can
look
into
as
well.
As
you
sort
of
think
about
this
experience,
that's
been
brought
to
our
attention
and
how
we're
going
to
serve
students
moving
forward.
C
A
Great,
um
we
also
have
a
question
of
like
what
will,
and
I
think
this
is
a
good
question
that
we
can
take
some
time
to
answer.
What
will
100
remote
look
like
in
special
education,
uh
tom's
email
said
remote
wasn't,
starting
until
the
14th,
but
my
neurotypical
fourth
grader
received
his
remote
schedule.
So
I'll
clarify
that
piece
and
then
you
can
talk
a
little
bit
about
what
100
remote
will
look
like.
A
So
for
those
students
who
are
at
the
older
levels
we're
using
a
an
organization,
the
vermont
virtual
learning
collaborative
um
that
is
at
the
high
school
level.
They
just
told
us
about
48
hours
ago
that
they
would
not
be
ready
to
jump
on
on
september,
8th,
and
so
that
is,
students
who
are
enrolled
in
that
program
are
are
going
to
have
to
wait,
unfortunately,
until
the
14th
that's
out
of
our
hands
and
not
something
that
we're
pleased
about
and
we're
working
with
them
um
to
see
how
we
can
make
it
look
for
our
students.
B
It
doesn't
right
now
we're
waiting
on
the
legislature
is
actually
discussing
uh
the
length
of
the
school
year
right
now,
so
it
looks
like
they
will
likely
reduce
the
length
of
the
school
year
to
170
days,
but
we're
just
not
sure
yet.
So
some
of
that
just
depends
on
what
ends
up
happening
with
the
length
of
school
year.
C
So
um
you
know,
as
as
it
always
is,
with
special
education.
I
am
never
able
to
give
you
an
answer.
That's
so
specific
that
says
that
you
know
at
eight
o'clock,
they'll
be
doing
this
and
at
10
o'clock
they'll
be
doing
that
um
so.
uh
But
I
will
try
to
give
you
the
most
comprehensive
answer
I
possibly
can.
Students
in
the
remote
learning
environment
will
be
taught
by
the
teachers
um
as
their
peers
will.
C
C
Kids
should
always
be
in
first
instruction
for
new
content
with
their
classroom
and
their
gen,
ed
general
ed
teacher,
because
otherwise
they
just
the
the
the
there's,
a
bigger,
growing
and
grow
bigger
and
bigger
growing
gap
between
what
everybody
else
knows
and
what
our
kids
with
disability
know,
and
we
can't
have
that
because
a
lot
of
our
kids
with
disabilities,
if
we
make
reasonable
accommodations,
they
can
make
good
growth
over
time.
So
um
what
services
and
the
remote
setting
look
like
depends
on
what's
in
the
iep
and
um
and
we
will
get
them
uh
organized.
F
H
Can
I
make
a
comment
also
around
the
scheduling
piece
and
I
kind
of
wrote
it
in
the
chat
box.
This
is
really
specific
to
middle
school
because
I
just
had
my
conversation
also
with
my
service
provider,
but
it
felt
like
we're
choosing
four
days
a
week
and
so
the
um
the
not
enrichment,
the
unified
arts
piece.
Those
are
going
to
be
repetitive
because
it
will
be
repeated
lessons
from
the
blue
day
to
the
green
day.
H
C
Kind
of
the
outside
yeah
absolutely-
and
this
is
something
that
we
have
been
sharing
with
our
teams
too.
You
know
it
may
be
challenging
at
first
to
set
this
up,
but
um
andrea
is
absolutely
right
that
we
can
include
kids
in
um
in
small
groups
um
to
to
do
instruction
at
that
time.
um
If
kids
don't
need
the
repet
repetition,
uh
when
some
kids
might
but
the
kids
that
don't
need
that,
then
they
can
certainly
participate
in
uh
learning
on
those
at
those
times,
andre
you're.
Absolutely
right!
Thank
you
for
that
insight.
A
Okay,
laura,
I
don't
see
any
more
questions
in
the
chat,
but
someone
can
either
maybe
write
in
there.
Yes,
you
missed
mine
or
they
can
um
speak
up
uh
if
I
missed
any,
but
I
think
that's
all
the
questions
that
I
found
in
the
chat
and
we
have
a
just
a
few
more
minutes.
If
we
have
one
more
question:
if
not,
we
can
end
early
and
people
have
uh
laura's
contact
information
and
reach
out
if
they
have
more
things.
They'd
like
to
talk
about.
C
And
while
people
think
about
this,
I
do
want
to
encourage
families
and
to
encourage,
and
when
you're,
with
your
with
other
families
of
kids
with
disabilities,
uh
please
do
reach
out
to
me
at
that's
part
of
what
I
do.
That's
important
to
me.
Family,
outreach
and
student
outreach
are
incredibly
incredibly
important
from
my
position.
So
please
do
not
hesitate.
A
C
C
I
think
it's
going
to
be
extraordinarily
difficult
to
hire
a
special
educator
at
this
point,
but
we'll
we'll
do
our
best
to
hire
someone
who
can
provide
good
services
because
they're,
a
teacher
or
or
they
have
specialized
qualifications,
um
that
there
are
other
ways
that
we're
going
to
address
this
um
that
involve
the
other
personnel
as
well.
And
I
just
I'm
sorry,
I
can't
be
more
specific
than
that.
Okay,.
A
B
I
think
um
just
just
to
follow
up
on
that.
We
are
laura.
We
do
have
a
plan.
I
hear
you
saying,
but
I
want
to
double
check.
We
do
have
a
plan
to
make
sure
that
services
that
students
are
receiving
their
services
as
we
are
hosting
and
hiring
a
position
right
absolutely
hiring
is
going
to
be
a
challenge.
Okay,.
I
Whoops
hi.
uh
Thank
you
so
much
for
this
meeting.
It's
very
helpful
and
it's
nice
to
meet
the
team
face
to
face.
My
daughter
is
in
fourth
grade
at
flynn
elementary
and
the
class
size,
I
believe,
is
between
22
and
24,
and
it's
my
impression
there
are
several
kids
who
will
be
given
the
option
of
going
four
days
like
my
daughter
is,
and
I'm
wondering
if
that
class
is
suddenly
has
16
or
17
kids
on
those
uh
each
day.
B
Yeah,
I
can
start
there.
The
the
class
sizes
are
ranging
between
10
to
12
throughout
the
district
right
now,
but
we
do
have
some
class
sizes
that
are
that
are
15
14
13..
uh
The
class
that
you
are
speaking
of
specifically,
I
think,
is
currently
at
15,
and
I
have
been
out
there
and
and
the
principal
to
flynn
to
to
hear
from
the
team
and
to
talk
to
the
team
about
how
to
make
sure
that
we
are
providing.
You
know
a
safe
environment.
B
One
of
the
things
to
to
know
is
that
the
guidance
we're
following
the
guidance
from
the
agency
of
education
on
the
um
the
unsafe
reopening
and
that
guidance
they
updated
on
august
11th.
It
used
to
say
that
the
physical
distancing
recommendation
was
for
was
three
to
six.
It
was
six
feet,
excuse
me
and
they
updated
that
to
to
three
to
six
feet
uh
and
so
we're
still
able
to
achieve
the
physical
distancing.
B
But
it
is
something
that
that
we
are
aware
of,
and-
and
I
thank
you
for
bringing
up-
and
the
team
has
brought
it
up
to
me
as
well-
and
so
I've
been
out
to
speak
to
them
and
came
back
later
this
week
to
take
a
look
at
it
and
checked
in
with
ms
whitmore
cells
this
morning
about
the
about
the
specific
class
sizes
and
where
they
work
is
there.
There
can
be
some
um
movement
of
class
of
uh
of
students
to
make
sure
that
we're
to
reduce
those
class
sizes.
I
Great
excellent,
thank
you.
Yeah
jj
flynn's,
a
great
school.
Your
kids
are
gonna
love.
It
also
that
fourth
grade
class
has
been
the
one
that
almost
maybe
gets
a
new
teacher
every
year.
You
know
I
know
I
sound
like
maybe
almost
every
parent
in
every
school
and
you
just
keep
hearing
you
know,
there's
so
many
kids
with
needs
and
it's
almost
the
class
that
gets
another
teacher.
So
I'm
not
surprised
it's
one
of
your
highest
number
that
you've
come
across.
B
I
B
Yeah,
I
think
it's
it's
a
really
good
team
too.
I
I've
really
enjoyed
just
getting
to
meet
them
and
and
hear
from
them,
and
I
wasn't
around
for
the
budget
season
last
year,
but
yeah
I've
heard
and
miss
what
marcel's
did
tell
me.
You
know
it's
it's
one
of
those
classes
that
is
um
has
been
on
the
verge,
I
guess,
of
having
a
third
third
classroom,
so
I
will
definitely
be
uh
paying
close
attention
there.
A
A
All
right
well,
thank
you,
everybody
very
much.
uh
We
will
post
this
recording
up
on
youtube,
so
you
can
refer
back
to
it
and
then
I
think
laura
has
stressed
a
number
of
times.
Please
reach
out
to
her.
um
Please
reach
out
to
your
special
educators
who
want
to
be
available
to
you.
We
want
to
work
with
you
and
we
want
to
provide
the
best
education
that
we
can
so
thank
you
everybody
and
have
a
great
day.
Thank
you.