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From YouTube: Special Education Parent Connection Meeting 12/9/20
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C
So
you
know,
and
and
to
that
note
we
haven't-
special
education
has
not
been
well
represented
by
parents
in
the
past,
and
I
don't
mean
that
to
knock
anybody,
I'm
just
saying
it's
difficult
for
parents
with
kids
who
have
disabilities
to
go
to
all
those
meetings
and
sit
there
for
long
periods
of
time
and
knowing
that
the
budget
is
going
to
be
tighter
than
it
ever
has.
If
we
can
try
to
get
some
voices-
and
I
mean
I'm
glad
you're
on
that
committee-
we
need-
we
definitely
need
to
do
that.
B
C
Gonna
put
that
on
our
see,
could
you
see
the
agenda
now
folks?
Yes,
okay,
I'm
going
to
put
that
on
topics
for
the
next
few
months.
Questions
is
that
something
you
want
to
address
tonight,
rather
than
I
was
going
to.
We
were
going
to
talk
about
an
osep
indicator,
but
this
could
be
more
important.
Is
this
something
you
want
to
talk
about
tonight?
C
C
C
This
is
a
list
of
the
state
performance
plan,
resources
by
indicator
and
the
indicators
I'm
scrolling
down
indicator
1
through
17
are
the
indicators
of
it's
not
just
specialized,
though
it
is
specialized,
but
it
talks
about
a
lot
of
other
things
that,
because
our
kids
with
disabilities
aren't
just
a
one
silo
thing
that
that
what
impacts
everybody
impacts
them
and
and
what
is
done
for
them-
impacts
everyone.
So
these
indicators
are
important
for
you
to
understand
a
little
bit
about
I
mean
this
is
going
to.
C
This
is
a
deep
dive
and
I've
been
working
with
the
team,
special
ed
educators
and
other
case
managers
for
a
couple
years
on
these
now
and
frankly,
I
was
a
osap
fellow
and
director
for
four
years
before
anyone
ever
said
that
these
existed.
No
one
ever
told
me
this,
and
this
is
one
of
the
biggest
things
that
the
things
that
I
complained
about
having
been
an
osep
fellow,
where
they
actually
paid
to
educate
me
and
they
never
once
mentioned
these
17
indicators
are
really
critical,
and
I'm
just
disgusted
by
that.
C
So
I
want
to
make
sure
people
know
about
it
and
get
the
word
out,
and
I
think
we
can
talk
about
these
at
another
time
and
if
we
have
time
tonight,
but
I
just
want
to
make
sure
you
saw
that
okay,
so
the
link
is
right
on
the
agenda
here.
If
you
want
to
take
a
look
later
on-
and
I
can
I
can
put
another
line
in
here
and
insert
brain-
has
to
click
in
first
of
all,
there
we
go
and
we'll
say:
let's
talk
about
questions
for
budget.
C
Okay,
but
I
just
want
to
give
you
a
quick
update
before
I
don't
do
it
about
the
vermont
family
network,
because
I
spoke
with
them
about
the
sib
share
and
I
spoke
with
them
about
the
mentoring
program
and
they
they
don't
talk
about
it
right
yet
because
they're
in
a
crunch,
but
in
january
there
will-
I
mean
they
spoke
to
me
about
it,
but
they
don't
want
to
talk
about
plans
yet
because
they're
they're
dealing
with
a
lot
of
stuff,
but
they
are
more
than
happy
to
have
our
group
be
part
of
their
network
and
for
us
to
have
our
own
network.
C
That's
burlington
specific
for
the
mentors
and
for
the
and
if
we
want
to
do
something
with
siblings
as
well,
and
they
would
provide
training
and
and
provide
support,
which
I
think
is
very
generous
of
them,
and
that
doesn't
surprise
me
because
they
always
are.
But
I
was
just
very
appreciative
of
that,
and
so
I
told
goodness
I
can't
remember
her
name
off
the
top
of
my
head
karen.
C
Yeah
she's,
she
seemed
really
lovely
and
I've
got
her
name
written
down
in
my
office,
but
I'm
not
there.
Right
now
I
mean
I'm
in
greenland,
but
anyway
so
she's
lovely,
and
I
think
we
can
do
lots
of
good
things
with
her
going
forward.
Oh,
I
love
the
kitty.
Oh.
D
C
A
There's
also
a
facebook
group
that
is
like
vfn
is
the
so
you
all
know.
I
worked
there
for
a
long
time
and
I
was
a
board
member
right
and
I'm
still
and
I'm
still
pretty,
connected
and
laura.
A
It
is
no
joke
the
changes
that
they
are
going
through
right
now,
yeah,
but
so
they
have
it's
like
a
it's.
It's
like
a
facebook
list
serve
and,
and
it's
a
really
great
resource.
A
So
you
know
if
it's
do.
A
Evolutionary
it's
for,
I
believe
it's
vermont,
it's
vermont,
there's
vermont
families
of
children
with
special
health
needs,
and
I
can
put
it
in
the
chat
if
you
want
and
then
there's
also
a
vermont
family
network
page
as
well.
C
Worries
well,
we
look
forward
to
seeing
that
in
the
chat-
and
I
can
I
can
link
it
into
the
agenda
when
it's
there
so
give
me
a
heads
up,
so
I'm
just
thinking
in
january
I'll
give
them
a
call
before
our
next
meeting
and
see
if
we
can
get
some
next
steps.
That
might
be
a
little
too
quick
for
them,
but
I'll.
Try,
okay,
great
so
budget
questions
and.
F
C
Moving
too
fast,
okay
budget
questions,
let's
let's
jump
into
that,
because
I
think
our
timing
is
pretty
good.
Yeah
yeah
we're
right
on
track.
So,
let's
put
that
this
year,
what
what
would
we
want
to
share
with
elmina
that
she
can
share
in
her
new
role
and
take
advantage
of
that?
A
little
bit.
C
A
Before
we
even
put
anything
out
there,
what
the
superintendent's
thoughts
are
for
us
for
families
with
kids
with
disabilities,
because
yeah-
because
I
and
again-
and
I
say
this
respectfully
but
I'm
I
am-
I
kind
of
am
beyond
the
point
of
like
you
know-
I
I
want
to
see
changes
in
effect.
I
just
don't
want
to.
I
don't.
I
don't
want
to
hear.
A
A
Yeah
I
mean:
how
are
we
going
to
incorporate
conversations
of
ableism
in
our
culture
and
climate
at
school?
You
know
how
was
he
yeah
how's
the
superintendent.
C
A
A
You
know
to
us-
and
I
guess
I'm
the
old
lady
of
the
group,
because
I
have
a
senior
so
this
isn't
my
first
rodeo.
So
I
guess
I'm
just
sort
of
feeling
like
I'd
like
to
know
what
his,
what
are
his
thoughts
you
know
and
then
and
then
you
know,
sort
of
go
through.
You
know
what
his
thoughts
are
and
then
you
know
check
in
with
elmina
and
just
be
like
okay.
A
You
know
this
is
great
or
you
know,
and
could
we
add
this
that
or
the
other,
so
you
know
how's
it
going
to
change
the
culture
when
it
comes
to
our
culture
of
disability.
How
is
he
planning
on
including
us
in
our
diversity
and
equity
and
conversations
of
cultural
diversity,
and
does
he
does
he
even
have
a
plan
for
that.
E
I
agree
that
his
plans,
as
far
as
that
stuff
goes,
would
be
helpful
to
know
before
asking
specific
questions.
Some
things
that
I'm
also
concerned
about
and
interested
in
would
be
like
like
how
much
para
educator
support
is
going.
E
I
don't
know
if
that's
like
included
in
the
special
ed
budget
or,
if
that's
like
separate,
but
I
think
that
it's
important
to
have
extra
adults,
at
least
at
I
mean
probably
across
the
ages,
but
definitely
in
elementary
school,
especially
when
there
are
multiple
kids
with
special
needs
in
a
classroom
and
then,
additionally,
what
was
I
going
to
say?
E
Oh,
I
would
like
to
see
some
of
the
budget
if
possible,
going
to
training
for
faculty
and
staff
and
everyone,
especially
surrounding
autism,
and,
like
maybe
some
like
less
aba
type
supporting
like
I
don't.
I
want
like
more
education
for
people
around
inclusivity
and
like
the
neurodivergence
paradigm,
rather
than
aba
and
like
snapping
kids,
into
fitting
into
the
like
mainstream
class,
like
I
want
my
kid
blended
into
the
room,
but
I
also
would
like
some
training
for
inclusion
in
that
way.
B
C
B
D
I
do
know
that
in
in
talks
with
people,
that
retention
is
an
area
that
they
are
looking
at,
and
that
is
something
that
is,
of
course
on
the
minds
of
the
pair
advisory
committee
and
on
the
minds
of
the
negotiation
team.
So
it
is
definitely
a
topic
at
hand
because.
C
C
Absolutely
right,
and
but
it's
worth
mentioning
again
too
so
and
I
gotta
say
that
these
topics
are
good
for
me
to
hear
from
you
guys
as
well,
because,
even
though
this
is
information
for
elmina
to
share
in
her
role,
which
I
thought
was
budget,
but
I
might
be
wrong
about
that.
But
it's
good
for
me
to
hear
it
too
I
mean.
Did
they
say
what
you
what
the
commit?
I
don't
remember
what
the
committee
wants
exactly.
A
Another,
and
can
I
say
something
else
too,
of
course,
so
I
mean
the
paras
are
the
backbone.
We
say
that
over
and
over
within
the
school
district,
and
if
there's
you
know,
if
we're
going
to
be
looking
at,
you
know,
tightening
the
belt
the
belt
loops
so
to
speak
when
it
comes
to
our
finances.
Moving
forward
that
you
know
it
shouldn't
be
easy,
it
shouldn't
be
expected
to
be
easy
and
it
should
not
necessarily
be
the
priority
to
consider
cutting
pairs,
particularly
pairs
that
have
you
know
have
that
training
have
that
knowledge.
A
Have
that
you
know
I'm
not
just,
and
I'm
not
just
talking
about
seniority,
I'm
talking
about
paras,
who
you
know
do
have
that
background
and
do
have
that
longevity.
I
think
that
it's
important
that
we,
you
know
not
just
go
right
to
that
us
being
the
ones
that
get
cut.
C
Yeah,
I
haven't
heard
anybody
say
anything
about
cutting
any
snap
anywhere,
but
you
know,
but
what
I
am
concerned
about
is
the
we're
we're
always
increasing
and
and
then
kids
with
it
with
greater
needs,
and
I
don't
know
exactly
why
that
is.
C
But
it's
true
and
it
may
be
true
other
places
and
this,
but
well
anyway,
you
don't
need
to
go
down
that
road
too
much,
but
I
would
just
say
that
I
would
advocate
that
that
special
would
not
be
on
the
chopping
block
at
all,
and
I
don't
know
that
anything's
going
to
be
cut
to
be
truthful.
C
A
And
mike
fish
and
I
sort
of
he's
mike
fisher
yeah.
A
It
feels
that
way
all
across
the
board,
and
I
want
to
know
how
they're
prioritizing
our
children
getting
into
the
new
space
and
when
we're
talking
about
accessibility,
we're
not
just
talking
about
the
physical
space
of
the
building,
we
are
talking
about
universally.
A
You
know
I
have.
I
might.
I
would
say
that
my
area
of
expertise
is
primarily
with
the
physical
spaces.
Kelly
has
a
whole
other
area
of
expertise.
You
know
when
it
comes
to
other
areas
of
accessibility.
A
A
F
C
So
we
were,
we
were
just
talking.
We
had
something
else
on
our
agenda,
but
we
decided
to
push
that
back
for
next
month
and
we're
talking
about
we
elmina
shared
with
us
that
she's
on
the
parent
advisory.
So
we
were
talking
about
things
we
might
want
her
to
be
aware
of
as
a
parent
on
the
advisory
committee.
F
That's
great
yeah!
That's
why
that's
why
I
specifically
said
hi
because
we've
been
we
were
meeting
recently
yeah,
that's
great!
That's
great
yeah!
I
wanted
to
jump
on
because
I
know
I
haven't.
I
was
on
in
the
very
first
one
and
haven't
been
back
on
since
so
I
just
wanted
to
check
in
and
say,
hi
see
how
you
all
are
doing
and
just
be
a
part
of
the
conversation.
C
Wonderful,
wonderful!
Well,
we
were
talking
about
how
we
knew
that
you
were
very
supportive
of
families
with
kids
with
disabilities.
We
were,
we
were
concerned
about
changes
and-
and
you
know
as
as
we've
talked
about
recently
too-
that
there's
a
concern
that
kids
with
disabilities
might
not
be
the
first
thought
when
we
shift
into
new
locations.
So
that
was
what
we
were
talking
about
when
we
came
in.
F
Got
it
yeah,
so
yeah
keep
going
or
unless
you
have
questions
directly
from
him.
I've
been-
I
was
thinking
earlier
today,
just
about
how
hard
it
is
for
our
community
and
how
how
hard
it
has
been
and
specific.
I
think
mostly
for
our
for
our
students
with
ieps
and
students,
with
504
plans
and
our
students
who
are
learning
english.
C
A
I
mean
I
have
a
senior
now
hannah's
a
senior
well,
both
of
my
girls
are
home,
how
they
did
go
today
to
edmonds,
but
and
it's
you
know,
I
mean
we're
good,
but
it
is
taking
its
toll.
It's
like
there's.
No,
there
hasn't
been
any
opportunity
for
hannah
to
be
able
to
have
any
connection.
A
And-
and
you
know-
and
I
was
mentioning
that
that
you
know
on
one
of
the
posts
from
one
of
the
school
board
members
talking
about-
you
know
how
how
exciting
it
is
that
we
have
macy's
and
it
is.
It
is
exciting,
but
always
in
conversations
that
we're
having
in
our
school
district
never
are.
A
Are
we
included
in
the
conversations
when
it
comes
to
accessibility,
inclusion
and
belonging,
and
so
I
I
you
know,
I
became
concerned
once
again,
and
so
I
was
mentioning
that
I
would
really
like
to
know
how
how
how
our
children
are
being
prioritized
in
this
move
to
macy's,
because
you
know
I
said
this
before
you
even
came
on
board
when
we
were
trying
to
figure
out.
How
is
it
going
to
look?
A
I
sat
on
committees
over
the
summer
about
how
is
it
going
to
look
for
students
with
disabilities
re-entering
school
and
and
that
information
got
lost?
A
D
F
A
No
and
and
we
are-
and
you
just
said
it
outliers,
why
are
we
outliers?
We
should?
We
should
be,
we
should
be
in
the
center
and
you
know
everybody
kind
of
like
you
know
the
support
starts
here
and
it
builds
and
it
builds
and
it
builds
with
the
the
student
body,
and
you
know
all
teachers,
all
staff.
You
know
all
planning,
you
know
how.
A
How
do
we
support
our
students
that
are
vulnerable,
vulnerable
right
now
and
part
of
it
is
because
we
create
that
vulnerability
by
not
talking
about
the
diversity
of
disability
as
part
of
our
culture
and
and
ableism
like
like
kelly,
you
and
I
have
been
working
on
for
so
long
and
so
tom.
Sorry,
I
don't
I
I
haven't.
A
I
haven't
sent
emails
to
you
and
I
haven't
just
tried
to
be
in
contact
because
I
know
how
super
duper
busy
you
are
and
everything
is
coming
at
you
from
all
angles,
and
you
know
I
I
haven't
really
quite
had
the
head
space.
So
I'm
taking
advantage
of
just
sort
of
sharing
with
you.
You
know
the
things
that
keep
me
up
at
night
are
the
fact
that.
B
F
I'm
thinking
you
know,
I'm
hearing
the
the
kind
of
stress
and
the
and
and
also
the
strong
push
to
make
sure
that
we're,
including
students
with
disabilities,
students
with
ieps
in
the
in
in
and
in
the
beginning
of
our
of
our
planning-
and
I
I
agree
with
that
completely.
F
I
don't.
I
know
that
hasn't
happened
in
this
case
with
the
move
to
macy's,
and
I
also
think
that
we
haven't
done
a
whole
lot
of
of
planning
for
individual.
F
D
I
just
wonder
if
there
was
forethought
in
even
the
original
planning
like
oh
there's,
a
building,
we
need
more
than
just
a
building.
We
need
to
think
about
the
lighting,
the
the
the
the
the
space,
the
physical
space,
the
lighting,
the
auditories,
you
know,
or
is
it
going
to
be
able
to
have
red
cat
systems
installed
for
kids
with
hearing
impairments
just
so
classes
can
hear
you
know.
D
F
F
It
was
the
only
building
that
we
looked
at
hundreds
of
spaces
and
it
was
literally
the
only
building.
The
only
second
option
was
trailers
and
that's
not
gen,
not
really
a
genuine
option,
because
we
couldn't
build
the
trailers
in
the
winter.
F
So
it
we,
I
will
say
that
the
the
nuance
of
this
of
the
thinking
about
the
space
in
the
way
that
you're
talking
about
it,
has
not
been
there,
but
in
the
we
have
had
we
have
we.
It
was
an
original
plus
for
the
space
that
it
it
was
accessible,
and
that's
that
so
I
think
people
are
thinking
about
sort
of
base,
accessibility
and-
and
we
were
happy
that
it
had
that
and
that
helped
us
decide
that
that
was
one
of
the
only
that
was
really
you
know
it
narrowed
it
down.
So,
okay.
F
D
A
C
A
A
This
is
not
unique.
To
burlington
school
district
is
what
I
want
to
say,
and
so,
where
is
our
representation?
You
know
who
who's
who
is
advocating
for
us?
I
only
say
kelly
and
I
because
kelly
and
I
have
been
tirelessly-
I
mean,
spread
thin,
trying
to
sit
in
every
committee
possible.
I
mean
I
can
tell
you
how
many
committees
for
a
brand
new
high
school
I
sat
on
from
the
time.
Hannah
was
two
and
that's
been
over
16
years,
and
we
still
don't
have
it.
A
F
A
F
D
F
Yeah,
no
absolutely
I
I
only
I
didn't
I'd
only
want
you
to
know
that
I'm
at
the
table
with
this
lens
of
with
the
with
the
lens
I'm
I'm
I
am
that's
where
my
head
is
in
all
the
decisions
I'm
making,
but
that
doesn't
mean
that
that
you
are
fully
represented
either.
I'm
not.
I
don't
want
to
suggest
that
because
I
think
there's
there's
you
know.
C
F
That's
that
doesn't
help
right
now
for
you,
but
I
do
want.
You
know,
that's
a
it's
a
priority
for
me.
B
F
D
I
I
appreciate
seeing
you
talk
the
walk
and
I
I
saw
that
in
effect
yesterday
during
your
student
advisory
committee-
and
you
were
ever
so
patient
with
my
son
and
you
really
seemed
to
sense
his
urgency
of
needing
to
speak
that
very
moment
and
you
just
let
him
do
it
and
I
watched
the
stress,
just
drop
off
of
him
and
he
was
able
to
attend
for
longer
than
he
was
anticipating,
because
he
felt
heard
and
that's
all
anybody
wants
is
just
to
feel
heard
and
to
be
seen.
And
you
allowed
that
to
happen.
F
F
A
F
Connection
there
was
a
there
was
a
as
you
know,
peter's
like
probably
I
haven't
seen
him
in
person
he's
probably
six
foot
four,
I
don't
know
he.
A
C
Yeah
josie
does
a
nationally
recognized
science
teacher
and
she
is
a
special
educator
and
she
teaches
a
science
class
that
you
would
never
know
was
for
kids
with
disabilities.
Yeah.
F
A
A
A
A
F
A
Oh
yeah,
we
do
a
check-in
and
then
and
then
we
roll
right
into
our
our
work,
and
you
know
I'm
amazed
at
how
much
we
get
accomplished
in
45
minutes
to
tell
you
the
truth.
F
A
F
Might
one
of
my
favorite
places
is
is
on
top
academy
right
now
over
over
on
over
at
the?
What's
that,
what's
the
place
called.
F
Yeah,
I
you.
C
A
F
A
F
I
love
that
it's
a
family
affair
there.
One
year
I
was
teaching
my
I
have.
I
have
five
half
brothers
and
sisters,
they're
brothers
and
sisters,
but
they're
from
you
know
different
different
moms
or
dads,
and
I
had
I
had
my
dad.
It
was
my
assistant
coach
for
soccer
and
I
was
teaching
one
brother
and
no
two
bro
one
brother
and
two
sisters
in
they
were
all.
In
my
classes.
It
was
like
the
best
year
of
my
life.
F
A
D
F
A
A
F
Cool,
well,
it's
great
to
see
you
all.
I'm
gonna
get
head
off
to
a
committee
meeting.
We
have
the
personnel
and
what's
it
called
personnel
and
curriculum
meeting
at
in
a
half
hour
and
I'm
gonna
run
home.
So
I
can
be
see
the
kids
for
a
few
today.
B
C
D
C
Now
let
me
know
if
anybody
has
any
questions
for
tom
I
can.
I
can
forward
them
too,
so
I'm
gonna
I'm
going
to
jump
us
all
out
and
have
a
wonderful
evening,
and
I
will
see
you
guys
all
in
january.
Please
continue
to
invite
people,
because
I
I
don't
mind
if
it's
always
just
us,
but
I'd
love
to
enjoy
others
to
join
too.
Okay.
All
right!
Thank
you
for
your
time,
everybody
so
bad.
Everybody
take.