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From YouTube: BHHS: Principal's Coffee - January 24, 2023
Description
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A
All
right
good
morning,
everybody
thank
you
very
much
for
being
here.
Happy
January,
Happy,
New,
Year,
happy
Asian,
Lunar,
New,
Year
and
I
wanted
to
thank
Dr,
Lami
and
Dr
Colton
Ecker
for
stopping
in
today.
They
have
a
very
busy
day.
They'll
have
a
board
meeting
at
7
30
tonight,
so
appreciate
them
stopping
by
to
say
hello
and
again.
B
C
A
D
A
It
is
going
to
be
recorded
and
we
will
send
that
out.
So
just
some
something
I
thought
we
always
did
but
I
guess
we
didn't
any
questions
that
come
up
at
the
end,
we're
going
to
leave
them
in
for
the
people
at
home.
A
So
we
do
have
a
full
agenda
today
and
lucky
that
I
was
able
to
get
Christina,
Wilson
and
Kiera
hunt
to
come
here
as
well
to
share
some
of
the
things
that
are
going
on
in
guidance
and
looking
at
our
scheduling
season,
looking
at
sort
of
where
we
see
some
of
the
college
trends
specifically
for
Byram
Hills,
but
just
a
larger
picture
as
well.
So
we
are
coming
up.
A
This
is
the
last
week
of
the
second
quarter
and
the
first
semester,
so
we
have
a
lot
of
Mentor
classes
who
are
feeling
nostalgic
and
they're
going
through
their
Yogi
ball
finals,
so
that
will
all
hopefully
come
to
an
end
on
Friday.
If,
for
any
reason
we
have
any
inclement
weather
that
keeps
us
out
we'll
extend
that
end
to
one
more
day.
So
as
many
days
as
we're
out
we'll
extend
the
corner.
A
So
right
now
we
are
finishing
up
on
the
27th
and
then
next
week,
next
Monday
start
second
semester
and
then
our
seniors,
which
is
interesting.
They
have
what
we
call
the
super
quarter
so
that
super
quarter
for
them
lasts
from
that
beginning
of
the
second
semester
to
when
they
go
out
on
internship.
So
it's
actually
a
14-week
quarter
and
then
the
last
six
weeks
they
go
out
on
internship.
So.
B
B
A
Right,
so
this
is
our
agenda
for
today
I'm
going
to
invite
up
Christina
Wilson.
We
kicked
off
our
our
scheduling
season.
Two
weeks
ago
we
had
our
9th
10th
and
11th
graders
all
have
assemblies
where
they
were
given
sort
of
the
entire
process,
depending
on
their
grade
level,
they're
going
to
have
different
options
available
to
them.
So
for
our
Juniors
they
have
a
lot
more
leadership
opportunities,
so
they
have
the
ability
to
apply
for
Mentor
peer
leader
and
the
TA
programs.
A
So
we
went
through
that
with
them
in
in
that
process
for
our
sophomore,
our
sophomores
as
Juniors,
they
have
the
ability
to
take
startup
next
year.
So
we
went
through
that
process
with
them
and
through
our
current
ninth
graders
as
sophomores,
they
have
the
ability
to
go
into
science,
research
or
also
Global
Scholars.
So
we
discussed
that
with
them
as
well.
All
right
so
Christina
welcome
and
thank
you
for
being
here.
A
I
I
put
this
up
there
because
as
exciting
as
selecting
courses
are
at
the
end
of
the
day,
we
still
have
to
abide
by
New
York
state
regulations
and
our
own
District
regulations
in
terms
of
what
our
requirements
are
for
everybody
to
receive
a
Byram
Hills
diploma.
So
if
you
look
at
it
right,
there's
a
little
bit
of
flexibility
with
English
and
social
studies,
you
know
you're
going
to
be
taking
them
all
the
way
throughout
mathematics.
A
Rarely
do
we
see
anybody
who's
not
taking
a
fourth
year
and
in
fact,
in
mathematics
with
people
taking
AP
Stat.
It's
really
that
most
people
take
Beyond
four
years
of
mathematics
here
when
our
averages,
when
we
look
at
it
science,
three
credits
again
very
rare,
do
we
get
students
who
are
not
taking
four
years
of
Science
and
I?
A
Think
that's
really
like
a
testament
to
the
programs
that
we
offer
the
courses
we
offer
and
the
strength
of
our
faculty
World
languages,
two
credits
and
you
see
a
lot
of
kids
now
taking
double
languages,
so
not
only
that
they
it's
not
like
they're,
taking
their
two
credits
and
are
done
with
foreign
languages.
They're
continuing
on
to
take
them
all
the
way
up
to
the
AP
level
and
then
also
sometimes
picking
up
another
one
art,
music,
One
credit.
Obviously,
when
we
look
at
it
last
week,
we
had
our
art
show
just
a
tremendous
Talent.
A
That's
here
we
see
so
many
kids,
just
exploring
their
passions
in
music
and
the
Arts.
So
those
kids,
although
we
say
one
credit,
those
kids
are
going
to
go
well
above
and
beyond,
and
a
lot
of
times
they'll,
including
music
and
art.
Sometimes
they'll
have
like
six
credits
by
the
time
they
graduate
health
is
have
credit,
and
we
give
that
to
our
students
in
their
10th
grade
year
and
very
often
something
comes
up
and
we'll
have
a
kid
as
an
11th
grader
have
to
take
it
again.
A
Next
year
we
will
be
offering
7
A.M
health
and
that's
an
option
that
everybody
goes
through:
phys
Ed
to
credits
and
that's
basically,
every
year
they
get
a
half
credit
electives
three
and
a
half
credits.
It's
never
an
issue
for
our
students,
CPR
certification
that
happens
within
their
phys
ed
class
and
then
Senior
internship,
which
is
crazy
to
think
about.
But
really
only
13
weeks
away,
so
that's
coming
up
soon
and
obviously,
as
they
go
through,
there's
different
options
for
each
grade.
A
E
What
I
wanted
to
talk
about
with
the
with
for
selection
this
year
is
that
we've
been
having
academic
advising
meetings,
and
hopefully
your
children
are
taking
advantage
of
those
with
our
counselors,
because
in
that
meeting
we're
trying
to
really
help
students
think
about
things
that
they're
passionate
about
think
about
courses
in
high
school
that
they
might
want
to
take.
That
might
be
aligning
with
those
things
that
they
are
interested
in
or
want
to
explore
a
little
bit
more
and
we're
helping
to
try
to
make
a
connection
to
potential
careers
or
majors
in
in
college.
E
So
we've
been
having
these
very
rich
discussions,
so
I'm,
hoping
that
you're
finding
that
your
children
are
a
little
bit
more
prepared
going
into
the
course
selection
process.
We
felt
comfortable
this
year,
condensing
are
our
course
selection
process
to
a
two-week
period
for
each
grade.
If
you
have
older
children,
you
might
remember,
we
would
start
like
the
AP
process
in
January
and
then
we
would
have
them
select
all
elective
courses
during
March.
Okay,
it's
different
this
year,
so
I.
E
And
through
a
very
rich
discussion
of
the
academic
chairs
and
also
with
our
department,
we
decided
students
developmentally
their
brain
space.
When
you
say,
let's
talk
about
courses
for
next
year,
they
kind
of
want
to
be
all
in
at
that
point
and
think
about
it
from
a
very
holistic
sense.
What
are
my
APS
if
I,
if
I'm,
going
to
take
a
piece?
How
am
I
going
to
challenge
myself?
What
electives
can
really
round
me
out
as
a
student,
and
so
we
felt
that
this
was
a
good
decision
to
move
to
this?
E
To
this
just
just
way
of
doing
things.
This
approach
this
year,
certainly
we'll
look
at
it.
If
it's
not
working
out,
we
can
always
make
some
changes,
but
it's
giving
students
a
two-week
process
to
work
with
their
counselor
if
they
haven't
already
done
so
and
go
in
and
select
their
courses
all
of
their
courses
at
one
time.
E
So
we
are
as
Mr
Welsh
explained
right
now
we
have
our
Juniors,
who
did
that
through
January
10th
through
the
20th,
and
if
any
student
missed
that
window
of
time
they
should
meet
with
their
counselor.
We
certainly
can
help
them.
The
door
has
not
closed
on
selecting
courses.
At
this
point.
Our
sophomores
are
sort
of
right
in
the
middle
of
the
process.
B
E
Pulling
up
either
the
advanced
website
or
the
course
selection
website,
but
the
course
selection
website
is
on
the
guidance
page.
It
has
everything
it
has
a
course
selection,
booklet.
It
has
a
curriculum
chart,
so
you
can
see
how
a
student
would
would
progress
in
math
or
in
a
language
or
something
along
those
lines.
So
as
a
description,
it
has
the
course
numbers
for
every
course
that
we
have
it
has
it
has
it
pretty
much
has
everything.
A
You
want
to
make
sure
that
what
you're
really
telling
your
your
child
is
that
what's
on
your
plate
is
really
manageable
for
you,
you
don't
want
it
to
be
something
that's
overwhelming
where,
throughout
the
year,
you
can't
take
those
things
off
or
if
you
do,
there's
really
implications
around
it,
so
really
go
into
it
with
a
focus
on.
How
much
are
you
going
to
be
able
to
sleep
with
the
schedule
that
you're
you're
getting
how
much
time
are
you
going
to
have
to
just
be
a
kid?
E
Right
so
yeah,
if
bottom
line
is
any
questions.
Let
us
know
counselors
are
here:
they
have
a
somewhat
open
schedule
for
the
next
week
and
a
half
to
two
weeks,
just
making
sure
that
students
have
access
to
their
counselors,
and
you
know
if
your
child
even
just
wants
to
email
us
and
say,
did
I
input
it
correctly.
Does
it
look
correct
on
your
end,
we're
happy
to
go
in
and
just
make
sure
that
is
indeed
the
case.
E
F
Math
teacher
she
considering
accelerating
or
not
because
we've
given
the
go
ahead
or
she
wants
to.
But
you
know
we
want
to
talk
to
the
teacher
right
thing
sure
would
we
speak
with
or
guidance
counselor
first
to
connect
that
or
a
city
Commission.
E
Question
I
well,
first
of
all,
I
think
the
students
should
always
be
talking
with
their
current
teacher
about
their
placement
for
next
year.
I
think
that's
just
a
good
dialogue
and
I
think
oftentimes
our
teachers
know
they
know
the
child
and
they
know
like
hey.
This
is
what
you
might
struggle
with
in
this
course
next
year,
but
here's
here's
an
area
where
this
might
really
be
a
good,
a
good
way
for
you
to
go
so
I
think
your
child
can
touch
base
with
their
counselor
and
touch
base
with
their
teacher.
A
A
So
Christina
you're
going
to
make
a
a
quick
transition
here,
so
I
asked
Christina
to
come
to
speak
about
basically
just
College
acceptances
in
general
and
again
what
we're
seeing
here
at
Byram
Hills,
what
we're
seeing
just
in
the
region
and
just
in
general
across
the
board,
now
I've
been
the
Principal
here
long
enough
to
know
that
what
we
hear
about
colleges
it's
never
as
good
as
we
think
it
is,
and
it's
never
as
bad
as
people
reported
to
be
so,
we
know
sort
of
where
we
are
going
to
end
up
each
year
now.
A
I
also
know
that
going
through
the
process,
it's
very
personal.
So
if
your
child
has
their
heart
set
on
something
and
it
doesn't
work
out
for
you,
that's
going
to
be
really
significant,
you're,
really
not
going
to
care
too
much
about
what
the
next
people
are
saying
because
for
you
you've
gone
through
that
process.
You
have
a
lot
of
a
lot
of
your
time
and
a
lot
of
your
sort
of
commitment,
wrapped
up
in
in
one
or
two
schools.
A
A
A
So
we're
going
to
sort
of
go
over
all
of
those
things
and
we
just
want
to
try
to
give
you
as
much
information
as
possible,
just
as
short
as
sort
of
share
where
we
are
with
the
numbers
and
whether
what
you're
hearing
in
town
that
it's
a
bloodbath
or
it's
the
the
best
year
ever
whether
there's
any
like
reality
to
that
so
Christina.
Thank
you
for
coming
and
sharing.
A
D
First
of
all,
it's
not
fair
right
and
sometimes
things
happen,
that
are
anomalies,
and
you
don't
understand
them
and
I.
Just
remember
my
own
children
going
through
this
process
my
husband's
saying
something
like
at
X
School
X
percentage
of
the
kids
got
in
Ed
to
some
really
good
college
and
in
our
school
only
X
number
of
kids
got
in
and
I
said
well,
first
of
all,
their
populations
three
times
the
size
bars.
Second
of
all,
I
have
no
idea
how
many
kids
apply.
D
Ed,
let's
say
five
got
in
Ed
from
med
school,
maybe
20
applied
Ed
and
five
got
in.
Maybe
one
applied
Ed
from
our
school
and
got
in
right
like
you,
so
you
can't
make
these
comparisons,
and-
and
it's
just
it
was
good
for
me
to
be
able
to
express
that
to
him
as
a
parent
and
an
educator,
because
we
do
get
very
caught
up
in
what
those
numbers
look
like.
A
Yeah
and
and
again
like
there,
there
is
a
numbers
aspect
to
this:
the
percentages.
They
don't
always
tell
the
full
story.
Right
and
again,
I
said
for
you
if
your
student
goes
out
and
they
apply
to
that
one
Ed
and
they
get
in
then
for
you,
the
game's
over
right
and
for
other
people,
though
they're
still
going
through
and
and
for
them
it
might
not
be
that
they
chose
that
Ed
route.
They
might
have
gone
regular
decision
and
and
had
different
things
that
they
they
wanted
to
think
about.
A
I
can
tell
you
that
when
our
kids
come
back
and
you
can
there's
parents
of
alumni
here,
they
will
tell
you
that
the
kids
who
went
to
Byram
Hills
were
more
prepared
than
their
friends
once
they
got
on
campus
they'll
they'll
come
back
and
they'll
say
that
was
so
easy,
I
can't
believe
it,
and
by
and
large
you
hear
that
up
into
a
probably
their
sophomore
year,
the
end
of
the
sophomore
year,
but
we
prepare
our
kids
really
well.
A
So,
wherever
they
wind
up,
we
know
that
they're
going
to
have
all
the
resources
and
the
tools
to
be
successful,
and
that's
why,
like
as
a
principal,
we
can
really
feel
comfortable
with
that.
We
can't
really
say
we
know
next
year
we're
going
to
get
x
amount
of
kids
into
this
school
or
x
amount
of
kids
over
here
or
there.
So.
E
Would
not
be
correct,
so
I
put
up
some
Trends
in
the
college
process
and
these
Trends
came
to
us
at
the
end
of
the
last
cycle.
Okay
and
I
think
that
they're
still
relevant
today,
so
last
May
and
June.
Typically,
what
the
colleges
will
do
is
they
will
have
sessions.
E
They'll
have
big
sessions
and
they'll
talk
about
what
they
saw
through
the
admission
cycle,
so
our
counselors
are
attending
these
events.
There
are
also
some
webinars
and
we've
put
together
information
that
we
learned
at
the
end
of
the
2022
cycle,
but
I
think
that
they
obviously
are
still
current
today.
So
we
think
about
things
like
safety
and
Target
schools
and
that's
kind
of
like
you
know
an
anomaly.
E
We
don't
even
know
how
to
predict
safety
at
Target
schools
in
some
cases
right
now,
because
so
many
things
are
a
reach
and
why
are
they
a
reach?
Because
we
have
colleges
experiencing
rapid
growth
in
the
number
of
applicants
that
are
applying
to
each
School?
So
if
you
think
about
it,
College
admissions
folks
are
trying
to
figure
out
who
really
wants
to
come
here.
E
Who
just
put
this
on
the
common
application
and
threw
it
on
and
paid
the
70
fee,
so
they're
trying
to
figure
this
out
and
they
experience
a
tremendous
growth
in
their
applications.
So
sometimes
that
is
affecting
a
student
at
Byron
Hill
saying
this
should
really
be
a
safety
or
a
Target
school
for
me
and
by
all
means
by
looking
at
the
data
it
should
be.
But
then,
in
a
given
year
a
college
could
say
yes,
but
we
had.
You
know
20
000
more
applications
than
we
typically
do.
E
A
Christina-
just
let
me
add
so
one
of
the
things
we
know
is
that
colleges
like
like
to
Market
their
selectivity
numbers,
so
the
more
they
can
receive
applications
the
higher
amount
of
applications
they
get
the
better
it
is
for
them
because
then
their
selectivity
numbers
percentage
can
be
lower.
So
for
colleges,
a
small
selectivity
percentage
is
actually
good
for
marketing,
so
they
want
to
do
everything
they
can
and
to
make
it
easy
for
kids
to
apply.
E
Exactly
so,
obviously
we're
seeing
the
growth
in
the
application
volume
and
that
colleges
are
are
demonstrating
a
greater
Reliance
on
an
early
decision.
Early
decision
is
a
binding
agreement.
A
student
can
apply
to
one
school
Under
early
decision.
The
parent
must
sign
off
on
that
decision.
The
student
must
sign
off
on
it
and
the
counselor
must
sign
off.
So
early
decision
is
basically
saying:
I
am
coming
to
the
school.
E
If
you
accept
me,
okay,
so
of
course
colleges
want
students
who
want
to
be
there,
so
they
want
to
push
early
decision
and
we're
finding
finding
that,
given
the
pandemic
and
not
knowing
what
families
we're
capable
of
what
students
were
really
going
to
end
up
doing,
they
looked
to
early
decision
to
really
you
know
to
help
them
more
precisely
shape
their
incoming
classes,
and
they
would
know
very
early
on
how
many
students
they're
going
to
have
in
their
class
and
then
they
would
know
how
many
they
need
to
take
from
the
regular
decision.
E
B
E
Decision
is
definitely
a
strategy
that
we're
seeing
benefit
our
students,
who
can
who
can
use
early
decision,
but
it's
also
one
that
we're
finding
that
the
colleges
are
really
employing
themselves.
A
E
B
E
E
Now
an
early
decision
should
be
for
a
school
that,
where
the
student
is
Right
falling
right
in
the
middle,
it
is
absolutely
an
armed
Target,
great
school
for
a
student,
obviously
a
place
where
a
student
is
going
to
be
happy,
but
using
it
to
be
that
little
bit
over
your
head
reach.
What
is
the
metaphor?
You're,
like
you
know,
shooting
for
the
for
the
fences.
G
E
Or
something
that's
not
a
good
metaphor
to
consider
early
decision
at
this
point,
obviously
that's
on
a
case-by-case
basis,
but
really
be
to
kind
of
cement,
a
really
good,
solid
school
for
us
to
a
student
and
then
common
application.
Common
application
is
the
main
application
that
students
use
to
apply
to
colleges.
They
reported
last
year,
a
nine
percent
growth
in
their
in
their
applications.
E
Six
percent
of
the
growth
was
due
to
more
applicants
and
three
percent
were
due
to
more
applications
applicant,
that's
something
that
we're
definitely
seeing
at
Byram
Health
we're
seeing
students
because
of
kind
of
this
effect
that
I'm
talking
about
where
they
don't
know
what
a
safety
school
is
they're,
not
sure
what
their
target
schools
are.
So
what
do
you
do
just
to
more
schools
right?
And
so
you
can't
blame
them.
E
College
I
have
a
few
graphs
that
I
think
illustrate
what
I'm
talking
about.
So
what
this
is
Cornell
applications
so
1980s,
probably
when
some
of
us
were
in
in
high
school
I
know
I
was
you
know,
we're
you
were
down
below
20
000
applications
per
year
and
in
2020
you're
up
close
to
70
000..
E
This
is
you
can
find
this
information
on
Cornell's
website
so
just
to
give
a
sense
of
like
what's
going
on
here
in
this
like
2005-2006
year.
This
is
pretty
much
the
Advent
of
the
common
application.
E
And
then
for
Northwestern,
the
admit
rate,
so
this
is
percentage.
Okay,
so
is
it
2010?
They
were
hovering
around
23,
admit
rate
and
in
2020,
2021
they're
hovering
around
seven
percent.
E
E
E
E
E
You
guys
are
the
mathematicians,
but
you
know
we're
right
on
par
for
where
we
typically
would
be
given
the
size
of
the
class.
E
We
still
have
14
students
who
have
applied
ed2
and
will
hope
to
hear
from
them,
and
then
we
have
40
of
the
students
who
applied
early
decision
this
year,
not
including
82.
40
of
the
students
who
applied
for
early
decisions
were
accepted
early
decision.
By
the
time
we
hear
from
our
Ed
to
students,
we
should
be
up
closer
to
50,
which
is
right
around
where
we
typically
are
kind
of
give
you
a
picture
about
that.
F
G
H
Yeah
has
a
list
of
kind
of
that
very
selective
schools
grown
because
of
the
percentage
of
questions,
because
that's
I
know
my
daughter's
graduating
this
year.
So
I've
noticed
some
of
the
things
that
Warren
is
selective,
that
Target
or
safety
that
right
amongst
her
and
her
peers
would
have
been
ashore
just
based
on
even
the
elevated
test
scores,
because
not
everyone
supported,
didn't,
get
in
either
deferred
or
rejected,
or
he
said
pick
another
major.
H
E
I
E
Absolutely
finding
that
you
know
selectivity
has
gone
up,
we
check
every
year,
Barons
puts
out
a
guide,
you
know,
and
they
tell
us
which
colleges
and
universities
are
the
most
selected,
and
that
seems
to
keep
growing.
But.
H
His
guidance
working
with
when
they're,
when
they're
kind
of
coming
up
with
that
initial
list,
with
students
in
their
sophomore
and
junior
year,
are
they
not
saying
well.
This
has
changed
specifically
based
on
Modern
Health
students.
So,
whereas,
like
I,
don't
know,
it's
fully,
Tulane
right
might
have
been
slightly
yes,
not
easier
forward,
but
right.
E
Being
able
to
well
they're
looking
at
the
scattergram,
so
what
they're,
basically
doing
for
a
student
coming
in
saying
I
want
to
consider
Tulane
they're,
going
to
look
at
the
scattergram
of
the
last
five
years
of
fire
and
health
students,
kind
of
plot
the
student
with
their
profile,
s-a-t-a-c-t
and
GPA,
and
going
to
try
to
give
a
good
sense.
Whether
or
not
is
this,
is
this
meeting
exceeding
or
below
what
that
college
is
typically
looking
for
a
Byron
Health
student.
E
So
if
we
get
a
student's,
sat
or
ACT
score,
so
this
is
good
to
know.
So
if
you
get
an
SAT
or
ACT
score,
if
you
took
anything
even
if
you
didn't
use
it
to
apply
to
college,
we
can
still
see
it
in
Naviance
yeah.
Okay,
so
that's
what's
happening
but
you're
right.
We
don't
know
if
a
student
applied
test
optional
or
not
unless
we
know
the
students,
but
we
can
also
see
on
the
back
end
all
the
students
who've
applied.
B
J
E
It
was
a
great
segue
to
this
I'll
jump
down
to
it,
but
I
think
the
positive
here
is
that
our
parents
and
our
students
are
hearing
the
message.
They're
hearing
the
message
that
there
are
phenomenal
schools
out
there
that
are
sometimes
overlooked
by
a
Byron,
Health
student
and
capitalizing
on
those
colleges
and
universities
is
what
we
feel
is
one
of
the
strategies
that
a
student
can
take
to
really
be
seen
for
really
who
they
are
at
a
college
or
university
to
be
able
to.
E
You
know,
develop
themselves
in
a
way
that
they
might
not
be
able
to
add
a
school
with.
Maybe
you
know,
10
other
health,
students
and
I
think
we
saw
we've
seen
a
little
bit
so
far.
This
is
just
this
cycle.
We've
had
students
accepted
into
Kenyan,
Oberlin,
rice,
Ohio,
State,
University
and
Southern
methodists,
which
are
all
considered
tier
one
schools
and
for
something
like
an
Ohio
State
University
for
a
student
who's
like
Wisconsin
Michigan.
That's
where
I
want
to
go.
Ohio
state
is
a
phenomenal
option
and
our
students
are
really
taking
advantage
of
it.
E
A
school
like
rice,
which
is
just
not
on
a
typical
Byron,
Hill,
student's
radar
and
that's
that's
a
great
school,
especially
for
stem
and
everything
else,
so
I
do
think
that
this
is
being
heard,
and
we
are
really
pushing
this
with
our
families
to
really
consider
this
and
those
that
have
I
think
are
experiencing
some
success.
G
So
if
your
student
is
applying
to
a
university,
that's
notified
Stan,
yes,
well
tested.
You
know
by
the
Indiana.
Yes,
admissions
people
should
say:
oh
Byron
pills,
we
know
what
kind
of
students
pharmacists.
Maybe
that
gives
you
a
little
bit
of
a
like
a
push.
If
you're
applying
to
I
don't
know
somewhere
else
right
are
the
counselors
reaching
out
to
the
admissions
officers.
Are
they
putting
in
a
little
extra
like,
besides
just
the
college
profile,
because
it's
some
of
these
big
Flagship
universities?
They
don't
read
your
recommendations,
they're,
not
reading
your
essays,
they're.
E
Yes
or
no
right,
yes
or
no,
so
it's
a
great
Point
I.
Think
three
things
can
happen.
There.
One
is
oftentimes,
we
will
have
parents
who
will
reach
out
to
us
or
a
student
who
is
like
you
know,
I've
looked
back
and
I
haven't
seen
this
college
come
to
Byron
house.
Could
you
reach
out
and
ask
for
them
to
come
visit
and
we
do
we
reach
out?
We
try
some
colleges
just
it's
just
not
what
they
do.
They
just
don't
go
visit,
but
that's
that's
the
way.
If
so,
if
you
have
a
college.
B
E
E
What
are
the
institutional
agendas
at
a
particular
School
so
that
we
understand
that
better
and
then
that
information
is
shared
with
all
of
the
counselors,
so
we're
trying
to
understand
that
and
then
lastly,
in
the
spring,
our
counselors
go
out
and
visit
colleges
and
universities
we're
developing
that
list.
Now,
it's
not
just
like
what
part
of
the
country
do
I
want
to
visit.
It
is
looking
at
the
admissions
cycle.
Are
there
colleges
and
universities
that
we
need
to
Target
that
we
need
to
talk?
E
They
need
to
understand
who
our
student
is,
or
maybe
ones
that
we
were
like
that?
Didn't
go
so
well
this
year
in
the
admissions
cycle.
Maybe
we
need
to
have
a
conversation
with
the
admissions
rep
find
out.
What
are
you
not
seeing?
What
do
you
expect
to
see?
How
can
we
do
things
different
for
the
next
round
and.
A
Sometimes
we
get
some
really
good
information
on
that
other
times.
The
information
they
give
us
doesn't
seem
The
Jive.
We
went
out
one
year.
They
we
didn't
do
as
well
as
we
thought
we
did.
We
asked,
and
they
said.
Oh,
we
needed
kids
who
had
more
kids
with
a
percentage
of
calculus,
a
b
yeah
the
next
year
we
had
kids
applied,
who
didn't
have
AB,
who
all
got
in
so
right.
They
think
they
know
what
they're
trying
to
tell
us
but
you're
right.
A
We
do
know
that
a
lot
of
these
colleges
they
sort
of
know
what's
in
the
Byron
Mills
DNA.
We
also
know
that
families
that
there
are
social
and
professional
structures
that
are
set
up
and
they
they
have
those
connections,
still
even
getting
120,
and
we
know
that
there's
over
2
000
colleges
in
in
the
country,
so
we're
really
only
seeing
a
very
small
percentage
and
our
kids
are
not
applying
to
all
those
hundred
and
twenty,
and
we
would
love
to
even
double
that.
K
I
have
two
questions.
First,
is
how
many
applications
on
average
do
our
Byram,
Hills
kids
apply
to.
E
So
currently
I
mean
you
allow
students
who
apply
to
one
lucky
right
early
decision,
and
then
you
certainly
have
on
the
high
end,
17
or
18..
I
would
say
more
of
the
typical
is
about
12,
but
what
I
think
students
are
really
doing?
Is
they're
utilizing
early
action,
early
decision
sending
out
a
few
seeing
if
they've
been
accepted
anywhere
and
then
really
cutting
down
the
list
of
regular
decision
schools
based
on
what
they've
heard
from
colleges
in
the
early
round?
Okay,.
E
B
E
Is
not
it
was,
it
was
back
in
the
day.
It
was
something
you
could
kind
of
Bank
on
I
would
say
it's
just
maybe
a
little
bit
more
of
a
of
a
plus
for
a
student.
E
E
From
a
college
rep
or
something
like
that,
a
changing
priority
might
be.
We
really
want
to
admit
more
first
generation
college
students.
They
might
be
looking
for
a
diverse
ethnic
background
or
they
might
want
to
try
to
fill
a
particular
major,
and
sometimes
we
know
that
information.
Sometimes
we
don't
am
I
using
edea
and
regular
decision
wisely
and
talking
about
that
with
my
counselor
and
really
trying
to
maximize
the
best
way
to
apply
to
colleges
taking
the
SAT
and
ACT
and
assessing
if
using
that
score,
is
the
best
decision.
E
E
We
should
approach
it
as
a
test
optional
school,
but
if
we
don't
have
those
test
scores
to
utilize,
then
we're
only
going
to
be
able
to
go
test
out,
expect
volume
to
remain
elevated
and
then
again
applying
a
bit
more
conservative
College
list,
just
because
we
know
that
the
number
of
applications
are
often
is
harder
to
predict.
If.
E
I
think
that
was
yeah
I,
think
that
was
it
are
there
any
other
questions,
yeah
I.
J
E
No
idea,
so
you
know
private
counselors,
I
always
say
parents
will
always
ask
me,
you
know,
should
I
get
a
private
counselor,
and
my
answer
is
the
only
thing
that's
different.
Is
that
I'm
not
going
to
be
sitting
in
your
living
room
with
you
at
9
00
pm
on
a
Sunday
evening
doing
your
college
child's
college
applications
other
than
that
we
are
here.
E
This
is
what
we
do
we're
doing
it
day
in
and
day
out,
if
your
child
needs
help
literally
filling
out
the
FAFSA
and
financial
information
and
entering
their
credit
card
to
apply
apply
for
college.
We
do
that
with
students,
not
every
student
wants
or
needs
that
all
the
way
up
to
students
who
are
you
know
those
students
they
kind
of
have
it
all
figured
out
and
really
all
they
need
for
us
is
to
send
the
transcript
so
we're
available
for
both
of
those
extremes
and
everything
in
between
but
I,
don't
I,
don't
know.
F
Major
versus
not
what
do
you
think
on
that,
because
you
know
kind
of
you
want
to
frame
your
child's
transcript
to
some
extent
they
already
know
what
they
want
to
do
right.
You
know
they
said
that
I
applied
as
a
major.
That
should
look
like
that
right.
So
right,
what
do
you
think
of
that?
Or
does
it
depend
on
the
schools
and
students
it.
E
Does
so
using
a
major
does
depend
on
a
school
I
think
where
it
makes
really
good
sense
is
if
there's
a
lot
of
alignment
between
students
extracurriculars
their
coursework
and
a
particular
major
at
a
school,
because
I
think
it's
solidifying
for
an
admissions
person
this
this
student
knows
who
they
are,
what
they
want.
They
can
speak
to
why
our
institution
is
a
great
place
for
them,
but
I
think
at
times,
like
certainly
with
something
like
engineering
or
business.
E
It's
it
might
at
times
be
better
to
just
get
in
at
the
college
or
university
because
we
always
have
to
look
at
what
does
it
take
to
then
switch
into
a
particular
major,
but
for
some
students,
they're
like
I,
would
love
this
major,
but
really
at
the
end
of
the
day.
I
just
want
to
end
up
at
that
school
and
I.
Think
that's
where
we
could
decide
what
would
be
in
the
best
major
to
apply
as
in
order
to
increase
our
options.
If
you
getting
your
child
getting
accepted.
H
It's
harder
to
get
into
those
programs
like
like
nursing:
they
accept
less
than
100
or
200
at
a
you
know,
maybe
a
school
that
has
6
000
freshmen
class.
So
it's
much
harder
to
get
it.
So
if
you
go
and
then
you
start
and
you
want
to
switch
it
significantly
easier
to
switch
out
and
but
there's
no
opportunity
to
switch
it.
So
if
you're
think
that's
what
you
want
to
be
then
yeah,
it
makes
sense.
L
Because
this
is
third
one
second
third
group
going
into
college
post
covered
sure:
how
has
it?
How
has
that
mission
been?
But
more
so
have
you
heard
anything
about
their
experiences
in
college
that
lasts
the
last
two
groups
right
or
what
are
they
expecting
from
this
group?
With
your
Kobe
experience.
A
J
C
I
was
at
your
great
meeting
last
week
and
I
was
like
you
know:
I
am
a
ninth
grader
and
that's
my
oldest
cabin
very
intimidating
the
college
application
process.
You
know
course
selection
and
whatnot.
So
I'm
sure
parents
have
asked
this
before,
but
as
a
newbie
like
talking
to
a
senior
parent
I
know
that
the
kids
have
a
chance
to
talk
to
mentors
who
are
going
through
the
process,
but
to
talk
to
a
parent
yeah.
N
B
L
H
H
Are
you
going
to
start
the
process
slightly
earlier,
because
we
started
the
process
personally
much
earlier
than
guidance
like
we
really
had
to
push
at
the
end
of
summary,
we
had
no
idea
where
to
look
we'd
look
at
the
book
or
you
look
at
navients
and
you
see
a
GPA
and
a
score
before
you
maybe
even
have
taken
a
test
and
her.
Oh,
she
uses
GPA
we're
going
to
look,
and
then
you
go
to
look
at
that
school
and
you're
like
oh.
What
were
we
thinking?
H
It's
like
a
four
percent
acceptance
rate
so
and
asking
the
teacher
or
asking
the
guidance.
Are
you
starting
that
process
earlier,
like
because
I
think
at
the
end
of
sophomore
year,
having
a
list
of
colleges
that
may
or
may
not
work
from?
You
know
the
whole
gamut?
And
then
you
do
your
own
research
as
a
family
or
a
counselor.
Whatever?
H
E
E
Could
you
help
us
develop
a
list
understanding
that
the
GPA
is
not
formalized
yet
that
PSATs
have
not
been
taken
in
some
case
at
all
and
possibly
not
Acts
or
SATs
it?
We
could
certainly
give
you
a
list,
but
it
is
by
no
means
you
know
a
list
with
as
much
data
as
we
would
like.
But
absolutely
we
understand
that
families
need
to
start
this
process
a
little
bit
earlier.
If
you
want
that
as
long
as
you're,
not
asking
at
this
point
in
freshman.
F
Like
the
summer
after
the
sophomore
year
reported
during
the
year
is
like
a
great
time
to
go
visit
colleges.
So,
for
me,
like
I,
think
I
would
just
like
to
know
going
out
of
the
sophomore
year.
Maybe
have
a
an
idea
of
the
schools
that
we
have
relationships
with
here,
or
you
know
to
really
kind
of
understand.
Our
academic
background
here
by
Republicans
are
just
cool,
so
we
would
like,
maybe
more
likely
to
get
into
or
Target
or.
F
Because
you
know,
I
mean
we're
already
from
the
outside
box
of
any
college
is
Big
I've
heard
of
just
because,
like
we're
not
looking
this
out,
you
know
so
I
already
think
we're
there,
but
just
to
know
maybe
there's
a
college
that
you
know.
We've
talked
about
with
our
daughter
that
she's
kind
of
interested
in
going
to
visit,
but
we
have
a
relationship
and
I
just
don't
know.
A
It
you
know,
so
let
me
look
I
I
understand
exactly
where
you're
coming
from,
but
let
me
turn
that
a
little
bit
right,
so
you
go
out.
You
go
to
the
colleges
you
go
on
the
tours.
You
love
the
campus.
They
tell
you
what
you
need,
then
you
come
back
to
us
and
next
thing,
you're
saying
I
need
to
make
sure
I'm
guaranteed
to
get
into
AP
English
11.,
when
that
was
not
a
recommendation
right.
A
We're
recommending
based
on
what's
going
on
in
the
course
when
people
come
back
to
us,
making
recommendations
about
what
some
some
tour
guide
in
a
college
sort
of
tells
them
that's
when
we
start
to
bump
up
against
having
those
difficult
discussions
and
that's
why
we
would
slow
down
sort
of
saying
oh
go
out
and
look
at
all
these
colleges.
These
are
Byram
Hills
type
colleges.
So
that's
why
we
would
we
would
slow
that
part
down
I.
J
G
What
they
say,
no
matter
what
the
school
is
and
the
other
thing
you
can
do
is
you
can
have
sort
of
hidden
conversations
with
your
kids
as
freshmen
and
sophomores
like
oh,
you
know
we
were
just
in
DC.
What
did
you
think
about
DC?
Did
you
like
the
hustle
and
bustle
of
the
city?
Do
you
think
you
could
see
yourself
living
there
someday
no.
B
G
So
now
you're
taking
all
these
big
city
colleges
and
saying
maybe
this
isn't
where
I
want
to
be
spending
my
time
and
then
the
other
thing
that
we
did
on
a
little
Taipei.
But
you
know
I
sat
and
re-read
like
the
fist
guide
and
I
was
reading
about
colleges
and
like
their
student
body,
and
their
population
was
like
okay,
well,
I
know
what
my
kids
are
like
and
this
school
is
not
going
to
be
a
fit
for
them.
G
A
Have
to
think
about
it
right,
there's
only
so
many
more
times
when
you'll
have
their
undivided
attention
and
you'll
be
with
them.
You
know
one-on-one
and
just
enjoy
it
right,
enjoy
going
out
and
and
having
spending
that
time
with
them
and
if
you're
going
through
with
it
and
you're
anxious
all
the
time,
they're
not
going
to
want
to
do
that
with
you.
But
if
you,
if
you
approach
it
as
something
fun
that
you're
doing
together,
then
you'll
look
back
on
those
times
and
have
really
great
memories
about
it.
B
H
K
G
A
H
A
Well,
Christina.
Thank
you
very
much.
This
is
very
helpful.
We
really
appreciate
it,
so
that's
on
the
other
side
to
get
them
there.
We
have
to
continually
work
on
sort
of
that
executive,
functioning
skill
development
and
one
of
the
things
that
we
really
noted
last
year
coming
out
of
the
pandemic
was
that
our
ninth
graders,
who
usually
develop
those
in
middle
school
or
at
least
some
of
them,
were
really
lacking
in
some
of
those
basic
executive
functioning
skills
that
we
would
think
they
would
have
here
in
the
high
school.
A
So
we
were
very
fortunate
to
work
with
the
bhef
Kira,
who
is
our
Kieran
Christina,
who
are
ninth
grade
transition?
Counselors
were
working
with
teachers
and
we
as
a
faculty
explore
different
ways
that
we
could
support
the
development
of
our
kids
executive
functioning
skills
here.
So
the
bhgf
was
kind
enough
to
work
with
us
when
we
brought
in
an
expert
a
man
by
the
name
of
Tommy
champion
who
worked
with
the
kids
on
really
basic,
just
organizational
things,
and
we
saw
that
over
the
course
of
the
Year.
A
There
were
really
really
small
improvements.
Now,
as
a
almost
50
year,
old
man
I
learned
some
executive
functioning
skills
there
that
I
might
not
have
had
so.
These
are
not
just
skills
that
can
be
used
for
high
school.
They
can
be
used
throughout
life,
their
lives,
so
I
asked
Chris
Kira
to
come
today
to
just
sort
of
go
over
sort
of
some
examples
of
what
we're
still
seeing
here
now.
A
A
They
were
here
hybrid,
so
they
only
saw
half
of
their
classmates.
They
went
through
it
and
again
there
were
exceptions
on
the
regions.
We
only
I
think
had
one
student
who
took
any
regions
that
year
now
junior
year,
we
were
back
and
obviously
that
for
for
them,
that
was
a
year
where
they
were
sort
of
thrown
right
back
in
it,
and
we've
seen
right
now
that
for
the
most
part
they
are
almost
back
in
line
with
where
we
would
normally
see
our
senior
classes.
A
Now
going
from
there
down
the
line,
we
do
notice
that
there
are
some
gaps
in
terms
of
what
we
would
normally
expect
in
terms
of
work
production
in
terms
of
ability
to
organize
and
the
Gap
does
increase,
as
it
goes
to
the
younger
grades.
Now
some
of
that
is
just
going
to
be
expected
where
what
we're
trying
to
do
is
to
make
sure
that
we're
patching
up
all
of
those
areas
where
we
see
it
coming
to
the
most
so
Kira
welcome,
and
on
this
this
will
be
sent
out.
A
These
are
just
some
links
that
have
some
supports
that
you
can
do
at
home.
If
you
wanted
to
just
get
some
additional
information
on
it,
Akira
welcome
Kira.
P
Morning
on
the
other
side
of
it,
you
know
just
one
one
thing
to
mention:
I
had
a
student
with
me
this
morning
and
came
in
first
question:
was
you
know
how
many
APS
do
I
need
to
get
into
college
freshmen
and
he
said
I
can't
decide
if
I
should
take
AP,
World
or
not
and
I
said
well,
let's
think
about
global
class.
Do
you
enjoy
Global
class
right
now?
No.
P
That
out,
as
poor
selection
comes
I,
think
you
know
if
he
did
sign
up
for
it
and
do
it
then
he
would
be.
You
know:
I
asked
him,
would
you
be
okay
sitting
on
a
Saturday,
you
know
doing
AP
work
for
a
b,
World
she's
like
no
so
I
think
we
just
have
to
think
back.
You
know
what
I
know
it's
it's
hard
to
in
freshman
year
to
not
think
about.
P
You
know
the
next
four
years
and
I
know
we
want
to
think
about
setting
them
up
for
success,
but
I
just
put
that
out
there.
Just
to
think
about
you
know,
I
know
we
wouldn't
who
would
be
tortured
in
a
class
for
AP
World,
but
to
switch
gears
on
that.
You
know
executive
functioning.
So,
as
Chris
said
before,
this
is
something
that
I
think
is
I'm
still
learning
you
know.
There's
the
world
is
changing
so
much.
P
You
know
we
went
from
being
in
class
to
Virtual
overnight
and
I
used
to
be
able
to
talk
to
kids
and
like
try
this
planner,
please,
you
know
and
I
would
hear
parents
I
I
tried
to
talk
them
into
using
a
planner.
P
P
Faculty
meetings,
we
went
through
a
lot
of
different
executive
functioning
skills
and
how
the
teachers
can
incorporate
it
into
class,
and
thanks
to
Tim
we've
been
offered.
A
lot
of
the
teachers
were
offered
different
classes
to
take
for
executive
functioning
skills,
which
has
been
really
helpful
because
it's
a
cheat
it's
overnight.
It
keeps
changing,
but
there's
different
things
that
come
out
that
that
we
can
use
little
things
that
help
that
help
our
students-
and
you
know,
I,
remember
going
to
college
and,
like
the
first
day
of
college
I
said
to
myself.
P
How
did
I
do
that
in
high
school?
How
did
I
wake
up
at
6
30
in
the
morning
go
to
classes
all
day?
You
know,
go
to
sports
go
home,
do
homework
the
whole
night
and
then
do
it
again
and
I
think
that
as
we
go
to
college,
we
realize
that
you
know
life
isn't
as
as
structured
as
high
school
and
I.
Just
take
you
through
this.
This
little
example
of
what
our
kids
face.
P
I
know
you
guys
know
it,
but
that,
but
sometimes
I
think
we
forget
how
much
our
kids
have
on
their
plate.
So
I
want.
You
to
meet
Josh
Josh,
a
middle
school
student
with
executive
functioning
issues,
which
means
his
brain,
his
brain
stealth
management
system,
his
trouble
getting
organized
and
getting
things
done
so
executive
functioning
skills
are
different
for
all
kids
throughout
the
day
and
across
all
settings.
P
So
7am
Josh
knows
he's
forgetting
something:
that's
it
his
police
for
today's
game.
He
runs
back
inside
to
get
them,
but
he
ends
up
leaving
his
backpack
at
home
as
he
races
to
catch
the
bus.
These
Sprints
passed
the
checklist
his
mom
made
to
help
him
remember
what
he
needs
for
school,
but
it's
too
late.
The
bus
is
about
to
pull
away
and
he's
got
to
miss
it.
P
P
1Pm,
it's
the
best
part
of
the
school
day
of
lunch,
but
Josh
how's.
The
conversation
talking
way
too
loud
and
way
too
much
about
his
video
games.
He
doesn't
notice
how
annoyed
his
friends
are
getting
3
P.M
in
soccer
Josh
is
so
focused
on
getting
the
ball.
That
is
it
that
he
isn't
mindful
of
the
fact
that
it
is
that
that
he
is
challenging
his
own
teammate
for
possession
his
teammates
become
angry
with
him
for
the
third
time
this
week,
6
p.m.
P
Josh
isn't
happy
when
his
mom
tells
me
to
turn
off
the
TV
and
set
the
dinner
table
when
he
thinks
he's
done
his
little
sister
titles
that
once
again,
he
forgot
to
give
each
person
a
cup
I'm
frustrated
with
his
little
sister
and
with
missing
his
TV
show.
Josh
Josh
uses
his
pool
and
screams
at
her
8pm
after
lots
of
private
with
his
mom
Josh
sits
down
to
do
his
homework,
but
he
doesn't
know
where
to
start.
Instead
of
writing
the
analytical
paragraph
or
completing
the
math
problems
that
are
due
tomorrow.
P
If
you
search
the
web
to
find
a
topic
for
a
science
research
science
report,
that's
due
next
week,
then
he
takes
a
break
to
play
a
video
game.
10
p.m.
When
Josh
finally
starts
writing
the
paragraph
his
mind
keeps
jumping
from
one
thought
to
another.
He
can't
figure
out
what
to
write
and
only
gets
gets
one
sentence
down
the
paper
before
he
gives
up
for
the
night.
P
He
thinks
he
can
do
what's
do
it
on
the
way
to
school
tomorrow,
even
though
he's
never
gotten
anything
done,
while
riding
the
bus
with
his
friends
in
midnight,
it's
way
past
no
reasonable
bedtime
he's
exhausted,
he
tries
going
to
sleep,
he
can't
shut
his
brain
off.
He
keeps
worrying
about
just
disappointing
his
teachers
and
getting
mocked
by
his
teammates.
P
So
this
is
just
you
know,
I
think
that
sometimes
it's
like
sometimes
we
think
to
ourselves
like.
Why
can't
my
student
just
remember
to
go
to
office
hours?
Why
can't
my
student
just
remember
one
assignment?
How
did
he
forget
that
and
they
have
just
so
much
going
on
that
they
just
don't
stop
so
I.
Think
that
you
know
when
we
work
with
our
students.
Certainly
the
freshmen
I
try
to
just
focus
put
it
out
to
you
to
focus
on
one
thing
at
a
time.
P
I
think
there's
little
things
that
we
can
do
that
help
a
lot
of
the
students.
Some
of
these
down
here,
like
Google,
keep
and
Google
task.
Those
are
you
know,
tools
through
Google
that
I've
actually
had
a
lot
of
the
freshmen
use.
Google
keep
and
they
really
like
it.
So
if
you
do
have
students
who
are
struggling
with
it,
please
have
them.
Try
Google,
keep
it's
really
they.
What
they
do
is
they
put
a
different
subject.
P
They
did
a
different
note
for
each
subject
and
they
can
have
it
on
their
phone
and
they
can
do
it
it's
an
app.
They
have
it
on
their
phone
when
the
teacher
stops
or
before
they
go
to
the
next
class
I.
Have
them
try
to
write
it
in
one
thing,
I
do
hear
a
lot
is
like
I
I,
don't
have
time
to
write
down
my
homework.
I'm
rushing
from
the.
A
P
Rings
and
I
have
three
minutes:
I
have
to
get
all
the
way
to
the
gym.
One
thing
I
I
really
try
to
tell
them
is
like
okay.
Halfway
through
the
day,
you
have
to
stop
and
regroup
and
think
about
okay.
What
did
I
have
this
morning
and
what
do
I
have
so
just
a
few
other
things
that
can
help
at
home
a
lot
of
students
a
daily
calendar
I've,
had
some
students
actually
pull
up
the
calendar
that
their
parents
shares
with
them
on
Google
Calendar,
which
is
helpful
in
the
Google
classrooms
they're.
P
Also,
if
a
teacher
makes
it
an
assignment
in
the
Google
Classroom,
it
will
show
up
on
their
calendar
as
when
it's
due
also
I've
had
another.
Another
parent
tell
me
that
one
of
their
ninth
graders
they
got
them
a
huge
like
table
desk
calendar,
one
of
those
old
school
that
I
probably
have
at
my
desk.
P
That
is
very
helpful
too.
Just
you
know
different
little
things.
One
thing
that
I
think
is
very
important
is
goal
setting
that
sometimes
I
think
we
we
focus
so
much
on
the
end
of
the
year
that
final
grade,
but
I,
think
each
quarter
is
very
different.
I
know
with
the
second
quarter
coming
to
an
end.
P
It's
a
lot
right
now
that
for
some
students
setting
a
goal
in
the
beginning
of
the
quarter,
what
are
you
going
to
do
this
quarter?
Let's
just
focus
one
quarter
at
a
time.
What
didn't
go
well
last
quarter
and
how
are
we
going
to
change
it,
and
what
are
we
going
to
put?
What
steps
are
we
going
to
take
to
get
there
and
I
think
that
sometimes
we
think
our
students
should
know
how
to
break
down
a
goal.
P
You
know
what
steps
do
they
have
to
take
to
get
there,
but
sometimes
they
need
help
with
it.
Of
okay
am
I
going
to
go
to
office
hours.
What
teachers
am
I
going
to
see?
Sometimes
I
realize
that
the
students
they
just
need
a
schedule
written
down
for
them
for
that
week
and
each
week
is
different
and
then
just
a
few
other
things.
P
The
the
schedule
of
the
64
minute
period,
students
might
need
to
get
up
and
take
a
break
and
they
need
to
self-monitor
and
a
lot
of
students
I
think
at
home
when
they'll
study
they'll
try
to
study
for
like
two
hours
at
a
time
without
taking
a
break,
and
it's
really
important
to
remind
them
to
get
up.
Take
a
break
you're
not
going
to
remember
it's
going
to
go
you're
going
to
read
it
and
you're
going
to
forget
about
it.
P
You
have
to
take
a
break,
and
one
last
thing
I'll
tell
you
is
sometimes
you
think
that
they
aren't
listening,
but
so
many
times,
I
can't
tell
you
how
many
times
I'll
I'll
suggest
something,
and
then
they'll
say
to
me.
Oh
my
mom,
or
you
know,
my
parent
did
try
to
tell
me
that
in
one
ear
at
the
other,
but
it
they
actually
really
are
listening
and
I.
Think
that
there's
little
things
that
we
should
be
trying
right
now
just
to
help
them,
you
know
make
one
difference
a
day.
A
C
A
Seeing
is
that's
shifting
up
just
a
little
bit
when
they
were
going
through
it
and
their
whole
world
was
their
bedroom
and
their
device
right
in
front
of
them.
They
had
everything
right
there,
so
they
really
didn't
need
to.
You
know
develop
any
of
those
other
things,
because
it
was
all
right
there
for
them.
O
I
think
it
could
be
an
improvement
if
certain
dates
like
exam
dates
or
major
dates.
You
know
there
I
think
a
lot
of
times,
they're
not
put
in
as
assignments
and
they're
written
in
the
Google
classrooms
to
stream,
like
in
text
with
other
paragraphs,
above
it,
okay
and,
of
course,
that's
a
good
skill
that
kids
should
see
it
and
then
add
it
to
their
whatever
tool
that
they're
using
but
I
would
think
with
the
technology.
O
P
Here,
yeah
and
I
think
that
you
know
freshman
year.
I.
Think
of
most
of
the
teachers
are
pretty
good
at
doing
that,
and
one
thing
I
think
that
the
first
quarter
is
difficult,
because
that's
the
the
quarter
that
they're
learning
each
teacher
is
different
with
the
with
the
different
styles
and
I.
Think
one
thing
that
I
understand
that
that
is
difficult,
but
it
isn't
an
assignment
it
doesn't
show
up,
but
I
think
that
one
thing
to
offset
that
is
to
try
to
have
the
student.
P
You
know
every
day
go
through
and
say:
okay,
let's
put
this
in
as
a
reminder
that
it's
due
but
I
I,
understand
and
I
think
that
I
think
that
the
teachers
too
it's
a
Google
Classroom
is
a
whole
new
world
I
mean
before
the
pandemic.
Not
all
teachers
even
had
Google
classrooms.
P
You
know
so
so.
I
think
it's
a
it's
a
new
world
and
I
think
that
as
we're
still
learning
stuff
about
executive
functioning
skills,
I
think
that
is
important
to
hear
some
of
that.
So
thank
you.
N
A
We
still
have
teachers
who,
every
year
they
come
and
they
have
the
old-fashioned
planner
right
and
they
do
it
there
and
other
teachers.
They
have
it
all
on
Google
classroom
and
you
know,
there's
no
paper
involved.
So
everybody
has
the
the
important
thing
is
just
find
what
works
for
them
and
then
stick
with
it.
P
So
you
know
Christina,
thankfully
oversees
the
sixth
through
six
through
twelve.
So
that
is
something
that
actually
our
first
meeting
this
year,
we
sat
down
with
the
middle
school
counselors
and
went
over
what
the
executive
functioning
workshop
with
the
10th
graders
and
the
bheef
the
tools
that
they
gave
us
last
year.
But
it's
something
I
think
it's
in
I
think
it's
important.
So
we
can
focus
on
so
when
those
kids
come
up,
that
their
their
skills
might
be
a
little
bit
stronger.
I
On
Jessica's
note,
because
this
is
something
to
talk
to
you
about
before,
is
it
something
going
back
to
like
trying
to
post
the
tests
and
post
an
assignments
and
stuff?
Can
you
get
the
teachers
I
mean
I
know
all
teachers
have
different
methods
of
doing
things,
but
I
think
it
would
be
so
helpful
for
the
kids
and
helpful
to
have
them.
Learn.
Oh,
okay,
here's
the
calendar,
here's
the
schedule
now!
I
I
can
now
be
responsible
and
look
at
it.
Can
you
get
all
the
teachers
two
posts.
A
I,
don't
know
that
I
would
want
I,
don't
know
that
I
would
want
to
do
that,
because
I
think
that
if
we're
really
talking
about
developing
those
skills,
then
giving
it
to
them
right,
there
is
not
going
to
allow
them
to
develop
all
those
habits.
So
I'm,
okay,
with
one
teacher
saying
I'm,
gonna
post
it
on
a
Google
Classroom
another
one,
pushing
it
out
through
an
email
right.
I
just
want
to
make
sure
that
right
on
the
student
side
that
they're
that
they're
developing
right.
I
They're
they're
I
just
feel
like
for
some
of
these
kids,
including
my
own
audio,
play.
It's
really
hard
to
find
some
of
the
information.
Like
that's
the
thing.
Sometimes
it's
just
like
in
one
of
the
little
posts
on
Google
classroom.
They
have
to
go
through
like
a
whole
week's
worth
of
post
to
like
actually
find
it
or
like
some
teachers
like
will
write
it
on
the
board,
but
then
like
they'll
erase
it
you
know
so
well,.
A
We
know
that
most
of
them
are
using
the
Google
Classroom.
Now,
at
this
point,
so
I
would
say:
80
of
our
teachers
are
pushing
out
through
there.
P
And
to
go
off
of
that
point
too
sometimes
I
think
that
you
know
our
end
of
the
Google
Cloud,
for
instance,
students,
so
sometimes
I
think
it's
important
for
the
students
to
also
like
I
know
it's
hard
for
them,
but
like
to
let
the
teacher
know
that,
like
that,
might
be
a
little
confusing,
because
the
teachers
might
not
always
understand
or
see
what
they
see
that,
like
the
teachers,
you
know,
I
know
that
I
talked
to
one
teacher
before
that
a
lot
of
students
are
finding.
You
know
this
confusing
and
she
changed.
P
You
know
her
method
of
how
she
posts
things
so
sometimes
I
think
it's
important
too
too,
that
we
can
have
our
kids
talk
to
talk
to
their
teachers
to
to
say
that
I'm
really
struggling
with
how
you
know
the
Google
posts
are.
Is
there
anything
else
that
you
can
suggest
and
it
also
lets
the
teachers
know
that
you
know
that
might
be
one
thing:
they
want
to
focus
on
yeah.
O
And
we
also
looked
at
what
college
kids
are
doing?
Is
it
as
hodgepodge
or
I'm
just
thinking
of
the
example
where
kids
don't
use
planners
anymore
right,
so
I
was
just
curious.
Are
they
at
the
place
where
they
all
use
Google,
keep
which
I
hadn't
heard
of
before
right
like
or
are
they
still
just
I.
A
Do
they
just
do
that
anymore,
yeah,
you
know
either.
Some
of
them
are
just
using
the
note
the
note
app
on
their
iPhone
yeah.
They
use
that
they
once
they
see
it,
they
put
it
in
there.
Some
have
there's
all
sorts
of
apps
that
you
can
get
for
free
or
you
can
spend
you
know
up
to
10
15
on
that
can
do
all
those
things
for
you.
So
our
alumni
for
the
most
part,
are.
F
It
really
happened
in
Middle,
School
teachers
will
set
a
test
date
and
it's
this
Tuesday,
and
then
you
know
you
study
for
that
test.
It's
like
the
the
unit
test
and
then
the
day
up,
it's
just
like
oh,
never
mind
we
gotta,
have
it
Thursday.
A
A
All
right
so
very
briefly,
I
know
people
have
to
go.
I
can
actually
hold
off
on
this
chat
GPT
the
next
time,
because
I
know
we
are
getting
into
it.
So
I.
A
Off
on
on
this
and
I'll
I'll,
do
it
when
I
have
your
attention
all
right?
So
thank
you.
Everybody
for
coming
just
some
important
dates
that
we'll
put
up
there
a
lot
of
fun
things
coming
up.
My
arms
Got
Talent,
coming
up
on
the
8th
and
then
I
went
to
recess
right
around
the
corner.
Yes,
all.