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From YouTube: BHHS: Principal's Coffee - August 29, 2022
Description
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A
A
B
A
I
know
from
you
know
my
wife
and
I,
what
we're
sort
of
hoping
for
from
my
son
is
just
to
have
a
good
experience
where
it
doesn't
feel
overwhelming.
It
doesn't
feel
like
it's
not
manageable
and
that
he
can
go
in
there
and
start
it
and
get
a
good
rhythm
down.
So
I
am
a
dad
too.
My
first
job
I
do
have
five
children,
my
oldest,
like
I
said,
is
starting
high
school.
I
have
a
seventh
grader.
A
I
have
two
fourth
graders
and
then
my
youngest
finally
will
be
in
kindergarten
and
we're
all
cheering,
because
we
know
what
that
means.
When
you
have
all
your
kids
in
the
in
the
school,
I
grew
up
not
too
far
from
here
in
patterson
new
york.
I
live
in
pauling
and
love,
love,
love,
byram,
hills
and
what
I
think
sort
of
resonates
with
me
about
byram
hills
is
just
you
being
here
today.
I
don't
think
any
other
district.
A
A
A
You
will
get
very
familiar
with
him
and
anytime
that
there
are
things
that
come
up
with
your
child
ben
would
be
sort
of
the
person
who
would
oversee
whether
it
be
you
know
a
medical
issue
or
disciplinary
issue,
or
you
know
an
academic
issue
that
needs
intervention
ben
would
be
the
person
that
would
be
able
to
manage
it
all.
Now.
The
person
behind
the
scenes
who
you'll
probably
call
all
the
time
before
you
speak
to
ben,
will
be
my
colleague,
kiera
hunt.
C
Hi
good
morning,
everyone,
it's
nice
to
see
everyone
in
person.
I've
been
doing
some
virtual
meetings
and
your
kids
are
a
pleasure.
So
I
work
with
christina
wilson,
who
is
the
chair?
She
has
the
beginning
of
the
alphabet
from
like
a
to
d
or
e,
and
then
last
name,
and
then
I
have
the
rest
of
the
alphabet.
C
So,
if
you're,
not
with
me
you're
with
christina
wilson,
how
the
counseling
department
works
is
you'll,
be
your
kids
will
be
with
us
this
year
and
then
we
help
them
transition
through
a
to
a
10
through
12
counselor
for
the
next
three
years.
It
is
this
is
my
fifth
year
working
here.
It
is
a
pleasure,
as
mr
wall
said,
this
is
a
very
unique
community
in
in
the
aspect
of
the
involvement
with
the
parents.
We
view
parents
as
partners
here
and
your
children
are
wonderful
and
I
look
forward
to
working
with
them.
C
A
And
then
working
with
the
way
that
our
assistant
principles
work,
is
they
cycle
up
with
our
students?
So
ben
august
will
have
9th
and
11th
this
year
next
year,
he'll
have
10th
and
12th,
and
then
the
year
after
he'll
have
9th
and
11th,
so
he
will
continually
move
up
with
your
children
all
the
way
through
12th
grade
now
his
counterpart,
my
colleague,
lauren
albert
lauren,
hi.
A
B
B
A
Okay,
so
my
secretary
is
lisa
fennelly
a
lot
of
times,
I'm
out
and
about
throughout
the
building.
If
you
have
a
quick
question,
you
can
reach
out
to
her.
She
monitors
email
throughout
the
day
and
then
the
assistant
principal
secretary
is
courtney.
Bogren
she'll
be
somebody
that
you
speak
to.
If
you
need
to
call
me
to
the
office
as
well,
we
have
two
school
psychologists
here,
marisa
cuomo.
A
Our
flexible
support
program
is
a
very
unique
program
to
byram
hills
and
it's
designed
to
support
students
who
are
exhibiting
severe
school
avoidance
through
stress,
anxiety,
depression
or
or
something
else,
and
certainly
we've
seen
a
ramp
up
with
that,
along
with
the
prevalence
of
cell
phones.
So
since
that
time,
kids
have
started
having
cell
phones,
we
see
that
there's
a
lot
more
school
avoidance.
So
we
have
a
program
designed
to
support
those
students.
A
We
are
lucky
enough
to
have
a
social
worker
here,
miss
allison
moyet
and
she
does
a
great
job
in
terms
of
helping
all
of
our
community
understand
the
resources
that
are
available
to
them.
If
it's
a
food
scarcity
issue,
if
it's
something
in
terms
of
needing
to
get
support
from
government
agencies,
she
will
do
that.
She
works
with
all
of
our
students.
There
are
no
kids
just
on
her
caseload.
Anybody
can
go
into
the
into
her
her
office
and
work
with
her.
A
Now,
that's
her
direct
email,
but
you
could
also
email
this.
This
is
just
a
general
box
for
anybody
that,
if
tammy's
out,
we
can
look
and
make
sure
that
we
know
who's.
There
do
not
get
upset
with
us.
There
will
be
an
automated
call
that
will
go
out
and
it's
not
any
sort
of
judgment.
It's
a
computer
program
that
goes
out
and
it
just
helps
us
sort
of
catch
those
things
that
might
get
lost,
so
I
get
them
myself
and
I'm
like.
Oh,
what
are
they
doing?
A
A
So
that
equates
to
how
many
days
they
can
be
out
of
certain
classes
and
that's
all
listed
in
the
community
handbook
which
you
can
find
on
the
homepage,
all
right.
I'd
like
to
start
off
with
our
mission,
because
for
me
in
my
work,
what
I
think
my
primary
job
is
always
to
redirect
us
back
to
that
mission,
whether
it
be
our
students,
our
faculty,
our
staff,
at
times
our
parents,
any
community
member
working
with
fire
mills.
A
And
I
know
we
can
go
back
and
forth
about
what
that
means
and
what
that
looks
like
for
me.
It's
really
understanding
what
people
are
all
about,
trying
to
listen
without
judging
and
trying
to
make
sure
that
we
understand
everybody
else's
viewpoints
and
then
what
we're
really
trying
to
do
at
the
end
of
the
day,
we
want
our
kids
to
become
productive
and
responsible
citizens
and
leaders
of
the
21st
century.
A
A
A
They
updated
this
to
include
and
leaders
this
last
year,
all
right,
so
this
meeting
now
is
really
about
the
nuts
and
bolts.
It's
not
the
big
thinking
the
big,
deep
things
it's
all
about.
What
do
we
do
on
a
day-to-day
basis
so
that
when
you
wake
up
next
tuesday
morning
and
you're,
getting
your
child
ready
for
school?
You
feel
like
you're,
not
going
to
be
totally
overwhelmed.
A
At
least
you'll
be
able
to
picture
what's
going
on
somewhat
so
you
are,
they
are
coming
to
high
school
and
there
are
big
differences
between
high
school
and
middle
school
and
the
biggest,
in
my
mind,
is
really
at
the
middle
school.
It's
all
about
that
team
approach,
where
they're
with
their
team
throughout
the
day,
and
they
may
have
kids
there,
that
they
love
and
they
may
have
kids
there,
that
they
might
not
love
so
much
here
at
the
high
school.
We
move
away
from
that
and
we
go
more
to
the
departmental
structure.
A
They
may
have
best
friends
who
are
they're
in
every
class
with
and
they
find
themselves
going
to
different
social
groups
and
making
other
peer
choices
and
that's
okay.
That's
what
we
really
want
here.
High
school
in
my
mind,
is
all
about
that
divergence
and
it's
all
about
approaching
their
own
potential.
In
their
own
way,
middle
school
is
about
developing
their
identities
and
trying
to
understand
their
place
in
the
community
where
high
school
is
really
building
on
that
and
trying
to
reach
their
potential.
A
High
school
there's
also
this
perceived
pressure
that
everything
counts
and
that
one
little
quiz
as
a
ninth
grader
is
going
to
somehow
impact
their
ability
to
take
a
nice
vacation
with
their
family
when
they,
when
they
get
to
that
age,
and
we
want
to
make
sure
that
we
start
to
have
those
conversations
about
the
real
stress
and
the
perceived
stress
that
they're
putting
on
themselves
or
their
friends
are
putting
on
themselves
in
high
school.
It's
a
marathon,
it's
not
a
sprint
one
test.
One
quiz
does
not
impact
their
life
at
all.
A
What
we
do
want,
though,
is
we
want
to
see
that
growth,
academic
growth
and
those
that
growth
in
terms
of
their
own
ability
to
control
executive
functioning
throughout
their
time
here
at
the
high
school,
and
in
order
to
do
that,
they
may
have
to
fail
and
slip
up
sometimes,
and
that's
okay.
We
want
that
here
before
they
go
away.
A
The
school
day
is
from
7
45
to
2
25,
but
I
can
tell
you
when
the
year
is
up
and
running
this
building.
Is
it's
lively
from
6
30
in
the
morning
till
10
30,
when
we
have
our
theater
rehearsal
weeks
going
on
athletic
events
going
on
this
building
is
constantly
open,
probably
from
6
30
till
10
30.,
but
the
actual
school
day
7
45
to
2
25,
and
here
we
try
to
look
at
it
in
terms
of
academics,
the
content
areas.
A
We
want
them
to
build
that
understanding,
content
knowledge,
but
we
also
want
to
help
to
develop
those
soft
skills
that
time
and
time
again,
research
researchers
show
are
the
most
important
qualities
for
success
down
the
line.
So
those
are
having
difficult
conversations
with
teachers
being
able
to
create
their
own
organizational
schedule,
managing
their
own
schedule
being
able
to
look
at
what's
on
their
plate
and
and
saying
that's
too
much
for
me,
I'm
not
going
to
do
that.
Those
are
the
things
that
we
want
to
help
them
develop
here.
A
A
A
Is
my
20th
year
and
whether
I
was
in
the
classroom
or
as
an
ap
or
as
a
principal,
there
are
some
consistent
themes
that
I
see
from
students
who
we
would
deem
successful
and
number
one.
Is
they
connect
with
teachers
and
are
proactive
with
asking
for
help,
and
I
know,
as
a
ninth
grader
myself,
there
was
no
way
that
I
wanted
anything
to
do
with
to
go
to
speak
to
any
one
of
my
teachers
nope,
I'm
not
gonna.
Do
that,
but
really
going
over
that
threshold
into
the
classroom
and
saying
hi.
A
How
are
you
I
I
didn't
understand
this?
Can
you
help
me
with
this?
That
is
a
critical
skill
that
we
see
once
they
master,
that
they
become
much
more
successful
so
being
able
to
go
in
there
and
to
establish
a
routine.
That's
the
best
way
that
they
can
feel
more
comfortable,
going
into
ask
for
extra
help.
A
We
do
have
extra
help
after
school
as
well,
which
is
different
from
office
hours
in
that
extra
help
would
be
something
where
you
see
kids
going
there
a
lot
before
tests
and
quizzes
big
big
projects,
they'll
go
and
they'll
meet
with
teachers.
Then
second
thing
is:
they
know
their
limits
and
they
don't
bite
off
more
than
they
can
chew.
We
have
so
many
opportunities
here.
We
have
so
many
great
classes
to
take.
That
doesn't
mean
that
they
should
take
them
home.
A
A
We've
been
lucky
to
partner
with
challenge
success,
which
is
an
organization
out
of
stanford
university
and
they
go
around
and
they
look
at
schools
like
ours,
that
by
all
measures
and
all
metrics
are
very
successful
in
terms
of
graduation
rates,
college
acceptances,
things
of
that
nature,
ap
scores
and
by
all
those
metrics.
We
are
extremely
successful
and
we're
very
proud
of
it.
Now
they
go
and
they
look
a
little
bit
deeper
into
the
overall
student
experience
and
that
experience
looks
at
academic
engagement,
sleep
workload,
parent
expectations,
teacher
care,
academic
integrity
and
extracurricular
participation.
A
When
we
look
at
those
things
for
us
we're
seeing
that
our
kids
are
getting
on
average
about
six
hours
and
15
minutes
to
seven
hours
of
sleep
at
night,
the
american
medical
association
would
say,
students
in
high
school
need
to
get
about
eight
to
ten,
and
when
we
go
back
and
we
trace
it
back
to
why
they
aren't
sleeping
it's.
Because
sleep
is
the
only
thing
that
they
can
really
take
off
their
plate
when
they're
putting
too
much
on
right.
A
So,
if
you're
taking
a
an
extra
course,
an
ap
that
you
really
want
to
take,
but
it
might
just
be
a
little
bit
too
much
work
well,
you're
not
going
to
here
at
fire
mills
they're
not
going
to
work
less.
What
they're
going
to
do
is
sleep
less,
so
those
things,
those
students
who
understand
that
and
are
still
working
to
get
that
eight
to
ten
hours
of
sleep
a
night.
They
come
in
much
happier
and
you
can
see
they
go
through
their
day.
A
It's
like
they're
they're
flying
through
the
hallways,
those
kids
who
take
on
too
much.
You
can
feel
it
dragging
on
them,
they're
not
getting
enough
sleep
and
that
just
resonates
down
the
line
so
help
them
understand
what
they
can
do
and
that's
as
simple
as
making
a
a
time
plan.
So
how
are
they
going
to?
How
are
they
going
to
get
that
on
their
on
their
plate?
Make
sure
that
that
sleep
stays
there
and
they
can
take
it
from
there.
A
That
being
said,
those
kids
who
are
successful.
They
involve
themselves
with
something
outside
of
the
classroom,
whether
it
be
theater,
athletics
clubs,
activities,
something
that
they're
passionate
about
outside
the
classroom.
It's
a
great
way
for
them
to
socialize.
They
meet
new
kids
and
they
are
also
able
to
recharge
their
batteries.
That
way-
and
we
have
so
many-
we
have
over
50
clubs
and
activities
here
and
there's
something
for
everybody,
and
if
we
don't
have
it,
they
they
can
come
and
they
can
start
that
club
for
other
kids.
A
So
that's
all
there
for
them
to
to
take,
and
they
should
again
look
at
that
with
the
same
way
that
they're
looking
at
their
course
load,
making
sure
that
they're
not
signing
up
just
to
sign
up.
We
had
cases
where
we
have
kids,
who
are
involved
in
eight
clubs
and
they've
only
been
to
one
or
two
meetings
in
each
of
those
clubs,
because
they
just
don't
have
enough
time.
It's
not
that
they
don't
want
to
they're.
Just
they
don't
want
to
be
there.
They
do
want
to
be
there.
A
A
On
march
12
2020.,
I
know
their
seventh
year
was
hybrid,
and
that
was
you
know,
awkward
for
them
and
then
last
year,
as
well,
getting
back
into
it.
What
we,
what
we
started
to
see
here
were
kids
coming
in
who,
because
it's
not
as
difficult
when
you're
getting
up
getting
out
of
bed
and
going
to
your
computer,
everything
is
right
there
for
you,
however,
when
you're
coming
into
school-
and
now
you
have
teachers
who
are
putting
up
assignments,
you
have
a
google
classroom.
A
Those
things
we
started
to
see
that
they
had
an
impact
here
at
school
and
you
can
help
by
making
sure
you're
asking
them
questions
about
the
systems
that
they're
using
and
don't
make
it
be.
Your
system
that
you
tell
them
to
use
have
them
explain
it
because
they
have
to
have
a
comfort
level
and
ownership
in
it.
A
And
then
this
is
one
of
the
the
harder
ones
to
do.
But
it's
it's
really
important.
It's
focusing
on
the
learning,
rather
than
the
college
experience
that
next
step
and
here
in
our
community.
It's
a
double-edged
sword,
it's
great
because
there's
an
expectation
that
everybody's
going
to
be
going
away.
A
So,
when
you're,
having
the
don't
ask
about
the
grade,
first
ask
about
the
learning
in
the
class.
What
was
something
interesting
that
you
learned
today?
What
do
you
think
is
going
to
be
the
next
thing
that
you'll
learn
in
that
class?
What
are
you
excited
about
in
your
content
areas
as
soon
as
you
start
asking
about
the
grade?
That's
all
they're
going
to
be
thinking
that
you
care
about.
So
if
and
and
believe
me,
I
understand
it,
you
want
to
be
able
to
know
where
they
are
you
want
them.
A
You
want
to
know
sort
of
what
you
can
do
to
help
and
support
them,
but
really
have
those
conversations
about
the
learning
before
you
have
the
conversations
about
the
grade,
all
right.
So
in
terms
of
every
day
in
the
building
I
know
as
a
parent.
I
want
to
know
that
my
child
is
safe
coming
to
school,
and
I
know
that
no
kid
can
learn
until
they
feel
like
their
safety
needs,
are
being
met,
so
we
have
that
pyramid
sort
of
and
at
the
very
bottom
is
safety.
A
So
as
a
start,
every
one
of
our
exterior
doors
are
going
to
be
locked
during
the
day.
It's
just
the
way
it
is,
and
we
have
the
raptor
system.
I'm
sure
you've
used
this
in
the
middle
school
or
lampus
or
even
at
coleman
hill.
But
we're
going
to
ask
you
the
first
time
that
you're
coming
in
during
school
hours
to
bring
make
sure
you
bring
in
your
id
and
the
raptor
system
goes
through
a
national
database
to
make
sure
that
we're
not
letting
anybody
in
who
could
potentially
harm
children.
A
A
A
We
also
have
a
security
manager
who
looks
at
all
of
the
things
that
are
going
on
in
terms
of
where
we're
putting
our
personnel
and
manages
that,
along
with
me
in
terms
of
what
we
need
and
where
we
need
it,
we
are
a
closed
campus
for
many
reasons.
But
that
means
that
all
of
our
seniors
who
are
driving
to
school
they
do
not
get
to
leave
during
the
day
to
go,
get
lunch.
We
don't
really
have
you
know
many
places
around
here.
A
A
A
Are
they
getting
enough
sleep,
and
I
know
for
my
oldest
it's
a
race
now,
where
he's
going
to
sleep
a
little
bit
later
than
me
now,
and
it
wasn't
that
way.
You'll
see
that
it
changes
quite
a
bit
as
well.
When
they
get
to
high
school,
is
the
workload
is
it
sustainable?
Are
they
able
to
get
their
work
done
and
still
have
that
play
time,
downtime,
family
time,
teacher
care?
How
are
they,
what
what
are
the
sort
of
words
and
expressions
they're
using
about
their
teachers?
A
Does
it
seem
like
when
they
speak
about
a
teacher?
It
seems
like
they
feel
like
that
teacher
cares
about
them
and
really
what
we've
seen
is,
there's
a
direct
correlation
between
how
they
speak
about
a
teacher
and
the
workload
that
they
feel.
That
teacher
is
giving
them
that
is
over
what
they're
capable
of
so.
Keep
that
in
mind.
It's
not
always
that
the
teacher
is
mean
to
them
or
doing
you
know
doing
things
in
class
that
are
making
them
feel
stressed
out
or
overwhelmed
it's
a
lot
of
times.
A
It's
that
teacher
is
connected
to
a
course
where
their
workload
is
higher
than
they're
used
to.
So
it
might
be
something
about
looking
at
the
course
looking
working
with
the
teacher
to
see
what
are
they
doing,
that
might
be,
they
can
get
more
efficient
at
and
a
lot
of
times,
you'll
hear
that
the
the
comments
start
to
get
a
little
bit
better
about
the
teacher
care
parent
expectations.
A
A
Those
seniors
will
get
them
and
they'll
bring
them
to
the
mentor
class
and
that
opening
day
that
mentor
class
they
will
go
through
with
them.
They'll
give
them
a
tour
of
the
building.
They'll
go
through
their
schedule
with
them,
they'll
give
them
an
idea
about
how
they
go
to
the
cafeteria,
to
get
lunch
and
they'll
go
through
all
of
those
things
and
by
the
end
of
that
first
week,
if
you
ask
your
child
about
it,
they'll
be
rolling
their
eyes.
A
Oh,
I
have
to
tell
you
again,
but
they'll
know
exactly
where
everything
is
in
the
building.
They'll
know
their
their
schedule
and
they'll
feel
comfortable
that
they
can
go
and
eat
in
peace,
but
that
mentor
class
meets
the
first
period
of
the
first
semester
and
it's
a
great
way
for
us
to
number
one
give
all
the
ninth
graders
an
idea
about
the
day-to-day
routines
that
they're
going
to
be
facing.
A
A
A
A
A
A
However,
each
of
those
lockers
does
not
have
a
combination
on
it,
so
students
who
are
bringing
in
their
own
combination
locks
can
put
their
locks
on
any
one
of
those
lockers
now
from
time
to
time.
If
they
put
it
on
a
locker,
that's
not
theirs,
they'll
be
okay,
it
might
be
something
that's
right
next
to
their
friend
and
that's
fine
and
somebody
who's
locker.
That
actually
is
will
just
say,
oh
and
then
go
down
a
few
and
put
their
locker
on.
A
A
We
will
clip
the
lock
that's
on
there
we'll
find
the
person
whose
belongings
are
in
there
and
then
you
have
to
take
another
trip
to
cvs
to
go,
get
another
lock
and
I
apologize,
but
for
the
most
part,
kids
find,
even
though
we
list
where
their
lockers
are
kids
like
to
go
next
to
their
friends
and
be
on
there
with
their
friends
and
that's
okay,
so
they're
gym
lockers
as
well.
They
will
need
to
bring
in
a
combination
lock
for
their
gym.
Lockers.
A
We
it's
we're
one
of
the
safest
schools
in
new
york
state,
but
that
doesn't
change
the
fact
that
we're
still
dealing
with
adolescents
who
are
think
of
it
as
an
opportunity.
I'm
going
to
take
this
and
then
a
lot
of
times,
they'll,
take
it
nine
out
of
10
times
they
actually
wind
up,
turning
it
back
into
the
office,
but
sometimes
things
get
taken.
A
If
they
people
have
a
wallet
out
with
you
know,
with
money
there,
people
will
take
it
so
lock
things
up
and
make
sure
that
you're
telling
your
children
to
lock
those
things
up,
because
I
have
never
had
something
where
anything
has
been
broken
into
and
then
stolen.
It's
all
that
bags
are
laying
out
people
come
by
and
again
after
school.
We
see
it
a
little
bit
more.
A
We
do
have
teams
coming
in
from
other
districts
and
a
lot
of
times
they'll
see
an
opportunity
scoop
right
by
and
pick
it
up
so
make
sure
you
tell
them
to
lock
their
things,
we'll
go
over
the
schedule,
but
we
do
have
a
new
schedule
this
year.
So
on
the
schedule
that
you
got
sent,
that's
on
the
portal,
you
might
think.
Oh,
my
god,
what
are
all
these
free
periods
in
there?
They're,
not
freeze
it's
just
that.
We
have
eight
periods,
eight
eight
classes
that
they
schedule,
but
we
only
have
five
periods
in
our
day.
A
So
each
of
those
days
they're
going
to
drop
a
certain
number
of
those
classes
and
that's
why
it
shows
up
as
drops
on
your
schedule,
but
we
do
have
a
universal
lunch
and
it
is
43
minutes.
The
biggest
thing
I
will
tell
you
for
your
ninth
graders
is
the
first
couple
weeks.
Definitely
pack
them
a
lunch
because
we
have
a
cafeteria
here.
C
C
A
Know
they
can
meet
up
with
their
friend
we
have
had
in
the
beginning
of
the
year
it
does.
It
does
settle
down
throughout
the
year,
but
in
the
very
beginning,
when
kids
don't
know
their
codes
yet
or
accounts,
we
get
backups
in
the
cafeteria
and
a
kid
who's
going
for
a
panini.
It
could
take
them
20
minutes
to
get
that
panini
and
you
don't
want
that
to
happen,
but
it
is
great
because
we
do
have
a
universal
lunch.
A
A
We
also
offer
intramurals
during
lunch,
and
I
know,
as
a
ninth
grader,
I
needed
to
kick
off
some
steam
and
that
would
have
been
a
perfect
way
for
me
to
do
it
so
that
takes
place
in
the
upper
gym
and
we'll
get
that
rolling
within
the
first
week
again,
clubs
and
activities
we
do
have
over
50.
We
are
going
to
have
that
club
fair,
so
that
they'll
know
exactly
when
those
meeting
dates
are
and
how
what's
expected
of
them.
A
A
All
right,
so
the
other
thing
I'll
tell
you
is
on
that
first
day
for
drop
off
and
pick
up.
You
want
to
get
here
if
you're
not
dropping
off
for
office
hours.
On
that
first
day,
we
want
all
of
our
ninth
graders
to
be
here
at
7
45,
so
they
get
an
extended
time
for
that
office
hours
in
with
their
mentor
classes.
A
So
on
day,
one
please
make
sure
that
your
kids
are
here
at
7
45
if
they
are
taking
the
bus,
the
buses
get
them
here
at
7
30.
So
they
will
be
here
for
office
hours,
and
I
will
give
another
pitch
for
the
bus
in
that.
We
know
that
those
buses
they
never
have
to
wait
on
the
line
for
getting
dropped
off
or
during
the
pickup
in
the
afternoon,
so
encourage
your
kids
to
get
on
that
bus.
A
The
majority
of
their
schedules
are
really
considered
electives
at
that
point,
because
they've
they've
already
met
so
much
of
their
graduation
requirements.
So
it
really
is
about
finding
their
pathway
into
their
own
interests
and
by
the
time,
they're
seniors.
You
can
really
see
that
it's
reflected
in
their
schedule
now,
as
ninth
graders,
they
will
have
mentor
which
locks
up
one
of
their
electives
again
to
move
on
in
the
in
the
visual
arts.
They
need
to
have
that
studio
art.
A
So
a
lot
of
a
lot
of
our
students
get
that
out
of
the
way
their
ninth
grade
year
and
then,
if
they're,
in
an
ensemble
that
takes
up
another
two
of
their
elective
periods.
So
a
student
who
is
in
mentor
with
studio
art
in
an
ensemble
there's,
not
a
lot
of
wiggle
room,
but
as
they
keep
going
on,
you
will
see
that
it
really
does
start
to
open
up,
but
most
of
ours,
our
kids
graduate
with
four
sciences
or
five
four
math,
even
four
world
languages.
A
On
your
schedule
and
it'll
probably
be
listed
at
4
45.
That
is
not
at
4
45.
It
is
done
during
phys
ed,
so
you
don't
have
to
worry
about
getting
anybody
back
here
for
the
cpr
course
that's
embedded
in
phys,
ed
and
just
by
virtue
of
our
scheduling
program,
we
needed
to
put
a
time
on
it
or
it
wouldn't
show
up.
So
that's
the
time
it's
not
at
it
doesn't
get.
It
doesn't
go
off
at
4
45.
A
A
We
started
probably
about
five
years
ago,
looking
at
the
schedule
that
we
had
and
working
with,
challenge
success
and
asking
ourselves
whether
that
schedule
truly
reflected
our
values
as
a
learning
community.
Now
that
other
schedule
had
47-minute
class
periods,
it
was
meaning
they
were
meeting
eight
periods
a
day.
They
had
a
25
minute
lunch.
There
were
no
office
hours.
It
was
really
what
the
kids
called
the
hamster
wheel.
So
we
looked
at
it
and
we
said
we
could
do
better.
A
I
was
lucky
enough
to
shadow
a
number
of
students
in
the
old
schedule
and
I
can
tell
you
I
was
exhausted
by
the
end
of
the
day.
I
was
wondering
how
these
kids
did
it
every
day
going
through
that
old
schedule.
I
really
I
wondered
why
we
were
putting
our
kids
through
what
we
were
putting
them
through
now
this
schedule
it
goes.
A
They'll
do
some
lecture
they'll
do
independent
work,
so
those
the
teachers
are
getting
really
good
at
making
time
fly,
and
even
now,
as
I
go
in
when
I'm
doing
observations,
I
can
tell
you
that
those
classes
do
not
seem
like
they're
64
minutes.
They
go
by
just
like
that,
but
it
also
does
allow
us
to
go
deeper
into
the
content
so
where
the
old
schedule
allowed
us
to
be
very
broad.
This
allows
us
to
go
much
deeper.
A
The
office
hours
are
25
minutes
in
length,
and
then
we
have
that
43
commun
43
minute
community
lunch,
so
the
cycle
does
go.
We
have
eight
day
cycle
and
in
that
eight
day
cycle
they'll
have
their
lab
period
two
times
and
then
in
the
next
eight
day
cycle.
They'll
have
that
lab
one
time
and
then
they'll
have
phys
ed
when
they
don't
have
that
lab.
A
A
If
you
have
an
issue,
that's
coming
up.
What
we
really
want
to
do
is
encourage
the
child
to
go
and
try
to
work
that
out
with
the
teacher,
and
so
that
might
mean
that
you
have
to
role
play
the
discussion
with
the
teacher
in
order
to
get
them
to
feel
comfortable
doing
it.
Take
on
the
role
of
the
teacher.
A
A
Again,
if
you're,
not
sure,
something's,
just
not
sitting
right
with
you
and
you
don't
know.
If
it's
something
that
you
should
be
contacting
the
teacher
about
kira
hunt
or
miss
wilson,
the
counselors
they're
great
resources,
chances
are
they've
heard
it
all
before,
and
they
can
give
you
some
good
advice
on
it.
B
A
We
have
promethean
boards
in
every
one
of
the
classrooms
and
our
teachers,
all
utilize
google
classroom
to
some
extent
when,
when
hopefully
we
don't
have
to,
but
if
we
have
to
go
out
on
remote
at
all,
google
classroom
will
be
the
basis
for
all
of
the
work
that's
being
posted
and
then
the
google
meets
will
be
will
go
right
off
of
there
and
then
any
information
about
that
remote
work.
That's
being
done,
will
be
on
the
teacher's
google
classroom
all
right.
So
we
do
have
the
e-school
student
parent
portal.
A
A
It
actually
caused
more
anxiety
when
it
was
open
during
the
day,
because
parents
would
be
looking
for
to
see
that
a
grade
was
posted
before
the
student
saw
that
it
was
posted
and
then
they
would
be
texting,
and
it
would
create
this
this
tornado
of
anxiety
and
stress.
So
we
shut
it
down
during
the
day
and
then
we
open
it
back
up
at
the
end
of
the
school
day
and
it's
a
much
better
way
to
do
it.
A
We
have
found,
it
really
lowers
the
temperature
and
it
really
focuses
the
discussion
between
the
student
and
the
teacher
when
that
grade
is
given,
rather
than
when
it's
posted
on
the
portal
all
right.
So
we
do
have
two
back
to
school
nights
and
you're
invited
to
attend
those.
You
will
be
going
through
your
child's
schedule
on
that
that
night,
where
it'll
be
listed
out
for
you,
so
you'll
follow
that
schedule
and
you
you
can
come
if
you
have
multiple
children,
you
can
come
on
both
of
those
nights.
A
A
If
you
feel
like
you're
in
a
through
m,
and
you
don't
want
to
be
around
a
busy
night,
you
can
come
through
the
end
through
z,
too.
All
right,
you
can
come
to
both
of
those
nights
if
you
want,
but
I
don't
know
why
not
the
first
one
really
is
it's
very
busy.
So
I
do
encourage
anybody
to
go
to
the
second
night
and
again,
each
teacher
will
have
10
minutes
to
explain
their
curriculum,
their
assessments,
their
grading
policy.
A
What
the
expectations
are
in
class
they'll.
Give
you
a
good
idea
about
what
to
expect
throughout
the
year
there
again.
Our
community
handbook
is
a
great
resource.
We
have
it
connected.
If
you
go
onto
the
high
school
home
page
there'll
be
a
link
on
the
right-hand
side.
That
really
gives
you
an
idea
about
our
academic
policies.
A
Any
disciplinary
issues,
clubs
and
activities.
Are
there
things
of
that
nature
about
the
transcript
it's
all
listed
in
the
community
handbook
focus
newsletter.
This
goes
out
twice
a
month.
We
want
to
thank
media
center
and
gabby
and
brian
nelson
for
putting
that
together
to
get
sent
out,
and
that's
really
anything
that's
going
on
in
high
school.
That
I
think,
is
neat
to
share
with
the
community
or
important
information
or
upcoming
events.
That
would
be
good
to
share
with
the
community.
A
So
we
are
using
parent
square
this
year.
We're
making
a
transition
from
blackboard
connect
parent
square,
we're
still
getting
used
to
it
so
bear
with
us,
but
we
feel
like
it's
got
a
lot
more
resources,
a
lot
more
tools
for
us
to
be
able
to
stay
in
communication
with
you
and
you
can
go
on
there
and
if
you
don't
want
to
be
bombarded
with
information,
you
can
choose
to
get
to
get
it
only
at
one
time
per
day.
A
A
So
far,
I've
seen
from
the
ninth
grade
parrots
there's
only
been
two
people
who've
who've
selected,
that
so
I
know
it's
very
new
and
you
might
want
to
look
into
that
discipline.
We
are
high
school.
We
have
like,
I
said
over
700,
kids
and
many
of
their
prefrontal
cortexes
are
not
fully
developed
yet
so
they
are
going
to
push
their
boundaries,
and
most
of
it
is
very,
very
age-appropriate.
A
So
we
have
some
of
the
same
things
that
you
had
when
you
were
in
high
school
and
we
have
a
lot
of
different
things
that
we
didn't
have
when
we
were
in
high
school.
So
we
are
a
very
safe
school.
I'm
very
proud
of
our
the
sort
of
safety
record
that
we
have
here.
If
kids
get
in
fights,
it's
usually
by
accident
we're.
So
we
usually
don't
see
too
many
of
them
things
I
don't
stand
for,
and
I
will
not
tolerate.
Are
the
the
fighting
drugs
or
alcohol
and,
to
the
extent
possible.
A
I
will
approach
that
with
the
most
severity
that
I
can
because
there's
no
place
for
that
in
high
school
and
if
we
tied
it
back
to
that
mission
statement,
it
really
runs
in
the
face
of
our
mission
statement.
Many
times
we're
seeing
drugs,
alcohol
or
fighting
here,
so
those
cell
phones.
I
would
say
that
the
majority
of
the
issues
that
that
we
deal
with
in
terms
of
discipline
can
be
tied
back
to
those
cell
phones.
A
We
have
kids
who
cut,
but
here
at
byron
hills
they
cut
because
they
want
to
come
to
the
library
to
study.
For
a
test
that
they
have
coming
up,
not
because
they
want
to
hang
out
with
their
friends,
so
look
we
are
dealing
with
teenagers,
they
will
vape,
they
will
experiment
they
will.
They
will
try
to
do
things
that
push
the
boundaries
and
we
get
that.
A
We
understand
that
we
want
to
make
sure
that
when
they
do
do
that,
that
there's
the
disciplinary
side
of
it,
but
then
there's
also
the
support
side
of
it
so
anytime
they
do
mess
up.
We
are
there
to
make
sure
they
know
that
they
can't
do
it
again
and
then
we're
going
to
be
there
to
catch
them
when
they
do
fall.
And
so,
if
it's
something
serious,
we
involve
the
counselors.
We
involve
our
social
worker,
we'll
involve
parents
as
well.
We
want
to
make
sure
that
everybody
understands
sort
of
the.
A
A
A
That's
made
up
of
our
guidance,
counselors
social
worker
psychologist,
director
of
special
ed,
our
assistant
principals,
myself,
our
nurse
and
it's
really
designed
to
catch
any
kid
who
may
be
experiencing
issues
in
school
for
any
reason,
and
it
could
be
something
as
their
hamster
died
to
parents
are
going
through
a
divorce
to
they're,
exhibiting
severe
stress,
anxiety,
depression,
eating
disorders,
all
of
those
things
that
could
impact
their
ability
to
access
the
curriculum.
We
try
to
catch
them
through
our
people,
personnel
team
and
they
come
up
on
our
radar
in
a
number
of
different
ways.
A
A
So
I
know
that
there
are
things
that
happen
that
you
might
not
want
to
share.
What
I
can
say
is
that
we
are
as
confidential
as
we
can
be,
but
we
are
always
focused
on
just
supporting
the
student.
So
if
there's
something
going
on,
please
don't
hesitate
to
reach
out
and
we
will
keep
it
as
confidential
as
we
can
again.
The
nurse
I
I
mentioned
it
before,
but
anything
coming
up
in
terms
of
medical
issues,
don't
hesitate
to
reach
out
to
her
she'll
have
a
great
advice
on
what
you
can
do.
A
A
They
might
not
want
to
have
any
involvement
with
the
school
student
assistance.
Counselors
will
work
with
them
to
give
them
the
support
that
they
need
from
outside
organizations
all
right.
So
again
we
do
have
a
universal
lunch,
so
that
means
the
teachers
have
lunch
at
the
same
time
that
the
students
do
they
can
go
to
the
cafeteria
bobcat
hall,
the
library
lecture
hall,
theater
the
patio
when
it's
nice
out
and
then
even
the
the
bleachers
intramurals
we
have
those
they
take
place
in
the
upper
gym.
A
A
We
even
have
students
who
will
go
to
extra
help
before
office
hours
and
a
lot
of
times
we'll
see
them
getting
here
at
7,
15,
7
20.,
our
buses
drop
off
between
7
20
and
7
30.
So
we
know
that
they're
always
here
for
office
hours
in
the
afternoon.
I
would
just
ask
that
you
delay
coming
to
pick
up
your
child
as
late
as
you
can,
because
what
happens
is
the?
We
are
a
one
way
in
one
way
out
that
line
of
cars
starts
backing
up.
A
A
Prepared,
I'm
I'm
more
than
happy
to
answer
any
questions
I'll
stick
around.
If
you
have
one,
that's
just
you
know
specific
to
your
situation,
but
again
I'm
really
looking
forward
to
having
your
children
in
the
building.
I
can't
wait
to
see
what
this
year
you
know
how
it
unfolds
for
them
and
again
before
you
know
it,
I'm
telling
you
and
I'm
worried
about
it
for
myself,
but
don't
blink
because
you
will
be
bringing
them
to
college
four
years
from
now
and
it'll
feel
like
it
has
gone
so
fast
again.