is at elementary level. So is there literal space for students to be outside play games, all those things? Yeah, the honest truth is I'm not sure how much access we're gonna provide for students to use playgrounds next year. We're still waiting for guidance on that. So you could look at that positively or negatively but it may not be particularly different than the other elementary schools in terms of having open space but not using kind of physical play structures. I have a quick question. How would, you talked about staffing that the teachers, the paras, et cetera would be staff coming from Crocker Farm. What about specials? Mr. Shea and I talked about that a little earlier. Was that today there yesterday, something like that? Yeah, and so we do think that there would be sufficient staffing to accommodate that with Crocker Farm specialists. I wanna say that we would not want teachers teaching in more than one building in the same day. The specialists, we want them to have X amount of weeks at Crocker Farm working with fifth and sixth grade, as I mentioned earlier about reducing the number of classroom spaces they're in. So we're still working out details on that but in terms of a specialist, with 14 K to four classes at onsite at Crocker Farm and seven here, we did the math and the math works out to do that. We'd have to be a little more explicit as we're developing our larger master calendar but in terms of our current staffing models we'd be able to be able to pull that off. It'd be a more intense day for specialists on their at Crocker Farm with maybe four or five classes and then three or four classes on the days or rather weeks or even maybe even month that they're located at the middle school. So it is something we have thought through and as Mr. Shea said, neither of us feels great about that there's not space for fifth and sixth grade and yet the public health has to guide our decision making but we know specialists play a huge role in students' lives and we wanna have continuation of that for the fifth and sixth grade students if this model went forward next year. I miss anything, Derek, was that right? No, I just, I know it's getting late. I just want to reiterate what you just said there. This is not something that I, with all the respect to the middle school map that's up in front of me, I'm not dreadfully excited about coming to present this information but I do think that to try to get close to 500 people all together at Crocker Farm next year I think would be problematic based on the physical distancing rules that we're making. I don't feel great about this but it's the reality that we're sitting in right now that it's difficult. Yeah, and we looked at all sorts of other ways as Derek said about preschool and preschool move because we knew that question was gonna come up and as Derek said earlier too, even if we were to move the preschool which programmatically we're not interested in, those preschool spaces aren't great spaces. We couldn't really fill them with 14, 15 kids because they're open door to bathrooms and they're different shaped than the rest of the classrooms at Crocker Farm. So we did look at every other sort of model of how to avoid this and we came to the conclusion that we could get those students in as often as we'd like. It fits in the middle school. We thought about in Diego as well as Rebecca and Joseph really thoughtful about where sixth graders would be situated so they could have their own unique experience but we couldn't figure out a way to make it work on site at Crocker Farm in a safe way. So given the hour do we wanna move on to the middle school? Yes, I'm not seeing any other questions right now. Sure. We'll be brief on the secondary schools because the math works out a little differently and so I don't wanna steal Diego's thunder. Welcome Diego is new principal at the middle school but the short story is we have a lot of issues with fitting students in and they don't all fit at the middle school. Part of that is based on the number of classrooms currently in use that don't have windows. You can see them in the interior building as Kenny asked about some of those earlier. You end up with about 20 spaces that are dedicated to arms that fit about 15 students. So even if we were all fill that's 300 students we're anticipating closer to 450 students next year at the middle school. So we did not get to the place where we could fit all students at the middle school. Looping back to miss and then I'm sorry Diego we'll let you again jump in in a second. I apologize. Getting back to the question earlier from about tense if we were in some level of hybrid model here where half the students came in with the seventh and eighth grade students would be in as well as the fifth and sixth grade students we'd end up about the same size number of students as some of the other elementary schools pretty identical to Wildwood. It is a cross four grade level spans but in terms of 10 and outdoor space we'd be talking about roughly similar number of students in the school. But I apologize Diego. If there's some details you'd like to add that I left out which I'm sure there are please jump in. Yeah, I think you touched on some of the important things. I think one of the things that's really critical to echo from what Derek said earlier is that we do have a commitment to really working collaboratively on making sure that this is something that works out between the Crocker Farm students and the ARM students. Certainly it's not ideal to be looking at cutting down our classroom space so much but because of the limited number of classrooms that have ventilation and have windows can necessitates looking at some of these other options. We do plan to use two of the art rooms which are on the first floor and the PD center which is also on the first floor and then you can see those on this map as well and the PD center obviously isn't drawn to scale because it's actually quite large but those would be other classrooms and then we also have five separate spaces for specialized programs. And even though I know we've had some conversations about whether or not we're actually settled or committed on those being in those exact spaces the idea is that those spaces would be used by ARMS as well. And then that leaves a number of... Well, the left and the right hallway both have individual boys and girls bathrooms which would allow the Crocker Farm students to have their own separate dedicated restroom. And sorry about the background as some neighbors are still celebrating independence. But so, but yeah, so that's... I'm a bit distracted by that now I'll admit but also to echo some of what Derek said earlier not exactly the way I imagined coming into the district and kind of planning and conversation that I wanted to be having with colleagues and staff over the summer but just out of necessity I do feel like there's a lot of thoughtful planning in terms of how to do that. And that would, I know we're not talking about scheduling now and what that'll look like but I know Mike did mention that this necessitates some sort of hybrid scheduling and that's among the things we're looking at. Yeah, and so thank you Diego and I hope you enjoyed the celebrations but for thinking about that we'd end up with if this half the students were in for instance that's roughly ballpark 225 students and we'd have 20 rooms available. So that's a pretty good ratio in terms of number of students in classrooms but it's just not possible to fit all the students in. So that's where we are at the middle school before we go to the Summit Academy in the high school and then perhaps take a break because I know we've been at it a while and we have an important conversation to come just see if there's any questions from the committee. Mr. Demling. So just to be clear because we haven't talked about models scheduling and whatnot you're saying that the middle school space will only accommodate a maximum of half the student population of the middle school student population. Yeah, I mean, if we maxed out it would be a little bit more than 50% but I think the models are hard to figure out what's between 50 and 100. I'm sorry Diego, I didn't mean to jump in but I can't see you so I didn't see that you were looking. No, that's okay. You said exactly what I was about to say. Yeah, okay. Thank you. Any other questions? And I'll just say I can't see I don't think I see everybody so please speak up Ms. Lloyd. And I'm sorry if I missed this but this is assuming 100% of families feeling safe bringing their students back to school. Like if a third of Crock Farm families then maybe there's some more removal of the Crock Farm than more room in the middle school for, I don't know. Do you know what I mean? I do, I think that's exactly right. Our initial survey showed about close to 50% of families said definitely returning about 38-ish percent said likely that's gonna wax and wane probably over the next month but I think you're exactly right if our number drops significantly at Crock Farm in terms of the number of students who are choosing to come we would rethink this but we wanted to plan for our enrollment wise our worst case scenario by worst, I don't mean bad but our worst case scenario means everybody comes back because we have a hard time planning for students not returning and based on our survey results from a couple of weeks ago the number of students who definitely weren't returning was less than 3%. But I think your point's well taken that things could shift as enrollment shift and as model shift and we get more information from families and staff, you're absolutely right and that's a good point to keep in mind. Thank you, because I know person to person I hear more than 3% saying they don't feel safe yet bringing their kids back but thank you for reminding me of the survey. Yeah, and 10% said unlikely to return so those people might be, if you combine those I think it ended up being like 13% or so said either unlikely or definitely not. So I think the 2% was the ones we could like say they're definitely not coming back but I think there was that next category up that was unlikely and I think we can assume that as well. We just don't want to assume it for planning and be wrong and then run out of space. You know, and I would just add to that that there's been, and I've been looking at this in other places and initially some of the parents who decide not to have the kids return change their mind after things seem to be moving well. So for planning purposes, it makes a lot of sense to be planning for everyone coming back in that way if people do decide to jump back in those spaces are already available. Okay, thank you, Diego. I appreciate it. We're gonna do, we're gonna really try to roll through Summit Academy in the high school quickly just for time's sake and I know there's a lot to talk about here and a lot of work that went into it from principals and Debbie but I also just want to note that it's five after nine. So Dave Sloban I think is on the line to talk through Summit Academy. Sure, so I'll go real quick. We actually have two tents but one of those tents will probably be shared with the PIP program. So it's kind of, and we'll be using that in different ways but we have a need for, we have five teachers and we have a middle school and we also have a student support space. So we're thinking about seven spaces. So we had to move around because if you look at the red you'll see these two small spaces. We created those when we moved over to the high school. We're not gonna be able to use those for classrooms. So we have shifted to make two more pink spaces. One is in room 155. That used to be the middle school for us and we'll be moving one of our high school classes there and it's more than big enough. Also we'll be creating our cafeteria which is, I don't know, it's the common room. That'll become probably our math room and because of that our purple room is often where students would come in and that's where the office is. There's a student entry into the hallway. Mike can you show that right there that where students will be coming in as opposed to going through the classroom space. Also if you go to the blue room that will become the middle school and there's actually a door to the outside that you can't see it's just not on there. Yeah right there that's where it would be. And so it gives the opportunity that the middle schoolers would just go right to their spot that don't even have to kind of congregate through which I think is better. Also our clinicians are their yellow rooms next to the blue having it just be a middle school class gives it less student moving in and out because that used to be the support room. So when a kid would need support they'd be coming in and out of there. The two smaller red spaces will become two support rooms and that'll give us the ability to work with students who need support but not but break it up and not have too many students in one spot. That's my quick version. And the short story Dave I think the other take home is that with these changes in building use the students in Summit your professional opinion is they would fit within these spaces. Yeah yeah so yeah thank you Mike. We went through all the spaces right and so we should have enough space with the current configuration and probably could add a couple students. So we're good that way. Yeah so that's not an issue. Any quick questions on Summit before we go to the high school? It's definitely not just the gale by the way just to let people know it's yeah sorry.  I'll do this briefly and then introduce Mr. Principal Jones who can talk through some of these pieces. We kept some of the specialized programs off because those wouldn't be used as full classrooms. It's a very similar story as the middle school. They have less interior spaces don't have windows but they do have some that would have to be removed. But looking at the high school classrooms if you go back to that original slide with those desks the desi version versus what we were thinking. Here we're like roughly 15 sometimes 16 desks in a room and we use all the spaces now at the high school and our class size is significantly larger. So we sort of end up in the same place that we're in at the middle school where we can't fit all the students we could fit potentially more than half but there's hard to get instructional models that make sense both instructionally but also actually from public safety, public health perspective that you sort of you're at half or you're at full and the in-betweens don't really work great particularly from public health perspective with groups not trying to mix. The high school is working actively on a schedule that would reduce the number of transitions for students but I do not anticipate being able to fit all the students at the high school at the same time. Jean, I didn't mean to steal your thunder but is there anything you'd like to talk through as well? Michael, thank you. You summed it up very well. Good evening. I think if you look at this map that we have our presented right now shows the majority of the building where you have a library we have some classrooms that had not been used for instruction as I'm looking at 114 and 112. They're very good sized classrooms. We can go one to 15, so we add there. Also on the foreign language wing we have two extra classrooms there where we can move classes that had no windows over to those two, excuse me, four spaces. And of course on our English wing we have a extra classroom that we can add there. Matter of fact, it's kind of going up and I can't totally read it but it's the classroom to your right, if you will. Yep, right there. So that is a extra room and as I said closer to the main hallway we have 114 and 112. If you look at the next map which is the second and third floor our second floor we don't lose any rooms whatsoever. We do have a room that is, it was 221 that is a department office as well as 331. I get to the third floor in a second but on that second floor we don't lose any rooms. We've gone in and measured with desk at six feet apart we can go to about one to 15 ratio on the second floor. So that also includes our science classrooms as you go around that L if you will. And that would be even with the prep stations with tables if we had one to 15 or one to 14 we could also put two kids at a table and our lab tables where they'll be categorized from each other which is within CDC regulations. Going over to the third floor once again the same number of classrooms that we've always had is just that we will be at a one to 15 ratio. All the classrooms have windows of course good circulation of air and I really want to commend our custodial staff Rupert, Don and Pete and his team of custodians. I've been up there the rooms look awesome. They've been cleaning constantly in those areas as well as other parts of the building. So I feel confident that we'll be ready to go when we do go back into school but as I said we'll be doing half of the school and then we can configure where students will be on those days. Perfect. Thank you, Gene. Any questions about high school? Yeah, Mr. Manino. I may have missed something. Did you explain what you're gonna do with the students who don't fit into the building? Well, we're gonna go half the students on one particular day and half on another particular day. Yeah, I think if I could interrupt Gene, I'm sorry. I think that relates to the next agenda item. So I'm just a little worried about agenda creep. Everything Gene said is true. I think we'll have to think about models but I think the next agenda item gets to what the school committee might recommend in terms of models for us to work on. Okay, okay. Sorry, Gene. No problem. Thank you, Dr. Morris. Also, and this is probably, I don't know if I'm gonna be agenda creeping as you said about the proposed instructional schedule model that we're looking at, but even still it'll work well with the physical plan of the building. So I feel good about the physical plan. I feel good that we can put one to 15 safely and really we're very fortunate that we had extra rooms, that rooms that did not have adequate window space. We could put students and teachers in other rooms. Thank you. Thank you, Principal Jones. Any other questions? I'm not seeing any. Speak up if you're waving and I can't see you. So I think just sort of one last comment that I can't see everybody. Does anybody have any sort of closing comments or questions? Otherwise, I think sort of take Dr. Morris up on a suggestion that we take a five minute break. Quickly, but before we do, are there any questions? Mr. Harrington. I just had a point of order question. So we're over the two and a half hour mark. Do we need to vote to continue? Yes, we do. Can we do that after the break or? I believe we have to sort of all agree and nod to a five minute break. Do we need to take a vote on the break? No, okay. So are people generally in favor of a five minute break? I'm seeing a lot of thumbs up. Okay. We will take a five minute break and return at 9.25. And I want to thank the principals because they probably won't be returning from the break on the call. So thank you very much for the administrative team for staying up late and doing this work and sharing your thinking about next year. Thank you very much. Thanks, everyone. Thank you. So with some following up on Mr. Harrington's point of order, I don't know if the Pellum School Committee has such a policy, but in Amherst and region, we actually have a policy that if we go over two and a half hours, we have to vote to continue beyond that. So would somebody like to make said motion? Mr. Demling. I move to continue the Amherst School Committee meeting for an additional half hour. I hear the half hour part. I said Lord second. Move by Demling second by Lord. I'll call out your name, please indicate your vote. Mr. Demling. Demling, aye. Mr. Harrington. Harrington, aye. Ms. Spitzer. Spitzer, aye. Ms. Lord. Lord, aye. And McDonald, aye. So we will continue. I will make a similar motion for the region School Committee that we extend our meeting by 30 minutes. Second. Move by McDonald, second by Stanser. Again, roll call vote. Ms. Stanser. Oops, sorry, Ms. Spitzer. Aye. Ms. Stanser. Stanser, aye. Mr. Monino. Monino, aye. Ms. Lord. Lord, aye. Ms. Segar. Segar, aye. Mr. Sullivan. Can't hear you. Mr. Harrington. Harrington, aye. Mr. Demling. Demling, aye. Mr. Sullivan. Sullivan, aye. And McDonald, aye. So moved. Okay. Does Pelham have a similar? No, I really don't know. We've, in my experience, never run up against it. It's like not a thing up the hill. Do you know, Dr. Morris? Do we have that? You're on mute. Yeah, you're good. Okay, all right. The chair says it's okay, so it's okay. Yeah. Okay, so to introduce this next topic, which is our priorities for planning for fall 2020. This is the document that's in your packet that we emailed was a group effort in drafting. And I just to frame this conversation, this isn't, as we know, we talked about this at our very first meeting on this topic of fall 2020. I think it was back in the beginning of June, that this is a difficult topic. And as we can tell here from the variety of public comment, but from families, students and staff, it's a challenging, I keep calling it a Jenga Tower. I don't know if that's really an appropriate analogy, but so this document is an attempt, both for our three committees to sort of put down on paper our principles, if you will, our guidance, both for Dr. Morris and the district to assist them in planning, but also to help our communities to understand what we're thinking about, what it could look like. As we've been talking about this for a long time, some of it might seem obvious to us because we've been deep into all of these meetings and conversations, but if you haven't been following as closely along our conversations, they may not be as quite as obvious to others that are less close to it than we are. So it's as much to aid the community in understanding and sort of getting to the same place that we've gotten in understanding as well as to guide the district. And it's a difficult balance between sort of, as somebody phrased it, what are our lines in the sand that we as school committees will only accept these particular things? And what are, and then balancing that with the principles that will definitely adjust pending, changing public health situation, public health guidance from experts in areas like that, not ours. So this represents, there was a group of us, Ms. Hall, Mr. Demling, Ms. Dancer and myself sort of pulled this together over the weekend. It is a draft, so I hope by putting it in all caps in red, that it's clear that this is just our starting point for conversation. If you were able to read it before, but as we scroll through it, you'll see some places where we've highlighted points where we couldn't come up with an agreement and so wanted to make sure that we were calling that out and having that discussion tonight. And so our hope is that we can have this conversation, and amend this as needed. And then this can be the basis for discussion at the town halls with our communities and staff on Thursday. And then the hope is that we will be able to review a modified updated version next week at our meeting and potentially vote on it so that the district knows what our goals are for whatever models we have for the fall. So that was my long-winded introduction. Ms. Hall, Mr. Demling or Ms. Dancer, if you'd like to add anything that I may have missed in sort of framing this. No, I think that was a great intro. Ms. Dancer? Yes, thank you, Allison. I guess I would just stress to anybody out there listening that the virus situation is changing all the time and we will be paying attention to what's going on. So please don't be alarmed that we've made up our minds. Yep, really good points. Mr. Demling? Yeah, just to piggyback on the appointment stance are made. Yeah, as I was reviewing this right before the meeting, one of the bullets that struck me as quite central, that isn't called out as central is on the second page in the in-person learning section, that fifth bullet that says in-person and hybrid learning approaches will include plans for transitions to fully distance learning when the public health situation necessitates school closure or other disruptions to in-person learning. And I thought that was almost a candidate as a top level goal because what it calls out is this principle that there's two major unknowns we have that are going to remain unknown until we start school. One is what is the status of the pandemic going to be when we start school and then through the school year and then how effective is what we've planned both for in-person and remote learning going to be. And then based on that information we're gonna have to adjust, right? Like we're making tremendous amount of effort right now to make the most educated, thoughtful guesses possible but that's really what they are. We're trying to predict the future. And once we get into late September, October we'll have so much more actualized data to say, oh, well, this is how this ought to be implemented in-person or this is how this ought to be implemented online. And I heard that theme echoed a lot in some of the public comment about how if you took a survey in June versus August it might be so much markedly different. And so we can't always be relying on these fixed points of information. So I kind of feel like that that's almost like a, at least in my mind, a top level goal that like, yes, we do need to very soon pick it and stick it so that we give our educators and administrators enough time to implement this responsibly. Cause I mean, I'm just overwhelmed by the number of operational logistical details they're gonna have to be worked out in any model. So I don't want to endlessly discuss this, but it is a good point that this is going to be the starting model and it's going to have to, it's gonna have to adjust to conditions on the ground and with our students as we go through the school year. Thank you. Yeah, that's a really good point. So I think we started with, we started with our overall, as Mr. Demling called it, top level goals. And number one on that was protecting staff and student safety. And I think, you know, we tried to sort of weave that throughout. We have the section on staff and student safety, but as Mr. Demling points out, it sort of, it lives within many other bullet points under the in-person and distance learning discussions. And then I think the other key point is maximizing in-person learning while maintaining our six feet of physical distance and investing in and delivering the highest quality distance learning possible. So we have a lot of learnings and guidance on that as we heard this evening from the distance surveys. Distance learning survey, sorry. Ms. Seager. I have probably a more general question, but I think it relates to this. I understand that the, that Desi's gonna release more guidelines and I know that initially they want the districts to produce three different plans. What I'm wondering in all our planning and frameworks, et cetera, is what they hand out, there's gonna be probably directives in there.  And actually, as I asked this question, I realized it's probably very difficult to answer. But if they say that all of learning is gonna be virtual for the fall, like if it's that way, is it that way? You know, there's gonna be some point where we can't have a variance from it. So I'm sorry, it's an ill-formed question. But how likely do you think it is that, that whatever we plan, we're gonna be able to do if the state says something different? And really, I think I'm tired and that's a terribly framed question. I understand. Yeah, I think if I could attempt to reframe it, I think what you're getting at is a little bit also what Mr. Demling was alluding to is this idea that this balance of trying to get to something so that the district and team can really begin to go through all of the minutiae of things that they need to tackle between now and the end of August, at the same time, recognizing that things, guidance is going to change, whether it comes from Desi or from our local public health or from CDC. And so how do we balance that? Does that capture? Yeah, Dr. Morris? Yeah, on that point, it's something I do a lot of thinking about, so I appreciate the question and the comment that Ms. McDonald made. I think for us, it's July 7th. We don't usually meet on July 7th as committees, right? This is itself unusual. And so in none of these models, I want to be really explicit where our thinking is, do we see a fully full day in-school model even at the elementary schools where students would theoretically fit because of all the needs for training of staff and training, all the work that we've had and I've been consulting, I want to thank publicly Julie Federman, who's the Amherst Health Director because she's been, she's retiring soon and I'm really sad about that. It's ironically a day before school is supposed to start, which is sad to me. I'm sure they'll find someone wonderful, but we'd really be looking even at the elementary schools that can have students in full, that students do fit at six feet, we'd likely be looking at a reduced school day. So we're not looking at any models that I would consider not hybrid because that is a hybrid model, it might be the beginning or the end of the school day where there'd be some online instruction. So, the short answer is that for that all students in full time, my answer to that when Desi asks is whatever you vote, if long as you're staying with six feet, we can't really do that across our districts. So it's really about what hybrid model and then if we do want to do all remote, but both of those have huge implications, and not to go down too far down the rabbit hole because I think that's not the point of the conversation, but we know that we won't meet all students' needs. There are some students where remote learning doesn't work for in the spring and the emergency situation we're in, we did the best we could, but particularly for students with intensive special needs, students who are beginner English language learners, we know that distance learning doesn't cut it and we'd have to think about other models and what do we do to support those students? Because ethically, I don't think we can continue moving in that direction. We may be at a distance learning path because the pandemic hits, right? I'm not talking just about the decision the school committee makes, but I don't see that as a model that I feel like we can continue. So I think there's all sorts of variations even within these that makes it particularly challenging. So getting a sense of where the school committee is, and I don't mean tonight, I mean, over the course as you get feedback, it's gonna be really critical, but we are gonna have to plan on all the contingencies because of the public health needs and we don't exactly know where the community is on this except not all in the same place. That one we can guarantee, but beyond that, I don't think we can say much more, you know? And so for me, understanding perhaps, and I'm not trying to offer feedback on this, I don't know, is it appropriate, Ms. McDonald, Ms. Hull, to offer a little bit of what might be helpful for our team in addition to what's already been written? Yes, please do. It might be helpful to know what priorities you have. I think there's some in here clearly in this draft, elementary students attendance is prioritized, at least in terms of the quantity of it in person as opposed to secondary, but it might be helpful to do one more gradation and you do mention special needs in ELL, but if we were in a situation where significantly fewer students were able to be in for a whole host of reasons, the health situation, like to have some more gradation about if we were able to get, I'm making up a number like 200 kids in our buildings because we only could do classes of five. What would be the priorities there? Because I think from our vantage point, it's the more information and more contingencies we can plan for and having that input would be helpful. I don't know how to write that. I know I'm asking you sort of an impossible task, so to speak, but I have my thoughts on who those students would be, but those are my thoughts, not yours, but I do think something in between what's written and fully distance might be helpful for us to consider so we can plan on all sorts of contingencies that way. Our survey feedback multiple times and Obed commented on this last time, showed that for instance, students with more intensive special needs had a particularly hard time at distance learning, which would be a surprise, not a huge surprise because that's true across the country and likely the world. So again, I don't wanna push that's part of what I'm saying based on feedback of staff, but a staff and students, I should say, and families, but I just wonder if there's one level of, in between what's here and distance learning, that guidance that we could do some thinking about and doesn't have to be done tonight, but that's just, I think for all the reasons Ms. Seeger said, having sort of understanding what the priorities are, beyond kind of more, a more full hybrid model and a more full distance learning, where that would lie would be helpful information. Sorry, it's long-winded. I'm a little tired tonight at this point. I think what might be helpful is if folks have had a chance to read this, maybe to just sort of chunk it through, sort of before we dive into the in-person learning, just to sort of clear, are there any questions or concerns, comments, ads, changes in the staff and students safety section? Ms. Spitzer. Again, I'm also really tired, so I'm gonna purpose it I want to even back up a little bit to the overall goals. So we have as goal number two, maximize in-person learning, time while maintaining six physical distance. And I know that was a really big issue that where we kind of clashed with Desi, but I'm wondering is that the thing to be calling out? Because I think in reality, that's as arbitrary, somewhat arbitrary, but maybe the phrase would be something more like, while maintaining an environment or physical space that is as safe as pot. I'm not phrasing this right, but it just seems to me like, it's not just the six feet of physical distance, it's having hand washing stations in the rooms, having bathrooms, all of these things that have gone into that very precise planning that we just watched, it's not just about the distance. So that was something I want to add to that. That's great. I do have a comment on staff and student safety, but I'm happy to wait. And if anybody else has comments on the goals, please. I personally think that that's a great build on that goal number two. So how do other folks feel? Mr. Demling? Yeah, I mean, I guess I just did want to say like a general comment about the inherent conflict between goals one and two that we called out four weeks ago. So when we started this all, the first week of June, you know, we were very self-conscious and intentional about the fact that unless we are all supporting a model where we all shelter in place until a vaccine's available, any model that we're talking about implementing is gonna increase health risk for both students and staff a non-zero amount. I mean, that's just the reality, it's the harsh reality of the state of emergency and global pandemic that we're currently existing in. And we said that because of the educational value that in-person learning brings and the educational loss from not having everyone on site, but potentially unrecoverable for a lifetime educational loss, not just for everyone, but for our youngest and highest-need students. And so, you know, we hear a lot of sincere and through email and through public comment, you know, points of view that are inherently irreconcilable, you know? And this is gonna sound contradictory. I feel are like both valid at the same time, you know? It's like I hold these two contradictions at the same time of health and this really critical need of not wanting generations of students to fall behind irrecoverably for the rest of their lives. And so, we have to balance these two things. I think that's... So, when I sort of confuse those two concepts that are in conflict, that's where I get the such a strong foundation for pushing back on the state guidance as hard as we have. Like that's why we're like six feet and I don't know how Mr. Harrington put it, not an atom less, right? And that's why I'm willing to accept like, you know, we have these like non-ideal disruptions like the fifth and sixth of Crocker Farm to the middle school. It's like, why would we consider a model that had these kinds of imbalanced and major disruptions? Well, it's because we are so adamant about trying to thread this needle and to serve both the health and the educational needs of our community at the same time. I don't think there's a beautiful poetic way to call that out in the goals there. But with the enhancements potentially and the Spitzer mentioned on number two, I think that's potentially there. But I don't think there's any real way to sugarcoat that these are two really high priority goals that are not perfectly harmonized, you know? And so we're doing the best we can to take everybody's points of point of view and implement the most effective plan we can. Again, I don't think we should stay in the goal. I don't think there's a way to, but I just, there's been so much sincere input that we've receded. I just didn't want to call it out. Yeah. It does call to question. I wonder, it's because it just came up in sort of side conversations that this maybe, and it might be that first bullet under staff and student safety, you know, that we're talking about this in the context of our current situation, which is in our region, which is that we have a low case count. And we're sort of on the downswing of our region P we're not Florida, we're not Texas. And if we were that situation, we wouldn't even be having this conversation, right? Like it would be a totally different conversation. And kind of as several of you have mentioned, it's going to be changing and it will continue to change. And so, which is probably why Desi is asked for three separate models, right? Because we're going to have to be able to move certainly more seamlessly than we did in the spring between different approaches, depending on local health situations. And so I wonder if we should, if there's a way that we strengthen or sort of bring that and make that connection more strong in that point, is that, you know, I think in Dr. Morris was very first presentation, it was step one, step two, I can't remember the language that the CDC used and sort of some way that we acknowledge that these priorities are built on the assumption that we are capable and having in-person learning is feasible from and recommended or not recommended, but at least not just recommended based on local public health guidance. You know, we're all fading. So this isn't, I'll just say, this isn't the only time that we're going to be talking about this document. So I think right now, given that we're all sort of a little frazzled, if we can focus on sort of glaring things or really important topics that we want to make sure that we're talking about several times would be a good approach for tonight. Ms.  So the other comment that I initially had was just the last bullet on this page under staff and student safety, when we say that we'll make accommodations for students of underlying mal conditions and also similarly for staff. I guess I just want to open up the window about what are we going to do about the, because of this virus, it's not just the student, it's everybody who comes in contact with that student. And same thing with this, not just the staff member, but it's, I don't want to have to ask a staff member to socially distance from their family when they go home or a student to have to socially distance from their loved one or their caregiver. So I just think we may want to think through really carefully how we process that. And then it gets through like weeding through these accommodations. Like I don't know if anybody in the district wants to be tasked with the job of deciding who has appropriate medical condition that requires an accommodation. So this just, this strikes me as something where we'd want to be a little bit broader in terms of thinking about like the family unit that that person is in, but also that we may want to even just think about how we're going to actually implement that. And if it's something that we're actually going to be making decisions on, or if we will just, on a, you know, if you ask for an accommodation, we will provide you with that accommodation regardless of the reason. So. Ms. Huger. I don't know if I'm adding on to what Ms. Huger was saying, but it just makes me think that this may not be quite the right area to mention it, but in thinking about the quality distance learning experience, if parents have the option throughout the entire, at least fall semester to say, I don't want my kid to come into school, but I do want the quality online learning experience. You know, should something like that be thought through and prioritized, you know, because then you de-densify the school a little bit for those families that feel like we really can't have our kids there, or don't want to have their kids there yet, which is, I'm thinking of the accommodation part, right? So you have accommodations for families who do worry about underlying medical conditions, and then you have accommodations for families who may not be, but are still seriously concerned about having their children back in the school because of having someone at home or just in general. I hope that makes some sense. Mr. Demling. So I don't have any, so it's an excellent point. I don't have an answer to that question. I guess one thing I would need to hear from like the superintendent is, so let's say K-to-6 is an example, you know, so the model that we're presenting in this paper is 80 to 100% on site in-person learning. So if we have, you know, say 13% or whatever the survey percentage was, of parents that say, of K-to-6 who say, I'd prefer my student to be at home 100%, do we even have the staffing resource capacity to make that happen? Like to me, I'm like, let's not spend waste time discussing whether we should offer fully remote just if you ask for it at K-to-6 if we don't even have the staffing to be able to deliver on that. So that would be really my first question is in these models, how much optionality of whether my student comes or goes when they are allowed to be on site, can we accommodate? And because there's gotta be a limit, there's gotta be a tech and mostly a staffing limit. And I can't say what that is. And I wouldn't wanna, you know, have our committee spend hours talking about that and then realize that, well, we actually can't, we actually aren't able to make that happen. Thank you, Morris. Yeah, so I mean, I think ideally you'd wanna match the staff who can't return based on health condition to students who either can't return or don't return, as you said. I know the state has expressed to us that they're perhaps purchasing and districts have the opportunity to pay into some more self-guided curriculum by grade level. They haven't rolled out exactly what that is for families or for students rather. So I can share more information as I hear more. I think our next conference call is Thursday. And I think, you know, to Ms. Spitzer, to your point, you're right. It's the balance of staff who return versus students return. There's a relationship between those two things. And I don't wanna get into the, my personal opinion is some of Ms. Spitzer's point about who returns and who doesn't, who gets into negotiations and perhaps should be talked about in executive session because that would be something that would be negotiated with our bargaining units. I don't think it was a bad comment to bring up but I don't feel comfortable sort of responding because I think the committee would have to weigh that and that is something that certainly is part of bargaining with all of our units, not just one as it relates but I do think staffing is gonna be a challenge and that's why we have reached out to staff and have followed up following the CDC guidance around that piece. And it may be that we need to scale back some of the, what we think we were able to do based on the staff we have and how many students and staff choose to return. It's really hard to run two parallel systems and be successful at either. And I err on the side of perhaps scaling back. This is what gets back to my earlier conversation on having clear priorities. If we can't get to 40% at the secondary level and 80 to 100% at elementary and have the emphasis on specialty all that's listed sort of where is the priority and where would be the decision making tree if our staffing doesn't accommodate based on a whole range of factors getting to that place. So I think that's where I guess not tonight necessarily but I'll be looking for guidance from the committee about what are the things that the committee feels most passionate about in terms of in-person learning. What's next and having some priority prioritize sense of that would be really helpful for our team because until we get all this information and even this conversation of who is exempted from a staff, right?  And so I do think there's worthy having conversations certainly having an attorney in executive session to go through what the committee's options would be would be really helpful, but that's gonna be a critical piece because I don't wanna over promise and then come back to you all and say no because of XYZ we're actually not able to achieve this. So it's hard to speak a little bit of code but I do think it's part of a larger negotiation strategy the committee may wanna consider. Ms. Segar. I can appreciate the tricky balance that this all is. And I think that what Mr. Deming said is a double-edged sword, right? Because if we do minimal or I realize that there's two paths that we're talking about in-person learning at least some hybrid model and then distance learning and weaving either the two together somehow or maybe they're separate. But it's a double-edged sword because if we do have a second wave for this area we're gonna go all virtual again. And I know that it was really tricky in the spring and I imagine that it would be a lot smoother in the fall because people have a rhythm to it. But I would hate to see like accommodations being having to be thought through at the point in time that they're being asked for just like it happened in the spring. I imagine it'd be a lot smoother. I know there's a lot of talent in the district and a lot of things have been learned but that's kind of what I'm thinking of. And we are bringing in students from UMass and we are bringing in students from Amherst College back to the Valley. I don't know what the other colleges are doing but I know that both of them are having people here. So that's some of my thought process in thinking about this. Looking to some of the folks that haven't yet spoken up do you have any comments on the discussion? What do we wanna dive into some of the comments about the in-person? I think just to talk about the structure because it does, the way we've structured this document it does sort of suggest that there is going, if you just read the headlines or the subheads it suggests that there's two parallel systems going on. And so that may be sort of a structural improvement we can make on this. Because I think you're absolutely right when you read, if you read the in-person first and you see that one we're sort of saying minimum 40% or two days per week that's not the only learning obviously and only instruction that they're gonna get. So what we're actually saying is that that would be a hybrid approach and so the distance learning is both and it's sort of a component to the middle school, high school instruction as well as the alternate plan for, if depending in where the health situation evolves what we have to sort of default to and move to quickly when changing situation. So it's kind of a both and as opposed to parallel systems. But I think building on Dr. Morris's asks for at least additional priorities maybe we could at least talk about the ones that are currently in this document. Do we have the right ones here? The comment about days per week versus percentage of school days I think might be helpful to sort of tackle and at least hear what everybody's thinking about these if we do have coherent thoughts at 10 o'clock at night. Mr. Demley. Yeah, I'll just say as briefly as possible. I think the simpler approach for this document including for hopefully when we vote it next week would be to avoid the implementation detail of if it's 40% at the middle school and high school does that mean two days in week one and two days in week two or does it mean four days in week one and zero days in week two? To me, that's an implementation detail. It's an important implementation detail but for me to be able to make an informed call on it I need to hear info and pro cons from the superintendent that we haven't dived into yet. I feel like we've glossed over it once on a couple of meetings ago but I don't feel prepared to say one way or the other which absolute way we should go but I do feel like we're at or nearly at a point where we ought to be able to say what our minimum days per week are at seven to 12 and then lead that implementation detail for the following meeting. I think that's just in terms of organizing our efforts and trying to get to a decision point sooner rather than later I think that would be somewhat effective. Ms. Pitzer. So I just wanna, I guess I like the focus on getting elementary kids students in more and not only for the space reasons but I think also for their health reasons and developmental reasons and I do like the emphasis on the special education in English language learners. I think one of the things that we talk about these transitions I'm wondering about for the folks who I think unfortunately we are gonna have people who are going to have to be out of school for at least 14 days due to COVID either in the family or the individual themselves either community or choir even if we do the best thing that we do in our schools there are gonna be people who are going to be in our community who are going to be in themselves or in family units where they're gonna have to stay at a school for at least two weeks and that may happen at a time when school is happening in person. So I think they're gonna need to get education while they're home for those two weeks as well. I'm assuming they're well enough to do so. So I think when the public health situation, so that's the second to last bullet in the in-person learning. So I think it just might be worth calling out that that's a situation that we're gonna have to deal with as well is that it'll be not only like moving from hybrid but also moving to distance learning on a case-by-case basis as I think happened. So yeah, I think we're moving in the right direction with this and I think the priorities that are being said are serious and reasonable. I think Dr. Marceff, I can ask a question. So like just to help, and it might just be foggy due to the late hour, but when you talk about wanting sort of the next layer of prioritization, so if we can't get the model that we just saw showed us for most of our elementary schools, 100% of the students could be in the buildings or at least could be accommodated. The situation in the middle school and the high school is not the same that it's probably somewhere between 40 and 60%, but it's not 100%. What is that additional detail of prioritization? What does that look like? Because I personally am having a hard time wrapping my mind around that. Because I'm not being clear and it's late and I'm tired. So I wanna have that caveat to my response, but in a scenario by which we had to really significantly reduce the number of students in the building, for instance, and I'm doing what I don't wanna do, which is to promote my idea, which is not really my goal, but I can imagine based on the conversations we have over the last two months, one might prioritize kindergarten through second grade plus intensive special ed programs plus beginner ELLs, right? You know, and that's a much scaled down version, but it could be the case that we're in a situation where based on staffing needs, based on a whole variety of factors. So I mean, I think I can intuit that from the language on here, but in a not worst case scenario, but also not best case scenario, some middle ground scenario, which could emerge. I wanna make sure I'm gonna read the committee right on that, not as the preferred scenario. So I think that's true based on the conversation, but it's not explicit in the document. And maybe I just, we can live with it not being explicit because we meet enough, we talk enough and we can work it out. That sort of awkward middle ground scenario emerges where we don't have, we're not Arizona, we're not Florida, we're not Texas, but we're not where Massachusetts is right now. And we really can say really, really limited attendance in school and very small groups is something that we're able to do. We don't have to go all distance, but we can't really implement as robustly as what is in this document now. And maybe that's just something that we deal with in real time as it happens, but I guess there's a big gap between what's in this document and all distance. And so I just wonder if there are gonna be potential moments that happen where we're not quite at the all distance place, but we're like, ooh, really, really small groups of kids. Who are the priority to have in? We're gonna really have class sizes that are miniscule, but we feel like we can do it. We don't have to totally shut down. Who would be the people that we would sort of prioritize? But the more I even talk myself out of putting this in this document, I think I'm good now. But I think it's just trying to think through all the variations may not be as helpful. So sorry for wasting or spending a committee time with my own late night thoughts. No, that was actually helpful. So whether or not we decide to put it in the document or not, I now can, at least I don't know if others felt that way, but that was useful. Thank you. Yeah, I've seen some districts, some countries have prioritized transition grades as well as early grades. So the seventh and ninth grade and 12th grade, for example, might be sort of like the next tier there, yeah. I don't wanna shut down conversation, but I'm also sensing that we're all like really, really fading. So I don't know if there's value in continuing. So I'm just gonna sort of pause and let anybody who's like really, really anxious to say something I'm being bombarded with silence. Okay, so I think we, I've taken notes. Is it okay for, if there's additional like questions or thoughts for committee members to email just me, is that sort of acceptable? Okay, I'm seeing a head nodding. So if anybody has any thoughts sort of that you don't wanna wait until next Tuesday and when we meet again, feel free to shoot me an email and I'll keep track of all of that so that you don't have to remember a week from now what you're thinking immediately on this document. There's also in our packet was the staff guiding, the guiding principles that the very staff and administration committees have pulled together. I don't know if we were, I'm gonna say let's weave that into our discussion next week so that we can keep moving. And then, so the next portion is planning for our future meetings. So as mentioned, we'll come back to this priorities document next week. And between now and then, this, we are having our town halls on Thursday. We're communities and community members, staff, family, students may join and hear about these priorities that this draft as well as answer questions or ask questions and hear those updates and provide us additional feedback and comment. And even just this evening, I've seen emails coming in saying, will we have another opportunity to provide comment? So if anybody's at home is still watching and listening to us at 10, 10, yes, short answer is several opportunities on Thursday at 12 o'clock for elementary and 5 p.m. for secondary. And then of course, anytime by 3 p.m. next week, we'll also have public comment at our meeting next week. For most of you, many of you were on the, before we started the meeting, but I just wanted to like talk about the town halls. Right now, the committee chairs and vice chairs will be on screen during the town halls. We have a cap of who can be on screen, but it is a posted public meeting. So any of us who would like to view comment, ask questions during the town hall, you are welcome to because it is a posted public meeting. And if you're not able to, because of work commitments or other family commitments, of course, that's also, it's not a required meeting. Dr. Morris. And just the same YouTube link that's been advertised, it's a public event and it's immediately available for viewing for people who don't, whether for the committee members or the public, right afterwards, it'll always be accessible at that YouTube link that's advertised. So it automatically records. Amherst Media has asked us if we can record it, we may try to show it on channel 15 as well. So thanks again, props to a long night for faith and Amherst Media, but I wanna thank them for reaching out to me about that. It was in that order, not the other way around, but it will be accessible at that link directly following the meeting for anyone to view. Any questions on the town halls? Seeing none. I believe we have, yes. The warrant report is our next agenda. I don't know if we have any warrants to report. Ms. Spitzer. We have quite a few, so bear with me. I've got at least, I think seven, okay. I carry Spitzer authorized by my signature to payables in the amount of $339,407.16 for a warrant. Dated on June 24th, 2020. It was all for payroll. And I just signed that today, July 7th. I authorized by my signature to payables in the amount of $781,277.10 for a warrant dated June 24th, 2020. And this was again for payroll, and that was signed today. I authorized by my signature to payables in the amount of $408,624.64 for the warrant. Dated June 22nd, 2020. And this was for general fund expenses in that amount and was signed today, July 7th. I authorized by my signature to payables in the amount of $631,692.26 for a warrant dated June 10th, 2020. And this was all for general fund expenses. And I signed this back on June 16th. I authorized by my signature to payables in the amount of $692.12 for a warrant dated June 16th, 2020. And this was for general fund expenses in the amount of $580,585.10. Revolving fund expenses of $8,457.64 grant fund expenses of $12,624.52 and other funds in the amount of $434. $434.86 for a middle school gift. And that was signed back on June 25th. And this one was authorized annual scholarship payments in the amount of $3,800 on June 16th. And I also authorized by my signature to payables in the amount of $765,089.24 for a warrant dated June 10th. And this was again all for payroll and signed on June 16th. And that is it. Sorry. And just reporting for the Amherst School Committee, I don't have any today, but I will have some next week because the warrants that I had, I received at the end of the day. So moving on to gifts, we have one gift. So I'll make the motion since I'm still unmuted. I moved to accept the following gift from Dean's Beans Organic Coffee Company, number 13544 to support district school meals program in the amount of $2,000 for a total gift of $2,000. Second. Made by McDonald's, second by Spitzer, Dr. Morris. You're muted. It's the third gift we've received from Dean's Beans Charitable Foundation on the same topic and they reached out to us and just reaffirmed their commitment to supporting families in need with food scarcity issues. So I would want to publicly thank them. I know you've had a lot of meetings and things go by really quickly, but I just really do want to acknowledge that they continue to come back to us unsolicited with gifts on this domain, which I think is pretty remarkable. It's a local company and I just want to say that out loud. Thank you. Okay. So we'll move to a vote. And this is a region gift. So the region will be voting. Mr. Demling. Mr. Demling, aye. Mr. Harrington. Harrington, aye. Ms. Lord. Lord, aye. Mr. Menino. Menino, aye. Ms. Seager. Seager, aye. Spitzer. Spitzer, aye. Ms. Dancer. Dancer, aye. Mr. Sullivan. Sullivan, aye. And McDonald's, aye. That passes nine to zero. Are there any other motions? Maybe from the Amherst committee. And move to adjourn. Moved by Spitzer, seconded by Harrington. There's no discussion. Ms. Spitzer. Spitzer, aye. Mr. Demling. Demling, aye. Mr. Harrington. Harrington, aye. Ms. Lord. Sorry, Lord, aye. And McDonald's, aye. The Amherst School Committee is adjourned. Ms. Hall, would you like to? All right, Helen, make it happen. I move we adjourn to the Pellum School Committee meeting. I second. Great, Kenny, seconded by Menino, roll call vote. Mr. Menino. Menino, aye. Ms. Kenney. Aye. Kenney. Ms. Dancer. Ms. Dancer, aye. And Hall, aye. Good night, everybody. Good night. And now is there a motion for the Region Committee. I move to adjourn. The Amherst Pellum Region School Committee. Second. Moved by Demling, seconded by Lord. No discussion. Mr. Demling. Aye. Mr. Harrington, sorry. Mr. Harrington, seconded. Mr. Demling. Aye. Demling, aye. Mr. Harrington. Harrington, aye. Ms. Lord. Mr. Menino. Menino, aye. Ms. Seeger. Seeger, aye. Ms. Spitzer. Spitzer, aye. Ms. Dancer. Stancer, aye. Mr. Sullivan. Sullivan, aye. And McDonald, aye. Region is now adjourned.


Europe starts in Baden-Württemberg. Today it's a rainy day in Stuttgart, but nevertheless some greetings from Stuttgart. Our state capital is the hometown of cars known across the globe, but more than half of the city area is covered with forests and vineyards. This is representative of our state, which combines modern technology with the high quality of life and industrial basis with landscapes such as the Black Forest or Lake of Constance. Baden-Württemberg is not only at the centre of Europe, we are committed to the European project and we are committed to the motto of the German presidency of the Council of the EU together for Europe's recovery. I wish you a good and healthy time, wherever you will stay in Europe, maybe with us in Baden-Württemberg.


Hey, what's going on everyone it is be Avery here again for another trailer reaction It feels it's been like a week since I uploaded the video So sorry about that I would have had the hitman's bodyguard up because they had an early screening for that they have one yesterday today They had two last week, but I don't have pasts for last week the one I tried to go to yesterday I got there too late And so they turn people away because they overbook the theaters on purpose and I didn't have a pass for the one today So I'm gonna have to get you that review tomorrow when it's released for regular people or regular times or whatever So sorry it's been a week since I gave you a video I planned it on give planned on give me a video before but now we have Thor Ragnarok International trailer number two. It's actually trailer number two, but the international trailer world I don't know how to explain it, but I had no idea this was gonna be released today But you know this usually how it is with international trailers the first Thor Ragnarok trailer that was released in April I thought that was pretty cool. It was a nice little tease of what's to come Especially showing the Hulk at the end and Thor clashing in the middle of the air But then we got the real first trailer during Comic-Con last month in July and that was dope as hell I love that but now we have doctor now. Yeah, Thor Ragnarok international trailer number two and then the image Like I saw a thumbnail of somebody else that reacted to it like a big youtuber He just hit 2 million subscribers. I said that Dr. Strange is gonna be popping up in this trailer as well So let's check this out. I think this is gonna be Japanese So let me go ahead and put on these headphones and y'all can stop listening to me talk, but watch me watch this trailer Here we go Dr. Strange. I don't expect to see too much new footage. I love that music. I can't wait to see that fight That third Royals can't wait to see that either November 3rd is going down Well, we kind of got like a little Extended snippet here and there extended clip here and there. I wasn't expecting to see too much new footage the next time we'll get a full length trailer like number two will be in September there's no release date. I'm just guessing because usually they always release the last trailer two months before The release date sometime. I mean, that's the general rule It's usually the you know, like the teaser or the teaser or announcement trailer five months before and then two months before But that's not always exact. Now I don't know. I really liked Like I don't be offended by this and if it's offensive, let me know in the comments my bad boy I love the way Japanese people sound when they talk They just always sound like they mean business whether they're to speaking subtle or fierce And I mean that isn't in a positive way. So when he was coming through better Royale I was like you to kind of just kind of intensify at the moment making me think that it's you know, really about to go down I don't want to rehash on all the stuff that I geeked about in the last trailer. I'll just be repeating myself but it was something in this trailer that Stood out to me and I'm just saying it stood out to me And I can't even remember what I'm trying to say about it But if it comes to me before I in this video, of course, I will talk about it Now most of you already know that this is basically loosed on the Planet Hulk series I have that on blue right here. This is a this is a animated features three movie collection it got the the Planet Hulk Iron Man and Doctor Strange and The Planet Hulk one is the one that this is going to be loosely based off of I got this a number of years ago like You know old DVD store for like eight or nine bucks or whatever and you know It's really good. If you have this the Planet Hulk movie used to be on Netflix about two years ago I doubt that it's on there now, especially it's like every time a movie is about to come out They always take away the movies because they want you to rent or buy them to lead up to that So I doubt it's on Netflix. Anyway, I also have my Doctor Strange copy. This movie was okay I mean, I was I was entertained by but they could have did a lot more But one thing I am looking forward to in this Thor Ragnarok movie is well, let me go back to Thor the Dark World that movie was extreme disappointment to me out of the sick I think it's I think we're at 16 movies right now in the MCU and Iron Man 2 and Iron Man 3 are the worst and then Thor and Thor the Dark World come right after that And I like the first story better than the second Thor Thor 2 was very disappointing, you know with Malekith the Was it Malekith the I'm gonna say Malekith the accursed Malekith What is Malekith's full name help me out comment with people in the comments But in him versus Thor at the end of that movie was very disappointing I really didn't feel like they were fighting Jeremy Johns and if you watching this, you probably know who it is I remember his review way back years ago. He was like he felt like it was a Portal combat like they just wasn't fighting. They were just kind of dancing through Portals and stuff and then we had Kate Dean's character messing everything up like I mean like she was making those jokes and stuff and that movie is just extremely disappointing That's why you know, I don't want this movie. We can't have three sucky Thor movies in a row But you know, she's not in this a Jane Faust is not in it not Jane That's not a real name Jane Faust is her name in the movies.  Why am I forgetting all my people's name? Anyway, she's not in it But in the end of the Thor the Dark World that movie was extremely disappointing and they just didn't feel like they were Just fighting, you know portal combat just like Jeremy John said and and this and that it just sucked It was very disappointing but this Thor Ragnarok I want to see some nice hand-to-hand battles some nice blade-to-blade battles So when Thor was Doing that jump spin and coming down with his low hammer or Tri blade or something and hella was blocking it like this. I want to see a bunch of that You know I'm saying I want to see all of that all of it. I want to see it all and I cannot wait I want to see a nice thorough battle with Hawk versus Surtur and hope is not gonna Hulk is not gonna be able to fight Surtur by himself. He's gonna need ever. He's gonna need a Heimdall Loki Thor Hulk himself. They probably need Odin as well with the Odin for us. I just don't see it'll probably be It'll probably be at least three people fighting Surtur I'm just guessing we'll just have to see and if you don't know who Surtur is He's that giant red fiery demon figure that was at the end or whatever of the trailer Where a hawk is coming through like this about to smash the hell out of his forehead or whatever It's probably going to be a hawk Odin and Loki that are like a three on one or whatever that's the only way I see that possible of them even winning I don't even think that can be him They can probably even just trap him away somewhere for another thousand five thousand ten thousand years I don't know but this movie looks dopest hell man. I cuz I want to see I want to see a hawk versus a Fang what is his name the wolf thing? I want to see a hawk versus that I want to see Valkyrie Loki Thor and hawk versus Hella I also want to see Hawking them versus Surtur and then we're gonna have Hawk versus Thor That's at least four battles right there And then we know we're gonna get some extra battles in there We're hella wrecking shop on Asgard or whatever beating up all the Asgardians But there was a ton of Asgardians and I don't want the Asgardians just to go out as like some fodder characters You know, I don't want them just to be you know, bam bam and they're dead I want them to be worthy opponents as well, but we're just gonna have to see I'm freaking excited about this movie If you could not tell already it looks freaking amazing. Let me make sure there is nothing else that I want to mention real quick In this in this. Oh, this is my box office predictions now I want you to know I want everybody to tell me what's the thing. Do you think that Thor Ragnarok will be able to make? One billion dollars at the box office worldwide. I say yes for two reasons reason number one is This is the going to be the third Thor movie Iron Man 3 Made a billion dollars and that's wanted because Iron Man is a very popular character in that movie did come right after That was the first movie in May of 2013 that came after After the Avengers so of course it was riding on that now Captain America One and Captain America the first Avenger and Captain America when a soldier didn't make a billion I think I think part two made like six hundred something million But Captain America Civil War made 1.1. I'm it's probably 1.1 for eight billion dollars And of course it made that because it's the third in the series and also it had all the other Avengers in it as well so Will Thor Ragnarok be able to do it? Maybe off of it being a third one as well because the first one made 449 million off a hundred and fifty million dollar budget So it barely made three times the budget, but that's fine. The studio is satisfied and let's see Let's look at Thor the Dark World Thor the Dark World made 644 million dollars worldwide what movie didn't make the most of it's probably most likely China Yeah, China it made only 55 million. I mean, I'm not I'm not saying that's chump change Okay. Yeah, cuz I you know the as far as us releases are concerned I think the most that a US movie has ever made in China was like 392 something million like their own movies they produce it gets up to like 592 and that's the movie that came out this year called like Wolf Warrior 2 was which I do need to check out So but anyway, they made 606 it was a 664 million Worldwide so I think that Thor the Dark not thought it up Well, I think the Thor Ragnarok will make a billion dollars worldwide if it is a good movie if the movie sucks Then no Won't but if the movie is if it meets our expectations if it meets our expectations I think it will make one billion dollars. I'm actually gonna say If the movie meets our expectations, it'll make one billion if the movie blows us away and we like You know, if it's that good it'll probably make 1.2 billion because like I said, it's gonna be the third one In the Thor series and then we have the Hulk Hulk is going to be the ticket seller for this movie Everybody loves Hulk. Everyone is clamoring for more or more Hulk And now we he can't have his own solo movie right now Unfortunately because universal does own the distribution rights and I remember I mean, I've known that for a while That's an SO news but recently last month in Comic Con I'm gonna say mark where Mark Ruffalo made a comment like yeah universal doesn't want to make money You know, I really don't because to my understanding is I understand it to where these studios when they have the rights to it They have to make X amount of films and X amount of time or the rights revert back to Marvel universal has made zero Films, I mean they distributed the incredible Hulk in 2008, but that was you know, nine years ago So what almost 10? Yeah, so what's going on with that? I don't understand how the rights haven't Lapsed back to Marvel Studios that is owned by Disney I'm thinking because it recessed every time Thor is not Thor but Hulk is in the movie So the Avengers age of Ultron that came out may of 2015. They may be a reason, but then again, I'm not a lawyer I don't I don't know all the details of Of the rights and whatnot, you know, like as far as that's concerned But anyway, but guys, I am a really excited for Thor Ragnarok I cannot wait for Asgard to triumph and beat the hell out of hella inserter What did you think? Are you excited about this movie?  Do you agree with me or do you disagree with me? Let me know in the comment section below Let's get this conversation going and keep it flowing. If you liked this video Go ahead and give me the thumbs up and if you don't like to be though That's perfectly fine. Just leave me a mature comment below why and still give me the thumbs up Since you're watching me on YouTube go ahead and subscribe to my YouTube channel Why so you can get all the content that I have to provide you can also click the little bill so you can be notified when I make Uploads and go ahead guys help me reach my first milestone of 1000 subscribers at the time I'm making this video. I think I'm at 460 so we have a ways to go you can also go to my website check me out there bookmark I do have written reviews and also guys look me up on social media And I made it very easy for you guys because there's a description to everything that I just said in no There's a link to everything that I just said in the description box But guys, I just want to thank you again for tuning in to my reaction slash your pin slash review for the Thor Ragnarok international trailer number two and before you go don't forget that my name is Brennan Keith Avery and That's just my opinion peace


I feel like Christmas decorations are for December 1 through January 31st, you know? Hey guys, you guys, question. When do you guys think Christmas decorations, like, what is a valid, like, start and date? Yeah, the thing is... I used to be really solid about Thanksgiving, like, it asked to come on the 27th. Right. But... I think it matters as much anymore. Do you think before is okay now? Yeah. I'm a December person. Yeah. Like, first week of December. Definitely, like, if it's in October, it's fucked. But like, after Thanksgiving, I suppose December 1st is like, respectable. It's bad luck if you take them down for the 6th of January with the epiphany. Yeah. Yeah. I think you have all of January. Okay. Well, cool. Thanks. I love your hair, by the way.  Oh, thank you. Oh, me? Oh, man. Yeah, your hair looks freaking awesome. Yes! Bye. Have a nice day. He looked like Kylo Ren. Oh, he did kind of look like... He did. And I was like, yeah. Made his date? Yeah, I did. I just like walking around the camera and just like looking at things and asking people stuff.