It's decaying on back like I never left. I'm cooking up content like a chef. Shooting videos like I'm stepping up. Curry, so here I'm subscribed cause it's time for us to slide. Hey, shout out to everybody in the cars and crib crew.  If you are not with the crew and you would like to be, make sure you smash the subscribe button, give me eight thumbs up and then throw them seeds up in the comment section, baby. Hey, we gon' have a little talk after this like later on in the video, but stay tuned and stick around when you plan around, it's about to go down. We got our first order about to go ahead and get ordered. That's where we at, baby. Y'all see what's going on. Y'all see what's going on, baby. We are here at Sun Run to get these funds and run. We are picking up 10 panels, driving 68 miles for 165. We're here to pick up the prize. Let's go. Just like that, we are here at Sun Rigley so we can get busy. I don't know who driving the fork truck. My guy James. Shout out to my guy James. My guy James, he actually an installer now. He switched to installer so huge shout out to him. He out there grinding and climbing to the top. So is this hard joint right here? Yes, this is it right here. It's going on with you, boss. Do you all have somebody loading right now? Loading? Yeah, I got this load right here. Appreciate you, boss. Y'all know what's going on, baby. It's game time. About to go over here and get on the ground. He pulling up on me. He pulling up on me with these 10 panels. So we gotta try to move fast as possible. Somebody actually dropped this order. So I actually got it at like 7.30. I had to rush here.  I'm trying to get this change. This part's right there, boss. Appreciate you. You have a good one. We going, we about to go over here and get it on. Let's go. Stick on to do this one. That's enough, y'all, pretty quick. All for real? Yeah. Y'all see y'all get to go home after that or you gotta do another job? I'll probably get you home. Oh yeah. Go over here and go home and kick it. You know what I'm saying? We got a lot of C-10 panels. That's dope though, boss. Y'all love them, but I love them. Y'all already know what time it is. What time is it, baby? Comment below and let me know. Smack! Got one, got two. How you doing, boss? Got one more. We gonna go. Step back on the photo, smack! We are good to go. What's your name, boss? Nick. My God, Nick. Appreciate it. You guys have a good one. Stay safe. Yes, sir. Order number two. Guess what we about to do? Free! We about to get to this money though, hey! We are about to do an act that I use called free and we are going to be picking up a catering order from a place called ROTE. We just pulled up, we about to get this doji. We are picking up, I don't know how many items, but I do know we're driving three miles for 43.75. It's a great time to be alive. Let's go. Guess what we pulling out? We pulling out the wagon. We ain't bragging, we got that wagon.  If you guys want a wagon, you can go ahead and click the link in the description. I'm under the Amazon affiliate link and get your wagon, baby. Get you one of these wagons so you can be out here bragging.  Let's go. Yeah, I brought that wagon. Yeah. I'm bragging like I got that wagon. Guess what's one of my pants sagging? I got the wagon. Guess what? I'm back. I'm back. Oh, this is this? Don't tumble. Nice and easy. All right, you too. Thank you. Like that. Like this. Hold on. Like this. Hold on. Let's go. And just like that, we got everything bagged up.  If you want some bags sent in to this, you can click the link in the description of the Amazon affiliate link. It is called Stock Roon Plus. It's gonna make your pockets bust. Let's go. And just like that, we are here at the drop-off. We're trying to ball like hot sauce. We're trying to ball like hot sauce, baby. They said there's somebody supposed to be coming down to get this food and don't be rude. Those are some nice shoes. I like those. Get them nice. How's your day been? I'm living a dream. I can't complain. I woke up this morning. Some people didn't make it, so. What about yourself? It's been good. That's great to hear. So these right here are the warders. Do you want me to take them out or just leave them in? If you leave them in the bag, that's fine. And this is the cold stuff, so. Cold stuff. Maybe we put it here and then we stack them on it. All the individuals. Yeah. Oh, nice. Okay. So I don't know what is what. I don't know exactly what you guys ordered though. I don't know if I should put them on top of each other. They seem pretty light. Sounds like some chips or something right there. Maybe I'm not sure. A few moments later. Oh, so on. Oh, okay. There it is. It's on the side right here. Side. That's rice. This is, okay, we're getting together. This is rice also. So we got two things of rice here. So we put the rice on top of the rice. I don't know what I'll do. This is the vegetables. Open. Oh, shoot. Are there bowls or plates or anything? No, this is all the game. Yeah, take all the plates too. Got it. We are good to go. Order number three. We just put it up to low so we can get busy. This one on freight. We'll have to get to this money don't hang. We have two items to pick up. We're gonna drive 15 miles for 35, 64. We are already here to scope. Let's go. We're here at low ski so we can get this dough, G. Hello. How you doing? You see over here, you was hiding behind here. I have an order to pick up. 92, 40, 12, 984. Thank you very much. You guys have a good one. All right, thank you. All right, you too. We're gonna put this joint right on this pallet, baby. We're gonna put it right on the pallet, baby. Put that right there. And we also have this. I don't even know if this is. Oh, it's for a garage. We've got to get this green in between. Now after we strap it up and stop and watch, watch, watch, watch, strap it like this. How it's gonna go right here. Put that right there. Pull that joint through. I've only had a ton of pieces of ratchet strap up, but I'm gonna do it sooner or later. And just like that, my nickname wrong. We're about to get it on. Let's go.  You know what I'm talking about?  It's not heavy at all. I only wear like 32 pounds or 36 pounds or something like that.  Let me see if they there. Right here. Drop it like this. And doorbell. I'll set it right there, just in case. Put them in a trunk, let them for the base. Hello. There you go. Yep. You sure? Yeah. Okay. Thank you. You're welcome. You have a great one. And just like that, we are done. Again, shout out to everybody at Sun Run. Now, today we made $244.39 enough money to pay the rent right around the Benz with no 10. The question that I always get is, why do I not take someone orders every day every store in my area? The reason why I do not take someone orders every day is because this batch does not send them to me every day. Today with low key was a fluke.  It was like seven, 30 angels came and I heard her up and swiped that joint and we got, we was able to go get busy. But I do want to say something about this batch they did to me before. I was kind of nervous. We were trying to squeeze y'all up that we fine. I was like, we go, we don't know how we're getting busy to get up there because one time I did accept the order and it came in late like that, like a seven something. And then guess what? This batch took the order off of my queue. The reason why I took it off of my queue is because they said that someone did not, they couldn't wait 30 minutes for me to get there. So even though I was keeping them updated, so they had took me off the order. I had accepted it again and took me off of it again. So I was trying to get those dividends, but they didn't let me win. So that's pretty much what happened with that.  I'd be out there getting busy, dancing in the video like I'm P.D. I'd be going there going crazy every single day. But they don't send them to me anymore like that. Like I get probably one like every two weeks or so. So it is what it is, baby. That's why I tell you guys this, do not put all of your eggs in one basket. That's the oldest, one of the oldest things in the book. Don't put all your eggs in one basket. What I mean by that is, do not rely on one stream of income. So if I would have only relied on those sun run orders, or when I was getting them all the time like that, then guess what? What was going to happen when they was gone? Cause y'all saw them disappear. Then somebody say, you oversaturated the market. You over did that. You did that. That's the reason why you ain't getting no orders cause you oversaturated the market. So what happened with the carrier, with the carrier then? Why ain't really getting no orders on the carrier then? I oversaturated that too. Look, it's the market, man. It's critical right now. It's slow everywhere. It ain't just from people making YouTube videos. This is everywhere. This is nationwide. This is not just here or there in different spots. It's everywhere. So makes you guys are not putting all your eggs in one basket so you can keep on grinding so you can keep on shining. You won't climb into the top or don't never stop. Because if you do and one disappeared then what are you going to do after that? But I hope you guys enjoyed this video. Again, if you're not a scrub, make sure you smash the scrubber. Also, give me a thumbs up and do not forget to throw them seas up. If you're a part of the crew, if you want to be a part of the crew, make sure you smash the scrubber, then hit the thumbs up, then throw them seas up in the comment section. Don't do a reverse baby.  Now, one more thing before we go. If you guys want any of this stuff I used in today's video, make sure you guys click the Amazon affiliate store. Go to the store, baby. Go to the store and your pockets will not ignore. You're going to have everything you need so you can go out there and get busy. But I will see you guys on the next one. Be going, be going, be flowing. You already know it. It's DDK and I'm on my way.


Hey guys, welcome back to our channel. My name is Andrea with Food Dementory Adventures in Food. Our channel is all about the food. We do taste test recipes, grocery hauls, and what's for dinner. And I am here today with a shortcut recipe for cinnamon rolls. And I'll make sure to link the recipe as well of course, as well as the ingredients in the description box. So first thing you're going to need are King's Hawaiian original sweet rolls, just a package of those. You're also going to need some cinnamon and nutmeg. You're going to need some brown sugar. Wanted to share a quick tip with you guys, when I got ready to do this recipe, I realized that my brown sugar was rock hard. If that happens to you, just take out the amount of brown sugar that you need, dampen and put it in a like a glass bowl, dampen a paper towel, put it on top of the glass bowl and microwave it for about 15-20 seconds. And your brown sugar will be soft again. For the rest of the brown sugar that was left in the container, I just added some marshmallows and I'm going to close up the container. The next time I get ready to use my brown sugar, my brown sugar should be soft from the marshmallows. You're also going to need some butter, some powdered sugar, some cream cheese, and some whipping cream. So let me get everything set up and I will show you how to assemble the cinnamon rolls. So stay tuned. Okay, so to my mixing bowl, I'm going to add my butter and what we're doing right now is making the filling for these yummy cinnamon rolls. So I have my butter. I'm going to add in my brown sugar and my cinnamon and nutmeg mixture. And you're just going to cream all of it together. And I don't know if I mentioned this earlier, but my butter and my cream cheese are room temperature. So it's really soft and easy to mix together. Okay, so I'm just going to take some of my butter mixture and I'm going to spread it on the bottom of this eight-by-eight little pan here. There's a couple of tablespoons here. I'm just going to spread it around and that's going to keep everything from sticking. You guys, this smells so good. This butter mixture would be good just on some biscuits or anything like that. Okay, I've got it spread around here. And now I'm just going to move this out of the way and show you guys the King's Hawaiian rolls. So the package of Hawaiian rolls came with 12, but I want, of course, the rolls to fit inside of my eight-by-eight pan. So I ended up just using nine of them and I just took the rolls and I just cut the cut through them, excuse me, with a serrated knife. So it'd be easier to cut through. And now all I'm going to do is just spread half of my butter mixture on the rolls and then the other half of the butter mixture I'm just going to put on top of the rolls. So let me flip these over for you and take some of my butter mixture and just spread them here like that. And again, you're just going to use about half and then I'm going to top it with the rolls again or the top half of the rolls, I should say. And you're going to break them apart and you're just going to place them in the pan just like this. Now you could, if you wanted to, keep the rolls together so not break them apart, but I want to make sure that I spread this butter mixture in between the rolls on the sides to get all of that yumminess in there. Yummy, yummy. So here they are. Now I'm going to top it with the rest of this butter mixture here. Okay, so here are the rolls. I am going to pop this in the oven. Once they come out, I will show you guys how to make the yummy cream cheese frosting. Okay, so I baked my cinnamon rolls for 15 minutes in a 350 degree oven. And here they are. They smell so good. And as you can see, some of the brown sugar crystallized on top of the rolls. So they're actually, they're not super duper soft. Okay, they have to be able to stand up to this yummy, yummy cream cheese frosting that we're going to add to it. So off camera, I mixed together my cream cheese, my whipping cream, and my powdered sugar mixed it all together. So now what I'm going to do is just spread these on these rolls. And I forgot to mention, when I took the rolls out of the oven, I did let them sit or cool, I should say, for about 10 minutes. So I'm just going to spread this yummy cream cheese mixture on my rolls. Now, if you're a person that likes a lot of cream cheese or a lot of icing or frosting, you could of course, double the recipe and, you know, have more. But I'm just going to give like a just a little smattering, if you will. And this is how much icing I have left in the bowl. So again, if you like a lot of icing, you could just, you know, put tons and tons. I don't want to hold a lot of icing. And like Howard and I can always go back and just add additional icing to each roll if we want to. But here is the finished product. Let me take one out and taste it for you guys. Doesn't that look good? Here's what they look like. Let me just open it so you guys can see how that yummy butter and cinnamon has just kind of sunken in there. I'm going to take bite. That is so good. Not very pretty to eat on camera. But you guys, let me show you the bottom of this roll. Because I put the cinnamon butter mixture on the bottom of that pan, I got kind of crunchy and it's buttery. It doesn't even taste like a Hawaiian roll anymore. It really does taste like a cinnamon roll. These are absolutely delicious. So good. I hope you guys enjoyed this recipe. If you did, please make sure to give us a thumbs up. And if you haven't already subscribed to our channel, I hope that you'll do so. See you guys next time.


Okay, welcome to Senate Education, Wednesday, January 19th, 1.30 in the afternoon. Senate Education is being joined by House Education this afternoon to talk with Secretary French and Dr. Levine about the rollout of new guidelines for our schools as it relates to COVID-19. So thank you both for being with us. We really appreciate it. We know your time is is pressed, given everything you have going on. So the floor is yours. Well, good afternoon, Dan French, Secretary of Education and Dr. Levine. And I spent a lot of time together. So Commissioner Levine, if you're OK, I'll start. And I'm sure he'll chime in if I say something wrong or just to embellish what I'm saying. But good afternoon. And you appreciate the opportunity to speak to both bodies at the same time. I think it'll be useful in that regard to provide you an update on our pandemic response. Just to back up a little bit on context, early this morning, I did send out some sort of what we call the foundational guidance documents behind this new approach. I'm not going to speak directly to them, but I thought you might be useful for you to have them if you have any questions, I'd be happy to answer them. But in terms of context, as you know, we've made a change in our pandemic response. I think it's fair to say there's been three elements to our pandemic response in K-12 education since the very beginning of the pandemic. One is vaccination. A second one is contact tracing and testing. And a third are the mitigation recommendations that we provide to school, otherwise known as guidance. Last year, of course, we didn't have vaccination when school opened and we really didn't have testing for a while. So we put a lot of emphasis on the mitigation recommendations for schools. And I forget how many pages that ultimately resulted in, but it was rather extensive, well over 200 pages of elaborate guidance, you know, this is where we describe sort of a layered approach because we didn't have any other tools in our toolbox, so to speak. And sometime around November, we implemented surveillance testing, PCR surveillance testing. And then it was only later in the spring when vaccination came online that we had all sort of all three of these layers presence. Of course, going into the school year, vaccination, by far and away, the most important of these three approaches in Vermont achieving a higher vaccination rate than most states, we relied heavily on vaccination to see us through the opening of school. And therefore, our mitigation recommendations were fairly minimal. And we adopted contact tracing and testing as we did last year because we saw them to be successful tools. And we had a lot of operational experience implementing contact tracing and testing. And that's how we started school. Delta, of course, proved exceedingly challenging us for us to manage and for schools to manage in that regard. And I think, you know, particularly sometime around of October, so we started to observe, I'll say, the operational challenges, particularly with contact tracing with the elevated case counts that we saw from Delta. And we heard from school nurses in particular that it was unsustainable. I think the word unsustainable started to emerge on a consensus basis sometime around Halloween. And again, due to a little higher volume of the cases associated with Delta. On the other hand, we were unwilling to let go of that strategy because we knew it worked. So we did what we could to support people. And sometime after Halloween, Test to Stay came online, which certainly was a useful strategy in a lot of ways. I think the first time we really deployed antigen testing in particular in schools. But from an operational perspective, Test to Stay added another layer of complexity and, you know, operational complexity to school districts because nurses to a large extent were in charge of both doing contact tracing and Test to Stay. And there is a relationship between those two approaches that required a lot of work on their part. And that's how we entered the holiday season. System greatly fatigued, wondering what was going to come next. And I would say, by the way, of holiday because I still remember sometime around Thanksgiving. I think it was the day after Thanksgiving. I learned of the first time of this new variant, Omicron. And I can remember the feeling coming back into school that Monday. And there was a broad sense of deflation across the system as we contemplated, you know, how this variant would unfold. And we didn't know a lot about it at that time. So we, you know, we certainly paid attention to what the experience was in other countries like Israel and so forth to understand to what extent the variant was more contagious, to what extent it caused more severe illness and to what extent it could evade our vaccination. But we didn't really know. And as it just amazing how quick Omicron spread around the world, just just phenomenal to reflect upon that because we really didn't know anything about it going into December. And it was really in that four week period in December into January that we started to react to it. And of course, we had a major school vacation in there, which was desperately needed by folks. But it was over that vacation that we also saw the CDC start to make adjustments to its isolation and quarantine recommendations. Vermont had been contemplating, I would say, similar revisions. But Omicron, I think, forced everyone to start to move quicker. And we reopened school after the holiday period, basically in the same disposition we were before the holiday doing contact tracing, test to stay and so forth. And we saw immediately more school closures as a result of staff availability issues as Omicron was starting to play out in our landscape. And sometime shortly thereafter, our epi team came to conclusion and consensus that contact tracing and surveillance testing were going to be inadequate to address Omicron, largely because they're too slow and they're too time intensive. So once we had that sort of public health consensus behind us, we had always had operational concerns about maintaining and sustaining contact tracing and test to stay. Once we had that broader public health consensus, that really shifted our thinking and required us, I would say, to make some adjustment. So we met with our teams internally with the pediatrician community, our infectious disease experts and Dr. Levine Concern Color, that process in a bit. And we formulated an outline of what we thought would be a good approach, which I'll describe here in a little more detail. But basic theme is to more broadly deploy antigen tests into the community and not just try to protect the perimeter of the school, per se, but seeing schools function more as distribution centers. As well, one of the reasons that we wanted to make the pivot, as we saw with contact tracing and the test to stay approach, is those systems were only good during the school day, per se. That there's a lot that went on in the communities that schools didn't really have control over. So when we, for example, would hear from superintendents that students sent home to quarantine, were not really quarantining. They were out in the community and so forth. It just highlighted this idea that we were working so hard to protect the school, but really we had to pay attention to what was going on in the broader community, particularly with Omicron. So the larger theme here is a more broad deployment of antigen test screening that gives everyone more actionable decisions, making it a more timely basis for information and so forth. And that's sort of the broader theme of what we're endeavoring to do. As I started to outline that, I met with various stakeholder groups and particularly the superintendents asked that I produce a heads up memo, if you will. That was the memo that went out on the first Friday. And that was in large part due to their interest in having a signal as to where we were going next, because it was pretty clear we couldn't stay where we were. And as you know, that memo had caused some concern on the part of Vermont NEA and also your need to hear testimony on that. My point and reaction to that was, you know, there were a lot of questions about the public health rationale for making this change. And all along we said, you know, Dr. Levine and his team would be more than happy to meet with groups to explain that as they've been doing, as they've done throughout the pandemic. They've always been very generous with their time. But we subsequently had to translate that signal and change into specific guidance. And those are the documents I shared this morning. So there's a couple of components I would just highlight. Again, I'm not going to read them in detail, but just to highlight and sort of, I'll stop and give you also an update of where we are now and then turn it over to Dr. Levine for a bit. But the basic idea is that schools are stopping the contact tracing process as we did it before, which was sort of a one off process. A lot of labor and intensively process on their end to track folks down and build line lists and so forth in favor of doing this broader notification process. And really, I would say to pivot off the new isolation quarantine guidance that the key distinction for schools is who's vaccinated and who isn't vaccinated because that's that's how our guidance rolls out relative to the use of antigen tests. So schools stop doing the contact tracing. And then what was test to stay previously is now called test to home. Basically schools distribute these kits and parents are responsible for administering of the home. So that's a key element of what we're doing here. Schools are no longer sort of with that disposition of protecting their perimeter, if you will, but in this theme of more broadly deploying the kits into society and putting the responsibility on parents and so forth. There's a tradeoff there. Yes, we lose control of some of the data. But what we gain from it is a broader deployment of these tests. So we think that more and more will compensate for that difference, but also more to the point allows us to keep pace of the speed of Omicron. Another key element of that, which sometimes gets lost in the conversation, is that we're also deploying kits for nurses to do back to the sort of more traditional clinical role that they have. So both students and staff will emerge as symptomatic during the school day. Nurses will have the tools in their office to screen individuals on the spot, either using antigen tests or what we call LAMP tests, either of which provide some confirmable information on what to do next, so to speak. So that's a key element. I would say the other thing that what I just described is largely supply driven. So a key element of what we're working on now is to ensure that we have the supplies necessary to do this. That was as we had confirmation of orders in our supply quantities and so forth. We wouldn't have embarked on this change in policy if we didn't have a strong sense of security in that. But actually, you know, putting tests on the ground in the form of schools. That's been an ongoing issue. We did a basically with our guidance, we said to schools, they could begin to make this change as soon as they felt they had adequate supply to do so. We did an initial deployment out of our existing stock of supplies last week and over the weekend. We have large orders hitting the ground right now as we speak. So a lot of schools, you'll see implementing this new approach this week. And I've seen a number of requests from superintendents and so forth for supplies. I know they're they're working on and sort of implementing this new approach. Why don't I stop there and see if Dr. Levine wants to provide a little more context and be happy to engage in conversation on this. You've got a really thorough job, Secretary French. I'll just emphasize a couple of themes. Theme one, I guess, would be responsiveness to changes in data and science. And I think we've done that every step of the way in the pandemic and certainly done that in our evolution of the guidance to schools now. Because in the end, we don't only utilize the data and the science. We actually help create it on the ground as well. And I consider this to be another part of that process. We already know that this virus has morphed into something that is far more transmissible, far more rapidly transmissible, highly contagious. And that practices of the past and the past could be just two months ago are no longer as relevant in the present. Contact tracing you've heard is really, you know, a foundational epidemiologic and public health tool, and it isn't disappearing. There are plenty of other diseases we can use it in very effectively. But with regard to this disease, it's just not nimble enough. And it's not responsive enough in as rapid a fashion to a situation that can evolve very quickly in terms of identity. And that's one of the most unifying cases, obviously, testing is something we're not abandoning. You've heard about the approach we're taking, but we are again, I'll use the word evolving from a testing policy in the schools that was much more surveillance driven to one that is now more management driven and case driven and driven to the extent of how to keep kids in school immediately. All of the things we're doing are really to satisfy what I guess I could term the prime directive, which is obviously in person education for all of our children. And that means you need to have very rapidly responsive protocols in place to allow that to happen. I won't get into all of the issues around the problems that occur when you don't have in person education and you're more in a hybrid or a remote aspect. But I think we all understand where the downfalls of that have been. So we were very quickly confronted with Omicron, as was the world and the country, and we needed something very flexible, something that allowed us to be very nimble and again, evolve but not discard successful public health practices. But the Secretary said about the school as a part of the community is particularly germane here. I think a lot of times from the viewpoint of some of our public as well as parents, schools were feared to be the locus of transmission of disease and almost a dangerous place to be in. And I do not believe any of the data we've collected during 2021 supports that thesis at all. In fact, with the abundance of mitigation strategies layered on, including vaccination, masking, et cetera, the schools have actually probably been a microcosm of being a safer location, not a more dangerous location. But we have learned very quickly with the most recent variants that the schools are a very much an integral part of community. And when disease enters the school, it is just a reflection of what is going on around the community that surrounds the school. You'll note that a lot of this new guidance is in parallel with new guidance regarding isolation and quarantine and what those mean. And the implications of the number of days that have gone by for people in each situation. Some of these guidance is more pragmatic in terms of it will achieve greater compliance of a population if you can safely return them to their workforce, to their learning environment, to wherever in a shorter period of time. And part of this guidance is really, I would say, recognition of the fact that we are dealing with different variants now. And this latest one, we feel that the safety factor is still built in as we try to relax the guidance because we again have this as a layered approach, not just number of days you're out, but number of days. Plus you have no symptoms, plus you've not had a fever, plus you will wear a mask when you get out. And plus you may have some testing associated with that to assure you're no longer infectious. A lot of this is really a, if you will, gradual transition towards endemicity. I don't want anyone to think that I think we're at endemicity today. This will evolve over the next several months. And hopefully we will be there March, April, who knows when, which will be much more welcomed, I believe, by all to give you a flavor of the kind of thing that Secretary French was just talking about. You know, we're literally talking about 400,000 antigen tests coming into the state yesterday. And now not every single one of those is going to the school environment, but the majority are. And those are the kinds of purchases that are being made. Those are the kinds of supply chains that we're actively pursuing all of the time to keep this program as successful as possible. And that's why it couldn't just be launched on the Friday where the preview was given, but we needed to ensure that a whole bunch of schools had already had deliveries and that the schools that were still requiring deliveries had a light at the end of the tunnel. So they would know within the week that this would become reality for them. So I will stop there as well, because we've made a few independent points and we made a few points in common and hopefully you've gotten enough to work with. Thank you very much, both of you. I'm just going to kick it off with a question. I think this would be for Dr. Levine. So the 4,000 that are coming in, and you said most of which are going to schools, do you have a sense of the next, you know, ship load? In other words, are we going to be OK? One of the things I think we're recognizing is that as you're pointing out is if the nurses office can have as many as they need and families can have them at home, that's just that's the ideal. People can get tested if they don't test at home. And we understand that some families may not test at home for one reason or another. Somebody comes to school, they run a fever, and the nurse has one there as well. So are you feeling comfortable around the number of tests? And I guess the follow up would be how do families get these tests? Is it on them to purchase them or are these being sent home? So the answer to the first part is there are several supply chains where the purchases are made and the delivery date is to be determined. OK, they will be coming, but the question is exactly on what date. And there are not much like we did with testing in the very beginning, way back two years ago, we learned that you need to have a diversified portfolio. And so the portfolio here is diversified in terms of the types of antigen tests, the supplier, et cetera, so that we can try to exploit as many pathways as possible. The second question is that this is actually, I think Secretary French referred to it, the school becomes a distribution center. So let's say there's a classroom where a case has been identified. The entire classroom is notified that there was a case and that everyone in the classroom was a potential contact. The nurses will be able to distribute antigen tests to the members of that class. The numbers of tests based on the vaccination status of the student that the student takes home and then utilizes in the home environment with the appropriate guidance. So there's no purchasing. There's no needing to have something. It's sort of connected to the fact that there's a need for that center. Classmates to have testing done. So it really is. There's there's a tight it's a very focused approach. In other words, it's not as though, you know, we're sending home thousands of these tests just to kids every day. It's really when an incident occurs, the need is recognized. Those students will get tests sent home with them before the end, they'll have to test before they come back, that kind of thing. I don't know if Secretary of French wants to jump in there. But Dr. Levine, if you want to. He looks like you're going to jump in. Yeah, I'd say not quite. But, you know, it is. I think it's important to situate this specific school policy in the broader policy that we're invoking for the state. You know, this idea of broad deployment of testing. So we'll be airing, you know, we're using schools as distribution point because it's a very convenient way to provide testing to families. Coincidentally, it also allows us to enable keeping schools open. One of our policy priorities, but the logistics behind that is really part of a larger societal interest in deploying these tests widely. So it's there's going to be as we're seeing now some conversation around when who gets the test and what have you. But basically schools, particularly, I would say in the next couple of weeks. And I was going to call that up previously. I think Dr. Levine would agree. We're in a specific moment. It's important to acknowledge as well as that endemic is often a horizon. But right now we're surfing this amicron wave that's in front of us, where we will err on the side of putting more tests out as, you know, as to sort of as a discrete strategy to navigate this particular moment.  And our policy certainly describes, again, the big fork in the road is vaccination status, but there'll be a general inclination to put as many of these out as possible as the supply allows us to do that. Senator Hooker and then Senator Chitenden and then a representative web. I'll look to you if you if there are any house questions. Senator Hooker, I just wanted a clarification on who was getting the tests. And it was my understanding that if a child were vaccinated, they would get one to have testing five days later.  Is that still the case? Yeah, pretty much. I think, you know, we sometimes say one or two. It's, you know, they come in packs of two tests. So a student who's vaccinated will get one kit of two tests, one ideally to be administered on day four and one on day five. You know, it's important with the antigen tests that they're done in a sequence. And if you remember, test to stay, the idea of a student participating in a regular sequence of testing, that's very similar to what's going on here for the unvaccinated in that they would be given enough tests to take them through five days. And every single one of those days, if they test negative, they would still be allowed to attend school that day. And they would do that through a series of days. Again, these are for presumed, what we call presumed contacts. So these are not people who are symptomatic or have been tested as having the disease. These are folks that have been in the proximity and so forth. So this allows us to maintain some alertness relative to their symptomology and contagion. So you are right, though, the vaccination status is the branch point. And I might add, you know, in terms of conserving tests, we have a very highly vaccinated student population, particularly at the higher age levels that have been eligible for some time now because they're all in the 70 plus percent range higher. Even our five to 11 year range, we're approaching 60 percent for at least one dose, which may not seem like a lot to people on this testimony, but the reality is we are like the second place state is not even in reach of 60 percent at this point in time. It's way behind that. So for my parents, I've really stepped up in a big way to get their five to 11 year olds vaccinated. Thank you, Senator Shinden. Oops, I'm sorry, Senator Hooker. Why don't we go? I'll wait until Senator Shinden's finished. Are you sure? I'll pick, yeah. OK. Senator Shinden, you're up. Really quick. So I definitely agree that our primary objective is in-person learning. And I think we would all agree that we want safe in-person learning. What I'm seeing in the documents that we just received shortly before this meeting, as I've skimmed them, I'm seeing some distinction in grade levels. So I see some characterizations around kindergarten or elementary versus high school, middle school. I know this is focused on testing and other guidance, but I'm getting a lot of questions in our committee has brought up the topic of remote or remote hybrid or remote if able. Could you give us an idea of your thinking and if there's any delineation in your mind as a parent of a high school or a middle school or an elementary kid? I understand the differences in in-person learning and the importance across those different grade levels. As you're fielding remote questions, remote days that might be counting as school districts struggle with staffing, is there some distinction or thoughts that you would be willing to offer these two committees as to where you are with those exceptions and otherwise as these school districts struggle to maintain open? Yeah, sure. And I'll try to draw a through line between the testing and the new approach we have a test at home relative to I think the issue you're raising, which is the waiver issue in remote learning. So there is a distinction, I think, in our new guidance around elementary and high school. And this is what's playing out honestly right now on the ground. And this has to do. Dr. Levine would characterize as the evolution of contact tracing and what we'd call the response notification approach. And if you could imagine, you know, many of our elementary schools are under 100 students. They're relatively small. We have a lot of those in the landscape of Vermont. The response notification in that type of school is going to look different than, let's say, Champlain Valley Union High School. You know, if you have, you know, I'll say a hundred kids in elementary school, largely one grade per class versus a thousand student high school, you know, with lots of different classes during the day and how the schools approach the notification process that we are describing our guidance is going to be totally different. Literally in that small elementary school, they're going to be able to say grade four had a case today. And if you're vaccinated, do this. If you're unvaccinated, do that kind of thing. Whereas in the high school, you're going to have far more cases because you have a larger student population in the context of Omicron. And your students are mixing through the day much more dynamically. So you're not going to be able to say, oh, science nine had a case because you probably have multiple sections of science nine, you know, to begin with. But more to the point that student is going through multiple classes and many of our, I would say, not even smaller high schools, a lot of high schools, those students are mixed at different grade levels. So you can't even say grade nine had a case. So I think the notification process of the high school will evolve, particularly at this two week period, I'll call it two week period. That's, don't quote me on that, but that's, you know, I'll say this specific moment of heightened Omicron cases where it's going to be very dynamic and we're airing on the side of getting the tests out. I think the notification for high schools will become more general. You know, there was a case today in these grades. It's almost like a daily thing. You know, it'll be out there and you're, if you're vaccinated or unvaccinated, pay attention, that'll be the fork in the road again. But in terms of, if we bring that over to sort of remote learning, and I think it is what we're seeing playing out, particularly after the holiday, and it's honestly playing out across all sectors of our economy and our society, staff availability, I think, is going to be sort of the unique or the more unique feature of Omicron than perhaps Delta, particularly with schools with Delta. We saw schools closing because they had cases in a grade and that grade went home and quarantine or what have you. Again, the inefficient approach to contact tracing that caused a lot of that to happen. What we're seeing immediately with Omicron is staff availability issues and meaning staff are either ill themselves and have to quarantine or excuse me, isolate or they have to stay home, take care of children, that kind of thing. You can have a ripple effect. And we're seeing that now play out across all, like I said, all sectors of our society. So the first part I make with that is that there was an assumption last year when we say go remote, that staff are available to teach in remote. If the staff are ill or needing to do something else, they're not necessarily available to teach. So that's the first thing I would pension. And then yeah, to your point, I think it's an important distinction that remote learning as a whole is far more efficacious at the high school level than it is at the elementary level. So the idea of courses, we talk about learning management systems, which are the technologies that deliver remote learning. They're organized generally around courses, not classes like an elementary school that teaches, one teacher teaches multiple subjects or courses in a single day. So we know high school, much better application remote learning. And again, to draw distinction between Delta and Omicron, what we saw in the fall, and it didn't really get covered that well in the media, but high schools for a large part were very stable this fall, largely because they're higher vaccination rate. Most of what we struggled with with Delta's was an elementary school phenomena. The high schools were, as opposed to last year where they were in hybrid, it would have you by definition due to our distancing requirement. High schools are very stable this fall, relatively speaking. So as we're coming into this time of the year, we're thinking about what the Delta experience were, where, yeah, we had classes going out on quarantine and so forth, but in many cases elementary schools were able to keep open for the other students that were present. So we have a definition in our, this gets to our attendance definition, the statute talks about 50% of the students being present. So in the fall, many elementary schools, yeah, they might have had fourth grade out, but the other students were present, so they were able to count the day as an attendance day. So that was the fall experience. Now we're gonna see more school closures and we're already starting to see that again, as a result of staff availability. So it's provoked more of the conversation around remote learning. I would say that provocation of that question is different than it was last year. The concern last year was about the safety of the school building. Is it safe to be in the school? And there was a lot of political interest locally and people saying we're going to remote because I don't wanna send my kid to school. It's not safe to be in school. That's not the context in which we're reacting now. Firstly, I'm not sure we have significant number of absences from the fall, but now certainly we're seeing them play out, but this is precisely the time of year when we invoke the waiver process that is available to school. So I think my inclination right now is to let that process play out. The superintendents are well aware of how that process works. We've used it successfully for the last couple of years, very flexibly to react to COVID circumstances. So really the question becomes not so much do we put remote learning in place? It's the question of are schools gonna be making up days or not? Will they receive a waiver for days in which they were not in session, meaning they don't have to make them up if they fall below the minimum number required days or are they gonna have to make them up? And right now, again, it's to draw the through line back to the fall. It's not clear to me what the pattern of closure will be this year yet, but where we are entering that time period where the waiver process comes online, the superintendents know that it'll be available to them at the end of January. And I suspect we will see a lot more waiver requests for the last four weeks. So this four week period in January that we'll probably have seen for the whole fall just because of the staff availability issues that are really causing more havoc in the system than what we saw at the elementary level in the fall. So at any rate, that's sort of a long-winded introduction to the concept from a legal perspective or regulatory perspective. And just to echo on Dr. Levine's earlier point, also in the background is from an educational standpoint, our keen interest in keeping kids in school because they're unlike, you know, we can talk about Delta and Omicron as sort of being unique phenomena. We now have an experience of accumulative negative impact on students that goes back a year at least. And we have to be really cognizant of that and also really be focused on trying to move the system forward to attend to their needs. And, you know, particularly those students that were at risk prior to the pandemic are no doubt more at risk now. And we have to be really, I think as you're seeing across the world and across the United States, really focused are doing our best to keep the kids in school and keeping the kids open, the schools open as best we can. Okay, let's shift to the house for two questions and we'll shift back. Representative Webb. Thank you. Thank you, Mr. Secretary. That actually is sort of a segue to my question. Given that we have a prime directive of keeping kids in school, which I think we all share pretty deeply. And with the change in some of the data you're collecting, no longer really being useful, what data are you collecting? And I think in particular, as we see the number of school days decreasing, the number of times that you need to switch to remote, are you collecting the data on school days lost, schools lost, why is it due to staffing? Is it due to, you know, those wonderful Excel sheets that we'd love to see that will help us have a better understanding of what our losses are during this time to help us respond going forward. Yeah, we'll have two data points on this. And I think you're aware, we haven't like last year, we haven't been collecting data on a monthly basis to monitor hybrid in-person remote because this year everyone's been in-person essentially. We'll certainly see the waiver request data come forward. So we'll see requests from districts that have fallen below their minimum number of days. And we'll have an expedited process for that. Would that allow us to give us some insight as to the reasons why they were closing? And then last week I stood up a data collection that requires, I'll say requires, recommend school districts report to us when they're closed. So we've been collecting that, we'll start reporting on that. That's more specific to this called the Omicron Wave that we're in. It's not so much about learning loss, it just gives us a sense of the operational context of what's going on as we seek to deploy test schools and so forth, a lot of logistical considerations that we're managing are predicated on schools being open. So those are the two primary data points. We don't have any other statewide sort of attendance information. It's a very decentralized school system. We also don't have any statewide academic measures other than SBAC. You might remember last session, I was an advocate for requiring a benchmark assessment be implemented statewide. That would have begun to give us some foundational information particularly at the elementary level, that was not ultimately sustained through the legislative process. Representative Webb, another question. Thank you, and I would like to follow up with you on additional data, but I won't take the time here. Representative Brady here, who's as you may know is a representative, a school board member, a teacher and a parent. So she brings a pretty broad perspective here. So Representative Brady. Yes, thank you. Relative to testing, I know it's a supply issue, but do we have a sense of when schools might have the tests for this shift to test at home and be able to be handing them out? This week is what we've described. What we were able to do at the tail in the last week was to distribute some supplies that we already had in stock, but the larger shipment in particular, Dr. Lane mentioned the 400,000 tests that just arrived in Vermont yesterday. So that's being distributed as we speak. So I would expect districts will be able to enact the new policy this week. And what about testing for teachers? Where does this, you know, all of these shifts, what does this mean in terms of test availability access for teachers? I'm not sure about your question. I think, you know, what we saw originally was some concern about the maintenance of PCR surveillance testing. Is that your question? Well, it seems like teachers want to have access to PCR testing now and I'm unclear as to whether they will have access to what will hopefully be a much bigger supply of antigen testing. If that is more responsive and teachers have concerns, if they know they're in classes where there are cases, which obviously they are, will they have access to those tests as well? Well, firstly on antigen, yes. And I'll have Dr. Avine Chyman in a second if he's interested in this. The antigen tests, absolutely. Those are being deployed at school. Again, we're gonna be airing on the side of putting them out into the broader community as much as possible. Teachers are specifically mentioned in our protocol, particularly if they're symptomatic. But again, nurses also have the ability to screen folks. That's another element of our guidance. And this is where I'll invite Dr. Avine to comment a bit about, because what I've been talking about is drawing the distinction between PCR technology, which is a very useful technology. It's still very much the gold standard versus a specific application of it in the context of what we call surveillance testing, which is no longer as efficacious in this moment of a fast-moving variant. So the idea of surveillance testing, once a week you go in and get tested, isn't necessarily gonna be helpful to us in the context of a fast-moving variant. And initially when we were signaling the rollout of this guidance, I heard from districts and the question would be, well, we found that useful in the past. It helped identify a few asymptomatic cases in our community and all that's true. But the actionable nature of that information taking so long, it takes probably two days to get the results back. And if you're only doing it once a week, it really doesn't help with the broader idea of managing the pandemic in Omicron specifically. So surveillance testing will sunset here at some point. So teachers will not have access to it. On the other hand, I've heard from school board members who are interested in that less so this week. And some of them have asked, for example, can we use our ESSER funds to do it on our own if we wanted to? ESSER funds are certainly available to districts to pay for testing, but we've been trying to stay focused on communicating to them why surveillance testing is you shouldn't, if you had a sense of security from that, you probably shouldn't as much, but maybe Dr. Levine, you can chime in here and correct some of my statements or embellish them. A far beard for me to have to correct anything you said. But first of all, in the guidance we provided to schools, we did include not just teachers, but staff who are presumptive contacts. So they are still eligible to obtain the same kits on an as needed basis, based on there being a contact as identified as one. With regard to the surveillance testing, I almost look at this as, like the way people look at their retirement plans and they've kind of gotten used to something. I know that's probably a sensitive discussion here amongst the legislature, but they've gotten used to something and then something changes and one thing gets taken away, another thing gets added and you're like, well, but I was wedded to the thing that was taken away. And I think that's what's happened to surveillance testing is people got very wedded to it, felt very comforted by it, and it provided a sort of early warning system knowing how asymptomatic transmission can occur at such a high rate with any variant of the SARS-CoV-2 virus, certainly with the Omicron variant. But it really just isn't the way to go now at a time when you're trying to identify things on a very rapid basis and be able to sort of stop the lines of transmission quickly and not have a delay built into the entire program. Now, having said everything I just said, there's going to be a point where Omicron is now vanishing away and we're hopefully in a long interlude between Omicron and whatever's to follow and we will want surveillance testing programs to occur. Whether they occur in teachers or in schools or in other settings across society is yet to be determined, but there will still be surveillance testing going on in some manner in society, but it's not going to be at a level that you've been seeing it at prior to the last few months where we were very, very intent on having a very large system stood up. It will be a much more selected system looking at much more high vulnerability, higher risk populations. So it doesn't mean it's gone forever, but certainly it isn't going to be valuable now and it's way less valuable than the pivot we're making towards the rapid testing, especially at a time of high community prevalence of virus. Thank you. Senator Lyons. Thank you. Thank you both. This has been very helpful as far as schools are concerned and greatly appreciated. I think the guidance for schools, it's one of the things that you said right up front, Secretary French was that schools are the safe place to be and it is because of the masking that's in place and now the testing that's in place and previously contact tracing and now more incident tracing. So that really is very helpful. I'm gonna take my question to outside of schools, to Dr. Levine and knowing that what parents and children do out of school determines if kids can be in school learning. And so, you know, they're in school, they're safe. I mean, it's just great and the transmission is attenuated because of the masking of kids are vaccine, you're getting tested, it's awesome. It's still a problem and I guess the problem is coming in from outside. So Dr. Levine has just predicted my question. How can we ensure that we are blocking Omicron from transmission knowing that KN95 and other high quality masks actually block Omicron better than they do Delta. So what are we thinking about keeping the virus from actually walking into the school in the first place? Yes, I did predict your question. Not that I needed to prepare an answer ahead of time. Cause really mitigation, the answer is always the same. It's all of the same things we've been preaching since day one. So stay home when sick, being highest on the list, which is a problem. And I think when you talk to parents who maybe don't trust the system we've described here today, or when you talk to work sites and people are lacking trust, it's because of the fact that there's still a portion of society that doesn't respect the stay home of sick rule and perhaps exposes people to a higher risk than they might otherwise have. Obviously the next things on the list are also very predictable in terms of attention to respiratory etiquette and hygiene. Clearly we advocate for masking at times of CDC substantial or high levels of community transmission, which we have been in for God knows how long now and will be for the foreseeable next number of weeks, certainly hopefully not next number of months, but we will find that out. With regard to the quality of the masks, there's a lot of nuanced messaging going on. Some of it I think confusing everybody because as recently as a day or two ago, Dr. Walensky was saying again, I just want you to wear a mask. It doesn't really matter.  It doesn't mean everyone needs a KN95 either, but apparently the president thinks so because every household is gonna have the opportunity to get one sometime in the next two weeks, I believe. And it'll be up to the state to help determine how we distribute that unless the federal government devises a system using pharmacies or what have you to do that. So I think high quality masking and consistency in masking is critical. Again, to protecting the schools and the way you describe. And of course, we can't end this discussion without talking about vaccination. We are doing incredibly well in Vermont, but again, our booster rate and aggregate is probably in the 60, 65% range at this point for those who are eligible to be boosted, which is leading the country so we can be proud, but it's also not gonna really cut muster here at this point in time with such a transmissible virus. We really need that booster rate up even more effectively. It's occurring, thousands of Vermonters per week increasing those numbers, but it still takes time when the majority of the state are vaccinated Vermonters and you get several thousand in a week, maybe let's call it even five or 10,000 in a week still takes you a long time to get up to the 400,000 that might be eligible to get those boosters. So all of the above will keep our society as safe as possible. And in this time, I would add gathering size is important still. I think people have gotten that message given at every holiday that we've lived through recently. They may not have abided by it, but they've heard the message and the reality is, again, while community transmission is high, multi-household gatherings of any significant size are not really going to be conducive to helping the situation. Schools have it under control. They actually can gather people from multiple households in ways that work better than what happens in most people's social gatherings, which is usually unmasked, eating, drinking, and in closer contact with one another. Does that answer your question? Well, yes, more or less the issue around what's coming next is obviously always on our minds and we don't need to go into the public health data at this point, but it just, I think, really critically important, as you have said many times, to know that Omicron really isn't mild and right now it's the kids who are being infected in hospitals. We aren't seeing a change in our hospitalization. We're seeing very high rates and ICU is getting filled up. I heard this morning that they actually opened up a surgical suite to expand the ICU at UVM. So we're all concerned about this. We don't wanna put fear in people's minds, obviously, but we wanna ensure that what schools are doing, maybe get carried out into the community a bit more. So I'll leave it at that and I know you and I have talked about this before. So thank you. I'm gonna ask that we start now a bit of a lightning round. I appreciate, I mean, we're talking short answers and direct questions only because I do, I know there are so many questions from the house, I have them in Senators. So with that, Senator Hooker. Just a quick question about masks. In the guidance it says schools should require universal masking and in the legislature we differentiate between should and shall. So what is your interpretation of that? That's unchanged. Our recommendation is schools should require. So we are not requiring them at the state level and I don't have the authority to do that. But we are asking school boards to leverage their authority to require them. And as you know, I think that's been very successful except in one school in the state. If I could just another one, I've had a concern from a family about sports and kids who are playing sports who are unvaccinated. Can you address that in any way? Yeah, our recommendation is that all athletes should be vaccinated. There is a bit of a scenario we're working on now relative to our new guidance. I think there, you know, VPA is a big player in terms of putting out guidance for high school athletics. It's not an area where we've weighed into heavily this year. And we're seeing some confusion play out around implementing our new guidance around response testing, if you will, and what that means for athletics. So that's an area we'll delve into a bit. But right now, that's more of a question for VPA but it's not being consistently implemented around the state. Different schools, high schools have different approaches. And we do have a masking recommendation regarding athletes as well. Yeah. How can we get K-95s into people's hands, into students' hands quickly? It's not a problem. I mean, supply-wise it's not a problem. And I don't think it's a money issue either. So that's really, it's an education issue and districts have ready access to supply. We're standing by to help them with that but I don't think the state will be, our response would take several weeks. We can certainly help, but I think districts can solve that pretty immediately. That's a good reminder. I forgot about that. Representative Webb. Yes, Representative James has a question. Thanks. Since this is the lightning round, I'll pick my first question. I understand the problems with sustainability of test-to-home, I mean of test-to-stay. So I have two questions about test-to-home. Both of which you've mentioned in passing, is there anything you can do to try to address the loss of data that's gonna happen as the tests move to home? I'm worried about that. And I'm also wondering what, if anything, you can do about families who really are unable or unwilling to comply? Yeah, I'll take the second one. I was gonna jump in on Senator Lyons earlier question and I think it's important to acknowledge firstly that schools do not operate well when they're positioned in conflict with families and a better part of the wear and tear, when we talk about contact tracing not being sustainable, it's that conflict that really contributed to the lack of sustainability, meaning nurses having to call people up every single day and not necessarily get cooperation. People got tired of cooperating, if you will. And so first thing I'd say is this shift in policy isn't necessarily gonna resolve some conflict that existed prior to the holidays during Delta. That conflict and that willingness to comply was always there. I think what we're trying to do now is acknowledge that a better part of the issue to Senator Lyons question is really not necessarily inside the school building, but it's how do we get out into the communities? And that's a key element of the strategy is how to deploy this, make it more doable. So schools aren't necessarily in the policing of a public health policy, if you will. It alleviates that pressure from the schools. It puts school nurses in particular back in the sort of their more typical clinical role. Yes, it does put responsibility on parents and yes, not all will comply, but the saturation that we're gonna achieve with this broad deployment of antigen tests, we think kind of compensates for that aspect of it. The data is one we, firstly we're messaging, we're gonna have to let go of some of that data. And that's hard for us because we rely heavily on that for our decision-making. But back to the point on surveillance testing, from my perspective, a key strategy for surveillance testing, and I will say to my knowledge, I think we're the only state that deployed surveillance testing regularly last year in schools. That gave us a sense of what was going on in the communities. Just Dr. Levine said, we already know the virus is strong community transmission right now. So having insight into that doesn't necessarily help per se, but we are talking about other metrics. I think you'll hear us talk more about the supply of antigen tests, for example, or the uptake. So there are gonna be some other measures that we can sort of speak to. And we'll certainly, the broader public health apparatus, the public health and physicians' offices and so forth will still be reporting that type of information. And we'll certainly as we have throughout the pandemic focus tightly on hospitalization and ICU usage as indicators. But the case count is gonna be a hard one too. And I don't see how we're gonna be able to continue with that as we air on the side of a more broad deployment of the testing, but. And I think there's just one additional part of the question that I don't think you answered, Secretary French. And I think if the implication is there are going to be families that are gonna be challenged by doing at home testing built into the protocol is the opportunity for the school nurse who we've unloaded in many ways with a lot of other burdens, but there's opportunities for the school nurse to become directly involved with families who do find this to be a challenge and may need some help in administering these tests. So that is a niche that's been carved out, if you will. Representative James. Thank you, Representative James. I did have another question. Just about the waivers. I just wanted to understand as I understand that Secretary French, though you've had the ability to grant these waivers for a couple of years now, is it that every year the waiver process doesn't begin until January? That's just its regular timeline. That's one little piece I've been missing. That's correct. Okay, thanks. Yeah, I mean, just to give you a concrete example, I had a superintendent reach out to me this morning or maybe yesterday. It was yesterday about pipes freezing. This is like, I haven't gone mad in catalog waiver requests, but I would say a lot of them are about pipes freezing this time of year. So the waiver process historically is set up to deal with the second half of the year. The assumption is that maybe some things occurred in the first half of the year and school districts typically would make adjustments like shortening a vacation or adding days on to the end of the year. But as you know, we don't know how snow days play out and school districts are required to put five additional days on their calendar for contingency relative to snow days. So some districts start tapping into that. So they don't really know what their trajectory is gonna be until the second half of the year. So that's when the waiver is designed to be invoked. Okay, we've done that analysis that we're gonna run out of time. I need to request a waiver. So yes, it's January and to January, February. Thanks. I'll tell you, French, you're not great at the lightning round.  I said years of being in a school board meeting so I can't help myself. And if Vermont Digger could do that headline tomorrow, I mean, I would just, I pay them for it. French fails with the lightning round. Sorry, other questions, Representative Webb. I think we're good and are committed at this point. I'm so appreciative. The one thing I'd like to ask is child care centers. I'm not sure if, I suspect both of you are involved, but I do know a colleague of ours is concerned about early childhood programs. I mean, we're all concerned about early childhood programs. So if you could just say a word about that. Yeah, I think, you know, pre-holiday, that concern started with our rollout of tests to stay. We had signaled we were going to extend that out to private child care and that was our plan prior to getting caught up in the Amicron piece. So I did, you will notice we have deployed that out to child care. So they're very much on our radar. We haven't forgotten about them by any means. Okay, other questions. This is incredibly informative hour. We really appreciate the two of you coming in. Do either of you have final comments for us that you think we should know something we didn't cover or that's in the guidance documents that you don't want us to lose sight of? I appreciate your support. You know, it's a dynamic situation to say the least. I think, you know, I've just underscore the fact, you know, this two week, I'll call it a two week period. We are at a critical moment where we're really airing on site of getting stuff out the door and really trying to push forward. Cause I think if the trend plays out like we are seeing in part, are there parts of the country that started earlier in us where there is some light at the end of the tunnel here. Great. My only additional comment is just to recognize this has been a pandemic long and certainly most recently and even further increased collaborative effort between the agency of education, the department of health, the pediatricians of Vermont, the pediatric infectious disease community in Vermont. Agency of transportation. Yeah. Agency of transportation for delivery of tests and for, you know, educators all across the state. So this has really been an important collaborative effort and I think it's been done very transparently and hopefully it will only matter for a few weeks more to a month or so more. Keep your fingers crossed. Indeed. Again, thank you both very much. I don't see any other hands raised. So representative Webb, thanks for joining us. Thank you. And Drs. French and Levine, thank you both for being with us.


Hey guys, what is up? Welcome to my channel. For today's video, I have a long overdue review. I am finally going to be testing out the Patrick Taw Major Dimension eyeshadow palette. I have had so many of you request that I review this. So here we are today. If you want to see two looks, I'm going to do one on each eye. My thoughts about this palette, then just keep watching. Hi guys, if you're new here, my name is Morgan. I am a product knowledge enthusiast. I just love knowing anything and everything about all the new makeup on the market and sharing my thoughts with you guys. As you know, I am coming towards the end of my school year. So things are a little bit crazy. So I got a little bit backed up, but I finally am able to review this. Unfortunately, today it is a first impressions. I mean, I don't know, maybe you prefer first impressions. I normally prefer to test and swatch and get a little bit into the nitty gritty of the palettes before I review them. But I'm filming this on Tuesday at 8.30. And this is the time that I got, so I'm going to take advantage of it. So let's dive in. Now, if you didn't know, you probably do at this point, but this is Patrick Taw's first eyeshadow palette in his line. As of now, his collection is mainly complexion and lips. Lots of powder products and cream products for the cheeks, highlights, all about that glow. We have an eyebrow wax and then of course he has a lot of lip products, but he has not yet touched the eyes really. So we have an eyeshadow palette. He also launched an eyeliner formula with this. I did not pick it up because I am swimming in eyeliners. The colors were quite neutral. I'm always intrigued to try an eyeshadow palette that is a first for the brand to really get a feel for their formula. See if there's anything new, unique and innovative about the formula. So let's take a look at the palette. Well, let me start off by showing you the box. It comes in the typical kind of Patrick Taw packaging that aligned with the other products in the line. On the back, it says that this palette contains luminous creams, iridescent metallics, glistening pearls and velvet mats in a single palette. You can wear a loan, you can layer, blend and contour to create a multi-dimensional look that goes from day to night. We have the same packaging as his face products, obviously in an eyeshadow format. And then you open it up and you have the palette. You can see here, there are 12 shades in this palette, a variety of different finishes. Velvety mats, what's the most unique about this palette are these two creams right here, which I absolutely love. This comes with a little door so that the powder doesn't get in here. And then there's supposed to be some metallics and pearl toppers in the finishes. Now, as of now that I'm filming this, I haven't even swatched these. Of course, I will be putting swatches right now on the screen for you to see. Let's see the details here. This is made in the USA and it has a 12 month shelf life. Now, the big catch with this and this is one of the main reasons besides the fact that I really love the color story was the price. This is $68 and even looking at the other prices of his line, this is expensive. I did not expect this palette to be in the $68 price range. We're bordering luxury pricing here. The rest of the products in his brand don't seem to really align with that price point. So there better be something special about this formula, right? So $68, that is a lot.  You have some neutral neutrals in here, but I would say for the most part, it leans more warm than it leans more cool. I don't know. I mean, I guess it definitely is a more warm palette, but it has some neutral tones in there. A lot of you guys were unimpressed with this palette. You thought that the color story was boring and you know why? If any other brand had to come out with this color story, I probably would have agreed with you. But if you at all pay attention to Patrick Ta's artistry and his work, this color story aligns with his whole aesthetic and being that this is his first eyeshadow palette, it really wouldn't have expected anything else. And because I love his brand, I'm excited about his brand and I enjoyed the aesthetic of his brand. This is exactly what I would have wanted for him to come out. So is it a boring palette? Yes, but let's be honest here.  At heart, I'm really so basic and I just wear neutrals all the time. So I'm putting a little bit of tart shaped tape. My eyelids as our base today. I'm also testing out on my face a lot of the makeup by Mario stuff that just launched. I'm testing some things out to film a review tomorrow. That is the color products on my face. I'm looking nice and glowing. All right, you guys, we are going to start off with the most probably intriguing part about this palette is creams. How can we utilize these? So I think on this eye, I'm going to do a brown smoky eye. I am going to take a Tom Ford number 11 brush, take it on, put it all over my lid as a base. That's blending on quite nice with this brush. Now, this is a natural hair brush. It is not synthetic, but it was quite easy to apply. I'm going to take a clean blending brush, work it out. Now, I can't speak for how this cream shadow wears, but that's a pretty nice one and done eyeshadow. That worked out very nicely. So I'm just going to leave that shade there because I want to start working on top of these. Now, why cream shadows? I like to use cream shadows because the shadows you put on top tends to become more intense and it also really improves longevity. So that is why I would suggest using this cream. We're going to take this shade right here. I'm going to be right here in the middle and I'm going to buff out the edges even more and begin to set the cream to ensure that it is not going to crease because that's not a cute look and there is a little bit of fallout that's happening, but nothing crazy. You know, it's not a really soft press. It's kind of perfect. That's working out really, really nice. Very smooth. Let's deepen that just to really test the capabilities of this palette. I'm going to take the dark brown on a small brush and let's work her out. Hear me out. This is looking really stunning and the cream shadow did not disrupt how the powders blend. They are blending beautifully over this cream and you just have a really gorgeous, simple face and eye shadow look. I'm going to go in with the lighter shade of the powder, put it along the lower lash line and then go in with the darker shade, really smoker out for the eyelid. I need to use this shade. Now, this shade isn't super soft. Has a little bit of a harder press. I think this is going to be one of the glitter toppers here. Oh, yeah. And this cream base is perfect for this kind of shade because I can feel this lid topper gripping onto the cream shadow. That's going to increase intensity of the shade and reduce fallout.  See, this is the kind of neutral palette that I like because it's neutral. It's boring, but it has these glam shades that really amplify the look. This is the kind of palette that I love for every day. It's stunning. You see that? So just for comparison's sake, what I'm going to do, this is what that lid topper I just showed you looks like by itself. Still stunning. There's nothing underneath. I'm going to take that cream base that I just put down and putting it down on my hand. Now we are going to take that lid topper and put it right over top. I did put two coats, but you can see how that changed the effect completely. So just with this cream base, you kind of have three different shades. You have this light brightening shade. You have a matte brown and then now you have the shimmery deep brown. So that's kind of what a cream base is going to do. I really love this look. It's very simple, very easy to do, but very glam. I'm going to take just a little bit of this shade where I'm actually going to mix these two.  I will say there are three of these shimmery kind of shades. I'm not in love with them. They're very beautiful. Well, this one at least is very beautiful on the eyelid. I don't love the consistency of them. I feel like they might get hard panned. They're very pretty and I like that they're not chunky and flaky and they look beautiful on the eyelid. So I think application wise, they're going to look stunning, which is what is most important at the end of the day. Though I do worry how they'll hold up over time and with use. I feel like this is the kind of formula where the oils of your fingers could build up very quickly in the pan and could create a little bit of difficulty as far as it become a card ban and being able to pick up as much color and pigmentation over time, but that's the kind of thing where only time it can really tell. Now there's this really interesting formula in here that I noticed with this shade right here. It seems to be a satin shade with some glitters in there. Almost like, you know, the color pop and tahti formula where it's matte with some glitter particles. It's kind of what we have going on in here, except the base is more satin than matte. Whereas the color pop is more matte, but it's kind of giving me that similar vibe. If you're really not into that, there seems to be less glitter in here, less reflex than what would be in the color pop, but that's also the same for this one. It's like a satin shade, but it has some glitters in there. I don't know. I don't know that I'm a big fan of that type of formula. Okay, we are going to move on to the other eye. I think having the creams in here is so fun. I'm a fan. I don't know if they're going to dry out because there really is nothing to seal it. This isn't like, this doesn't like press in. So I feel like this might be something that might end up being a waste if it dries out fast. But again, that's only something that time can tell because at that point, if they dry out, then that's two wasted shades, two wasted wells there. This palette's expensive for that to happen. Going to have to wear the creams alone one day just to see how they do, but this one is very pretty. It's definitely not as deep as that first cream, but I think it adds a nice kind of paint pot job and then it leaves a nice base, adds some depth in there and it's going to add a little bit of stick. I'm not going to do anything crazy with this look. I'm very curious about this shade. We do get some fallout. It's a bit powdery, but nothing crazy. I would say nothing worth really being bothered about. I'm going to put this shade in the crease and I think putting a shade like this over the cream is a good idea because the cream is going to hold on to those glitter particles and glitter is a strong word. They're more so reflex, but that way it will make it less messy. That's really pretty and you can see the glitter particles in my crease. So I know some of you aren't going to like that. So just keep that in mind. While I'm at it, let me test out the other one. This one is a little bit more loosely pressed than the others. I'm definitely getting more kickback. Now this is gorgeous as an under eyebrow highlighter. It just adds a very nice shine. I love that right there. That's beautiful. I love that. Okay, now we're going to use this shade right here. I haven't gotten the chance to use this guy yet and this one's going to give you a little bit more warm if you're into more warm looks. This palette doesn't run as warm as it looked in some photos. There are some photos where I saw and I thought loud that's like a warm neutral eyeshadow palette. I think it links more neutral than it does warm, which I prefer. I'm all about that. There's a couple warm shades. That's it. I love how the cream really does not affect how the powders blend over top and I do want to play with this peach shade right here. There's a Charlotte Tilbury shade that reminds me a lot of this in her new instant look of love palette. I'm going to pop this all over the lid. It's grabbing right onto that cream base making it one less step for needing glitter glue or a wet brush. This is giving me disco eyes very very pretty and I haven't used this shade yet. So this one is more of a metallic rather than that satin shade though this one does have a lot of reflex packed in there as well. But it's definitely more of a metallic shade. It feels very creamy, very smooth. I'm going to take that on my finger and I'm just going to place that right in kind of the middle of my eyelid and then hazing it out just using my finger. Your best tool for eyeshadows minus a blending brush. That's really pretty. I love the quality of that shade. Now I will say these two looks that I created today. I'm actually going to turn the light down. You might be able to see the look a little bit better. So you can kind of see the looks a little bit better since I turned the lights down. I'm going to turn them back up. One thing that I will say is the two looks I created. I used completely different shades. There were no repeats I believe and the looks look very similar. So on the eyelids I'm not noticing too big of a difference between the two looks. Now keep in mind I did two very similar styles of application and they're not looking too different from one another. So something to keep in mind. I mean that's kind of the case for neutral shades, but I do feel like there are some shades in here that might have been a bit redundant. Like I don't think we needed to have both of these right here. It all definitely stays in the same kind of shade here where there's some differences in depths, but I don't know. Like this is a great color story. I really don't want to knock it at all. I'm fine with it, but if I'm getting really picky, which I can very easily do, I need some more pop shades in here to really make a look super different. But I don't think that was the intention with this palette. So that's why like I don't want to knock it. This is like a neutral glam palette and that does exactly that. But I can see if you're playing a lot in the same depth of the palette, you know, you play a lot over here or you play a lot over here. A lot of the looks may end up looking the same. But if you like these colors, there's nothing wrong with that. I'll have me just kind of place some colors down here on the lower lash line. Nothing crazy with this look. I'm going to put on some liner and lashes and I will be back to kind of give you my final random thoughts about this palette. Alright, guys, I am back to share with you my final thoughts. I put a little bit of the Fenty eyeliner in the shade Poppy Eyes. It's like a metallic brown, which Patrick Till does have that color in his eyeliner launch. So I think this one is quite a close match. So I have that in my waterline and then I of course have mascara, a thin black liner and then some lashes. Let's talk about my final thoughts on this palette and I can definitely be a little bit nitpicky for sure. That's why I review and I want to point out things that maybe someone might see from both sides. So I do have some worries about the longevity of this palette as far as the creams go, just because I feel like the creams could easily dry out. That's kind of something that I typically experience with products like this. And I also worry about these lid topper shades. I'm not 100% sure there are some other shades like Charlotte Tilbury, where almost, you know, in the first use you get that hard band. That hasn't happened with this, but I feel like there could be potential. But again, that's just something that I won't be able to tell you except with time. But as far as what I use today, everything worked absolutely beautiful. I thought the creams were really stunning. They worked well with powders. They blended out great on their own. The mattes as well blended beautifully. They had the perfect level of pigmentation that still had some playroom to allow you to add more depth and to blend it out with ease. The metallic shade right here felt really smooth and the glitter shades were absolutely beautiful. The only kind of flaw I think in the glitter shades, particularly these two, is they do look quite close to one another. You can see the different colors in the reflex, which I guess is why they're in the palette. But just be aware, unless you're taking a look, they're kind of going to look the same. I notice the satin shades with those reflexes in there, they are a bit more powdery and more soft press than the actual flat mattes. That's not an issue for me, but just be aware of that if you're not into that type of formula. Everything is, I think, kind of the perfect press though. It's not too messy. So overall, I really do enjoy this palette. I'm very happy with it. This is the kind of palette that I personally feel comfortable grabbing for every single day. So I feel like this is a color story for me. I am so happy with it. So if this is a color story that you've been interested in, you think you'll use it a lot, I think you will be very, very happy with this. And that is all I have for my review.  If you aren't subscribed to my channel already, I would love it if you would consider taking the time to do so. And I will see you all in the next one. Bye guys, have a good one.