Speaker 1: Welcome to it could happen here a podcast about things
Speaker 1: falling apart, and today it's it's there, there's there's a
Speaker 1: little bit and I'm getting put back together, but today
Speaker 1: is mostly them falling apart. I'm your host, Christopher Wong.
Speaker 1: With me, I have Lucy who is a teacher in
Speaker 1: Chicago public schools and as part of the Teachers Union,
Speaker 1: and today we're going to be talking about just the
Speaker 1: absolute shit show that is being inflicted on teachers and
Speaker 1: students in public schools. And Lucy, how how are you?
Speaker 1: How are you doing? Um? You know, it's it's been
Speaker 1: kind of weird, but all in all, I'm in good spirits.
Speaker 1: I think my sisters and brothers and c to you
Speaker 1: are in good spirits. So we're going to keep fighting
Speaker 1: the good fight. Yeah. So, before before we fully start
Speaker 1: to get into the teachers Union and Lord Lightfoot's fuckery,
Speaker 1: I want to sort of get a bit of context
Speaker 1: for people who don't live in Chicago or just don't
Speaker 1: know much about the only politics because LORI, like you know,
Speaker 1: if if you read sort of like media accounts of this,
Speaker 1: like you, you, you you may be sort of misled
Speaker 1: into into thinking that there's like even some semblance of
Speaker 1: good faith going on here from Lord Lightfoot, and like
Speaker 1: I just I just want to like do a great
Speaker 1: like a Lord Lightfoot Greatest hits real for a second.
Speaker 1: So Lightfoot like immediately after she got elected, like the
Speaker 1: like the first thing she does is she she's she
Speaker 1: literally she's like, Okay, there's too much crime on the subway.
Speaker 1: We're gonna put swat teams on them. And so you know,
Speaker 1: you just be on the red lighte and there's a
Speaker 1: wat team and you know, because again this is what
Speaker 1: happens when you put a swat team on the fucking subway.
Speaker 1: They immediately shot a dude in the back for nothing,
Speaker 1: you just literally no reason. They shot him in the back. Um.
Speaker 1: So that that was like that was like like the
Speaker 1: first like few weeks of Lightfoot. And then during the uprising,
Speaker 1: she like she she turned the rich party of Chicago
Speaker 1: and she's like a medieval castle like she like like
Speaker 1: like raised all the drawbridges into the middle of the
Speaker 1: city so that no one could get into central part
Speaker 1: of the city. It was like awful. And then you
Speaker 1: know then as as as we sort of like there
Speaker 1: there's more and more sort of bad lightfoot stuff. Most recently,
Speaker 1: so Chicago got a bunch of aid money from the
Speaker 1: federal government and she spent two and one million dollars
Speaker 1: of it paying the police, not the schools. Yeah, nope.
Speaker 1: And CPD like these Again, I think I talked about
Speaker 1: this before, but like when when the CIA was like
Speaker 1: our initial torturing program failed, where do we go to
Speaker 1: like find people who know how to torture? They brought
Speaker 1: into Chicago Police Detective like and you know, and and
Speaker 1: this is the the CPD, Like like like there's there's two
Speaker 1: half a CPD. Right, there's there's like the torture CPD.
Speaker 1: And then related to them but not necessarily identical is
Speaker 1: the part of the CPD that's just a cartel. Like there,
Speaker 1: there's there's a thing in in at the beginning of
Speaker 1: the tens were like it turned out that like the
Speaker 1: almost like the huge parts of the CPD were literally
Speaker 1: just a cartel. They're running drugs. They were just like
Speaker 1: doing shakedown for and and like one person total, like
Speaker 1: you got arrested by the FBI for and everyone else
Speaker 1: is just still there. It's great, it's a it's a
Speaker 1: time so that this is this is who Lorrie Lightfoot is, um,
Speaker 1: she sucks. Like everyone hates her like like her. The
Speaker 1: people who should be her political allies hate her. Like
Speaker 1: Chicago Chargo got like a police reform bill, and the
Speaker 1: reason it was like a very mild one. But the
Speaker 1: reason it happened was just that, like like the like
Speaker 1: the Alderman passed it out of just pure spite because
Speaker 1: of how much they don't like Lightfoot. So this is
Speaker 1: this is the this has been My Christopher shouts that
Speaker 1: Lord Lightfoot intruded this. But yeah, Needles is say, Lightfoot
Speaker 1: not acting in good faith, just absolutely batman villain. Yeah,
Speaker 1: it's incredible. No, actually that's not fair because a lot
Speaker 1: of Batman villains are kind of right. Yeah, yeah, she she's, she's, she's.
Speaker 1: She's like the nightmare refusion of like Batman and a
Speaker 1: Batman villain, Like what if what if you like the
Speaker 1: worst aspects of both and made them The Mayor's Yeah,
Speaker 1: I've been kind of Um so I moved here almost
Speaker 1: a year ago from a smaller city, and I did
Speaker 1: not like the mayor in my city, and he really
Speaker 1: was a big fan of like the Lory light Foot playbook.
Speaker 1: But um, I guess people weren't as politically involved there,
Speaker 1: and my first week working in Chicago Public schools UM,
Speaker 1: somebody mentioned the mayor mentioned Laurie, and everybody kind of groaned,
Speaker 1: and I was like, oh, you don't like her, you
Speaker 1: don't like your mayor, And I mean I knew they didn't,
Speaker 1: but I was just kind of testing the waters. And
Speaker 1: this lady looks at me and goes, we hate her.
Speaker 1: I swear, like, if you mentioned her name in this city,
Speaker 1: people practically spit on the ground. It's like, it's amazing
Speaker 1: because like you mentioned a demon. Yeah, it's like like
Speaker 1: Chicago to cogunitoriously, we all hate our politicians. But like Lightfoot,
Speaker 1: like like that there were you would find rama Manuel
Speaker 1: supporters right, Like I don't know a single lord like
Speaker 1: outside of the schools, within the schools, everyone I know.
Speaker 1: It's like even even the even the cops don't like her,
Speaker 1: Like she keeps she keeps funneling hundreds of billions of
Speaker 1: dollars into them, and they still don't like her. It's like,
Speaker 1: it's incredible. Do you unite the teachers union and the
Speaker 1: police union one something that's the only thing that they've
Speaker 1: ever agreed on is fuck Lory Lightfoot it's really incredible.
Speaker 1: So life, whatoot's latest scheme? Um, yeah, do you want
Speaker 1: to explain? I guess go back a little bit in
Speaker 1: in into the history of sort of how how Chicago
Speaker 1: and Chicago Public schools have kind of been responding to
Speaker 1: COVID and then how they just did this stuff, and yeah,
Speaker 1: I guess, like, yeah, give us a background, like what's
Speaker 1: going on. Well, I'm going to preface with two things. One,
Speaker 1: I am fairly new here, so I don't know all
Speaker 1: of the details. And two, I really want to emphasize
Speaker 1: that I'm just here talking for myself. I don't represent
Speaker 1: CTU in any way. This is just I wanted to
Speaker 1: talk about my feelings on things. So, UM, what I
Speaker 1: do know is they were doing remote learning, and when
Speaker 1: I arrived here in March, we were fully remote and UM.
Speaker 1: Then in the fourth marketing period, so like around like
Speaker 1: after spring break, UM, we moved to a hybrid model.
Speaker 1: So we had parents and kids could like choose if
Speaker 1: they wanted to stay online or if they wanted to
Speaker 1: be in person. UM. I think like sixty percent or
Speaker 1: more depending on what school UM chose the online option.
Speaker 1: Like a lot of parents just were not comfortable putting
Speaker 1: their kids in UM. I know that there's been like
Speaker 1: a ton of talk about UM, you know, like the
Speaker 1: most economically disadvantaged families need the schools open, But it's
Speaker 1: kind of been the reverse. It's been the people who
Speaker 1: have UM more means are more interested in opening, and
Speaker 1: people who UH are less well off are a little
Speaker 1: more resistant to it. I mean, that's not the same
Speaker 1: across the board. I don't want to generalize too much,
Speaker 1: but that's been what I've seen UM. I think, if
Speaker 1: I had to guess it, there's a lot of history
Speaker 1: behind that, Like UM. I mean, first of all, just
Speaker 1: can your family afford an illness like this? And people
Speaker 1: living in multi general generational households. And I think something
Speaker 1: that CPS and our government in general really fail to
Speaker 1: acknowledge is just how how much mistrust there is between
Speaker 1: government institutions, public schools, and UM people of color and
Speaker 1: for a good reason. You know, they have been repeatedly
Speaker 1: just screwed over by these institutions. And I can absolutely
Speaker 1: understand why they might not trust a school district that says, hey,
Speaker 1: we'll keep your kids safe, because they weren't doing it
Speaker 1: before the pandemic. UM. So we had I had like
Speaker 1: seven kids in one of my classes and like ten
Speaker 1: and another and then the rest of them were online.
Speaker 1: And I'm like sitting at a computer teaching to the
Speaker 1: kids online and to the kids in their room. All
Speaker 1: the kids in the room are on their computers too,
Speaker 1: so that we can like still be like one cohesive class. UM.
Speaker 1: It was hard, and it was like kind of like
Speaker 1: mentally fatiguing, like just going back and forth like that.
Speaker 1: But you know, we made it work. I was kind
Speaker 1: of I was really proud of us, Like we made
Speaker 1: it work. We made it happen. We stayed in contact
Speaker 1: with the families and the kids constantly UM and like
Speaker 1: as things moved on and as numbers started going down,
Speaker 1: more people started warning their kids back UM. And then
Speaker 1: after spring they UM well, so like after springbreak they
Speaker 1: let people come back. And then as we moved towards
Speaker 1: on our more and more kids were coming back. Which
Speaker 1: it was the school I was in was UM handling
Speaker 1: it very well. Our principle was really committed to like
Speaker 1: keeping us safe. So there was UM testing. Like once
Speaker 1: a week somebody would come bay and be like, yo,
Speaker 1: go get your COVID test. UM. I don't know if
Speaker 1: kids were being tested, but I know teachers were. UM.
Speaker 1: Then summer happens. I ended up in a different school
Speaker 1: in the Austin neighborhood, which is um a lot less
Speaker 1: advantage than the one that I had been working in,
Speaker 1: and we open back up fully in person no remote
Speaker 1: option like at all, like if UM. The only people
Speaker 1: who could get remote were kids that were deemed medically fragile,
Speaker 1: but they had to one submit like tons of paperwork
Speaker 1: to prove that and to their siblings could not stay removed.
Speaker 1: So at that point, it's like, why, what's the point?
Speaker 1: And if you were a teacher who had a medically
Speaker 1: fragile child in the schools, your kid could be remote,
Speaker 1: but you couldn't, So then you know, how is that
Speaker 1: going to work? UM? And I found in the school
Speaker 1: where I was. You know, this is the issue with
Speaker 1: Chicago and with you know, most of the country is
Speaker 1: some schools have more resources than others. And the school
Speaker 1: I didn't know where to get tested. Nobody like told me.
Speaker 1: I think there was some kind of testing program, not sure,
Speaker 1: definitely nothing for students. UM. I've since moved to a
Speaker 1: high school that has more resources, but still I have
Speaker 1: not been able to figure out where the heck to
Speaker 1: get testing, which has been one of the biggest things
Speaker 1: that uh CTU is asking for is we want um
Speaker 1: opt out testing instead of opt in testing, so you
Speaker 1: would automatically be registered to test, and if you didn't
Speaker 1: want to test, then you would have to opt out,
Speaker 1: which would end up with far more people getting tested
Speaker 1: and make it a lot easier, because I mean a
Speaker 1: big part of why people are in signing up is
Speaker 1: it's really hard, like I don't know where to find
Speaker 1: it that everyone's like it's in your emails somewhere. I've
Speaker 1: searched my email. I don't know, Like we get like
Speaker 1: emails a day, like yeah, and it's yeah, Like you know,
Speaker 1: I think anyone anyone who remembers what being in a
Speaker 1: school is like those they have, I mean, just the
Speaker 1: absolute worst bureaucratic stuff, Like it's it's it's it's like honestly,
Speaker 1: like it's like my experiences with like academia and like
Speaker 1: even back in the high school, like their tech stuff
Speaker 1: was like worse than corporate sex stuff, which is like
Speaker 1: astounding mm hmm, it's it's ridiculous. Do you want to
Speaker 1: jump into here into Lightfoot's like okay, Lightfoot has like
Speaker 1: invented a new kind of COVID denialism, which she's like
Speaker 1: she she's now turned into like a COVID test nihilist,
Speaker 1: like it's incredible, like she she she has. She went
Speaker 1: on this rant about how like COVID testing is a
Speaker 1: quote quasi medical procedure and how you're gonna get lost,
Speaker 1: like it's it's bizarre. So this this journalist asked her
Speaker 1: about the testing because and I don't know which journalist
Speaker 1: that was, but I want to thank them so much
Speaker 1: because they have seen a lot of the reporters are
Speaker 1: actually out there trying to keep c t US demands
Speaker 1: in the conversation as opposed to this like whole oh
Speaker 1: lazy teachers don't want to work like off, we do
Speaker 1: want to be working. Um. But so I almost thought
Speaker 1: that she had like mixed up with this person said,
Speaker 1: and thought that they were talking about vaccines. But even so,
Speaker 1: like stop it, stop, just stop doing that. But who
Speaker 1: is having a reaction to a COVID test. It's like
Speaker 1: literally a cute tip, like like you just sticking. They
Speaker 1: don't even stick it that far up your nose anymore.
Speaker 1: They just do a little in your nostril or like
Speaker 1: a mouth swat. Yeah. Like actually like as someone who
Speaker 1: had like like I genuinely did have a kind of
Speaker 1: bad reaction because I jabbed it up really far and
Speaker 1: like I was like sneezing a lot afterwards. But it's like, oh, no,
Speaker 1: you sneezed a little bit, Like what what does it
Speaker 1: even mean? Like not like I feel like people are
Speaker 1: acting like this test is like this weird new technology
Speaker 1: it is. It isn't Like right before the pandemic, like
Speaker 1: a couple of months before I had the flu and
Speaker 1: I had exactly the same kind of test. They stunned
Speaker 1: a thing up my nose. It was hella uncomfortable. Um
Speaker 1: it took like two seconds. They stuck it on a
Speaker 1: little plastic thing. I'm a bob and said, oh, looks
Speaker 1: like you have the flu. Yeah, it's I don't know
Speaker 1: where this is coming from. I think it's just she
Speaker 1: is not a very charismatic person, and she's not someone
Speaker 1: who does well under pressure. And right now she's back
Speaker 1: into a corner and she's acting out and it's been
Speaker 1: kind of wild, like I've seen she's she's also throwing
Speaker 1: other people around her under the pots. Yeah, like she
Speaker 1: says something about Pedro Martinez, like she says, the teachers
Speaker 1: aren't in charge of this. Padre Martinez is in charge.
Speaker 1: She's the CEO. And I'm like, okay, so you're being
Speaker 1: this is setting him up to take the blame on this.
Speaker 1: Everything that you tweeted about like it was she was like, no, no,
Speaker 1: it's actually the Mayor's and nothing. Sorry, it's it's actually
Speaker 1: the Uh, it's the principles. The principles were like no, yeah,
Speaker 1: So CPS is kind of interesting. Um, this can be
Speaker 1: really good or really bad, depending on what's school you're in,
Speaker 1: but the principles really have a lot of autonomy over
Speaker 1: their school. Um. I've now been in two schools where
Speaker 1: that's worked out great. My principal rocks. Um, if she
Speaker 1: ever hears this, I hope she knows that I said that.
Speaker 1: I think she's great. Um. Also, the principle I worked
Speaker 1: at the beginning of school year was awful. Um. So,
Speaker 1: but when it comes to like district wide protocols, like
Speaker 1: that's district wide and so CPS apparently had a meeting
Speaker 1: with principles where um, I heard some rumors about this too,
Speaker 1: but I also saw that letter that they had posted. Um,
Speaker 1: the principles are one really frustrated because CPS isn't communicating
Speaker 1: stuff with them very effectively, and so parents will be
Speaker 1: calling like do we have school tomorrow? And they don't know,
Speaker 1: but CTU knows, and it's telling their members. So the
Speaker 1: teachers all know the like more answers than the principles do,
Speaker 1: which is obviously really embarrassing if you're supposed to be
Speaker 1: in charge. Um. And then there they were told in
Speaker 1: this meeting with CPS, school's gonna be closed on Friday. Okay,
Speaker 1: school's closed on ready, Great, sounds good. And then Lightfoot
Speaker 1: gets on the dang news and tells everybody that it
Speaker 1: will be done on a school by school pap basis
Speaker 1: at principles discretion, depending on if they have staff. So
Speaker 1: now all of these principles who had already told their
Speaker 1: students and families that, um, we're closing, look like they're
Speaker 1: the ones who closed it as opposed. Like and that's
Speaker 1: it is rare for me to feel bad for a
Speaker 1: school principle, because that's that's my boss. You know, I
Speaker 1: don't us, but I feel bad for them right now.
Speaker 1: Oh my god, Like you're just trying to like make
Speaker 1: sure that people have the information they need in a
Speaker 1: timely manner, and this lady is up here making you
Speaker 1: look like a monster. It's so unfair. Yeah, should we
Speaker 1: talk about what's been happening up to the pastor of
Speaker 1: winter break and then the stuff that's happening now, because
Speaker 1: it's very grim and bad. Yeah. So a lot of
Speaker 1: schools have been having COVID cases. Um, there's I'm not
Speaker 1: really sure what's going on with cps IS data. It
Speaker 1: kind of seems like they're not reporting it very faithfully
Speaker 1: or accurately. Like if you look at their tracker, they'll
Speaker 1: be cases and then suddenly they'll be gone. Um. We
Speaker 1: never really get a hard number ever. Like will be
Speaker 1: like if you have a student in your class who
Speaker 1: has been quarantined and we all know what it is,
Speaker 1: but they don't say it. They'll be like, um, you know, uh,
Speaker 1: Johnny will be out for the next x amount of
Speaker 1: time due to health reasons. Please let him join via
Speaker 1: Google Meet And they never do. That's the other annoying
Speaker 1: thing is like the students, I think because they are
Speaker 1: either close contact or they're sick, um, you know, to them,
Speaker 1: it's like a a break almost like they're not going
Speaker 1: to log in randomly, Like it's it's just with I
Speaker 1: think with kids, like once it stops being consistent and
Speaker 1: it's like back and forth all the time, it becomes
Speaker 1: very difficult for them to stay motivated because they're out
Speaker 1: of their routine. Like I I sometimes hate it when
Speaker 1: people say this, but it is kind of true. Kids
Speaker 1: kind of thrive on routine. Um. So at this point
Speaker 1: now I have like a third of my class at
Speaker 1: any given moment will just not be there and it
Speaker 1: will be different third of the class every you know,
Speaker 1: it kind of like rolls through. So all of my
Speaker 1: students are like different points in the curriculum. It's hard
Speaker 1: to like know what to teach each day because I
Speaker 1: don't know who needs what. It's hard to reach out
Speaker 1: to the kids that are at home and make sure
Speaker 1: that they get what they need because I'm so busy
Speaker 1: trying to catch these kids up and move these kids
Speaker 1: on and all that stuff, um, which I have seen
Speaker 1: some research. I'll see if I can find it, um
Speaker 1: after we're done. The like pointing out that like remote
Speaker 1: learning isn't the worst thing that can happen. The worst
Speaker 1: thing that can happen is just flipping back and forth
Speaker 1: all the time and having huge numbers of kids absent
Speaker 1: from in person learning. UM So we go on break
Speaker 1: and obviously we have o macron like sweeping through the country,
Speaker 1: and we all knew that they were going to be spikes,
Speaker 1: Like we knew that in Chicago had what was if
Speaker 1: Illinois had some like astronomically high number of new COVID
Speaker 1: cases like breaking records all over the place. UM CPS
Speaker 1: has had huge increases. Yesterday we had forty three four
Speaker 1: cases in Illinois. It's that's a lot, like yeah, but yeah,
Speaker 1: so overbreak like the last like, the Union had been
Speaker 1: trying has been trying forever to get CPS to come
Speaker 1: in and agree to UM a few things. So one
Speaker 1: in February we had a um an agreement that schools
Speaker 1: would flip to remote if they reached a certain threshold.
Speaker 1: That agreement has expired and CPS has refused to come
Speaker 1: to the bargaining table and negotiate a new one. They're
Speaker 1: just like, no, we don't need it. We also have
Speaker 1: been trying to get them to do the opt out
Speaker 1: testing and a like surveillance testing programing in school so
Speaker 1: we can kind of just have little bits of data
Speaker 1: to understand like where are these cases. CPS doesn't want
Speaker 1: to do this. They don't want a threshold for flipping
Speaker 1: to remote because then they would have to flip to remote,
Speaker 1: and they don't want the surveillance testing because then they
Speaker 1: would have to flip to remote, and they just don't
Speaker 1: want to flip to remote. Um. So finally over break,
Speaker 1: you know, it kind of came to a head, like
Speaker 1: they were still refusing to negotiate, like, um, one of
Speaker 1: the union delegates in my building said something about, um,
Speaker 1: they've been meeting by to these meetings, like you know,
Speaker 1: like twice a week. They try to get these meetings
Speaker 1: to happen, and the mayor never comes and the CEO
Speaker 1: never comes, like they will either send lawyers or they
Speaker 1: don't show up. And it's like, dude sounded so tired
Speaker 1: into moralize when he said that, I felt bad for him. Um,
Speaker 1: but yeah, So we voted that we were going to
Speaker 1: go in on Monday and Tuesday meet with our safety committees,
Speaker 1: get a feel for what's going on in school, and
Speaker 1: then we are going to have a vote on Tuesday
Speaker 1: night as to whether or not we will do a
Speaker 1: remote work action on Wednesday. And I know a lot
Speaker 1: of people have been like trying to make it sound
Speaker 1: like this was very sudden, but it absolutely wasn't. Like
Speaker 1: we had a vote about whether or not we were
Speaker 1: interested in doing this, and then we had a vote
Speaker 1: on whether we're still interested on having a vote, and
Speaker 1: then we had the vote, and the delicates voted on
Speaker 1: if they wanted to hold an official like should we
Speaker 1: do an act and vote? We did. Um, it was
Speaker 1: like seventy voted yes. Um. There were some complaints that
Speaker 1: some people didn't get their ballots, but they did wait
Speaker 1: till they had enough yes votes to preach that to
Speaker 1: third majority that we needed. So, you know, c TU
Speaker 1: has every step of the way really been making sure, um,
Speaker 1: this is actually what we want. This isn't just like
Speaker 1: unilateral things like Lorie keeps throwing that work unilateral around.
Speaker 1: It wasn't unilateral. It was like, at least two there's
Speaker 1: the teachers in this district said I don't feel safe
Speaker 1: at school. There's not enough staff in the building right
Speaker 1: now to even teach half my kids. A third of
Speaker 1: my kids are out. This isn't working. So yeah, so
Speaker 1: we voted that we're going to stay home and work
Speaker 1: remotely and then we got locked out. Yeah, which again
Speaker 1: like and I want to almost refocus on this for
Speaker 1: a second because even a lot of people who are
Speaker 1: sympathetic to to to the re unions on Twitter, you
Speaker 1: see this a lot, they'll they'll be like the CTU
Speaker 1: went on strike. It's like, no, they didn't like teachers
Speaker 1: and teachers are not on strike. The teachers are attempting
Speaker 1: to work from home and school district will not let them. Yeah,
Speaker 1: it's it's every morning I get up at six thirty,
Speaker 1: I make my coffee, and I sit down and I
Speaker 1: try to log in, and I know I won't be
Speaker 1: able to, but I do it anyway. Um. Thankfully, I
Speaker 1: had thought to download as much of my materials as
Speaker 1: I could prior to this, only my personal device, so
Speaker 1: I am still able to create lesson lands, been making
Speaker 1: some very cool social study slides. I'm I'm so sure
Speaker 1: that my students are gonna love lots of cool assignments
Speaker 1: for them to do. To um. But yeah, like, this
Speaker 1: is a lockout. And Glory keeps starting this word like
Speaker 1: illegal work stoppage around. It's not a work stoppage. We
Speaker 1: are actively working. She has illegally. It is in our contract.
Speaker 1: That she can't lock us out, and she did so.
Speaker 1: So at everyone's doing each other and saying illegal. But
Speaker 1: I know which side is right? Yeah, yeah, you know.
Speaker 1: I I am not an en normal perspector of the law,
Speaker 1: but like this is this is both. This is one
Speaker 1: of the rare occasions where the thing that is happening
Speaker 1: is both illegal and also just wrong. The reporting on
Speaker 1: this just has not gotten the actual fundamental thing which
Speaker 1: is happening here, which is a lockout. And it's enormously
Speaker 1: frustrating a lot of ways because you know, and i'd
Speaker 1: say this, okay, so like local media reporting has been
Speaker 1: a lot better, but any like any national coverage has
Speaker 1: just I've seen it's just been like, yeah, it's gonna
Speaker 1: be it. For part one of this interview, come back
Speaker 1: tomorrow for part two, when we will talk more about
Speaker 1: what's actually going on inside the schools and you know,
Speaker 1: generally do the media's job for them, because lord knows
Speaker 1: they're not actually getting it right. You can find us
Speaker 1: that happened here pod on Twitter and Instagram as usual,
Speaker 1: or you cannot find us. In fact, I encourage you
Speaker 1: not to find us, because good Lord, the internet is bad. Goodbye.
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