 Thank you. I'd like to report for those of you that might be surprised it's raining here in Rochester Stockbridge and this is, I don't know, we're keeping track here with the 9th, 10th, or 11th day in a row. And Amy's not was able to be with us tonight. She asked me to step in. And so I'm going to do the best I can to get us through a very, I think this is exciting. But also a very important meeting, getting ready for our annual meeting tomorrow night. So I'd like to call the order of the Rochester Stockbridge Unified District Board to order at 536. And I'd like to kick it off with any adjustments to the agenda. Okay, super. Under the consent agenda, we have the approval of our April 3 minutes. Do I hear anybody that has suggested edit correction or whatever, or do we want to move this along? I move that we accept the minutes of of April 3 as presented. Okay. Second. All right. Let's do that. Hold in favor. Hi. Hi. Hi. That's fantastic. Hi. Talking about nobody keeping score, but I can't remember the last time we edited one of the minutes here. So somebody's on a roll. Is it Parker? Who's, who's our minute taker? Pass on our compliments to him. Sure. Is there anybody here from the public who'd like to say anything at this time? Is there any board comment? Somebody would like to share anything with us tonight at this time. We've got a celebration of learning. And I must say, this is something that I wish I mastered back when I was in the third or fourth, fifth grade, because I was back in the day. The way we showed how well we were in spelling was we had a spelling bee and we'd all stand up in front of the class and they'd ask us how to spell. And Billy Edgerton was usually the first one that fluffed and everybody watched me walk to my table and chair with my head somewhat down and then they went on to great celebration. Yes. Thanks, Kevin. A lot has changed since then. What have you got? So, I'll introduce it. This is in two parts. It's both with our second and third grade teacher in Stockbridge, Morgan Demers, and this is some second graders that are participating in spelling mastery, which is a program that's for first through sixth grade. And you take a ten word spelling test at the beginning of the year and if you get less than two wrong, you take the next level and it goes and that's how it places you A through E. So these kids are getting, students are getting ready to finish the first level and have only been doing this since November. And you're going to, so it says spelling mastery, but this also delivery format is also in the direct instruction delivery format. So you're going to see a lot of confirmation and you're going to hear prompting questions and just some great strategies. And hopefully the audio looks okay, but I think it was fine. Nice job, uppercase T-H-A-T. Spell fish, get ready. F-I-S-H. Nice job, F-I-S-H. Next word, spell has, get ready. H-A-S. Nice job, H-A-S. Spell five, get ready. F-I-V-E. Nice job, F-I-V-E. And our last word, spell fins, get ready. F-I-N-S. Nice job, F-I-N-S. Okay, pencils down, fingers on, part C, ready to go. Nice job following that direction everybody. Okay, so we need to go back. Okay, go back to part B, turn your book upside down. I was ready to go ahead. Okay, see how he spelled the sentence. Okay, so cross out words that are spelled incorrectly and spelling correctly above them. Above the words that are spelled incorrectly. No, the first word is, it's right. You're just looking for spelling, okay? As long as every word is spelled correctly. Next word, above. Look at your line B. Above. Above math. Yeah, good job. Alright, move to math. So there's two arrows. Cross out, so how do we spell this word? Here, this. What's that word supposed to be? It goes with our first sentence. What was the second word? Number one, it was B-A-N. So you gotta fix that. B-E-G-A-N. Got it? Okay, nice job. Which two words did you change in the sentence? Get ready. Okay, let's try it one more time because I didn't hear everybody. So what are the two words that we're fixing in the sentence? Get ready. Nice. So dish, and then the word is. Spell dish, get ready. B-I-S-A. Nice job. B-I-S-A. Everybody in that time, let's try it again. Spell is, get ready. I-S. Nice job, I-S. Now we're moving on to part C, okay? So everybody touch part C. Nice job, Jolene. Nice job, Brody, waiting on everyone to put their pencils down and touch part C. Nice job following that direction. Okay, so this is a matching exercise. You are going to look at the words in column one and draw a line, a straight line, to match them in column two and fill in the blanks. You may start. Number three. Number four. We're going to draw a senior together. That's a senior. That's right. A side. Okay. Find part B. You're going to rate the sentences. Nice. In either corner, you already have your stuff. You remember to put the right end mark at the end of the sentence. Sentence? Burn. Burn. Know how to fly south. What do you think? Okay. This one. Right. I'll know you're right. So every lesson. We'll start with another video that I can share out. It's the next two parts of the lesson, but every lesson. Includes five parts. The first part is typically review of previous. And words. And sounds that they've been spelling up to this. Point. I would say where this is really different than probably when all of us went to school is it's not just a spelling list that goes out on Monday and you write it at home. And then you write it in. Sentences. It's structured. So the sentences that you see them spelling together at the beginning, those are all words and sounds that learn to spell since the beginning of starting this program. And so the words at the beginning part of the lesson. It's a review of different words that they've been spelling up to this point. And it could be from the first lesson all the way to lesson. They're on lesson 50 right now. Part B is sentences where she'll repeat. She'll state a sentence. And then they have to spell it. Out and write it out. And then there's the correction part that you saw. And now there's. Connecting words. To fill in the blank, but they have to fill in the sound. It's not the letters. So that's what they're doing right now. And then the last part. It's usually the introduction. But the last two parts are practice of another sound. And then a sound that they've done, like fog is what they were working on. So log, dog, fog. And then the last part of the lesson. And then the last part of the lesson. And then the last part of the lesson. And then the final part of the lesson. So log, dog, fog. And then. The last part is not spelling of sounds, but hearing sounds, staying in fact. And then having to sound out words. So she'll say a word like great. And they have to say the first sound. That you hear the second sound. Third and so forth. And the piece about this that we're really seeing. Is it's eliminated. you spell questions. When they're writing independently, and some of you who have kids probably get that a lot at home, but we were seeing it a lot, so it's made writing a lot easier as well for our kids. But, so this is just some of our younger students just getting started. And the reason it started in first grade and not in the first grade, we're still really focusing on sounds and being able to decode. So that's, oh, there's another part, but I'll send that out to you for your viewing pleasure. Later we'll keep practicing. Thank you. Yeah. I'm gonna have a comment and I'll give back a praise. Okay, so let's practice now. On the count of three, I want everybody to smile. And the more happy you are after you saw this spelling demonstration in a way, the wider the smile, I'll give you extra bonus points so the smile goes all the way to ear to ear. Okay, ready? One, two. All right, we're unanimous. Oh boy. Thank you so much. You're welcome. I always get a thrill. Okay, we're now on agenda item number seven reports to the board. We've got three. We've got an invisible superintendent, but I hope you got good, is he here? All right, I think on this. Oh, I think it's gonna represent. Yes. It's gonna represent. Thank you, on that. Oh, you're welcome. Can you hear me okay? So you have Jamie's report. I don't think there's much to add to it given that we were, for the most part, off last week in our schools. So I think happy to answer any questions about it. There's a lot of good work in the last seven weeks of school that we have planned full of lots of work, both academically, social, emotionally, and also some time for celebrations we get towards the end. So excited about everything that's ahead and starts to lay the groundwork for the next school year. Well, it sounds like you're doing everything right because we gotta figure out what we're doing right or wrong or in between, consult, figure it out. All the time we've gotta be doing things and being prepared, being looking to the future. And I must say that continuity in your reports from Lindy to Jamie, two years to honest is you're looking back, you're telling us about the presence and you're also sharing with us your planning for the future. And that's very reassuring to all the listeners that are privileged enough to hear and read your material. Are there any comments and all the questions for our agency report? Okay, Lindy, you're up. And Mrs. Digg. Yeah, so we'll start with just the primary report to start. You have my report in front of you. I'm trying to think if there's anything fake. I think the biggest thing outside of kids and staff is that we did do a walkthrough the Wednesday before vacation with EI. And then they were here in Rochester over vacation with all the subcontractors. So that work will start some of it even while school is still in session this summer or this starting this summer. And then they've also done a walkthrough in Rochester and all the subcontractors will meet there on or excuse me, Stockbridge will meet there on Wednesday to do something similar and really just gotta lay the land and understanding what needs to be done and what's going to be done and rough timelines that things are gonna be completed in. So that's kind of exciting. The other thing I'll add is over vacation here in Rochester we've moved trophies out of the display case in the lobby area. And you'll see the start of when you guys come tomorrow night for the annual meeting that will have student work in there. And that was a request that kind of came through the PTO and students here to have something a little more representative of what they've been doing especially because folks don't always get to walk all the way down the hall and see everything that kids have been doing. The trophies have not been disposed of they're boxed up and ready to work with the historical society when the time comes but it was kind of a good suggestion that came naturally for a great way to show what's going on here in Rochester. So those are the big things from here but the exciting stuff I think is that academic benchmark but does anybody have questions about the principles report before I- Questions or comments about a limited report. I had a user do a question and comments. One is the VCAP rollout. Everything I read about it is I'm hearing according to Vermont diggers and other the hairs on fire any number of supervisory unions or districts. And what I've heard is that instead of waiting and crying wolf or taking the bull by the horns no whatever and trying to be as prepared as we can to make this a success for the students and for the data collection we want something that as much as possible can reflect accurately where our students are and this is the benchmark test. So how do you feel about this Lindy and Anna and are we and Ray? Cause you're all teaming up on this. Is it still pretty much a go here for us? I know it sounds difficult but give us the update please. So we'll start testing tomorrow with fifth graders and Stockbridge in science so we'll have better meetings tomorrow afternoon. And that was just everybody's chosen a different approach. We chose to take like our smaller fifth grade populations in both buildings cause they're the only age group that has to test the science and work through it with them first and in a staggered way. So like Stockbridge will be Tuesday it's two test sessions and Rochester will be Wednesday and then that'll give us some time to make sure that we're good to go when both groups test on Thursday. And then, yeah, so I will have a better read tomorrow how it goes. I think kids are probably more used to the technology than adults are because it's similar how to use the cross out tool, things like that and we'll just, I don't have a good and feel like we're ready but ask me at nine o'clock tomorrow morning and I have a different answer. I think one of the pieces of feedback that's been interesting so far in utilizing the practice test is how language heavy the science test is. So it's those reading skills that we've really been focusing on hopefully will come in handy in the science test but it's based on the practice test so we'll find out. So we're in the jungle, we're gonna get out of this alive and shining and then we're gonna wait on it for eight, 10 months before the state gives us the untreated results what's in your crystal ball in that? When will we hear how we did? Well, so the results, I envision the results will come in a couple of different ways in terms of what we are allowed to look at and compare across the state. I do have no idea, as you know we still have those embargoed from last year. What was not embargoed last year and we had I think by the time students went home was the individual results, right? And so families did get those and those can mean any, you know that can be helpful for some folks that can be less helpful depending on sort of what kind of information they get from it. So there's not a clear path in terms of what information we'll get when and again I think we have a little bit of a better sense on the benchmark testing that we do internally what we can do with that data and how we use that to inform what's going on. And so although the state testing is really important I think being able to pair that with the local testing that we do I think we'll have a better sense of how we both wrap up this year and how we also prepare for the start of the next school year. So I will not do any wagers on when things will be ready and available for people to look at because I think that's a that feels like a entirely opaque situation at this point. There's smart, a lot of us are still gun-shy after the Bruins lost last night and the opening round after having the greatest season Bruins ever had in the history of the franchise. So smart, smart woman there. Okay, I guess the final thing is this state agency of education is going to be visiting this campus in Stockbridge. At the end of this month to talk about direct instruction is have we invited them? Are they crashing our party or are they looking for something that they're curious about? They had reached out to the Cale Martin our intensive support coordinator about I think there's been some conversation around the state, around the science of reading and just what different books are using to teach decoding and phonemic awareness. And the Cale had asked if we would be comfortable with that and so they will be here, I think you may travel forth this the day we picked tonight to be able to observe our classrooms. Wow, I think it's quite an accomplishment. My gosh, they're coming to learn and listen. I like that. Okay, on to the results. Anybody else, any other comments? Yeah, are you going to lead us through? Yes, absolutely. One thing I'll say before we switch gears is May 31st at 5.30 p.m. Both Rochester and Stockbridge Kudos will be performing Miss Farm's Got Talent which is our newest artist in residency with the White River Valley players specifically Dorothy Robson and Susan Raul. So I hope you'll all be able to join us right back. Wow, thank you. Yeah, absolutely. Ray, we hear that on our calendar. I'll try to answer another one or two as we get closer. So where to start? This is really exciting. I think it's where I'm going to start. I'm very proud of this and teachers just saw this for the first time today. We've talked about it individually but to see it collectively is Rochester and Stockbridge is pretty exciting. So when we look at math, I think the biggest highlight is K through 6, 75% of our students are meeting or exceeding grade level expectations in math. And at the beginning of the year, in the fall, only 40% were there and 58% in the winter. So I'd say that's a huge, it's almost doubled and we're making great progress. We had some of our cohorts of students who typically had not met the standard really start to jump, especially if you look at first grade. The percentage of students who were level low meeting expectations has decreased and the students in first and third grade are either meeting or exceeding. So when you look at that just from winter to spring alone in the winter, 38% of our first graders were below the standard and now 88% are meeting or exceeding. So we need some huge, huge growth in those and our kindergartners continue to meet or exceed the standard and we continue that, if you look, then the first chart in math there, where it talks about our annual progress rate or rate of growth. Remember 1.0 is like the national, like you're growing on the right track in a year. Anytime we exceed 1.0, that means we're like making up over a year's worth of growth and knowledge. So we continue to exceed that standard and that growth rate from the beginning of the year to now. And so that's been great to see. And I would say overall, I think what this really shows us is when we, as a staff do something with fidelity, we get student results out of it. I mean, we've seen great growth even in our upper grades who haven't had the benefit of inconsistency of using the same programming and curriculum from the year, but are still making great gains themselves. If you look at that sixth grade group from winter to spring, we didn't even have anyone exceeding the standard. And now 15% of them are exceeding and that below standard or well below is at 38% and still making progress in the right direction. So that's exciting to see as well. Any math questions? It's a lot of math and what, before we go on to our literacy or English language arts. So 40% of our students school-wide are meeting or exceeding that expectation. We are at 24% in the fall and 38% in the winter. I think the bigger thing to look at overall is that 19% of our students are well below the expectation and that's dropped tremendously from winter to spring. So we're starting to see some growth. And I think the highlight point when you really break it down class by class is meeting or meeting the expectation means you're in the 50th percentile or above because that correlates directly with how students will potentially perform on our state testing when the nation is really at 50% is meeting the standard. And we have a lot of kiddos right now that are in that 50 to 58, 59% tile range. So we have some kiddos that are really, really, really close. And so we have been focusing on our foundational skills and we're seeing quite a bit of growth and you see that when you look at this comparison on page four, four and five, I guess is the way it's based. As you start to look at the red, I mean, there's no other way to say it, right? Like the red, the well below has decreased dramatically anywhere from three to 30% in each grade up. So we're in progress and we continue to be at this higher rate of growth, like two times, two to three times higher than the national rate of growth. If you go back to page three and then I think the group to be really proud of is our third grade students, especially in the fall, 63% of them were well below and 25% were below. And now when you look at their percentage, we're seeing this 25%, 50% and finally some more blue and green, which is great. So we're making great progress there and they definitely had one of the stronger rate of growth and that is a group that was in kindergarten when we were sent to virtual learning for COVID. So it's good that we're starting to close those gaps. And then if you look at our sixth graders, you see quite increased again in that above well, sorry, excuse me, well above and meeting that expectation. So we're headed in the right direction. We're gonna continue to focus in on several different skillsets, both in math and in English language arts and we'll break this down a little bit more so in terms of just because a student met or exceeded the standard, we wanna make sure that some of those early skills like in math, we wanna make sure that base 10 number sense is also in that 60th percentile because those are those foundational skills that kids will need as math gets further. And kind of other next steps is we'll start to talk about summer tutoring or intervention services. You're making great progress. In the summer program, is that all voluntary that the parents hopefully want their kids to learn and continue to learn? They participated, but if they're either whatever reason they don't then right, I will say that our previous approach was to like just lump it in with one time, but our one plan is very flexible in that like if there's a family that eight to 10 doesn't work for in the morning, folks are willing to work with the family to make that happen. So that comes from having folks that are staff and teachers that have really got into the significance of this work. I would think the parents and the kids if you all kind of be- They are. So the other next step is we're working in our MTSS leadership team meeting with Onda on explaining all this to parents and what the individual report looks like so they can really understand what it means in correlation with what they're hearing from their student's teacher about in the classroom work as well. Comments, questions from the team? Bravo, that's really good to see. Thanks, Lindy. You're welcome. Thank you. Anything else? One of my appreciations is how this is laid out. I love color and it's easy to follow and you go from the macro to the micro and then you explain it with bullets and so it's you can kind of follow it and I think most of us always want to compare with what? Well, in this case, it's the past two iterations and the fall and in the winter. So you allowed us to do that without having to open our notebooks or go back online and everything else like that. And that really helps. That really helps. And then being able to see the colors you can just top to bottom is, I never thought I'd see 7% of math in the red. Probably my lifetime and I'm an optimist as you know, though I didn't think red socks ever would win a role. And reading, we're down to 19 and we're just getting started. So, yeah, I think that's, I'm sorry about the spring flowers, but really, anybody else wants to say anything on this topic? We really, I'll just add to the accolades of everyone in Rochester and Stockbridge on our hard work here. It's really, you know, it's a fun, it's fun to be in the classrooms and see everything going on. And then when you see what's happening in the classrooms also get reflected in the data, it feels really like a nice combination. And sometimes it works and sometimes it doesn't. And I think this is really a testament to how well that all of these teachers work together in sort of all the different aspects from the intervention as the special educators in the classroom teachers that with Lindy leading them. So it's just, it's a really exciting way to head into the last part of the year to see this. So. Absolutely, absolutely. Thank you so much. Everybody. Okay, let's go back. So we've got Tara, you're, we've got your report. Please go ahead. Good evening, everyone. You have my report, which outlines what's happening in the business office. And I'm happy to answer any questions there is on that. And then otherwise we can move on to the quarter three projections. And if you had any questions there. The fourth bullet on the May important dates, talking about excess cost provisions due to AOE. Could you get that in board speak? That is the education costs that we pay to our students in special education, receiving services above and beyond the state $65,000 threshold. We get reimbursed for that. We get reimbursed for it. Once we hit the $65,000 threshold. I was looking at the other way. The state was giving us like an unfunded mandate. And you're saying no first. Thank you. Thank you. Any other questions on this, on this page before we move on to the budget projection going for fiscal year 23? Okay, if not, let's swing on. This is the one that's blue horizontal on the top and yellow horizontal on the bottom. Go ahead, Tara. So the adjustments I've made in the quarter three was the items overspent, which we were already aware of based on our discussions throughout the budgeting process was the fuel oil and then propane were just slightly over on the budget. And then salaries, health insurance and tuition. We talked about last quarter. So right now we're projecting a surplus in the expenditures of $134,169. And then on the revenue side, I've updated any of those revenues that have increased which includes the interest income, miscellaneous income rentals and then some donations have come in. So overall we have the shortfall and tuition revenue that we already discussed last quarter. So right now there's a projected deficit in the revenue of $87,745 offset by the surplus in the expenditure side. So we're still looking at a potential surplus at the close of the fiscal year of $46,424. And then the lower section I have not updated yet that will be updated for your next quarter projection. It's just your fund balances. Questions, comments? Okay, thank you. And the rest of it is prep for the annual meeting which I think is in your discussion items on your agenda. I think the next thing is we've seen for the last two or three meetings a proposed policy for special education. And again, we have it in our packet. And I think as I recall looking at the minutes we didn't have any questions, comments or concerns about this. And I'm under the impression that management would like us to vote on that tonight, is that set up? Okay, it's a warrant for you to adopt. And this is, as I recall, something that was kind of mandated in the words where we're plagiarizing what was given to us from AOE which we're perfectly willing to do. Are there any further questions, comments, issues at this point or are we ready to hear a motion? No, I think it's pretty simple. It's pretty cut and dry. If there's any definitions that change at the state and federal level, it kind of covers us and what we're looking at here. So I have no questions. I'm ready to proceed if anyone wants to make a motion. Okay, and we all know what frat means, right? F-A-P-E, but I have to cheat and look because I forget, but it's free and appropriate public education. Okay, so thank you very much. Would somebody like to move that the Rochester Stockbridge Unified District Board approve or adopt the undercode D7 special education policy as presented, revised on April 3rd, 2023. Somebody like to move that? I wanna look at people I haven't heard yet. So I'm gonna, Patrick. Robert just moved it. Oh, Robert did, okay. Thanks, Robert. Is there a second? I'll second. All right, thank you, Justine. Discussion. Discussion, okay. Well, then let's call the roll. Now, Justine. Hi. Robert. Hi. Hi. Patrick. Hi. Bill, hi. Okay, that's unanimous. Thank you for putting that together. Okay, now we're on to nine. And the first is the preparation for our annual meeting tomorrow night here at, in the gymnasium at seven o'clock. And I think I had a series of questions. This is a newbie for me when I'm gonna be, let's kick it off until we vote in the moderator, Larry Strauss. And Amy lined us up and it's wonderful that Larry would agree to take this on for us. So one question I had or suggestion was that when the people coming in, I think it would be helpful if we gave them something or offered them something. One would be a copy of the warning in case they didn't have it. Because it's complicated and people this, you'd be surprised phone calls if I've got that. It's hard. If we have extra copies of the report. I don't know. But I can check at the post office to see if any. No, I don't want to work the Xerox machine, but there is that something else. And I don't know their extra strategic plans, but I usually think when we do these things we have a surplus, but I don't think that's bad at all because it speaks to one of the strengths of our SU in our district, which is we're planning ahead. We're thinking ahead and we're doing it collectively and coherently. So if we have that too, we could have it on a table or something. I was asking a question on the warning. There are 11 articles and one of them is the vote that's gonna take place during the day. But I thought it would be helpful to have kind of a point person that if there's a question to the board that we'd be prepared. And I'm planning to lead the charge in article one and basically asking for a nomination. And I don't think it would have heard of somebody from the board nominated Larry and we get a vote and then Larry takes over the meeting. And if that makes sense to all of you, then I'll take that on. Then we've got the election of a district clerk or treasurer. Those are two separate articles, two and three, but if somebody says, well, what does the clerk do? What does the treasurer do? But they have to be a member of the board and all that. Who's the one that's gonna be answering those questions? Should it be myself as chair? As I go to Lindy, does it go to Jamie or those of you who know a lot more than I do? Any suggestions on if there is a question on article two and three? Generally those questions are answered by the board, Bill. Because we are not residents of Rochester or Stockbridge. You typically have to ask your voters to give us permission to provide information. So do you want another answer too? Is that it? In case you have to give it or you want to chair it? Well, I trust that you did. And as chair, I think that could be certainly my responsibility to get it up to speed. We will need to elect a clerk and a treasurer. And so that's my follow-up question. Do we have somebody in stable where we're gonna hopefully we can continue our strong team on both of those? Or do we want to, somebody want to volunteer or change on that? I'll start with you, Patrick. You're muted, Patrick. I can continue the clerk's position. Well, that's fantastic. And right now- My understanding is Kristen is still willing to be your treasurer. She has not indicated otherwise. Kristen will talk. So in this instance, we are expected to nominate them during this time? Yeah. Just at random, okay. Okay, so I'll ask for nominations and hopefully a teammate here will pitch in and we'll vote and celebrate their continued support for the district and the board. Article four is the salaries. So it sounds like it's one vote. Is that correct? For all of them. It isn't like we're voting for the chair to be this and the vice chair to be that. It's- Right, it's one whole statement. Chair jumping at any point if you need to. And the moderator will run this for you. Yeah. You know, I'd like to call for whatever the rubber's rules of order. I can't. It's been so long since we've done this from the floor. But the moderator will run that part for you. So you guys don't have to do anything with that. If somebody asks a question, well, are these remuneration changed? As far as I know, they haven't changed, but I don't know how far back they go. Do we have a clue? As long as I've been around, it's been the same, Chair. I've been here four years and it's been that long since I've been here. It hasn't changed. The whole existence of our side, we can say. I don't know what it was when folks were separate school board. Gotcha. That's a good way of answering it. Thank you. Okay. And then we've got five is the district treasurer. Oh, I guess it sounds silly, but are all these things that we can move or do we have to wait for somebody in the audience? No, you can move it. The right, Tara, the board can, because you're all residents. Tara and I can't move anything. You guys are residents, so you can move it. What's the norm in the other district board annual meetings? Do they have citizens doing it or reporting? A lot of times, citizens will just push these questions right through, and then if there's, we'll push the articles right through, you'll get a second, you'll get a motion from the floor in a second, and then there's, if there's a question and the board will normally answer the question, but if there's a lull in a response, then yes, you would board members can move the question to get the board. We're back up there then, back up for nominating. Okay, I stand corrected on that, and that sounds like it'll flow nicely, and Larry will keep it going. Okay, article six, sell the boarders authorize the school board to borrow money by issuance of notes, not in excess of anticipated revenue. Is this basically the bridge loan we're talking about between the time we're spending money and we haven't collected it? So this allows us to conduct business and tell such time as the taxes, receipts come in and I registered with you. Exactly what it is, your tax anticipation note. A TA in article seven. So this is where the Google presentation that I shared with you all, this is where you would ask your voters, your moderator to ask your voters if the school board and administration can provide a presentation on this article. And then that's where Lindy would step in and do her part, Jamie would step in and do his part. And then the budget articles, which if one of you wanna present, you can do so, or I'm happy to do it on your behalf as I have for the other districts. Okay. And about how long, I wanna give Larry heads up on this, so he'll know it's coming. Roughly how long is this presentation go, Tara? Lindy, how long has your attendee done a run through? I'm probably like eight minutes rough. Like that would be if I got stopped a lot, but there's a moderator. So in theory, we're moving through this. Without any Q and A till the end, right? Tara, is there even a Q and A? I did put a slide in if there's any questions, we can take it out if you want to. I can usually get through my section bill on the budget and the historical information between 10 and 12 minutes, depending on how many questions again that come up. But through my slides, I can usually get through them relatively quickly. And I don't have to go through a lot of the detail because a lot of the details already in your mailers as I provided it in my business manager's report in your mailer. Why do you recommend that during the presentations, there's usually, you're talking along and somebody raised their hand and has a question. And one thing is to take those questions and then move along to the next page, next slide. The second one is saying, we'd like to complete the presentations, please keep in mind your question. And at the end, we'll have time for every answer, every single question you have. Do you have a pick to click on those two options? I have moderators that have done it both ways. So it doesn't matter to me either way. Larry has a good handle on that sort of thing. So we can leave it to his discretion. Okay, so you'll leave that to the moderator. Yeah. Yes. Rather than the speaker saying. Yeah, the moderators controls how we do anything in most of the meetings that I'm in. And I'd encourage us, you know, it's been a while since we've had a turnout. Like, that's my fifth year, so four years. I would encourage us to hold that and let the moderator dictate all of that. It's hard, because someone will jump in and want to ask a question, but my first year and Tara and I, first year, there was a lot of jumping in and asking questions before things were finished. So I think it's important to just let the moderator control that. Yeah, and I would think you would like us to. Yeah. People to understand what's going on. And that's really the moderator's role, is to control the meeting and the flow of information. So. As a matter of fact, if he is not controlling it, it's a good point of order to ask him to. Yep, absolutely. It's required by, yeah, required by law. Yep. And also you might, might discuss with him, Bill, as far as what, if there's any limitations on, it's been a good idea on when there's a floor votes and such is that before everything starts, that he sets up the ground rules, such as how long people can, when people can speak and ask questions and how long they can talk for, how often they can talk on the same subject, is that's a good, is always a good form for running a meeting. He's very aware of that, but just. Yeah, I would think of anybody. Remind him. Remind me, because it's been a while. Is the Justice of the Peace or somebody there checking people in with the voter list so that we have a registered voter that are voting or is that something that the moderator just says that? The board of civil authority is there, Bill. So they'll. Check in your voters. Yep. So Julie. They'll check them in at the door, yeah. And so they'll be part of the, and sometimes, like you get a little card if you're a registered voter. So if you have to hold your card up with your vote or it's a voice vote. So it depends on how each town does it, but I've seen it done both ways. Sometimes I was at the last town meeting. I was at the moderator actually asked people that weren't registered voters in either town to identify themselves. And I think it was up to the moderator about letting them speak, but just. So people knew that there's, I don't know. Yeah, I did the moderator's call. Sorry, Cole. I talked to the justice of the peace and the polls for the director votes are open till set. And then I understand as they're going to come here and expect to have some sort of a room or a place where they can count the votes. And I was wondering whether you could. Yeah, we can have that right. Great. Something sounds simple, but I want to get your advice. And what you want. And that's our introductions. And I kind of like that if we introduce ourselves so people can connect a voice and a face and everything else like that. What's your pleasure team on the? Or I can just make the call. I mean, I don't. As if you'd like the chair or yourself can just introduce each of the others. Each of the other board members. We don't need to dwell on it very long. But you just ask them to stand up or just point them in a line on the tables. Okay, any other comments, suggestions on that? Okay. Oh, just a question. What sort of arrangement are we going to have for the board at the meeting? As far as tables. Good question. As far as the city and the arrangement and. Right. So I think we'll have, I'm like pointing at the screen that you guys can't see. Right? We'll have the permitting and the active board in the middle and we'll do tables kind of angled at either side. And then we'll put the voters in front of us. Either through table, I have tables and chairs set up for folks. So plan and then we'll use the dividers to kind of divide the gym and half a little bit to cut down on sound and just, yeah. Okay, do we have microphones? Yes. And do you have have hand helds for audience members? I have to check. I haven't gotten that far today. We do have any sound advice that you have, Robert. I know you're the expert in this area. I'm not sure that myself. Well, there's a set, if whoever's setting it up needs, there's a set of a pair of hand held mics and the radio receiver in the booth at the. Would that be okay to use that? The one I have only has one mic attached to the receiver. It doesn't have like in terms of cordless mics. The one we use at school is only one. Maybe it's best to just. One might be enough for wireless. If you have wired one set up at the tables for the board and the office members. And it's the gym too, which might have a little bit better, you know, a closer sort of atmosphere than being in the auditorium where people are way in the back and but it might be good with one. I had a question or maybe it's more kind of like just making sure you all know that I'm not gonna stick around on the board. So I don't know what the process is towards the end of tomorrow's meeting or if I need to officially say something or if for some reason I'm written in a bunch or I just, I don't know if I need to have anything prepared for that or if we just see what happens and then the next meeting is the restructuring. Right. I would, for one, I'm not sure that we will have the results, you know, by the end of the floor meeting. Okay. Because we'll just do like a business as usual and I'll just hang around. And if anybody has any questions, I guess I can. Well, I would hope that the chair would thank you for your service. Absolutely. I'm also under the impression just that whoever is elected tomorrow, assuming there is, the person has to get sworn in. So until that person is sworn in, then I'd like to the thought that you could be with us until that time that usually happens before the next board meeting or something. Couldn't be wrong in that, but I know I had to swear and so that's one thing. The other thing though is whether, because it's an open ballot, isn't it? For your position? And Maya- I wasn't aware that anybody submitted anything, right? Right. So that leads it to write-ins. And my reading of the law is that it's, I don't think it's a high bar, but for write-ins to be elected, they need to get either the lesser amount of 30 votes or 1% of the voting roll of Rochester. I know in Stockbridge, that's a very low bar. We have like 600 voters, so it's like six. So I don't know what it is in Rochester. If that bar isn't surpassed, then it seems to me that the question will come to the board and we will nominate and name your successor for the fulfillment of your term. So that's- No, not the fulfillment of the term. If there's no one that comes out of the write-in, then you have to post the position, just like we did when Jess applied and come and then you as a board interview the candidates and then make a move. And then that person fills out till the next election, because it's not an appointment for the remainder of the term. It's until there's an next election. So then- Oh, okay. I thought the term that I was filling in for ended- No, I believe there's still two years. Right, brother, it's your seat that's up for the three-year term. No, that's incorrect. I'm up for two years. Okay. Because you filled it for someone, right? Yes, that's correct. I bet your seat is for three. What you're running for right now is for three, correct? The one I'm running for is two, was my understanding, but I haven't seen the ballot yet, so. Do we have a copy of that? I deny that one. Context here. Why would it be two, Robert? I thought you were three, right? I was a two. But because you filled the genius seat, right? Carl's. So this is the end of Carl's term. So now I'm running for three. Right, and everybody's three years- You need to check on this, because it's the same I would think with you. If you finished up the term that you filled, then it's a three for you too. But I don't know. Maybe they have to have it staggered, Robert, and. Yeah, it does need to be staggered, but there's two years left for the term that I was elected to do until the next vote, which is this vote. And then there's the remainder of the term, so. Oh, you're not, you haven't fulfilled that term yet. You're- That's correct. Oh, okay. Now I- You guys are in different spots. That's why you're three. Typically, is he is three years. I believe there's someone else who's running for the two year and that I've been told. So there's no one for the three year, and there's myself and someone else for the two year. So. Sorry, on the website, it says Bill's the one that's expiring in 2023. Right. It used to- I gotta look at that. Used to me that there was someone from Rochester and Stockridge, like you got like one seat from each town that expire at the same time. What's happened is we've had turnover in both communities of people leaving before their term is stopped. And I just can't keep up with which one of- Who filled, who's C? Yeah, I'm pretty sure that- I know you're- So I'm set there on that. Yeah. I'm not in the know on Roberts or Justice on yours. Mm-hmm. Okay, so we'll see what happens tomorrow. I would be curious to see what the ballot looks like. And then we'll just go from there. Yeah. Okay. Patrick has a question. Patrick, go ahead. Thank you. Is there childcare tomorrow? I know, I think we had discussed that the last time. I was just curious. I didn't see it anywhere. I'm trying to work on it. There's soccer tomorrow night for older kids and that's what I'm running into. Gotcha. I hope to have something tomorrow, farmed up by tomorrow morning. Okay. Can everybody on the board make it to the meeting tomorrow night in person? Yes. Yeah. Provided I'm not sneezing too bad. Allergies have been hitting me pretty good, but I plan to be there. Yes. Good. I think- It's possible for you or is that mission impossible? Yeah, Zach's kind of sick. I was planning on having my son here with Zach. So if something crazy happens and there's no childcare, it might be tricky, but I plan to come. Are we? Are we zooming in tomorrow night, right? No. No. So if you're not there, then Amy's not there. We're- You're okay because you have a forum. We've got a forum and we can still conduct- I was just saying, you know, there's a slight, slight chance, but- Yeah. Thank you. I had- I was going to show you two possible charts that I was prepared, basically, as backups. One is that, as I recall, the last time we had the informational meeting, the big issue was why should Stockbridge pay for the high school debt service and why shouldn't that just be Rochester? And I recall at the time that I had a slide that basically showed what the debt service was. It was like $70,000. And then it showed the tuition revenue generated by Rochester and Stockbridge. Well, the high school debt was 70,000. Stockbridge's tuition revenue was like 50,000 and Rochester's tuition revenue was well over 300,000. And the story was we're sharing some costs here, but we're also sharing revenues. And if we really look at the numbers, Rochester's being very generous. If they wanted to just play that game and say, hey, fine, we'll pay for the 70,000, but we'll keep the tuition. I won't be that blunt, but I thought, if needed, and I'll work with Ray, I'd like to have that as a possibility. So just remember that that's not in this budget. We paid off the debt. Yes, and I want to show that. Because it's, I think, pretty dramatic. I don't think people are aware that we're one educational community and we share expenses and we share revenues and resources. The other one was, one, if the issue comes up of I wrote a letter to the editor and I was talking about increases and how minimal they were. And in fact, for the people paying by their income rather than their assessed value, it continues to go down. And I had a chart, a relatively simple chart with maybe eight numbers on it to show FY24 and then going back since we've been a united district. And it shows I'm very persuasively and we didn't do it alone. I mean, we had efficiencies, we've got shared all sorts of things and we had considerable help from the feds and the state government. But the end result is that the numbers are very, very good. We've got that 7.4% increase in stock breach for those paying based on their assessed values. But if you go back to 2019 and you take the average increases even with the 7.4, the increase in stock breach is less than annually would be less on the average of 2%. And that's I think is below inflation. So I was gonna hold that in reserve too, but if we get and I've been in school meetings here in Stockbridge where somebody was playing an ain't it just awful game. I can't afford it anymore. I'm gonna have to believe and it's just awful. It helps to share some information about what the real numbers are. And so if you think any of those ideas are fiddly flawed but I'm just thinking of holding that in and if we need to play to provide that information, I try to do it. So any thoughts on that? Am I touching a third rail in any of this or what are your suggestions? Any comments Tara, I loved your presentation. She's at G-HUD. She had to go? Yeah, but she'll be back but she's at the Great Bell Hancock right now. Any suggestions for edits or additions for Tara's presentation or Lindy's? They're really good stuff. Okay. We'll just have to be on our toes. Yeah. There's always gonna be something coming out of that field. Well, and I think the big sell point, right? Like one sticking point that's come up historically obviously is buildings and not my favorite part of the job. I've made that pretty clear. But I think things to reference, right? If we get in a sticking point as a group is if we use a pie chart that's in the flyer, I just had it and I flipped the page but it shows one of the things that's beyond our control is tuition is 35% of our budget. Seven through 12 tuition is 35% of our budget. We have no ability to tap that or have a say. So page 32, all right? So we have, that is a huge aspect. That's $1.6 million in change of a $4.6 million budget. So when folks ask because of wording, right? To vote the budget in article seven talks about how much our spending is going up per an equalized people. Well, some of that is tuition based on our seven through 12 students. We have multiple schools that we have sent to next year that are gonna be well over $20,000 for the entire year. So what we can control locally around that in terms of supplies and building, we are really keeping those at manageable. Slow rate of increase. And I'll try and have the, I'll bring with me last year's budget book too so we can look at that same thing in comparison. But that and teacher salaries and benefits, like none of that we can touch. What we can touch things that we're focusing on, right? We put more money into buildings and grounds but here's the upgrades we're getting out of this. We're about to go to a more energy efficient wood pellet boiler with a pellet with a propane backup in Stockbridge. So we're gonna start to see some, or sorry, Rochester. I was in Stockbridge all day. I'll get my building straight here. So we're gonna be more efficient. We're gonna see that cost start to decline. We're about to update that age back system. We're about to add solar panels in Stockbridge. We have these things coming up. So yes, buildings are going up but it's to finally make capital improvements. Not to put a patch on it and hope we make it. Which we did with the boiler. Thank goodness. Bye. So those are kind of things like it's going to come up. Someone is going to say, I wish I could say otherwise. Put a stat through enough. I think. So I think those are the points we use. Like those are the facts. Well, our two experts, Robert and Patrick, and I'm wondering whether you could team would be a tag team on that as necessary to explain and tell the news. Robert? Just wanted to mention you'd, probably a significant soundbite is when we switch over to pellet, we're essentially fueling, what would be the equivalent of $1.97 in oil, fuel oil. So we are reducing significantly the, is that correct, Patrick? I believe that was the bigger. So, who knows what the price of fuel oil is right now. I don't remember what the luck in amount is. It's oil over fuel oil. We're reducing it to 60% of what it is right now. And that's not including all the efficiencies to reduce the heat, the need to heat. Yeah, that reduced almost virtually the entire cost of the stock bridge improvements. Is that right, Patrick, that with efficiencies over time, the net cost of the taxpayers pretty low, I think in both schools, but that was my recollection for stock bridge. Yeah. No, that's true. Does anybody think we need to have a separate slide on that and in preparation, or we'll speak to it verbally? I think verbally is sufficient. Yeah. One, I can't hear you yet, there is Article 7 speaks about getting the voter's approval. I was not seven, where is it? Article 8, not to exceed $40,000 to go to this, our joint capital maintenance facilities fund. And as I understand it, that comes from part of the surplus So I believe it's in part of Tara's presentation, but if it's not, she will be able to explain that if you turn to the revenue page in your book, so page 33 that the other amount of 175,000 is what we're using from surplus carryover to reduce the tax rate for taxpayers. So that's where that difference comes in. And I know that still doesn't quite add up. And then 40 is going to our capital fund. Right. And then on top of that is that part of our budget, our capital budget that taxpayers do pay is another 65,000. Right. Which will be a one-time transfer into that. And that'll be something somebody will ask, I'm sure about that line item, which, or not, but it's better to be prepared, right? The line item on page 31 talks about that, it has that nine fund transfer 65,000. People are going to ask, and you can say, since this one previously is used to pay down the bond, we've made it part of our financial statement and Jamie talks about in priorities under WRVSU capital improvements. Let me talk to Taro, she doesn't rejoin us and see if she could put together a slide in case of that. So I think when people get confused, they can get angry, when they get angry then they lose the focus of why we're here and what's it all about. So it took me a few pages to thumb through and I'm supposed to know this stuff. So I thought maybe another slide either she includes or has and probably might handle that. Did I mention signs so people know? No, we didn't have signage, but... Another, I'll confess, the first time I came over here, I couldn't, I didn't know what door to open and what room once I got in here. So I think an arrow sign or two would be helpful there. What time will things open up tomorrow? What time do you, anybody wanna recommend that we be here tomorrow? It starts at seven, 6.30 or something? 6.40, what are we doing? I'm not sure. Usually that's the time. Usually a half an hour is... Half an hour is enough? Yeah. Okay, let's talk about it, 6.30. Yeah, yeah, 6.30, that sounds good. You know, I've got a call into Larry, he got back to me, we were just playing telephone tag, I'm just checking to see if he needs anything for us or any questions on logistics or procedures. And thank you for your comments and suggestions way ahead of me, so I can share some of that with Larry and see where he's coming from. So will he, he will have a podium and a microphone? Okay, he'll need that. Okay, anything else for preparation for tomorrow night? If maybe folks have talked with Jamie about this and I just don't know, but I do think article nine is to transact any other business. I think the high school building's going to come up. I would be pleasantly surprised if it didn't come up, but, and I don't know, maybe Amy and Jamie talked about this and now we're shuffling things around about who's going to answer that question and what the answer is going to be. And it might be a Jamie answer, just where we are, I'm from. Jamie, you're not here, so volunteering you just the way I would, I just say that because that might be something that we don't need to talk about right here, but definitely there should be an answer and probably one or two people that are going to speak to it and not. Well, one would be, could be Jamie and then we've got Catherine, that's it. Right, well, my recommendation and I would get Jamie's opinion on this would be that we just provide where we're at as a board, that we're working in conjunction with the repurposing committee and the town to go through the Brella, I'm not going to get it all right. The Brella application process which provides grant funding potentially for the town and, you know, that's, there's a little more detail to it than that, right, Robert? But that's great. I mean, others could explain it better, but basically we're in the process of what phase two of Brella, of testing and such to know what sort of it is all environmental issues. And, you know, this stuff has to happen before sale of the, I mean, the big question will be, why haven't you sold it yet? And the reason is if there are certain things that have to be done prior to sale of the property if you're going to be able to access, you know, certain federal funds and such. And then the other question will be how much money is in the budget for the high school building? And the answer to that also is that we're working in conjunction with the repurposing committee and the town of Rochester, probably getting that wording wrong to, so multiple sources are helping to pay any existing costs, such as fuel and electricity or something. And I'm pretty sure Jamie has that wording. He and I haven't talked about it since before vacation, but I just, those are the bigger questions that are not in this book that I anticipate coming up. Yeah. Well, it's interesting, I was looking at that and we do have a line for a fuel, energy, electricity, propane and fuel oil. If you take those three, it's 67.7 and part of that is the high school. I don't know how much of that is the high school, but it gives people a flavor of what that may be. I believe it was the one-third figure was? Right, the three-third one approach here. Yeah, that's where we got, you know, basically 22,000 or 23,000 roughly was we were talking about. Right, out of the budget. And then there was the other, another third out of, what would you call it? The funds, the special funds. The Rochester, the trust funds. Trust funds. Right, another third and then the other third is from the, from the Repurposing Committee Fundraising. Okay. Question on, we're going to be kind of here, whether it'll be, whether we're a microphone or we need to be moving the microphone up and down depending on who's speaking. I don't know, yeah. Well, I don't work on that. Do you have any spare in here? There's plenty over in that high school in here. I just have to get it, so. I hope they do. Larry will have one. So, Town of Brandon does not vote from the floor for anything. At Town Meeting, is there a microphone runner? Like who runs the microphone to the audience? Yeah, usually get a volunteer, a young person. Okay. Just kind of thinking out loud. And in Stockbridge, we don't typically use a microphone because it's a small space. It's a small room. Yeah. So. It's a small room. Yeah. So we get the mic set up. Okay. Anything else on prep? And just my suggestion is that if you come up with a question or idea, whatever it is, the board or whoever you think has the answer or something like that. It's myself or Lindy or something. I need to talk to Larry about whatever the case is. Tara, I was speaking about, seems a little confusing about the 40,000 in Article 8. And we got 65,000 in our budget. Both of those going to our capital reserve fund. And I was wondering whether you could design a simple slide that might make it clear about what we're trying to do there and just either have it in your packet or have it as a reserve. But I know I had to go to more than one page in the annual report to figure that out. So, do you have any ideas on it? Your voters only vote on if you're pulling surplus money. What you build in your budget doesn't go in the article. Yeah, I'm aware. So, yes, we can discuss that there's money budgeted in the actual expenditure budget that will go into the building reserve fund plus any surplus funds. I can discuss that, I'm happy to. Okay, thank you. Anything else, Ken? All right, thank you. Where are we here? Next is 9.2. Yeah. Crusher, go ahead. No, he was saying the next is. Yeah, we got the audit for action. Entire, thank you for providing us with not only the audit, but a cover letter explaining some of the points and also the management letter and also a audit 101. Slideshow, because there's just so many numbers and everything else about the roles and the boards and everything else like that. What's the flavor? What's the feeling? We're good to go with this tonight, Patrick. Now, here's to you, Robert, what about you? So, should we do it under action items on 10? That's sure, that's right, because it was discussion under nine action is 10. So, we'll push that over, but let's go and let's just jump to 10 while we're on the subjects and then we can end up with the board development and new hires. So, what's your comfort level with the audit at this point, Robert? It's fine with me moving ahead. Where were that the action is to accept the audit? Is that correct? Accept the audit, yes, that's correct. And what's the official title of the audit so I can reference it? I put it in the chat, but maybe it didn't show up because I clicked out of the meeting. So, it's just a motion to accept the fiscal year 2021-2022 audit. So move. I'll second. Discussion. I mean, I had it, it's not negative, but in the management letter and all the audits I've been familiar with, the auditors always have to have criticism. So they'll dig as deep as they can go to find something. And so, it was in this audit of 2022 was that several things were not done on a timely basis. And when I looked at that, I'm going, as far as I remember, Tara, you had some serious staff turnover that impacted that. So we're not talking about cooking numbers. We're not talking about having the wrong numbers. We're not talking about making decisions based on incorrect information. We're talking about timeliness. And I thought that was, thank you auditors, but I believe that we got done as quickly as we could given our staffing. So that didn't bother me at all. So any other discussion? I'm sorry, go ahead. Just wanted to say thank you for that. Okay, so we've got to move in second. Robert. So the point is for staffing, how is our staffing now, Tara? We are back to our normal staffing levels and we are up to date on all bank reconciliations and all general ledger reconciliations through March 31st. And we get bank statements, usually with 10 to 15 days at the close of the month and our accountant processes those right away. Okay, thank you. Other discussion before voting on accepting this audit report for fiscal year 2022? No? No. I thought that was the year that... No, you're right. Sorry, I meant... It's 2022, but it's the audit that was done in 2023 for the 2022 audit. And we've got that anyway. Robert told us it's in the minutes. So any other discussion? Can I take the roll on this? Patrick, you're in A on the audit. You're muted. Yay. Okay, Robert? Yay. Jess? Yay. Hi. Shane? Hi. One, two, three, four. I guess I'm fifth, yay. Okay, so it's unanimous. And again, Tara, thank you. I think everybody in the board has said it, so I'll just be brief, but the confidence we have in our numbers just allows us to focus on our business. And there are organizations that have that, a big problem there. And it drives them nuts and it lowers confidence levels on those organizations and those boards in the public. And again, we don't have that now. Thanks to you and your team. So thank you very, very much. Thank you all. Okay, board development book study. We're on culture. And I hope all of you read that and can memorize that, but we have a cheat sheet on board culture because the core of this chapter talked about two things, governance principles. That sound familiar? And the importance of protocols that show how we treat each other, how we conduct business, what our expectations are to be a team. And we're fortunate that we have that here in our set. So I read this with a great deal of glee in the sense that on this core importance, and it's so much that it's based on trust and understanding and listening, we've got that many ways. So this wasn't a hard chapter for me to read or to appreciate because we're trying to process what the authors are preaching. Would any of you like to share a thought you have on reading that chapter that stuck out for you either as an important point that you want us to remember or things we need to think about? I think this reiterates our evaluation process and shows that it was a good idea to start using that and falling through and coming back to it. Yeah, I like that it sort of means you picture it as an environment as a whole, not just how we treat each other, but our goals being shared, everything sort of intertwining with like mining. There was a part about not having to necessarily agree with everybody, but kind of coming to an agreement and sort of pushing the personal things aside, which was really tough when we were closing schools and merging five, six years ago. So that a lot of people got the emotions worked up and it impacted the work that boards were doing across the whole SU. So it's, I felt like this is like a new environment, like everybody's on the same page, everybody's joined these new boards with the goal to move forward together and merge. And it just, it was really, it feels really good to be on this board with our culture feels like it's in line. Well, it's been great to have you. I wish I could continue. I'm already on another board. I'm a Lister for the town. My kids are about to go to two separate schools. So I'm really sorry. I really appreciate everything that you guys are doing, but you're doing it well. Oh, and I have confidence in all of you and I know you're going to keep succeeding. So thank you for having me for this short period. I didn't wonder why you were thinking, Jess, I was like, this seems crazy. They're joining us or leaving? No, they're super, no joining us. I was like, wow, she's really taken it all on. Big backpack. But thanks for stepping up anyway. Yeah, well, thanks for having me. Absolutely. Well, are we going to put a sign out in front of the school again? That's what caught my eye. I knew you guys were desperate. We're trying not to advertise it that way, Robert. We'll see what tomorrow night brings. Yep. Patrick, anything? I'd like to share. There was one interesting thing I thought in the chapter and it's not news, but it was just kind of jarring in a positive way of it. The authors were saying that it isn't policy or programs and budget necessarily that destroy that trust or confidence or teamwork. The authors were talking about the power of personality. You just don't like that person or that person has treated you not well. These are my own words. And so, I don't know, it's going to be pretty hard to, you know, for me to be positive if I feel a member on the board is just shouldn't be there or something. So, those are hard to overcome. And I think the authors are talking about the power of retreats where you kind of developed, like we didn't have issues that we were trying to, that was tearing us apart, where were we trying to be proactive in thinking about what are the rules of the game? What are the guardrails? What are the core things that we need to be talking about it? In sharing those thoughts, the authors are saying that's almost as important as the end result because we were communicating, we were learning from each other. We were building that trust and confidence. And Justin, I keep looking at you because I really like your advocacy for coming back to this and also utilizing the retreats to be able to, you know, talk about issues about whatever we want to talk about, whether it's on the agenda or not. So it was pretty darn good. Okay, if we're all set on that and next month will be chapter whatever it is. So, the book is we're getting close to the end. And I hope, I know I get a kick out of this again, some things just need to be repeated again and again and again. Chapter seven, the governance job, systems thinking and strategic action, and that's huge. And the authors love to tell us, spend time on strategy and policy and don't get in the weeds about administration. You've got a team that does that. So I think we're pretty good. Probably could do better. Okay, new hires and resignations, anything there? We're in the middle of hiring season. So hopefully have some folks coming soon. I would think this would be, but I was a candidate in the school and I saw those results, test results and the teamwork and the sharing and the camaraderie and everything else. That would be a team I really want to join. Okay, is there any public comment? Is there anybody here? Okay. I wanted to say something that I didn't say earlier. I just thought of it. About the Rochester Stockbridge Unified District Facebook page, we had talked about taking it down and transitioning into the Rochester School or Rochester Stockbridge School one. And then I posted something about doing that and Megan brought up the fact that it was, she created the page and it wasn't meant to be on behalf of the district and she wants to keep it. So I was talking to her about maybe changing the description and making it clear that it's not our page and stuff that's posted on there is not on our behalf. But yeah, I was not aware that it wasn't a district page until. I wasn't either. Yeah, so she wants to keep the page which is fine. Well, I think where the confusion lies around that is that she was a board member when it was created. Yep, and then I was added as an admin. So I thought it was just a board thing. And I think that's where that kind of assumption happened. It sounds like Justin had more conversation with her about it than I had. Yeah, I just wanted to bring it up and say that I'm gonna get, I'm not gonna be an admin for that anymore. And we just aren't gonna try to make it clear that it's not our page. Yeah, let her have it and just make it clear. I think that's. Yeah, that's the discussion going on that side. And then we'll have the official stuff, the official school page. Right. And then official school page is getting more and more powerful and informational and as we go on and that's where we want people to go, oh, I'm looking for this. Gee, I mean this or, I didn't know that. So, no, that's where we get the facts information out. So I totally agree. I thought we were pretty united on that strategy, Justine, thank you. Anything else? Okay, any dress code for these things tomorrow night? What's the story? I'll just. Dress to a press? Dress to a press. I heard there was a theme and we all have to dress up like superheroes. Like what? Superheroes. Superheroes. Just kidding. Oh gosh. All right, well then, and would somebody like to move for adjournment? So move. Second. Okay, we're all set for that. Next meeting. Did you talk about next meeting? Next meeting, yes. And that is on Monday, June 5th, that's Stockbridge, the Stockbridge campus. And then our reminder to go at the annual meeting tonight. That's right. Thank you. No, we have to, it's even more sensitive. We've got a motion for us there first. Okay. We're done. Good night, everybody. Thank you. Good night. Good night. See you at my house tomorrow. Yes, tomorrow. Yeah. Thanks, Tara.