 Now we can do the formal welcome and you have everybody in the community. Could you produce your stuff? I'm Mark Mahali. And I'm here because I feel like I should be. And you observe. OK, good. Welcome to introduce everybody. So I thought you should be. Nice to meet you. OK, so welcome, everybody. We're starting at 5.49 with our actual business. I just wanted to say a couple of things before we get started that I read the packet. I was so inspired about the work that we're doing. I think my thoughts were through. So I just wanted to thank the administrators. So start by saying thank you. Thank you all. It's an honor to be here today. So I'd like to wish you being again the principals. It was so nice to have a window. I know that we're talking about it, so I'm not going to spend all the time on that. But I feel like us at the board, a happy learning. But I was going to be better leaders, too. And the board leadership matters, too. And it all fit in with the things that you guys are doing. And I think it's very much to make sure that we protect the necessary resources. This is part of what we're doing. And we're going to have to take care of what we change. Equally, what we think is going to grow. You know, but sharing your thoughts. Thank you. I don't know if she'll be hearing you. Oh, OK. I'll try a little bit. Yeah. Joan, that's good you hear me. Yeah, always forget about projecting. I'll read you. Yeah. Here, for your voice. Word. Thank you. I mean, as long as I was a hand higher, that's why I was kind of sad not at the end of the performance. I'm just excited. We don't have to be too little with your hands. In the sense of the best we've been before. Susanna and Jen, you're welcome to sit with us too, but yeah. We like being in the back room. But I mean, any changes to the agenda? There's the question, are the students in with the makeup tonight? So I thought actually, we're going to be here for 5.30. 5.30, yeah. They ran it for Wednesday. And they do have two reports. So yeah, I'm not sure what happened with 5.30, but yes, they are. Yeah, that's not quite the case. Yeah, they might be. It's a bigger game. Practice, I think, she was like, yeah. I mean, public comments, I mean, that's the public. Yeah, we got one, we got one, we got one. Good. Yeah, we got one, we got one. So we're going to start right at the end. Yeah, thank you. Well, you're getting kind of that much as training. Oh, yeah, thank you so much. Yeah. Casey, you want to follow along? Yeah, I'm just going to swap out. Thank you. You're a perfect timing one. All right, we're going to wait. We're going to wait. We're going to wait. And sorry, have you heard the whole thing? It's Joshua, necessarily. It's Joshua. Yeah, it's like a different part. It is. I guess. That's it. My first person. Wow. If you go outside, then there's a link to a video in here that they might want to just get opened up on. Just click right on it. Because I haven't had it really just do it differently, I guess. Oh, that's all right. If you want to see that pop down. At the bottom of the. Right here. I would. And then. Well, it does this because it starts. And then I put it online and I put it to Google. Fast traffic to become a teacher. A four year degree. Not in my mind. And then you'll have this. Well, Oh, right there. Yep. That's perfect. And we want to jump back. And you want to be. This one. No, we'll start at slide one, but we'll get there. We'll switch over to the video. If you want to just hit your head of bands otherwise. You're welcome to tell me how. Okay. My own. Good evening, everybody. The budget development process and what an intense will begin with budget training for the board. We hope this ensures all board members begin the process for the budget to be able to do all the work. And then we'll start with the budget. The budget is developed. The complexities of the Vermont education funding system. And how each of those things impact property taxes in the individual towns. We always want to keep students at the center of all of our work in the budget process. So we will begin each budget session, reminding ourselves of the district's mission. Washington central unified union school district exists to make sure that the board has the ability to create creativity and power to contribute to their local and global communities. October 19. The districts will kick things off for the board training to explain the budget development process and Vermont's education funding system. This meeting is also when some assumptions used to calculate the FY 24 budget draft number one will be decided upon. Based on the theme building a budget, building a vision before building a budget. The focus of this forum will be to review the district's current priorities for students and to gather input about what aspects of our district are most meaningful to the community. And hear from the public what they believe the board should support in this budget. November 16. The board will review a level service draft of the FY 23 24 budget. The goal of this presentation is to help the board understand what the estimated costs is to support the current programs and services that are happening in our schools. And understand some of the budget realities that exist prior to anything that's in programming or services. Draft number one will incorporate estimated increases for salaries, benefits, insurance, transportation and anticipated special education units. After reviewing budget draft number one, the board will provide the leadership team with additional parameters and priorities to include in budget draft number two. And December 21st, the FY 23 24 budget draft number two will be presented to the board and community at the second community forum. This draft of the budget will include tax rates estimated with the current year local common level of appraisal or CLA. State recommended property yield and updated equalized pupils. The actual local CLA will not be available until January. Community members are encouraged to attend and share their thoughts about this draft. After reviewing budget draft number two, the board will receive additional community input and provide the leadership team with direction to refine the FY 23 24 budget and preparation for the final draft. January 18th, the FY 23 24 budget draft number three will be presented to the board and community at the third community forum. This draft of the budget will include town tax rate estimates that include the impact of the local CLA. The board invites the community to attend and ask questions. The goal is for the board to approve the final FY 24 budget at this meeting in order to warn and prepare for the annual meeting and town meeting day vote. A public hearing will take place on Monday, March 6th, provided information on the articles to be voted on. The Australian ballot vote will be in each respective town on town meeting day, March 7th. Let's take a look at where we began last year's budget development process. We started by analyzing changes in enrollment in all schools across the district and identify the impact of those changes on a level funded budget. The overall 5.52% decrease in enrollment reduced the equal life people found which negatively impacted the tax rate before any changes were made to the budget. Additionally, each Montpeliers individualized 4.37% enrollment increase led to the need to fund additional classroom teachers. We have just begun to analyze the current enrollment trends based on the October 1, 2022 census report and enrollment has continued to decline in all of our schools. The social and emotional pillar of the moving forward plan for students and staff, high quality instruction and interventions, differences in performance between different student groups and align priorities between staff, the leadership team, board and community were all priorities embedded in the FY 23 budget development process. These common priorities were established through meetings of the leadership team, staff surveys, school board budget parameters and community forums. The school board gave the leadership team specific guidance to prioritize NLSS including professional learning for teachers, invest in targeting efforts against cybersecurity threats and reinvigorate or boost at least one of the three initiatives, arts and music, outdoor education or farm to table. The final FY 23 budget supported additional investments in art, music, special education, classroom teacher, technology, building equipment, building repairs and capital improvements. Now that we have described how the budget is built at the local level, we need to explore Vermont's education funding system to better understand the journey from budget to tax rate. This video developed by the Vermont school board association is a resource we will use to walk everyone through the system. After the video, we will dive deeper into Washington Central's FY 23 budget from a number standpoint. Thank you. We are going to make sense out of Vermont's education funding system. To understand the rationale and purpose of Vermont's current education funding system, you need to step back 20 years to 1997. At that time, communities with the same spending per people will subject to dramatically different tax rates. Some of the monitors filed a lawsuit and the state and Supreme Court ruled and bring them versus state of Vermont state of Vermont. In response, Vermont's law makers enacted the Equal Education Opportunity Act of 1997, commonly known as Act 60. While Act 60 created school quality standards and performance requirements, the biggest change was the shift in responsibility for funding education. The state of Vermont now funds all public school district budgets approved by the state of Vermont. In response, Vermont's law makers enacted the Equal Education Opportunity Act of 1997, commonly known as Act 60. The state of Vermont now funds all public school district budgets approved by voters across the state. Features of Act 60 attempted to equalize many factors. Student population or school size, local market value of property, student demographics, and student spending. Six years later, law makers passed Act 68, which modified the funding formula in hopes of simplifying the process without affecting the intent of the legislation. Equal education opportunity for all of Vermont's students. In response to Act 68, there are four primary sources of money that can provide the fund. Revenue transferred from the state's general fund, a portion of general purpose taxes like sales and use, purchasing use, and state lottery. The non-residential education property tax, non-residential properties, any property that is not a homestead, businesses, second homes, camps, et cetera. And the homestead property tax, paid by Vermont homeowners, which has two components, payments based on the total income for both. In fiscal year 2018, the expenses paid by the education fund totaled $1.58 billion. Let's focus on understanding how property taxes are calculated as a fiscal year 2018. The first thing that happens is each district school board begins preparing a budget in the fall for consideration by the voters at annual school district meetings, usually happen on or around town meeting day and March. Once a budget is approved, the state is obligated to fund the district's education funding from the education fund. Education spending is the amount of budgeted expenses minus local revenue and state and federal grants, including things like special education reimbursement, transportation aid, and small school grants. Local revenue may include tuition collected, interest on investments, and surplus carryovers. The amount of education spending for each district begins its homestead tax rate calculation. Next, the district's education spending is divided by the number of equalized pupils attending the district schools. What's an equalized pupil, you may ask? The state adjusts the number of students in a district by factors that reflect costs associated with certain demographics. High school students, for example, generally cost more to educate than elementary students, who in turn cost more than preschool students. English language learners and students from economically deprived backgrounds are weighted more heavily since their education costs are often higher. Like many of the calculations, this adjustment is made as a way to equalize the impact of dollars in each district. It's important to understand that the homestead tax rate doesn't reflect the total budget presented by the school board and approved by the voters. Homestead tax rates reflect education spending for equalized people. In fact, current law requires that school boards present information that specifically correlates the proposed budget to education spending for equalized people. Education spending for equalized people for each district is then compared to the property dollar equivalent yield. We'll just call that the yield. It's determined by a mathematical calculation of the amount for pupil spending supported each year by a fixed homestead tax rate of $1 per $100 a value. By way of example, if $1 tax rate would yield spending per equalized student of $10,000 and a district presents a budget that it has spending per equalized pupil at $15,000, then that district tax rate would be $1.50. But wait, there's more. The final step in determining the homestead tax rate is the state's method of equalizing property value by comparing actual sales data to assess values in each town. The result is the common level of appraisal or CLA, a ratio applied to the tax rate to normalize home values. Those are the components of the basic formula for calculating homestead property tax. Education spending divided by the equal number of pupils divided by the yield equals the tax rate. The tax liability is calculated by dividing the homestead tax rate by the common level of appraisal and then multiplying by the assessed value divided by $100. Let's make some sense of this, okay? Meet Jeanne. She lives in St. Alton City, which is a part of the newly unified Maple Run Unified School District. She's voted in support of the school board's proposed budget, as did the majority of the voters in the district. Maple Run's fiscal year 2018 education spending was $37,952,236 for 2,527.3 equalized pupils. So education spending for pupils was $15,6191. Jeanne and her friends approved that fiscal year 2018 budget that was 47.8% higher than the yield of $10,160 set by the legislature. As a result, their homestead property tax rate increased by that amount to $1.47.8 per $100 of assessed property value. So what did that mean for Jeanne? Perhaps St. Alton City was assessed for $251,300, where the Vermont tax department established the CLA at 94.99%, meaning that the average assessed value of properties in the city that sold over the past three years was 94.99% of the actual selling prices. To figure out Jeanne's education portion of her property tax bill, the tax rate of $1.47.8 is divided by the CLA of 94.99%, then multiplied by the assessed value of the house divided by 100, because the tax rate is applied per $100 value. So per education tax for the year was $3,910.11. Jeanne knows that's a pretty good deal for the education her kids get at BFA. But what she can figure out is why her brother, Dick, who lives a couple miles away on Lake Railroad, and his kids also go to BFA, paid less in education taxes even though their house is assessed at a higher value than hers. It's a set $258,400. The answer is that Dick lives in St. Alton's town, which had a different CLA. So after dividing the $1.47.8 district tax rate by the town CLA of 103.86%, and multiplying by his $258,400 assessment divided by 100, his tax bill was $3,677.21. Dick and Jeanne know that some people pay education taxes based on income and not property value. Like their parents, Barbara and Harold, who recently retired and still live in the home where they raised their kids in Fairfield. Unlike Jeanne or Dick and their partners, Barbara and Harold are on a fixed income that falls below the household income threshold established by law. So their tax calculation works different. Their total household income, conscience and social security, was $82,275 below the state's household income threshold of $141,000. So they qualify for a homestead tax adjustment. The base tax rate for the income sensitivity program is 2% of income. Like the property value we talked about for Jeanne, there's also an income yield. And the tax rate still depends on what the district spends for equalized people. In fiscal year 2018, the income yield was $11,099. So the Maple Run Unified School District for pupil spending of $15,016.91 was 25.24% above the yield. Thus, the base rate of 2% of income was increased by the same percentage and resulted in a rate of 2.505% of income. So Barbara and Harold's tax liability was $2,060.99. With their assessed value of $325,600 in Fairfield CLA of 94.81%, Barbara and Harold's tax calculation based on property value was $5,075.80. Their annual tax bill was adjusted by $3,014.81 to reflect their income-based tax obligation of $2,060.99. Looking at how these formulas get applied in your district, remember that roughly 65% of comp-set property owners pay state education taxes based on their household income rather than their property value. You might want to check out whether your own household qualifies. Finally, let's look at the impact on second homeowners and businesses who are taxed at a non-residential rate. Barbara and Harold's friends, Sally and Tim, moved out when they retired. But they bought a camp right on St. Albans Bay, so they would still have their connection on their family and their old friends. Their foray for camp is right on the lane. This property is assessed at $432,800. Their tax rate, however, isn't dependent on the school district budget or funding for students. The legislature sets a uniform tax rate for all non-residential properties each year. For fiscal year 2018, the adjusted rate could be $1.53.5 per $100 of assessed value. The only adjusted for Sally and Tim reflected the town's CLA, which in the case of St. Albans Bay, was 103.86%. So their effective tax rate was $1.47.8, making their education tax liability $6,396.78. If you still have questions about Vermont's education funding formula, you can review the FAQs and education tax calculation tables on the Vermont Department of Taxes website, tax.vermont.gov. We're getting in touch with Susan Poles, Director of Board Education Services at the VSBA. There's no question this is a complicated way to do things, and we've only scratched the surface here, but there are plenty of elements within this system. The first is that the state is obligated to fund all education spending approved by voters. So while the tax bills are distributed by the towns, all tax revenue is sent to the state's education fund. The school districts receive their money from the education fund. In response to concerns about rising property tax rates, the state has added cost-containment features in the formula over time, such as an excess spending threshold. These features add even more complexity to the system, affecting communities that are losing students and seeing an increase in their spending per pupil. Finally, it's important to remember that although the mathematical manipulations like equalized pupils and common levels of appraisal may seem convoluted and theoretical, they are designed to ensure that every public school and student in Vermont has access to equal education resources, a promise enshrined in Vermont's constitution. I want to acknowledge the credits because we have some seniors at Spaulding High School in various areas that were our narrators there. So acknowledge the credits. I thought that when the students help us out. So, here's the training. Josh, are you glad you asked? Hello, everyone. It's a pleasure to welcome you to our new video discussing the top 10 tools for... Thank you. Sorry about that. That's great. Thank you. All right. So now that we have an overview of Vermont's education fund, I'm going to go over there. Let's apply it to Washington's education fund. I'm going to go down the slide. I'm going to go down the slide. I have an overview of Vermont's education fund. Let's apply it to Washington's education fund. I'm going to go down the slide. This slide illustrates the comparison between the prior year budget to the current year budget. So here's the Fy 23. The expenditures are the amount of the district plans to spend. The revenues are the amount that the district anticipates offset expenditures, and the net education spending if the amount that needs to be raised by state and local education property taxes augmented by other other ed fund revenues. You'll see FY23, 36 million, FY23 revenues, 7 million, and net ed spending FY23, 28 million. Next, we review the change in the equalized pupil from the overall impact it has on local education spending for equalized pupil. Now, we know that the equalized pupil, remember from the video, number is a two-year average of the district's average daily enrollment, ADM, adjusted by several factors for pre-K secondary students, students in poverty and limited English proficiency. The formula to determine equalized pupils is on track to change in FY24, 25, the weight is. The FY22, 23 equalized pupils decrease from 1,431.5 to 1,412.82 or 1.3%. This combined increase in net education spending results in an increase of $985 in local education spending per equalized pupil. The local education spending per equalized pupil is what actually determines the equalized tax rate. Here we see the year-over-year change in the common level of appraisal for each town in the district. It's important to remember that the CLA is a comparison of each town's total property value on the brand list versus the fair market value of properties. So higher the fair market value of properties in a town, the further under 100% the CLA will be. As the CLA decreases, the tax rate increases. This is how the state provides taxpayers with an equalized brand list across the state. Last year, a CLA drop of 0.6% was equal to approximately 1 cent on the tax rate. The district saw decreases ranging from between 4.21% and 13.86% with the most significant drops in Worcester and Berlin. We anticipate that'll be even more mature. Given how much it falls in the sky. I have not anticipated that. Here we see the comparison of the individual town tax rates from FY22 to FY23 after the change in the CLA. Factors used to develop the tax rate projections equalized pupils equal 1,412.82. Property yield equals 13,314. Equalized tax rate equals 1.5322. $13,314 was the final property yield set during last year's legislative session. It's important to know that this number is not officially set by legislature until after town meeting. The property yield estimate used to develop the FY23 budget was actually $12,937, which means the final tax rates are actually slightly lower than we've anticipated. In December, the tax commissioner will provide us for the forecasted property yield to use in estimates for the FY24 budget. Each town started with an equalized tax rate of 1.5322 and an equalized tax rate decrease of about 18 cents. As we saw earlier in the video, the local common level of appraisal affects the actual tax rate, which is why the amounts differ by town. As we begin to the development of the FY23-24 budget, the leadership team has already identified current realities that will impact the budget, including declining enrollment, staffing shortages and changes to the way that remote funds special education need and changes to the weighting of pupils for the equalized pupil calculation. Based upon board recommendation made last year, the plan is to discontinue the use of fund balance of the revenue to support the equity scholar in residence and the new teacher added at East Montcalier Elementary. We are also looking ahead to FY24-25 and the impact of the sunset of Essar funding that has supported additional staffing for nursing, school counselors and interventions throughout the pandemic. Throughout the budget development process, you will remember our why, keeping academic achievement and student outcomes, student health and safety and humanity justice and equity central to our work. The leadership team will consider student needs, equitable distribution of resources and education quality and evidence-based practices to make decision for the development of budget draft number two. We will also factor in workforce challenges, rising costs, declining enrollment and limitations to the instructional time. Not much can fit in there. We hope this training has given board members and the community the tools necessary to begin the budget development process and put together the pieces of a very complex puzzle. We will stop the video here to answer questions. Please let us know what questions this raises for you and what stand out in most from this training. Can you remind us of what the excess funding for essential kids or was and where we are? It was 19,000 something, like 19,931, do not quote me on that one. We'll get out for you, but it was around 19,000. And what was our funding on it? 20,400. We are allowed certain exclusions to take off of that before it's compared to the statewide excess and threshold and we do have several of those items which include the five capital weeks that entered. We didn't pay a penalty, but. It was eliminated for the past two years but we would not have paid a penalty because we would have had those decreases removed from the excess funding threshold. But this work, we're going close to that. Are we anticipating that it will be back and play again this year? I would always anticipate that given the closeness in previous years and given all of the reality in the winter there. Can you remind us the days that we learned a lot of those aspects like the excess funding next? Generally, December is when I get all of that information and one thing that we won't get until January is actual TLA's. And because the meeting that you will have in December to December 21st, I hope to have all of that for that meeting. And if the state is on time delivering it, they're supposed to have property yields to us by December 1st, which that comes from the tax manager and he's usually very on time. I appreciate it. I'm going to get a sheet of shit for that. This is a question about the dates. So we are, it will not be part of our December first Wednesday meeting. It will be the third Wednesday that the community, more unfortunately, will be working. So are we rolling it all together or is there still a community forum? There is good that actually, because we have a community forum or what it essentially means is there's two community forums. And it would basically, what I remember, I think one basically is when we get information back so that we could have more information. I don't know about that. You sure? Yeah. Well, I would say in some ways, because at that point, it's the presentation that has already incorporated the feedback from the forum. It's probably a board meeting that's going to look a little bit more like a traditional board meeting with a happy presentation. I don't know if that feels different than a forum, but it is likely to get better. Right. And so what it makes me wonder about is kind of what you were saying for, should we be lifting some of the business that would typically have been at the third Wednesday to the first Wednesday so that we can have a long focus on that forum. Yeah, I think what we're quite good at have it of doing and we're starting today is like an evening happy time, there's a class around on the end of our meeting and then we'll get our future out of it. And if that's what it's looking like, you would definitely give that signal to the steering committee and you would, I'd like that. Yes. And I will say to drive on that, that much of the business that happened with that meeting is full-fledged really. Right. And in the past, I think there were some capital things that because you get a capital improvement plan on a screen, we're ahead of the curve and probably won't happen that way. If I just remember being presentation to the public. And so if that was this part is, I'm just trying to clarify and be sure I understand what these things mean. And I'm thinking as you're saying, this is really when we vote. Yes. Oh, no, we do that again. Right. Yeah. But is this what in the last year or two years was a presentation to everyone as well? Because that was really what the business was. I don't remember us doing another business. Yeah, so yes, we were doing that online. Those presentations and we had, we approved that by Jen at our last meeting. We approved that calendar. But part of our finance, I don't know if it's going to be good at the end of the meeting and we'll see how all of the dates are mine. But yes, it seems it improves. That particular meeting is mostly going to be heavy on budget. By December, we have to do all that work. Right. So November is what we're going to be doing for every theory of the community and getting input from the community. And the board will be giving budget parameters that they know that meeting because they wanted to hear from the leadership team, you know, from the district. But like this is informational for us to be able to put some parameters. We gave them more for all of them. That was definitely there. And then the other, the card lines were, hold on, that was part of the news. Last year, we didn't include the strategy but we didn't put it in some of the parameters. So we kept it in mind that quite a bit. We're going to call the first number on a community forum. We call this an effective presentation or something. I think in some ways, once we know what we want to accomplish with it, we just need to describe what that is when we market it. And we've described that in a budget flyer, that's going to go out of the re-budget market. I should make sure. That's going to go out that we haven't put out before that explains what each meeting is. So whether we call it a forum or a board meeting, they'll know what's happening at the meeting, which I think is the process of what you're saying. Lynn, the only thing I think is that we were distinguishing this in the forum because there won't be just one small piece of public comment. I think last year, we had more of an interaction with the public. I think we even, well, we did break up groups in November and then in December with more of a discussion and feedback received from the community. So I think that's why we were calling it a forum. I'm just wondering if you can say there, budget forum or budget discussion or, yeah, I guess we can play with that when we look at the forum about how we name it. Yeah, I don't think that's in the flyer, we were saying that we're going to hold the second community forum which is that budget, which includes any proposals that board is considering in regards to the forum changes, community members are going to attend and share. So I will share that in the day. But actually the board is still going to be just about it. Yeah, we're going to be just about it. It seems like that the number of budget for that forum is the easy back opportunity for us to fund it. And sort of ours too in a way because that's where it's going to work in terms of value. Yeah, I agree. And then in December, those that participate will react to what has been created because of that forum or that forum for a check and balance. Yeah. And have we actually approved what we were. Yeah. And I do think people are anticipating in much different CLA because the houses have been going for so much. Sure. Yeah. Everyone. We are like, I had a kind of question. I want to take a comment. Let's go on. Introduce it. So we think about the role of the board. Yeah. We're fortunate to have a capable staff and they do most of the work. But so we get to guide the budgeting process. So we're going to explain to setting parameters, establishing priorities, and asking good questions, but I think there's other things to that. But then beyond that, we each have to understand the budget. Not, you don't have to understand all those formulas, but I think they lose people. I like the video, but it's too much, but you have to understand the basic concept and how they fit together. It can take some time. But we'll have plenty of your hat. And then eventually we'll adopt it, right? In January, hopefully we'll adopt it. And then it becomes ours to explain to the community and to recommend. And we've been fortunate, I think all of our questions. There was one year that you three two brothers are close, but we've had a good one. I think I wanted more votes. Yeah, so, but just to say, we could actually go to a campaign of its certain point in the year, because we don't want it to fail, that's for sure. And then, and then part of that whole process is inviting the community to participate. So that's why we're very good at working and giving people the comment. Yeah. And that November is going to be a month of that. November 2nd, it's going to be a month of that. And, you know, they're, yes, I'm just curious if there's thoughts on how this calendar tracks with contract negotiations and that process. I think it's a major factor. I get on the screen. Yeah, I kind of talk about that's really a budget assumption from the budgeting standpoint, what you're talking about is an assumption. And usually plan for it. Usually plan for it. So that's correct. And then this contract is signed when the contract is signed. Correct. And we have to on the board understands as part of that process that where that process lands is either going to closely align with the assumption or not. And that's kind of part of the process. Which is why we started the conversation a couple of years ago on this kind of having an understanding. I had a question about the flyer. Yeah. I've heard them going out, but it's the load. So this is the first time we've done this. It's a very simple pre-budget. What it has is actually a repeat, kind of of one of the slides that has all the dates from the explanation of it. The intention right now is it will go out with my community letter this week so that it's the weeks in advance of November 2nd. We'll get in folks there. And I'll probably describe it a little bit in the letter. That's the initial intention. It is, it's printable. We could put it in students' backpacks. If the board thought that is another thought that we've tossed out. Not sure to what extent the whole lot of stuff goes on the backpacks and whether or not the board thinks that that's effective. But we also talked about putting a stack in each of the town offices. And if the board has other ideas about where we should. I just enjoyed going to the school in the letter. Absolutely. Yeah, it's going to help you to make this letter. So we were going to grab a point for that. We were going to grab an information that we used at our last meeting in Carlyle where we did that thing and tried to sort of figure out what are the best places. But it's been a way that it could be printable and like it might be fine for a college. And then post it on the website. I just don't think the stack of posts like up on the bulletin board and down clerk things like that. Yeah, yeah, there's some people that some of the feedback that we got is that our people don't want to hear. What about if you are filled on it? Some people could scan it. If you are filled in, right there on the next one. I was still not thinking that one. So it's going to be compatible with some of them. So folks should know it's still in PDF format at this point because we have not shifted to the news letter format that I will start to use for the community letter will be one that's mobile friendly. Some things are still going to be PDFs. This is one of them. So, you know, there's going to be an imperfect nature to everything. The first time we've done this type of thing. Definitely room to reflect on it. But yeah, but your suggestion in this game up at the mapping. What we also can do is in the newsletter, which is mobile friendly, pull out the key nuggets of the flyer. So they are not viewing the flyer, but they're getting essential information about it. And what we heard along the way was we like to get our news from our direct school. Yeah, I guess I am family. Yeah, I think that's the general community. That's not how they're going to be brought. Do we have a mechanism for students to go to give feedback about what they would like to see the budget focus on? Secret questions. Our student. Center. Oh, with flyers, don't throw them in the back box. They're not. They're not going to go home. So there is that. I think the survey sent out to the students would actually really be beneficial to see what their input is. I feel like people are going to make all that out. I mean, I feel like the budget, the purpose of the budget, it depends on our school system to benefit our students. So their voices should be a part of this process. One of those, I don't know. So I'm sounding good. I'm a little worried about access to the process if we just have a single November community forum in December, like a single day moment to look at draft one and single day moment to look at draft two. Is there any way, especially to give a second base, it's kind of the first way that there can be a window of time and maybe we can collectively promote the opportunity for public comment. There's a book about what it lists, but it highlights that we can share from a small window other than just the forum day. So the rain. A couple of things. One is the questions that will be used at the forum that are meant to be discussion and table questions. We'll also, similar to the other forums, we'll go out and survey format. And then we have been getting a fairly reasonable response to that. So there is the opportunity for those who can't be there. That's just one part of what you're saying. The other part of what you're saying almost. And I'm not sure actually what this board typically does in terms of a rotation of board members writing a word for the local newspaper. Those words could include like, here's what we talked about at the last meeting. And then board members can put that out on the forum. So there are mechanisms, I think, to be able to kind of do what you're talking about at some level. I'm not sure what I'm not sure what we've done. Yes, we were hoping it would carry a few mountains. And we were hoping to remind, you know, putting the board from the forum, using the survey so that any ideas are welcome. The tricky part is, last year we had more forums, but we ended up having forums who looked together and not enough input from people. And it was a bit of a waste of time. And it was a poor decision to reduce the meetings to make it more meaningful. We've got a lot of people for people that, you know, they don't want to come. They're going to show up, you know. So we say they do want, and people are being filled out with the survey. And I think really well, it seems so. We can serve a student and community and see what we have to help with that. And we'll keep improving the tricky thing in that kind of rush that happens at the board. We want to be able to make sure that we all are behind. But, and you can do outreach to your community, to your hearing, and then bring that voice to, when are conferences? Remember, I mean, I just wonder if that's an avenue of the way that I'm having me to display or having, you know, a rotation of board members present for questions or, you know, setting. Yeah, I think it was that, yeah. Well, that also makes me think, actually, the QR code, which is helpful to link to the fly for the budget flyer. Actually, the QR code in that instance should link to the survey, you know. But a poster could be here the dates. Here's a link to a survey if you want to get input. I think it's a good opportunity for instance, other parents who don't know how to see the act of the QR code. Well, some of us have our phone set, though. All the multiple handle on the same thing. I don't know, you know, my kids at I don't have my millennial and my gen Z could. One other suggestion, what if the board members in building on Daniel's idea of getting more information out in between sessions? What if we did one minute videos, where we'd have a very succinctly explain where we are, what's going on, and we could do those as a way to market forums. And also one other idea, maybe a, like, board at email address where people could see the comments and questions. I have a more email address. Yeah, I thought we did, like, before I joined the board. You know, we have a good one for everyone, but when we were doing the even inside this room, we had a lot to do, but yeah, I just think, Kari, your point, your point previously with the big one and also sort of an ironic one, the idea of November being the point in which people can effectively influence the process. And of course, not the time when those people will, you know, react and if they feel really particular, it's not going to happen sort of in reaction to, but as it approaches that move on. So I guess just coming back to this, like, maybe it's after the 21st when the second draft was established and we know the time, is there an opportunity for us to sort of, or for, I want to try and say, I guess I think I'm concerned that there's not an opportunity after that day or except for that day for people to react to the second draft before the third draft. So we're open-acted and sort of being developed. Yeah, I guess a question would also be, so I think we want to do it all on the second draft. We're not asking people to keep us at all, right? Or we're looking for, what is the community value? What are, like, how do we, along with all of this, we don't need the values, our mission, right? So we're not, you know, so there's two-way thing about that. So when we are, when we're going out to the community that that second draft, you know, we want their input and their ideas, but then those beliefs and supporting all learners and all students, we're not necessarily looking at them to tell us, like, you know, we don't agree that it will be, it's to hear that you're doing more in prevention, you know, like, so, so it's, so that's what we're trying to get at, right? And part of the reality is because the timeline at which the budget has to be ready for warning is very tight, and it can break after, and there's a long break in between. So I think your point is well taken, and that's one of the inherent challenges. We're starting to have to work backwards from what's feasible to the community. Yeah, totally. Just make them hard. With the budget, let me get ready for the ballot. Let's end with this one. Yeah. Okay, so that question that we're at. I was going to explain, like, some of the things we did last year, like, at that December one, where we were on draft two and two ag for last year, the leadership team did a really great job of reminding everybody what their input has been, like, what had we heard in November last year to be? So they, we had taken all of that community input, and then we go, this is what we heard from you. This is what we've given you, with this, right? We had the level spending, and now this is with increases, and this is the effect. The bottom line, student doesn't work without this job. All of it, right? Like, there's two, two A, these are the differences. This is what they achieve. This is what we kind of can't do, right? We've talked a lot about instructional time limits and just people time limits, kind of modeling as well. And so, there's a lot of that, I think, that goes into the process of the future, and here, what we added, and that's how much we lost. And I think, to that point, people value the transparency, which is the same thing, but the transparency, you know, like, it's all, it's like, Maggie, and then I don't want to spend, because we're going to touch into this with the finance diets in the night. So, Suzanne also spoke to some of the points that we've heard overwhelmingly from the community in your presentation and how the efforts were made to incorporate those things into this next budget. And I'm hearing at least one of them, it doesn't sound like it was emphasized, and we're going to anticipate the facts going to be of something that's going to come up as a community concern, and that's the wrong table. So that's, you know, for me, I'm anticipating that something's going to come up, but it seems like all of the other, like, top areas of interest from community engagement are being incorporated into this budget. And you were speaking to yourself, but wasn't it moving? No, it wasn't shifting. There's specifically, you know, what we've heard was we want more integration with the outdoor learning, specifically around agriculture, incorporating local farms, sending this into our cafeterias, et cetera, you know, thank the community staff, and then the sponsor, like, why don't we have a community garden at such-and-such school? Well, we'd like to know to this school, how would we deal with, you know, one school having something and one not having it and whose responsibility is that? All that stuff. But that was something we have heard that I've been on the board consistently from the public is this is something that's important to us. And we spoke to that in one of those four things, and this is something that made it on the list. So I'm sure we'll hear about it in November, December, if you can believe me. Thank you. Yeah, that was great. Thank you, Suzanne. So that was the one thing for training. All right, so let's start off. We just had an update that kind of connects last year. We did talk a lot about the conversation last year, which is a public review that we started to talk about sexual harassment and assault, and we are working with Mosaic, and we've got two new students this year who stepped forward who are keeping it going. So you'll probably hear more about that as it goes on. I know there was a presentation last year, and they will be continuing that vision. Another thing, last week was the FHA team, the ACP, as well as the senior daily. Seniors are getting all their college stuff done. It's a bit of a stressful time for everyone, but it was quite a helpful day last week. And I know ACPs and SACPs are not one of their favorites as well or anything. Might be that. A test. But they made it first. And it's over. That was definitely a helpful day last week. Yeah, so sports are finishing up as sports. So this weekend especially is senior weekend, Linda. So we have the varsity boys' soccer Friday night. We have girls varsity soccer, we've got one Saturday, and then we have the football scene in person that night, that night. So definitely some sad times coming up, but I think it will be a good weekend. So make sure to come support. The women can do field trip happened last week. I took it, and it was very inspiring to see all the young girls from around the schools that showed up, and I'm sure a lot of them were inspired by the women in the field. And then we had a half day last week because of lack of staff. So that was definitely a shock walking into school hearing that, but it happened, and we came back, fun, and we are scheduling actually really helped with that. And so we didn't miss the classes we missed that day. And then there's a concert tomorrow. That's all I know. Middle school is at 5.30, and high school is at 7.00. Or it's grand concert if anyone wants to go see in support. As well, it is the other season coming up. We have first middle school show in a while, and we have the high school show as well, which is, like, as she's related. I'm stage managing both of them for the evening. And they're coming out early November and early December. And then we're supposed to run through that. And to end it, I'm sure some of you have heard about what's happening at Randall recently. There's been a lot of transphobia nationally directed at Randall. I'm sure you can find a new story somewhere about it. But student groups here are working with students at Randall and connecting. And we have plans and awards for shows of support, possibly protests against all the hate that's directed at Randall right now. So you're probably going to hear more about that as well. Just wanted to keep you updated. And that's all that we have. Thank you. Thank you. If you have any questions, feel free to ask. We'll all turn it over this time. So the sophomores have pre-ACDs, right? Do you all have the opportunity to do that when you were sophomores? I wasn't there, so I didn't know. I know. I'm not going to answer that. Question, I realize. Well, thank you for the presentation. For that report. The program's ready to prepare, like, you guys are brilliant. For the reporting day, I went to the student group for reporting. Do you guys know? Are you ending? I just want to make sure that you're getting in the plan. Oh, the board, you know? We didn't know it was at 6 or 5.30. We came at 6, so we could move on to 6. I just wanted to make sure that we were getting in the plan. This would be part of the group. So I just want to make sure that when I was moving around, I would just want to make sure that anything that was reported to the board for students. I guess. Go ahead. Any slides? If there's anything I'd like to press. Okay. So now, thank you again. I know there's no one in the board. Sure. So we're trying out a new format, a revised format. So kind of broad in the scope of the information that the board needs from not just the superintendent, but also the central office leader, the team that the board stands for. And in my holiday, I'm pretty good at some things out. And I forgot to give us a puzzle. Yes, there you go. Now it's not going to be stupid. And it's not going to be there anywhere. It's not going to be there. But the goal is, you know, there's lots of parts of our office more than just what I sort of referred to for you. So we will try to be extended as relevant to organize it around the common work. And that is the academic and student outcomes, student health and safety and justice. Sometimes that will work. Sometimes there won't. Sometimes there's just information for you to have. Obviously we always welcome feedback. Sometimes we'll pick something out to highlight. Sometimes it won't. Obviously there will always be room for questions. So the one thing I would pick out from today, just because it's the first of them. For a second really, the first virtual over now we just have a button. Jen, we wanted to highlight the equity workers. Yes. So we've had the second meeting of our equity book groups. The first one was on October 7th as we wrote during our meeting. We were really happy to do the first one in person. A lot of people, we have mixed groups across all of our schools. And so people were meeting each other for the first time, some connecting after not seeing each other in person did about 90 minutes for that first session. Today was 60 minutes and it was via Google me. I have gotten feedback from about half of the facilitator so far. And by and large, good, the hour blue by. We were trying to do rounds of text connections to, to really explicitly connect to the various books that we're reading and either they were rushed or folks only got through one round. So we'll take that feedback and figure it out. And one thing I'd say that we haven't, we haven't been able to do that yet. I think that's a good thing. I think that's a good thing. I mean, part of the planning group, one thing we hadn't anticipated that we'll have to figure out too, is that we have folks in different co-groups and they're in shared spaces. And so that has a little bit of complexity today that we haven't really thought about ahead of time. We'll figure that out. But by and large. Good feedback. I think the desire to continue in person. That logistically is pretty tricky on Wednesday after news, Wednesday after news. We'll have a chat with them in our January service together. So overall going well, we will have met six times over the course of the year. Thanks. Thank you, Sharon. I am happy to share that many people. Yeah. Yeah. I'll defend it. I know that it's a little hard. It is in one of the community letters, but they're a little hard to search. I have a picture. Yeah. Yeah. Yeah. Yeah. I'll do both. Yeah. I don't know. Any other. You know, something. For the ones that couldn't hear me before at the beginning of the meeting, I just thank them for, for not getting to hear me now. Maybe. Yes. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Similar in the realm of highlighting. I mean, you can take questions back to the group. But also want, you know, the board's talked a lot about wanting a little bit more of a picture of what's happening in our schools. So the leadership team. Sort of built this template. And also each month we'll take a look at what. Template or what things within the template. So this will be the basic format. Similar to the central office report is organized around the common work. But it'll happen flow as to how much is written in each one. The goal is to give you a little bit of a snapshot and some celebrations. Some of you get this from newsletters, but not everything in here. So. Yeah. I think that. It's very helpful. Sorry. Read. I appreciate that. I like it. It was really nice to hear everybody's voice, you know, every physical voice you can hear in. And that was really good. And also, you can talk about, you know, paying for those cars. With the answer funds and to have it, the show in every principle, you know, like what are they doing that, that where it's actually. I don't have any or missions to that. Report. Central Vermont Barrier Center report. There were some links there. They look at the link. There are any questions. So. Hope you read there. They're also. Full day model. It's a full day model. That is the career center is still on the works. If it's not, it's not final, but it's. The students will be losing that time coming back and forth between the schools when they come here. Margin to sort of Google have missed half an hour in the box or. Stephen. Great model. It doesn't change the formula, which is what had a lot of people really concerned, right? So that's cool. Something that the state needs to work on still because we're still competing for funding. Whether we want it or not. People have that idea. This money is still the same formula. We've been talking about the full day model for several years with them, because it is a way for them to be able to educate the kids with their kids. It allows them to use their facility in new ways because they don't have to cram everything into the same time period. Or them to be in the shops and any of that work as well. So it can give them a lot of flexibility to maybe add some additional kids over there as well. It's a great. It's a great idea. It's just. We're trying to work out, you know, every sending school is responsible for that special education. It supports right. So we're working, you know, we have two schools that were great right now. We're working with that, you know, that sand and services there. So they're working for us, but that is super. It's exciting because it best serves our students, which is for us. It's a great idea. It's a great idea. It's a great idea. It's a great idea. It's exciting because it best serves our students, which is what we want to do. The other thing that I would like to share, something to share is that our medical professional instructor, any jostling that they carry or something, I can't say enough. Good things about her. I wonder what your sense for you guys. So my thing back, one of the things that they're doing right now is they send over one medical center. But the students would be sort of, sort of, I wouldn't be able to deal with this, as you know, the report says, so she's got, she's working with 10 students and they were, they're going to be, they're going to be joining a lot from like patients. It starts at the school, but that connection is just so important. And she has had, but she shared in her program. She's one of the instructors who's being able to really embed one of her understanding, understanding of justice. And she has a, an increasing by box students in year two. And so she's been able to like really incorporate her curriculum in the way that best serves the population of our state. That's a lot. Any other questions? And again, thank you for thinking about that. Thank you so much. Thank you. Thank you so much. Thank you. Thank you. Thank you. So, I just wanted to frame the conversation here with the health. here with the health. I didn't do in time. It's here with us tonight to be have some of the questions it but you see both each stress. We got a chance to read them. It's so so many we just have with the first that with the first day. There's no boundary and just so that's the thing that we do tonight right not today's one thing we either are OK with the feet without the boundary and just that adjustment and you have already authorized me to sign that that's what the board wants to do. This one should be the second option with the boundary changed. So basically the Berlin will be will be giving part of the land. You guys read read that to that we for the town. It's still for town center, but it won't be followed by the town out for any more, but it's still with the same purpose. So it is, you know, we felt that and it was the advice of our life. And we put it into sign without bringing it back to the board. And we wanted to get a sense of the board and it's basically the road that is what is causing this. So thoughts or questions. I just wish that the lawyer had been explicit about. We went the way of locating the boundaries about the word. Yeah, that the remaining remaining piece, we would still retain that. Right. To reclaim that property that's used change. Sure, I've been trying to solve the remaining. I well, so yeah, correct. Because it's the same amount of acreage that is being transferred that was originally agreed upon. And and essentially there's a slice of it. Well, you can see it in the drive. That's a slice that it needs to be given with the town. It needs to get to the developer to in order to make the road and shake the compatible way with the town center. I guess I don't understand and follow. Yeah, I think the piece is currently part of what we own and we will get to the end of the piece up. Right. But as if you see it, I think it's a road, yes, I'm not sad about it. Do we get it or does the town is a good time for them to keep it again? Yeah, but it's we would retain. Because currently the green one is owned by the law and so then we'd like to walk from where it's stopping. It's the language includes the ability to just adjust orders. It's it's still that there would never be a match changed. So after you want me to I'm there is there is a line that says the new adjustments or changes. Like I need to change to the boundary. Yes, the boundary of the total acreage. No, we'll always be in exchange. It'll always be that people need to be right. They get point five. They're getting point five. Yeah, that's what we're going to go there. OK, and you can change that. I'm going to have to clarify when you the green you're talking about your green is currently school property. And then then what the counterpart is proposing is that the green we will do a boundary line adjustment and square off this lot right here for development. And in turn we see from the folks who are getting green the paint. So the paint is actually Berlin mall today. But that green triangle is well, it's ours now. It's part of that. Good point, but that's correct. That's correct. And part of those motivation here is when we the town are basically economic developers and we actively see folks to come into our new town center. We don't know any. We do the town of Berlin does not own anything yet. And so there's we're dealing with private property. We were successful to bring 98 unit senior housing project into there that really was the town of Berlin brought back across the street going permit for 30 unit of workforce housing and the town of Berlin and brought that to the table on private land. Right. And so for us to develop this lot without it squared off and say we had a developer as very difficult to find the helpers today with COVID and cost material that we say we had somebody interested, but we said, OK, we have to then go back to your board again and and square it off at that time. And that process, it can kill a project. So again, we understand the concerns. We it'll be the same amount of acreage or more that the town would retain from any boundary line adjustment. Where is the senior housing innovation with a green and red? So. So this road here is it's a lot right here. OK. Where is that green triangle in relation to the walking trail and making sure that it is that our own school? This doesn't impact that at all. It's right on the opposite side. I'm hearing from you is correct, because the school over here is my understanding, right? The school over here. We have the bigger set of your housing is here. So here's the sign. I apologize. Yeah, you're seeing that one. Yeah, I think you got in it. So so this is the senior proud helping project right here. Yeah. And this little triangle we're talking about right here. The school over here, that your trail network is in and around this right here. And I should say to Aaron and Chris, we're part of these conversations, you know, they don't see anything from there, from there. In fact, in terms of the land of things that the school might need for the district manager. Some of the 12. Oh, one of them. Yeah, yeah, you know, it's kind of for the driver. Yeah, the and then so the red words. The the team with the red is the proposed change. Yeah, yeah. Does it still provide us the ability that if the developer isn't going, you know, I mean, it doesn't still protect us that that property doesn't go away. Yeah. So it was in the last line. Yeah. And so that's the right line right below the right section. Yeah. The right of re-intrude of the college. Yeah, yeah, yeah. I just wish there were anything. I didn't mention that. I mean, I'm not hearing from the board that, you know, that they're opposed to that. So there's merit that was needed. Is there a joining sense? Yeah, I mean, would it be possible to write the deed so that I mean, that's some very general language. Would it be possible to write in this specific case to the deed if the board feels that that would be appropriate instead of leaving this open for further action down the line? Jonas, do you have a suggested language? Because the way I read it is that that line, which was in the original and in the second, does say that because it says if the grant AC says to use the property or if they ever enter into global law. Right? The property has adjusted something like that. That's adjusted. Right, but this is not only this adjustment, they can make any future adjustments. Yeah, it's not the adjustment itself. I think it's the transfer of land that we own to a private for-profit entity, rather than to the municipality of the town of Berlin. I think that's the concern. Right, and are they also signing this? Yes. When you say that. It's not. It's not. It's a little generic, no, nothing's down the private, the private, the basically the mall. No, we're signing it does with the town. The town is, you know, getting that adjusted property back, which is going to have the road. So there was no question that it would be used by the town, right? The road. So what you made familiar if you surveyed your property and file it with the town slurs right now, is a survey of this property that we file on the town slurs. A boundary line adjustment is, it's a when properties share a boundary, you don't have to do a subdivision, because you're not creating a new lot. You can adjust that boundary. It has to be recorded again with a survey, professional survey at the town slurs office. So it would be then a conveyance from the town of Berlin and a conveyance from the Berlin mall for people or for your parts coming back to the town of Berlin. So as your hand up, Jonathan, the town is going to have to survey 3.8 acres. Whatever they're adjusting that property, they have to survey 3.8 acreage, which is what we agree. Otherwise, it's just showing the adjustment. And if they can certainly sell our land, that would just be able to them for profit, or it doesn't go back to Jonathan. Yeah, I just was, I think there needs to be an addition to this red language. Boundary adjustments and exchanges with adjacent lots, which are necessary to create the need to, a permissible prior that such adjustments and exchange do not resolve the net loss of acreage to the town or to the district. It would be Tom's property in German, then. It's not ours. Yeah, thank you for coming. Well, but I mean, we glanted property to the town. So that would be the potential impact to otherwise school property, district property. What about if you meet the line after that, the guarantee season two, would that help the grantee towards the town or the... No, it doesn't. The bay and does it guarantee shall not it buy grant or is the center... No, I think there's some additional language that says what I just clearly stated, which is the town doesn't want to lose any property. And I would do it, right? But I think this is all connected to that 3.85 acres. And so this is specific to that, that there's a protection that the private, the exchange that's occurring means it's still gonna stay at 3.85 and that the mall can't somehow encroach on that 3.85. We're protected beyond that 3.85. We haven't granted that 10. Yeah, no, I appreciate that and I understand that. And that's why I think that it's important to say there's not a loss of acreage to the town or to the district. We're just stating again, what's already saying in the language apparently. Yeah, Jonathan, there's no... This represents no change to the plot of land that the district is planning to convey to the town. That doesn't change at all. What changes here is that the town is swapping those two triangles with the private developers. One of the concerns that the board had when we discussed this previously was that we didn't want that land that we were donating to our fellow municipality. We didn't want that land to later be turned over or sold to someone who is gonna develop it even further. Right? Then we had given that to them for free. What the proposal here doesn't change our land. It doesn't change the plot that we're giving to them at all. This would happen essentially after we give them that land. What they want is permission to swap land that we gave them to the for-profit group for land that the for-profit group would own. That's what those two triangles are. I'm comfortable with it in this specific occasion because it seems like a very small and limited issue. And I think that's okay. But I don't like that the language here gives the town and the for-profit developers the ability to swap more land, right? Which may impact the use of the land down the road. This isn't a new impact on our trails but I think this language presents risk that that may occur down the road. So while I'm okay with this, I don't like this general language. And I would like that the board is okay with that quick claim but not other ones in the future. Yeah, well, I would just add that I've never been in favor of the district transferring in the land. And I live in Berlin to the town. So I think it just needs to be that area that I mentioned. I think it just makes it clearer that the town, the district is not in any way going to be losing potentially additional property. That's all. So what I can do is if the board is comfortable with this thing and I can go back and help Nick. I think what is clear is just that there's still more clearance on the, I see Tom was not even sad that it's okay, it's okay. He's going to put in the district there. I don't know that we can add district because we're all on all the land. So as long as they're fully protected, it seems like the board is okay with that. I would want a formal motion obviously before we move on. But we'll move on. So I'll move that being said. But I want to put a recommendation on the request to, by the property, property, property and property. Propriet foundry, adjustment and change. Right. With the restriction? I like to propose. And it's really the restriction that Jonas recommended, which is this specific one, not me and I. Again, adjustments. And that we would run that language by whatever legal language it requires. Maybe that was, like. So move, but Harry, do you have that? Okay, adding that part. Yep. Because I think it's important that if we look at what the explanation memo is, it's the boundary of definitely language that's there and that's what's being proposed. And so we just need to be sure. And I have a memo card here. And another instance of the definition trigger already. So the way that we were seeing it is that, you know, I think with the boundary adjustment language were allowed to come to be a piece of this property to the neighboring landowner only as part of the consent in exchange for a piece of the property equal or greater in size. All those as we all the state follows the underlying theme of the property is considered that preferring would be used. It will that property is will still be used. My concern is the actual one, which is not. Yeah, yeah. So, so we will make sure that is a, but that would be. So, so all I have to say you move to accept the request to provide a property boundary adjustment specific to this particular. And I think it could be doing it like this. The boundary adjustment. We accept the request to use the D with the property adjustment language. So a lot of the time. You give a piece of. Yeah. Yeah. We need to awful awful. Yeah. Also need to authorize. Ready after I was the board chair to sign a document, but I was looking at it, but I felt like I need to come back to you. This particular. That's to it. I felt like I already have. Yeah. The other piece of at least that work and that we request that the attorney. Review this and. Make sure. Second person. Oh wait, I need to make sure. So now, so now it says that you approve the request. To use the D. With the property adjustment language. To allow the town to give. A piece of. There's property to me. Only. He's a good property to a neighbor. Yeah. And request that this review by legal counsel. Okay. I don't think the town giving property. They were swapping. Any time. I think that. Anything. Thank you. Thank you. Thank you. I don't think they're saying. I don't think that kind of giving property. They were swapping. Any time. Yeah, I think that. Yeah. Thank you. Thank you. I didn't think there was. Thank you for your attention to this matter that a lot going on right now. Welcome you all come out here. We've got a great story to tell. Thank you for your attention to this matter that a lot going on right now. Welcome you all come out here. We've got a great story to tell. Thank you. Okay. Yeah, if we're being hard at work guys we're going to take five minutes. Okay. So I don't even know her agenda. It's a via the resolutions. I was thinking that we can go one by one quickly. I know that they were in the packet and I could only say my questions. So that will be voting for us and would be nice. So let's start with it. Well, the first one is that it's a quick one because it was with Ron. And all we did was just strengthen the language that we already have. So you don't have to vote on that. It was that emotion was run. You're interested in me getting more special that I don't want to waste your time. It's been with her. Yeah. It's been with her. The third. You didn't watch the webinar. Yeah. So when it goes into our book or the guidance that we give when we are captivating and lobbying, it's just the language that says be a result. We have yet to look at our language later out in response to assistful districts with PCB and random remediation, including districts with contamination with the covered fire, and respectively at the cost covered by the capital fund. And this came from, as you see things from Burlington that they are lacking in high school right now, but all of our schools have been tested right now. So seeing a number in here. It's going to be a major, major place with everybody in Fort Macy. So it's probably a piece of this. I think we're in trouble down the road. Yeah. Okay. So the guidance. You know, I'll move that we. Three. Second. Sometimes. Yeah. Also, I hope those in favor can see me by saying hi. Hi. Any opposed. Any abstain. No, the motion carries. Yeah. So, and then the resolution number four. I think it's going to be a result of the idea that all rules, regulations and policies and quality standards reporting requirements and laws regarding public space in Burma must apply to any school that receives funds from the state of the national farm for any reason or for any purpose. So I talk about it. I have it. It is that it is a hot topic. We're just having a side conversation. Okay. I was sharing my concern with this. I don't know enough about this issue and I recognize that for a small state that we're sometimes rely on independent schools. And there may be cases where it's beneficial to have some exception from regulations. The bureaucracy of schools. And so I'm just not. I think I'll. Do you want me to share the concerns with me? Do we need to have. Yeah, I think before. Yeah, we could have a moment about that. You want. Who wants to move it? I will. Thank you Diane. Also. Discussion. You're saying, but as a person who works in a public school that needs to be sure that I provide the equal access and learning opportunities for all. It's critical that that expectation be present. For all programs. And so. You know, I feel very. I think it's important that everybody plays by the same rules that everybody has some responsibility when you're using public dollars. There is child for providers where there's public schools. All of our kids can serve. Good public education. And so. You know, I feel very proud of this is. I can go in. Complete. Yeah. I don't want to go in that. I think it's important that everybody plays by the same rules that everybody has some responsibility when you're using public funds. And so. So. I think it's important that everybody plays by the same rules that everybody has some responsibility when you're using public funds. Education and the funds should be used fairly. Everybody should be able to, you know, respect a special education. Not discriminate against, you know, if we have found that even in programs for summer camps, you know, like there are things that. Discriminate against that. If you're using public funds, you know, you know, we're going to be able to. You know, I think this is one of the few things that is funded more equitable than other states. Obviously. I did hear you know, I. I shared this. Right. So I know that it is. And part of the reason it's not. And I think. We guys are using stuff. It's the. Because of the decision. I think today is spring part about, you know, in village schools, they did this morning, and I think they are using that piece of stuff that's going to make you have a big part. They do have a big part. Yeah. So that affects Vermont being a main thing a lot. So it's something that you should pay attention to, and it could change the landscape of Vermont at least. Thank you, school. How much? Not that I'm trying to buy, but I think you should buy. Usually, it does resolution. It's really just guidance. Like I said in my introduction, it's really all you do. This is just guidance of how people are going to advocate for something that the majority of our members should feel that it's not important over again. It's guidance. It's guidance if they are lobbying for laws, or if they are going to have a classy bill. As well as saying laws. This is where the school participation has been legislated. Yeah, that's what I'm asking you. Yes. So when you say a lot about people, then you may not answer for him or her, but I think I've been quite a bit. I think I've been quite a bit. Yeah, it doesn't mean, you know, remember, a lot is like it's just guidance, right? But it is really important to have that guidance, because when we are asked to question or testify, I need to have this report of the membership. And it's not just the remuneration, working on this. I think all of our, you know, we're offering a station for the station, and we've been having state meetings about this issue. So just the same resolutions are being considered. The board's meeting resolution is being considered by every school board that has a representative that has a representative. Yeah, so like each board gets a vote. And so I get to go with our voting number. Yeah. So it's also important. They don't usually have this many. No, we had more. That was not something that we thought we had. That was not something that we thought we had first thing. Yeah, I don't want to do that. This is great. I could be able to contribute and have a better. Yeah. Yeah. We did this last year too, but it was right after we all. Yeah. Well, that's what I was saying. I don't recall this. He did it. We did it. We did it last year. It was the first year. We did it. And then the other thing is that all of this is maybe guidance to force that, you know, she's going to vote, but in the board voted, but that doesn't mean that that's the decision of that. It's going to happen. We're going to create. Right. It is. And there are some of them are usually more needed than others. Yeah. And the main thing is to get to the top. Finish on time so that everybody can get together. I think they're trying to make it sound so that more people will do it. You read your letter that gave to you. Neil offered pay for the first. But you probably didn't get it. He was counting that. So we had an ocean and that can. So. All those in favor. Hi. Hi. Hi. Any opposed. Any of staying. Yes. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. No. Okay. And then moving to the resolution. We'll be through the next one in the B, a. Okay. For significant input for the school. Okay, oh, you regarding the business, the city management and governance, referencing the participants. So, should we move it and then move it? Problem resolution proposal number five. Second. Discussion. I have a question about the worded and the advocates of significant input on the school district quality standards adopted as an already adopted or to be adopted. And then how the authority adopted and how does the input get provided retroactively? Yeah, so the Secretary of French asked the EPA to be involved in this. Stan, this is the first time I'm in there with you because in the waiting study, we fired in changes on the and the, I wanted to online. No, once in a while. No. I'm facing the right now and then just grab those. I'm pretty sure that it's a fun format. So, and so because of that, it's changed. So it's going to require part of that study that we're doing right now. And I don't think I'm booked to fail as being leading a group and that indication was sent to everybody that wanted to be part of this group. So there's going to be some standards for boards of how they do, but you see their facilities. Right now we are just doing school with the strict standards for governance. This is what this group is working on and then later on we'll move to. So what we're doing with this resolution, basically just saying, you know, just remember that it's important to have the voice of the school first when you're doing this work. So not have something that just comes from family that says, this is how you should do it without getting input of the people actually on the ground. So, you know, and I know that it feels a little bit after thought because somebody invited us but because we're just working one piece of it right now, it'd be important to have them stay involved with all of these things. My understanding of the work it started to be before he had a district and this is what they wanted. We don't know what happens politically and who's going to be in place. And so we want that continuing the charms type of thing that they can actually do. But it's not the language I'm confused about because this was required by law. And I'll say to them, So for the formality, you can see I don't know if all of them are calling December saying the work right now. No, because this is not at public standards. It's not in others for the boards to govern. I think it's the reason not to go to rule. Like because it is an easy to add the rather than what it's like you can't say the one thing that's particularly adopted by rule whether it's going to be adopted by the right future. Okay, yeah, thank you for any more questions. Anyone have any questions? And all those in favor of pushing the fight by saying hi. Bye. Thank you. Hi. Any folks? Any of them staying? There's not a motion carried. And then the next one is if you're facing versus the meals in one school, the money should come from a source other than the future fund. So this is the motion that we've had back in our meeting in April. And we felt that this too that you have here is that the committee felt that it was action that we should be taking. Well, Paul, who was that meeting? She was. Yeah. We're kind of like. All second. Discussions. I wonder what fund the source is. Yes. Right, right. Does the DSB have anything to do with that? Yeah, we do. Well, I think we have to pass at the regular resolution. So it's our good pass at the regular resolution which means to pass it right now that we're revisited. What you're thinking. What other funding? So it's like if you come home, like we had it right now, very good for funding. But you know, just asking the legislature to be more creative, right? Because they're meeting our students. It's not just for the patients at a good company. Yeah, it's really helpful. It's likely to be the general process. Yeah, so not just that. Yeah, the worry is that it will reduce the case of funding rather than. It seems like also having a sense of the in addition to being creative about where the money comes from, that it's a no on getting all the money that it gets. 90% of the money. No on that. 80% of the money. Like, shouldn't be a binary. We got all of that. We got all of that. Yeah, absolutely. But we're going to start with a big picture because we're going to make a share of our people. And ideally, this should be nationwide, right? Both of us in favor of putting it by by saying. Hi. Can you close? Jonathan, did you have your hand up and I didn't call on you? Sorry, I just. Yeah, the timing was bad. I kind of got it up there at the last second. But basically, I just wanted to say that I mean, many of you probably know that I've been advocating for universal meals for kids in Vermont for some time, well before you know, the pandemic. So it's very encouraging to see that the state is finally having serious kind of the SBA and others are following having serious conversations about let's make this work because it's absolutely critical. It's not a want, it's a need. And it's a critical need. So that's what I'll say. Thanks. Thank you. So I didn't see enough of a solution to send them the bylaws. I just wanted to be like a big overview and you guys are okay with that. And mainly what I mean there was but maybe there was just a look at it and then we made sure all of our colleagues thought that it was still some pronouns that were gone right in the document. We cleared our meetings. It said that we would need at least five times every year before it was a little unclear. So we made that more clear. And then in the last part of the annual budget, again, it's just making most of the changes was the finance committee spent some time in clarifying so that language in yellow is what it's gonna stay. And if you go to the document, it's mostly a pronoun. So at least six times annually before it's at five. So it's just, there was nothing I promised you. And that's the only way we're able to meet at two. Thank you. Well, that's the word on it. Yeah, last year we're getting the guidance. I went there and I did that. I'm interviewing y'all again. I just had to make a decision. So I did. That's good. Okay. Two comments. One comment is that I liked them. Page one, how it wasn't specific about the goals. Yeah. It was a totally appropriate, but then it seems that's seen in contrast with the detail from micro management of the budgeting process. I actually, why settle that in there? And that's what I do for my project. I just shared the finance committee that I liked that. That was for that, but it doesn't seem to be. So who on my team? Yes. You want to hear that on full slate. Yeah. Just the proof that I must submit it. I'll move that really to the point that you can raise your hand. There's left. We're going to think they have to see it by saying hi. Hi. Hi. Any opposed? There are none. The motion carries. Good point. Bye. And then I found my notes. So I choose one of the things that I moved that. Okay. Let's go back to my mind. Okay. Okay. Yeah. I need my debt. That's what I do at home. I'm just happy for some staff. So I found it. Thank you. So for the personnel, we don't have any hires. So we're going to. Well, it's no. Oh, sorry. Scott's appreciation. Sorry. I know I was. Yeah. That appreciation. Yeah. So I, I feel like I have to figure out my words. I'm going to need a little coffee. So it's that time of year where I think it would be helpful if we began to go to a staff meetings. And so I just wanted to lay that information out. In the past, we had a rotation or you can sign up for one of the staff meetings to attend to. The next steps would be all reach out to the leadership team and to ask them as to what dates over the next month and a half would make sense. They're all on Wednesdays. The challenge, so to speak, for us is that they will be all in person before they were virtual ones, which made it a little easier. So, but these will be in person. So I will reach out to the principals to see about creating a Google doc that you can sign up for. And then one of the things we've talked about was similar to what Caroline shares in her newsletter, which is just checking in with staff around what's something good, what's something hard and what's something that they need help with, just as informational opportunities for us as a board member to be. And usually we're there at the beginning so that they don't feel as though we're impacting the whole meeting and that, you know, so it's our opportunity to share appreciation for the staff as well as take your information from them as well. I would say that it would then be helpful in previously it was Chris, Lindy and myself that were kind of like the little subcommittee. I would say anyone who would be interested in kind of brainstorming around additional transportation or even gathering information to share back to the board after we've gone to these staff meetings would also be helpful. So if you could just let me know your interests and I'll work with the leadership team to put out a Google doc and share. I'd like to add just in the last couple of weeks, it's like sports because those are always in the paper. Berlin's crack there was in the paper with a nice picture of the Jamboree was in the paper of all the elementary, the author visiting each one earlier. You know, just some real positive pictures and uplifting of what's going on around that. I think there was community are impressed about the whole thing just walked to but I don't remember where I saw them. And so I just think it's nice when we see those things happening in our schools and that they're in the paper. There's always sports, scriptures and sports but it's the other activity. And I'm excited that we're going to begin our rotations of the family and reforms at the different buildings. Okay, let's move the input. I just found like these things that I was giving you in the middle of the day. So they charge the Delta School District governance standards that we support under a large project of the School District quality standards. The general assembly charge the agency the authentication at one point set. So the agency developing the standards during the making process, which is what we're trying to do first. Now it's the same as I'm sorry. Not to confuse you. I felt like that was really good personnel. This can be really quick. We do not have any approvals for today. The good news is that is because we are most are doing professional level on pregnancy. So even professional educators, although we believe in that's good. And then in the packet, Ford had asked for some information about where we post for our various questions. So there's a report in there. I'm happy to answer questions. We think when we data like where people can learn the job when we apply. That's a good question. We do get those metrics from schools. Brad, you know, for you were, but I'll ask about the others. I'm just wondering the end of the week one, the top school job costs. Yeah, yeah. Because yeah, yeah, the family of the day. What about what's been. What's been has a cost. Yeah, although it's so universally used and yeah. Have you thought about advertising on stateofgallegy.com? Which is good. I'm very impressed that we get very quiet and you and that is also that monthly and I'm sure it's enough for you. It's sort of by each of the colleges to be able to assist. Often need the often need an Ashton number. You know, you can access that. Yeah, I don't know. You know, well, every single one of your well, we have started where I'm working in the cell. Inter. I'm just spending a lot of time as well. So that's nice. One of the things that I would say and Karen can speak more to this, but it has prompted us all to work collaboratively across the districts to start to think about service delivery and how can we do that? And that's a positive collaboration that can continue even when we are on the cell. So. And having been myself here for the support in graduate school, working as a nonprofit at the beginning, very periodically, that you know, that is a model that can be very active with somebody who's communicating through the era. Another and there were no online programs in that school. But it seems like I'm looking another way to attract somebody who has the level of skill that would allow them to be providing direct services in the supervision of a certified don't think much. I don't know that. Yeah, maybe and that's the program. Any other questions? The region we outreach to universities and colleges, certainly our local ones Yes, we have the actually a fair number of interns. So that's a pathway of our interns right now are studying. That's helpful. So, yes. And there's a lot of conversation happening at the state level around building better partnerships with our higher ed organizations like we're all here alone in our pathways. Those are not going to solve the immediate crunch, but there are some really creative ideas and a whole lot of conversation about how to fund this that I think will strengthen the partnerships with universities. OK, good. And I know I've talked to you about this before. Remember, many days during the third year of your own yes, in the Northeast Kingdom and they have it's not like that's like 30 or something. Yeah, participants in it. Yeah, it's been very popular there. So, yeah, yes. And that's for George. And that would be really interesting to expand the program. Yes, you know, by growing alone in the first five. How many sources of data is in this? Yes. That's all I want to know. OK, so let's move right into the finance money. And I think it's one hour that we are ready. I don't know. I don't think I have heard conversations about it too quickly. But we had some information that reports and the reflection at the beginning. Is there any questions for Susanne? When the reflection is coming in. It kind of takes you back some of the vacancy for growing our own substantially. And we're working with Robert Kaep to get a 10-day constable position. So that we're going to move right around and please thank everybody and the team. OK, thank you very much. I'll give my hand. Thank you very much. So then let's move into that room. Great. 24. Dantel. Enter it. Dantel, please. Pardon that. I have a motion to start. I think I do that well. Well, Susanne can kind of explain this. So there's a little bit of a case in these agenda items. So let's let's clarify that. So I mean the same thing. Yeah, eight to one and eight to four are the same. And some of it on here. Oh, sorry. Eight to two is probably where we should start with the pre-qualification criteria and then move into eight to three with the dental premiums. And then eight to four with everything that's budget compelling to take. I was blown by it. It was a finance. That's a buyout of finance. It can be a transport from the finance committee that's in transfer rights. Correctly. OK. So that's it. Yeah, I think it's 45. Yeah, so that would be very excellent. And for the, yeah. So did I have a motion to write another board of savages that would make the board the same criteria? I move the board established the recommended pre-qualification criteria that contractors must need to be included on a selected list of pre-qualified bidders for the 2023 mechanical projects and the 2023 30 feet parking lot and sidewalk replacement project. Thank you, Daniel. Thank you very much. Daniel, more discussion. Well, for those in favor, please signify by saying aye. Aye. I mean, vote. We have the same hearing on the long period. So now we just do the review of the 2023 dental. Yeah, that's OK. The dental premiums is to have a portion to recommend the board death with dental. I did not. I make a motion the staff recommends the board set the calendar year 2023 dental insurance premium as follows. Single plan, 552. Two person plan, 1,080. Family plan, 1,500 plus. Thank you. Then we could have a second. Second, but clarification on the language. Yeah, you can say that for my mind. Yeah, yeah, yeah. Motion the board says that the board is starting to recommend the people. Yeah, sorry. I think the board, yeah. Second, we're not a little weird. Well, those in favor, so the second. Yes, thank you. Well, those in favor, please signify by saying aye. Aye. Yeah, no. Opposed. Thank you. OK, yeah. Stay on that stage. So the motion carries. And now we're going to do the budget. Don't want the components. Great. Yeah, so if you could go back to page 43, that's really metal that goes with the disaster. That's because I know, sorry. Page 49 is pretty much the same, but there was information there that the finance committee was having a full discussion of and we weren't going to accept it. So it's a little bit getting. Can I ask a clarifying question? Sorry. Yes, was there a motion that was supposed to happen on page 44? Yes, but we're on right now. So I move that the board directly have to incorporate the indicated assumptions into the FY23-24 budget draft. Number one. Any questions? I think it's not that we're going to do. Yeah, go ahead. I would be interested in considering reduced place in my full place. Yeah. So I'm telling you that and looking at the numbers that we're going to be able to. Very good. The amount that the meals were before the pandemic were three dollars for breakfast and four dollars for lunch. So it's a 75 cent increase because my understanding is that the school should be to increase them every year. 25 cents. Assuming that it would happen had the inverse meal not happened. So like a full amount or interested in bringing it back to the three and four. Or what's the pleasure? Well, I don't know. We're still in the middle of it. Let's not be in the burn. That's for free. Yeah. And that's free. And that's sort of what the finance committee said to like, you know, come back to us and give us, you know, around what it would look like. Not a bad extension. Yeah, I don't think that's a lot of what it's a lot of time. I have a question about community connections. I mean, this is what means that's invested of us or this is what we're offering them. So community connections provide us their revenues, their expenses for current services. So it's the reflection of current services. And what we have been giving them in the past is forty thousand dollars. The revenues that they project offset the rest of it. And so this is the amount necessary to run the current program. So that the rest of it is there been any discussion about giving more money to this program since this is for many families and essential. They also get money from the funds. Yeah. And this is again, these are the assumptions to bring in what we currently offer and conversations about whether or not we increase that would come as part of that second. But I think it's the menu is this at the cost of living increases that basically would benefit from those. Primarily, yeah. Running and different schools that it's being offered at with not all of our schools into being transported and sometimes a significant distance. How far? Callus. He's not clear. And I think Doty just Doty still transports a running. So we will have a more robust conversation about this. Is there a guidance right now? I don't want to go into it. Right. All of the discussion that we can find this committee. But we gave them all our guidance to be able to come back to us. Although some favor between the five and the thing. Hi. Hi. Any of those hearing none of the motion here? I can see the policy. Yeah, that makes sense. So then I this is the way he was going to try to join us every morning. But I don't think so. So what we'll ask for is a motion to have the board affirm the policy work plan. The policy cycle review, which includes essentially this year's work plan. So you saw an earlier draft conceptually the narrative part, which is the second of the page in the packet behind that part explains the brief ways that the board would resize the policy. One part is a cycle. One part is required and new things that you have to do. And a third is selected policy. So you've seen that once before and the I would not pay much attention to the months on the side. That I think will even flow. I would focus on those are the policies in those categories that many recommending as a board. So just to make a motion or anything. Yeah, it's OK. Yeah, we're just going to go ahead and make a motion to affirm the work plan for the policy and the policy review cycle. But I'm using the word affirm because it can change. Right. The board can decide if you affirm the proposed draft policy review cycle policy review cycle. Yeah. Second. I'll second. Oh, sorry. Yeah, that's OK. That's OK. Yeah, it's really OK. I'm going to talk about that very early. I'm going to talk to anybody else who wants it. It's hard not being a known sometimes. Yeah, it's OK. So, Lindy and Jonathan any more discussion? Other way, all those in favor, please signify by saying nine. Can you oppose? I mean, it's saying there is nothing else you can. Oh, and all right. And motion finally. So page 54 is the proposed goal for the board for the year. We came up with let's say the way I see it, it's the next step in our development of developing and quality here. And we have those steps in that process. We have we have few morning outcomes to define what it is we want. Then we spent two years creating a baseline understanding of how those play out in our system. And then for this year, we adopted a calendar by which we will monitor our progress towards the student rate outcomes. And and and now the next step is to figure out how we're going to do that, how we're going to monitor. And so we've got a lot to learn and we will use external resources for the extent we can. Turns out there's not a lot out there to learn from, but we'll learn from what we can. And then we'll also develop our system based on what we define as the most important because there's a million things to look at. But we'll have to figure out what to prioritize and what to do. Anything to add to that? I don't think our motion. We accepting or I think we're making a motion. I think we're making a motion. We're making a motion. We're making a motion. I'll talk to them. I'll talk to them. I'll talk to them. I'll just get it to you. You're gonna get it to you. Okay. On those things, I think like. Hi. Any of those. Any of you saying hearing. I'm sorry. Sorry. Sorry. Okay. So. Okay, so the minutes. I think the motion to approve the minutes of 921 22. So we did. And 923. There's a model and four. Okay. Four and ten five. All right. Yeah. Yeah. Yeah. Yeah. Okay. That's true. That's true. That's true. The 923. I'm not from one. I appreciate it. Anything else? Well, those in favor of meeting by by saying, We have eight members here today. We were going to try. For an email. That's okay. Old school. Sorry, Jonas. Is that okay with you? We're just going to sign it here. You can still send an email. But did I have a motion for you? Usually. Territory, but anybody. Don't take away my thunder. I didn't say the number. I make a motion to. 922. Order. $690. $465. $690. $465. $465. $465. $465. $465. $465. $465. $465. $465. That's okay. Add the two amounts up, which right in. That was it added wrong. It's not. So. No, it's just that the signature page doesn't. on this. I think I'm going to be shorty for a while, so I'm going to be at next. You know, there was a picture of me after the gen. And so, I think there's waiting. Yeah, I might be wrong. But, I think having one printed copy would be horrible. Yeah. Yeah, because they can, and then it goes around at the beginning of the meeting. So, I just, I think it was, it was not like that. How did it appear or what did you just write? It just had to, it didn't print into the log. Oh, yes. We did sort of acknowledge we're a lot of practice with the hand signing of it. So, we just thought I would bring it up today. So, they moved it. They moved it and we seconded it. Yeah, that's what I'm trying to get us out of here at least. Well, those in favor, please sing it by by saying hi. Hi. And you post. We have saying hearing that emotion carry. Okay, now. So, this is that for a golden calendar that we were talking about. We were the idea was to use this. Second November 16, we could even go as far as December 7 by the same November right now. The idea is to use this to guide us and future agenda items. Also, a project came on for us today and having some numbers of 15. And we also had an invitation to do that last month. So, let's look at the future topics that we had in November 2nd. It's what we're going to be building additional before giving a budget, since I'm related to the budget, so that is our. And then we're going to get that summary of the community mapping input to start that And then we're going to get that summary of the community mapping input to start that meeting. That's it. Yeah. And we'll be in Berlin and this will be. Does that even though this is a forum that will have breakout discussion groups, we will have a virtual option since the goal is to get as much in case as possible. We'll organize it so that those that are on the screen will be their own breakout room. And we'll figure that out. So just so folks know the format. And we are at Berlin. I think I just said that. Question about the timing. So we. And quality, I don't know who landed on this, but we talked about giving ourselves a little bit more time to finish and quality. So this is penciled in as starting at 630. It could be at 615. I don't know what. Yeah. Yeah, that's right. That was our discussion. You'll be closer. You'll get. But I can't believe us. Yeah, because I can't believe us. I think that's it. The only other thing is the forum topics will merge somewhat. Right. Depending on what. The forum. So. We'll be looking at that. We're looking at. We'll be looked at in the competence of the. But they're listed here twice. Or they're listed here separately. So the board. We know. That's good. Achievement. Well, assessment. On that day. On the, on November 2nd. That's the car. That's what that means. Yeah. So. That's what I think. And that's the. You can put it also on the committees. So. Yeah. You know what else will be probably is double check that those, the things in blue are on the revised for 900. Because they may. So I'll compare that. Is that with the. Committees. Is it reports that we'll be getting? Or the committee is a national. I think Evan flow a little bit. It's meant to mark things. And we know in advance what a committee is doing. like some of them policy problem without having anything because you just approved this you'll you'll already know what they're talking about. I will add that actually it would probably just and I'm going to Berlin twice before maybe because of under one it is because of that um they okay just making sure we weren't going to question a row that way no no it was just um it was to be for March um off the month off the month no we want to come to my last 10 March well there is that one in-service do you remember that well so so next to next to that is like with the board be okay with having we're not going to go all the way down to February February also we haven't been November 16 meeting fully remote to get more people in and just don't answer you okay with that yeah don't have them yeah and then it would be a little bit easier than then I read and then we're thinking of a February the team too but we can talk about that when it gets a little closer I do wonder about the December 21st one just because of us so close to it's during Monica and before right before Christmas break very very great and so yeah so any questions to the best that move the date or to make it virtual make it virtual then I'm wondering if there would be potentially more times yeah I'm I'm okay with that yeah so that would mean that in November at December we would be moving back to meeting in person on the first Wednesday and meeting remote on the third Wednesday and we would still have an in-person option correct because legally don't we have to yeah the named option we would probably well we had talked about the location being central office yeah it was just a little easier so yeah yeah so and we have a study I mean if I have people on we have the conference room we will have we think a virtual a pretty decent virtual set of if there are people on it ideally would be to have a little bit faces and soon right enough to do it right we're not calling it a hybrid we would just have the location and central office for it to comply with the law right not to the public enjoying the lovely too so we would make that clear in the agenda ourselves and we've been going back and forth on making sure that that so then those two days would not be hybrids so then the leverage won't happen so the public better legally we have to have an in-person spot but I mean and there may be some who aren't able to join from her home right so that gives them no show yeah I'm so glad my children let me just we're saying a lot of it if we have to go to masking say you can see for me well we'll go to say hi yeah we just agree to yeah and I think what we have said is I was at that right as as we go so so the next time that we are in person if it's that third Wednesday or so that's so it will be made right now or November 16th and November 21st for yes yeah and then we'll you know probably do the same in February but we don't need to go out there right now but February if we have a really intimate weather and school cancellation if we were in person in the past and there was this not day there was no meeting okay I don't think that we can for that especially for the season or now that we now have a good remote I feel like it's going to be a good thing to do yeah so we would change it and I think that I would ask that if it's even finishing that might be potentially yeah we could shift don't know okay I mean right if it's going to be like the storm setting later and if that's going to affect school dismissal there's going to be an our closure and so but it's going to be it would be hitting us here I see or I just yeah yeah you think about we've got that down pretty well yeah we would have to figure out yeah who is here for the in person information that would be someone yeah I think central such as if that was the only other question for you I thank you for that reminder for reflection we missed you Jonathan and Jonas don't get it get along thank you on the big screen yeah I'm just a big voice in the background with no face nice to be in this morning yeah I guess it's more expensive than the factory not just from the acoustical standard so also the general size of the audience is very fire resistant it feels more comfortable yeah I'll reach out more I've been reading while we're having questions about okay yeah all right right so okay in the public comments okay all those in favor of the thing that I think hi thank you good night everybody