 Or we're not, okay. Well, we have a quorum. So I will call the meeting to order at 531. Do we have any adjustments to the agenda? Okay. Great. We're going to do them. We're going to appoint a chair next one. Yeah. I think that would be good. Okay. Do we want to assign times and timekeeper or do we just want to try to be diligent about. No, we throw nobody cares. Okay. I think we can. Okay. Well, we'll just try to be conscious of the time and, you know, just give good discussion, but try to keep moving them. Okay. I have a motion to approve the minutes of Monday, November 7th, our regular last regular board meeting. So move. Second. All of a ver. Hi. Hi. All right. Is there any public comment? No, she's the only public care. Okay. Great. Okay. Moving on to board comment them. I just wanted to. Wanted to comment that Ethan has resigned from the board on the way you really wanted to thank him. For all the incredible work that he's done. On our board and on. You know, the work that he has done has been extremely valued. Be greatly messed. Yeah. I wasn't there when you guys were in the fire in lines and see Mike during the fox holes and everything else how tough it was. But my clear impression is that his leadership and his style and his. Ability to empathize and to hear and to understand and to be welcoming over those. And I think it's been a great time. Made a huge difference in how we came out of this thing. And I'm enjoying now my participation with this board. Where we're able to focus so much of our time almost all of our time on the essential things and what's best for the kids. How do we get there? How can we help. So I. I think we're in the communities of Rochester and Stockbridge were very, very blessed by having Ethan Bowen as our leader for these years and I wish him well. Right. There's no further comment. We'll move on to celebration of learning. So. The fifth and sixth in Rochester and the 456 in Stockbridge went into snorkeling at the civilian conservation corps down on 73 in Rochester and it's all about they get to learn and look for the elements of what makes a healthy river and spend the whole day there it did get to some weather issues for both groups to figure out like what they should be looking for and is our way river really healthy and sustainable for our community. So the 456 students in Stockbridge have pushed together a couple different presentations they have three different choices. They could choose from on how to explain a river ecosystem and what makes it healthy and all the components of it. So there's we asked for some volunteers and there's three different groups are pretty short, but that's a little bit of the back story on it. So this is student. This is student groups. Everyone today we fish eat algae fishy crayfish fish get eaten by bears. Beals eat fish. The river food chain algae is a primary producer crayfish are primary consumers fish are secondary consumers bears are apex predators. That's impressive. So they got to pick Alice and Maddie. Um, I think there's one drawing under that, but they got to pick their different. Drew a dragonfly aquatic and terrestrial in sets. So they got to pick their different components each group so each group has a little different twist and you need all those things to have a healthy river system as my understanding. Welcome to even allies healthy food chain. This is a food chain. The plants get eaten by the bugs bugs get eaten by the fish. The fish get eaten by the hawks. We drew aquatic and terrestrial macro vertebrates. Wow, nice. And there's one line that's a diorama is what I would call it. They didn't know what that was when I said hi. The second user is algae. Then the primary consumer is a fish. So the fish is the algae. Then the secondary consumer is a dog. And the dog eats the fish. You want to show what's in there. And this is our diorama that we made. This is a fish that is supposed to be algae. So what we did for the algae is we colored glue and put it in. And then these are ducks. This is the baby duck. And this is our fish. And then we probably don't have to label this but it was water. Water all these. And this is a tree. This is a tree. This is a tree. This is a tree. This is the sun. Is there anything else you want to say about this? No. Great job. Great. So those are just three versions of their. So who is the teacher or teachers that help with this? So Miss Donna took them on the field trip because Miss Rowe was on some professional development. And then Miss Rowe took them, had them for science as a whole group. And that was their science project from that. And they also had to write about it as well. And they also had to write about it as well. So that's really neat to encompass it all together. And with actually getting into the river and seeing. Right. So if you go down 73 headed towards Brandon on your right is the civilian. Or conservation. That's where you go down in. And it's a partnership with. The fish hatchery. So they provide the stock flows and everything. I think it goes all the way back to. Franklin Delano Roosevelt. And the conservation core that he created to help give. Good paying jobs to people that were unemployed during the Great Depression. And so that these places in that legacy still continues. And that's just excited to see. I was thinking. Back in the day, I think I had a pretty good education. I don't know. I don't know. I don't know. I don't know what to wonder about that, but. We didn't have experiences like this. Yeah. Going and seeing and learning and get my feet wet. And the mud in my, between my toes and just. It's great. I think that really. I think it. To me, it has that feeling of. Like I went to a tech college. And I was, I had a really hard time in the classroom, but it was once I did the lab and be out in the field that I could then go, Oh, I get it. You know, and then I made it fun. Right. You know, how's that same. Yeah, learning about these chains. Yeah. I think that's really cool. And then it will come full circle in the spring. No race trial in the classroom. And then they get your race and release. Nice. Great partnership. Teachers. Well, good job. The students who did the presentation. Thank you. Great. There's no other questions about or comments on the river. Presentation. We want the superintendent's report. See how my report of hand. I just wanted to highlight a few things. We had a really good tour at the Rochester elementary school. We had a really good tour. We had a really good tour. With the I in facilities and actually. Wendy and I just did another tour of the Rochester school today with your maintenance and facility folks. To just highlight again. What to expect upcoming. And plus we got some other projects that we're going to be tackling over the winter. Break. The other thing I wanted to highlight is I'm really excited that we're doing some training. We're going to be doing some training. We're going to be doing some training. As a universal approach. To teach phonics in our classrooms. At Stockbridge and Rochester. Okay. Through two teachers are going to be trained and support. Staff. That will start to be implemented. As our universal approach. To phonics instruction. When we come back from break. It's in these reports too, but I just. I'm really excited. About that work. I wanted to highlight. We're starting our monthly community conversations. Which is part of a project that's come out of our community schools grant that we received in the SU. The first one's going to be next Wednesday. I have 530 at the Royalton campus. I've put there's there are. Flyers that have been sent out via social media and electronically. I also Kate McClain. I'm a member of the school. I'm a member of the school. I'm a member of the school. And I'm also the coordinator is putting fires up. And all of our local businesses across the SU. So you should start to see those pop up. There was an admin Harold today about it. And I'm doing another robo call on Friday. Really hoping that. We can start to have two way conversations. Just about topics that we're focusing on. Across the SU. So. And so there's going to be one in the spring on math and the work we're doing in mathematics at Stockbridge. I think that's in March, if I remember right. So just wanted to highlight that and I'm hoping that we can build some momentum with these conversations throughout the year. I'll take any questions folks have. I just saw the final draft of our strategic plan today. Kate just finished formatting that. So the full board will receive that next week with my hope that we would adopt it. Doesn't mean we couldn't revise it if we wanted but I'd like to get that document in place. And I feel really good and I wanted to put a shout out. Bill worked with me on that from the at the SU level and I feel really good about where we're currently at with it. So thanks Bill. And I'll take any questions folks have. I just, I love the idea of the community conversations and getting parents into the school and focusing attention on important initiatives and getting their feedback, allowing them just to kind of enjoy the food and company and being in a school and it doesn't have to be only parents. It's townspeople that are paying for and believe in that the power importance of public education for the future of this country and their community. So I love that idea and the idea that you're kind of focusing each workshop or a community forum or dinner on a different topic and moving it around the district. So yeah, that's pretty important, I don't know that. What is the topic for the person? It's our personalized learning and pathways work that we're doing at the middle high school level at all three middle schools and at the high school. And I'm really excited every pathway coordinator at the middle high school level is going to be there and we're going to break the community up into different areas that they might have focused. So if you're really interested in the work we're doing with community based learning, the community based learning coordinator will be there to engage in that conversation. If you're interested in the work we're doing over BTBLC, one of our pathway coordinator is just focusing on that. So parents can actually choose what area they want to focus on within the conversation. Yeah, I met several of them at the Wildcats and in South Royalton and they're enthusiastic, they're articulate, they believe in what they're doing. They feel that the pathways is important, absolutely important alternative or supplemental for the growth and development of our kids. So yeah, I think that's a great way to start. Excellent. All right, if there's no more questions for the superintendent we'll move on to the principal's report. Yeah, so you have my report in front of you. Like Jamie mentioned, we really started to focus in on addressing the large gap in our students performance and foundational literacy skills for understanding sounds and being able to decode words and phonemic awareness. So we've begun our work with Janie Feinberg, she came in to assess all students to make sure we can start making appropriate groups when we come back from the new year for instruction and all teachers who haven't already been trained because some of our teachers have for literacy in their invention will be trained on Monday and Thursday next week. So we're excited to get that launched and it also kind of coordinates a little bit some of the same strategies with the spelling mastery program. So it really will be emphasizing what sounds do you hear and how to sound out words, which we find is a big area for instructional gap as a person. And then tomorrow we do have an in-service the first part of the training we'll be doing work with our special educator. And WRVSU equity coordinator, Dana Decker, we're gonna focus on what is equity kind of through the lens of the holiday season and use that to begin some conversations. And then the second part of it, we will be focused on some more literacy work around implementing independent work that focuses students building their skills around sounds and decoding and literacy specifically. And after that, I think that's pretty much the highlights. We'll say that we receive some initial findings from the Rochester High School Repurposing Committee and their work with the Brownfield study. I think I'm saying that right. That there were some signs of mold in the high school. We have brought somebody in already and we have their report back to be able to get that cleaned up. It's not spreading, but it is in some very specific locations. So we'll have someone in the next couple of days. Which isn't too surprising for a building that's been closed up. Right, and most of it is really concentrated to areas that were hit hard with the pipes first. Yeah, of course. All ties together, thankfully. And they give us a pretty specific report of what to work on. And GW Savage has already been in touch to start that process. Okay. Great. I had a question about the proficiency-based report cards. This is the first time that they're being used. Yes. Okay, and did they look vastly different than the previous report cards? I'll be interested to get parent feedback. I think initially when teachers first really saw them, they saw them two times originally once in the spring to give feedback. And then again in August, during some of our in-service work, I think it fell overwhelming but then to actually utilize them and realize that they had been working on those proficiency-based standards anyway. I think it gave some reassurance. I'd say the unique part is really just like the tech part that we're finding, which is how they enter comments is a little bit different. So like visually they see it line by line and they're entering comments line by line but it accumulates into one spot. So just that concept in your brain of how to... Other than that, it seems to be going well but they just went out today. Are the parents going to need additional? Potentially, we did put some information. I'm like, how to read this? Yeah, and tried to make them like I can statements. And also the idea that they are assessed, students are being assessed based on like that they're making progress that they will meet that goal at the end of the year. So they're making an appropriate benchmark or amount of progress towards that particular standard. Not that like, oh, they can't count all the way to 120 yet. But that's a June goal, not a November goal. That's great. We do plan to survey families after trimester two to get feedback at that point to make some adjustments too. I'm sure anything difference. Yeah, I mean, a lot of elementary schools have used their into space report cards for a long time. You know, the big change is at the high school level in middle school level. We have not gone to a proficiency based reporting system in middle and high school yet. We're really focusing on the elementary at this point around the proficiency. So I actually think, I hope that some families will be like, oh, this is what we want. This is what I should expect my first grader to be able to do. Yeah, I like that. Because it does break those standards out. Right. And I think it's more specific. It's not vague, in my opinion. That's been a lot of time working on it. So it'll be good to get feedback. I think sometimes it leaves a little room for interpretation. So I think that's great. Barbara? Just a question about the mold. The area you've seen the mold was in the places where it broke up out in the, around the shop in that area or was it in the east side of the building? Both, I think there's room numbers. So I would have to look and line it up with a layout in all honesty. Just, it was very much tied to where there was stuff. And there were a couple other spots, but not anywhere. It all sounded pretty surface. It's just kind of fake cleaning. Right, they didn't recommend anything other than cleaning. Okay, well that's good. Okay, and how about the, I mean, there's been the issues of use of the auditorium because of mold. Right, so at this point we're gonna wait till we get it cleaned up and then we'll start to work through using it. And then to be retested once, or we just need to clean it up. Report was that we could just clean it up. Just clean it up. It wasn't something that was like circulating through. Right, okay, that makes sense. Yeah, so GW has that report now, I don't know. Okay, so there's no further questions. Those, yeah, great. I don't know, I just remember going through report cards and I was skipping home when they were pretty good, but I took me a little while and I kind of went through the swamps and everything else when they weren't so good. But I'm just fascinated what these things might look like. And I'm wondering whether you could give us the next meeting or so, just kind of a sample of what these things, so, because I have my sense of what it might look like. And I don't think it's our job to micromanage this, but I think it would be helpful if we all, that are not parents of elementary school kids, what they might look like. So that's just a request. I noticed in here the Judy Jensen, who's a wonderful artist and craftsman in Rochester who's gonna be joining and teaching a day on the farm at Annabelle's. And that's some history of Rochester and Stockbridge, Annabelle is there in many ways. And I just think that's just neat to tap talent in our community and bring them into the schools. I just think I love that. And a question we read in the Herald that we're gonna have a basketball program out of the Rochester gym. Isn't it wonderful to have a gym facilitated? But it wasn't clear, and I know Marilyn, my wife asked, is it gonna be available for Stockbridge kids? And I assumed it was, we're one against a community, but that's, I think that's, and the final thing is that- It wasn't clear in the article that you read, it wasn't clear. It wasn't clear, because it was available for- It was at the Rochester gym. It is, yeah. And so, have you read it, been only Rochester? Well, no. Rochester, we all share resources and everything else. So I thought it was combined. I'm not sure about that. It's not a school-based article. No, it might be a Rochester record. Is it a Rochester record? Yeah, but I kind of let them know because there are kiddos from both campuses that participate in soccer this year. And do basketball, yeah. Oh, you got ripped in. That's how rec sports works. Are you coaching? Yeah. But it rotated between campuses for the younger grades too. Soccer did. Yeah, I did, yeah. I had to go back and forth. So you're gonna be undefeated this evening. I think that's needed. It also speaks to the importance of having that facility. Yeah. My daughter played basketball. It's a community facility. Yeah. With the same thing, went through Rochester rec with the Stockbridge students. Yeah, that's great. It was a thing, right? I mean, to be able to offer that exposure to the younger kids, yeah, that's great. And the last thing I just wanted to mention, going back, Jamie mentioned and Linda, you did too about direct instruction. I think we've been blessed a former school board member of the Stockbridge school board, was Jamie playing. Jamie is aware of it and she's not shy, but she's one of the national experts on direct instruction. And so that we have that resource and we've got the leadership here from the superintendent to our director of academics, to our principal, to our teachers, teaming up on this initiative. And I'd just like to make a couple comments. One is it's, to me, it's a reaction to nationwide COVID and other things. We've really done a job on our educational outcomes for our students at all levels. And if you look at those test results at grade eight and everything else there, some people might just think it's, there's no hope. Well, there is hope. But I'll just suggest that this school district of the leadership of Lindy and his teachers, because this is something new. How are we gonna deal with this? How are we gonna turn the page? How are we gonna catch up with those flaws? Is there anything we can do that we haven't done? All those questions seem to me were being asked and driven and probed. And what I've read about direct instruction is, it's quite positive, but it takes an organization willing to take that risk because something new is different. Something new means more work. It's something new is, I'm not sure. All those things have to be overcome as a team to say it's worth it. And we're not gonna take the difficulties in educational outcomes in the United States of America. We're gonna try to beat that. We're gonna try to overcome that. And we're gonna do it the best we can as soon as we can. And from somebody who's been a lot of organization, that's a sign of a sound, healthy organization from top to bottom together, figuring out what needs to be done, and then going after it. So I just wanna commend the whole team effort and the teachers will see what the results are going down the road. Nobody absolutely knows yet, but I'm heartened at that. We're not waiting, we're not sitting in our hands. We're not, you know, ain't it just often we're doing something. And that's very impressive to me. So I just wanted to congratulate you. Yes, thanks. Robert? Oh, just the minor thing, has there been any thoughts to pickleball and the? So I left a waste of, we're not gonna paint the gym floor, but there's other ways to do it. Okay. Which is usually tape, tape, tape down. But she and I are playing foam tag. So it's honest and fair. I think she was on it down for the whole day. Yeah. I'm not gonna take it for it. Okay. I was like, I just, we've played foam tag a couple times now. Picked a lot of so much fun. It is fun. That's true. It was my new fall that I learned of this fall and I was very excited. I enjoyed this. I think it would be interesting to show the kids too. Yeah. They've been playing. I have been. They play outside. Oh, excellent. Both. And they played. And then they've been going to the tennis courts in Manchester and both groups went over to. Is there attachments to sit up tennis? Not at the last ball corner now. Here currently? Yeah. In Manchester? No. They walked the path over to that. I do know what you're talking about. But yeah. There was a pop-up one that you could do in that blue. Oh, God. Classic. Pop-up map. Very nice. All right. Is there any further questions for our principal? All right. We'll move on to the business manager's report. Are you available? Good evening, everyone. You have my report, which outlines all of the projects that we are working on here in the business office for the month of December. If there's any questions, I will happily answer them. And otherwise, I'll come back on when you get to your budget. And Tara, just so they know, I can't remember if it's in your report. They'll have a, they should have a draft of their audit by January. Yes. Okay. Is there any questions on this business manager's report? Moving on to policy committee review of policy C28 transgender and gender non-performing students. Beligious was something that even had advised us to take a look at as a board of one wondering what if we had a policy and we do indeed that has been adopted any comments on it? Does the administration see any needs for upgrades or changes? Seems pretty comprehensive. Yeah, I feel a bit about it. I mean, I think in general, the one thing we're doing is at the admin level, reviewing and making certain that our facilities support. This policy, but I think it's a really sound policy. I also think it does a good job about talking about the safety of all students. And I appreciate that. So I feel like it's a good tool. Are there any lessons to be learned from what's been happening over in Randall? You know, I don't want to get into the, I don't want to get into the details about what maybe why that got to where it's gotten, but I would say to you that this policy, I think, gives us the tools to be able to navigate that in a way that I think some of the concerns that have been raised in Randall, maybe we wouldn't have had those concerns or received those. And we certainly have transgender youth in our buildings and I'm not hearing of concerns from any of my parents about the use of facilities or changing roads or things of that nature. And this has certainly been a conversation that's been had at the White River Unified District at several meetings. And I have not heard from any parents specific with concerns around safety of any of our students or feeling uncomfortable. Great. Just a couple of comments here. First, it's great to have a policy so we're not flying blind. Secondly, when we, I look at the policy and it emphasis is on safety and it's on privacy. And it's privacy for all students. And so some people think, well, it's just, no, it's not just, it's all. And I think the power of this policy has underlined by that word, all. And then any student expresses a need or desire to increase privacy and so on and so on. And it's just, it's heartening that we have a policy, we have guidance and that we believe and so that we're able to protect all our students. I did read an article, I can't remember where it's from about the crisis of student mental health is much vaster than we realize. And the statistics are just the Secretary of Education calls it a national state of emergency. And when we're talking about the impacts of nearly 45% of high school students who are so persistently sad or hopeless. And one in five seriously considered suicide, 9% of teenagers surveyed, tried to take their lives. And then it said a substantially larger percentage of gay, lesbian, bisexual, and other questioning students reported a suicide attempt. So this is, wow, I mean, it's, so it's heartening that we've got a policy, we've got a program, we've got leadership, we've got a structure that can manage that and protect our students. And I'd like to recommend through the chair that each month we have another policy that we just read and reaffirm. We're not this policy committee, Patrick's our representative on the policy committee, but we can just kind of keep up the date. There's so many policies, at least for me, it helps if I do it in small bites. So I don't know if anybody has a suggestion or Patrick, you want us to lead us on a policy for next month, but that's my idea. Yeah, no, I think that's a good idea to review a policy. Yeah, because there was a reading list. Okay. Yep, thank you. And I can access that in the drive, right? So did you get this really nice, Yeah, thank you. Yeah, an Excel sheet that has them all out on it. So do you want, since you're on the policy committee, do you want to steer us in? I mean, do we want to just go right down the list? You just review each one. So we do want one. I definitely, I say one a time is all we should. Yeah, exactly. Just hide off now. Yeah, yeah. You might prioritize it on ones that are more controversial. Okay. Yeah, yeah. So we're prepared. Yeah, on the website, we break them down in subgroups. So like all of our policies with C are focused on the, our implementation around students. And so when you go to the website under the SU, you'll see under board policies. And then it's right here. Thank you. Okay. So you got board operation policies, personnel policies, student policies, destruction policies. Okay. So we break those down in those subgroups. So if you want to look, this comes out of student policy. You know, and it, you know, you're in the business of students like us, right? Maybe we'd focus on that. Well, or that could possibly be an idea. So I'll look through all of them. And then I can kind of develop a list. The board operation policies are trying to have that, those be all topics within the new mentor mentee program, that as they're building their handbook, that there's a flavor of a policy that they're reviewing each time. Okay. Okay, great. Cool. 8-5, full board update. What we're going to do is do board update. Bill, you want to tell you? What are we doing with SU? SU, yeah, SU full board updates. Cool, cool. Are, are presented this now. Bill, wasn't it Amy? Okay. And we'll have to appoint one. No. Nothing tight. We'll do that next month too. Okay. Well, the big thing we had last meeting was a petition that was signed by a resident of the White River Valley and my district complaining about a board member his behavior that violated our conflict of interest policy. And we have a conflict of interest policy and we might look at that again. And so we spent a lot of time looking at the policy and then also the complaint and then the response from the board member that the complaint was aimed at. And at the end of the discussion, question and answer, the SU board voted unanimously that the complaint did not reach a threshold of being constitute a conflict of interest. Subsequent to that point time, the district board voted unanimously with the same conclusion. I think there were feelings that while there was no conflict of interest and I really believe a conflict of interest is the financial, I've got money in the hand and I'm hiding that, my hand in your pocket. And nobody knows about it, but we are talking about communication, civility, working in partnership with the community. We're a body of the community. And I believe that SU board will be pursuing that either at the policy committee level. And I have a suggestion and I was making now that it might be something that's quicker and easier, not a replacement of that policy, but to have the SU board and the other district boards adopt board principles and protocols like we have. It doesn't require going out and having a public hearing and all this sort of stuff, but it does speak to how we're supposed to behave. What are important things that we are supposed to focus on? And I happen to believe that most protocols speak to how we communicate. And in fact, we'll talk about that a little bit tonight because we're going to kind of do our scorecard. I think the mentor too will help. But I think we all believe that, that we, it's important people, and read chapter two as we've done and there's some interesting stuff about what people hear. And it's not necessarily what we say. I'll leave it at that. And then there's also we're getting ready to negotiate with the educational special educators. And that process will move ahead over the next a few months. Jamie, if I missed anything. No, I mean, the full board got its second draft of the budget, which the operating expenses of the SU, the SU expenses and special ed expenses are going to be up certainly less than a percentage. It's almost flat. We continue to be able to incur some savings in special education, not by anything other than the fact that we're seeing less need for students to have to access out of district placements, which is why we built alternative programming across the grades. This, the SU had it in place for grades at the elementary and middle school prior to my tenure. We added nine through 12 program last year. And so we're finding that we're better able to meet our SU students' needs at our alternative programming at the high school. And that programming is serving kids in all of our towns. And it's often the least restrictive environment for our students within the SU to be able to access that programming within the high school. And it's set up that it really is programming. That's why I use that word. It is not a situation where students are housed in a classroom throughout the day. They're accessing courses in and out of their, that home base within the personalized learning classroom is what it's called. Yeah, that's great. So, and we've got lots of students who are also using it as a safe place for themselves. So it's got a feel of it. It's a classroom like any of our other classrooms within the building. And so that's resulted in us being actually, I mean, we were able to reduce a couple career professionals within that budget, but also invest in another full-time special educator. And that budget is supporting an additional 504 coordinator for the SU. It's an area that I would say that we saw a needy growth is our management and implementation of 504 plans. And so we'll have a coordinator who's working with our special educators. Our special educators at the elementary level are now case managing 504s. We've been able to get up to enough special educators where they have the capacity to do some case management of 504 plans as well as IEPs. And but we are looking to add a 504 case manager who will specifically be focused on middle high school level because we're still responsible for 504 plans after they leave our building. We're still the LEA. So meaning if we have a student who goes to Woodstock or a student that goes to Middlebury or a student that goes to wherever Valley, Rochester, Stockbrook, Unified Districts, still the LEA of that 504, just like we are over the IEP. So having a coordinator that's there, making certain that we're still following our students' plans, it is important. So yeah, that SU budget supports that, too. All right, any more updates or we'll move on to building facility and task force update? We met last Tuesday, it was, with DEI, it's Eric, thank you, Eric, me, I, myself and Pat and Robert were there with walkthrough of the elementary building and really saw visually what the plans are there and were able to really talk to him about, specifically the different plans. I really valued it because I am a very visual person. So for me to actually see how the changes are gonna happen or huge, I'm pretty excited about the project. I mean, I think we're really going in the right direction. We're talking about the pellet stove being a carbon neutral option. I mean, that's really exciting. So I'm encouraged and, you know, excited about you. And I don't know if you have any more to add or if there's any questions. I think, where did we leave it? I think Eric was gonna get us pricing to review. And I think we were talking about reviewing it as a committee and then we'll review it together with the school board. The next meeting, was it the next meeting or was it gonna be a special meeting? Yeah, we're gonna, exactly. But was that gonna fall between now and the next meeting or was it the next meeting? I think you're gonna meet as a committee after your January meeting. Gotcha. And then once we've done that piece, we're in a special meeting. Okay, gotcha. Great, Robert. I think he did a good job of explaining the function of the heating system in an understandable fashion. We're not gonna be carbon neutral. I mean, it's when we're running out of the part, the pellet stove, we will, there's swing, there's times the pellet stove operates, it will operate most efficiently when it's very cold. But at times when you just need some heat, it'll be primarily on LP gas, which is not, but we won't be heating that much. That's right. The analogy of lake or house, if you have a wood stove in your house in the spring and in the fall, you're using maybe your electric or your propane heat, but in the winter, you're getting that winter. Once you turn that winter stove on, you're, I keep the radiant nice and toasty, but I also keep the wood stove on. Excellent. But yeah, so we will be looking at more detailed information on costs and everything, and then to be able to bring that back to the full board so we can make a final decision on it. And probably in January. That's great news. Yeah. Okay. Draft three of the budget. Yep. So you have draft three of the budget. So what that includes is what you first saw like student support services one budget and recommendations there. Then you saw like instructional staff last time. And now this is everything line item wise and Tara and I have gone through it together. It is at over 5% increase. What I will highlight, and there's a couple of things that don't have our bond payment anymore. We're officially paid off, but we did put that in there with the idea that we can fund transfer that towards capital improvements and or use it towards our EI work to not have to drain down those accounts that you guys set up last year. I think that's very, very good. That's something Bill has talked about is for us to budget for capital improvements. And so it's nice to see that we've put that in there. Some other line items are going backwards is probably not smart. But if you do look at like I said, I'm going backwards. Operation is building on page six. I think the page number's here. And the date. And the date, yes, I agree. One of the things that we did go through with a pretty fine-toothed comb is specifically around, and it's largely on the next page. It is on the next page. Sorry, page seven, you flip over specifically around repairs and maintenance. You'll see that increase. There are other projects that I've put in for size the EEI work. For example, all the exterior doors and this front part of the building in Stockbridge, other than the main entrance, need to be replaced. They're warped. They don't secure. So you don't want an estimate. So they have a rough estimate, but yes, I would like to. So this line item includes EEI or does not, does not include the separate EEI. Sorry, the 911 line item at the very, wow, that's a weird, 911. That's the capital. Yeah, that was the EEI, the EEI. This is separate for me. Didn't really set twice in our lab. So it includes that, includes new classroom lines and all the classrooms in Rochester, because those need to be replaced. It includes replacing the siding down here in the multi-purpose room that's pretty much dry rotted. So it includes some projects that we don't necessarily need to go through quite the process of EEI, but are definitely building and maintenance projects that have been pushed over the last couple of years. So that is a line item that went up. And then we also did budget accordingly based on our fuel, oil usage, right, Tara, which is line item 624. Right, of course we won't be using as much fuel, but we'll use pellets. And some of the efficiency that we save will go toward paying that lease payment. So over time, that line will adjust, but we don't have that doubted yet at this moment. Right, because hopefully we will not be buying oil in this budget, but we still need to buy fuel, whatever type of fuel it is. And pay for it at least. Yeah, okay. Remember, they're going to guarantee it. Yes. So... And then, but we don't just remove that savings out of the budget. That savings is going to go toward the lease payment. Right, okay. So that's why it's all kind of in there as well as being honest about the fact that we don't know the status of that high school and the fuel, oil, and that, right. So we give budget for that. And remain the project hasn't started yet. So there's all kinds that we... Right, so it's realistic. And those are part of the hard numbers that committee needs, right? We need to see what's the lease payment going to be. What's their guarantee back on the savings. So the good news is we're not adopting your budget in January. I got a few other districts we're going to, right? So that's, we're doing our best work around estimation, but yours will have a little more doubt then. No, that is one of the nice things about waiting a little bit longer as we do have more final numbers on a lot of things. The tuition, right? All those. Yeah, the yield. Yeah, all that. So that is definitely an area that's probably increased the most, but it's based on actual numbers, I would say, and what we've actually spent in operations as well as thinking about under those repairs and maintenance other projects that need to be done. Another example of what's in there is also the grease strap in Rochester Paint Speed Request. Okay. All those are based on quotes that we acquired in this process. So like I said, I'm going backwards. I don't think I didn't want to forget all those projects. Do we not go backwards? Sometimes. It is a little unorthodox. After that, for the most part, everything is pretty close to the same. We did increase supplies under general elementary as well as some field turf funds just to be realistic to the inflation of other things that have been happening around to make sure teachers can get what they need. And transportation has gone up a little bit on those field trips, so we want to make sure that we're not taking away opportunities from kiddos because of that. And then we did up the library books as well, a little bit because the Rochester library really has been hold out and looks amazing, but there are kid requests around books that we do want to make sure that we're meeting that. And both of our upper grade classroom libraries could use some updating. So that's an elementary to start the process. Is that library supplies, the books is that you just said it's for the library and for libraries in classrooms or is it two separate lines? Yep, so it's library books is the one for the actual library. 641. 641, yep. And then if you go to the 1101 section, so the front page, page one, and you go to 641 again, you'll see an increase in books and periodicals as well. And that's for the classroom libraries. Yeah, yep. Great. Can you tell them that the library was increased in this budget? Oh, I did not. It is increased in this budget. So if you go to 2220 on page four, it does include last time you guys talked about increasing that to 0.6. Yep, and it's currently at 0.4 or 0.2? 0.4, 0.2 in each campus. Went to it right. So this would be, right, 0.3. Where are we going? Page four. I know, it doesn't work for page four. Probably not. Yeah, okay. Thank you. Cause 0.2 is just one day, one whole day. Yeah. Just for general reference. Yeah, I think like two days. Yeah. And then I would say the only thing on page one, I just want to point out it on 1101 where it says 131 line item over 10, sorry, that really means substitutes. Yeah, that's over 10, sorry. 131 over 10. Yeah, right. That is where we put an increase in for substitutes. Kids just want to really learn. They stay late. Some of them would. It's a majority of them, actually. Yeah. Which is great. But just don't want that to be connected. Who are we paying that much overtime to? We're not. So that is substitutes. Yeah. So 1101, line item 111, it's down about $7,500. So is that a diminution of service or opportunity or is it efficiencies? Are we consolidated and doing more efficient? What's going on there? That's your actual staffing versus what we would have budgeted for. Okay. And that actual staffing is that- Not a change in FT. We need that. Yes. Yes, okay. So it's, you've got to let us know if the actual is not enough. That's actually not what you actually have now. Right. So we've budgeted for this current school year, but it's not the staffing structure that we have currently in Rochester because I wasn't able to replace a teacher that resigned late summer. So- So this assumes we're going to get that teacher back? Yeah. Or a teacher back. A teacher back. We do need to go back to another. We just need to break up some of the primary grades a little differently in Rochester next year. Yep. So we will, we've already been talking configuration there so we can post early. Yep. Great. So. And then it keeps, so it keeps the classroom staffing the same thing with both campuses as originally budgeted for. The anticipating changes in student population? That's going to be flat. Probably pretty close to status quo. There'll be the kindergarten class in Rochester next year. It'll be projected a couple of kiddos higher than what it is currently. And here in Stockbridge, it'll also be, I think it's about five or six next year. About five to six. Oh. Well, just- Total. Total. So essentially it'll replace the same number of kiddos that belong from 6th grade. So it'll stay pretty close to the same. We like that building blocks. We're here with K and one and- Yeah. The tendency will be they'll stay with us and hopefully all the way through our flagship. So. I don't want to get off the top, but I have a question for you. Yeah. You're dealing with it is, you know, we dealt with the merge. Right. Huge. But now do you think what, how we're operating now, separate campuses? Do you think it longterm it will, it will be effective and efficient? Or do you think at some point we will have to consider as a board merging grades? Still maintaining say two campuses, but having, you know, just say pre-K maintained at both campuses. Yeah. One through three or kindergarten through three here. Right. Four through six in Rochester or something like that. And do you think that if that was something that we did, that they, that we would be able to get more out of it? Yes. Part of the decoupling vote was over in this conversation. Just so you know, yeah, so yeah, this conversation was being had and there were real concerns from the Stockbridge community about the merging of grades. So I would say that that is something we were going to explore again. There would need to be a lot of community conversations. Absolutely. I'm not saying that at all. And I would say, I definitely went on the record in front of the select board in Stockbridge when that was being held and said we would not entertain that any time in the near future. I just want to put that out there. Yeah. Absolutely. I was trying to be a person of my word. Yeah. Yeah. I definitely said we've heard folks, we heard the concerns. As the superintendent, I wouldn't be advocating for that any time in the near future based on the concerns we heard. Amy was there with me. I think Amy was the only one on the board at that time that's here. Justine probably had just come on. But there was a background and I would say one of the concerns, absolutely the high school building, but I do believe another of the big concerns was us contemplating that conversation. Yeah. At least that's how I... I totally agree and think that that kind of speaks to that. Yeah. I don't disagree. I'm not saying that that's what I would want to do at all, but I just want to make sure that what we are doing is sustainable and not too much of a burden on the staff. For people like yourself where there's multiple staff members that are. Yeah. There are multiple of us that are back and forth and that's just finding your rhythm and your people. Now with my team work to change on me, Ms. Janet, I'm looking at you over there on the screen and Ms. Erica, I cannot do it without them. Then it would take some adjustment, but I'm really, really confident in the fact that we've spent a lot of professional development time around our students' social-emotional needs and how to implement that successfully. And that has made my job very easy. Teachers know what they're doing. I feel very confident in what's going on in all our classrooms. We are always looking for opportunities to get our kiddos on both campuses together more because we as a staff, a collective staff between both groups do a lot together. Like we look at academic data together. I don't break it out by both of us because it's all our students and we're looking at that. And so I think as we build that culture, maybe the conversation will come up again, but they also just like being like, it's so tough because kids haven't been able to socialize with other kids. Well, I was just gonna say, I think that's just great for their growth any way to be outside of their bubble. Yeah. Meeting new kids. I think there's also ways, as we start to move into this Friday enrichment block that we'll start to do stuff together. We're gonna do winter wellness together. We're gonna do some book clubs together and some cross-canada campus academic stuff together. And once that starts, I think the size will limit. Yeah. So I'm excited about those things. Yes, Robert. Just a comment that, ultimately when conversations do come up about essentially consolidating into the single grades from both campuses. To me, the largest, but the most important criteria is this best for the kids. And I see that there's going to be pluses and minuses in both ways for the kids. But there's increased transportation. There's more difficulty of having the parents involved and such if you didn't make the kids. So it's gonna be a complicated discussion. I just will say again, and I said it when we were going through the decoupling re-vote. My job is to make decisions that result in kids' successes. And right now I still feel confident about 95% of the time. Sometimes I know I'm not right, but that we're doing that. And if we aren't, then we need to have a different type of conversation. Great. And I think we have, and are doing amazing things in the structure that we have. We have been able to do quite a bit. And I think you're doing a really good job with that. And another measure was the promise of Act 46 was consolidation and it's better for the kids and it's also better for the taxpayers. And when you look at what we've done here, I think that we've done that through consolidation, both for the kids and for the taxpayers. And the numbers I run, you get sick and tired of looking at my spreadsheet, but two thirds of our community pay by the, not their property values, but by their income. And you can see those efficiencies, those gains that we've been able to do. Our educational team has done. So it isn't like we're marching up, up, up, up, up and we just can't take another step. I mean, it's just a possible and that's in some people's minds. No, you look at the record since the merger, it's been flat or slightly down for, at least those four, two thirds and the other one third, it's been, it's not like a percent or less than a percent. So we're doing well and as long as we can do that, that's in both outcomes and taxpayer impact. We're, I think we're doing our jobs. And I know you talk about, you know, making sure it's about the kids, but when it comes to say to the staff, you would ever witness any difficulties or stresses from them having to teach, say, math to multi-age and I only ask that because within that grade, there's a spectrum. And now you're talking about a spectrum between two grade levels. Is that sometimes a challenge for them I would say that would be what we have to spend a majority of our professional development as we've implemented bridges within the math, math's a great example, within the math classroom because it is two grade levels that you're looking at, but teachers have taken the time with and Bonnie has been a great math coach around that on how to, what you take, what you're and really getting ourselves on into your second work, seeing it already pay off. So I think it's hard. I think it's frustrating. I will say high school teachers do that a lot where they teach multiple grades. So it is not quite as common in elementary. It's also why we've gone to content based instruction in our older grade. So there's one teacher that's teaching math for six and there's one teacher teaching math for four years because that helps alleviate some of that stress. Gotcha. Yeah, that makes a lot of sense, it's great. Yeah, thanks for explaining that. I also think our teachers know what they're applying to. Yeah, part of the interview process is, is this a fit? It's certainly going to get to me. Absolutely. My whole conversation is about fit and I'm really transparent about beliefs and what we need and for your schools I also hone in on multi-age belief around teaching and teaching in small schools because that's, the job is different. It just is. And so what I would say is that I think your staff, Wendy's done a great job of building a team that values that meaning multi-age, small school practices and I would say for some folks that's not, that's not what is fairly like, right? Like that doesn't fit with what they see themselves as an educator. I would say that in regards to your staff and I probably shouldn't even say it because it jinxes, but your retention of staff has been really good since I've been here in your district. There was some turnover a few years ago but we brought everyone back this year and I'm feeling really good about the team moving forward. So I would say that in general your folks were hired and are in this knowing what they were in. I mean, that's a lot to what you're saying that there's not a lot of turnover. So it's a good thing. Yeah. Yeah. Well, to me that says it's worth it. Credit to the team. Boy, we all been there. Where we don't like, for whatever reason we're not comfortable and don't like, we don't appreciate, we don't value it in the cases and we move on when we can. So a credit again to Arson. So I would say the board, this is certainly, I think when people look at budgets, they do a few things. They either go to the tax rate, I mean our citizens, right? They vote by going to the tax rate which we haven't even done the revenue side yet, right? And we just got the preliminary yield projections. Which changes everything. Those calculations make it. I think there are some people that just look at the bottom line expenditures and they don't understand the tax rate. Yeah, they look at it like they're trying. Even though we try to really break it down and they just vote off of that. This is certainly the highest, if you look at percentage that we've had in a while. But I think it's really important as a board as we get into moving toward approval for you guys in February that you're feeling really good about a bottom line. And I do believe, even though this is up more than we've had in a while, there is a real investment here to uphold the programming you have and put some investment back into your infrastructure at both campuses. And I would tell you that is a, from where I sit as the superintendent for your district, that is, if you said, Jamie, what's one of the things that keeps you up at ours at night? It is our lack of investment in our infrastructure. It's really, it bothers me because I do think. I mean, just our walk around was worrisome to me. So, and what I think we know about for monitors in general is I've always found folks to be really reasonable about the importance of putting money away and investing in infrastructure. And so I feel good about those increases. And I think when you don't, but I think it was a perfect opportune time with the bond coming off the budget to start putting that money into a capital improvement fund. I just think we're gonna have to explain that to everybody, right? Like, yes, you see 5.7%, but 65,000 of that's going into a transfer into a rainy day fund. Meaning, you know, a capital improvement fund. So that we can get on this preventative maintenance plan of replacing our groups. We're planning for now. So we're not coming to you for a bond. So that number that you guys came up with, Lindy. Now, obviously that, Are you still talking about that? Yeah, 431, right? The repair is in maintenance, I mean. So that's what I was talking about. In addition to that, and I think when you started it. I feel like it's the last line. The last line, the transfer. Oh, got you. So we're actually asking to, we're putting money into the budget to be able to move it directly into a capital fund account. So we have that in there as well as the additional operations. So if you look here where it says, debt service, long term redemption, that was the bond, right? So we've paid the bond off. We've made our last payment actually. And now we've taken that same amount that we were paying for the bond. And we're moving it to this fund transfer. Okay. Yeah, which I guess where I wanted to go with that too though was, all right, so you, obviously you have an idea of things that need to be done this next year. So do we want to set up a time for you to sit down with the committee to kind of wrap our heads around that? And then I know I've been itching to do like a walk around, say with you and Jamie and Lyle, whoever makes sense to really figure out, make a list of everything that needs to be done and then prioritize what needs to be done. That way we can go into each year with some projects in mind. Which is, and then we can start developing estimates and then we can get it in schedule. What we spoke about this at our retreat as well was to kind of come up with our long range plan. What are we trying to do? It's our to-do list for the next, as far as our infrastructure. We need to want to do in the next five years. But by budgeting this money that just helps us get down that road a lot faster and less painful as we are trying to do these improvements. This budget will allow you to do things. Yeah. Pass your budgets. Didn't allow, yeah. Yeah, not allow for any of that work. You're just depleting money from the funds. Yeah. No, I think this is great. No, I mean the projects that I picked for this year in addition to the work that you've already been presented were truly around safety concerns. Yeah. Right? Like the exterior doors. Yup. The things that came up through the EIA. Yeah. Yeah, exactly. That's great. Okay. Yeah. Yeah, and our goals for the company in year we talked about developing a multi-year capital plan for our campuses. So after you're right on board on that and I think one thing that unites us we are down a board member is our belief that we have to reinvest in our infrastructure. We just can't let it go to pot and our towns are doing it. Yeah, you look at Stockbridge. Yeah, I'm too old now but I'll put that in quotes. Stockbridge has an ongoing capital program for fire engine replacement, for public works highway replacement, for road maintenance. Instead of waiting for all of a sudden you got a $100,000 vehicle. Everybody goes kicking the tires can it last for another year? No, you put money aside. Right, we're ready to go. Now a little different because some of the monies are just going to be too much we're going to have to bond it. But this is sound financial management and it's something that towns should be able to relate to because they've supported this strategy, financial strategy, as long as I can remember in town meeting. The question I have is that 65,000 is roughly what we're paying in the bond service. And we don't have yet a kind of a capital plan for our two campuses. But I'm questioning is I'm wondering whether that just replaces debt service. Okay, are we ready to put some more money in because I'm looking at kind of a fairly level investment yearly. That doesn't mean it's not going to grow for the reserve fund, for capital fund. And I'm wondering whether that's enough and I'm wondering whether we should be considering something like 100,000 which is only $35,000 more than what we can pay for debt service. And that debt services come down as the principles that we're paying has gone down. So are you saying I like our meeting, but I'm wondering and I'm going to ask our team and you and Robert to niggle about if we're talking about a kind of an ongoing reserve fund on an annual basis for capital improvements, is that enough there should be countenance more in what would you suggest? Well, it's almost like, say, $65,000. Say, come up with a percentage, 50, 60% to be used during year, the remaining to go to remain. We wouldn't look to use this during year. It wouldn't be used. It would be used for big projects. Okay, so this is to potentially just build growing each year. This is like, we're saving up to replace on the roof, right? It's those big dollar projects. When we want to do things like the siding, we budget it and just dip, dip. Right. In the local district. So I guess what I'm saying is for the smaller projects, like you're saying, do we need to know, do we want to have a sense of what we can use each year out of that, where it's not an issue? That would be the 90,000. Right, that's the 90,000. That's the repairs and maintenance. Yeah, that's the annual maintenance and expense. Okay, all of these things are in your budget. That's in there. Okay. And Patrick, you need to look at that and say, is that enough for Robert too? I don't, that's not my bailiwick. So that's the annual cost. What we're talking about is building blocks for the bigger projects. A good example is the EEI project where we're getting like 90% through efficiencies, right? But we still have to kick in that 10. Still a lot. Well, that 10 could come in or 20, whatever it is. We've got a lot with grants. We've got a lot. Grants, but if a building block, that would be one of the uses in my mind of that mutual response. So, correct. Cause it's all going towards making sure this place is safe and habitable and presents the needs. So before we look at increasing that amount, I would like to make sure that the rest of our budget with teaching our kids and the resources that we need to have successful kids, are we making sure we're addressing those? So also in here is, as we make this transition, for example, with direct instruction in our literacy classrooms, performance and coding, that comes with coaching throughout. So it's not like their teachers will just get this training in and that's it. So there is money in there to pay for continued professional development. And that is under contracted instructional services. Under 1101. Yeah, under 1101, 321. Yep, that's part of it. Yep, that's part of it. Yeah, also in supplies and books and periodicals, another reason books and periodicals went up is for consumables. So math workbooks, things like that, that we have used some master funding for, we're starting to build in for that as well. So those are the two that you want around kid instruction, all the needs that we've been really putting this into. Yeah, I heard me too. Yep. And I do think that looking at that 65,000, we probably need to see where EEI is coming in as well before we can really make a final decision on that. And I- Because we may need to budget some- We might, right. But I do, I'm glad we have a starting point and I think we should definitely start there. And let's see where EEI comes in and consider increasing it if we have the ability to. Because we do still have to contribute. Right, exactly. Because we want to be able to, right. Yeah, I got it. Yes, Robert. Well, Saul speaks to the fact that we really don't have a long-term capital improvement plan. We really, before we really, and it doesn't have to be done instantly, 65,000, was a good guess and starting point. But we really have had a good vision of where we need to go in both buildings. And that's, we'll take some work. Right, and we do have some reports and some inspections and we do have a lot of things we do know about that we just need to kind of compile and get together to know, okay, in 10 years we're gonna be needing to do our roof here. And so we can, like you're saying, be planning for it with an eye towards that so we can make sure we are contributing enough to be able to do what we want to do. Yeah, okay, cool. Great, is there any more questions on the budget? Just a couple of things. Sure. And that's why, that's one of the key things in the SU strategic plan is developing that for all our campuses. One is that professional development, everything I'm reading and what I'm gonna be excited about what you're doing is so impactful. And it looks like here we're sustaining that level for professional development. That's the Friday afternoons where we're really giving content and substance that really help our teachers. That continues to be elevated. And under the impression that we've got some federal help with that, and I just wanna try to emphasize that that's an investment well worth it. We talk about brick and mortar, that professional development. And I like, I'm pleased that you're continuing to do that. We're really looking at, I mean, we certainly have leveraged Essar, but in addition to that, we'll continue to leverage our title funds for that professional development investment. All right, I've got two other things. One is Amy and I are talking together about the contributions from the trustees of public funds on West Stockbridge. And we've got monies that are dedicated to support our schools and our school children. And Rochester does too. And so we still haven't, I guess come to you or the board and talk about that contribution for this coming year. Stockbridge has been roughly, it's been $9,000 a year. And then we provide other sources, other contributions. So it seems like we need to do that sooner than later. I'll comment on that. I had a wonderful meeting with Tara just earlier this week. So we got the ball rolling on that. We're able to identify our funds that we have. And we're gonna start looking at the financial, are you there, Tara? You wanted me to say the right words. I wanna review all of the agreements and what we can actually use and also speak with our auditors because traditionally how these types of investment programs work is that you have the interest that's earned or the profit that's earned on the investment to use. They should be treated similarly to how you do your reserve funds. So you as a board could say to your administration, we have X number of dollars available for this fiscal year for you to use. And then a proposal is presented and then the board approves the exact project for the exact dollar amount, just like you do for your reserve funds. That's how those types of funds should be used. Okay, yeah. You'll share with that once you know. Yes, I have a summary of about the funds. Tara, we're gonna look into what we're gonna look into at the financial institutions and forget. I'm gonna try to reinvest one of the plans. Mascoma Bank right now has a high interest CD that's at 3%. So one of them needs to be reinvested that hasn't really had any gain over the last several years. And then I'm also going to speak with our auditors on the one account that hasn't been used at all over the years and has grown an interest to find out if we can utilize that entire dollar amount or how I have to handle that because I like to make sure I follow their rules. But once we get really dollar amounts that are available, shall we say, then we'll be able to make a decision on how much of that we want to use. And yes, I think we'll be able to have that by next meeting probably. So. I can't speak for all three trustees, but our traditional amount has been 9,000. It's really up to the school board to decide how do you want to utilize that money? And so I, we like to, and the reason we're donating it is to support the stock bridge, facility, programs, teachers, everything else like that to the extent that it could be dedicated that way. So it's more transparent. We really would like that. Secondly is that another option has just occurred to me. We talked about capital just a few minutes ago. I don't think there's anything wrong to say that. You'd like to have that money as part of the stock bridge reserve fund because we've got reserve funds that are dedicated to the two schools. And then we've got a combined one. That's the 65,000, whatever we decide that's going to be flexible where we want to spend it. So this board has an opportunity. Do you like to say we'd like to keep it in basically in operations or we want to put it aside? And I'm looking to Jamie and Wendy for guidance on that. We don't have to make that decision. You know, we basically make those votes next spring, but just offered that as a flexibility. And then finally, one planet, it's not here. So is that one planet and the administrative? Nope, it's still under it. Is it here or where is it going to be? Jared, do you know what's at the top of your head? Where is it? It's professional access services. Yeah, contracted instructional, 321. Under on page one, line item 321 is in there. So that is direct instruction. And one plan. Yeah. Okay. Cause the Stockbridge Trustees and Public Funds also contribute $5,000 for one planet here in Stockbridge that combined students from both communities. Yeah. And I haven't received a request, yes, from your team for fiscal year 24, but that is still a potential source of funds for this budget. Yes, the one planet funds are paid to the one planet program. So each district has a local contribution or each site has a local contribution. And then the one planet coordinator also reaches out to the towns to request a contribution from the individual towns. And then the rest of the funding for one planet is obtained through the 21st century grant that's provided through the agency of education. So one planet does that all on its own and it's its own set. So the only thing you see in this budget is the district contribution to one planet, not what the town is contributing. Right. And since 2015, Stockbridge has transferred those responsibilities to the trustees. And so that's where we're doing it. Thank you, Artur. Of course, we have a new one planet coordinator. So she, I just met with her Monday in part of the conversation with just that, the local town contributions and why they have certain amounts and. Okay. There's no further questions on the budget. I'll move forward then. Board reflection and scorecard on board goals. Over. I did not print that stuff out, Bill. What? I'm sorry. I did not. I didn't print it out. Okay. Well, I've got printouts. I figured you would. I can make copies. I think it's got a copy. You got enough. Thank you. This is an initiative we started in 2021. You have it? I got it. Okay. And. I passed my job. I'm just getting along. And this is almost to the day is Pearl Harbor Day. Last year, our sun board adopted these governance principles and operating protocols. And in the discussion of them, we talked about, because this is kind of our report card. What do we, what's important? How we should conduct ourselves? And then how did we do? And tonight, I suggest that thanks to your filling out the scorecard, we can go over that, see how we did and then see whether we want to commit ourselves to these principles and protocols for the following year. Ideally it'd be great to do this in September, but we've had a lot of very jam-packed agendas. And so the numbers on the right are our score sheets. In some cases, not everybody had a point of view so they don't always add up to six. But if you look at overall, it's very, very positive and that's heartening, it isn't. And when we discuss protocols, we weren't wrestling. We weren't debating. We weren't, this wasn't something I think we naturally felt was the right thing as far as our core beliefs. Yes, two columns here. The options were you could rank it poorly or move it to the right up to great or not. So that's just your scale. So nobody ranked anything poorly. Slightly one beyond that was protocol number 10. Most of them were near great or great and a couple of answers were not sure. So we're kind of reflecting on how to reconnect ourselves. What do we do? So the principles are important. Establish the vision, create policies and assure accountability. And it's our superintendent that manages the schools and the superintendent is that and his or her team. We stay focused on student achievement. We talked about that tonight and student wellness. We govern together as a team with a common focus and purpose. Governing a transparent, open and accessible manner. We govern in collaboration with the superintendent and the staff. We're not in separate islands. We're not, you know, this isn't Mars and Venus. This is, we're a team. And we maintain a high standard of integrity. And the self scores are there to look at. And I just asked if anybody has any questions or comments about our principles or how we did. I think we did well. I think that number two, staying state focused on student achievement and wellness. I like that we have the celebration of learning that is a standard of Iraq on our agenda. And I really look forward to that in our meetings to really kind of see what's going on and get a little glimpse into what's happening in our schools and it's really exciting. And so I think that we have achieved that quite well. The other comments about principles do we need to add or change anything at this point under principles? Are we missing something that's integral, it's core to what we're all about is in our governments of our schools. I was just gonna say, I can't figure it out. This isn't in cement, it's public works guide. So it's changeable. So we can be thinking about and expand a contract or clarify as we go on. But this kind of, it sets the course, the rudder, so to speak, I think for our ship. I feel pretty good about it. You don't have an optimist, but... I also think of having these and then going back and evaluating ourselves and then going through a reading. I mean, really, how is this accountable? Yeah, we need to practice what we preach. Yeah. And I think this is one of the... It'd be nice to just say something about... The communities, that's on it too, you know. I don't know if I'd want to see that, but... No, I do. I hear it very formally. I hear it in saying. Now it's... We appreciate... I mean, it's very easy to pat yourself on the back, but what does the community think, you know, when it comes to these things? Because there are people that get involved and watch our meetings and, you know... The Planning Commission is having a... The last town plan was 2015, so they're renewing the town plan and they're having a questionnaire that's put on by SurveyMonkey. Basically, where we need to go is a town, but also there are some statements having to do with how we're doing. And so what you talk about is not that far-fetched. We've done that to some degree in key places organizationally and beyond to find out how we're doing. And so to me, we do have one thing that's... To me, private sector, you house the stock market and the value of your stock. Here is how do we do when our budget gets... Do we win? Is it tight? Is it turned down? We have some measure, but that's an interesting idea we might want to pursue is whether we want to do a more direct survey of parents or citizens. For against that? Board protocols. We have 11 of them and this is kind of like how we conduct ourselves. The Board will represent the needs and interests of all the students in our district and sometimes we forget that we've got homeschool kids, as public educators that we need to make sure that our facilities and programs are available as well. So that's... And the other thing is that all students, it's not just... Not just, but the bright lights is everybody and we never forget that thrust. The Board will consider the superintendent's guidance, research best practices, public input and financial impacts and our decision making. We don't make the decision and then tell the superintendent, here it is, we do it at a consultative collaborative basis. And those are Board members don't have authority. Only the Board is a collective body does. And this is a trap, frequently new Board members have. They kind of come in and they... Somebody asks them, well, what do you think? Well, we're really can't say what we're going to do. We can bring back items of concern and consideration. But it's the Board that makes those decision and that... In item five, once the Board has made the decision, the whole Board will support it through actions and words. So we're not going to advocate and then I lose and I'm going to go around bad mouthing the decision. That's what we don't do as a team. Number four, the Board leads by example. We agree to avoid words and actions that negatively impact an individual, our Board or the district. Well, we encourage debate and differing points of view. We will do it with care and respect. And I'll also switch down to number 11, which speaks to it in other words. As individual Board members, we will work to foster peaceful dialogue with members of the community and do our best to listen fully and communicate these topics to the Board. And those are important. And I think we've tried to do that and we don't have personalities that maybe make that more of a challenge, but it's... I think it's important. And it looks like the scores we've done pretty well on that and that's heartening. Six surprises in the Board meeting shall only be brought forth under special circumstances. We agree to ask the Board Chair or Vice Chair to place an item on an upcoming agenda instead of bringing it up unexpectedly at meetings. And so we've got a bright idea that we tell Amy, hey, I'd like to have this discussed. I've got an issue about this and that also allows staff and Jamie and his team to think about it too. So they're come prepared. The Board will bring any of its requests or concerns regarding personnel directly to the superintendent. Board members will encourage citizens with a complaint about personnel to first bring it to the individual concern. That means teacher or whatever. If unresolved, brought to the principal and if necessary, the superintendent. If unresolved, the complaint may be appealed to the Board. So we have a process. We've got a hierarchy. Longboard meetings will be avoided. And I think we've done pretty well on that. Well, when we, when I first started and we're in the middle of the merge, they were long. Really? Yeah. I like that they're at 5.30 now. Yeah. Yeah. Sometimes we got a little longer, but this is, and Amy, that's one of your strengths is to keep us moving. Yeah. I just don't think you do your best thinking at 8.30. No. After the whole day of all that you've been through. Exactly. So one way we do that is and we'll stick to its agenda. Issues outside the agenda will be aired and deferred without debate. So, whatever appropriate to future meetings, the Board will consistently practice audience participation. So somebody, citizen comes in with a real issue. Our job is to listen. We have a time for that. So it is to speak and everything else. And then instead of discussing it further or debating whatever the case is, our Q and A, we set it aside so we can complete the Board's agenda. This is a public meeting, and so, and then we decide to the chair and the superintendent how we're going to just address that in future meetings. If you don't, then you're meeting to our meeting. They can just go out the window. Yeah. Plus we're not necessarily well prepared to address the concern rate on the spot. In order to show our commitment to continuously improve our school and our board, we will participate regularly in retreats, training opportunities and listening and learning from each other and the community. And I think the, the score there says that we still have some work to do. To me, it's, it's much as possible if we can come to the meeting have read the material ahead. So we're prepared to ask questions or comments or suggestions. And that's not always easy. And they've got a, they've got a lot of work to do. To me, I have to download it. So I can read it. It helps me. But that also facilitates. That to our meeting goal. That we have. And I've already mentioned. I know. Exactly. And this has been, this is wonderful. Yeah. Any questions or additions or, you want to make on the protocols. Or comments. I think it was done well. Thank you. Thank you. We did have one suggestion and I brought a copy. And that is that we need to be sharper in our. Utilization of executive. Sessions. And so I just, I'm going to pass out. I don't have a lot of excessive sessions since I've been here. And maybe that's why the question is there. So that we're not. In inadvertently crossing that line, but. We don't have to discuss it now, but it just makes sense. State of Vermont has very specific rules. And as a public forum, we need to do that. And so an unforced era is the issue is not. What we're talking about. But we violated the process. Okay. We don't want to have as long for zero. We might have disagreements with the public or whatever it is on an issue, but not that we're inappropriately in this case, going into private session when we should know. So I think that was a good suggestion. I'm just passing that on. I think that's a good idea. The. We established goals back in June. Or this. This. You're going forward. And. But we haven't started this school year kind of reaffirmed that these are the goals that we want to. Attend to it for this school year. And so I just printed out the goals again. And so I'm just going to pass these out. And I have to go through every single one of them. I have one suggest we might want to add to, but it's, I think it's important for us to have an opportunity just to say, yeah, Bill, but. What or we're missing this or we should be doing that. And so I'm just going to pass these out. And there, these are all in our goals are always open. Two. We should be doing more. We should be doing whatever the case is, but these are kind of the overriding. And it's another way to kind of score of how we're doing. You got it. Yep. How we're doing the protocols. How we're doing the filling our goals. And as we just were discussing in the budget. So under number two. I think we're getting. You know, we are coming up with a multi-year capital plan. To protect and improve the. Capital assets. So I mean, I think that's wonderful that. We hit that one already. So I think, you know, having this and reading through it and just being familiar with it. So then when you come to a meeting, this is what we're. We're all about. Yeah. What our goal is. Great. Thank you, Bill. I was wondering. We were going to have a new board member joining us. And Justin is our representative on. An issue board initiative, which is to establish a mentoring program. And for. The SU board and. I carried through to district board. District board. So I'm wondering, one of our goals might be, should we have a goal? I wrote it down someplace, which is to implement a mentoring program. For. For us. I think it's going to come our way, but I thought that's what. The whole idea is that it's going to be. The program that they're creating the SU. I see is every board's going to implement that program. So, okay. We'll be an individual board. No. Okay. So then I don't. Actually, I think, Bill. They're going to have this conversation as a committee, but I think there's a real sense. That having a. Mentor from a neighboring district board. Could be really powerful. In the sense of. You would have a mentor, but that there wouldn't be any risk of that mentor influencing a new board member. Right. If there's really. Big topics that are going to be discussed. Like a board member, a new board member could get up to date with a board member. And then they're going to have a discussion with a board member. Around what's been discussed in the, in the information. But as far as having a mentor, having it be from another district board. So that the, the conversation doesn't go back to board business. But it really goes on. It's focused on board development. Right. And just if I'm thinking about how do I find my voice at my local district board? Like. Having another member board member within the SU. Yeah. I mean, I think sometimes can feel even safer. Right. Like. I can ask those questions. I'm not worried about one of my other fellow board members judging. That question. Yeah. So I do think. That's the direction they're going to try to go to. So if that's the case. By doing it that way, it really does become every district's. That's great. Yeah. That's great. That's great. Then I don't need my table that idea. Okay. Can we go on to the book? Yes, please. I've got a 719. So I'm going to try to be quick here. Okay. I hope you had a chance to read chapter two. And I've taken the liberty of just kind of highlighting. The introduction section. And the first two chapters, but. And I'll leave these with you. And I'm going to just. Very revealing chapter two, but I thought. One way we can do it is just to go around and if. Board members would share. An interesting point. Or a conclusion or a. A technique that you've learned that you thought. Maybe you didn't know before, or you thought might be important for us to. To practice. I have to skip over me. Maybe I don't want to put you on the spot. Sure. So. What struck you as is. Well, one thing that really stood out to me. Was about it at the end is about your manner about your mannerisms. You know, that. You know, You know, You know, 55% of what people are understanding has to do with your body language. 38% has to do with your, your tone. And only five or 7% of the actual words that you're saying. Sure. That's unbelievable. So just speak gibberish. And just be like. Patrick, we're safe. Right. I mean, I always knew that like body language stuff had an influence on how people, you know, heard you, but not that much. Yeah. So I thought that was eye opening, you know. And I don't know, I can't find it right now because it was good. It just has to do with same type of thing about your. Like what you intend your intent versus your impact. You know, I think that's really important. Like to be mindful of. So Patrick being strike a strike up for you. I've got to admit I forgot my book and I read it a month ago. So I should have probably read it last night. No. And honestly, if I don't write it down, I forget. Yeah. It's just kinds of. Well, and I did, you know, at first it's a little. It's like it's a little bit of a, It's like it's a little bit of a little bit of a wedgie. It's just a little bit of a lot of money to get through, but then it seems like it just opens up now. Like it's very interesting how at first it's like to seem so highly technical and like a lot, but then suddenly the switch, the switch comes on and it is very readable. We have. Another board in that has you reading it right now. Okay. And how's it going? Wow. Yeah. Robert anything to. I read through both chapters a while ago and then it's, it's, it's not, but I mean just, I did do one thing is I got an electronic copy, so I have it on my profile. Oh, really? Yeah, that's all of my stuff. You mean in the book? Yeah. I'm sorry, I'm sorry, I'm so out of it, I'm so out of it. I'll see, I can just flip through. The other thing is, is you can do searches on it. So, I can hack it. That's great. So, you want to use it? Sorry, no, I am. Well, it's another thing that, and it is part of our, our actual principles and protocols is about making decisions not on the firing line, you know, and I think that's really important. And I feel we, we are doing that, you know, there has been times in the past that that was different, and I'm glad that we are able to, to be well informed about what's going to happen in the meeting, to be able to think about what that topic and to be able to do some research on it, and then to be able to be fully informed when we go to make a decision. And I, I appreciate that we are able to do that. Just to toss two or three in, I liked from, and you know, I like sports analogies. Being on a board is a team sport. I just love that. And that being true, then all the team members have got to contribute, and they contribute in different ways. They're not all the three-point shooters, and they're not all the super guard and everything else. And score all the touchdowns, but we all contribute in our own way, and we constantly need to think about, and we have it on this board. That's what I like. We've got a very, a, talents and interests that serve our community well. And the third one is, and this isn't an analogy of sports. This is, I don't know what it is. Trustees need to be in the helicopter, making systems decisions, not on the firing line, fighting fires. And that's what we constantly have to be thinking about, kind of the futures, the strategy, the, what's, what's going to, what are we going to need down the road? So that we're prepared. So if you don't mind, I've given you as a calendar. Readings, the next, next January, we're going to be talking about the superintendent and board's mindset, governance mindset. And, um, thank you. So, did you revise it? Or is it the same one? Okay, I have it then. Excellent. Thank you. Thank you, Bill, for all of, all of that work. That is wonderful. You're really pushing us to do this important work. So, okay. On 10, a point in member to the vacant, our sub board position. So we do have Jessica, who had approached me with some interest. I had the pleasure of working on the Rochester board with her through on Act 46 merger on study committees as well. And you can speak for yourself, Jess, but what I, we talked about, um, that Ethan's the term, the temporary, I don't know what you call it, it's the temporary. The appointment. The appointment would be from, from now until May, which is when the, um, annual budget meeting and the vote is, and at that time, a new board member would need to be voted in by the electorate. Yes. You need to point out that that vote will be only for the remainder of the three years, of the three years. Yes. And so Ethan's, um, Ethan's term ends, uh, FY 25. So that would be in two years. It's two years, like you were saying. Yeah. So, um, again, that's not something we're looking for, for a commitment now though. We're definitely looking through till May though. We have, have, uh, till May to twist your arm to keep on going. Hi. Do you want me to speak? Please. Yes. Can you hear me okay? All right. Um, well, for those that don't know me, I'm Jess Arsenault. Um, Bill, my husband painted your house. You, you know him and our kids. Um, I'm from Rochester. Um, I went to Rochester High School. I graduated with Amy. Um, I have two children. Addison is a sixth grader at Rochester. She is home with COVID right now, which is why I'm not with you in person. Um, so if, um, things do go this way, I will be there next time. Um, Aiden, my son is an eighth grader in Randolph. I work in Rochester at Inner Traditions, um, publishing company right on the park for 22 years now. I'm a special sales export manager. I'm also a Lister for the town. And as Amy noted, I do have some board experience. I was on the board during some pretty turbulent times for Act 46. I was in study committees, lots of merger meetings, and, um, I, I just had to bow out and let some fresh, um, you know, bodies, uh, take over for that part of it. Um, I've been very impressed with what's been going on with the school and the unified district. And, um, when I heard Ethan had resigned, um, I spoke to Amy briefly. I did not see, um, the ad in the paper, but if you want me to write something formal for the board, I can do that. Um, but if you are interested in discussing and appointing me tonight, I'm, I'm ready to join. I'm happy to help, um, you know, just get through May, um, as a, you know, a board member with some experience, I, I can hit the ground running for you. And, um, I probably will make a decision closer to May, whether I decide to rerun to finish Ethan's term. Okay. Great. Uh, entertain a motion. That's a while. Entertain a motion to appoint Jessica Arsenal as, um, into the vacant spot. As the Rochester rep. As the Rochester rep, the vacant position on Rochester. I'll move. Second. You got that part. I know that sometimes after you're like, you know, you got it. It's Rochester. Okay. Um, all right. Excellent. All in favor. Hi. All opposed. Excellent. Welcome to our board, Jess. Welcome. Good to be back. Okay. So to the official, you have to go down to the town clerk to get sworn in. Okay. As soon as you do that, Jess, just, um, most of the time, the clerks are good about emailing Christie White. Um, but also just shoot us an email because I want to get, I want to get you set up sooner rather than later with SU email. Okay. Now just, I've got some documents, um, that I can share with you around some policies we've developed since you've been on. Um, that can be helpful, but. Yeah. I'm trying to get up to speed, but anything you can provide to help, that'd be great. Okay. W-4? Does she have to fill out W-4s? I still have to connect with her on that round, all that stuff. Yeah. I still have to do that. Yeah. I just gave you W-4s. Jessica, I'll get you a book. Thank you. Okay, great. So yeah, I connect with, it would be Tara. Tara will reach out to her. Right. Okay. Oh, she, yeah. She reached out to me in a blue-ray mask. Yes, I'm going to be getting a reminder email after payroll this week. Any board members who have not processed their paperwork? I will be sending a reminder to police that done. I've tried stopping by, I think twice, and you were gone both times on LinkedIn. Well, you actually see Lisa, not me. She does the paperwork with you. No, I, I think somebody emailed it to me the other day. I've got to sit down and print it for an hour. It's very easy to do. Oh, no. You can probably take a picture of it and send it back. Excellent. All right. Moving on. Is there any new hires? All right. Any more public comment? Okay. Next meeting is a regular meeting Monday, January 2nd, 2023, 5.30 Rochester campus and via Google mates. We have one future agenda item, the endowment funds that we'll be able to give you some more update and hopefully we can make some decisions about amounts. Potential solar donation, too. And I want to have Matt Cooper possibly join the meeting. And so if we could have a time slot that I could then relate to him so he can give us a synopsis on what the system is, what it can produce, some of the implications that we have to deal with and as well as he took, when he did it a bit, I think he did it right. He took a look at the existing system. So I think he's got some feedback on that as well. I'd love if Patrick is a future agenda, just update us on the flag policy discussion with policy. Now, but yeah, okay. Where's that? It's not out of committee at this point, so there wouldn't be a lot to report at the moment, but maybe by we'll see what they got. Right now, they they were not in a place to pack up consensus. Okay, well, premature. Thank you. Okay. Well, if anybody has any throughout the next couple weeks. Email me. Jamie. Okay. One suggestion I'd have is to perhaps inquire about public communication and comment more often during the meeting. I mean, originally we didn't ask till the end. And then I got on even he put it over at the beginning, but we go a long time and we should really cover a couple of times. Yeah, it's it takes very often know what there's no comment. It's, I think, appropriate to ask for public comment. Do you like one? Yeah. Are you suggesting one like after discussion? I also don't want to turn into a discussion of community when it's a discussion of the board. So that's the other thing I get fearful about. So I think it really needs to be designated in the agenda. Right. We still have some other districts. Well, one right now, I think the community really is pulling up a chair at the board table and it's pretty uncomfortable. Right. But the point is, is that if you have public communication, it's the it's the responsibility of the chair to maintain order. This was a problem for another board in Rochester that for some reason they didn't know that they could a reasonable time limit is three minutes. Right. And they were having these terribly long meeting more than 200 words. But it's the responsibility of the the chair to limit public possible comment. And, you know, so even though it's it's a little slowing this up to have those times, it's it mean disrupt the whole whole meeting. And it it gives a very good impression on the to the public that they're being heard. Well, maybe if you could email us and suggest where you would stick it in on the agenda, that would be helpful. Yeah, I can discuss that though. Great. Is that okay? Motion to adjourn. All right. So moved. 736.