 She's coming, she's coming. She's a coach. So we're being evaluated? Yeah, we should hand that over. You all have to have our tuition forms, right? You have to let us know if we're doing a good job. I'm sorry, I'm in the middle of the track. So it's up to you, you're the board. Two minutes. Call us to order according to the school clock at 5.30. Because I know that you're advocating for something. I need to get this event for our channel. We really like to see the kids. That's what's chairing up here right now. You can see something here. I know. So I will receive our guests. Hello. I'm going to skip us right to Bill because you do have to go. Yeah. And then we will get to this presentation that we all want to see. So first of all, I want to, seriously, students, I want to apologize for not saying this. This system is not going to be yours even. So I'll come back. Is it going to be up tomorrow? Or is it going down to then? There's Marlon. It has to get down to before 9.30 tomorrow. Oh, Marlon. Because I can be here like 10, 20, 30. Anyway, I need to talk to you. Watch the video. Yeah, watch the video. So I apologize if that's what I'm saying. I'm really sorry. I need to talk to you about the non-bargaining contracts at the bottom. So we'll move to there. I would like to recommend to use a board that you take action to approve the non-bargaining contracts, which are three personnel. For the principal, it would be the same as the negotiated agreement for the teachers, which is 2.6%. And for the other two personnel, it would be the same as the ESP, which is 3.5%. That would be Marlon. Anybody have any? Should I make a motion to accept Bill's recommendation? Which way? Second. I have a motion and a second. Is there any discussion about Bill's recommendation? Was that a similar recommendation in the other districts? Well, this is the first time I've made it. So we're making it for tonight. But the assumption is that we're going pretty much in that area. The injured? Yeah. I mean, the other two personnel that are covered do supervise ESP, and it's appropriate for them to get the same raise as the folks they supervise. And that's true for Alicia as well. Are you OK with that? Yeah. Further discussion? All those in favor of approving salary and fees for non-bargaining employees, please say aye. Aye. Opposed? Abstain? Thank you. OK. Thank you. Folks, I'm really sorry I'm not staying. Is that really fair? I don't know. Do you really come up? Somebody's taking this place, though, and she will be a great audience. Safe to be here. I'm wondering for the students, if you could introduce yourselves, and maybe they're going to introduce themselves when they come up, each of them. But do you want to let the students know who you are? Sure. Sure. Hi, I'm Floor. I'm Lincoln's mom. I'm Wendy, and my kid's finished here a bit ago, and I taught here for a while. And now I'm on the board. I'm Reuben. I'm Lacey's dad. She's in first grade. And I'm the dad of Kalen, who's in 10th grade, and Justin, who is an early college senior. And I'm Steve, and my son Steve's a senior at U32 right now. I'm Jen. I'm the curriculum director for the supervisory union. I'm also a parent, so I have a seventh grader and a ninth grader at U32. I mean, I'm number one. So before we have you come up, because I know you have a lot to share with us, and I want to make sure we get to that really quickly. But before we do that, just to share with the board, do you each have a little packet? How many? Are there four presentations or three? Four. So I gave you enough for each of the presentations, because they're all a little bit different. But just a couple of things to note when the students come up. This afternoon, hot off the press, if you look at the back, this is a new document that is, it just kind of explains really briefly what each of those are, just to help you. And really, you're not looking for whether or not the students learned in SLO, but whether or not they had the opportunity. So you're not evaluating their learning or their speaking or any of that. But it's really, was the opportunity there for one of the student learning outcomes or transferable skills? Anything you want to add to that? No, I think it's good. OK, are we ready? Should we turn to face this? Can I just have a two-minute introduction? Yes. Should we turn to face this later? I think that I will have them go stand up there, because they're going to have a lot of presentations. And I'll come up here, because I realize that my computer just wants to sleep, and I can't get into it. But I wanted to start by saying thank you for giving us the opportunity to come. And I wanted to let you know a little bit of background when Alicia put out to the staff, was anyone interested? I decided to present it to the students, see if the students were interested. And I immediately had, as you can see, I have, I believe, 15 arrived tonight. We've got one that we're still waiting for. We may have to fill in for. And there were probably three to four that had prior commitments that they could not get out of. So I am really, really proud that they wanted to come. They wanted to share, although a couple of them at the last minute said, you didn't tell us. We're being video type. But it has been a presentation from the beginning. I said to Alicia that this will be representing the four presentations. They're not just representing my classroom. You will see a representation, well, actually two, of integration with Ireland in technology class. You will see an integration with the art teacher and technology in a presentation. And you will see a little bit of what's been happening in the last 12 weeks. And reteaching my room, I have 24 students. And we're doing something very different where we're focusing on transferable skills through an individual learning of choice. They had to create a contract with me. They'll tell you about that. So I'm going to take that away from them. But you'll see a wide variety of projects. And I just want to say I'm really proud of each and every one of these kids, as well as all the rest. They couldn't make it here because they've worked so hard. They took this so seriously. They wrote their scripts. I told them that was fine. They could have it in front of them. And so I hope you enjoy it. So the first one, you guys can come up front. Well, I'm trying to get literature out of here. I'll just leave it here. Thank you. I'm going to move down. Yeah, I'm going to move down. Sarah and Steven. Yeah, I'm going to move down. I'm just getting a new gel combination, laptop, notebook, kind of thing. I'm Edith. I'm Maya. And I'm Lily. We are all students of Mrs. Shedd's class. And we are here to talk about poetry and watercolors. This year we started learning about poetry and watercolors. We learned lots of new techniques. Some of them were sponging. It's when you use a sponge to jab on the paper. The temper of paint is white paint, usually used as snow. And crayon runnings are when you run crayon on your artwork to make it look cool. We also learned lots of types of poetry. Some of them are list, haiku, tanka, sinkein, and acrostic. All of these types are written differently. For example, a haiku is a three-line form of poetry. The first line has five syllables. The second line has seven syllables. And the last line has five. We use student learning outcomes when we are making poetry and watercolors. We use artistic expression when we are making watercolors. We use literacy when writing a poetry, when we add figurative language or on amount of PI. This year we participated in Columns City. Columns City is a month long poetry festival. When everyone from Montenegro wants to, ages 2 to 95, creates a poem and gives it to Kella Cover. And they put them up in the windows of stores around Montpelier. There are over 500 poems in total. And some of them aren't even put up in the Atomant Co-op. There are three poems from our class in the window of Woodbury Mountain Toys, while the rest are put in the H from that Kella Cover. Our poems we put into the Columns City easter. Lots of people could find them because they were hidden inside of the classic H. The easter had come to a place on April 1st and lasted until the end of that day. A connection from a classmate said that someone found his poem in an easter that nobody found. So that person and his fellow year residents and grandmother of a pre-K student sent the classmate a letter and said that they found his poem. The student also received it. Thank you all for listening to our presentation. We hope that you enjoyed it. We would like to invite you to look at some samples of different types of poetry done by our class at the end of the video of the presentations. Thank you. This is the presentation where we have students here. How about I do this first part, then you do this part, then I do this part, then you do, like, you can just go... Okay, you just do R as part, okay? Okay, we've got it all in here. Yep, all right. My name is Avery. My name is Sarah. We're going to present the 5th, 6th Greens Creative Art Project. We are all in Mrs. Shed's classroom. Both the 5th and 6th grade classes is this project. There are a lot of learning outcomes that were incorporated with this project. These were the received technology, artistic expression, and transversal skills. The process to making this video presented including choosing a famous artist to study research about the artist and making art work, representing the artist's artwork. The green screen is the green class background that you stand in front of and film yourself. With the green screen, you could change the background you're standing in front of using color keying in the WeVideo app. The other steps are to write a script and talk that talks about the famous artist. They do tape themselves talking about our artists and then upload our videos to WeVideo. From here, we change the backgrounds where the green screen was some students out of music and cited sources in the video. After those steps, we posted our videos in Google Classroom and we commented on each other's videos there. Google Classroom is a place where you can post projects, texts, or responses to other classmates' projects. Your peers give feedback and comments about your posts. We each have a different artist that you will be teaching you about that has unique art styles. We hope you learn about them by watching our videos. Enjoy. This photograph was made with little dots because he made a piece of artwork that looked like it was made of little dots too. I don't know. I've been drawing this photograph by the March 2019. Our five superclass, one of the really fun things this year with Google Graphics. In this project, we used some learning outcomes. They were literacy, some artistic expression, technology, global citizenship, and transfer of skills. Both five six classes made our infographics and technology in a regular request. Infographics is a way to show information by using pictures and graphics and not using as many words. Our infographics were about famous explorers, what we could do with them on ships or any other thing that was connected to urban exploration. Some things that we did our infographics on. I did Angelica versus Drake. I came to our class in Carabelle versus Carac, in Arabic Christopher Columbus. We did our infographics on a website called Canva, and I printed them out. The reason that we did the infographing on early exploration is because we were in a unit about early exploration. There was a process to our work. First we learned what an infographic was. Then we made up all three questions on early exploration that we wanted to research. Some examples we're comparing to explorers giving a Carabelle to a Carac who circumnavigated the world faster, number of ships sailed with, and who traveled further. The next step we did was that we had to research our questions. For instance, if you did who circumnavigated the world faster, you would look up your explorer and then look up the other explorer. Then you would research about who circumnavigated the world faster. Then after we researched our question, Miss Hong showed us how to get to Canva and try a tutorial. After that we started working on our infographics at Canva. The last step was we got a three-fold board and put our infographic on it along with some other things that we did while we were learning about early exploration. Thank you for listening to our talk on five, six infographics. If you look over there, you will see some examples from some students infographics. Thank you. We are students from Mrs. Shed and the Scalgers fifth and sixth grade classes. We will be showing you what we have done in reteach with Mrs. Shed during the last unit. This is Lincoln, that's Paige, Isaac, Ryan, Kristen, Yvette, and Salah. I am Aurelia. We are all part of the reteach group. I hope you enjoy our presentation. The next thing we focused on during reteach is transferable skills. This project also included student learning outcomes in the academic areas of reading, writing, science, and global citizenship. In the beginning of the unit we filled out a contract which helped us plan for a project and helped us budget time which is a transferable skill. A contract included three essential questions we had about our topic. We each had the opportunity to choose a topic that interested us. For example, I chose to research dyslexia. We spent the first couple of classes researching and taking notes. Soon it was time to start. Some people chose to use Google slides, canva, poster boards, planning, other creative ideas to present their projects. These people will share our projects with the whole group showing what we have learned about our topic. This is my presentation. Dyslexia is a reading disability. Some people who get dyslexia will only have a small face but others may have bigger faces. If you have dyslexia, you have a harder time learning how to read and write. The brain. The brain has two sides. One side on the left side is for reading, writing, language, logic, and math. The right side of the brain is for creativity and music and art. People with dyslexia will only use the right side of their brain more than the left. That makes it harder and take longer to read and write. Challenges for children with dyslexia. For children with dyslexia, reading, writing, and spelling are hard. Children with dyslexia may fall behind from other children in their brain. Then they may feel socially insecure and both out about themselves. Examples of reading from kids with dyslexia. And this makes sure you see that there is a piece of paper. If you look at the piece of paper, you will see that it looks normal. And if you look at the circle, you will see that there are a bunch of letters. They have a hard time reading because of how their brain works. Kids with dyslexia see things the same as people without. It's just how they process the letters. Spelling for kids with dyslexia. Spelling is hard for children with dyslexia. They may spell things the way they sat and not the way they are. For example, some may spell centrally when dyslexia may spell friends as friends. Kids with dyslexia can mature without dyslexia, can mature their spelling skills faster than kids with dyslexia. For children with dyslexia, writing is hard. Part of this is because spelling is hard for them. Also, you can find that in dyslexic children, they will use run-on septic. They will use run-on septic. How dyslexia can affect children with emotional pain? A child with dyslexia may have a hard time understanding a joke, social cues, and they may remember things the long way. Quotes. I think everything about my life is a miracle. I have struggled, and against most odds, I am truly having an experience of living in my dreams. Conclusion. I hope after you saw this presentation that you know more about dyslexia than you did before, and the rest of the slides are just, um, uh, sources. I hope you enjoy my presentation. Yes. Thank you. Bluegrass Music. By Isaac. The name of the instrument. So there's a washboard, a dobro, a banjo, a guitar, a mandolin, a bass, and a fiddle. What is bluegrass? Bluegrass music is a style that is made of both country, rock, soul, track, western swing, reggae and gospel. It's okay if you don't know what it is, because it's not that popular. It started in the midwest, or Appalachian Mountains, and grew, and waxed in popularity. Then went back down to Phil Monroe, who was one of the fathers of bluegrass. And the rest just says, try to find, um, a hidden envelope in every slide, but you shouldn't do that, because it's for if you're looking at it on the computer. Bluegrass instruments. There's some lists of the usual bluegrass band. If they play more gospel, then they would probably have a guitar player, two people singing. If they were old-time, they would have a fiddle, two people singing, a mandolin, a bass, or banjo, and a guitar. In newgrass they would use instruments that are more like rock, like electric, bass, guitar, mandolin, electric, banjo, drums, guitar, fiddle, and dobro. How bluegrass instruments are tuned usually. A guitar is tuned E-A-D-G-D-E. A fiddle is tuned G-D-A-E. A mandolin is tuned G-G-D-D-A-E. A banjo is tuned G-D-G-B-D. A dobro is tuned G-D-D-G-B-D. A bass is tuned E-A-D-G. Bluegrass bands. This one I'm not going to read because it's way too long and it's just a list of all the bands I know, including my band, which is we play bluegrass. Bluegrass. We like to listen to bluegrass and not track a thousand miles. We have bluegrass right here in Vermont. A local bluegrass band is two cents in the till. I've seen them a lot. This is a band that's two cents in the till in the bottom right-hand corner. And the background is a bluegrass band called the House Band by Stuart Duncan. They have a flat on the banjo, Edgar Meier on the bass, Sam Bosch on the mandolin, and Jerry Douglas on the dobro, and Brian Sutton on the guitar. Best bluegrass moments. This is basically just all the people I've seen and I used to keep you going if you'd like to go to the Gray Fox Bluegrass Festival. You can click right there. And if you'd like to learn more about bluegrass, you can, there's some stuff on, I think it's World Book. And if you'd like to go to the Falcon Ridge Folk and Bluegrass Festival, there's a link for that in case you want to buy instruments. It'll get you to some places. And if you'd like to go tell your bluegrass festival, you can see their website there. And if you want an audio sample of what a mandolin sounds like, you can get a mandolin, you just look up mandolin on YouTube and it'll give you a cam 172 audio sample. And if you want to get a list of all of the bands, you can look up bluegrass bands on YouTube, either mandolin boards, guitar boards, banjo finger positions and reliable instrument brands. So there's Eastman, which I own, I have a mandolin. And down there, there's Eastman on the mandolin. And there's Luna, which I own, they make guitars. And my friend owns a Weber mandolin. And Gold Tone is a good band or company. And for bass and fiddle, I'm not sure how you pronounce it, but I can get Cecillo. And this is just about me. I was three days away from being 11 years old, but that was a while ago, so I'm actually 11 now. There's Eastman Piliar with his mom and dad and his two dogs, Martha and Abigail. He loves lots of kinds of music and has three string instruments, seemed to be four, hopefully. He's had lots of fun making this project. He was born in Almaty, Kazakhstan, Central Asia. Isaac would love if he came down to State Street and was into his band Plays with Tunes. These are sources, they're way too many. Yeah, that's funny. There's 10, 11 or so slides on sources. And this is my presentation. The presentation is about football helmet science and CTE, which is also known as Chronic Traumatic and Symbolopathy. And I chose this presentation because I always wanted to play football, but when I found out the results in playing football, I decided not to. And the CTE symptoms come from chronic hits to the head over and over and over again. So when you play football in one game you overcome hundreds, maybe in your career, thousands of hits to the head. And when you keep getting hit you can get CTE and symptoms are memory loss, confusion, impaired judgment, impulse control, aggression, depression, anxiety, suicide, Parkinson's and eventually dementia. And I don't know if you guys have heard of Aaron Hernandez who had CTE and they never seen it before unless it was somebody who was over 46 and he was 27. And he ended up he murdered somebody and then he committed suicide in prison and they think a big reason he did it was because of CTE. And this is the improvement in helmets from 1990 to 2016. They started with leather and then went from plastic to more plastic. And then around 2015 SG helmets which is a company started designing and trying to figure out better ways to not only help skull fractures but concussions. So the first layer is a low shell soft outer layer works like a car bumper deforming one's strut to absorb the blow. So it flexes the core layer small columns move in every direction to bend with the force reducing litter and rotational impact. So when they get hit it absorbs some of the impact so there's not as much brain trauma going directly to the brain. And the heart shell the hard plastic shell which is sandwiched between layers to protect the skull and the form liner waterproof textiles and spacious special foams distribute pressure around the head to form a unique hit. So when they get hit the helmet doesn't move at all which can help when it stays on the head it absorbs more of the hit. And then the chin strap which is for if you get hit in the chin or if the face mask goes right to the ground the face mask doesn't go directly into your face. And then Bill Simpson's goal was to prevent extreme brain damage. You cannot stop concussions completely because you can't keep the brain from bouncing off the skull. So in this moving image it shows that when you get hit your brain bounces off one side and then maybe the other side. But the brain only moves a millimeter because in between the skull and the brain there's fluid so it only moves just a little bit. And then in my opinion as she helmets our great start to helping with brain damage and football but concussions can't be stopped. CTE can't be stopped. In my life I'll never be playing football because when I'm 40 years old I want to be mentally and physically functioning. There have been cases where people who play football can't function because their brain just doesn't work it's pretty much crumbling inside their head. And the concussion problem we all know concussions is a big problem in football so for example in this moving image it shows how that guy's helmet goes directly into his helmet so there's lots of brain trauma so he probably got pretty serious and then there's this one which is actually a penalty so the rest have changed the rules to protect players a little more to keep them from dying. What you're going to do Chris? I'm Chris and I'm going to be doing a presentation on the stories of Greek gods with mythology and I'm going to be sharing my favorite one actually I can't share my entire thing I don't know if it's not loading or if the font just can't be seen on the projector I apologize for that I'm changing it to white oh you did that sorry about this it just says stories of Greek gods by Christian that's okay you can just tell them so Kristen was quite ambitious she is not done yet and she's on 31 slides so I said you've got to select just a few of your favorites so this is my favorite one and it's actually about Hades and Demeter Hades is the god of the underworld and he symbols the hell of darkness and he's the son of Chrono-Syndria Demeter is the goddess of agriculture and the harvest and her symbol is the heart of plenty and she is the daughter of Chrono-Syndria Demeter and Hades have never gone along either which I said either because they have a very good reason for it Demeter loved her daughter Stephanie but did she know that Hades was planned to have kidnapping her first wife Hades asked Zeus if he could marry Persephone and how to get her away from Demeter Zeus acting quite corrupted suggested kidnapping her so that's exactly what Hades did while Demeter and Persephone were playing in the fields Hades decided to act when Persephone was off picking flowers away from Demeter he came in on his chariot and carried her away to the depths of the underworld Demeter turned back to find Persephone but she and Hades were already gone Demeter hadn't seen Hades take Persephone so she began to search the earth for her daughter but when she didn't find anything she creeped with her it got cold and plants started dying eventually Demeter went to Zeus and made him get back Persephone she threatened him that if she didn't get Persephone back all the plants on earth would die and it wouldn't grow back when Zeus told her Hades had kidnapped her she was furious so of course Zeus had to send Hermes the messenger god to the underworld to get back Persephone Hermes went to retrieve Persephone but when he got there he couldn't take her back Persephone had eaten four pomegranates while she was in the underworld you see when one consumes food of the underworld they have to stay there forever Demeter once again was met but Persephone was going back to her the deal was Persephone had to stay in the underworld for four months every year because of the four pomegranates she ate then she returned to Demeter in those four months Demeter would breed and the earth would breed with her no plants would grow that's all I have that's the next slide that is the one I'm showing I studied volcanoes and I made a 3D model out of volcanoes they're over there to the right over there up to the left over there I built it out of poster board and tape and paper and bottle and my real presentation was going to explode and I learned a lot about volcanoes all I knew originally was that and now I know that they're formed by earth's crust colliding going to top each other or going next to each other and that harms volcanic ash to explode out of the ground which causes over time to build up and creating a mound with magma inside which is a volcano I learned a lot this entire unit are reteaching volcanoes and what they do and just studying lots of volcanoes are so yeah we would like to thank you for taking this time to listen to our presentations I think I can speak for all of us this has been an honor to present and talk in front of you in front of the MES school board please take a few minutes of your time now to take a look at the presentations we have right over there and we would like you to take just a few minutes to just walk over and see a sample of more of the we had permission to take a look at the charts thank you thank you take a motion from the student presentation we have the observation form this is where we talk about what we would still engage so they were a long time on this and they told us exactly what so there is no guessing I think with a presentation like that that is so encompassing it's better to watch and pay attention to them than to the paper I was finding that perhaps if I was just wandering through the school on an open house or looking at artifacts on the hall but even that I think would be hard to use this because obviously indicators of learning and depending on who was talking about where it showed up was there is no doubt in my mind these children were learning transferable skills and content I felt the same way I felt how hard it would be to be observing a teacher the job that you guys do how hard it is to try it at the beginning and then the other stuff we needed to go see there but I really the passion that the kids had and their self guidance they all seemed really regardless of what project they were doing they all seemed to be so so engaged so I think it's something that I will remember forever and it taught them something so that was great to see that energy they give you valuable for and you have open house nights but there might be maybe everybody understands reteach but I think a lot of people think of it as intervention and help because you're behind or this but there's such a variety and choice and all of those things that's what I think was valuable about seeing this was it's the importance of choice in education and this gave children there was a way variety and you could see some kids really passionate about a topic and other ones learning they were passionate about a topic so that was very good I've done a couple things and I think for this form to be useful we would have to have a lot more training and I know the intent of evaluating like the outcomes of the transfer of skills but in particular I was struck by what Floor said that I think I feel like I could better inform in generalities rather than specifics so for me to adequately respond to this form as they were presenting I would have had to have been flipping I would have been paying hardly attention to that at all as compared to like what Floor took away was energy and that's not something that gets evaluated and you know we might all have certain biases that we look for and I don't say that in a bad way that with multiple perspectives so I'm thinking more of the structure of it you know if I was if it was one class doing one thing I might be able to use this but for me this is too specific for a board number you know maybe if I did this 20 times a year for 5 years I would feel good with it but for me it's too specific so even if it was just students in discussing their outcomes for discussing outcomes or something like that and if you did hear that what kind of outcomes did you hear that they were very good at talking about their outcomes but that way I can be paying attention paying attention outcomes they mention these two outcomes and it looks to me like there's some literacy and whether it's an actual outcome or not it's things that I observe so structurally for me better I agree particularly with Flores said I just had and Ruben I think said I had to kind of ignore this and I just made general notes on the bottom I was struck by the idea I always had this idea of teaching to the test and this is maybe the best possible test to teach to you I knowing what we've talked about sort of on a high level from a lay person's perspective what we're sort of aiming at education and then seeing the kids internalize that and be able to to understand what it is that they're actually after was really cool so I without sounding too family-ish I've been a strong proponent of the student learning outcomes and proficiency based educational stance since I learned that because it just makes sense to me but hearing it and seeing it in the kids where they understand what it is that they're supposed to get out of this activity is exciting for me because it sort of takes off what I struggled with as a student and what I have seen generations of other people struggle with which is the disengagement why do I need to know this and I always go back to my experience with Mr. Barry the geometry teacher and you know I will never forget that because it's cemented in my memory the day that I was like 10th grade why do I need to know how to figure out the hypotenuse of a rat it was 10 years ago I had to figure out the hypotenuse of a rat but that wasn't real to me at that time and what these guys were doing it mattered to them and so they were engaged in a way that that geometry class didn't manage to engage me I agree I had a physics and a teacher in college that it was all about baseball so I was like I can relate to it so I think that once you find something that you can do right you can add a takeaway that is evaluated I was very impressed by their adaptability how they adjusted on the fly several times for it speaks to me less of a specific instance but more of an overall experience educational experience as fifth and sixth graders they weren't flustered because something didn't work or someone wasn't here or they could creative and practical problems but again I mean that's port of occasion to know that that's where it would anyway don't be quiet this is so helpful for us to hear I did take more specific notes so I didn't I tend to gravitate to the emotional part and just like the excitement of the kids so I love that part I do when I get better I feel like we can all get better at this because now I feel I can be more informed when a parent approaches me and says the other day I was at school and I could see that there's great content going on in fifth and sixth grade I did take some more specific notes at the beginning and I just wanted to to observe it so I feel like as a board member I would like to learn a little bit more about how to be a good observer so we can just take a little more time so maybe like Stephen is saying to simplify some some things or as it goes this is that first time so we'll get better at it but I really enjoyed it so thank you for putting it together no I know but kids did it all with Ellen's support but another thing that we had talked and this was a little tricky because it was very scripted and staged and this was the polished and result but another thing we had talked about and I wonder if it would be helpful and that was recorded is if you just take it in for the first time and just experience it and then go back and watch and try to because you can't even have reservations we don't capture everything in the moment you can but I wonder if we were to go back and watch even a piece of it together and maybe went through some of this and could talk more specific because you've heard it once you've seen it that might be really useful useful well and it's one of the things that we've been talking about with this which is the calibration looking for the same things and I'll echo just to let everybody but having 15 14 bullet points I'm trying to keep in mind while I'm trying to multitasking is not my strong suit so one bullet point maybe two or three but trying to keep a dozen just seeing it after I sensed well I know from two that I saw but I sensed us writing distracted the students for some of them you could see the eyes go over and they would say something and some of them would write and so they handled it well but I would hate our making it like it's a test they had no idea what we were writing we could intended consequences disrupting their flow because they handled it very well but it's quantum learning just fine so would it be helpful if I took a snippet of it and we did it again maybe our next I think we all together here in May yes maybe in May and did some more specific I guess I'm trying to figure out why I need to be an expert at this as far as what I saw whether I had this in front of me or not we've physically shown all those posters we've seen the student learning outcome so as I watched them it was clear there was literacy there was science those things were clear to me whether I had this in front of me or not and I'm I don't think my calibration on this is reading the school it's informing me as to if somebody calls and says you know I don't really think they're learning a thing in that school I could very easily say have you looked at any of the teacher's websites have you the presentation you might want to go on Orca and see the presentation what is your concern I'm never going to get a phone call like that I can just tell you but I don't think I would refer somebody to what I observed or how I saw it here but knowing those student learning outcomes which we've had in our face every time we have a carousel meeting or on the websites I think is more the informative part that's important to me versus understanding real breath really well well that sort of gets at the purpose of the board monitoring that's the why why are we doing board monitoring what robust to develop the board monitoring guidelines in the form and I think it's just trying to quantify you know I mean this guy would be nobody's ever going to look at the form that we've done but we can say we have formalized a little bit that are monitoring role and this is right this is one of the things that we do to sort of check that box but if Ruben had a three next to global citizenship and I didn't it's how we interpreted because I did turn it over for global citizen and saw it was civics and economics and geography world language so I thought okay that was but if I just saw the term global citizenship maybe I didn't see anything that I thought but yet if that's your social studies your new term for social studies which it is then I saw that so I think because of what you just said that's why it would be nice to do it together with you and just try to connect to that you know I've read this to an ample many times but I'm kind of a visual learner too so seeing it together and having the time to discuss it with you guys it would be you know maybe you make me see something that I'm not seeing you know because we see things different so we could learn from from each other for this just me from an actual class happening I don't know if people would be comfortable with that or not I'm sure they would and I had thought about that originally when we were going to do it last time and I didn't have time to get kids together I'm not saying we didn't like this but this is a big deal for people back to be out and be here but it's all and it was good for them to see you and it like this happens every month do you do this every Tuesday oh I said we meet once a month but not a weird one that's important well when Steven called Steven's trying to get the meeting going so we're not here till midnight oh and that's when he asked me if we met every week any final thoughts to the start and there's so many other ways for you to engage in this without having 16 kids come but that was super cool to have they were very proud and they actually identified basically the only thing I asked it was do you have any students who would like to come to present to the board something around student learning outcomes and they came up with so these are all things that they have been working on in this within the last month or so but they identified well we'd like to do the poetry and we would like to share the green screen and we want to share so this is completely student designed would you relay our thanks back to them all because it sort of was everybody and there were a few who were really disappointed they weren't able to come who wanted to share I just wanted to add that this part of the monitoring practice is a work in progress so if it's not working for you or if you want more information or less then let us know the most important thing is that that you're monitoring the student learning outcomes we're looking for ways above and beyond the data presentations to actually put those student learning outcomes right there for you all to see the evidence and having students come and share their work is probably the best way to do that but just continue to give us feedback because we can both make this as we want it to be useful for you as well I think about another opportunity that the robotics presentation happened at the last meeting in 1932 right I remember a good example of so many other SLOs but to see both and you actually wow this is what your demand is going on all right we was on to 3.2 which we covered I was just wondering if there was any feedback from the state specific to our school you mean after they came so they came to visit I've not heard anything and I don't know that I will or I'm not sure I know they were collecting all the data I'm assuming they're probably still visiting schools I've done 95 or 96% I've seen a cumulative data I just haven't seen data specific to us I mean just anecdotally while he was here he said you guys are in good shape that was kind of his blanket statement but I've not heard anything specific I read the report that you sent us and I took some notes and some of it also said that it was confidential so I don't know when we talk about I thought there were 3 things which you had talked about maybe doing 2 so the 2 extra cameras the outdoor speakers that could be a good idea so there's some things that should we wait for that state report or some things that we might want to do now and then the other question I had because I don't know do we now have a strong public safety presence at the meetings because that was the other thing that he was suggesting that we needed to have so that it was a public safety team instead of a public instead of a safety team so that the state police and the firemen had more presence here so that the kids were more familiar with them so that they came 100 times and then if some of those members were part of your safety team it would be a safe so that was one of the requirements so I was wondering where we are with that because that seems like an easy one or braided them into the planning at Washington Central for everybody that would be at first easy step the leadership team talked briefly about this today and we one of the next steps that we are going to take so Amy Malina at U32 kind of is spearheading a lot of this work and she's done a lot of the work around school safety she a next step is she's going to meet with the elementary building principles and we're going to kind of review the teachers and compare because one of the things that we talked about is having consistency across all schools consistency between elementary and middle and high so that the language is the same the expectations are the same so that's all coming next the thinking about what you had mentioned shortly after this building was built and I'm guessing it's just because the fire department was here so much during this function we had a pretty close relationship with them for a few years where they came, they did presentations with kids they dressed up, they made it a really fun event we haven't done that in a couple of years they come in we do other things around the holidays with them and kids see them come to pick up gift baskets or do different things but it's not something that we have really formalized it's tricky especially because being out here we only have the state police the local fire department is very easy, we invite them to our feast and they come in and they have lunch with the kids but you never know for the state police there is no local it's a little bit harder for us to have a relationship like when I was teaching in Monterey we knew who they were all the kids knew them it looks a little bit different out here so we haven't done a lot around that so you mentioned to Amy about maybe bringing them into the table so apparently we form a public safety team that's the only I think that is more in cities or towns that have a police department who they're the same people where ours switch all the time depending on who's in this week because it's just a contract with the sheriff's department or the state police but definitely with the fire chief it's relatively consistent on the state police meaning there's not that many got pulled over and it was the same person so now how to share what was out here and the state police what was out by us I do see them necessarily control this neighborhood right well and it was my impression from the safety report it was less about having them in the school for the students to see and more having them on the teams and that was one of the things that when Officer Brown came to interview me about our procedures um you know he those are they had an intern sorry an intern from Norwich who was working with the state police who came to interview me much earlier this year long before this kind of became such a hot topic and so they do have like the state police does have our the building layout and the door plan and the I mean the escape plan and you know they do have a lot of that and there that was one thing that this Norwich intern that was his project was to go through all of the middle sex barracks you know their geographical area and make sure to get all of the schools information so that could be updated and that did happen this year which is that it hadn't happened in my time here before that so that was I think that they are trying to have more of a presence of decent understanding of what how we operate I think if it I would encourage that it become at least in the near term near to like a standard to item on leadership team agenda just so that it's I think it's one that it shouldn't become one of those things that you know so we talk about school board monitoring that's something that we should monitor right you know this camera is broken okay and now it's a year later and that camera is still broken well didn't you understand us 12 months ago Alicia when we said we want that camera fixed and it's not fixed yeah you know I'm just suspicious but I think that for boards it would be something I'll mention it the executive committee well until we're comfortable which we should never do but at least I'm comfortable not being reactive I think it's important which is a little bit of what has happened I think we're really everything the majority of what we do is geared to what happens if as compared to how do we prevent this and to be more prevented okay on to reports to the board administration questions can I just go with mine yeah so grading and reporting the last bullet on the survey do you have that could you give me a summary of that tomorrow tomorrow yeah so we haven't looked at it as a stat yet but I absolutely have a general summary it's just this is a topic of discussion of the executive committee so I would like to have just whatever you think just some 70 or 80, however many parents responded 82 these were the top two or three takeaways that's all just five minutes worth of your work that takes more than that to dump to it I'm happy to do that let me just tell you just really briefly because this is so we are we are at the end of the year this really is geared towards changing practices for next year and my hope was to have this piece of baseline data for us around how parents are feeling we communicate and different types of communication but I'll just kind of there are only a very few questions but the information was the current grade level of their child the teacher's name and the reason I ask for teacher's names is I actually have a stack for each teacher individual responses so we can get personal feedback which I think is going to be important but I have school-wide information that I can share with you that's all I would be interested in this is about the frequency of communication from the classroom's teacher whether or not they read that whether or not they access the website and then what types of information they look for on the website whether or not they read the school-wide newsletter and blackboard emails and what information is most valuable to them as a parent and there was a whole list that it was just checkboxes and then the last question was what would be helpful to have more communication whether the school or your child's teacher so that we could get feedback part of this is so looking ahead to next one is we need to be more consistent as a school in our communication some teachers who share community every single day we have some weekly, we have some in this monthly and then the other piece is what is it that parents want to know and then also thinking about opening up the infinite campus parent portal next year so there's that information that parents are going to see and then there's this other kind of you know what if parents love the pictures and they love to know what the upcoming events are and they love the school menu so we really wanted to know what is most helpful we got some really specific feedback so I'm happy to and like I said just it's going to be one of the three focus points of the of the entire board is communication, community engagement so it's very appropriate sorry if I continue asking a question what's the maximum class size of a pre-K can be well that's a good question two different numbers I'll tell you the room can take 18 we had up to 18 last last school year not this year and it was too many for the staff we've capped it at 16 I'm not suggesting 14's too small it's just that 28 is too big I think 14 is uncomfortable with that class size but you say we have more coming so I'm conscious budget wise if there's three or four more coming and that's okay and if there's 20 coming that's okay because we hired another teacher financially it makes sense but if there's eight coming we've had that so we'll cap it at 16 that's what we did this year and it definitely felt much more I have to say safe there are more coming by the ones and twos not the dozens not enough for another class yet and the new hire is a 0.4 the new hire is a 0.4 it was posted officially yesterday it was a little weird in the wording is the person only working Tuesday and Tuesday so right now we have had an amazing set up that has worked but it's no longer going to work today Monday and Tuesday so they have a morning session after this it's one session so we have the way that it's worked now is we have two staff we have Jamie O'Hare and then we have Beth Downey so Beth is here on Mondays and Tuesdays for one of our 10 hour sessions and then she works at Cal and Jamie comes in and does the other 10 hour session so we have two classes in the same room over five days the tricky thing it worked beautifully because it worked for Beth and it worked for us but now Calis has so many new kids which is awesome they need to have two sessions and we still need to have two sessions so it's a point where we do have a number so I posted it yesterday and there are a number of applicants already we're hoping to interview next week so that's good I didn't know if we would get much I would think that would be attractive to somebody who wants a part-time job for Jamie it works I know, I think you can see somebody really I was still thinking it was one of those where one teacher did morning sessions and one did afternoon sessions so it's a longer day but it's just one set of kids per day in that room I had one more question primarily for the board and the administrators are over but on the bottom of page 5 spring hirings the first bullet one of the topics for discussion at the executive committee tomorrow night is special educator hiring process so I didn't know if anyone was uncomfortable with the process so Alicia Kelly there's a group of administrators and teachers there's a group so for special educators in this school Alicia is on the interview team they make a recommendation to the executive committee and we hire the person we don't hire the person because special ed is hired so there's going to be some discussion on is that the way we want to do it are we comfortable with that knowing that that's a topic are we comfortable the way it's working for us here can I explain the process it's a little bit more than that so we had two kind of two levels of interviewing so we had four open positions for special educators across the supervisor union and we agreed that it would make more sense to kind of do it all as one rather than having all these separate committees happening so there was a representative from each school who had an opening and we did the first round of interviews so we kind of just like is this person would they be a good candidate from one of our schools yes or no basically and then we offered teachers to tell us so some were geared toward middle and high school of course we're not going to have them work here right or vice versa then there was a second round of interviews that happened at the individual schools and that's when so Sheila Patterson one of my special educators and I participated in that first round of kind of just vetting and then we brought back the candidates that we felt would be good matches for the elementary school into our buildings and then we had like a parent, a teacher, a para you know more of a representative and we dug a little bit deeper so we did second round interviews that way and then it was the individual schools who made the recommendation or higher of these four special educators so it kind of it was two steps first the initial you know is this person qualified and licensed and should they be in one of our schools as a deeper did you feel like that was a good robust process yes it is a little tricky and we worked it out but say you have two great candidates in four positions and how are you going to fight who gets them right and we had agreed this time around that really the candidate needs to want to be in the school so if one example is we had a candidate coming from really didn't want to go to one of the off the beaten past schools and only wanted to go to Berlin because for her that commute was doable and we honored that and said of course and so she only did a second interview at Berlin so those kind of details we had to work out special educators are hard to find and so and we had a lot of openings and that I still think there are openings actually there's a lot of openings but I did feel like that was a good process so the discussion be around boards making the decision not administrators making the decision that the board should be involved with the interview each individual board should make the decision on special educators that get referred to the executive committee the executive committee is made up of representatives from every board so we're comfortable with the way it's being done yes and I think one of the points that Alisha made that's important to me even though the person is from the central office level having them visit the school and be interviewed knowing that I feel comfortable in the school or the school I don't want somebody telling me I have to be and now down the road if an opening like the school's population goes down that person should have the right to go to the other school if that's the way we're doing it from a central office and they don't have to they can always go get another job but I think that part was important to me that it not be just Bill and Kelly and maybe Jen making a decision and allotting people you know these people go through enough interviews you know if you let you know who I think you're alluding to you let them know that because I didn't even know about that other part I was comfortable the way it was but that again sort of honors that it's going to be the CEO of that building as a board member I'm not going to be working with that person it should be the chemistry that works but it was comfortable so I think yes the other thing I like about the way it is it allows us from when I was chair from that perspective it allowed our SU to be nimble yeah it was faster you didn't add a month or two to the process if I didn't the person's not available I can't see an upside it's a small in the world where if three administrators go oh my god it's available can you believe it I don't know what happened but let's jump right away and see if she's interested in this I don't know exactly how it goes but I would anticipate this okay that's all I needed I just wanted some specific feedback when it comes up I apologize for hijacking your report I had one question on the report and it just might be that I read it wrong I just read it again from my litter notes so is it Michael Shaw will be our part-time behavioral coach no yes he's going to continue what he's doing part-time behavior and interventionist and part-time behavior so part of his world is kids a big park and another part of his world is helping build capacity with the adults in the buildings by going into classrooms build systems for kids by coaching teachers around behavior in the classroom and that's all what he does anyway and that's fine I didn't know even when I went down below it's a part-time behavioral interventionist I didn't know if it was the same and similarly we were losing him to part-time so I was I won't ever say like 50% because it really depends on the day it could be 110% for kids or it could be 40% on a day kids always come first interventions always happen because kids are there and then he's also working to build capacity with our teachers so I made a note on that too and I didn't say anything because I'd said so many things but I agree with floor maybe it could be it's the language maybe if it's said Michael Sherman and it doesn't have to be this wording but is primarily a behavioral interventionist and as time permits he does behavioral coaching because when I saw it I was like oh we only need a part-time behavioral interventionist or maybe just separate I'm sorry I think if it's a he's primarily doing behavioral intervention that's what I want to get across I don't want somebody to think that suddenly we have extra you know you know I agree with floor he doesn't have enough to do now so we're going to have him do some behavioral coaching and that's not what the reality is and that's not what we want to express he does behavioral coaching when he can fit it in well it's not even that so part of it might be just thinking about it's been a number of years since he's been in this position and since we've really talked about it but like a lot of what he does is working with classroom teachers around behavior whether it's tier one you know all kids behavior and just setting up systems for behavior or it's kids you know like check in check out interventions or it's you know going hands on with kids but he it kind of runs the gamut but a lot of what a lot of his day is in classrooms supporting teachers to support kids because there's one Michael and he cannot be in every classroom you know all day long we have to build that capacity with teachers so whether it's putting a little you know quiet space for a child who needs and a classroom and helping a teacher design that and checking in with a student around it or it's you know whatever it is so I but I do understand it's it's all around interventions but it's or Michael Sherman is a bait it's behavioral interventionist just take that as a part time on the top slash and that's what he does no no no okay okay and there's coaches everywhere in here yeah so I got confused I totally understand now he has a full time of being here yeah well that's a learning opportunity for you as an administrator how you use language I'll make sure not to put that in your slide as a board observer okay moving on to the fiscal report weakness and really I'm just looking there nothing just changed in the last few months that you've seen this we have asked to teach the word closing down it counts for the year we've asked teachers right before you go break to start wrapping up you're gonna see in May and then definitely after June the close down of the year but there's nothing that nothing unusual that stands out committee I have a question on this on the financial I guess I just I must add extra time at work this um I just feel like it's Friday I don't spend enough time on work um not anything right away but we that really good we just got that spreadsheet last on the planned replacement if excuse me if we could tie the projected available funds to that because what struck me I looked at the number and I'm like oh that's great great number but the reality is all kinds of that number is already spent right projected available funds for capital improvement which is almost 700,000 now based on the capital plan so if that if those funds can be tied to the capital plan so that even though all that money's in here we know 100,000 of it's for a roof in 10 years and 50,000 of it I don't know replaced windows in five years so it's not this big lump sum there it's it's I think what you were alluding to the money's not really there it's just earmarked for something in the future it would be useful for me to be able to see what it's earmarked for and I think it would be good for if a community member comes in and says wow you got all that money how come it doesn't tax break or those kind of things we can say well it is there and this is why it's there so in five years we don't need a $500,000 bond because 100 of it's going here and you know 250 is going here and that kind of thing that's a really good suggestion yeah it's effectively drawn down to there's $80,000 that's like unallocated out of that well it helps it helps inform us when we're adding money each year or if we are going to add money I mean if we see we've got this much and we're only projected to use $500,000 over 10 years then you know maybe we're not adding 50 or 60 a year or conversely we see oh geez here's an unexpected cost you know maybe we add a little more this year we might normally add for a year or two to bulk it up in anticipation of that need yeah and I think it might be I agree with you Stephen I think it might be a little hard to pinpoint each exact cost because the cost are going to change depending on the year that it's done maybe we could allocate percentages because like I could see this year probably investing quite a bit of money we're not going to use right now so like saying 40% is mechanic there's going to be 15% of this that it's going to be furniture I think it's ear marking but I don't think it's prescriptive it's anticipated that we will need it for something else if something comes up but this is why we put this money aside for fun so is that spreadsheet on is that called deferred maintenance anyway the projected the capital plan I don't care if it's a percentage or an approximate because I think it will be easier to typically we anticipate it's going to cost this much or whatever from everybody right now it adds value to that not just a number just a round number but we do have the numbers for what all of the things cost and their projected lifespan so there's you can break that down those two pieces of information that cost new in the lifespan so then you put it on the later on it's going to cost the next time yeah thank you all for your summer project but yes I can yeah that's what I was saying they might have timed it just one other thing the actual expense here to date I think we were going to remove the money from there because it didn't actually come from you are right and I know it got into the notes because I saw it a little bit I'll make sure that's a worry of course oh now he still is so you've heard more about what's on agenda for tomorrow night we're going to talk about the board goals so the three goals that came out of the last full board meeting communication board monitoring I forget the third one but the executive committee was tasked with putting some meat to that before the full board meeting so we're talking about those three the hiring for special educators is on the agenda, a retreat is on the agenda I think that's most of what's being dealt with tomorrow night so I'll have some more feedback after I mean the last executive point was just more of a moving decision there wasn't anything in particular I will share that Matt called me today just to express his regret he was hoping to make it but he had another commitment and related the talking points that Steve just related so he was feeling like he was like he wanted to be here but couldn't and didn't want us to feel sort of in the cold because he's going to meet other meetings that he didn't make this one I don't think that's the expectation he goes to I don't feel that way at all and I don't think that's his intent to make it to every school board meeting in the district either I think he was some of this work around the board goals and stuff that he wanted to flesh out a little bit so I just wanted to relay that I had that conversation policy committee we didn't meet easy enough action agenda can I just share something with that Steven and I both attended the community engagement retreat last Saturday before vacation and we have some stuff that we could share at another meeting with you guys but like he said as part of the Executive Committee so it would be great to allocate some time maybe at our next meeting to talk about what we would like to do that was the VSBA and it was from public agenda and it was very similar to the other ones that I had attended it was to but that's true so it was the VSBA and Sony called a presenter more about how the law is involved in making sure that this public engagement stays within the open meeting law and she gave some good hopefully they don't think weird things about each one of your school board members I'm sorry guys but it's typical with me I was close enough to right next to him I was thinking of that interactive thing where you could be closer to the bull's eye or further away from the bull what was the first one there are some students in your school that don't feel safe either at school or at home everyone was kind of floating and I went straight to the bull's eye everyone was like so they said why are you at the bull's eye I said well I said later to a small group I said why wasn't everyone at the bull's eye I said some students in your school don't feel safe either at school or at home it would seem pretty reasonable to me that there would be one or two kids in 200 that don't feel safe at school or at home it was a great experiment especially with community engagement because once we were able to talk so some of us were close to the middle students in the middle and it happened in different questions but then once they the facilitator which was a high school student that was been taught in facilitation which was actually really valuable to see and also we talked about the possibility of having a student leadership person come to our meetings to once in a while he once asked them why they were there people had to understand the questions sometimes different to what we had understood the question and they have valid points to where they were or sometimes they hadn't understand the question which also goes into how we not communicate really clearly but it was a good it was a good introduction and they talked a lot about things that Essex had done and they had a little list that I shared with Steven and maybe we can talk about it at our next meeting and if there's another opportunity for anybody they pretty much are running kind of the same presentation so if it comes around again it would be helpful for somebody else to be able to go I'll go up and get to Elbow, Steven Yes He was good He was good No No, he was really good Okay Are we going to the Action Agenda? Yes No, that's great Approved Transfer Capital Fund I thought it was going to be like the door There was nothing in there Transfer from the Capital Fund that we maybe From the From Capital for the No, we should Usually is when we have funds left from the previous year that we I really don't know what it is and I've just been looking at the last three months in minutes to try to figure out I don't know So I'm going to make this easy Nobody knows what the heck this is so we're just going to take no action on that Approved hire of classroom teacher So we wrapped up I have to say this is probably the we had over 80 applicants for the first grade position which in my time here that's the most applicants we've had for any position It was really hard We had a lot of such a range of candidates from not graduated from college yet just about to get first year in their career those who have been teaching for many many years We interviewed a lot I feel like we interviewed nine because it was just so hard and I kept thinking the whole time looking on school spring am I missing someone on there it was like amazing because there was just so much to read through but we invited three back to do a demonstration lesson second round interviews all incredible candidates we we deliberated for a long time over this one and in the end we selected the person we felt would be the best match for this school very excited she met with Bill yesterday and I would like to recommend her name is Jessica Papura I knew she wasn't available when we called her back Other schools wanted her as well so I bring her to recommend her for our first grade classroom teacher position I highly recommend her and Lindy also interviewed her at her school for a position and the principal when I called for the reference said well I know she's being observed tomorrow by East Columbia I was like yes I'm bigger I think she was a finalist in more than one place but she chose us so what's her apart what's her apart oh gosh so she actually is she is only a one year in teacher she graduated from UVM last May and her principal described her as a first year teacher who really looks like a fifth year teacher she has incredible incredible classroom management she has been teaching which is really hard you know 18 students in a one two classroom she has taught them everything so she's had to teach first and second grade math, pharmacy and everything in that next grade she's figured out how to make it work in one year pretty quickly and also in her year in her first year she was able to really quickly identify areas of growth what she wants to work on what she wants to be here and she was very genuine honest honest and genuine in the fall I felt like I needed to learn a little bit more about literacy I didn't get all that I needed at UVM and so she took a class worked with the literacy coach there the second semester she took a course in math at St. Mike's she's a lifelong learner and she's only 23 doing this for not very long at all but came across is incredibly strong and very very highly recommended from her colleagues and her supervisor so it was a long process it was a really hard one she went up against some very strong teachers that they're right now there are some great people is it so flooded because of cup acts or her situation where she is she was ripped budget cuts their budget still hasn't passed in the school that she was in it's tiny but all different reasons really do we still draw a lot from out of state and a lot of about to graduate there's a lot I'm sure there's I'm sure of those 82 there are many promising teachers in that I would make a motion that we approve the principal's recommendations for classroom teacher higher and here's there's copies is there any further discussion of the potential buyer just thank you for doing it she also has special ed she was the only one yes that did come to the top thank you she was the only candidate who's dual certified in elementary ed and special ed which is a major bonus for us she will be our first classroom teacher here who is the license license and special ed what did you tell you FEC you are thank you did you tell you she was an identical twin no well it came up in our interview because her identical twin is also a teacher and some people from her school were going to a conference and she knew her sister was going to be there and she couldn't decide whether to tell them or not and then the principal told me the same story when I talked to him because he said I was sitting there and luckily she had told me because it was really eerie but they are identical twins and James's son had a situation where he dated somebody who's married to you know at UVM she didn't tell him she had an identical twin and he had had his first date and thought it went great and the next day he saw her on campus and said hey didn't say hey so we had an identical twin little story in our meeting or our interview but she just seemed like a great match yeah we're very excited all those in favor of hiring Jessica please say hi hi and hopefully in the next meeting I'll bring in a teacher for what do you mean it went that way I have it that way 17 something sure I'll make a motion to approve the board orders for $17,223 and 50 cents I'll second it discussion of the board order all those in favor please say hi hi sorry excellent we did that one Bill we did that one Bill had to leave your funding the salary 2.6% for some 3.5% no problem okay that brings us to future agenda items which I've added the BSBA community engagement okay anything else we planned in the summer there's usually a retreat that probably should be a future board so everybody's calendars get filled up yes we probably should visit the board calendar again next meeting okay board communication anything to put under there that brings us to a job early thank you sorry Jen we should have come up with some stuff to try to put you on the spot you know what no worries the student presentation bill bill out you instructed me to go easy on school seat so you know I don't have any specific thank you those were excellent