 We can't predict a whole heck of a lot about the future. Right now, it's got a small decrease going on. It looks like they're losing about 1.5 students per year. This is a turnaround of the last three-year trend ahead of a game of 8.5 students per year. This one, because of all the balance that was happening to try to get a better feel on long-term possibilities for Randolph Elementary, what I did was I looked at the data going back the last five or six years. If you pull that data into it, it shows either a steady state or a slight increase. Short-term is kind of hard to tell sometimes. Then you go to the long-term. But I do not expect Randolph Elementary to decline much. It might go down a little bit a year. It might go up a little bit a year. But it looks like it's having a period of constant state. Questions on anything so far is we're kind of flying through stuff. But it's important, and budget, right? As if enrollment numbers are going up, that means we need to be looking at more teachers' potential. Yep. Compared to the state average? State average can't give you an exact number, but enrollments are decreasing across the state. It's been going up for a long time. It was one of the reasons for Act 46 in the consolidation of districts. So RUHS, again, we've got this wide scattering of data points. It indicates, again, remaining in the future isn't going to be as reliable as if those data points were closer to the trend line. We went from a steady trend of enrollment in the previous three years to averaging. So in other words, in the previous three years, things were kind of even state. Yeah, they jumped up and down. They were jumping up and down around a certain enrollment level. At this point in time, what we're seeing is that we were getting at least 60 students on the three-year trend. RTCC enrollments are going up. They're coming off kind of a historic low for them. Right now, they're running around 137 students. Their goal, given the size and what they can accommodate, their goal is to have between 140 and 150 students. And right now, if we go back over the last three years, they've been increasing on an average of about seven students per year. They've got some things that they're working on. They've eliminated a program. The forestry program last year, those students were integrated into agriculture. Also, at a point in terms of what's happened across the state where the business program is dying. Across the most of the state, you don't see a business program anymore. We have no students in the business programs. So these numbers are still pretty good given the elimination of that program and the state of the business program. They are working diligently in applying for placements. They have a pre-tech program that is up and running this year. They have a pre-tech feature. He's actually going out and interacting with some of the younger students in the Northfield Williams Town Schools and doing some work here with our students to get the students interested in what the technical center has to offer. And Jason has, as part of his work this year, put some pressure on him to go to some out-of-state technical centers and see what kind of unique programs that they have that they can possibly bring in to replace what's for us. And we have students that, they're regional technical centers. They tend to pull from the same schools. We have students that come here very specifically because we have programs that we offer here that the others do not. So we have some students that have traveled up pretty far in the states that will be taking us down this year. Our main demographic, talk a little bit about this, go over the acronyms first, SWD students with disabilities. By definition for us, and these charts, a student with a disability is a student who is on an IET, an individualized education plan. These are students who need some supports, some accommodations or some modifications to their learning environment to be able to access the curriculum and progress forward like other students. You'll notice this chart changes things a little bit. It's in a little bit different terms. On this side, this is actually the percentage of the overall student population in the district that's on an IEP. So where we're standing right now at 21%, for this current year that we're in, that means that 21% of all the students in the district are on an IEP. And you can see that that number has been changing. It's been going up by about 1% per year. And you can see that that's been a pretty consistent rise. You can see that the data points are pretty close to that trend line, which means it's probably going to continue with the foreseeable future. Now, by comparison, looking over the national data, by comparison, 14% of students in public schools nationally are on IEPs. So we're about 7 points above what the national average is. This isn't just true of the OSSD. This is true of the schools in Vermont. So does that mean we're over-identified? No. What it means, because it's happening across the state of Vermont, is one of the pressures for the Act 173, where they're trying to change the funding formula for special education. It's actually inherent to things that are happening for the kids. There's lots of reasons a student can be on an IEP. I tend to put them into two different categories. You have the students that need the academic support. They process information differently here in terms of how it gets in the mind and to the working memory. Or they have problems, they get the information in. They have problems getting it back out there. So those are on the academic side. What we're seeing in Vermont is the other side of the point. It's something that we're not equipped to handle the way things are structured. We're getting a lot of students with emotional disabilities, which we've talked about over the past couple of years. Students with emotional disturbances are typically, not always, but typically the result of trauma at all. So those guys are the biggest growing population that we have in terms of special education. The reason that it's such an expensive prospect is because the structures that we have in place across the state are really meant to handle students with learning disabilities, students out of the academic side of the state. If you're emotionally disturbed from the emotional disturbance, you need mental health work if you're going to improve. The schools are not structured to provide that. So you've seen a switch in the district over the last year or so. We brought in the therapeutic program at the elementary school. There's a social worker at the high school. There's a behavioral interventionist at the high school. And a lot of that works to try to bring in that mental health support. But it's actually gonna have an impact on the needs of these students. If you're sitting down and having somebody help you with some different strategies with your math and your PLA is not gonna help this sort of development. And I think that's one of the things the state's grappling with as a whole, is they're starting to realize the mental health piece is necessary. It's just how to do it. What are your lines, are I going to list the lines of the rural areas that you want to do that? That I don't. I can tell you based upon the data that I was looking at in the last two days, it's 14% across the country as a whole, which means some are higher, some are lower. Absolutely. The rural area is up near, that's it. But on the seven to nine categories, of the seven to nine categories, there are for disabilities under, that are eligible for IUPs. Across the nation, emotional disturbances, they're down at the bottom of the list. With us, they're up here. And again, they've come to a cost in the state to go up exponentially, because people keep putting resources towards these students that aren't designed to have any meaningful change, they can't. Students with disabilities is a brain tree. You see, it's a pretty straight upward trend. It's increasing by 1.7% per year, so 1.7% of the entire population of brain tree school as each year goes by, is now on IUP that wasn't deal with one. A lot of it, and we might talk about this data a little bit further along, a lot of it is I'm looking at the preschool students that we've got now because we have a responsibility to identify those that may need services. The number of our youngsters that are coming in to need services is growing exponentially. So while we're kind of a steady state at the older grades, what's happening, especially why you're seeing it at the elementary schools, is because as each new class of kids comes in, a higher percentage of them is at the bottom. Students with disabilities at Brookfield is actually turning to corner. Over this last three year trend, the 2018 to 2000 points on the decline. They last year had the highest percentage of anyone in the district with 26% of the students. They are now getting towards the lower end compared to the other colleges. 2.29, 2.3% fewer students in that population are on the pieces of sugar pie. I think I was trying to learn. Whether that will continue or not, it's unclear. There is a little bit of scattering there just to jump up and down, but it does appear that it's gonna continue to decline for a while. They are growing and have been growing at a fair rate for quite a while now. But what's interesting, and again, the programs that are putting in place to address emotional disturbances went into place this year. So I haven't had a chance to affect these numbers yet. RES and the elementary principals have been talking about this problem for a while. So there has been some work done around the mental health aspect related to these students in prior years. And while this is still on the rise at RES, the rate at which this increasing has been cut half. It used to be rising like this, and rising like that. So there is some improvements there even though we're still adding more IED to the students to their population. Randolph, excuse me, Randolph Union High School. They have also turned the corner. For a while, they were losing about 1% per year, and now they're set to gain about 1% per year. I think much of this has to do with the trauma-based emotional disturbance students at the elementary level who were coming out through the pipeline and kind of got to miss all the new initiatives that were being put into place. Like they said, we didn't have any really solid programs yet, but the elementary principals have been working on it for a year or two. These students that are getting in the high school now are students in the pipeline that just didn't have any opportunity to be able to take advantage of those services. So high school for a couple of years where they expect us to rise 1% per year. But they do have supports in place to help them. Those were put in two years ago. This is the big one. We talked about this last year, and I put the full trend line on it all back in 2015 just to show how steady and increased this is. This is the number of students with autism or Asperger's spectrum disorder, they call it now. Used to be a piece to be called autism. So I'll add that we're getting about three new students with autism every year. Now, autism spectrum disorder is just that. The amount of intervention a student needs depends upon where they are on the spectrum. Some are very low needs, some are low needs, some are incredibly high needs. The high needs of autism students tend to be the most expensive to work with. And you can see that our number is increasing. Three students per year. Right now, I'm gonna talk a little bit about Act 173. I don't mind saying it publicly. Act 173 is about changing how we fund special education in the state of Vermont. Right now, how things stand is for every student that goes into special education, the state reimburses us and mentioned the money that we spend on it. What the state is planning to do in about two years is move to a block grant system that's gonna look at the total number of students you have enrolled in your district. Not students on IEPs. The total number of students you have enrolled in your district give you so much money for student and that's the money that you have to spend on those students per year. Their argument for this is that, hey, the reason that we're gonna be switching to this is the force schools to do better with first instruction to deal with the academic issues that they have which is causing this wave of problems that you're seeing. The reality is, is the wave of problems we're seeing have nothing to do with academic problems that they have to do with emotional problems. And so this move has the very real prospect of doing one of two things. So to decimate the school budgeters, to decimate the back finish, they have to set up. They have provided no service in terms of trying to put structures and programs in place to help with the real problem. So groups of the superintendents are getting together. I was talking last week with Bruce Lapps, from Whitewood Valley, and this is that caller. He's from Northfield, and what we're looking to do is maybe try to put a ladder together so that we're handling these students in one central location and we're all putting resources on one of the most expensive pieces of these students and the students who sent out a district is transportation, which could be about $40,000 per year. If we did something like bought the Vermont Tech Building that's halfway up Route 66 and put a collaborative in there, our students can go there and they're much less expensive than the two to 300,000, it's costing us the 70,000. And we save the transportation, it can be pumped back into support for our students. The other nice thing about the collaborative model is that we can get it built, is that open spaces can be used to tuition students from other districts outside of other parts of the city. And they pay the tuition and help them also. So that's what we're looking at. State's not doing it so well than half the time. I'm very worried about the overall impact on 70 degrees from here. Would that way be for old students that can't be mainstreamed in a way? Yeah, so this is, you think of it as an alternative in what they used to call alternative high schools or alternative schools. It's a place for students to be able to access the curriculum in a row similarly to their peers where they just take the out place one. And it doesn't always have to be out place one permanently. What's nice is if we set it up well, I'm thinking mostly about the autistic students. But if we have students in the out place who do it because of violent behaviors, because of trauma, in those cases, sometimes you can get in there for 45 days to six months with intensive care, intensive treatment, and then they're able to transition back. One of the problems that we have now when I'm looking at our special education model is to put the services on the student. And then they're there, they're going along. You send the student out, you stay out. As opposed to a very guided focus where the specific behaviors that are causing problems, they tend to focus intensely on that and then having the student transition back. A lot of problems with specials. But the autism piece is this huge, it's not just here, it's different across the states than happening across the country as well. Take a look at some standards-based tests, the ones that we have access to. I have to put a couple of happy odds on this so people understand what they're really designed to do. The ASPAC, ACT, the new SAT that they redesigned in 2016, the Vermont Science Assessment, the AP exams. These are standards-based assessments which means they're not really meant to compare one district to another. What they are meant to do is they are meant to measure a student's mastery on a well-defined knowledge set. If you take physics, this is what you're supposed to know. What these tests are designed to do is tell you how much of it you know. I know this much of that knowledge base, I know this much of it. It's hard to kind of compare data across districts, you can do it, there's some meaning to it. But the reason that it's difficult to do it and can sometimes be this even is because if I say, oh yeah, our kids, 30% of our kids scored proficient on the ASPAC and 50% of their kids scored proficient on the ASPAC, it doesn't tell you too much. It tells you that there's more than 50% of the knowledge base, ours learned 30% of the expected knowledge base, but what if there's just learned all the factual information which is about 50% of the knowledge base and ours, it'll learn the 30% that requires a higher level of data. So it's very hard to compare conditions. Elementary, English language arts, this is ASPAC, a couple of other caveats. Based upon how the ASPAC is structured, the lower threshold that we're setting in this district for being acceptable is 50%. So on the ASPAC, given our resources, given our capabilities, the quality of staff that we have, the generous support for the taxpayers and no time once we're up and running in a way that we should, should our scores ever get below the 50% mark? What does that 50% mean? If we're at 50% on this chart, it means that 50% of the students technically are looking at things and by experience in other districts, given all the resources that we have, 70% should not be out of reach without much change. We've got some work to do, there's recent reasons for it, but we've got some good things that are going on here, so we've got some mixed data for sure. Which is good, last year if it wasn't mixed. What you see happening, this is a weighted average of all the elementary students in the district and on average, percent more of the elementary population is hitting that proficiency threshold with higher. Right now, currently across the district, they are well above that 50% threshold. You can see that that's a pretty strained line, you can see that the data points are tightly clustered around it. It's expected that that data is gonna continue to rise. There are a lot of good things that are happening at the elementary schools and the work that the elementary principals are engaged in in making this happen. More than 3% a year is statistically significant and they're above 3%. Questions at all. If we break them out by school, Braintree, they're increasing at 2.7% per year, but they're starting out from a pretty high place. Their low point down there is over 60%, yet they're still increasing. So probably within two to three years they'll be at that 70% mark. We're gonna start with Jackson Braintree. So Braintree gets the gold star. Their growth is a little lower than the other two schools, but their overall achievement is significantly higher. Brookfield, in terms of English-language arts, they're starting out low compared to the other school, right? A little over 40%, but their growth, I believe, is the highest of the three. They're growing at 7.2%. Again, statistically significant. That means that it's due to the work that's happening in the schools. R-E-S-E-L-A, very similar to Brookfield. They're starting out a little lower, but they're increasing at a pretty good rate, 4.25% of the year, and they're over the 50% threshold. High school. This is where our focus has gotta be. It's kinda nice. The elementary schools have done a lot of work early on in English and reading and writing. More recently, the last two years or so, the focus has been math. We'll get to that later next. The high school has had a little bit of a struggle, and not entirely their fault. For two years, the last two years, they had engaged in the state hand-made, right? To develop graduation proficiencies and standards-based report cards, which was a 10-year project at best. So for two years, they developed that. They put it into place as best they can, and now they finally have time to move on to what is important, as opposed to those stage names. So at the high school, you'll see a decline of about 6% per year over the last two years. It's just, I'm sorry, is this grade seven, eight, nine, and 11? So Yurich, Vicki's making an important point we'll talk a little bit about later. When you're looking at the testing results for the high school, they changed the grade, but a terminal grade that the final test was administered in used to be ninth grade. Now these results are from grade seven, eight, nine, nine, and 11, so this goes forward. So what you're looking at is one of the things that I kind of hinted at quietly in one of the school board meetings, one of the things that we're gonna work on this year, one of the things that we are missing since these are mostly middle school grades, you don't have a middle school when it's not operating in a middle school. And that gave you one of the reasons for this. The curriculum in a lot of areas, which is easy enough to fix, we've got some other structural deficiencies that we've got to correct. The other part of this too that's going on is the students that are in the school grades right now. This is the last year that this characteristic can be claimed, but the students that are in there right now are pipeline students. They miss most of the work that was happening in PLA, which started happening about five years ago, at the elementary level, and the math work was started about two years ago. So these students have some significant needs anyway coming out of the elementary school because they just call that good work. High school's been good. They've got some rich classes that are put in the place to try to help out and mediate these students while they're gonna be doing the curriculum work that they're gonna be doing this year. Questions on, yeah? I'd like to see more of an observation is that with school closings, I think it's even more challenging because you've been doing something along the way to actually make a test, and I think it's a variable like coming out of this now. Yeah, and I can, we have a number of students that are coming in through school choice. So 10th, 11th, and 12th is what school choice is. We have a number of students that have been moving into the district, primarily in Braintree, but a lot of those are outstanding. So it brings up a good point in that you don't know what you're getting. You don't know what prep they're getting. So is this the only measure we're gonna use to evaluate how much time it takes? No, right now, in a little bit of that's talked about in the entrance report, the first piece that was put in for this year was they have mandated testing for the securing performance assessment. So they have tracked my progress that you're using across the year about four times and they have the interim assessments and type of the SBAC reviews. They're doing this for two reasons. One, because I can teach the kids a certain chunk of knowledge, concepts, and skills, I can test them immediately, know how they're doing, and then decide, do I need to change something? Do I need to go back? Do I need to re-teach before I move on? And two, because it counteracts another part of the culture here that's happened for a long time and that culture has been at this testing for a long time. And that is ubiquitous across the communities. Right, because there are other things that you can look at, besides just standardized testing to evaluate how long students are doing it. Very true. So I just wondered, are we, so it seems like under your leadership, you're moving for just more and more standardized testing to do your tests. Which is one way to evaluate it, it's objective and it allows you to have an objective measure, but I'm just wondering if, as you work with the teachers and the principals, is anybody mentioning some other ways, you're all professionals, I'm sure there's probably some other ways that you can assess. Besides standardized testing, I work a lot with kids and many kids will say, I am terrible at standardized testing and you give me a standardized test and my brain freeze is and I can't do anything. So I'm just wondering if we're going to put all of our A's into standardized testing. No, what we're doing is we are focusing on our efforts on the most critical thing we need. The standardized testing piece, it isn't to be all, we already do it from medicine, we're doing it from kids. In terms of social development, in terms of just care, the kids feeling cared about, there are a few districts that do that, but what the teachers and what the principals are doing is. I'm not talking about, I'm talking about showing written paper, student researching something that has to do with using their English language or skills, but maybe not just, I'm producing the right response on the standardized test that can be objective and can be compared to other places, but are a valid way to show I do know how to write. I can read something and understand it and make sense of it and create an argument. Anyone who went through the report card process where the students led the conferences did just that. So, yes, there is. I'm gonna make a very strong argument here. You don't have to teach to the test, but that's not what the students do. What these tests do, not forever again, but on average, we generally do an idea of the overall health. Right, I'm not saying we shouldn't be looking at it, but I'm asking is are we gonna look at some other things as well as the testing to evaluate how well students are doing? Given that some students, a standardized test may not be the best way for them to demonstrate what they have. Right now, this is the critical need. I cannot keep the role and story after this district unless these stories include because it is the most visible thing that people see when they decide they're going to do. We have said two years, not being about the students from around as the schools are closed, that we're available, but we've actually stolen some in terms of the school choice because they'd rather be here because it's some other program. But we're not drawing at least a high school level yet because of the quality of instruction as people see it through the lens of things like S-back, AP, and SCP. We are. Okay, the data we're getting that says people are deciding not to come here to come with us. We have. There's no research of any kind to say. Right. Research has got to support the next few years. Maybe, maybe not enough data. Right, so what, I mean, you can't just say, oh well, people are moving here because of low S-back scores. There might be several reasons why people are moving here. I don't think we can say it's just because of the S-back scores. I've been, I've been state-free or un-equipped for the years, and we've been calling on our decisions that families and students, children, has happened to talk to them about it. It's one of the reasons that- When I was looking at a district where I was gonna live, it had nothing to, I did not look at whether or not the scores, the standardized test scores of the schools in the district. And I consider myself fairly well. One of the reasons that there are real clear signs actually have that statistic on here is because it's supposed to point people around students, it's not a- No, and again, I'm not saying we shouldn't be looking at S-back, but I'm just saying there are other things that I'm just wondering. But at this point, what I'm hearing is no, your focus is on standardized test, and you're getting a score of about 15. Quite a great focus. And I think we need to dialogue with the community and make sure that the community is thinking that standardized test scores and the S-backs, that should be our primary focus. That's all I'm saying. I'm not saying that it's the wrong thing. I'm just saying what I'm hearing from you is that this is what our focus is gonna be, is raising those scores. And do you think that's gonna make our school even more enticing for people moving into this community? So you have a science program that's gonna be going into the elementary, well, we're reading up the reading program, we've written it down, and I completed it off. We put in a coding, so the coding courses, we put in a $400,000 robotics program at high school. This is not going to focus, but it is already here. If the board should choose that this is not a priority, that is your burden, but it's something that I think the board needs to decide on. But I would argue that the argument that we're having right now is exactly, and when we get to the math scores of the high school, it's exactly why these scores are relaxed and easy to learn. 50%, these are standardized tests. So they take all the students in, they compare their grades, they figure out where the center is, they call that 50%, they call that proficiency threshold. 50% is not difficult to understand. I'm not arguing for 100% when you don't know what you're talking about. I'm arguing for 50%, I'm arguing for 10%, I'm arguing for 100%. Remember, I'm coming from this place. And I'm not totally to that. I'm just saying, are we looking at other things along with these standardized tests? That's all I'm asking of you. Because I'm not seeing that anywhere. I'm seeing a focus on standardized testing, which is fine, but I'm hoping that there are possibly some other things that you're using to evaluate them. There are, but again, there were 16 years of not focusing on this, to let this district move inside the state because it's a very difficult experience. We gotta be one. Lots of questions. Elementary math, to go back to what we thought along the way here, is no one's proposing teaching for these tests. These tests are an indication of overall health. If math teaching, math instruction improves, students are gonna match with this world of life. So we're not going and looking at the test of teaching a specific item or anything like that. So I don't want that to be a worry. I don't want that to be a worry. So in terms of elementary, again, weighted average of all the elementary students holds together. If you take a look at it, they've been on the increase. They're actually almost at that 50% threshold. They're actually 49.9% of the overall student body in terms of elementary students are already in proficiency level. And they're increasing at 4.2% per year. Again, indicating that it is due to the good work that's happening at the elementary schools with the principals and the English class. Grantry, if you break the schools out individually, similar rises, right? They're a lot of the 4.15%. And they are at that 50% threshold. Matter of fact, they've done above it. At least once in a week or the last two weeks. Math is smalling, they have to caution you. The student is scaling. That line is not as steep as it appears. You can see that they're jumping all over the place. They're up, they're down. So again, you can't tell much about what the true trend is going to be because the data points aren't close to the trend line. Based upon this, the three-year averages minus 1.2% per year. Some things have been put in place to try to help, but there's some difficulties we've talked about in the past with the smaller schools. We still have a little bit of multi-grade math going on just because of the inability to have all the staffing here. There's numbers and all the increases you should be able to remedy that. We have a dedicated principal at the school now, starting this year, which should help a lot with logistics, ensuring quality of instruction in time all the way. And we're making a concerted effort to make sure that both fields, it's the resources that are kind of all we should be able to do that. Definitely a small number of schools you're going to see, like in fluctuations in math. Yeah. There's 20 percent of the size of math. Nope. You agree? But one of the big concerns in smaller schools that really comes down to one of the primary drivers is quality instruction. We have the best people in here who have jobs. But also they're still doing a bit of a multi-grade math and they've done a good job trying to get away from it. They've done a very good job. They've all the elementary studies with a reasonable title of learning and all. But with that multi-grade math, it's just hard. They don't get the same amount of time on the students that are going to get a degree. Okay, for the other subjects, for subject goals over time, that makes it a really good point. We have a lot of elementary. They're on the rise. They're above the 50 percent threshold. We have a lot of 4.15 percent per year. 4.15 percent of their student body, every year more of them are achieving a proficiency threshold. Are you a test math? This is one that bounces around a lot. I look back as far as I can go, remembering that the 4S subject is an e-cab. Technically, on the long-term trend line, they're flat. They've been hovering right around that 20 percent mark. They tend to jump between about 18 percent and 24 percent. They didn't know that. So they've done no real decline. But again, the scores were very lackluster. They've done no real increase. They've had a lot of this in the department. They've had a lot of turnover. We've had a few teachers who go to grade levels that we've let go of performance issues. We've got some really solid folks in there now. They need to do some pretty significant work to make this new transition in what's needed and what's expected. Questions at all? Can't it be trends? Because this is new. The Vermont Science Assessment came out two years ago. The first year they were just collecting data to make sure that the test was valid and reliable. And then this past year was the first year that they were able to use data line. It was only about a week ago that they did. But what it indicates, they test students in science and grades five, eight, and eleven. So not as extensive as they do the testing with the SBAC. If we compare it to the state numbers, grade five scored at the state overall average. Grade eight scored 18 points below the state average for this first real administration in this exam. And then grade 11 scored 10 points below the state average. If I look at this and I think one of the concerns is that we've got no real codified, we've got science programs at the elementary schools, but not what I would call full codified science programs. This test focuses heavily on earth science, life science, and physical sciences. So unless kids are going into this one, the last administration is the 11th grade. Unless the kids are going into these exams having some biology, some earth science, some physics, and some chemistry, that's what they think. So that's something that we've got to talk about whether or not it's a priority or not. We don't even have earth science as far as I know. The science one, they say they're not doing tonight very well. The other ones now, they're holding this for the rest of their life. Yeah, the logic they gave at the time, thinking back two years ago, was that, you know, we could move more than the ninth grade, but the ninth grade was a lot too much. So we'll just do this one. One of the things I've been noticing with Vermont is, they have to collect this data, they have to publish it to go out to the federal ground, which we did in 1800,000 a year. Since one of the requirements for it, that they've never tried to do much to do it. That makes sense. It's not high states, it's not even little states that I think here is. So there's been no real driver for approval. ACT. ACT is actually interesting. This was one of the first kind of academic tests that was out. So what the ACT kind of looks at, it looks at English and Czechs, grammar and Czechs punctuation set in structure. It does some looking at how much knowledge of students is required in mathematics for our early algebra one, algebra two, and geometry, with a little trick thrown in. It does look at some science as well. It hits all four of the sciences that we just talked about. It checks out, you know, students' knowledge of biology, chemistry, physics, and earth science. And it also checks most of the meeting and whether or not students can pull the main ideas or infer main ideas from the different. Score is not for ACT or faculty, specifically about the composite, the combined score of the math and reading components. It ranged from one to 36. The problem with ACT has always been the low population size. Students that take the ACT typically are ones that self-select. They choose it over the SAT because they feel they're going to do better on it than they belong to the new ACT. So these are usually the juniors and seniors taking the ACT. The usually juniors and seniors, but the expectation is, they can take it any year. Obviously, since this is a content test, more content that is exposed to the better you should do, the expectation that the ACT has the students that will take the test. I would say it's pretty easy to take a problem with somebody who's not at the ACT. Yeah. Now, this is why doing comparisons on this one is so difficult. On average, our students scored at 18 to 60% of the graduating class. From on average, it was 23.6. Only half of them, half of our 60%. They're only 29%. So they're self-selecting. Kids that think they're going to do well on it. But what you see when you look at the state breakdown, across the country, the states where fewer percentages actually took the ACT or the ones that have highest overall state scores. So it's hard to tell too much. National average is 20.8. But again, on the national average, they're taking in much less of a percent than we are here. Our high was at 28. Our low was at 12. Had we cut that, 30% of our students took it, 30% of our highest states took it into math. We'd be above this. So yeah, it's hard to tell too much. Questions on, I'm going to throw a current value right at the end of this one, which is kind of interesting. I'd say to you a couple things to remember, it was revised in 2016 to be an academic as opposed to a reasoning test. As of 2016, it is more likely to be ACT if you measure students on a body of knowledge. Prior to 2016, you had to have some knowledge to take it, it was beneficial to you, but it was an IQ test, it was a reasoning test. So it's changed in terms of what it's supposed to do. Typically what you see is that ACT is used for colleges on the east and the west coast. ACT is used for admission in colleges in the center where that's been changing, the center of the country. Scored range from 200 to 800 on each section. And two sections of the students typically take, or actually three most of them don't take the writing section. Obviously evidence-based reading and writing and math. And it does test human knowledge, so what you've learned over the course of your career opportunity, and if you think of the test. Evidence-based reading and writing. Basically answering questions based on passages, history, social studies, and science. So if you have some knowledge of that history, social studies, and science, it's gonna be easier to answer these questions. In our case, our scores have gone up from 2018 to 2019, from 511 to 525, with the Vermont average score. Again, in Vermont, they're pretty self-selective. I think about 40% of the seniors actually took it. What we're gonna do is 560. For math, math concepts and problem solving through algebra two. Some will be calculated, some will math. 2018, it was 500, it dropped a little bit. 2019, it's 494. The overall Vermont average is 546 for the math. It was up here in the second, which is bad for the Bible. This isn't diminishing our SAT scores. They're not bad, they're not quick. They're in the middle of the pack. Over the course of time, there's been a lot of research going on since as far back as 1926, in terms of the SAT's ability to predict students' college ability and outcomes. None of this has been conclusive. There is one thing conclusively that the SAT does tell you that it's the median income, and the income of the students that take it. So, if you take a look at our median score, so our combined score, if you take the math, and that evidence page reading and writing, you add them up, you get a 10-20, which is our combined score on average. If you go over this research that was done in 2016, and you put it into the matrix, right? 10-20 is a little bit above 10-12. So that means we kind of assume that the kids from our district who took that test, their family incomes were in the $60,000 to $80,000, I'm sure enough, right? So a little bit above, a little bit above $60,000, our median family income was $67,000 to $24,000. So it hit the nail on the head. And then given the 40% of the self-selecting kids in her life, so the SAT, whose average score was 1106, right? A little bit higher than 1095 and not quite 1155. Average, I can guarantee you that the average income of those families was family household, which probably is very rare. There is one, just for fun, there is one thing that the SATs are doing for their families, how much of that is it? Is that a fact that shouldn't be true for all the other hands and eyes tests at all? There's not always a correlation. I don't think it's always this strong one. And there's a couple of reasons for it. It's not just the availability of opportunity that comes with a higher income. And again, these are stated in general, so it's not always the case. It's the fact that people that are earning higher incomes, the parents are typically better educated, not always, which means they have a higher value on education for the students. And the second thing, and the third thing, the final thing that it means is typically when you see people that are pulling in over that $140,000 range, you typically have two murders. So you have a solid family unit and call it an obstacle. Yeah, in average, it doesn't mean anything else. So it's been shown higher income, higher low income. Yeah, no, it goes together. A bigger concern to me when I use scores is what's in yellow right there. If you look at the breakdown, our female students in mathematics are way behind. I thought it was some of the AP. What would be interesting? Oh, yeah. Which shows sometimes the difference between going up and now not getting it down, but may not necessarily show up. And that's one of the reasons, though, that we look at the standardized testing is because it eliminates the good student piece. And we've got a kid whose life never causes any problems, agree it's time to get inflated. But it's not telling me anything about what I really want to know. I want to know what they're doing. Doesn't mean that this is perfect. It also can be good habits. They will get extra help. They will take a test and they'll get through. And oftentimes, that's when the patients go to the next stage of life, not necessarily a standardized test. Not that that is not, I'm not saying you throw out one or the other. That happened so hard for mine that I'm going anywhere. Well, I'm not. It's the one that happened. Yeah. Just a question on the male-female difference or disparity there. Has that been shown for a time, or has that been just one or three years ago? I can say it's been shown over the last two or three years. I think this is the most extreme year of life. OK. And it's interesting. And again, it has to do with differences, I think, amongst the states. Outside of Vermont, it was the obligatory that it was true for years and years and years. You would have your students that were in the National Honor Society, they were all female. The top 10 and then the ranking for all these females and all these four years was all these females. So this is a really different thing which you see in a lot of states right now. Well, this year's National Honor Society was five females in one male. So there ain't no difference. That's the one across the country, most places. This was a little bothersome. Percentage of students that are taking an AP course. Now, interesting, we searched when I was at Vermont. And we actually, we found that students that took an honors course or an AP course, even if they weren't going to get an A in it, they actually learned a heck of a lot more from them than they did from the moral of the course that they got into. So what we're looking at is a percent of the student body at the high school overall that is taken at least for an AP course. And you can see that that's been on the rise. So we're at the point where over 15% of our students right now, the student body at the high school is taking an AP course. And that has been rising for the last three years. It's rising to 4.9% every year that goes by. 4.9% more of the student body at our AP just as taking an AP course than a year before. Something that has to do with the number of the students offered, there weren't just a number. But then this year, we also had to do this. Yeah, I'll show you that there's some new courses so I got to listen to them and do what wasn't offered and then produce it. They typically operate between four and five. There was one that dropped off this year was the AP Bio, and then they added period four of the other ones instead. The other thing that I think is really difficult to take into consideration with that is that we're losing so much percentage of the senior class to early college. I mean, they're only 12 or 14 seniors in the high school this year. So, and, you know, we really have the numbers of percentage of taking the APs, really, because they're taking, right. Mostly, it's kind of funny, there's one course that you can take as a sophomore. There's a good chunk you can take as a junior. There's some, depending upon how you're sequencing the structure, it's going to exist. So, that's it, there's a good point. From public exams taken, there's been all the increase. We're pushing about 60 exams a year right now, so we're qualified for all our exams. And then we've got placement classes that the previous year took here. Yeah. I just, is there a graph for which shows how many college courses are earned and how many are not? No, but we, You should go after a lot. We should take a look. You should take a look at it, it's impressive. And that was part of the, because we're thinking on different pieces of it, and that's why I was trying to point out some of the expansions of the programming area a lot. They offer more in terms of programming than some of the schools that are here. So they do catch really quite a few days of all the programs, which is important. But, one of the reasons that we focus on programming on VLA and on math is their foundations. It's hard to be successful, really successful, but of course it's a much better foundation. So APD Calc, AB, so there's Calc AB, there's Calc BC. AB is considered a first semester of calculus. BC is considered a full year of college year of calculus. Numbers are starting out low. Right, but they are increasing, and they're increasing at a pretty good rate. So right now the average score on the AP Calc exam is about a two by two five. Remember that the range of scores for AP exam runs from one to five. At a score of three, some colleges will be getting considered students who completed that course, but I don't have to take it. Pre-executive discretionary. I think we'll stay on the same side. So I mean, you can have one student in there. So this one, if I remember this, I think they were not attending this one. Some of them were small. AP English was about a little bit of a decline. Add some validity to what we were seeing with the ESPAC. The two are happening the same. Again, not much, not much. Go, go, AP Physics, a little bit of an increase. In terms of, in general, in most schools that have well-developed AP programs, in other words, the teachers have been off to the training, they had an opportunity to work with other teachers and two GAPs on a regular basis. The typical average is two by seven five. You get the really active public school all in case you're in the four to five. Can you suppose that's a reason why a lot of the seniors are completing their math program instead of staying at the school and doing these AP courses? Because they aren't getting these low scores. I think, to be honest, so if you look at the AP Physics, I think given the historical trends in math scores, this is actually pretty impressive. If you're not getting a lot of kids that are coming in with high-level skills, my biggest concern, my first year here, looking at the things that kids were avoiding in an algebra field. So if we get those skills up, so the kids feel more confident than they will, the math program, I mean my eldest son's in the math program so I can speak more for myself, he might be, because they offered, what do you want, software engineering, it's not something that's offered at the high school. The other thing I think that's important to realize is that he's going to get a year of college under his belt, $2,000 out of my pocket. I've got $60,000 in here, what are you thinking like that? So I think a lot of it more of it is that fostering of these weeks, that's a significant amount. I would say, and we know that there's two, but the 10 years that I've been teaching at the high school, that's the thing that I've heard the most increase in, that's one of the biggest statistics that I've heard, you know what I mean? I think I'm hearing those concerns from kids a lot, more both as a motivation for why they want to take AP class and or why they want to do enrollment and that sort of thing to make this clearly a broader society. Right, and they can go to the Tech Center and they can pick up nine credits, 12 credits, 30 credits, so program, I mean they're a lot, so you end up with a very small percentage of what I'm saying in high school. So it does raise a question about, you know, is it the other community, or is it because of our society? I think a lot of it has to do with opportunities. I mean, depending on what a child is heading toward, if you can get a year of college and if you're a middle income kid looking at the cost of college these days, then you can pick up a year of credits and you know that you can get those credits and then you do a second year and you end up with your degree or you go on to a four year degree and you end up, you know, paying for only three more years of higher ed, it's a huge incentive. So it does reduce the number of kids who are staying in the building to do the traditional AP work, but that doesn't mean that it's, you know. I'm just asking the question, is that a part of it of the cost? Well, the other piece, and again, we don't quite have the population, so in America, Swamp's got a master, we had 16 different AP courses. So those kids could take those AP courses and they took most of them, they were skipping pretty much a year of college too, they scored well. These students aren't quite scoring at that point, you know, we get a handful every year since there were a couple of doors and five and a couple of floors and there was a big change over the previous years, but you know, these kids aren't gonna get the scores the way that they are, aren't gonna get that far. Some colleges will take a three to replace the course, a lot of colleges were pushing back and saying, oh, this should be a four to five right now, so that's part of the way this college should be. The other thing I think about the, if you go off to, you know, the BAS program, is it's also gonna help you get into the next school if you're planning to go into the next school because if you get the degree from here from Randolph Union, if you get the BAS degree, that's gonna help you out in that future. I think it depends on where students are going, if they're staying in Vermont, it certainly helps a lot, but students, at least last year, I think we're having more trouble out of the state that the BAS program is more than accepted, and so, I know students, you know, we're fully expecting them to be accepted for a kind of job. Yeah, that's why you really gotta check. The same thing with the APs, you really gotta check with the colleges you're attending to be able to pay for them for your use of that, because it varies, it's not everybody thinks it's rude for them. Part of Harvard will take it as five minutes all the way through the courses. I was just gonna say, I'll say your question about opportunities, I get out of the data to demonstrate this, but totally, I would say that I think the expansion of AP classes has had somewhat of a chilling effect on the amount of opportunities of non-AP classes, just, you know, combined with the enrollment budget, graduate staffing levels, plus trying to do, you know, basically trying to do more than less, I think that, just thinking about my department compared to maybe six years ago, where I think we had more electives and more of a focus on differentiating paths through, particularly the 2012 year, where we had to dial that back, so there's a number of opportunities. I'd like to add that the AP classes are going to subscribe to the discussion that happens in the U.S. right now. So they might be going the best because of what they're doing. These were, compared to our average, I think the high school, the average class size is four, three, nine, and 11. Most of these, if the lowest one was seven, and then most of them were around the throughout time. Yeah, I think because of some straight lining, I'm just gonna make this slide. So then the new ones this year was the World History, the U.S. History, the statistics, and AP pressure limit with the average scores up there. And again, you know, first year is a little bit tough. I mean, AP biology was not taught this year, but it had been taught in the U.S. Thank you. What, last year? Last year. Last year. Look at the last year, sorry. Yeah, physics and biology, you're gonna all change. And the other reason that we look at this, is something else that's a little off the table now. People do look, people do look. So elementary, should be commended, right? To make the significant progress. One area of weakness is gonna be focused for them, is they gotta work a little harder on academic progress of students with disabilities. So when the state kind of went through the data, they said, hey, there's an achievement gap there, we all know that, we've all talked about it. So the problem is, is that regular education students are improving like this, and the students with disabilities are kind of flat like it. They know you can't do that, they've gotta be the same degree. So at some point in time, the students with disabilities are progressing, and some of these things, they're breaking the record. RUHS has needs for intent to focus for the next three to five years. Students with disabilities. Sorry, I think it's. And a lot of that is just around the basic curriculum. We've got good staff, that's not a problem. We've got some very good teaching going on, we've got some really good skills, but it just doesn't seem to be as connected to the knowledge that it's expected. Seems to be the biggest issue. Big thing for RUHS is their students with disabilities are actually doing okay relative to the regular education population, but our graduation rates for RIT students are not graduating for any reasons. RTCC is doing really well. They've got to focus on placement programs. Business goes, we should go away from the course program to try to keep things that that desire to roll the ball forward for the next three to five years. Special education is huge this year and it's something that we've collected and probably we've talked about. Given that there's some massive traffic change that's happening to try to keep the classroom. It's another big part of the session. And then now, unless there's questions. RTCC is working, Pat Moulton at VTC has certainly changed the approach to tech centers and so a couple of us are just going to handle it. And for example, the construction phase management is going to partner with their construction management for curriculum that could align and get up to, we're talking about 30 minutes just for a two year training program in two years. Those sort of partnerships are going to keep them alive and keep our robings up. I think we measure things a little differently than in the traditional high school sometimes and it's not good that or otherwise, it's just different. So when I talked about in-house college credits, a diesel program, I mean just about every single program is college level credits. That's all of your credit to allow us to pursue those. So I appreciate that. I don't want to speak for Jason, he does a great job. There's been a push at the state level to try to shift a lot of the associate's degrees out of the state colleges and individual factories. But to create the pipeline to pursue that fast. Does anyone else have any comment or question for me about innovation to dance monitoring? We have the first review of our project this year. Is that something you would like to respond to? This is just a discussion on the words and needs of the budget. Well, no, it was originally scheduled on the agenda and we said this was scheduled on the first preliminary proposal from you for next year's budget. Yeah, and that will be next month. The quarter of it is because the end so we just discussed a lot of the discussions about it. But the piece that I had down was part of it is that the board has some determinants on the budget. That's the second thing we must determine the board government's budget. Oh, gotcha, I said that. Great. We did talk about this a little bit last month. Do you have something you want to add to that? No, I just, typically the board is at 10,000 a year is what they've been putting in. So it's a kind of cover conference attendance to the SBA membership, the kind of trainings that you want to do. If there are other plans that you don't have to do for training or whatnot, just don't let us know so we can actually go there. Right, and we do have a retreat coming up in November. We used to have an evening, but I think the retreat is because it sounds so fancy. We're just at the RUHS media center or somewhere on Wednesday, November 20th, 6.39. Susan Polson from the BSBA, I asked her to come and work with us on she's setting up some case studies as sort of a launch pad for our discussion about essential work with school boards. So, everyone, I did email everyone, everyone so far. I said that they would be able to make that one. So that, this goes for a part of our budget. We put a lot of stuff in there. I don't think you're additional on the other, I think most of you ever stuck with that stuff. So I'm just going to stop here. All right, so discuss the negotiations with unions. We did get a letter from the unions setting up sort of a timetable. So they, as required under the CDA, they have moved forward in requesting to negotiate a successful contract. That request is there. The reason that we really bring it up in the board and actually, that's why the board actually had a vote on it is because there's some stipulations attached to it. I am recommending that we agree with those stipulations basically that we use the same ground rules that we did last year. The biggest of which was that those negotiations were open. In other words, the press would be involved. The other piece though that also includes as part of those ground rules is that that very first meeting is dedicated to delivering our initial proposals to each other. Remember that things are delayed this year. That was part of the budget discussion that we could have. Due to the state negotiations between the state and the state's union or health care. Right now, they're fact-finding. I don't know if it's fact-finding as your quotes. Did that as a public act? I don't think that. It's not yet. I think there's a 15-day, we know, so we're beginning to have. I thought it was just to get out of the country. I could be wrong about that. They were saying any day. So once that happens, they have an opportunity to kind of change their proposals, to kind of file offers if there's no agreement that it'll go to like an arbitration. At that point, which is the early December, when that happens, the arbitrator will take the best of all. So in other words, it's whichever agreement they're going to give us. This is the most appropriate way to get involved with it. So until that's done, we can't really talk too much on budget and negotiations. Because I don't know if that's a long-term fact. That's right. It looks like we need to suggest the first meeting for January. With the logic appropriately being that if it's early December, that they're going through the binding arbitration, it takes some time for you to write the report afterwards. And now we have some time to digest which one comes out and potentially alter our initial proposals. It's really quite late for the budget planning process. And let's talk about, did you see, though, that they proposed to the cargo of the ground for this discussion? Yeah, we just adopted this idea. Of course, meeting mid-January, generally, so it's already just about clear. Any questions on that? Last year, they asked to do both together. They asked to do congressional and support that together. And I see the opening in mind, they said, we'd like open negotiations for new collective bargaining agreements with both the board staff. Is that the same question as last year? Or are they asking to open the meeting together? No, they're opening it because the support staff needs to be with the board. I know. But last year, they asked to do it together. So instead of Chris and Deb each holding other separate board, meaning they would have one board meeting, and I'm asking, are they asking, because I see they both signed here, and they asked in the beginning, for new collective bargaining agreements for both professionals to support that, are they asking for two separate staff meetings? Or are they asking for a new collective bargaining? My belief, and Deb can correct me if I'm wrong, is that it would be easier to send over one wider level to negotiations. That's my advantage here. I don't think I'm right for it. But if you have a preference one way or the other, then you can definitely vote it. Do we accept this on the following? With the following understanding? I think that's probably your best bet, just because. I know it's a little bit past to do that last time. Last year, was it a pH or was it a little bit of a concern about a lot of the pictures? Paul, I don't think that our thinking has changed on that. That's weird, but I should eat it. But I think you don't care one way or the other. Just like we should know. We've got to do one way or the other. I'm sending it to committee number one. If there's a concern, I would stipulate that in motion. All right. Sorry, we came tonight in part with something that's relevant to this discussion. I'm not sure if it's the right time to bring it up. I don't want to reject the discussion if it wants to save it's delay. You can move from your move. Yeah. Does anyone have any, I wouldn't just say no? OK, I'll try to be quick. So we've got a letter here, which is suggested by members of the board. I won't read the whole thing, but it's a letter from the membership of the SDA. Sort of, I think, laying out some of what I think you already know what we have talked about, which is that these have been pretty contentious negotiations, which are obviously making the process of local decision making on both sides of the table pretty difficult and are also coming off in the period of certainly the most turmoil around health care in this profession, which is often known for how good its health care is, and obviously that is driven by forces outside of this room, but it's a reality. So in this letter, we're talking about some of the difficulty that we've had in statewide negotiations with your Vermont School Board Association negotiation team, which has been pushing what we would call a pretty punitive approach to negotiations that has really not been willing to hear some of our major concerns around income sensitivity and premiums, which obviously, after another year of double digit premium increases in health insurance, which you don't have to work in the school to be feeling. Obviously, that's across the board, but that is hurting our members, and particularly, I think, is our concern for a lot of us paid members. And then the other thing that is really concerned is that there's been a kind of persistent argument that the lack of, quote, skin in the game on the part of employees is a driver of increased health care costs, which I think, as far as I understand, there's not a lot of evidence to support and feels quite divisive and, frankly, ideological at a time when we're trying to figure out what we think is how to come up with affordable health care that's also affordable to town. So as Lin alluded to, we're sort of in this window of there's one more opportunity to come back to the table. We haven't felt like, although there has been some movement, it doesn't feel like the Vermont School Board Association has given much movement toward our position, we're much interested in negotiations. They spent a lot of the time in the negotiations suing us, finding out unfair labor practices, motion over the number of alternates at the table, who seemed fairly heavy when we were talking about the larger issue of health care for dozens of thousands of people. And so at the end of the day, we're hoping that, perhaps hearing from some of the constituents, the people who they represent, who I think, based on my interactions with you all as individuals, based on support that we've been getting from you over the years, I don't think this is the OSSD School Board's approach to health care negotiations speaking. And so we're just asking you in good faith if you would be willing to contact your representatives and express to them, whatever you feel like expressing, but if we're hoping that it might be your wish that they would come back to table and negotiate with us and seek kind of a common ground of affordability rather than this divisive scheme of behavior. And I just want to give you this letter which is a little confusing because we had to make a few copies too long. Distributed among all the buildings, but there's something like 80 employees that have signed it. So this is one copy from the... So the front copy has everything on it and I believe everyone's names and the next bunch of extra copies with people's message signatures. Thank you very much. Thank you very much for being on this app. Can I just add that I think that this is sort of treating a bigger problem like in the fragment. I think that if we didn't, you know, I'm not here to pitch all sorts of things, but if we didn't do it with the health care, we probably wouldn't be having these non-stop crimes. And I think that we could probably be a little bit more, it could be smoother. Because we can feel, but I feel very supported by all of you and it's the first time I've come that simply. And I think it's more like human to human instead of like talking to an entity. So I appreciate you supporting and just listening to us. Thank you. Thank you very much for coming. I need to consult you for sure. The budget piece is a two seconds kind of talk. We're going to touch on some of the points that you made. We haven't been looking at this as a development process, but they're looking at a 12.49% increase in cost overall to insurance again, if everything remains the same. Which is huge. Last year it was 12.49% 12.49, last year depending upon which plan you were in, it was different than average, but in the 11% increase. So it was not a huge budget here in the past. As far as we have a planning piece to be a little kind of preemptive before we go into November, these special education partners put in a budget that can be focused on just to know the pressures that are out there. We do have a need to talk about the cost that we can manage at work for them. We have significantly helped out at the high school. We have people that need the supports. The work that is there can progress, but it will just progress slowly. I have a partial structure in place for the team of our coaches, the team of our mission. The long worry that I have about bringing on a curriculum director though is that in three or four years from now, it might be better, this is part of the discussion that we have since the preemptive on the budget piece, it might be better to bring in facilitators for the year facilitator discussions directly to the math and science in a way to get the curriculums up and working with the PLC team trying to meet the happen and then the work is done. There's always treatment that has to happen that we can do that ourselves. They are starting from scratch. I have a question, and I do apologize a lot because I had to deal with this initial discussion. I wanted to ask you, so if it's okay, because it does go online. So in reading this, am I gathering that you would like to look at that curriculum coordinator for both math, English, social studies, and science for physician? I approve, no. Curriculum, yes and no. A curriculum coordinator is the best job in the world if you can get one. And when the only district that doesn't have one, and the reason being is all you work on is true. You maintain some of the grants, you have some of the grant rent, but your work with the department has each department, so you're overseeing all of the departments to guide the work that they need to make sure that they've got a raw line for a pro-profit running and to make sure that they're using tools to assess how the kids are performing and adjusting the construction to the needs of the adjusted people. That's the purpose. But I have a question. So it's one individual who oversees every single area? Yep, best, you know, we do have two coaches. We've got a math coach and we feel that eight folks that will continue. Right now, their primary role is they're getting those assessments up. Getting people trained to have groups on the S-TAC intern assessments and the track progress, helping the groups kind of interpret the data and see what they're gonna do in terms of changing instructional practices to make them better, but we're still missing these people. And so that's a piece that's missing. But that would be one individual that's working on that here. The other piece, and again, this goes back to the board's hands, is the librarians got together and put together a K-12 digital literacy for the community technology. We need the means of delivery. Yes, it would be supported and embedded in the classwork that's happening in one of my schools, but I need my small-street librarians here on the last week to be able to develop a little bit of that. So that's a budgetary piece. Our AIMTRI has, their staff has increased again to push in 100 student mark. They haven't really added any teachers. So if we're gonna keep an app for it and open this there, and have a dedicated, you know, grade three, grade four, grade five app, it's supposed to be great. They're gonna need to have a teacher. And then the last piece that probably why the positive impact on the budget is supposed to be negative, is higher in the school psychology. And the reason being is we're paying 200-some-odd thousand to do the testing to consultants outside us. For that kind of money act, the higher one here paying a top of the line, giving top of the line benefits, having to do all that testing and help out some of the emotional disturbance issues that we've got in health systems. So that's the basic gist of what we're gonna see in that in the budget. Does it mean you can do it all? Just like last year, what I'm gonna lay down on the table is this is ideal to get us where you want to go and get us there and try to do it quickly. And then we pair back to the other things that we've got to do in terms of assessment. So thank you. Part of my concern is I want to be sure, I understand, judging by what you said, I've adopted a few of your statements during the presentation. Where you did share this has been a multi-year problem with this lack of curriculum, which as a taxpayer, as a parent, as a member of this board, it's very hard for me to hear when I have children in that school. My concern though is right now we have a body of teachers and that we're saying if there's a curriculum director that's gonna be better. That can't be as much of the expense of these students. And what I'm hearing over and over again and these scores are showing to me is that our students are the ones that are suffering. And that's not, in my opinion, that's not okay at all. And to hear that if we just need more staff and it's gonna get better, well our population in the school has not been at a level that has dictated needing that staff. So where is that curriculum? Where is that guidance? And what are we doing today instead of talking about the problems of yesterday? How are we looking forward in getting better? The whole plan is out there. Most of what happened in terms of the budget process last year was to put structures in place to help things going forward. A significant amount was spent to try to switch over some of the special education model for providing academic support to kids that need emotional help to provide mental health. So now hopefully that's gonna allow them to actually be able to access the academic supports that they have. You have a K to 12 director at ELA who is coming in, whose primary focus this year is the place that leads the most, which is high school, who is working with that group to do two things. Primarily, it's to get those testing modules in place for the formative assessments because we still have to get the faculty and the rest of the community up to the place where you are at now, which is where there's a sense of urgency about it. Nothing creates a sense of urgency more than seeing the scores of the kids on those reserves. I'm not hating the thing, I'm doing it on purpose because people need to know so they can get more of it. I also need the parents and I need the community to talk with their children about taking these exams and these tests seriously when they come in. Our scores would have been a lot higher except a lot of the kids blew it out. I think it's 30% of the kids spent five minutes or less on this path. How do we know? Because it's computerized tests and that's the data. That to me says there's not a lot of sense of urgency about the importance of these exams. The other reason that the testing is important has to do with what's called the theory of the student facts. One of the things that I've noticed is I've been doing my walk arounds over the last couple of years is the students will often learn stuff very well right then and there in the classroom to be able to use it in the quiet but it's gone two or three days later and we all have been there if we were grinding for exams in college. The purpose for having these exams spread out over the course of a year is because if you encounter the same ideas and concepts, a couple of times, usually somewhere between three and seven, one it sticks with you, and two, you're more likely to make stronger connections with the other things that you know so the information starts to take on more meaning than it had when you were doing your visual learning. That's the purpose of the assessment in testing. It's not to say, yeah, you blew this and did really poorly and we're moving on. It's an opportunity for the students to revisit that knowledge to those concepts and the skills that they've learned in one more time in the course of your life. A lot of what we're seeing has nothing to do with more instructional practice. There's pretty good, the practice is pretty darn good across the schools. It's retention. It's an alignment issue, in other words, their teaching stuff, but their body knowledge they're expected to learn, we're not necessarily teaching that, that's why the curriculum is important because it guides them that there's also a retention issue. They're learning it here and now two weeks later, it's not going to happen. That's the reason we're doing this. So there are structures going into place, in any place that should help. It just depends on how fast you're going to do it. Okay, so my final question is, and I tried to find the information you shared with us during the winter. In this report, you gave us this, you said that the average days missed per student across the district was 9.33. The winner was the staff. That's the students. Right, this here is the students. I wanted to go back to the winter and the number of staff days better missed. And we, again, look at these scores and I have to believe there's a correlation when our high school teachers are missing 20 plus days a year and that inconsistency with the information that's being taught, I'd like to know who's holding those teachers accountable to be there when they expect their students to admit where I've said about 9.33, but the paid staff is missing two times plus that. So you already got a lot of very good statements there. I'm starting on the staff and then we'll talk a little bit about correlations. Who holds the staff accountable in the CBA notes? And right now in the CBA, they have the ability to take 28 days in CBA. And who's the CBA? I'm not sure. So it's what this board is agreed with the staff is appropriate. And how many days is that? 20. 20 days. So there's a couple and there's two days in there that are a little quirky. There's emergency days, there's sick days, there's personal leave, but they also have the quads in the contract that they do not have to make up the first two slides. But the students take them. Okay. Oh, it's built this. It goes from 1 to 3, nice and private. I've never seen, and no, if you can get it right, but I've never seen a clause like that in any contract. If you're contracted for a certain number of days, you shouldn't be losing two of which you've contracted for a few slides and they don't make a lot. And so that's potentially two days that the kids can have that are paying for the data. In terms of correlation piece, you're exactly right because that was what the data showed. We threw out on the board, we took a look at the schools, we took a look at the average attendance rate for staff members and the schools that had the highest attendance rates, the most positive attendance rates for the staff were also the highest performing. The school that had the lowest performance was the lowest performing and I'll write it in line. And the last piece on the correlation that I want to mention, I kind of glossed over, but I think we do deserve some kudos, is one of the reasons that Braintree Schools enrollment is going up, might use some balance, does the average performance go to the school that's on the board? Can I ask you to clarify a question about that data that you're referring to? Does that average number of staff days that you're, who's number, is that average? Talking about attendance, yeah attendance. Yeah, for attendance, does that include or exclude staff on half the middle of the week? So the number of last year during the class? Half the poll all back up in the morning. It was time away from kids. Okay, just because I think that that might be a pretty significant factor, particularly. As part of cohort, how people was hired as 20-somethings that are now in that phase. I know that we had three last year and I think we have three this year, so that might be a contributing factor to that. We did a five-year study of the data and the numbers were increasing. Sure, I'm not just using the numbers, but just to think about how to characterize the source of that, that would be important. So these days not in front of kids? Well, we should clarify, but if it's family, we'd leave, you know. And also that wouldn't be affected by that part of the CDN, because that's F and O, which is the separate, you know, section to everything. But I'll go back to that. Yeah, I just made a list of that for a year. Yeah, so. And I would be curious about how professional data versus, you know, safety, you know. It's time to get out. It was in the morning, wasn't it? The thing, it was day in, day out. Yeah, it was in the morning, so. But. You want to take a personal day, you want to take a sick day, you want to, whatever, there's 28 combined days, and then it was 20, so it was 20 of any one of those combinations. But we should ask you about in terms of utilization, how many of those were, what sick days versus professional days? Well, one of the pieces is the professional days which I think I asked them what to have in there. But the professional days are kind of quirky, because the, like Castleton, the group that does a lot of the training for the teachers, they're only offering them during the day, which is actually ridiculous. So, you know, do I just stop saying no unless you go on a Saturday? Or, you know, going in the evening when you do your professional development? Okay. We've had three big grants that pulled the teachers out before those trainings during this idea. But the, regardless of the source of the reality is that I think the average across the district, some of the schools hire someone to respond. On average, if you average it out across every teacher on average, it's one of these which is a lot. No, it's okay. It's good to be able to pull the stuff out. There is a lot more that goes on in here than in the camera. And I hope this information you had here, the graphs look really similar to what we were showing last year. Elementary. I want to look into the history of the syllabus that we were talking about before. Okay. When, when is enough? And, you know, when are you willing to, you know, make the changes? Right. I did. They're going into place this year. The ones that we can do based upon the budget plan. Remember the thing that held folks behind and got a high school person here, how much of your time was spent for previous two years on standard space report cards and graduation? This is actually probably more than two years. Yeah, it's been a lifetime. That's where all the time is gone. That was the same thing. And candidly, I think, for many years, there have been many initiatives coming from the school board and central office from a four year time land that were not about these test scores, which I don't think will dispute that point. So, and I'm not, you know, I'm not saying to dispute one either, but I think that yeah, I think you're absolutely right saying it's not where our attention has been going. And it's not really been the message that we've been getting that's where our attention should be going until recently. And that's why that sense of urgency piece is so important. I have the ability this year that's already mapped out that I'll be working with math and L.A. on curriculum. Not the best person to do it. I'm a curriculum person, but my time, and I'm just saying what I'm saying is progressing in terms of next year. So, if those numbers would change quicker, you'd get your curriculum. You have to have the tools and structure to do the job. You don't have the tools and structure and this, as far as I know when I was asking people with institutional members, there's never been a curriculum for a period which explains especially by the high school level. We can't expect and here's the crux of being a teacher myself. Teachers are not training to create curriculum. You just can argue with me more. They are trained to use interpretation doubt but it takes a facilitator to come in and they're quite capable of creating one if they're facilitated the first time or two until they understand the process. But they are not trained by nature to create curriculum and structure. Which is why I had that outside body to look at. So, across the line research for doctors and so on. I wouldn't say that. There's a urgency amongst the teachers though that this is important. And in the elementary school students I think 50% of the proficiency is not good enough. I really don't and I don't think we can accept that as being okay. I think 50% proficiency is not good enough. I'm glad to be good. For our young students I don't think it's nearer. But that's why 50% is a significant improvement but that's why it's the longer version. 70% is what you're talking about. I was just going to sit up. So, well just to the sense of urgency I don't think you would find a lot of disagreement at least among the high school faculty at the idea that a focus on alignment and you know my experience has been that I would dispute a little bit that we're not creating curriculum but I can see your point as far as like the bigger picture Yeah, exactly. I think you're right and even if we aren't training it's extremely time consuming it requires having contact time with a lot of people and synthesizing a lot of information and my experience is that we've been trying to do that in our department meeting time for the last five years and something else keeps popping up so I definitely I guess I'm agnostic on the curriculum interactive versus culture or whatever other strategies but I think personally as a teacher in the school I think the focus is right on. And I would agree you know shifting from the way science has been taught to like the NGSS and how it's taught and assessed like it's a pretty substantial shift and we've been making that shift but it has been you know half an hour at four o'clock after teaching all day getting ready to teach the next day and so and then and then and then a month later where you're like the purpose is kind of you know you build stretch you build curriculum and delivery that's how you've got to build things if you want to work the purpose of the half days that's the screen you guys can see that's the struggle I'm having on the trauma that's what you last one was that no they so the very first year I was here so we'll go back three years now we put in those half days those nine and a half days that was to give departments time to look at the and adjust their construction that's and I just tell you guys a parent on the last half days they go all day that's a parent well then the logic behind it is it still counts as a full time requirement to say that's a parent I agree with this student to have to give you to stay home all day or go to sleep I agree with it but you're saying at the time it's not being used the way it's supposed to be used I guess that's my it's not being it's being used usually for good purpose but it's not being used it's not being used it's not being used it's not being used for professional learning communities among staff on academic so then my question back to you is are our teachers aware of these scores? hey we talked about the first base solution so if they're aware of the scores and they are given these half days throughout the year but six or eight of them however many there are again I guess I'm wondering where's if I feel a sense of urgency as a parent and a taxpayer I like to think that the people that are instructing my child feel the same way that the principal is leading that school feel the same way and I don't sense that I'm not hearing that and maybe I'm missing it well that it's happened across the elementary level I mean there which is why the scores are growing that would do a very tight concerted effort at a high school level take a look at the picture you lost an abundant principal to a scandal that required at least a years worth of work to get people to recover from it's like in death and in cancer people step a lot more in these roles I mean there's not a lot of transition from high school to PBR but I'm agreeing that there's not enough focus on that principal's role which is why the K-12 ELA and that person which we've got to separate the separate the elementary from the from the high school they are moving more things are progressing nicely the high school that didn't work it just hasn't been on the internet I don't want the teacher getting beat up it's not they are false they need time with a facilitator a curriculum piece to develop curriculum and then to decide to track my progress and internal assessments to be able to assess how the students are progressing and kind of that's where they're at so math and ELA is happening but unless the resources there and the structure and the people and the work role and wholeheartedly across all departments and the structure ain't going to happen very fast I can only meet so many places at once and I have a full time about people with faculty we also don't have the HR as my full time can I say one more thing can I say one more thing before we move on just to speak to the sense of urgency I mean I I just want to read again to me it's the focus on the sense of urgency around test scores is it's very new I think the sense of urgency around what our kids needs like I have not worked a day at that school with a sense of urgency around that I think what there has been a sense of urgency around and I've been there has been inequities between students on IEPs and students not IEPs which to the first five years I was there we really worked on differentiated instruction around that and if I resist them which I think are well there's been a huge focus I would say up until a couple of years ago on relevance and 21st century skills as in a mantra we would hear very frequently from our previous superintendent and a lot of sponsored PD was we're preparing kids for jobs that don't even exist yet and a real critique of the sort of back to basics and knowledge banking philosophy that I think is kind of undergirding a lot of this thing and I'll be frank I think as somebody who trained in teacher education or in the post no child left behind a year you're not going to find a lot of working educators who think very highly standardized tests I think and related to this as the singular measure of student achievement and I think you'll find people who can see different levels of their usefulness the experience I think of most teachers has been there has been an obsession with standardized cast nationwide over the last 15 or 20 years that has been quite destructive to public education and so I think that I just I wouldn't want you to interpret it as like a lack of concern for kids not learning I think a lot of teachers are really skeptical of what does a standardized test teach you I remember Joe Guy who was taught in graduate school in my teaching certificate about looking for your keys in a parking lot under a light when you do the job from the other side of the parking lot because the lights better there into this metaphor for light standardized tests are the best measure of what we can measure effectively in single tasks you know what I mean not a great measure of a lot of things that are really important and I say that not as like a way to avoid accountability but I think it's a really important job about what you put resources into and I guess I do really I think what we're hearing from our board leadership is what we care most about is the standardized tests yeah we'll make that adjustment because we do care what you think believe it or not we definitely do care about kids that's not the message we've been getting from the community and I do definitely echo what I'm saying about yeah seeking I mean I think as the Vice President of the Union would love that to work with you on it's like trying to take the pulse of what does the community want what kind of measures of student learning does the community actually feel or about as a conversation would love to have so just wanted to share that and also that you know there are highlighting that you know our kids are struggling with reading and math and that that is our utmost concern every day you know every day all it is is that the other stuff they don't know that is open learning it's I think it will continue to be well you know there's a part of my brain I keep here in my assessment teacher in college saying that we have to very care about standardized tests because there's a lot of evidence to suggest that they can be racially culturally biased and I remember that's just like in that in my mind to a point I mean it definitely they're important they definitely took a view of those students who took that test on that day didn't do very well that is a concern but you know I you know that's what I hear in my head you know I think class class bias is a particularly concern in our community where if your kid coming from and it's reflected in the SAT scores absolutely yeah I think that because I might ask to try to understand in addition to what is or isn't happening it's like what are the kids perceptions of these of these tests and and why they're meaningful and part of that is messaging but part of that is also like experience right and particularly because of that you're late your entire incentive to do on the school and try hard is on this kind of characteristic you know what's my perspective if you're willing to comment until 8.30 on that since they've been having a late break we appreciate your influence okay so we need to get back to you to have a option to either accept or retract the use request or negotiations so to accept the yes I would like to comment on the submission okay or hasn't it it's like yeah so I'd like to amend it to we'll accept it with the understanding that it would be two separate meetings when we meet it's not one combined meeting there will be a meeting for professional staff and the support just okay so I mean have amended the motion so that we would like to open negotiations for new collective bargaining for both professional and support staff but in separate meetings yes I see okay is there any discussion about the amended unless you're there to combine the departments but we've usually they go along and quite frankly when we get to in the room we'll be talking about them and we're not going to talk about this if we frankly it's just going to be if we put separately we'll be able to concentrate on both whereas if we just do together we're not going to be able to do it we don't want to do it we'll spend three hours talking about the teachers and then in the last minute we'll say all right well all this is set I suppose to motion as amended all those in favor of the amendment motion that we will like to open negotiations but in separate meetings say aye please aye aye any vote all right sort of amended motions have this next is approval of facilities reserve funds this is about the RES shit so we had kind of touched on this last meeting to talk about the fact that they used a lot of fasteners on their roof on that shed as well as the RTCC shed and their following up and heating and cooling cycles just make them extract themselves so it's $12,800 to view the work on that shed and to replace the roof and then there's an additional thousand for two to do some creating work to change the drainage pattern around the building so that the water is not pouring into the shed so that's what that would be so I forgot to call the public figure so it's called the infill for the last two years and that would be potentially a really good work to do on the reserve funds that would be pretty much it's more severe what's happening and so I'm going to send a later on there so the proposed we have a estimate from much and I see are there any other questions or discussion about this facility's reserve funds? can you say not to exceed that amount of the 15,000 that you just said because they're finding a bullet that they might find they could uncover other issues and that the bill would be reflected then of additional time material so if we agree on that 15,000 then it would be okay any and I would argue any time we send that reserve money people should be well aware of which is why we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're we're in that they need to, we are holding this retreat on the 20th, those back to that board government's budget, and ends, the ends are, we have a copy of the ends in our agenda, that was just for that. So those, we will discuss our ends, and here we wanna, if we wanna think about the process for reviewing the process for reviewing, and we will discuss it and also review that area. Lastly, board recognition process of the Palatine staff. Yeah, over on our last name, Lynn, we're not sure, what is the school district, does it currently do anything to recognize A, A-C-M-E, faculty staff or longevity, or when somebody needs, or do we do something for them? If it happens, it happens within the local building. Yes, and outside of that, they have the teacher in the year that goes through the process. I can recommend what I see happen in most districts. One of the big failings in education is that teachers ever see tenure in Vermont, so after two years, most districts will invite those staff members to a board meeting that fall, you should see the September meeting, and give them a whole token to recognize and achieve, because that's a difficult achievement to see it come on, but not for you to come. Other things that they usually use on that opening day ceremony is they recognize longevity on a five-year span, usually from the start of the 12 years. Usually it's a little momentum. So we were discussing, at the top of the board, and then one thing that was left out was when we were talking about retirements, we should, so maybe a standardized gift that's given to them, but more, we need to know who's retiring ahead of time so that the board can, you know, talk about it and give them a handwritten, you know, letters and thank you for your numbers to serve this thing. You know, if you want to be the best, you got treatment the best, and that's right now. And so if we're saying we want you to be someone better, but we're not doing anything on our end to say, here's Wade, so recognizing those of you that are doing the right thing. It's also nice to do that publicly, forward-facing, I think, when you do, instead of looking at Facebook, or something where you're saying teachers that have been 30 years in their life, and that grow probably a lot of really positive response to hear from the past students, and that's right. That's the idea anyway. Yeah, and I think it would be good for us as a board to be doing that recognition, right? As otherwise, we establish relationships only in many ways with our staff, and here we are trying to hire the best people and maintain and retain the best people, which I just think it includes us to recognize those, and I think we're doing a great job of it. I don't know why, but I'd love to hear from you. But we're in our job description to say that's his job. But it isn't, because it is our, we don't hire, he hires, I know, but we are the premise directors, and as such, I think we are in charge of him. We're not in charge of his staff, he is in charge of his staff, and while we negotiate, we have to do that by law, but the way our structure is, if we're following our policies, we are meddling in his business. He's allowed to recognize the teachers for doing their good work. I think as a board, we should recognize teachers for tenure, for longevity, and maybe for good work as well. I think just as public outreach and support of our staff, I just agree, it's not in our policy, that we are being driven by our policies, which we're supposed to be governed as a board by the policies that we have. Maybe we need to make a policy or add to a policy that says, yet we're in charge of recognizing staff, but the only staff we're supposed to be directing is a superintendent. Not, his job is to do that part, not our job. And we're getting, we're meddling, we're getting, we've got to follow what our policy's saying. If you can show me in our policies where it says we should be, I don't have one. And you're dealing with students of policy, we'll just change it then. Okay, we'll find the policy where it says. I'm tired of hearing that you can't do things because of the best practice of that. It's the best practice. For a manager, not for a board. Oh, have you? I disagree. Most boards recognize there. Yes. That is a normal practice in most school districts coming forward with practice. I will do some research and see if you're following the governance process. I'm not worried about the policy governance. Well, I am, because I think we're meddling. It hasn't worked. Because we haven't instituted it, the way it's supposed to be done. Because it takes a little effort and we're continuing to get into this. If you want to become a meddling board, then. I'm looking at becoming a meddling board. That's a meddling board that actually does. Our role is not to be directing staff or influencing staff. His job is to monetize, to be directing the staff. Our job is to be evaluating him, making connections with the community, making sure that what we say we're gonna have for parents are happening. We're not supposed to be telling him, telling the staff, oh, you're doing a great job. We can in a very, but it seems like time that might better be spent talking about how we're gonna connect with the community is more important than these little, maybe I'm making a mountain out of a molehill, but I just seem, I don't wanna spend my time doing that. I wanna spend my time focusing on making sure we're producing for the community ends that our kids need to be able to lose, giving a prize or whatever. That's a man that needs to be able to do it. So I'm in the letter from the board, saying thank you for 30 years. It's going to help with retention and help with these things. Really? Yes. They feel like they're a part of a community that cares. I think it's probably just, we need to adjust our policies so we do better. Yeah. If we is or decided that's what we wanna move ahead with, adjust the policy. I mean, if we're gonna follow the policy of it, it's gonna make our policies match what we want. Actual. We're doing it. Okay, fine, yeah, find the policy in here and we'll add to it that we're gonna recognize staff. Let's add this to our agenda next month, so November, and we will be due diligence in searching for justification either within the policies we have or decide on the basis that we do wanna take on. At that time, because right now we are at 8.48. And I think it's not that important. I mean, what do I have to say? Next, we have ends monitoring. We have two reports, 2.1 and 2.2, it's our first week. Do you wanna talk about it then? Thank you. The executive limitations are pretty short. So EL 2.1 is treating students, parents, and community members. Basically, in general, it's just making sure we have safeguards in place with the information that have access to this person can call for the resolution. So those provisions are what compliance with and the treatment of staff is EL 2.2 and in general, it's making sure the staff are safe, safe and treated reasonably following the annual established protocol. Any questions, we will all need to read as these reports and then go into the OSSB office to check on the materials which would be interesting and then we'll vote to approve them or not next month. Okay, as you can see, we have a behind visit proxy. So this is typically for these organizations. Because they are an organization that has control over policy and budget, they need voting members. So the proxy is typically the person that you vote to represent you at these meetings. So it's important to have a number of those meetings, the Elm River meetings, and then do the voting that we have. And then they come back to another insurance group, and the other is the DSBA insurance, which is other stuff, I heard for some of these, why? I see both of these being placed on November 8th, not the 7th, so again, Kevin has a volunteer who needs to be the proxy, but however, she can't go on the 8th, and I think on the 8th, you know, I'm going on the 7th. And they're going to put you on the 8th. I'm ready. So we may have to just give them our voting. Yeah, unless someone wants to volunteer to vote, or to vote against the day, meeting them. So we would have to give away the proxy even if we do not have to decide who we have, and we vote because we don't have to. It's good to be nailed in. Yeah. Pretty good vote that you're voting. Good vote as the pop proxy says. It says to appoint, as it's truly lawful attorney, the board of directors of the Monts School Board's insurance trust by a majority vote, the power of substitution for it, an 8th's name to vote in the annual meeting in the Monts School Board's insurance trust, that means basically give them out of the majority of the vote. We don't really have a choice in this, some of them must come out. But you, some of them, some of them will be in your vote on the 8th. Okay. So seeing as we do not have our own representative, we'll have a motion to give as a proxy to both be high and visited. We'll be going on to the number eight. Second. All those in favor? Say aye. Aye. And you vote. Next, we have the consent agenda. We need to approve the next one in September meeting. Say so. And we approve the consent agenda as a slate. So we also approve professional staff contracts. We've got one require of them, two people are switching positions and they're all outlining them up to have it together. So we've got three contracts to approve. Does anyone, is there any other discussion before we vote? Do I have a motion to approve the consent agenda as detail? All those in favor? Aye. Any vote? Okay, reports, maybe we'll hear a report. I don't know if there are any questions. I think probably one of the biggest things is the Accent 173 and we'll have that discussion with the big budget presentation next time and the potential impact that it's gonna have in terms of cost. It's really kind of hard to predict given the state of things, what it looks like is happening is the state has recognized the last five or six years that these costs are moving without bounds. They have no credible means to offer to fix it and so what we're really doing is a push and turn and so we figure out how to fix it on the ground or the talents themselves will be finding it through the portal of the taxes. Is this gonna be as the next, this up next budget? Yeah, I have to go back and check because they keep advancing things over what it was supposed to be. But I think right now it's meant to be kind of a half in place next year and then four in place. So it's a transition here. But every six months they decide that they're gonna go and push off on it. There's so many, I know it's going into this next budget. Definitely, other than that unless there's questions there. In terms of the financial state that I spent a little bit of time with Luke Robin, we're actually in very good shape right now but that may change the kind of current need in terms of students with disabilities once that we're moving to the district. We'll talk about that once it's, I'm sure the governor's coming next month. Right now everything being linear based upon an $18.5 million district budget, you would expect that we'd be spending 1.54 million a month to use it up on an end of our year. Right now we've been spending $865,000. I think some months there's more than some months there's less. But that's usually a good indicator at all. There's nothing that stands out and that's a really good indicator that we're on target. That's a significant. Yeah, not all in a budget. What do you attribute that amount of difference to? I mean, $850,000 to 1.4 million. One of the facilities pieces that we're going to do. Not that we've done yet. Okay, that's a postponing. That's the biggest and then a lot of it is the transportation costs. Or just less than you? Well, they'll start in either way. I'm just going to go along with this. Okay. Once we address this. As people look at the financial statements here, are there any other questions anyone has? Well, no, I'll have to do. We're not very timely. And did Marty stand up? She did. We were at four. I think for general meeting behavior, I thought we were acceptable, commendable, and I gave one five for just letting everybody speak and being open minded to what folks were saying. For governance principles, I did not finish this completely, but I did score between threes and fours again. And we'll say that in my learning term, I still learned to cover this policy and exactly what that looks like within the meeting. So this one, I didn't really finish, but I think overall, the meeting did certainly run a bit off agenda, but I actually really appreciate the fact that there was two teachers here, or I don't know if that's a call. Great, yes. Do you teachers wear the texture? I think it's nice that they were here, and I think it's nice that to hear their perspective and to have their presentation, I think it's helpful. Yes, I thought that was great. One thing I wanted to mention, is that we didn't have a community engagement. I got an email from Casey Grimes, which I really sent to the line. And he wanted me to, I know he responded to him, but he wanted me to bring him to the board, about the middle school uniforms are awful. And they've been there, been handing down for 15 years, and my son has to wear his mismatched numbers and he has an extra large jersey. And just that they've been handed down and they really blowed off. And I don't know what you responded, but I know Lane did respond to it. So I responded, that is a question for Steve. I spent 245 minutes talking to Steve about it soundly, but I guess not. Steve had said that- I had a talk with Casey. Yeah, so Steve had said that he had spoken to them and said, hey, the reason is because it's how the uniforms work is some new ones go to the varsity for a few years and they're handed down to the JV and after that they get handed down again, and so they are correctly shaped. And some of them are a little grungy and some of them are mismatched. And they had a concern that they in the past, they had bought some uniforms in relation to this for other teams that were younger and that received them first. And I asked Steve about that in the rationale as well. It was because of the size differences. You couldn't have the girls and the singlets going out with the arms coming out of here and people being able to see in the size. So I'm not opposed to- And do you want to do this to make sure that you have uniforms at all? I believe he said in his email that he had brought it up nine years ago when he was coaching there and again when his daughter was in the school and now his son is in the school and they're still the same uniforms. Yeah, and I know Steve had talked to the right people but if not, but I think the experts that we have this year, we had a weird client and the boys were playing in the Waterbury. And I heard one of the Waterbury mothers mentioned about our uniform. I think we had that type 12 years ago. So it kind of makes us look a little rather often type of stuff that's there. We got kids that are supposed to be wearing a small, wearing an extra large, and yeah. I mean, to put it in for budget decimation. Yeah, I mean, I don't know what it was going to be cost to get uniforms even after 10 years for this sort of middle school, right? He wanted to bring that up to the board. Is there any business?