 All right, so let's go ahead and get started. So you can get through the agenda. Hopefully. It goes, Kristen. They were just down. Right. Right. Call to order the meeting of the. My career Roxbury board of school directors. At. Six 30 ish. Six 31. First order of business is public comment. Have any public comment. I want to go twice anyone on. We have anyone on. Okay. On to the consent agenda. Do I have a motion to approve the consent agenda? Okay. Contracts and new hires. Do I have a second? Any discussion? What is it favor? Any opposed. Such gender passes. And now. Already. Okay. 13 minutes out of schedule. Has it up to Nathan to talk about the. The RS vision name. Before you start, I just want to again thank everyone. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. On the board. On America too. And all the other super participated. I know it was. Commitment. And. My baby. I participated in this because I know it was a lot of work. And I decided to hear about the report and see what the next is going to be. It's good to see you all again. Maybe thank you for sharing your screen. So. What I like to do. I actually haven't rehearsed this. I don't know. Maybe maybe maybe this is 10 minutes. Let's see how it goes. Most I'd like to. Open the floor and ask you all for questions, feedback and thoughts. I'm going to open by saying that the report that I sent to you all a week ago. Is. I think it's been a long time since we last talked about. And then we are, as far as I'm concerned. So part way through this process and we're now bridging into the period where I work with the board and support you to take. What we found as a. Vision Committee. And then try to work that into. The work you all are doing in terms of making policy collaborating with the administration. And then acting on. So that's my mindset at this moment. And we can talk about either tonight or in a sideline sometime soon about sort of what the next couple months of that looks like. Libby, go ahead in advance. So the first slide is draft A of three vision statements of three vision statements that we as a committee came up with. I think this is the stronger of the three, but it's just a draft. And it reads, our vision is that Montpelier, Roxbury public schools are a learning community defined by connection, empathy, creativity and choice as they pursue their passions in depth and where wellness, safety and kindness connect with academic and social emotional support, accountability and rigor to enable students to thrive and succeed in a changing world. Of course, as I read that out loud, I realized that when I changed learning, community of learners to learning community, I forgot to revise the rest of that sentence. So that's why there's a draft. Yes, I thought that was great. So I found a suitable graphic for Horizon Staring. That could be an MRPS senior right there. Never know. Libby, we give you the next slide. So I'm gonna go a little bit backwards and I'm sharing three quotes that relate directly to the district facilities because I think that this is an illustration of how we got to this, how you all got to this process in the first place. On the left is a photograph of a postcard of the title of the postcard, which you probably can't read, says the new high school in Montculier, Vermont. And it's a picture of what is currently the Main Street Middle School. One of the quotes from the survey is a respondent who said, from everything I've heard, the merger with Roxbury is an ill-conceived idea and the facility in Roxbury for the elementary school is a dream on the Montculier taxpayers. As far as I'm concerned, we should be reexamining a possible merger with U32 as well as reexamining the Main Street Middle School. So that's one response from a community member. And there are a lot of sort of thoughts and ideas in that quote. Next to that is a photograph of Roxbury Village School and then two quotes from one of the community gatherings at Roxbury where one of the participants said, we, Roxbury Village School, were disconnected when we had school choice. Now we are more connected, now being post-merger in the new district. We're still early in the merger experience and COVID is the X factor. Our merger is new, the district is still a baby. And so I wanted to put those two, not necessarily in direct opposition to each other, but up beside each other because I think that it's an example of the broad range of opinions and perceptions in the community around school facilities. And so in the first quote, it opens with, I have heard from everything I have heard, which begs the question from whom and who's this person talking with? And then the latter of the three quotes says, the new district is still a baby, which I thought was kind of a wonderful conception of time, right? How long might it take a new school district to find its feet and figure out its direction? So let me give you the next slide. The trouble with asking about a specific facility like Roxbury Village School or Montpelier or Main Street Middle School, I think, is that it may be put in the cart before the horse. So if you go back to, if you start in stable division and you extend that into goals, strategy and action, which may include communication, then go ahead. If we take one of the, two of the sort of visionary statements about what we think Montpelier-Roxbury graduate should stand for, that is to think and reason well and also to exhibit teamwork and collaboration, then how does the district work towards this vision? Go ahead. So one response, of course, is programming, which in this case is education writ large. And the reason I wrote it as programming is that when you're talking about buildings, if you're talking to an architect, an architect will say, you need to understand the programming before you design the building. Go ahead. Within programming, that would include pedagogy, how does the Montpelier-Roxbury School go about education? Go ahead. Content, what's the content of the curriculum? Go ahead. Who are the educators? What are the values that guide the decision-making of the district? Go ahead. What's the capacity of the district? And by this I mean personnel, funding, and facilities and other resources. So if we pause here for just a second, actually give me two more clicks. So if you're sort of thinking from the top and talking about vision and then how does a district deliver on vision and some of the major factors that feed into that, it's only further down when you get to talking about facilities and other resources and what the programming that you all wanna do calls for in terms of facilities. So obviously we have the facilities we have, so those don't change quickly, but I think that part of the reason that it's part of the motive for this whole process is to move away from being in a reactive position where you're hearing concerns or interests from the community and responding one at a time to a more global vision for what should this district stand for? And then that leads to a cascade of decisions and actions. Go ahead. Further on down if you're constructing this way, would these decisions to be influenced by pragmatism? What can the district achieve quickly? What about systemic change? Is this particular goal intention with other goals? And then placing those things on a timeline and figuring out how to monitor. So when will the actions above take place and how will I know if we are on track? So I wanted to use the facilities discussion as a lever to remind us all why we're here why we've engaged in this visioning process. Go ahead. Okay, so another piece of this though wasn't in the title of the project, was to explore the district values. Go ahead. So in this case, in terms of sort of popularity in the survey, transparency was the most popular value. What does transparency mean? Go ahead. So it may mean, how did my student get placed in this class rather than that one, right? Does a parent have some visibility on how those decisions are made? What is the district's process for assessing learning differences? My student was mistreated by a teacher. Were they held accountable? And if so, how? And then from an educator, the district just adopted a new tool for literacy but I wasn't consulted on this decision or aware of the process. So these are just examples and these aren't actually taken from community feedback but they're examples that I've heard in the community. Go ahead and click to the next slide. So as we work through this sort of in the next stage of this project we'll develop elaborate value and elaborate values on values and how the district will express these values. So an example is if we take transparency and then we try to articulate how the district might express that value. This could be for all time. This could be for a year. The district anticipates questions from caregivers, communicates how our decisions are made and what would be those decisions. The district acknowledges that we have to make trade-offs to govern our schools. We pledge to show our work so that the community sees why. To protect privacy, we can't always discuss our responses to incidents in the schools but we'll tell you what we can. So those are, again, this is me drafting what each, as we flesh out each value what that might look like. And that's something that I can draft those things and you can react to them but I think that there's some balance between me doing that and the board having input and trying to take from feedback from the community that we do have in hand about what the community means by transparency or by respect. Here's another example as I was thinking about transparency which to me includes communication a lot of the time. I think sometimes, and this came up in our outreach that the perception is that the district teachers, education leaders and the concepts in education speak are sort of one body of knowledge and then the caregiver, student experience, expectations and their knowledge of education practice are another in that there's not a whole lot of shared understanding between those things. And that's too strong a statement but just to explain the illustration, I think in fact, the Venn diagram in the upper right which includes a lot of overlap and the middle zone says common goals and shared understanding. I think is actually more common and I think that communication is a key piece of that as well as getting feedback from the community on a regular basis. And I think that the, I don't know if this is a universally certainly not universal, I don't know if it's a widely held perception but certainly one of the things we heard in the feedback from educators in the district was that during COVID which we're still in, one teacher expressed great appreciation for how clearly Libby and the district were communicating about those conditions changing over time and what was happening within the district. That's not always clear, right? So one of the things that I recognized in this process was that there may be space for education in the community with regard to terminology around education. So an example is sort of equity versus equality or another example is social, emotional and behavioral learning, SEBL. And as early in the committee when we were defining the scope of inquiry, the social emotional learning that concept came up and there was a little bit of discussion about, well, will people know what that means? And so maybe we don't use that terminology and then other members of the committee pointed out, within the world of education, there's been a long battle, a long fight to bring social emotional learning to the forefront and make that an important component. So I don't wanna give up that ground by not using that terminology. And so those are a couple of examples where I think that even greater communication and greater education of the stakeholders in the district may help the district do its work and do so transparently. Go ahead. And then more on communication because the district does do a lot of communicating and because most folks can't necessarily read everything. The district may choose, for example, a sort of a level of message discipline and this might include lead administrators and the school board to choose the five most important goals for the school year and return to those goals frequently. And again, I've just just written this, this is a model not necessarily goals the district has decided upon, but you might say that for 2022, 2023, we're focused on transparency by which we mean better timely communication with families, inclusion, ensuring the student voice is part of culture setting discussions and then empathy and the perspective taking as a district-wide learning goal for this year. So those are three examples, you may choose in a priority setting or goal setting session to name the board's five top priorities that you're asking the district to work on and practice those and that those become part of your script as communicators because especially the school board, you're the bridge between the community and the district. And then more broadly, I was in a conversation with Jim where we were talking about the way that I presented some of the information in this report which includes noting which, for example, which values gained the most support from community members. Transparency was first, respect was second, empathy and kindness was third, collaboration, inclusion and equity. But since all of those had a decent amount of support it may be more useful to think of them instead of a ranked list but rather a shared pool or a constellation of values. And I think that maybe that's obvious but I think that some simple tweaks to how the district talks about values or talks about vision may be really helpful so that folks don't feel as though there's a pecking order but rather you're working towards a collective set of values. Go ahead. Okay, so then I think one of the puzzles for school boards is often what might the board do with the information you just gotten and as you resolve to work hard on a certain vision point or certain values. One of the things that came up a lot during the community engagement was were issues around school culture. So if for this year the board would decide to decide that positive school culture is a priority that might become expressed. Carry on. Sorry this is small to the folks in the audience. The board might identify some elements of the district culture that merit change. Those could include that a lot of people report that in the high school it seems that college admission is the main goal and there's a culture around that but many people wish that there were sort of many options on the menu as opposed to the college is the goal. Go ahead. To build greater trust and respect among staff and administration and that students feel seen, respected and safe. So let's say that the board identified that those were goals of the board. Go ahead. So then I think the board might seek input from education leaders, i.e. Libby, Mike Barry at all. What do the board and administration think are the key factors to achieve positive culture? And then the board would collaborate with the administration to identify these key factors and district theory of change. And by which I mean if key factors include, we've clicked a little bit ahead. If, you know, there you go. If key factors include recruiting and retaining great teachers and having long duration building leaders, I'm again, just spittballing here, then and that the board and the administration agree that those are key factors, then the administration would respond with perhaps proposals about how to go about this, including recruiting and retaining details on the strategy and then how they might execute on that. Go ahead. And then the board would discuss, decide and respond to those proposals with resources, communication and feedback. And then the highlighted part in blue is, you know, that's the administration role, right? There might be broad agreement that recruiting and retaining great teachers is a way to achieve this goal of positive school culture but even that, even the sort of how to achieve that goal starts to get into the administration role rather than the board role. And so the, I think the part of what's interesting after a process like this is working either you yourselves are working with me, thinking about how the school board can build and write policy around this and interact with the administration that uses the board's role effectively and gets movement within the district towards these goals that are shared. Was that helpful? Okay. Go ahead, Libby. So again, this is open discussion as far as I'm concerned about what's next. Go ahead. I think that what's next is that we refine the vision and values to be powerful tools for the board, administration, educators, caregivers and students. I will support the board in setting priorities if that's something that, if that's a role you'd like me to help play, help translate the vision and values into policy language, identify decision points raised by the visioning process and support the board to take positions in these areas. And so this would lead to a lot of discussion. For example, it's clear that behavior and accountability in schools is a major topic and there are a really wide range of public positions or thoughts about how the school district should handle accountability. And so there's no way, at least in my mind that the school board or the administration can respond to those challenges in a way that keeps everybody in the community happy. And so you all have some decisions to make. And that's just one example, but it may actually be useful to decide, yep, we've heard that a lot of folks in the community think this about behavior. That's not how we're going to respond. We are choosing to respond in a different way or approach school behavior and student accountability differently. And I think if the school board can make some of those decisions, again, in collaboration with the administration, that probably has a liberating or freeing effect in that it allows you to answer incoming questions from the community. It allows the administration to work more freely with more clarity, et cetera. The next point is to, is the question of sharing granular information with the district. So this community engagement process pulled in lots and lots and lots of feedback on things that are not strictly vision or values, right? What you should teach in the curriculum, how you should go about teaching the curriculum, you know, more outdoor education, et cetera. And so there's a lot of information that I have in the committee has. I would love to talk together about how you'd like me to turn that over to you or make that visible and legible. But I think it's good information for the board to have, although it doesn't directly relate in most cases to this process. We're finding a report. And then there should be some sort of public presentation that is, could be at a school board meeting, but should be, I think, publicized and warned and where there's an opportunity for the community to see that the input that they gave is having an impact and how that's being used by the district. I think one more slide. Keep going. So I wanna, that probably took one more than 10 minutes, of course. You know, my questions for you include, were there surprises for the board or the administration from what you've seen so far? Do you see calls for significant change in direction? How will the board show the community that this process is influencing change? And I think we should all be mindful of who are the audiences for this work and how we communicate with them. And then what questions do you have? Thank you. And it was 10 minutes from the time we were supposed to start. Ha ha ha ha. Just counts for something. Yeah, I think it was super helpful and a great overview. Love to open up with the board and maybe for our tours, you know, Merrick, Seji, Rhett, who are part of the process, if they wanna give any kind of, you know, perspectives or fill in any blanks. So if I may. Yeah, please do. So there were a lot of questions that, you know, we were trying to communicate with people and get feedback from people in a variety of ways. Some of those ways included specific questions with specific multiple choice answers. They often then gave the opportunity for people to sort of add lib. And what I understand happened because I did play a part in it a little bit, Nathan ended up transcribing all of those individual statements that were sort of broad ranging. Some of them were, you know, very sort of applicable to vision and values. Some of them were more sort of specific to maybe an individual family's specific experience. But would you mind sharing just sort of like how much data you transcribed and sort of the process for figuring out where all of those sort of, those extra answers that were sort of, they were sort of just people writing couple sentences about their thoughts about things and how that data ended up sort of informing report or how you chose to manage that. Because it was pretty big task. So first it's important to say that I had helped, Rad helped, Seiji helped a number of other folks did some data entry that included Joe, you know, taking written responses and inputting them into the survey instruments so that they would show up within the survey data. But in terms of free answer, both within the survey and in public engagement or notes taken on poster paper and things like that, I think we're at 2,900 lines of responses, you know, some of which are a few words and some of which are paragraphs. And then as a committee, what we tried to identify, what are we seeing in the text? What are we seeing in these responses and are there categories, are there broad categories to which these apply? So, you know, some of it is as a specific as curriculum, right, what's a rather content, academic content. Some of it's about academic pedagogy. Some of it was about vision, some of it was about values. Some of it was an expression of the experience of school culture or desires for a different school culture. Some of it was about extracurricular activities. Some of it was about leadership. So we had I think 17 or 18, essentially codes or categories. And so what I did was go through each statement and essentially try and code each one. This statement relates to values as well as school culture. This statement relates to pedagogy as well as extracurricular activity. And so then what that allows me to do is go through all of it and essentially sort for, okay, what are the statements or inputs that relate to vision? Go through those and then look to make sure that what we've gotten from the survey is either supported by the free answer responses, right? So in the survey, folks were primed with a menu and you could choose from that menu. That has a certain effect on responses. So what happens when people respond freely without that priming and does it, is that aligned with what folks are saying in the survey? So that's one example. One of the things I liked about it, and I hope that some of the committee folks had looked through because the committee had had access to a lot of this during the process. It gave me a real sense of the texture of the responses and allowed me for the report and for example, this presentation to pull out particularly juicy comments that really described the range of positions that people have in the district it doesn't necessarily make your jobs easier, right? Partly because we have a diverse population in terms of opinions. And so just describing the landscape isn't everything and that's why I think some of the next steps are to identify, okay, accountability within the classroom is a theme. What position do you want the district to take on that? That is the issue. Sure. Well, so I was just kind of wondering you said there were 2,900 responses approximately. Where do you think there were the biggest, I would say discrepancies in areas in this process or throughout this process? Sure. So first I'll talk about values for a quick second. One of the things we did was try to identify specific demographics and see whether or not specific demographics were different in terms of the responses from the general server responses. So in the case of values, and again, it may not be super useful to rank values in terms of popularity. However, transparency and respect were both just north of 52% in terms of the general responses, but among residents of Roxbury, respect was 69% and transparency only 44%. And then in folks with non-college background, so one of the things we identified early on was we had a lot of respondents who have bachelor's degrees or master's degrees or above and we thought, that may not be totally representative of our population, so let's make sure that we're hearing from folks who don't have a college degree. Folks with a non-college background, again, noting that respect is 66% of folks with non-college background ranked respect is the most important value and transparency much lower at 38%. So that's an example that I think is sort of, I can't pretend that there's an explanation within the qualitative data that says why, but it's interesting to see. And then in that report, I called out emerging themes. You just asked about sort of the most, what was it we used? Well, so like discrepancy is the biggest areas perhaps where we didn't get enough information. Okay, so those are different. To me, the biggest discrepancies or disagreement are around things like student behavior and accountability. Let's see, around, for example, basic needs. So one of the things we were asking about was, what do students need to succeed in school? And that gets into nutrition stability at home, access to services and things like that. And there's a pretty wide range of opinions about whether or not those things should happen within school or be facilitated by school or it's really not the school's job, et cetera. So those are two examples. In terms of where we did not get enough feedback, I think that's probably what I just said is the best example in, give me a second. So in response to the question areas for which I think school should provide support or teaching and the options were understanding their emotions and those of others, mental health, diversity, equity and inclusion, sexual health and peaceful community-based ways to resolve conflict and repair harm, aka restorative justice. And there was almost no daylight between responses. So that was a category, either we didn't design the survey well enough or there's just, you know, no obvious, these are the things that are most important. Yeah. Just to open up generally to questions and thoughts on next steps, I think you laid out kind of the options quite well in terms of the other board coming from your thought too, how do we synthesize this and where do we take it? And speaking for myself, so our, your contract, I think we'd love your help and guidance and, you know, synthesizing this down as well. Just got something for you, Joe. Joe. Just a comment on how much I felt like I'd learned from the details, right? So we're looking at a very high level sort of response reflection here, but I really felt like those voices were like leaping off the page. And I admit I certainly have my own like confirmation biases I was probably looking for. But what I was struck by is it was very clear that you folks had heard from people that we do not hear from. And I was learning things that I did not know or was not, did not have that lens. I can honestly say that there were things I learned from those results. And I'm really, really grateful to the people who just, you know, to Red's point to sort of let it there because their voices were really clear. And I feel like I know our community better because of it. So thank you. Yeah, we're done. Yeah, that was a motion. That's basically like I was talking to Nathan and I said, I think the whole school board would benefit from reading the feedback, just transcribing everything was, you know not to read all of it, you know, I have to but I think just reading the straight feedback from all the people was really good and really insightful. Are there any people are in a community that you felt you wanted to reach out and couldn't did you get enough representation across board? I think in terms of BIPOC respondents, so folks of color, we did hear from, you know probably 55 respondents within the survey but some of those were one-offs, right? Please respond to this one prompt and then identify your demographic information. And rather than, you know somebody who's filling out the whole survey comprehensively. And so that means that in terms of drawing conclusions, you know I gave the example to Merrick about values and different opinions about what values are most important when you look at just Rocksbury residents or just non-college background. We don't have enough numbers to draw that kind of conclusion for BIPOC folks. I did use thanks to Amanda who shared the ESSER the ESSER affinity groups responses when folks were discussing ESSER funding and a lot of that did relate to this process but it didn't, it wasn't appropriate to put that through the survey instrument and so those are in the free answer responses. We also, there was a bunch of discussion about how to make sure we were aware of the needs of our experiences of neurodivergent students or maybe parents of those students and we may have heard from folks so representing that experience but we didn't, in the survey I didn't have a way to identify that within the demographic queries and we didn't, we were trying to figure out if we could sort of figure that out within when we were doing student outreach and we concluded that that wasn't within the sort of values professional practices of the district to identify those folks and say, okay you know you are the neurodivergent group or neurodiverse group and we wanna hear from you. So I don't know if that, I think there's a lot there's a lot of feedback about what kind of support students need and how that might be best delivered or some complaints about not getting services that folks want so I think that it's in there it's just not as easily carved out and identified as some of the others. I guess I'm gonna be able to phrase this right but did you get a sense that there, definitely MRPS have two different communities with the exercise at least to some degree was there a shared vision going forward. Did you get a sense that there is a shared vision among the communities? I think definitely and I think part of my question to you all is are there or there are surprises to you from within what you're seeing here? Hold on a second, especially in terms of vision and people wishing to see critical thinking, critical thinking, hang on, the ability to think in reason well, kindness and caring for others or empathy, teamwork and collaboration and engagement with community service with the community and service to others respect and dignity and creativity. There's just a lot of agreement that those are very important outcomes granted some of those have gotten more responses than others. That seems to be, there's a lot of agreement and I think that the devil's in the details in terms of, and that's why I called out culture both in this report and in the presentation a little bit this evening, it's clear that there are some questions around school culture or even administration staff culture, things like that. That wasn't, we didn't identify that specifically within the vision as a sort of menu item but the number of free answer responses that addressed culture in one way or another were tremendous. And so, it's not to say that it's a crisis or it's all in jeopardy, just that that's a theme to pay attention to. And I think within that theme, there are questions, right? What's the approach to delivering education? What's the approach to delivering on basic needs for students? What's the approach to student accountability or behavior, things like that? So I think it's those areas where there's less unity and I think that that's an example where this is moving from facilitator to consultant role a little bit. I think the school board needs to decide, this is how we want to approach this. And we've heard these other opinions that are different from what the board is deciding and we're aware, this is why we're deciding this way. And I think that's what's difficult about your role. Other questions? Right. So this effort followed a lot of work on the part of the board to communicate the community's desires regarding the budget and then ESSER2 and ESSER3, is that right? Yes. So we're doing a lot of outreach to sort of figure out what people wanted. This followed all of those efforts and I think that we experienced a little bit of weariness because we were reaching out and we were just saying, tell us what you want, tell us what you want. And there was a pandemic, which I think it's important to remember is the context for this entire effort. So if you were gonna do this again in five years, what would you do differently? So it's a great question. I think that things that work really well were engagement with pre-assembled groups, right? So whether it's meeting with students in the context of their classroom where the classroom teacher has given that room over to us to do that outreach, meeting with the faculty at the middle school and the faculty of the elementary schools where they've given the staff time over to work with us. I think that that said, the community engagement that we did do, you know, community gatherings at Roxburgh College School, Union Elementary School, those weren't too perfectly well attended. However, those are the areas, those are the conversations where if we're talking about sort of how education is delivered in the district, there's a chance to ask follow up questions and say, well, what if it were your student who were struggling with behavior, how would you like the school to respond to that? You know, when a parent is saying, my students struggling to learn because of the behavior issues in the classroom. And so then you get to the next layer and the next layer of values. And I think people grapple then with the complexity of it. And I would love to make that more successful. You know, I think Jim said in a press article that, you know, in his experience, the community shows up when they're upset or something of that effect. So, you know, I think that you're right. It was, we're in a pandemic, there is some fatigue. I do wish we'd had better participation than if we could inspire that next time would be terrific. However, I don't, if that necessitates being in a crisis, I wouldn't wish for that. You know, one comment I'd love to make is kind of in terms of structuring some next steps. And one thing that, you know, the Montpelier board had before the merger was for clear ends that really, I think, reductive values. I mean, they're, they exist somewhere in the ether, I think, to be chastened out at one point. I think I could easily find them. You know, their ends into that. When I read them, they're out of date. I think they were probably crafted 10, 15 years ago. And I don't think reflect where the district wants now. But I mean, I kind of see in this, the beginning of some maybe U.Ns for this district. And one of the real advantages of having something like ends is it's, you know, it's a point on the horizon that the board and the administration can point to when we guide our work. And when we kind of think about how we want to get there and what the roles are to get there. But having, having those kind of clear value-based ends is very important. And I think this document has, you know, the, the, Yeah, it's got the materials to put those together if that's a direction you choose to go. Vanda? I want to thank you for the members of the committee that are linking in for all of this work. I think it's great. I always see this as a continuation of something that has been happening around like the school safety committee and all that feedback that also got here plus definitely spaces all coming together. And it didn't, you know, I was not surprised that equity was not the number one thing in the thing. And in the, in the report, because we didn't have a lot of the feedback. I think like for the BIPOC community that I, I'm often in contact with, they were so exhausted by the end, you know, after that thing is faced after like asking and asking that they were just on par. I was exhausted. I was like, I don't want to talk about this anymore. But so I think like that had a lot to do with it. But I think there is like so much beauty also in just the comments and the perceptions that people have and like what you can uplift as like the steps forward. I see this process as not a product on its end, but as a process that can continue to grow with all the feedback of the new staff, new administration team, I think that, you know, we can get there and not having to see like the itch, but like the, you know, the pieces of the process that we can continue to grow. And I think there's a lot to work on that can last for, you know, a long time and the loss and like this is what the community say now, because we were independent because of the context that we were in and that which side of other things that might be priorities to self respect. When I was reading this, I was like, so it didn't really distract me that everybody was not number one, but I understood the context that we were in. And just to respond to that specific point, I think that I said a little bit earlier, but it struck me during this process that there are some sort of concepts that aren't that are discussed in the sort of school board or education leaders circles and where those folks have their hands filling on them. And I think that maybe in the community, it's new language, new territory. And what does that really mean? And so I think there's a role for sort of ongoing collective education. Here's what we mean. Here's why we're doing this. This is what we mean by social emotional learning, et cetera. The end of the jargon. I also just want to express my profound appreciation to all of you who served on the committee. I know that it was very time consuming and that the timeline extended beyond what we had originally asked from you. So, and seeing 2,900 plus responses is no small feat. So I think that's a huge number of responses and it definitely gave us a mix of sort of quantitative and qualitative data that is great to dig into. And I think will eventually help guide our work. I really look forward to sort of like a public presentation, a new outline, sort of next steps. Those aligned with my thinking as well. And I really look forward to engaging the public with these findings and the process and hearing from more members of the committee and their experience. So thank you all. Harvey. A risk of being redundant. I said all of that. And I do think this like sets a precedent for us. You know, I think about when I first joined the board and there was a lot of talk about how, you know, yeah, we just weren't getting much community engagement and it just feels like we're crawling, like we're getting there. And this was like a big step in that it gave us board members an opportunity to really show up in our communities and talk with people informally and have like real talk, have some real straight talk with people. And I think that was really helpful in terms of like establishing relationships with the people of our communities. And I think that our board has, you know, a deep commitment to really engaging the public and has really taken that charge to heart as like a core function of a school board. And so now that we have this as sort of touch points, you know, we have something to kind of come back to and refer to and continue and deepen these conversations with community members. So I'm really grateful for just like it's value in supporting that and just again, like a huge undertaking and thank you to everybody who's been involved. Other questions or comments? Otherwise, I think maybe go back to the slide about next steps and we can kind of just do a check-in and see if that aligns with what the board is thinking. And if so, we can go with it. And if we've got some amendments, we can give you some guidance on that. One behind that, one above that. There you go. So I'll just, I'll read again. We'll find the vision and values to be powerful tools for the board, administration, educators, caregivers and students. And it's worth explaining why I listed those stakeholders. But if the district adopts a set of values, they're powerful for the school board. They're also powerful for the administration and they should be powerful for caregivers, parents and even students who are advocating for themselves and for, you know, their own interests. My role as a consultant, supporting the board and setting priorities, sometimes it's just helpful to sort of carve out time to do that and for me to come up with a structure by which you work through some of these thorny issues, help translate the vision and values into policy language. The board already does that, I think, quite well in a lot of ways. But if that's a help, I'm here for that. And then identify the decision points raised by the vision process and support the board in taking positions in these areas. And, you know, I'll come back to the basic needs question, for example, should the district be a locus, be a node through which students and maybe even families can access services of various types? You know, there's a quote by one parent who talks about their apprehension about supporting their child in their homework when the child's work becomes more complex, more complex than the parent feels it prepared to support. And, you know, the parent said, you know, essentially teach me to read, which was not entirely accurate because this person's capable of reading, but it struck me that, you know, the school district's role could be very expansive if you chose to name it as such, right? How do we support parents to be great parents in the context of educating their kids? Obviously, I'm naming sort of a far out point on a spectrum, but it's worth saying that's a thing. And you all can decide what position the district wants to take. Sharing the granular information with the district, you know, one way to do this is to simply share in a, you know, a word document responses to various prompts and let you read through them. And it's really, it gives me goosebumps. So I think you would find it rewarding even if it's not organized any further than that, but we can figure that out. You know, this report is a draft and it's one of these golden apps things, right? How much is too much? It's 37 pages long, but there's a lot of graphics. So maybe it went quickly or maybe it's not distilled enough, let me know. And then the public presentation, which I think we should collaborate on, you know, what the design of that is and how best to, it doesn't necessarily have to be one thing, probably if I'm on this house, but, you know, I'm open to that. I mean, I like all these is the one thing I think should be full in there is helping to craft and maybe doing us starting places on that. I think that folds in well with 0.1, yeah. Oh, that's what I was just gonna say is I imagine that that's the result of 0.1 and I would welcome Nathan's support to help the board in doing that. I think we could benefit from your facilitation and your just understanding of and familiarity with all of this subject matter and data given what you've done so far. I think that that would be really useful to have your facilitation and I would agree that I think that that's having some, that articulation of maybe we call it ends is 0.1 and then that's, and then I think what we do is we set priorities by looking at the ends, what we've just articulated and say, are we there yet? No? How far, how much do we need you to do to get there? Okay, what should we do this year or the next two years? That's how I see the first two points happening. Hi, Bob Trapp, just one question that I have for you is the vision and statements that you all wrote. What part do you think is just the survey instrument and the communication that you did and what part is there some influence around the other things that we'll share with you like the safety policy committee, like the focus groups that were small, so some of the other things that you did? Was there any other influence in there or was this just the instrument? I love this question. Thank you. So when we do want to go back to the second slide that has the vision that the sort of a vision statement, we discussed probably just the form within the committee. Honestly, I was advocating for a vision statement that might have been a page or a page and have long with a number of components that are named and the committee was really saying, and not just here, no, let's make it shorter, more digestible, and that's fine. And so this is the distillation of that impulse. Let's try to get, and it was influenced by lots of the, by the time we were drafting this, we had a lot of information in and we'd seen a bunch of it and we'd shared and discussed a bunch of it. If you look at the mass of the information and you look at this, it's of course inadequate, right? It's a product of many choices of which words to use and how to use them and what are we pointing to? Part of what I like about this was that there was impulse on the committee to really, you know, let's have the language be pushy, you know, push, let's push the board, let's push the district for change. That's what we're hearing. Let's make sure that that energy is present. So I think it is made from all the ingredients I think the question, you know, for me, if I'm in your seat and we're describing what Jim is calling ends, does each of one of those have sort of two sort of power, powerful lines, and then a paragraph that says, here's what we mean, you know, I think to me that's important is, and that's why, you know, I illustrated the transparency example. And what do we mean by transparency? Well, here's what we heard. So as a district, here's what we mean when we see transparency. And here's what we're going to hold ourselves to. So I think that's the area where we would see more, it'd be more visible, some of the broader range of input. So I'd hope. No. Okay, thanks. We can go back to the next slide. Sorry, there's a little delay. Oh, I just got kicked off, is that okay? So let me ask you a question while we're getting this back up. I know that August was a, you know, in terms of the board meeting and we, I think you were going to have a retreat on the 16th and have either just not done it or deferred that, but it's that, yeah, I mean, I think, I don't know how you want to use that time and I don't want to sort of show them where this process isn't welcome, but it could be that we spend some of the time you plan to spend on generating these things and in my experience, that can be really efficient if I do some drafting and you have some raw material to respond to, because you definitely, you're very good at telling me, I don't like that. I really, this really does resonate. And so I think that those are, that's potentially way forward for some of this stuff. Yeah, I think having some stuff to respond to would be very helpful. I mean, we have not, we have not landed on a day for a retreat, nor have we set the agenda. And I know that we want to talk about easy harassment and bullions. So I think we want to also make sure there's time for this discussion. So it's definitely a possibility that we could carve out some of that time for, and I think for this or do it at another meeting or have a special meeting as well. And I don't want to overstep my role, but I think that the question to point number three, how will the board show the community that this process is influencing change? It may be that if we make enough progress in the next month and a half, that the product of this influence the budget, which is in my experience, one of the most concrete expressions of values in the district. And so it might be helpful for you all to be able to say, we've said this, we've asked the administration for their wish list and how to pursue these things that give it to us for responding in this way. You know, I don't know, but that's it. Yeah, and I think one value of this, and then I'll get to that, of putting some ends right now, and I've said this before, is our financial picture given student decline, student number decline, and the effect of the weighting studies that we all support, but it does have real consequences for the district. It may mean that in the next budget cycle, we may need something to guide some choices in ways that we have not had to make in a long time. Alanda. I'm getting nervous. Something's gonna happen because I think part of this work is like that work plan and that future vision that is not just for this one year. And I think that, you know, there's already plans in their way that the administration is mixing all of those things in one. That is why I always say it's not the end product because we have to take into consideration all of the pieces. But this is great. And I think what we have to go as a board is look at, okay, what are the challenges that people are experiencing that are telling us that we wanted this to change? Some of that is already happening in one way or another. So it's again expressing that telling people, this is what we're already doing, and we're not gonna solve everything in one year. We're not gonna solve, you know, things that we have inherited from decades ago, disparities that we have, and we're not gonna be able to fix that with this and not put it in the budget. So like we really have to be honest with ourselves and with our community that this is a work that we're gonna have to do. There are some things that we can do this year and that there are some priorities that we have to choose for the budget even if we get caught in some of the things, but you know, can we access other money? So like I think we just, we should like think through the holistic approach of all the things that already happened and how they connect and how they connect to the work that it's already happening and how it's connecting to the future vision of the work that needs to happen, right? Like I think there are pieces that, so I just, you know, we can't solve it in a year, but we, there are things, pieces that we can do this year. I wonder if it's in our best interest to sort of put together a cyclical approach to this whole process where every five years or so this or some number of years or something, there's some kind of re-visitation because we do need to figure out goals for this year. We do wanna figure out five years for now goals essentially, I don't know if I'm comfortable setting goals further than that because the world changes and everybody changes. And I don't know if that's appropriate. So I wonder if part of our process becomes putting together a process that cyclically revisits these questions so that we can have a good set of goals for this year, maybe a good set of goals for some short, you know, medium term and then start the process again. I feel like that would be responsible and potentially set a precedent for future boards. And I would add to that in a valuation process that needs to happen every year. How do we do? How did we get to that goal and like what? And then that's how you reassess whether or not you're gonna have to do this over again in five years. If you're evaluated, like you need to evaluate to be able to see where you are at. And so put it not only in the cycle, but adding measurements, you know, the what you need to evaluate and what the data that you need and then kind of that's the cycle that you're about to do. Like you set yourself to do it. Yeah, I mean, in different decisions need different time, I mean, for instance, there was some mumblings about the adequacy of facilities, maybe if we're gonna make a major facilities investment, we're gonna wanna do it on like maybe a 2030 year horizon. You could say if we were to build a new building, we would want that building to meet needs for a long time. And then there's other things where you do have the ability to reassess every six months, every nine months. Other thoughts for Nathan? Does it sound like having him back and having him kind of come in with some things for us to chew on at a slightly higher level of detail or at least drafting would be useful. And maybe I can find some time to do that. It might be the retreat. It might be a future meeting. If we need to have a special meeting to do it, we can consider that too. Cause I don't know if this is a log. Is everyone kind of good with where we're at? That's all. Any final thoughts or questions? Nathan? Do you, does the board want me to work with Brett and Seiji and Merrick, who are members of the committee on that next step in terms of getting some sort of input and feedback or just drop and do my own thing and then come back or we'll put Jim as a draft things. It would be good to, I think, bounce some things off people if we can do it in a way that doesn't require Anna to mourn every communication. That would be wonderful. Let's maybe discuss that and see what works best. Okay, let me know. Yeah. Cause I think we have a meeting soon and I would discuss where we planned it. If we need any sort of structure that needs to be blessed by the board for that. We can do that. Yeah, I think getting some input from people who are involved in the process would be helpful. And then if we can do it in a way that's not process heavy in terms of warnings and things and if we do need to mourn some small meetings, we can do that. Yeah, excellent. Well, thank you so much. We really appreciate all the work that you put in and all the work that all the committee members put in. I see there's a couple other committee members in the audience, everybody who's both here and unable to attend. Thank you and be able to look forward to hearing more from the committee members as well. Yeah, as we get to kind of the public presentation stage and then sort of the process and so on. Great, thanks, Ethan. So opening conversation on budget process is next. The purpose of this is just to kind of have a short, I think, check-in. We're going to delve deeper into the next meeting just to get it on people's minds. Yeah, just kind of an overview. I know that we had the Budget Policy Monitoring for the last meeting, but kind of a review of our rough schedule. Kind of we want to ongoing basis, collect community input, listen to the superintendent's monitoring data, other information relevant to the budget. I think we've kind of been doing this. I think people are really giving kind of thought to the budget. Yeah, I think probably in our next meeting or after that, we want to discuss some budget priorities. That's kind of a late summer, September thing. Formally adopt a budget calendar, and then October and November, I think really kind of dig into a community outreach plan and a plan to give feedback and priorities back to the administration. So that way, when they're crafting a budget in for presentation in December, they can incorporate that feedback. And then obviously January and we presented the public and adopt the budget and then put it forth for presentation. So just want to remind people of that. To give people thinking, I guess it's give like 10 minutes for just kind of pliable thoughts on kind of thoughts or expectations for the budget process, maybe some things we just want to keep in mind. And let's do this kind of popcorn style rather than delve into debate so we can come to the next meeting thinking about ideas. But I'll open it up for kind of high level thoughts on things we should be mindful of as we enter this budget cycle and things we might want to delve into more detail as we put together the calendar. Mia, let's take your hand as much back. I had a thought just to be mindful of things like Rhett and Amanda mentioned the hesitancy of members of the community to give us more input because there's some survey fatigue or engagement fatigue possibly happening. And we have a lot of data right now from many, many different conversations that have been happening over the course of the year. So the thought that I have is not totally fully formed. But what if rather than for the community engagement piece of what we're going to do, rather than asking really open-ended questions, the board actually come up with, hey, here's some thoughts we have based on what we've heard over the course of this last year that we think would be some priorities. And then kind of like Nathan does for us, give them something to react to instead of asking these open-ended questions because I could see how open-ended questions might be overwhelming at this point, or maybe even frustrating for the people who have come and given us their feedback a few times for them to say, I feel like I've already said this if you're not. So maybe we could say this would be not just a way of demonstrating that we're listening, using the information. So that's just one high-level thought on how we could do that part of the process. Yeah, I know. Go into community engagement with some ideas. I think that's a fantastic suggestion. I think due to the ESSER process and other processes, we have a lot of feedback. And my guess is a lot of those ideas have not changed much in the last few months. Great, great suggestion. Others? Emma? Yeah, I love this idea. And I wonder if usually I'm the part of the budget process that I think is maybe the most important. It feels like when Libby meets with her admin team and they talk about building priorities. And I'm just wondering how to time and capture that moment with like, do we take some of the brainstorms from that session to the community for input? Or do we take community input and provide it for those sessions? I don't know what the best way to do it is, but I just feel like that moment in time when you're meeting with your admin team, you're going with the building priorities. How do we make the most of that part of the process? Yeah, I would just put out there that that doesn't happen in a vacuum, like we don't ignore things like that. So when we have those conversations and those priorities, things we've heard are always taken into consideration. I'm just wondering, so would it be more helpful for us to try to provide community feedback prior to that or take your highest level of priorities from that and then get feedback from the community? That's a good question. My, without talking to my team, feel free to jump in team, part of team. I would say that it would be helpful for us to have themes to work with us during that conversation. I know. Let me do that, Mike. We do that usually end of October, like mid-October. Yeah, that's what we're doing. Yeah. The very first one, remember the very first one is literally throwing up everything you can think of on the board, which is just everything. Right? It's just the pie in the sky. Right. And then we come back to it. So like the very first one is October, right? We only meet twice a month around the stuff. Although sometimes we have other budgeting meetings we add into the calendar, but it's like, but it's October, early November. So when is input too late to shape that? Like Thanksgiving time, yeah. The second, the second board meeting in November, like it's pretty well getting cooked by then. Yeah. Okay. So I think that board comes out with a theme for October, very quick. Or at least by October. That's fine. Yeah, I, I, I'm sorry. I think that the board gives the themes from all the things that we've gotten, including from the vision, I think there's a lot of things there. And then we give to the administration about the first round in October. And then when do we get the community back from the themes that we create? Yeah, that's what I was thinking. Okay. We share, we talk with like, this is what we're here, like the big stuff that we're hearing that should be priorities in this budget. What do you think about that? That's the thing that they would react to. And then that's, then we can hand that to the administration. I think that always the challenge for me has been like the parts that we already do there are already in the budget bracket. These parts are already kind of taken care of. Like, how do we give that feedback back? You know, like, I don't want to go back and say, we need more social, more social learning. When we already have like, these are, instead of saying here, we have three positions, this is what we're doing and what, you know, you know what I mean? Yeah. What's already in there? Yeah. And there's a lot that's been, I mean, a lot of the community feedback that we've been hearing has already sort of been addressed and included in the budget for this year. Yeah. And I went to a middle school parents meeting the other night, last night. And it was clear that people did not know a lot of that stuff had not been sort of amplified. And I don't know. We had, it's clear that the community at mainstream middle school didn't really understand some of the stuff that we have been putting money towards and they were excited to hear about it. Yeah. So I think I like this point, like I don't know how we sort of go through some of the priorities that we've already been addressing in this current budget. I think though, if they have the themes we can say these, you know, in our presentation, the long presentations that we do for y'all, the longer ones we can have slides of, here's a theme that we have heard will stick with social emotional learning. These are the things that we've funded because we're talking about financials, right? That we've funded in our end process. Here's our human resources, here's our programmatic decisions, here's these things, here's maybe what we're adding, right? Like, there's the piece or not. Yeah, or just maintaining, right? Or just maintaining, right? That's it. I think that we get a feedback and then, you know, people can say, well, you still miss this part that I said, you know, like, there's always that, but I think instead of asking, here's the budget, like we're building on this work. Yeah. You know, we're building, we're not, every year is starting from scratch. We're saying here's things we're losing, here's how that input and this is an ongoing thing instead of being the one here. So, yeah. Yeah. Well, I think to build on Amada's point, I mean, I think part of our job is not just to get feedback from the community, but also to educate the community on what's being done and how priorities are being addressed. And, yeah, then get feedback on that education. But I think, you know, when we go to the community, we can go in with more than just questions. We can also go with an explanation of here are investments that being made and here are, you know, priorities before the pass that are being built on that, you know, get reactions to those, but also, you know, educate folks so they can go, oh, they've been listening. Did you? I don't know. Mark, I got you. Great. Obviously feedback is always hard to get and sometimes it's reactionary. It's after all the meetings have happened. They see the big number for the track and they're like, hey, what's going on? I wish I was involved when, you know, there's plenty of chances to be involved. I don't know if it's appropriate or not, but I think a good way to get people's attention would be to put an article in the bridge. And title would say, you know, district is buying Libya Mercedes. For some, it's gonna be like, no, we're not buying even then. I don't know. You know, something, you know. I think it can just be the title. The first sentence can be like, no, this is just a joke to get your attention, but budget meetings are coming up, something like that, because then, you know, people would talk about it being, you know, front porch form. Without Libby's name. Just gonna put that out there again. We can say, you know, about the high school, we'll be in Renee and Sidrio Hashi. Yeah. Sounds great to me. That's a great point. That's fantastic. But I mean, something, I mean, you know, like, or we can do like, shock people before they see the, you know, I mean, the, if the board got together and did one of those TikTok trans videos, like, you know, the kids would pay attention and be like, hey, budget meeting. Okay. That's right there. We'll put Mike Barry on it. I think, I think there's in charge of the TikTok. Yeah. If you can turn a board meeting into a compelling TikTok video. And she has a huge career on it. Right there. I'm not sure where I stand on the stunt part of that. But I definitely think, you know, putting, once we get to the point, we have like some sort of instrument to collect feedback or a date where we're asking for feedback and then just advertising that pretty widely. So just in terms of timeline, we have the themes. Then we say, here's how these themes are being taken care of in this year's budget. That is kind of my thing. Or, and then that goes back or like I'm just thinking of specs. If we have, is of August 24th, we have until mid-October, we're kind of putting more work to the administration in terms of spec before their meeting. So I just want to make sure that either now or we do it after, just to be more conscientious. I think the next thing is you get a good calendar set down and Libby and I can talk about this between now was it, I mean, September 7th? Yes. And really map that out. But I think we need a good calendar by the end of, you know, when we expect the themes to come out, when we need to get feedback from, give feedback to the administration, you know, when we need to go up to the community and really kind of map that out. And I think we can do that the 7th. I think we could probably do some retreat time for, I mean, like four priorities can also be sort of dry themes. I think those are similar, I don't know. They should be related. We wouldn't want to have priorities that we're also not funding. Make that right, make that right. That's too much work. Right, so I feel like it will our work at the retreat hopefully we can help identify those themes. We just need to make the retreat happen. Yes, it looks like we're closing out a bit. I also just wanted to say I think they're, because Amanda, you mentioned putting some more work on the administration. I think this also will require a bit of homework on the part of board members for us to do another review of all of the different places where we've received feedback and do our own thinking on what's rising to the top that we would say, should we should name as budget priorities? Or just budget. I don't know if I should know, but I'm not sure when the waiting change occurs, when it goes into effect or what the range of change might, that we might expect is, and I hope, I don't know, but I hope that some range and some estimate of what's possible is somewhere. I don't know. I don't know. I don't know if I should know, but I'm not sure when the waiting change occurs, is somewhere in either the long presentation or I don't know where that fits, but we may not be thinking about, I'm thinking about where we're no longer able to add, but where we may need to pull back a little bit. And if that's next year's budget or the following year's budget, I don't know, I hope I'll still be here, but I wanna be thinking about that. We will be looking to reallocate this year. Like the waiting study will come into effect this year. I don't know how it's, it will be eased in across three different years, but each of those years, we will need to increase our tax capacity in order to, because of the waiting study, and we'll have to think about how do we reallocate funds for our priorities during each of those time periods? So unfortunately, the agency of education person who's in charge of this is retiring December 30th, which is exactly when we don't need to reallocate because he understands the waiting formula better than anybody. So when superintendents were raising this concern with the secretary last Thursday, we were told not to worry about it and that it was on their radar. So we don't know, we haven't been told any information yet, but as soon as I know, I will ensure that you all know at the same time. Once Christina and I understand it, but there's some perfect storms that are all happening at the same time around this particular budget season. Because you're right, we will need to reallocate funding based on enrollment and based on the new aid for us. Anything else? Otherwise, we can go to the executive session. Is there a policy on it? Oh, a policy on it, sorry. Thank you for being here. Yeah, thank you. Well, since we have like one minute, Peggy Sue and Joss and Jason, come here. So board members, this is Peggy Sue Van Oestron. She is our director of student services. She is already making gigantic, wonderful waves in our world of special education and it's worth her weight in gold. Then this is Jess Murray. So Jess is our new director of social emotional learning and wellness. And speaking of reallocation, this is one area where I know I will be looking to prioritize to get this position out of grant funding and into local funding, because Jess is just amazing and we so need this role in our administrative services. And then Jason Gingold, you've met Jason before, I think. Online, I think maybe, but Jason is the newest principal at MHS and is super excited to welcome kids back tomorrow. That's for day one tomorrow. Hooray. Hooray. He's, they have all made it through their portion service with MRPS. Do you have another bow tie for tomorrow? Absolutely. Yes. Is it new? Are you repeating from last week? No, not repeating from last week. I was just curious. He's like, if I'm new. Maybe you. That's the one to be part of it. May you all sleep well. Yeah. I appreciate your 30 second interview things. Three minutes to just quickly kind of drop in on who thinks garden gnomes are creepy and what not. Which is a conversation we're going to revisit because I love my garden gnomes. All right. Thank you that you three. Yeah. Have a good night. Have a good night. Thank you. Good night. It's policy monitoring. Do you have a motion to approve the monetary report on student attendance? Talking about attendance and people going back to school. I moved to approve the policy monitoring report on student attendance. Do I have a second? I do. Any discussion? So this policy, was this why like the past year so there was no enforcement for student attendance really? Or? There's enforcement for it. What do you mean by that? Well, I mean like last year there wasn't a lot of enforcement when it came to people who were late to school, for example. I don't think there was any years past so used to be but last year there, there wasn't from what I saw. There was, you may not have seen it. Okay. There may have been a bit more leniency because of pandemic conditions. However, you may just not have seen the enforcement in some areas. Okay. And you're talking about specifically tardiness. Yeah, like tardiness specifically. It's like when it came to tardiness there wasn't really any punishments, I would say. I don't think there was a lot of those. I think there was. There were. At least at the high school. Very clear in their communication about. Well, being on time. Yeah. This is not an optional arrival time. And I think that was a good move. But so that is related to the policy though. Yeah, if you look in the, it should be linked in the policy with the truancy procedures. Yeah. And the procedures truancy is part of that. Which is unexcused absence and late absences. And a certain number of late absences equals one full day of absenteeism. Does that make sense? Yeah. It's three and minus one. Really? I think it's five here. Five is jumping out of my brain but I could be wrong on that. That's an epic experience. Yeah. And I remember former principal Mike McCraith got in front of this board and one of the statements was, this community is not going to timeline this. So. I think it's... So it's the man who's practically five minutes late to everything. Mike. Yeah. No, Mike. Yeah. Yeah. Yeah. Yeah. Yeah. I reflect the values of my constituents. Yeah. Yeah. All right. Okay. Well, that's something I'm going to work on. I'm just... Make it up. Make it up. Make it up. Just go. Let's move to the executive session. We have cameras. We have cameras. Oh, they have cameras. Okay, yeah. Any further discussion? Hold it there. All right. All right. Close. Great. Now we can move to the executive session. Do I have a motion to go into the executive session for the purpose of superintendent evaluation. First round. So who? That's okay. Second. I wasn't ever. Bye. Bye. Great.