 So one, are there any adjustments to the agenda? I need to add an executive session for personnel. Has somebody got a radio on? Oh, there it goes. Thank you. Do you need an emotion to add the agenda? Change the agenda? Nope. I'm just going to add an exact, we just need to add an executive session. So we'll do that right after other. Perfect. All right. And it's for personnel. Anything, anybody else need any changes? Is there any public comment? Hearing no public comment. We'll act to approve the minutes of Monday, February 22nd. Can I get a motion? I would make a motion to a few minutes. Do I have a second? Second. Is there any discussion on the minutes? Hearing no discussion, so moved. So, Wednesday, February 24th, we have minutes. I don't know if we have minutes there. It's crossed out on my agenda. Christy crossed out and put NA, so I think that's an NA. Not applicable. What was that meeting? I don't think there was one, but... Did we move a meeting? If there was a meeting, I'd have taken minutes. Yeah, I don't know. It was a Wednesday, too. That's unusual for the full board. Yeah, I don't know if that was a title or... It was supposed to be, I think there was one schedule for the evaluation committee. Oh, and then we... You got it. So that meeting was postponed. There were minutes for that meeting, but that meeting was held off-day. And the committee would have to be the one to approve those minutes, anyways. So, we can cross the 5.2 off. It was not a meeting that night. Okay, so we are on to reports to the board. Jamie. Good evening. You have my report in hand. You know, I try to bring you up to date on a bunch of things. I have a meeting on Thursday to get an update with the VSA on the workings of the legislature currently. One of the things that note for me right now is there's a lot of momentum to do universal free meals for all students in the state of Vermont, which is, you know, I think a great initiative. One of the things that I have provided feedback on is I'm very concerned that it's an initiative, though, that's not coming with funding, which I know a lot of different superintendents have spoke out against... Well, not out against... We approve of the work they're doing, but have said that Montpelier is really difficult when it's an unfunded mandate. And so that's something that we've been communicating back to the legislature. And so that's something I'm keeping an eye on closely. There hasn't been a lot of movement other than, of course, the legislature, you know, continues to look at how they're going to dole out federal money that's coming into Montpelier in regards to COVID relief efforts. We're currently working very hard on a recovery plan efforts for S or 2. And I noted in my report some of the areas of focus that will look to leverage those monies for. And then I was contacted by some representatives in Ripton. I've been contacted by them twice. And I don't know if you know, but they did decouple from Addison Central. And so I've reached out to Donna Russo Savage. I haven't heard back to get a sense of what the agency's thinking. But it did make sense since they reached out to us. I'm going to go and I've been invited to Kathy to join me just for an informational session with those folks on Wednesday night at five o'clock just to hear what thoughts they have and what they're hearing from the agency of education around drawing a boundaries for their supervisor union. I don't know how much choice we're going to have in this. As you know, the agency has a lot of control over the boundaries of the supervisor union. And really, I do work at the leisure of the agency of education under statute. And one of the things that I think is going to lead the agency to consider WRVSU is that Ripton broke off because they want to be a standalone district with school choice. And every other supervisory union around them for the most part, other than Rutland Northeast, are all supervisor union districts. And we are adjacent to them. And we do have a lot of students from Granville Hancock that do attend Ripton. So I think those are all points that they may make in front of the state board when they go in front of them very soon to articulate what supervisor union they hope to join. I did. How many students are we talking? Just under 60 is my understanding. Okay, thank you. Ethan, I have a question. Yeah. Jamie, just jumping back to the beginning of your report. What's the percentage of teachers getting COVID shots of vaccine? I'm going to do a survey this week, Ethan, to gather that information. By many, your sense is a good majority? Yeah, my sense is that definitely a majority of our teachers are accessing vaccinations via the program offered by the agency of added department of health. A good and second, just second thing. Any reason for somebody from WRVSU to be or our side, I mean, to be with you in that meeting with Ripton? I don't think so yet, Ethan, because they're very interested more in the umbrella of the SU. And I'm going to do a lot of listening, really, and try to gather information about what their interest is and what their thoughts are. I haven't received any details from them. I'm also going to reach out to their current superintendent to gather some additional information to from Peter. Cool. Well, let me know if I can be of help or service in that. Thank you, Ethan. Carl, you had your hand up. Yes, thank you. As far as the Ripton situation goes, have we modeled what just in general, I mean, I don't think Tara needs to get into serious detail at this point, but an overview of what that would do or how that would affect our numbers? And we have not yet, Carl. Okay. And certainly, it doesn't need to be done, you know, it's just something to be thinking about as you move into looking at that. And I did want to comment as someone with school employment, one thing, speaking to Ethan's comment about vaccination, I, to get vaccinated in the month of March, get my first shot in the month of March, I had to go to Heinsberg. The site has filled up pretty, pretty fast. So I think that, you know, I would expect for, you know, a lot of our teachers get vaccinated in April to beginning of May, just because of the slot demands in this area. And with Rutland really being, they're not doing them in Randolph. So it's like Rutland or Montpelier or like Heinsberg. So it's, I think there's a lot of, I mean, from what I've heard, everyone, all the teachers are around me and everyone's like, oh, when did you get in? When did you get in? Where are you going? So there is definitely a buzz and a positive momentum towards the staff getting the vaccine. I know that a lot of our folks took advantage in Hartford, this past Saturday. And I do believe a great deal, at least our side, I was reported out to be that a lot of your folks have at least received one vaccine. And Johnson and Johnson was the one on hand in Hartford. And I know that was on hand in Springfield too. So some folks are having the one shot approach to vaccination as well. Okay. Anything else for Jamie, guys? I had a question. Sorry, I didn't know where the hand thing was. Carl, you had your hand up first. So go ahead. Yeah, no, I just wanted to finish about the vaccine. What I was curious about is, especially as you're talking about people getting the one shot, are we prepared and managing? I know we can't tell teachers when to go or not to go, or I don't think we can. Managing for subs and stuff, because everything is, the J&J vaccine will often knock you out for a day. And the second shot of the Pfizer or Moderna's can be also kind of problematic. So is that being controlled or? It is. And actually, our teachers have been working with administration to manage when they're signing up. It's been a very collaborative effort. Actually, thank you. Yeah. So I'm going to lower hand. I just wanted to follow on that briefly. I know that at Harwood, they're doing a full day where everyone's getting their second shot and then doing a remote day after so that those who have side effects can recover. And I wanted to know if, you know, on the subfront, if there was some, if there was some way to, again, like knowing that we cannot mandate vaccinations, I feel like if we can make sure that people are equipped to be able to take it if they need it, to take it off if they need it. And then also, if you or our COVID coordinator are tracking the percentage of teachers who are, of staffers who are vaccinated so that we can know when we've reached what we think is some magical herd percentage. Well, as I mentioned in my report, I do plan to survey my staff this week to collect that percentage. And we'll continue to do that every two weeks. And, you know, Stacey, the, the principals and staff have been doing a great job of removing subcoverage and things all year. And I don't see us having to go remote in order to get folks vaccinated. Awesome. That's great. All right. Thank you, Jamie. 6.2 curriculum instruction and assessment. We have Amy. Hi, everybody. How are you doing tonight? Good. How are you, Amy? Great. Hey, Ray, would you mind pulling up that presentation, please? Amy, that's actually on the agenda. So this is just a place order so you can just let folks know that you're going to present under the data report. Fantastic. We'll talk more in depth about data. Did anyone have any specific questions around curriculum right now? No. We'll continue the dialogue later. All right. All right. Thanks, Amy. Special services director. Good evening. You have my report. I just want to bring your attention that we have two new hires in the district. Tanya Rotowski is joining us at the high school to oversee our alternative program there, classroom. She comes from the past six years. She's worked for the state of Vermont in the AOE. Our second hire is Annette Rhodes. Again, she will be overseeing the entire Wildcat Institute so that the three programs we run, the three through five, the six through eight, and the nine through 12. She'll also oversee and support us and educate us more in the MTSS realm. So any questions on either of those hires? I'll just add they're both for next year and we're budgeted for just so folks know. I just want to announce there was two resignations this year. Chris Smith, who was our team leader in the three, or the five through six middle school Wildcat Institute. And Donna Locke, who's a para educator in the Sharon School. So they are effectively resigned this year. I also put into my report into my attention that we didn't have a process when folks want to use their personal vehicles to transport kids. So we came up with a process. Anyone have any questions on that process? It was pretty straightforward. Then my last thing I just want to keep on adding to each meeting, or hopefully to each meeting, some updates from the AOE. This one was parentally placed students in nonpublic schools, including home school, and the proportionate share. That proportionate share comes from the IDAB grant. It's calculated and I won't go into the details of calculations because I have to figure that out. It's the program. But we have this year roughly $4,000 in the proportionate shares that we can spend on children who are not in our public schools for specialized instruction. That could be direct services, or that could be consultation, or contracted services to provide support to kids who are parentally placed. Anybody have any questions on that? This is Don. I do. Is that statutorily required that the local school districts pick up those costs? Yes. It's always been there in the regs. It hasn't always been followed through by local districts. The AOE has picked up on that and they're going to really be stringent of the rules this starting this year. That means we have to have consultation with private schools in our district and have consultation with each home school parent. I haven't figured it out yet. I think there's a lot of us in the field that haven't figured it out yet, but it's going to be time consuming to make that mandate. Will it be incumbent upon the parent to notify the school district, or is the school district going to be responsible for going out there and campus in the countryside looking for these folks? It's called child-firing. When we put it out, we advertise to say, if there's any student out there, child out there, that is just having this ability to notify us because we have to locate them and evaluate them. We also have a list of all our home school folks, and so we will have to reach out through letter or advertisement or email. Okay, so putting that notice in the paper, it covers us legally? It's child-firing, yes, legally putting it in the paper. We want to make sure we do our due diligence to find these folks and the children. Sorry, Don, this is specifically for special education programs for home school or private school students? For instance, if I was a home school parent and I suspected my child might have a disability of some sort, whether it be a specific learning disability or other, it's the obligation of my school district to do a child fine to see if my child has a disability. I mean, $4,000 doesn't seem like a whole lot of money to do a whole lot, especially if you have 40 home school kids in a district. That's $4,000 for the whole SU, correct? That's correct. So it isn't a lot of money, and it's really up to the LEA how that district spends that money, but we try to do it in consultation with folks. So for instance, if we have to conduct all these meetings and the majority of the kids might have a specific reading disability, I could choose to just provide some kind of consultation to folks in reading. And this money, it seems a bit crude, but this money doesn't go to pay any of your salaries or services. It's to pay for specific materials. Well, that allocation of monies can be used to pay for staff to provide direct instruction. For instance, I think it's part of my presentation report is if someone at, let's say, a private school wanted to provide direct services to students, we could pay them, but it would have to be off their working hours. It'd have to be sometime outside their contracted hours. Okay. Thank you. Anything else, Don? No, that's it. All right. Thanks, Don. Yep. Thank you. Business manager Tara. Good evening, everyone. You have my report. I will entertain any questions that you have. If there isn't any, we'll move right to the revenue expenditure summary. All right. It doesn't look like there's questions, Tara. Okay. So you're going to put that, are you putting that one, the report up or? Just waiting for Ray. Okay. Thanks, Ray. So on the expenditure side of the report, the changes this month, we've increased the COVID cost up to $90,811. And then down in the potential areas of savings, we have about $26,354 projected in savings for contracted services and $7,411 in travel that haven't been allocated at this point. So I've added those on. So on the expenditure side, we're looking at a surplus of $296,220. I mean, Ray, if you can move to the revenue page. Only change on the revenue side is just increasing the potential reimbursement to match the expenditure, which brings us to a potential area of savings. Sir, plus of $78,519. I've updated the bottom fund balances to represent the final audits for the Supervisory Union for FY19 and 20. And those are the only changes that I made on that page. Any questions? Tara, hi, Ethan here. Just wondering if we have any better sense, I heard somebody say earlier that Montpeliers got some money for COVID money. When we're going to be seeing money coming into us? We have been fully reimbursed for our CRF grant, based on what I have submitted to date. And those payments will be going out to districts. You'll be seeing them in the warrants this week. Excellent. Thank you. And we just finalized our SR1 grant application event on Friday. Hey, Tara. So H-152, that's adjusting the yield, property tax equivalent yield to $11,317. And is that something that we're updating our budgets and calculations with? Do you think that's really maybe not going to happen? So you're leaving it where it is? Or where do we stand on the machinations of Montpeliers and the tax rate? I have not received anything on the final yield yet. Right, but we did use the $11,000, Tara. We used $11,385, which was the projection that was given to us back on March 1st. But I haven't seen anything final from AOE yet on what the yield was. So I can't answer that question, Carl. Thank you for your honesty about that. And hopefully we'll get answers soon. All right. Any more questions for Tara? Thank you. Ray, Director of Technology. Hello, everybody. You have my report, and I would like to entertain any questions you might have. As those are formulating, I just wanted to mention that our PEBT report wrapped up last week, working on e-rate stuff this week, and then transitioning into SBAC very soon. I was working on that right before the meeting. So to support the work of the Continuous Improvement Plan, so that's something that talks about how we're going to use grant funds for next year. Am I getting this right, everybody? We've added some characteristics to STAR so that the data can be viewed in a number of different ways to support that work. SBAC, Project 10 Million, seeking some guidance from the food service folks at the state today about reaching out to our eligible families. In the PEBT report, I think there were 520 eligible students who were sent in that submission. T-Mobile has offered us 110 hotspots. Now, T-Mobile coverage isn't the best in this area, but for what it can do to help our learners, we're going to try. And EC-Fiber had a big adage last week. Ray, I don't know what Project 10 Million is. Can you explain? Sure. So T-Mobile back in September announced that they were going to offer hotspots for families that are eligible for the National School Lunch Program. So we applied back in October, November. The state recently approved a contract and so we're moving forward with that. Okay. Thank you. Sure. Don Shaw. Hi. Don, I just had a question, Ray, regarding the solar issues. Have we got any more updates on where we are for solar? I believe that's coming up later. I don't know if it's a separate... Yeah, I think we're going to be able to give you a pretty decent update, Don, under the Energy Committee. Okay. We've had some meetings and talked to you guys about our thoughts about how to move that work forward. Stacey? Okay. Thank you. Hi, Ray. I wanted to ask about EC-Fiber Outage and redundancy. I mean, EC-Fiber hasn't had very many outages. I know this is kind of a bad time for outages because you've got the Remote Learning Academy, but I wanted to just ask in those districts where there are not... Like, Stockbridge doesn't really have any other kind of connectivity. I'm assuming there are still landlines at the school at least, but I just wanted to ask what we had in place for redundancy when the primary internet services down? We don't. Nothing? Well, essentially, nothing. I mean, you understand that the service that EC-Fiber offers each of the schools is $72 a month and 700 meg service. So, the next cost-effective option would be probably $600 a month. Yeah. You have to carry a lot of cost to get a layer of redundancy. Yeah. So, in this case, fortunately, it was for a significant portion of the customers. So, they responded very quickly. I think it was about 40 minutes. I don't remember the total. It depends on the town, different towns. I'm on the governing board, so I know a little bit. Yeah. So, I'm just trying to figure out what we can... Yeah. Our best hope is that EC-Fiber improves their own redundancy. I would love that. No one would like that more than people involved with EC-Fiber. Okay. Thank you. All right. Any more questions of Ray? Okay. Thank you, Ray. Policy, committee, anti-racism policy. The policy committee is not meeting until Thursday this week, so I don't know if we have any update or anything to talk about tonight, Jamie. Well, I just wanted to lay out kind of where we're at in the process. So, I've sent out a folder to all policy committee members across the SU today, and I've asked the feedback that folks have submitted. You can either send it to me and I'll place it in that folder, or you can go ahead and directly place it in the folder. We've had our most community response in Stratford. And so, Erin's the only member from the Stratford board here. Erin, I've taken all the documents we had in place in the SU policy committee folder, and Ray taught me how to do some nifty things around making that an easy thing, and then we didn't lose them in the other folder. But anyways, he was bringing me up to the 21st century in technology today, coaching me. And, you know, the next step would be that the committee will meet and review that feedback. There's been some feedback that's really made some pretty significant revisions to the policy. So, I think the policy committee's just got to give some direction around which direction they want to go before we create a third draft. And so, that's what we'll be digging into Thursday night. So, all those on the policy committee, I sent that information I've received out to you today. Please review it so that you have some thoughts so we can get right to work on Thursday night. There was enough feedback. I didn't want to have a third draft for you until we discussed it. All right. Any other discussion on the policy committee? Negotiations committee. We had a meeting last week. I'll figure it was a Thursday night, once a night. I don't remember which night. We're waiting to hear back from the support staff, but we had an initial meeting. Jamie shared some information with us to get us started. And that's all I got. Anybody else from there that night have any input? Yeah, I'll just add that, you know, we're just starting some preliminary work. I expect that we're going to get an initial letter to negotiate hopefully by the end of the week. And if not, then I think at our next meeting, which will be next Thursday, the policy committee is going to meet on the first and third Thursday. Then the policy committee can, sorry, policy negotiations committee can take up whether or not we want to actually initiate negotiations and send a letter to the support staff. So we can get this work underway. Any questions? Yeah, this is Don. Can we legally ask to open it? I thought we had to get it from the union. My understanding, I put out another question. The dean around that is that we could ask to get moving is my understanding. Okay. All right. Superintendent Evaluation Committee. Carl had his hand up. I'm sorry, Charles. Go ahead. No, I was just going to say that the contractual obligation, we don't ever have to start negotiations. We can. The union has a particular deadline by which they need to start them. That's in the contract. But I believe that either side can agree to go into negotiations. So yeah, I think that if it balances our time, we can try to ask to do that. They may ignore us, but yeah, we can ask. Thank you, Carl. All right. The next one was Superintendent Evaluation Committee. We've also, we also have that meeting. We work with the BSPA. We've worked with Jamie in the meeting. We came up with some goals, which I think are later on in the evaluation goals or later on in the discussion items to discuss, but does anybody have any questions beyond that or anybody on the committee have anything to share? I think it was generally felt, this is Ethan, generally felt that the money spent for the BSPA assistance was very much worth it. That the questionnaire was very useful and the feedback was very useful. And now we have a benchmark. Basically, the response we got this year is the benchmark that then we can really compare to in a year, because obviously Jamie's so new, but that we get to use their materials again next year. So I think as I'm right, this was a one-time investment that really, I think, absolutely helped our process. I think too, there was some discussion about how previous Superintendent Evaluations, basically nothing's happened with. And I felt like we had a very concrete conversation with Jamie at the end of our last meeting. And as I say, his goals at the bottom of his Superintendent Report, I feel very happy with those and feel like we made good progress. I just wanted to agree with what Ethan just said. Okay, I would concur with that. And we do have a plan that Jamie's going to report out on his goals at each of our full board meetings or every other. I'm not sure if we decided exactly which, but for us to keep up and make sure we're getting where we need to go with that. Anybody else? Okay. So we're on to discussion items, WRVSU Academic Data Report, winter 21. Amy's going to guide you through this data because her, she has been digging into it mightily. But I got to say, there's some real celebrations here that I hope we pause and just reflect on because even in the midst of a pandemic, we have some pretty significant achievement data to celebrate when you think about the fact that we are in a pandemic and we've had one of our highest, it's our highest in the last five years achievement in reading this past winter. So that's pretty significant and something to pause over based on how hard our faculty, staff, students, the admin have been working. So, I'll hand it over to you. Do you want to present the slideshow? Amy or this first? I'd like the slideshow. This report backs up what's in the slideshow. So you're going to see quite a bit of overlay there. I kind of wanted to ground our discussion tonight in just kind of reviewing the different types of assessment that there are and some of the purposes of those. You'll hear me refer a lot to Star 360, which is our universal screener and it's actually probably the most continuously used assessment that we have at our fingertips as we think about progress within our supervisory union. In addition to that, there's of course diagnostics. Diagnostics are what you use following a universal screener to kind of give a deeper dive into what might be going on for a student. An example of this would be the PNOA or ENOA. And then you have formative assessments. An example of this might be an exit ticket that a teacher uses at the conclusion of a lesson to see kind of next steps for her work the next day with students. And then finally a summative, and this is some external measures such as SBAC. It can also be an internal measure that you might use within a supervisory union. And then finally, one that's not on here that we're not exploring is some performance tasks and that would be somewhere that we might want to consider dialing up with a lot of our flexible pathway opportunities that we hopefully have on the prize in there. Amy, is there a question? Yeah, Amy, I'm sorry. I don't mean to interrupt. You're just at the beginning. Just some definitions, if you would. And maybe you did this, but I don't actually know what a universal screener is. Is that a teacher? Is that what, or what is that? Oh, I'm sorry. I thought, do you mind going back a slide and I'll just repeat. Okay. Yeah, I just don't know sort of who's responsible for each one of these and what they are. Sure. Great. Thank you so much. The universal, when you see star 360 on your reports, that would be an example of the universal screener. It gives you a broad brush kind of pass at how a kid is progressing in proficiency across a lot of different areas and is benchmarked toward kind of where they are in comparison. Star 360 actually has one of the largest sample size of student progress available. So it's kind of a well-known tool in that sense. A diagnostic example would be the PNOA or the ENOA. Also the benchmark would be that's some of the different tests that teachers give to elementary. And so this is, this is something we're using already. I've just never heard that. I've never heard those terms before. Yeah. That's why I'm trying to ground this so that you kind of know each of the purposes of the assessments. Because each different assessment, the universal screener will give you an eye on which kids need a deeper dive. And then at that point you use a diagnostic. So with the diagnostic, like if I were concerned about a student's literacy development, even though we use the benchmark assessment system or some other tools to really analyze how a kid is doing, I might use that to really analyze a little bit more deeply what's going on for that student. Does that make sense, Ethan? Yes. Affirmative is just within a lesson cycle. So I teach a lesson that day. I give an exit ticket. That's a little checkup. I see who got it, who didn't. And I group students so that I can reteach to the appropriate group. Okay. And then the summative would, an example of that would be an SBAC, which is an external kind of assessment that might, it could also be an end of course assessment. So that would be the summative. Those are two examples of the summative. Okay. Okay. Yeah. That makes sense. Is it the teacher that decides this process or is it teacher administrator or is it you or the SU? Who decides what kids get this process? That's a great question, Ethan. So within our comprehensive assessment plan, we lay out kind of in general what tests are being deployed when at the universal screener and for us, some of the diagnostics, it also lays out when the summatives are happening. So there's a chart that shows, I believe Mary Ellen shared it with you at the beginning of the school year. And it will show you when each of these types of tests will be deployed. Now, of course, a teacher can choose to do a formative. And we hope that he or she is on a regular basis so that we're keeping an eye on keeping our education responsive. But that's really what we're going after is a little bit more alignment and it's sort of a requirement from the state as far as how we align our assessment to make sure that we have a mix of assessments because we get a truer picture of when we use a variety of different types. Okay. It allows different types of kids to really show what they know. Would you add anything else to them? Yeah, just that, you know, one of the things that we're going to look to do, Ethan, is to continue to strengthen our feedback loop and do further PD with teachers on these areas, you know, and the idea that, you know, when you get to a summative assessment, that doesn't mean we're done, right? So if the student doesn't understand the concept, we don't get to just say, all right, well, they didn't get it, we got to move them on. That should be a, there should be a feedback loop that then says, all right, how are we going to make certain that we once again teach that concept and skill? The idea of a feedback loop helps the graphic of that might be useful. The idea that, you know, there's little ones and then there's bigger ones sort of, you know, there's longer term ones and short term ones that are hopefully feeding back. Now, is all this done the same in all of our districts? The screener is and the diagnostic is. Okay. I think we got to do further digging into our summatives and better define what a summative is, Ethan. And formative, that's an area that I think we need to strengthen around just consistency of having different opportunities to use formative assessment in order to inform instruction. Okay, good. Thank you so much. I really appreciate the clarity. Well, and I think that a lot of the data processes that we're setting out in the data teams will can further ensure some of that consistency between schools too. Okay, quick quiz everybody. Let me see it in the chat. What do you think over the last six years? What has the average score been in literacy? Please put it in the chat. All right, everybody. Over the last six years, the average score in literacy has actually been C54. Our current, oh, can you go back one for me? Our current level is 60. So we are up. Our lowest was 49. And we're really shooting for that 80% of really making sure that our universal instruction is strong. Ray, do you mind advancing now? So here is the, that's great, Stacey. Here is kind of the long-term view. And when I was saying that Star 360 is the kind of most continuously used, this is what I'm talking about. So we were able to track it back to 2015. And this is what the progress has looked like in Star 360 reading. So we're seeing a little uptick here, hoping that it will continue on that upward trajectory. As we examine on a grades three through six in Star, we can see here that our levels actually advanced just slightly in the fall. We started out last winter. That was last January of 20 before shutdown. And we were at 55% proficiency within Star 360. When kids came back, you can see there was a slight advancement to 56. And now we have the 60. Jamie, did you want to add on to that? Yeah, I just, I want the board to know. So when I, when you hear me talk a lot about our math work, and you're going to hear me talk about needing to continue to strengthen our primary grade literacy instruction, I also have some concerns in regards to our writing, explicit writing instruction as an SU. When we look to leverage those recovery funds, just know when I'm talking more about math and some other areas, it's because we have continued to show demonstrate growth. There's certain segments within our population that hasn't. But this is good news for us. And I do think our efforts to get students back to in-person instruction has played a role in regards to us continuing to grow and not trying to make up the difference to get back to where we were last winter. There's a lot of systems that are not back to where they were last winter yet. The other aspect that you'll see within the report is because we are using Star 360, we can get a sense of in general how other districts have responded nationally to shutdowns and that COVID slide. So these are really results to be proud of. And I'm looking forward to continuing to see those develop. Ray, do you mind advancing? So then as we break out, you can see we only run Star 360 in grades nine and 10, not the full high school. And we have it broken out by three, five, six, eight and nine, 10. The upside is our participation rates of the number of students tested that are represented in those bar graphs. I feel pretty good that that's accurate in grades three through five and six through eight. Both of those are registering in at 61% proficiency. But as we look at grades nine and 10, one thing to just kind of keep in mind, even though they're registering in at 59%, only 69% of the students that were in grades nine and 10 were tested. And that's something we're working with teachers to improve so that we have a better view on all kids there. So you may see that number do some funky things going forward as we hopefully get some more continuity in the number of kids being tested. John? Yeah, is the disparity in grades nine and 10 because we have kids in so many school districts and we don't have that access to the data? No, I mean, grades nine and 10, that's basically, we're only looking at White River Valley High School there. We don't have an ability to leverage star 360 in other sending schools. So that would just be the high school. And I think that traditionally, it's a little bit more difficult to motivate the high schoolers. There were some irregularities and attendance patterns that were also problematic in the winter. So, but that's something that I think the team there will be working on to tighten up the processes around that because it's part of that universal screening that we need to do so that we have an eye on how kids are progressing. Right, thank you. Thank you. Amy, just a quick question, Ethan. Are these other processes going on, diagnostic, summative, and all that, even if you don't have a star 360? So you might have some information on those kids from other sources. That's a great question, Ethan. Yeah, I think ideally that there would be, in my perfect world, there would be formatives happening within the classroom. But the star 360 does give us a great scan of kind of all of those high level proficiency skills that I think will, you know, once we really know how to use that tool, it will be really useful for teachers. But I think there's still a learning curve there. Okay. All right, you want to take a look forward? All right, everybody, here's your quick quiz. Over the last six years, what's the highest our math proficiency has been? Let me hear it in the chat. A48 is the highest our math proficiency has been. A4 is actually C, and the average is 42. 80 is again what we're shooting for, to show strength in our universal. This is longitudinally how it looks, and why there's some areas of concern in math. Ray, do you mind going ahead? So we look at grades one through six, you can see the dip from the COVID slide happening where we were at 45, and it dropped to 34. This winter, we are back up to 40. So they are rebuilding, and I think a lot of that is just having access to that face-to-face instruction. And as we think about achievement by level, we can see here that we have 20% that were proficient within grades one through six, 22 in grades seven and eight, and 35 and nine and 10. Again, the participation rates at nine and 10 were a little problematic. Do you mind advancing? So the final slide that I kind of want to share with you is some of the work that Ray and I have been doing to get characteristics loaded with the INSTAR 360, which gives us a better view on how students with bearing challenges might be performing. Yes, Megan? Do you have a question? She left a meeting, Amy. Oh, okay. So within that, we want to make sure that just a student having a certain characteristics doesn't predetermine how they're going to perform within our system, and that really calls for a really robust MTSS system. So as we look at the next slide, as we disaggregated the results, you can see some of the difference that we have with our free lunch and special ed students across all areas. So this is certainly something, as we're really trying to build our MTSS system, we want to make sure that, you know, we're taking steps forward to continue to build strength in the system as a whole. And I know that Don's been doing a whole lot of work in special ed to tighten up the systems there and to provide some additional training. So we want to make sure we give all of our students the opportunity for kind of to achieve what their hopes and dreams are. So, are there any further questions? Amy, would you like to add on to anything? Let's see Ethan's question first. Yeah, a couple things. First, is the reading increase, I mean, can we, despite Janie Feinberg, put this to Fontes and Pinel? I mean, is that a specific reason? I'm just sort of wondering, obviously, when, you know, reading's gone up, math's gone down. We don't have a math unified math program, but we do have a unified literacy program. Is that, you know, because obviously you want to know why you're being successful so that you can keep doing it? I think that the key is really teachers working to gather for all kids. And I think that's what we're doing a better job of is really leveraging our teamwork within the system. I don't think you can say any program will sustain any type of growth over the long haul. I think that it's really comes down to the teamwork that's happening in buildings and how we're gathering around students to analyze their next needs and responding to those needs together. Great, thank you. Erin? Yeah, Amy, is it possible and is there value in doing so to look not just at year over year, how a graded group three to six is doing, but to say, you know, the class of 2024, how they're doing over the years? Yes. I didn't take a look at it within your report by cohort, but have been examining that kind of behind the scenes. So, you know, there's limits to, and certainly we're encouraging principals to make sure that they're looking at cohort growth also. Jamie, do you want to add on to that idea? Yeah, just that I think we we've got to get better as a supervisor union at examining individual student and cohort growth via scale score and measuring rate of growth across the school year. And so each one of these screening tools, Star 360 and others, will project to you what a student should grow within three months. And I don't think we, I don't think we've been very caught up in if they're meeting the benchmark and not cut up in enough how they've been making three months growth. And so that is some work I think we need to do around professional development to better leverage our universal screeners to ensure old kids are growing at a rate that we would expect. And if a student's below grade level, then we need to have them grow more than three months if we're ever going to close the achievement gap. And so those scale scores to me are way more important than the percentage proficient. But this is, that's how we should be analyzing it. This is for you to measure whether or not we're seeing more students grow and achieve at what we would expect the benchmark to be. But I think we can incorporate scale scores as we move forward as well for cohorts. Thank you both. Andrew. Yeah, so with the feedback to teachers and everything, the other place that I think feedback would be good would be to parents. I know, you know, I've got kids in three different grades and some of them have shared the Star 360s and some haven't. So it'd be nice that there was just some consistency with that. You know, also getting the parents involved knowing, you know, the more feedback the parents have, the more that they can hopefully be involved and help out with things too. Thank you. Anybody else? Amy, it's Stacy. I just wanted to ask more broadly, and I don't need a super detailed answer. And this is for you and John, what the plan is to get some of those special ed kids up. I know there's been a lot of conversation this year around establishing MTSS. I'm guessing that's the short answer. But I'm just wondering like what that plan, is that a three year plan? Like what, what is the duration of the plan? And when do we anticipate getting some of those like lower tier numbers up where we think they should be? Don, I'll defer to you. Well, again, you know, you talk about individual kids, they have each, each of them has an individual educational plan. So they have a prescribed set of services that we provide them. And then hopes of a roadmap is to get them to the highest potential or to that ground level. So they are working on an even playing field with their peers, non-disabled peers. So and then when you talk about the MTSS systems of support, you know, we're moving away from that, the discrepancy model, a wait to fail to find supports for kids. So that MTSS is going to be very important so that we can study that and gather that data and get through that data is to provide that support systems to kids who, you know, need it. So I think it's going to be important to really shore up our MTSS as in the coming years. I hope that stays part of your question anyway. Yeah. I mean, I guess kind of more generally, I know that it's a long game and I'm just wondering when we think we can start to see the needle move. Yeah. Well, I'll jump in. I mean, I think we need to do more PD to see the needle move. So what we're looking in to invest a great deal of our recovery fund efforts in is a strategic professional development plan. And I think as our teachers become much deeper in content and experts in different areas, that we're going to see the needle move quicker. Stacey, you know, the issue is, is I think that as we're beefing up our targeted intervention system so that we get students early intervention prior to them needing to get services via an IDP, it's also it's important to reflect back that when we didn't have that, essentially to qualify for an IDP, you're about two grade levels behind. So that's significant. And so that means there's a great deal of work to do with to catch them up in order to get them back on grade level. And when you look at another data point we've been monitoring is our percentage of students who are qualifying for IP services in certain districts, it's just too high. You know, the research shows about, you know, three to five percent of students have a specific learning disability. And we've got buildings where we're close to 30%. That that that is about us straightening our universal structure. Thanks. I appreciate that. Thank you. Anything else? All right. Thanks, guys. Superintendent evaluation goals. So did someone have something? What do you have them up there, Jamie? Well, no, I did put them in my report for you guys so that you'd have access to them. I have them, I can read them. Right there. Ray just popped them up. Do you see them, Kathy? They're on the screen now. Yep. So the evaluation committee performed Jamie's evaluation. They sent out the surveys. The surveys came back along with Jamie, Sue from the VSBA and the committee. We came up with five goals for Jamie for the 2021 school year. And those are the goals. Can you guys all see them? Do you want me to read each of them out? Anybody have any questions? I'm not hearing any. All right. So do we need to accept the goals? Yeah, I think you should. Yeah. All right. I move to accept superintendent's goals for the 2020-2021 school year. Second. Second. All right. Is there any discussion on the goals? Sorry, who seconded that? Aaron. Thanks, Aaron. All right. Hearing no discussion. Sorry, this is Don. What are going to be the parameters of evaluation of these goals? How are they going to be demonstrated effective? The plan and the discussion was to have Jamie report back to the full board each month. Right. Those are reports. But our goals designed to be... So the next year we'll perform an evaluation and we should be able to gauge off of this evaluation. Does that make sense? So, Don, are you looking for more specific like curriculum and coordination strategies so that they are this and this and this? Goals are usually designed so there's bench march so they can... So that they can be measured. Yes, correct. Good point. Do we need a second go around with that? Well, or it's something that we could continue on with our committee and we can set the... We have the goals and we can set the benchmarks for measuring it at another... Either way, it just... There should be some benchmarks to demonstrate the goals of being achieved. That's all. Got you. Kathy, I think that's a good solution. Yeah. So we'll just... We take that up. We accept these now and then would the caveat that we're going to come back with benchmarks after our next meeting? Yeah. And then that can be one of the things we report back on is how we're going to measure those. And then the full board can approve those benchmarks if they feel like they're accurate or useful. Sounds good. Any other... Oh, sorry. Go ahead. That's okay. Any other discussion on the superintendent goals? If not, I'll go through the list and if you just say yay or nay, that would be great. So all those in favor, we're going to do it Erin. Yay. Andrew. Yay. Carl. Yay. Cintel. Yay. Don. Yay. Ethan. Yay. Jennifer. Jennifer. That's a new name. I don't know all the new board members yet. Jennifer Brown. She's a public person, Kathy. Okay. I know we've got some new boards, so I didn't want to miss anybody. Lisa. Yay. Michael Gray. Yay. Shannon Cornelius. Yay. Stacy. Yay. And Kathy's a yay. And that was the unanimous vote. So move. Thank you everyone. All right. All right. Cool year calendar. Yeah, I know there's a longstanding history to bring the calendar to the board to review and to approve. The calendar and statue actually is not a board responsibility, but I know it's a longstanding tradition and I believe in traditions. And so I brought this forward to you. The work of this calendar occurred via committee that was made up of principals and teachers. And the teaching staff and the principals were surveyed across the SU to gather feedback. There were two different options of the calendar. And you can see that there's been added early release time to do our recovery plan efforts in the calendar this upcoming year, which I'm excited about that we can gain momentum and continue to move the work forward as we look to talk about additional universal professional development. Our half days that you see I've already collaborated with Kerry McDonald to ensure that there's actually going to be enrichment activities provided to students on those in service days. Because we know in certain districts, we are adding some additional PD time from the prior year. And so we will make certain there's enrichment time provided for students, much like we did when we had our early release at one o'clock when we first opened due to COVID-19. Otherwise, the calendar is in alignment with our regional technical career center, which by statute has to be in regards to when we start our regular annual vacations. Those all have to be in alignment with the Randolph technical career center. And it is. And so if you look, we are starting on the second and we will be ending on June 16th. And the other thing to keep as a caveat, I don't, I hasn't picked up a lot of traction in the legislature, but it was a proposal from Secretary French to have a statewide calendar. And so just know that even though we have this, that if the state, the legislature does approve that recommendation, then there would be a statewide calendar that would be implemented by the agency of education. Jamie, how many snow days are involved or are we using the remote learning in lieu of snow days? I didn't. So if you go down, Ray, by statute, we have to have 175 student days. And we have 177 built in. But I would try to make certain that we did get 177, if possible, Don, unless it put us over to the following week of which I would come to the board and say that I would consider, you know, not bringing students back on the Monday, the 20th, that we may just go like 176 if that was the case. But by statute, we have to go 175. The teachers, of course, would come back for PD if that was the case. And I thought in the contract we added some days last year, is that not reflected here? Well, that's something that we did not, we ended up not taking that up. That was something we left on the table. Hi, I wanted to follow up on the snow day bit. Given all we've learned about how to administer instruction remotely, I'm wondering if we're going to be, you know, again, using that as a tool to give us our maximum amount of PD days and our maximum amount of student contact days by, you know, changing or modifying our snow day policy to maybe be, you know, one for you to play outside, one for you to work online or how we intend to address that to maintain as many student contact days as possible. Carl, I love that recommendation. I think that's a solution to maybe meet the needs of all folks. And I think I'm going to survey folks again too after we get through the summer when folks are, you know, weren't as grumpy about moving to a remote day because I definitely heard some negative feedback when we had done it. And I hope that maybe folks would be more open to that next year. And we'll see what our families think about that idea. We can, you know, a thought might be to move towards, you know, much like we like to do the tenant, the 10 a.m. starts so that the shortened day counts as a full school day when it's like icy in the morning. If we could be, you know, thinking about ways to do that equivalent kind of reduced instruction or, you know, blizzard bag style kind of half play, half work, especially for our younger kiddos. Instructions so that we could be capturing at least some sort of learning. You know, that would be awesome because at least one thing I've seen, you know, in COVID times is, you know, this lack of, you know, the more time we're in front of the kids, the better. Michael Gray. Thanks, Kathy. Jamie, I had a quick question if it maybe you don't know yet. But if they did go to a statewide calendar, does that mess with our flexibility at all of like half days? And then I just know like Chelsea and Tumbridge, like we usually take the Tumbridge fair day off and nobody else does, like we would be still be able to do that kind of stuff or would we be like locked into a, like a overall thing? So half days we could do. I think we could put vacation day what we wanted potentially. But the what it's going to do is lock you in when we start, and it's going to lock us in when the larger traditional breaks are. So it would lock in when the Thanksgiving break happens, when the December, January break happens, and when the February, March break happens in April. That's more what they're after is continuity. And I get it. We have a lot. I mean, in a lot of our sending districts, I know that folks are on different vacation schedules right now, right? So if I'm a student, if I'm a parent, and I'm from Granville, Hancock, and I have a student going over to Middlebury, a student coming over to Rochester, a student going up to Warren, I could be navigating pretty significant differences in the vacation calendar. I know that happens in Stockbridge as well with folks that go to Woodstock and that come to White River Valley. So I think that that's what they're hoping to better support is statewide calendar in that area, Michael. Okay. Cool. Thank you. Shannon. Hi. So yeah, I was just responding to the smart goals thing, which is just known as smart goals. I think a lot of us in business have used them a million times for better or worse. But also, using the blizzard bags, using the snow days, man, just I gotta say, I'm on the parent's side. I am a parent. I work from home. There is something really magical about a snow day. And taking that away when kids have had everything else taken from them sucks. And my son who's in second grade who has a blizzard bag that takes him a half an hour and my son who's in seventh who gets stuck all day on a computer also sucks. So like, Jamie, there is going to be a parent revolt if we continue to take away the kids snow days. I'm just putting that out there. And I will be in the front because I hate doing that to my kids when there's a snow day. They should get to have the joy of a snow day. So that's me. We did adjust that, Shannon, based on feedback I received. Yeah, thank you this year. Just God forbid we go backwards. I mean, I think there might be something worth it if we get to the amount of snow days where we're going to be running into not having enough days. You know what I mean? So maybe we allow for many snow days to happen. And then if we're like, okay, wait, we've had like a lot of snow days this year, maybe we need to be able to pivot and do something else so that we don't run into going to school in July. We haven't had those years lately, but I don't know if you all notice I hold out to the last minute, hoping the roads get better. So the good news is we did only have three, but this year, and one of them I'm kicking myself for not having gone in the direction of a two hour delay raised laughing. I felt cornered by a lot of my fellow soups in regards to that. But I will continue to hold out as long as we can to make an informed decision. Nice. There seems to be this momentum to call them the night before and I get it too for planning purposes. But I also find that the media definitely plays up our storms nowadays. And so I'll continue to wait and see what the road foreman across the SU have to say before we make the call. Always blaming it on the media. Stacey, I'm a good friend of the media. I know. Well, in fairness, sometimes we think it's going to be not much. And what was the last one that wasn't going to be much? And we got like three feet. So you never know. All right. Anything else on the calendar, guys? All right, good. We will carry on to the energy committee. Can I just get you guys to take action even though you don't have to by statute? You just have in the past. And I think it's good in the notes. I move that we accept the calendar as presented by the administration, even though we don't have to. Second it. I'm going to truncate that a little bit, Carl. If that's okay with you. Why don't you say we bless? Yeah, I will. Carl moves to bless the calendar. All right, guys. All those in favor say aye. Aye. Aye. Aye. Are there any nays? All right. Hearing none. Jamie, you have a calendar. I'll get it up and I'll get it in my correspondence with families this week because I know they're asking. So we'll get that up there. All right. Thank you. Are you ready for the energy committee part? I am. Okay. So Don, Don Shaw asked a question of Ray about where we're at with solar and where we're at is that we realize that in general, there's solar, there's looking at our regular annual consumption around additional other efficiencies that an energy committee may make a great deal of sense in regards to public, board, students, teachers, admin who are really passionate about this work because we know we have them. I've also was really interested in how to increase student voice this way and get some students involved on the committee that's looking at energy. And so the idea would be is that this committee will meet monthly to work on some strategic planning, but to also vet the proposals that we've been receiving in regards to an example of like solar and then be able to come to the board and have a proposal and inform the board's work around these areas. And so the charge that I worked on with Ray is that the WRVSU Energy Committee is charged to research and gather information specific to energy efficiency proposals and projects that will increase energy efficiency of our member schools while also promoting fiscal responsibility. The WRVSU Energy Committee will report out monthly to the WRVSU board and provide recommendations and expertise when requested. There's just a lot of work going on across the SU and it seems like this is an area that needs some focus. And my hope would be that this committee would provide that focus in support to move this work forward. So my recommended makeup for the board would be two or three WRVSU students. We'd have two or three educators, three or four community members. There is an intraminicipal regional energy coordinator right now that's been hired by many towns in the, they call it the two rivers regional planning commission is my sense is what that is. And so he, his name is Jeff. Oh no, right. Do you remember Jeff's last name? I knew it. But Jeff is currently funded, his position partly funded by Sharon and Straford and it sounds like that regional board is interested in him working with our schools and so he will be of a service for us. And this is the work that he does for many towns in the area. And so he would serve on the committee as a real expert. And then we would have one or two admin team members and two or three board members who have interest to make up this committee. And what we suggested when we talked to Jeff, because he was a key member of the committee, one of the evenings that we currently have open, a standing opening is the, Ray, was it the second Thursday of the month, I believe? Jeff Martin. Thank you. And it would be the second Thursday of the month. So the rest of the Thursdays will now have been taken by policy and negotiations. So this is the one Thursday that's left. And as you know, we have standing meetings on Monday, Tuesdays and Wednesdays. So that's, that was our thought and certainly open discussion thoughts around it. The committee could always come back with additional feedback on the work. But, you know, when we have proposals coming to us by different solar companies and things of that nature, it seems like we need a coordinated effort. And what Jeff said is that there are towns currently right now working around a regional plan for energy efficiency and coordinating those efforts to make certain that they're getting the best deal across the member towns. So that was the thought process around it. All right. Any other discussion on the energy committee? Oh, go ahead, Don. I would make a motion to empower the energy committee. I would second that. All right. Is there any discussion on the formation of an energy committee? Okay. Okay. Hearing no discussion, all those in favor say aye. Aye. Are there any nays? All right. Hearing done, we can move forward and form an energy committee. Thank you, Jamie. Yeah. If there's some board members interested, please reach out to me. So I can get you on there. And Don, is that a yes? Yes. Awesome. All right. Just let me know. And then we'll look to get a meeting warned and get to work on the second Thursday. I know Jeff's planning to attend. And I think we've got some students that are excited to join as well. So we've got to start. Stacey, were you saying you're interested? Yes, I can reach out to Jamie. Okay. All right, guys. I'm centralized food service, 21-22. I know you guys just love me continuing to keep this on the agenda, but I will kick it off with, I don't know if you saw, but on Friday, there was a big to do in Sharon at the elementary school. We had our meatloaf throw down, which was a ton of fun. And it was a tie, 51-51. And I will be hopefully learning from my mistakes in Sharon and headed to Chelsea for another meatloaf throw down on Wednesday. So we'll see if I can recover. I must say making a pound and a half of meatloaf is very different than 20 pounds. So that was the learning curve. So I'm hoping that I've perfected that for the next go around. But it was a ton of fun. And we provided all the students at the opportunity to engage in it and staff. And I think that this is just a step to us trying to make certain that we're really promoting food and nutritious food. And so that was exciting. Yeah, not. Jamie, in the past has been in events called the Iron Chef. So I don't know if that's something that you want to read. That's a great idea going on. And that was with students. That's what I thought. Look at that. The grays aren't even showing up there. Carl, did you have something? Yeah, I was going to, I was also going to piggyback on what Don said, an Echo Junior Iron Chef. But then also one of the things that we had a lot of success with in Stockbridge was the whole, we had a community garden of the kids in the after-school program worked on. And then we took vegetables, even though they were planting the vegetables, but we bought the vegetables that they were planting and came up with recipes and did, there were competitive taste tests. And that really, really the kids, when you give them an opportunity to vote, when you give them an opportunity to take agency and advocate for, you know, pro meat, pro vegetable, pro tomato, anti-tomato, whatever it is, just the engagement does a really great job of improving the idea of wellness and food awareness. And just general, you know, we found that kids were eating better when they were involved in developing the recipes or even just voting on the recipes. Nice. That's great, Carl. And I know that again, I'm talking about Sharon a lot, but I know that Sharon's student council and student voice, that leadership group that they've got going, that Keenan has been engaging them in surveys around the current selections and what students are enjoying, what they're not enjoying so that we can use that feedback. To make sure we're meeting our customers' needs, which is, you know, our kids. And so, you know, there's, I think there's a great opportunity for us to capitalize on our food service workers strengths and to just increase the bench when some of our standalone food service workers are out. One of the things they've been talking about already is that they're really excited that they could support each other in certain areas of the job. If folks are absent. And so that was great to hear them already start talking about that. Through my meetings with them and Tara's meetings with them, our food service folks, I think are really in support around centralizing. I think they're excited to learn from each other to share those ideas like you just worked, Carl, and try to make certain that we can create the best quality food in menu that best meets the needs of our students while also still providing flexibility for what's special at each school. And so that's what I've articulated in regards to the goals for them. You know, one of the things we get a wrestle with is this legislation, the legislature in the work that I think they're going to do in regards to legislation of providing free meals for all students. I do believe that's going to happen. It sounds like there's going to be about a five year roll up before we have to implement that. The other thing that is good news is I was digging into S or two today, Tara. I think through some grant strategies, there's some ways to leverage some S or two money to continue to support our food service program and to strengthen it. So that's good news to have some additional revenue sources there. And the other thing is by doing this, the idea is that at the end of this next year, we will then retroactively assess out for the following year what we know is going to be a real subsidy for food service. And the thought process behind that too, just so you know, would be a direct build back on the cost it takes to assess out food service. And so those are all the strategies that we have to try to ensure that we don't have enterprise funds that are running deficits on an annual basis. And that we'll have those numbers to then build into your local district budgets as an SU assessment, just like we do all other SU assessments moving forward. Jamie, do you want us to take action on this tonight? Yeah, I think I would love us to get this put behind us and start getting the work done to move us forward. What does the motion need to look like? What are we approving here? The SU centralized food service? Is that the basic? Yeah, the motion would be that the food service management authorities would move under the WRVSU umbrella for the 21-22 school year. And then, you know, I'll just remind the board that in statute that is how we should be operating anyways. And it's something that continues to get, it does continue to be in our audits with the agency of education. So I make a motion that the food service, wait, can you say it again, Jamie? The food service of individual districts fall under the umbrella. Well done. Go ahead. I was just going to say I haven't had a chance to talk with my principal to see what their thoughts and feedback is. So I would feel uncomfortable voting for it tonight. That's just me. I feel like, I don't know, I feel like I've talked about this a lot, both with our side and with the executive board. I'm not aware of any administrators opposed to this, but you know, I can't, Jamie certainly hasn't spoke out of a post to it to me, Don. I don't know if he has to tear up, but we'll be still ready for a motion. Kathy? Sorry, I just wanted to try like hearing what Don has to say. If we were to table this until next month so that everyone has a chance to make sure that they're district administrators on board. Well, we just did that this past month. It's been on every agenda for the last month. I just, I am going to say that. Yeah, I feel like they need to, I think we need to, personally, I think we need to vote on it, you know, because it's been around for, I've been to four different meetings where this has been talked about. No, we've been talking about it for a long time. I just want to make sure that. And I think it's going to hold them up longer. So, you know, if you don't, if you don't think it's time, vote against it. But I'm ready to vote for this and then get it going. But I will make a motion that food service be moved under the WRSVU umbrella for the 2020-21. Is it 2021? 21-22. 21-22, school year. All right. So, I'll do a roll call so we know. We don't even have a second. I'll second it and I have a discussion question. So, when we say we're rolling up food service under the SU, are we making any caveats? It's hard because I'm using hand gestures and I know my camera's off so I can actually hear right because my computer, my internet, it's crap right now. But are we making any kind of caveats about whether we're saying that we're bringing that under the umbrella of the SU for a homegrown program that has a local food service director like Willie or similar or Bill that's directing local union hired staff? Or are we saying that we're moving towards a Cisco or an Airmark or some sort of program? Or are we saying that we're going to look at both of those? This is homegrown staff and when I shook my head and know that was about I don't plan to hire a food service director. I want to approach this by a collaborative team effort where they're playing on each other's strengths and we're empowering our current food service folks to take on what they feel like they have expertise in. And that's what we've discussed with them. So, no, this is not a maneuver to go to a contracted food service provider. This is a way to try to find efficiencies here, homegrown and locally. And the associate business manager, that job description when you hire Jason, that person is supposed to be overseeing all things fiscal in direction of food service. And so they'll take on a leadership role to help support that team effort. And maybe have a friendly amendment that says we move that we authorize the SU to move forward with developing a proposal for a locally run food service program? We've already developed a proposal, I think. Well, I'm just saying, I think, so Carl, you're feeling like we don't have an out if we don't like it. Is that sort of, I mean, we are trusting them that they have a vision and they're going forward. I don't know if we can't detail all of that motion. Right. I was just thinking it'd be better marketing, it'd be better for, you know, if people see that we're looking at doing SU-wide food service, I worry that they'll say, okay, they're bringing in a Cisco or an Aramark, and that having the word local or something like that somewhere in the motion might, you know, make people have a better vision of what we're trying to do. Sometimes we think we're more transparent than we actually are. Got you. So what would that be, Carl? What's the amendment sound like? Jamie, do you want to come up with it? I mean, because I think it's a good point, what Carl's, as far as selling this to people who don't. Well, I think that is centralizing it with the understanding that we are going to be continue to run food service as locally, that it's not about contracting it out. Right. So let's say locally centralizing, you know, add the word locally and for decentralizing, and, you know, at least that gives us the fact, you know, it gives the talking point. So to take over, Stacey, what do we have right now? What is our motion? Well, I'm kind of editing live. So now I have something like Ethan moves to move our locally centralized food service authority under the WRSU, WLVSU, under WLVSU Umbrella. Management is a better word, yeah. So the 2021-2022 school year. With the goal, how about we say it with the goal to unify the existing food service. Does that get somewhere there, Jamie? Oh, we got Nicole. Yeah, that or with the understanding that food service will remain local. Oh, that might do it. I think that does it. With the understanding that food service remains local. I'm done with that. I am a public. Can I speak for two seconds? Yes. I it's going to be very legal, but I think because you had a motion and you seconded that motion, you have to vote and then you have to amend that motion. No, no, not not motion. Not if it's a friendly amendment, Nicole. I know, but legally I think you because you have seconded the motion and you had a discussion, you need to now carry your vote on that motion. We were still in discussion, which is a valid time to bring up an amendment. Yeah. When you're in the discussion time. I know, but don't you have to tell meeting? I know that's the way it works. I don't know about school board meetings. While you're in discussion is exactly when you're bringing the amendment. Okay. Can Ethan retract it? Well, no, it's done. As I understand it, a friendly amendment has to be accepted by both the person that made the amendment and says it was a seconded amendment by the person that seconded the amendment. If they both agree, it does not have to be voted on and then re-voted as an amendment. It just has to be, you know, Ethan as the person who made the amendment. I think it was Shannon, I remember who seconded it. They both have to agree that adding that phraseology around locally sourced would solve the problem and then we're good to go to vote on it. Stacey, who seconded it? I had Carl down as a second, but Carl seems to disagree. I think Carl and I did at the same time. Okay. I seconded so I could immediately start talking. Good. Sorry, Shannon, Carl's louder. Could you could you, I'm fine. I'm fine with the friendly amendment as the person. Could you read back what we have currently, please? I will. One second. And thank you for taking good notes. And actually, I think it's not quite there yet. Ethan moves to move our centralized fluid service authority under the WRVSU management for the 2021-2022 school year with the understanding that our food service remains local. I feel like local doesn't mean very much right there. Locally staffed. Thank you. That's better. Okay. Ethan, is that Ethan and Carl? That's acceptable to me. Works for me. All right. So we're going to have a vote and I'll do roll call. So all those in favor are going to say aye. We have Erin. Aye. Andrew. Aye. Carl. Aye. Chantel. Aye. Dawn. Aye. Ethan. Aye. Lisa McCrory. Aye. Michael Gray. Aye. Shannon. Aye. Stacey. Aye. Sue. Aye. So everybody was an aye. Are there any nays? All right. Hearing none, so moved. All right. We'll get to work. Good work, Jamie. Good luck. All right. Indeed. Next is 19-20 audit. Does everybody have a chance to look it over? Are there any questions? If there are none, are we ready to approve the 19-20 audit? Just need to accept it, Kathy. You don't need to approve it. Accept it. This is Dawn. Sorry, Carl. No worries, Dawn. I move we accept the 19-20 audit as presented. With Dawn Shaw as a second. Correct. All right. Is there any discussion on the audit? Hearing none. I'm going to do a roll call vote. So we know the audit is accepted. All those in favor say aye. Erin Daughter. Aye. Andrew. Aye. Carl. Aye. Chantel. Aye. Dawn. Aye. Ethan. Aye. Lisa. Aye. Michael Gray. Aye. Shannon. Aye. Desi. Aye. Duque. Aye. And I, Kathy, am an aye. Are there any nays? Hearing none, the 19-20 audit is accepted. Thank you all very much. All right. And is there any other questions? Good work, Tara. You told me the 19-20 audit, but you meant 20-20 audit, I bet. No, it was the 19-20 audit. It was the 19-20-20. Okay, I got it. Yeah. Sorry. Failing on the forward budget. All right. Is there anything other for tonight? I need executive session. Yes, correct. Yep. Our next meeting date is going to be in Monday, April 26. Carl. Yeah, I just wanted to, we didn't have a board comment, but I wanted to point out that the R-SUD dissolution vote that passed on the 19th, we received information that we got over, they stopped with the petition when they got over 10%. There will be a reconsideration vote for that dissolution going forward. Even they have more notes or comments, but I wanted to make sure that that was in the SU's mind. Okay, thank you. All right. So I need just board members for the executive session. I make a motion to enter executive session for a personnel. Is it correct? Personnel, correct. Yes. No, Ray can move us into a special thing now. Good night, everyone. No, we'll all drop, jump off. Hey, good night, everyone. Thank you all. See you. I'll see some of you tomorrow night. Yes, good night. All right, guys. So do I have someone to make a motion? I'll make a motion that we, that we authorize Kathy to make a offer to the superintendent on our behalf. Second. As discussed and as agreed. Yes, as agreed in executive session. And all those in favor. Aye. Aye. Aye. Aye. Aye. Aye. Any opposed? I'm sorry. Who seconded that? I don't know that there was a second in time. I'll second it. Thank you, Ethan. Thanks, Ethan. All right. Any discussion? Any more discussions tonight, guys? Nope. Entertain a motion to adjourn. All right. All those in favor. Aye. Aye. Good night. Thank you, Kathy. All right. Thanks, guys. Have a good night.