 Can I call the meeting to order at nine and six and nine? Nine is like nine. No, no dyslexic there. Yeah. Okay. Is there any adjustments to the agenda? Nope. All right. None. We have a motion to approve minutes from our Monday, March 11th meeting, our Monday, March 18th meeting, and our Monday, March 25th meeting. We met a lot in March. I move that we accept the minutes as presented. All right, we have a motion made and seconded. All in favor? Signify by saying aye. Aye. Aye. Great. I'll move on to public comment. Do we have any public comment? I see Nancy's there. If there is public comment, if you can identify yourself. So, I know who is speaking. I have nothing. I'm here to just see it. Okay. Well, thanks, Nancy. Nice to have you join. Okay. We'll move on to board comment then. Okay. We're getting to that basketball game. Okay. Great. Well, then let's move on to the best part of the meeting, which is the celebration of learning pre-school question of the day. Take it away. Stand to bring your chair around here if you don't understand. All right. So, I'm Riley Griffith. I'm a preschool teacher at Rochester. For those of you who don't know me. So, my presentation tonight is entitled Question of the Day. This is something that I found on a pre-school group and thought was a really neat idea. And so, we phased it in this year, started pretty small, but then have built learning onto it with math and literacy and have been pretty surprised and pleased by the sort of unexpected results that have come around. So, we started with just a pretty basic question. This is our magnetic whiteboard that we have in the classroom. And all the kids, I put their name onto a butterfly that has a magnet on it. So, they can, we write the question, we read it out. And the answer, yes or no. Put it on either side. Next slide. So, we did very red glasses, kind of an observation. Do you like bananas? Something they can, you know, personal preference they can choose and think about. And then, as it became more familiar with the concept, I started scaffolding the question into other classroom learning activities like letter recognition. Do you have an end in your name? We did a bunch of different letters. And then, the next one, do you like to draw? That was a unanimous. And from that, then they kind of, it just sort of gets them thinking about, you know, well, what might I like to draw? Or, you know, what I want to draw with my friend? And just kind of some different things. And then, here's the next one. So, then on the other, this is a double-sided, kind of like an easel. So, then they would start drawing on the other side or writing. They would write their names. And then, if you go to the, yeah, to the next one. Then they started doing, they wanted to do their own questions. That's great. And so then, it started out kind of like this. They didn't know where yes. And then, just kind of some letters up at the top. But then this one actually, so it's, I don't know if you could read it, but it says, do you like wavos? Which is also unanimous. This is back before St. Patrick's Day. But one of my students wrote that out. I helped her with the spelling, but wrote the whole question and answered them. Maybe she came up with the idea. She thought of it and she wanted to write it. And so, we worked on it together. And the next one is also, do you like the flash? We have a lot of superheroes. And that one was more mixed. There was some who liked the flash and some who didn't. But that was also completely written by one of the students. And then they started coming up with just little three-word statements or writing their name and then adding something onto it. There was I. Oh, yeah. And it's helping them, they're recognizing the words yes and no. Sort of the form of question. How you might set up like a chart or a graph. So it's a lot of literacy, some math learning. And then from there, they started doing simple statements on there. The next one, I believe, is this one. So Leo, who's a preschooler, but he's the oldest one in the class. He was writing out the page from one of his favorite books. Just copying the letters onto a clipboard at rest time. And then they also use magnetic letters on our other chalkboard which is on the heater to spell out their names. So it just kind of scaffolded it into different ways they can learn. Just kind of thinking about letters and words and sentences and putting it all together. And then the next one, a couple more questions. We don't hear them every day. Because sometimes we just are busy or have a field trip. But we try to do it two or three times a week and just come up with a different question. Either we'll think of one or we'll get one of the kids to provide a suggestion. Try to find one that, you know, it's not going to be all yes or all no. There'll be some mixed response. And then the last one, my second grader Naomi comes to school with me. She wrote this one out and do like the color blue. So it's, it can, I think it can be used for upper grades as well or a similar concept. But it really gets, it gets even the preschool and even the younger preschoolers. You can leave the three year olds. I'm just kind of thinking about like that concept of asking and answering a question. That's really, that sparked their interest to want to create their own and to really start thinking about, you know, at a little deeper level about these things. That's great. No, I really didn't expect that. I thought they would kind of start recognizing yes and no and recognizing their name and the letters was sort of the primary reason I started it. But yeah, it's really covered a bunch of different really neat directions. That's great. Other questions or things? Seems like it's, it's starting to push them towards writing. Definitely. Yeah. No, the literacy part of it, it's definitely the kind of the biggest, biggest part. But then it kind of has these, these different little sparks as well, which is, that's really, just really neat to see. That's great. Does anybody have any other questions or comments for Burley? We're sure he's there. I know. That's wonderful. Excellent. Thank you so much for coming. And it's definitely the highlight of our meetings for sure to see what the kids are doing. And it's really wonderful. Thank you. Thanks, Burley. Thank you so much. Okay. Great. Well, we'll move on to reports to the board. These are for attendance report. So you have my report in hand. The, the only thing I would add at this point, there's some other things that we'll talk about later in the, from your discussion that I'm excited to just give updates about in general. But it's just following the legislative session. You know, there is a, there's a, still a push in the legislature to try to possibly look at tackling the Ed fund, this current session, in regards to just trying to have a short-term fix to try to help stabilize tax rates, but also have an eye to the future. You know, I just think it's something we're going to have to continue to follow closely. More so, I worry a little bit about like just making certain that we're, as a state, taking our time to try to really get this solid, like Act 127, we saw some of the fallout that happened around how the weights were just the weights alone weren't manipulated, right? And so I just, I just always get a little nervous when there's a sense of urgency to solve the problem, but trying to do it, you know, between now and June. Just, that's all. So just following that, I talked to a representative today about my thoughts around it. It's, it is one thing that I just think we're going to have to keep a real close eye on. I think you're spot on. I would go even further. I would like to see the Vermont School Board Association and the Vermont Superintendent Association, the Vermont Principal Associations, basically putting up a yellow flag and saying, let's slow down here. Because the only thing they can do quickly is blunt. It's simplistic. And it's going to either hurt our students or her taxpayers. In my sense, it's going to hurt our students. And it might also hurt some of our taxpayers, because if they do what some of them are talking about, it's like having like a fixed grant that what happens to income sensitivity and all of that. And that's being that those allows us to have quality education and takes care of the people that don't make a lot of money. And so they just want to cap spending, quote unquote, and then they do away with some of the rest of the stuff. They could really have unintended consequences. So I think we should be actively getting to slow down and get a committee together to really think this thing through. And so the next time they can have some of the benefits that we've had under our people are destroying it. Be careful not throwing out the baby. In this case, we feel a lot of we're the only state in the country that has income sensitivity. You got to be very careful of before you start playing with that. And so I think we need them to slow down, not only watch. Because, you know, I see you happening as, oh, here's a simple thing. We'll just cap everything. And well, then how do we get the educational quality that we need here? And so that's my two cents. So yeah, I mean, there is a, there's a VSA meeting on Thursday that I plan to attend. It's going to be virtual now due to the weather. And so I do expect that we'll have representatives joining us, the super tenants from House Ed in San Miguel. And so, you know, I'll be able to give some additional information and things and I'll probably put an update up to the board after that on Thursday. Yeah, just, yeah, stay tuned on that. I just, there seems to be a real urge as Bill was talking about, about trying to do what I would say was a quick fix. And so that has caught my attention more so because that seems to have picked up more steam since I last, that since the full board meeting on Tuesday actually, right? Like I was not feeling this way on Tuesday and I'm feeling this way now. So that does seem like it's snow balling a little bit. So yeah, that's not good. So yeah, I'd offer that as the update. Other than to say it was, Art and Soul was really great. We had students and families coming together from across all the 10 schools of the Supervisory Union. Our side had good representation. And it was truly a really authentic, celebrational learning and the visual and performing arts. And so, you know, what I said to those teachers was kudos. And it's now is on us as I, as you know, I'm a, I'm a big supporter of the notion of passion projects and capstones and it's part of our strategic plan that we are doing more of those types of authentic kind of demonstrations of learning to our community more often so that there are multiple ways for our communities to engage to see what our kids are truly capable of, right? And I think that in the arts, often we have those authentic assessments like teachers put their students out there and that work and learning is on display on a regular basis. I don't think we do that enough in other content areas. So, you know, that's what that capstone project and ideas about trying to get at. And so know that, that that's something I'm continuing to have conversations with folks about and really try to emphasize is that, you know, how do we create lots of different opportunities like that to engage with our community and show our community what our kids do no understand and do. So, I guess I would add that and entertaining questions folks may have. On the portrait of a learner, we're going to see that next month. The full board will see that this month. Yeah, we'll see this. Yep. That's going to be exciting. We saw draft of it came to the admin central office admin team late last week. And we met on it today and already provided some feedback. So we're hoping to see another version. And then that was shared with the admin team across from all the principles and then also the boards. It was not ready for prime time yet. So I think we're going to be there by that April meeting. Okay, great. Well, as you watch the principles report them. You have my report in front of you. Two things that I'll add. One is today, actually, I met with a person who did a promotional video for Sharon and started talking initial ideas and set up some time for us to come in. Just meeting people organically, walk around, see what each school is about and start to think and talk about things. That is in the works and is going. And then I'm sharing before, but I don't think everybody was on today. Our literacy program and action was filmed for WCAX as part of Super Senior spotlights that they do on WCAX on Thursdays with our literacy coach who comes in, Janie Feinberg. She was planning to come coach in Stockbridge anyways before this happened. So they came and filmed her coaching and modeling. And got to interview some kids and some staff. So we'll see what that ends up being, but that'll be your show on Thursday on the six o'clock news. Yes. Once we have it, we will. I have some pictures that I'll post later tonight to get people aware of it. But yeah, we're pretty excited. That's really exciting. So some good marketing and that's it. Unless folks have questions about my report, I'm trying to think. So any questions for our principal? Since we've got a couple of minutes before Janie gets back. Universal design. Did you help those of us? I just went online so I think I understand maybe now. But if you could use your quick definition because in my educational terms, we don't now have that defined yet. Yes. So universal design. So when we think about our systems, right, we talk about universally, which is for every student. So what you see in all your classrooms should be for every student. Then we have our targeted supports, which is where you see like literacy intervention, having your math intervention, having your speech or something. Then we have intensive supports, which usually can be a wide variety of things. Usually the special educator or it could be working with a school-based clinician. So universal design for learning is the idea that as staff, we're designing to the edges, not just down the middle of the average student that's in our classroom, but that our instruction includes everybody that's in front of us. So if you think about the students that excel in school, it may become easy to do and they need to challenge your designing for that kid as well as your design for a student who might need some more support or modification. So it's not one universal. The universal is an approach that everybody learns and so it's tailored to each student's needs. Right. You start to think about how to do that and you can work kids in different ways, right, so they're challenged by a different activity in a different way. But our focus is really connecting and what we did most of our last two Fridays ago, now in service around was designing our learning intentions for students. So what can they do at the end of the lesson? By the end of the lesson, they should be able to do something. We focused on posting those, but what does that really look like other than writing a monologue? How are you using it as an instructional tool? Yes. Some of the ahs were like how brief it should be, how sometimes we put one really big one, but there's like a lot of steps in between. Sometimes there's a lot, one of the bigger conversations is like in a math block. Well, depending on what work place they're on, it could be a bunch of different learning intentions that they're focusing on. So how do we make sure that they know that and they can show us those things that they're adding to? Walking is a kind of fun answer though. I'm thinking about all the universities, I was at Syracuse in David A. School, all the universities and schools for graduating and you know how to teach supposedly. So gross generalization, but when incoming teachers, do they know all this stuff or are they learning as we're kind of learning about new techniques, new curriculums, new approaches, new designs? My assumption is that when we have a new hire, that there's a lot of things about how we do our work here, that we have to teach them right and support them. So they've got the interest, passion, they've got the fundamentals. Right. And the talent to be. Yeah. And that's why that mentor team program is so important. New hires come on, that's why we have orientation days that's why we try to front load in services up front. If you look at our calendar, that there's time built in so that we can really make sure we're giving folks those resources you know within the first month of school. Thank you. Cynthia has joined us. Oh, wonderful. Thank you for joining us. Hi there. Where's the dog? All right. Well, we're just finishing up the principal's report. And if there's no further questions, we'll move on to the business manager. Good evening, everyone. You have my report. It outlines all of the reporting that is due during the month of April. A majority of our reports are due April 15th because it's all the reporting for third quarter. So it's a busy time. Lots of those plus we've got the two budget meetings for Stratford and first branch. So if there's any questions, I'll happily answer them. How things going? I think things are going very well. That's all I need to hear. Thank you. Good. All right. Is there any other questions for our business manager? We'll move on to policy committee update. Patrick was in attendance in person for the last meeting. We had four policies to look over that night and we didn't even get through one. So we're really, I would say that the group's working incredibly hard on our personnel policy in regards to making certain we have an alcohol and substance free workplace. And so we've made some pretty significant revisions to that. It still was not in the place to come on a committee. That group just added another meeting next Tuesday night, which I said to them, we've got to just stay. If it takes four hours, it takes four hours. We're getting into policies. And so next Tuesday, I hope we're at a place to move four policies forward to have revisions for the meetings for you guys. So that's the policy committee update. A lot happening in it, it's just we're not, yeah, I'm hoping we can get two UO for readings after next Tuesday. Any questions for the policy committee updates? Okay, we'll move on to the endowment committee update possible action on mission statement is the mission statement. The policy committee hasn't met in too recently, but there is put forth a mission statement that we would like to recommend that the board approves. And I can read that it's the Rochester Stockbridge Unified School District Board has four endowments benefiting students educational purposes and facilities under the board's care and fulfilling its mission. The board is responsible for prudently managing these funds while proactively supporting each fund's purpose. So the committee just really you know kind of wanted to get some guiding stars and going into the future because it's like to kind of pave the road here for a future board to use. I don't know if anybody else from the policy committee wants to say anything about it. The key is the last sentence. Both we need to have two responsibilities for these funds. We got to make sure these funds don't run out and are poorly. So that's the prudently managing and we're talking about getting probably a new financial advisor to advise the committee and therefore also the board. And the other one is to be proactive on utilizing monies and we try to look at the people that were self-generous and foresight and what they cared about passionately about school and to have thinking the same way. How would they like to spend it? What are their needs that we can fulfill through prudently spending these endowments? And so that's the dual role we think we have and they would like to get the boards going to move ahead. Is there any other questions or comments on this endowment fund mission statement? We would like to recommend that the board adopt it so that would be with a motion to adopt this as a endowment funds mission statement. I'll move it. I'll second. The motion has been made by Bill and seconded by Robert. Is there any discussion? Okay, hearing no discussion. All in favor signify by saying aye. Aye. Excellent. Passes unanimously. Thank you. Other updates? We are working forward with the lawyer with the wing which is we needed to go to probate to try to change the language and that is moving forward. It's in his hands and it's moving forward. So my update from people on why we need to do that. Oh, okay. Yes. So Barrell Wing gave scholarship money to be a fund to be used for scholarships and in the language of the will it states for graduates of Rochester High School. But through other conversations with other elders in the community and her passion for educating kids we really feel that her intention wasn't just the graduates of Rochester High School but for the children of the Valley to be able to give them scholarships to continue their education. So we're working on seeing how we can modify that statement. So it would be students from Rochester and Stockford. Hopefully that is the endowment committee has recommended to the lawyer that that's the language that they would like but ultimately it is the judge who gets to who will look at the will, will dissect it and really find what the intent is of the original will. So we're sitting back and waiting to see see how that goes. Okay. Great. So let's move on then to discussion on our district's mission statement. So we had a number of mission statements that we've got rolled around. We've discussed them in our annual retreat. I think really all of them that we have were all of them were quite good. It was really just kind of trying to find to them all of it but really any of them just kind of speak to us. This is the one that the latest of proposal and for the mission statement and I will read it. We strive to ignite a lifelong passion for learning across our educational community by offering a rigorous individualized academic program with a unique emphasis on the integration of arts outdoor exploration experimental learning experiential learning excuse me experiential learning and core social values which foster a cultural respect responsibility and empathy in order to prepare our students to thrive in rapidly changing worlds. Is there any comments? Discussion? Yeah this was justine took all the our versions draft versions and I think she created a beauty. Yeah we took our draft version the GPT version. I think it's still a little long but like it's a mouthful but it does put all the like almost all of the little things we we wanted we felt important to have in there in there. So that's my only thing I'm like you know stuff in but it's also awfully long so I'm just not sure if it's too long you know I can't really remember what the rules were in our retreat for the length of the mission statement. Does anybody remember? I don't think there was specific length I think I believe I feel that it is right in line with all the other ones that we were all right. I think there was a lot of words or something there's like a word like no more than that. I rule if I was trying to keep it under 50 this is 60 but I don't I don't think we should go and hung up on that. I think whether this kind of reflects what we're all about and we can always revisit yeah at a retreat or something else down the down the road. We can always distill it. Yeah and I I like it because it speaks in plain language and understandable you know you when you read it you understand what the intention is you know. So I like it too I just wanted to throw that out there as but I think was wrong with it yeah. Well I entertain a motion to adopt this is our yes. Are you comfortable with this? Is this what we're all about? That's what we do. I'm sorry to interrupt. No absolutely no a discussion because yeah exactly. I can see bringing this to the faculty and not and people are like oh yeah this is what we already do what's the you know sometimes you bring stuff to faculty to be like where did this come from how does this connect but. Well you guys are so crazy. I'll throw the I'll keep that in my back pocket for what you need it but not right now. Not for this. I like to move the motion statement. Okay I'll second. Motion statement has been moved by Bill and seconded by Robert is there any further discussion? I'd like to say that it's good that it isn't packed with can't you speak? Right right. Okay well hearing no discussion we'll all in favor of adopting this is our or district admissions statement signify by saying aye. Aye. Passes unanimously. All right we'll get this centered on the website now. Right okay we'll move on to the annual meeting and manner of preparation update. So Tara your office is taking the lead. I'm working through it. Yep. Okay. Putting all this stuff together. Bill's been sending me stuff. You've been sending me stuff. Lindy's sending me stuff. Okay. Tara always sends a draft of it to the board just so you know. Okay perfect great thank you. She's waiting on my letter. Okay. And I have to finish my letter. You're not alone Jamie. You have my signature now. Yes thank you and Patrick's going to meet me in the morning to sign that so we'll be able to get it posted everywhere it needs to be posted tomorrow. All right what was to get a draft to you by Wednesday. We need it to the board for some feedback. Just email it to Tara. Okay. And then you know ideally we're at the printer by the end of the week. Great. Great. Right Tara that's about it sounds like what we discussed earlier today. Yep. Okay great. And what about is there any annual meeting? Yeah I think it sounds like a great idea. If it's if something we're able to do let's go ahead and do it. We've got childcare. We've got childcare set up. We'll do the community school grant can support this by the way. I think it's great. So I just I do think I think it has sent a a nice tone just to invite people in and like people like just like they get to visit a little bit before the meeting. I thought it was great to share I really enjoyed it. Tara was it was was it fairly well attended at Baffle for White River Unified District. Yes there was a lot of community members and the cafeteria for the dinner and they had the largest amount of students they've ever had for the child care section. Great. That's great. Okay. Yeah it does. It's community building. Yeah I think it's community building so and we're later so I think it would be nice to at least offer dinner. Yeah you might not go until 7 30 so absolutely. Okay so we'll go ahead and do that and then any other annual meeting updates? Yeah we'll do our celebration slides. Some of the information that you have already provided us we'll add to our slide deck. We've adjusted some of our slides of course due to just 127 and then the HH 50 but so well yeah we've got some we've played with it some. Will you see this slide? Yeah I'll share it with you guys ahead of time just like the mail order. Okay I had a question. Tara has have our town clerks and the Justice of the Peace aware now that we've got a time on it's Tuesday for the Australian ballot 10 to 7 10 to 7 and all that and they're squirted away so there's you don't hear any surprises on their end. I think he's asking if you somebody's reached out to our town clerks. Yeah they both confirmed. They both confirmed. Okay thank you. Yeah sorry though I once we're both the town clerk. Garble message sorry Tara and the new warrant obviously we'll get to them because remember that we got questioned on the draft. Soon as Patrick signs that Tara's going to get it today. And I was going to suggest maybe that we draft up a couple letters to the Herald and I'll if it's okay with you I'll do the first draft on that and I just think it's nice to have both signed by the chair and the vice chair. I think one speaks to the you know the articles of agreement and the results of the our five-year merger as briefly as possible because I think people will be interested and we've got a lot to show for it in the second one is kind of the tax impact on and academic performance. I think that's a great idea. It's the same thing you have in your letter it will have in our slides and everything else. Just the readership of the Herald won't necessarily be everybody that comes to the meeting but we want to keep spreading the word that of success and a reason why this budget makes sense and needs to be supported this week. So I'll try to absolutely try to fix something together. That's okay. Yes please. And I'll share that around. That would be great. Is there anything else for me to discuss about the annual meeting? Okay. We'll move on to book study board development. All right and I know you love this but our calendars we get here tonight very briefly and then we have next month off because we're going to be concentrating on our in the school meeting and then we'll have the last chapter in our June meeting and I'll actually just kick it off. We're talking about chapter five when things go right and I just wanted to reinforce something because it's everybody has an opinion about it and that is town meeting or school meeting. She was not enough people go and that's a sign of failure and we should be moving towards Australian ballot. And there is in this chapter five they kick off of this study and some backup studies that said their study showed that the turnout which averages 10 percent is not based on people not being interested not caring or throwing hair on fire we've just given up it's just the opposite that people look at the the literature and are comfortable with what's going on what's being proposed and how things are going and that's always my life feeling too when when you're doing fine you don't have to show it but if you feel that things are going up off the rail and into the ditch or worse and or things are collapsing all around you better you want to show up to to point out the problem and make sure it's fixed so I think that I'm nothing else from that chapter I think it reinforces that we don't play any just awful people that could come and we want them to come and we want them to participate and give us their opinions and ideas but don't assume that because we don't have a hundred percent or fifty percent of our population that somehow that's that goes poorly so that's and then so I was that's my little two cents on that is everybody else have an idea they picked up on or want to reinforce from chapter five when things go right that you like to share with the board we have Patrick now hi Patrick we're on our book study now does anybody have a comment or about chapter five that they'd like to bring up if not I'll give you one more go ahead it's being comfortable the status quo there's no complaints nobody's writing throwing spears or chucking tomatoes at us status quo must be great and you know we don't have to do anything and I think the authors say we the really effective boards are always proactive always leaning forward and looking for opportunities to improve improve performance or in the help us be more effective in supporting the educational efforts of our professional teams and I think we do that pretty well but it's one to always remember mm-hmm so where are you saying that I mean does that imply that if we things are going well and we don't have a lot of attendance that we should be worrying because we're not pushing pushing the edge I mean that they should be I think there's two things one is that if we don't get a packed house don't misinterpret that at the same time even though we get last year we had a unanimous vote on the budget I doesn't mean and one of the authors saying this the budget is is is in a means to an end and we always got to be concentrated on the end well how the budget is going to support the ends that we're looking for and and but on the other hand that we need to come going these means prepare do a homework listen to learn together so that we can be active participants teammates with with our staff and I think having doing that will be more effective and I think the learning outcomes will be improved well thank you bell no thanks the author all right we'll move on to equine for capital facilities plan and prevention maintenance so preventative maintenance plans actually got unveiled to our custodians across the su on friday during our su wide maintenance and facility trading to review them but also to talk so they're going to be sent out both electronically and in paper form to them some of our our custodian crews prefer paper still we're moving toward to be more electronic but it's gonna take a little time to get there but one of the other things we're gonna be implementing with the preventative maintenance too is the next time we we'll look for feedback from them now that they're gonna start using them they're both daily checklist weekly checklist and monthly checklist but also starting next year we're gonna do quarterly walkthroughs with all of our lead custodians are gonna take these checklist and the goal is four times a year we'll do like a field trip across the su in the buildings to calibrate expectations with our lead facility folks and so that's the work that's happening on the preventative side as far as our capital and facilities plan drafts you guys were the the last board for me with those drafts just based on when you budget based on operating districts all the other boards have drafts with their capital plans that we're taking feedback on you should have yours by next month is what I was told okay and what that provides is it'll bring a breakdown of each of your buildings in regards to over the next 10 years looking at what you're the estimated lifespan would be for components of your building but and then what the actual is in the difference and then the state does provide us an algorithm on what we should be putting aside money wise based on square footage but also based on what we're currently at in regards to expected age versus actual age and so it will provide us an annual sum we should be putting away moving forward and so as soon as I get that I'll share that draft with all of you you should have at least a few weeks ahead of the board meeting and then what's helpful for me is if you send me your thoughts and questions I can get that back to the two guys that have helped me with this so they can adjust accordingly and or clarify things for folks right great and Patrick I hope you'll have I know you're probably busy right now but when I get that out any and old feedback you can provide will help us at this district but I will also use it to inform the other district's plans that we're working on right now so if it's not if it's not difficult could you share the um the um parental maintenance oh yeah absolutely yes more than happy to do that yep great all right is there any other questions on um that topic okay great um so we have done our actions is there any new hires or resignations okay public comment yes public comment and just as as a note in in the future we haven't had a lot of public comment we might put another public comment in the middle of the opportunity in the middle of a meeting okay great um is there any public comment if there is if you can um state your name so we know who we're talking to hi it's Keith I have a couple of questions okay first is there any mechanism in place that would permit um a taxpayer to actually visit the school and see the progress that you all discuss uh regarding our students so we can see firsthand what's going on I don't know if um okay so I could make a you know request to to whom that's great yeah okay and my second question is I guess I'm unclear I was listening to the um 8.3 regarding the book study and I guess I I just don't understand the concept so could you review that with me once again I'm sorry okay so we um the whole concept is that we as the board are continuing our education in what it takes to that means to be a board member and what a protective board some of the characteristics and some of the so learning some of those skills what is the mindset that a lot of what we've been leading is a lot that we already practiced so it's been reinforcing a lot of um that in a positive way for us this is the second book that we've read on today we were on chapter five um and the discussion was about when when things go right um so that was um that was what the discussion was yeah I know and I heard that and I guess when things go right that means that I guess I where I my confusion comes from is that I didn't understand the point that people don't show up so that means things are going right although yeah that was just you know one part of the chapter that it's learning and monitoring and communicating um you know there was a lot more in the chapter than than just um talking about you know it's engage you talk about engaging the public but I think it's I'll let Bill maybe take over here but it was more of um don't feel that you failed because nobody's showing up to your to your meeting you're not doing anything wrong if nobody's showing up to your meeting but try to engage the community as much as you can maybe you said it's only right and in the chapter uh one of the emphasis um there are a number of emphasis on the importance of community engagement and community communication and connection um the book if you want to get it on Amazon is the essential school board book better governance in the age of accountability by Nancy waltz sir right but yeah I'm not sure I I totally agree with the that premises that you know people don't show up means things are going right um I just think that sometimes people are just so involved in their everyday living that certain things just don't happen for them and they don't show up to meetings where maybe they should be more involved so I think that concept um may be floored in its its its premises the other thing I have to ask for the board is I'll give an example of my personal example is there's going to be a vote for the budget unfortunately or not unfortunately I'm going to be traveling I'm going to be away on vacation there's no mechanism for me as an individual who participates weekly or monthly in listening to the board and um what they have to say but I don't have the right to cast any ballot unless I am present at that meeting on the floor and I have an issue with that and I can't believe I'm the only one that has things that conflict with being available for that particular meeting okay thank you we will definitely take that into consideration as we are um you know looking at and reviewing how we um do our business uh thank you for that opinion so we are aware of that that is a potential issue with our voters thank you and that is uh that is a tension in in how we set up the meetings and has we've had discussion on this over the years over and over again so thank you for your public feedback on that okay I guess at this point yeah thank you very much Keith okay is there um any other public comment great um our next meeting is my name is it is but we could move it yeah because our annual is the next night the next night um there's nothing that we would need to have that night before I think it would be better not to try to follow in Monday yeah let's do that let's take a look at that 13 and that would be a reorganizational meeting and I'm going to be out of town the 13th oh we can as both quote him into all sorts of positions exactly does that sound okay from the board if we look at the 13th yeah um Cynthia or JC is is the 13th the 13th of May the the second Monday in May a possibility for our next board meeting seems fine to me it's fine with me okay sorry to miss you Bill but um if that works for everybody oh Pat's on here now Pat what about you okay sorry it definitely did not mean to ignore you and just haven't been here okay great future agenda items we'll be reorganizing the reorganizing yeah do you believe we have is the data report too I don't think I'm in the calendar I think I'm lucky because May has our test window yeah you have a nice kind of outcome we have a reorganization meeting outlined of various things that's great okay well then I look for a motion to adjourn so second moved in second all in favor sigma five I thank you everyone let's see if there's a score what is it five minutes in six minutes in