 All those in favor of approving the Minutes as presented or as amended, seeing the public saying aye. Opposed? Minutes are approved. Board comment? Is there any board comment that we're not covering in the meeting? What's going on with the other program? I'm sure that Mike is, I want Mike concerned to wait till November. I was just talking about Ian's questions, his questions. Oh, but his questions are part of my questions as well. Okay. So I'm not sure. I mean, I can't wait. I just like to know. Go ahead and look forward because the FNP isn't on here anywhere else. So again, I'll start with Ian's questions. I am assuming now that all FNP programs are being distributed. How come, I'm full disclosure, I'm teaching Ian from Rochester, I'm teaching him from Stockbridge, I'm teaching him from all over the world. I've got a very different reaction. I'm really concerned about what's happening. I spoke to Bonnie and they put it to them. But how come I asked the kids if they have went out loud and no one's went out loud until today? How come I see a spelling list in fifth grade of words that the kid wasn't going to ask if she could read or not? But that's her spelling list. I just don't understand what the differences are. And I'm very concerned, as you will see when I present what instructional tools should be, that we have spent a lot of money, a lot of money on what. How much did the absolute spend cost you? Five hundred and sixty thousand dollars. It's not full FNP expense there was. How much was that for? It was over 250,000, wasn't it? What are we getting? Yes. What? We went to Lesley. No, that was not, they've been on site. Okay, because that's one of my huge concerns. Because I will tell you, I do have an example of that. I mean, in Louisville, I've gotten that kind of a sale. We are in in June, every consultant. We are testing every single kid. We are placing them in groups, and instruction starts the second day. Why would we lose a month? We lost a month of instruction. I see no sense of urgency. None whatsoever. And the kids that I'm teaching from Stonbridge have missed strategies. They are being confused in their learning. And I have to ask myself, would I send my kids here this time? I'm not sure. My kids were younger when I sent them. And that's very disturbing to me. And it's very disturbing what's going on. I am really being good. I know you may not think so, but I am really being good. But, and forget me, I have used a program that in 22 instructional days, called a kid up a year, no one's asking about it. I told a kid in third grade for four years, he's now in seventh grade. That's funny, right? No one's asked me about it. Nobody would stop to use this program with a kid that they can't work with. And my own district, never even asked me anything. Never asked at all. And I see things in this program that are very concerning. Very concerning. Forget the kids while learning. They will learn the wrong way. And we've just met $150,000. Where's the professional development? Where was F and E on ground with us? Helping to unpack. I want to ask Lindsay and Bonnie, are the teachers not overwhelmed with the planning of the F? Try clean. They have to be with those folks. I think it's new, it's a new program. Obviously they're starting from the beginning. So a lot of work, there's no question about that. I don't know that I would necessarily call it overwhelmed, but it is a lot of work. I think they knew that going into it. It's all new materials. And we want to be very sure that you're using them correctly. Then why aren't they here by? Why aren't they here? Making sure. Yeah. Why aren't they here? Making sure that that's happening. We just spent $450,000. We are off then. That's my answer. And that's my concern. That's a great one. So, especially since next month there's going to be about educational performance. Can we have presentation on what professional development is and what the supports are around fondness and pinout and what they're providing us? So we can understand. Can you get some of these answers? Correct question. That'd be great. Is there a community representative? Can we have our sales rep or someone here from fondness and pinout to explain how this implementation works because it seems like the person that we have on the board that has professional experience in that area is thinking that's not what the standard reality is. And I'm sure there's a sales rep or there's someone that could phone in or could be to help answer some questions about the program. I'm happy to know that. Wow. Jay, do you think maybe you can come to the executive board meeting next month? I think it'd be good for the whole 10 cast to hear kind of what you're taking it is aware and get that concern or asking the questions. Yes. One of the things that I would like to just say is that Amy Toth is finishing on an introductory of the professional development opportunity and she's about to start a three credit course that is more professional development on the active materials that just in that particular course hasn't started yet. I believe she's finished around to the building so she's been in every building I believe coaches were the last coach in which means she met each individual teacher. Is that on the SU Dying or is that on is that something that Fonison pronounced correctly? No, that's on the supervisor. I'm looking at their website and I'm looking at the fact that they seem to have a full slate of paid professional development opportunities on site. PD bring Fonison Pinnell experts to your school and then offsite read retreats from all today institutes so it does seem like they have a full package of professional development and it does at least in my experience with software a lot of times in big implementations those things there is a component of that we included transitioning to Blackbot for example I had 30 hours of distance learning and a dozen hours of one on one. I'm talking on site. What I'm saying is that professional development coaching model and that she's on site that I have but I'd like to discuss some of that during executive session because it involves a student of ours. Yes, they do seem to normally professional development seems to be at least on their marketing website a standard component of their packages. As holders and I will wait till next time but I have some very specific questions about the star test and that we have loud I just have some level books and how they're being structured. I think you could find if you could perhaps find say your top three questions and submit those so that they would have a chance so that it would be there would be a chance for a fair response to have a chance. That's what I was going to suggest. If any board members have any questions can you give them these things to make sure that they have them and that they find effectively addressing the right questions versus the right ones? I was going to say let me in the comments go to page but I've actually nailed you down to let's go with three. Three bigger points or bigger questions then we can explore it but we need to I think we need to get it into a format that we can give them an opportunity to respond appropriately to what's going on. Is there any other board comment? Really quickly about the Rochester building I was speaking to in the yard I don't know if you spoke with him he used to be a manager here a bit ago and he, I talked to him at Farmers Market a little bit about what was going on in the buildings and questions and he said he'd be more than willing to I believe just to connect with him I believe he was in a moment. Comments let's move into the board superintendent We need a rep for the policy committee the meeting is Thursday night I had these requests in my comments and I guess I wonder if any of you will step up and attend the meeting Thursday at 6 o'clock at the SUD And it was me guys I just can't I'll put me down for it and I will release tri-phone in I definitely can't I just noticed 9.5 Okay I'm just gonna I'm just gonna pick up from the critical corner over here to represent another policy committee Policy is really what starts all of your work and to not be represented here is sort of a big hole And you're very smart Great job There you go That's so much time I know We did a couple SU configurations ago there was a big policy push policy governance So much time and policy governance and then just policy planning to set those policies at it So yeah I've done that absolutely I always think this meeting should be open to all The SU is a formal chain of committee and to get to Coonsburg it's just a model or an example that I got But basically I like this I've been kind of carried around for the past two years There's a way that we can show where concerns need to be submitted first and second and so until this will have phone numbers and email addresses of different people and then we can put it up on the SU website and the ones that are to me to Stockbridge and Rochester should be up on the website here What numbers phone numbers This is really good This is not super nice I think you've personalized this It's personalized This is really good to get out It would be great to get to the applicants of parents The thing with that review is that you can put it on the website It's really good Yeah the only video does have like our specific building principal information on there and not have the sort of view Do you have special idea? I'm going to put them all up on the website We'll leave the one on our website be specific to Rochester It's on the website It's in RSVD1 Right, perfect Can you add spec into that? I don't see that No, this is just game of somebodies I think they're pretty good titles I'm just saying who we add spec into I was also going to say we also add the after-school program so that again, the more that we can point the parent at the initial point of context that's the person that can answer their problem The less they're going to feel like they're having their change because they left a message here and someone else called them back and so on and so forth Jamie, I'm sorry I don't know if it's going to be your question but on a matters involving instruction the director of curriculum and the director of special ed of all of this I'm the one who did for ourselves I asked all of the principals onto this 5 o'clock with their own computer Did Carl use an after-school program? Yes Where next are you under the principals next and then we'll go to Terry next Let's forget it I'll do anything The first one the auditors have been with us for a week and a half they'll be back next week so we're flugging away the majority of going unexpected or their surprises there's a lot to do dedication for Rochester for $68,000 $68,634 for Rochester's doctors and the reason behind it as soon as I got it I reached out to Brad James and said what is this for and it is because Rochester was late in finding their gramless data and as a result of that all of the state education payments were supposed to be with health but the small schools grant slipped through the grants and got issued and it was issued in the wrong amount and because you get such a small amount of money normally what they would do is they would just net out your future payments in December and April but because there is no way for us to pay them back the overpayment we still get the same amount We're going to start a choir to tap into our some products to us I don't know if she's pulled it and I don't know my issue would be or my thought would be that if it is it sounds like they're wanting the entire overpayment back and then they would make the next two payments to us in the future you still get your regular standard payments rather than netting it out right if it's going to draw into our TAN to draw into our anticipation I would push back and say we'll pay you back everything that's above and beyond the years payment but we'll keep the next two payments or we'd like to keep the next two payments at least get them early so we're not paying taxes on money we're not paying interest on money that they gave us now we have to give them back so they can give it to us again in February see what I'm saying just a question so what has happened to prevent this from occurring again there's something we can do about that you said it was because Rochester filed it's grand less late so that would be better so we need to talk with the select board and forward that because of a late filing we had they would know that but do they know that we've got to do this you still get the same dollar amount from that it just pulls differently from the different accounts that it comes out of so the state the way the grants are coded is a different bucket of money they still get the same amount of money at different times right it's just that we have to borrow money to pay them back or pay them in interest pay them the least amount of interest because it sounds like from what you're saying that the upside is that whatever the money they issued us was far more than we were supposed to get in any year period Jack, what do you want me to get about 176,000 or something like that I'm talking not the small schools grant I'm talking about the ed fund you get a little under 34,000 from the education fund and that's where they would normally never get that much from the ed fund that's the line that's the R7 I looked at R7 it is a little bit to talk it over or to understand wait until Monday there are specific questions to anything the only one was that I was able to connect with the project owner he was very gracious he said if we want to buy one of those larger sandwich board signs that we can put in it out the bigger ones were perfectly welcome to put that out there but the marquee sign he said it was just too big it took up too much but again very gracious there's no plug issues there's actually sight issues people are wondering if you're even going to see it down there it's that far away this will be a good 60 feet further away and you won't have to face it this way so to get sort of a quick glance as you go by you won't be driving toward it the whole way like you were there's also a power pole there's the mailbox it has to be there for the drop off it's just down there so plowing and the snow storm to advertise all the options on the marquee sign the game drops off so steeply so the sandwich shouldn't have a sandwich I'm saying if the board wants to have some sort of announcement on the concert you can put it out there more than you can in both letters it's not impossible to do that I think it's the only other option amazing our only options is not true it just seems to me as a taxpayer this particular issue has become just put it down, put it down, put it down it doesn't get resolved put this thing right in front of the building you're right here people who are interested are going to read it they're going to look at it all I hear is negative negative negative put the sign back up and use it for the taxpayers people have been saying do it and here it is school started, here we go it's not going to happen you're burying it, that's all I see I don't feel that we are burying it I'm not saying you I'm looking at the administration and all I've heard constantly is it's not going to happen be positive it could happen somewhere that's all you got to do that's what the request I disagree maybe put that one close to the building I like that idea well that's still their property well there's not much more but I think maybe even if for parents and this will come down to the parking lot when we get this to use it even if you put it in front of the big parents some better options for seeing what's going on drop off we have the sign so what we're really looking at is we need to you know if we did that we need to pick the best out of the bad spots and we need to dig the post holes before the ground that's really what we're coming in we need to come up with what the money is for some pressure-treated posts so we're really not looking at a ton of dollars I think that is there a reason we could figure out the best spot to put it and have the guy dig a couple of post holes and put it there and see if it works I think it's actually going to need more it's got a metal pole it's got a metal pole it's got a box so it's a problem it's not as simple as just a couple of post holes it's never been lit on it's never been lit on we talked about getting a solar light I would just say I was not aware that the board was even interested in putting it down here on the school property I think it's large to be down here because the board wants us to put it down here well where's that we thought about where would the best place be the best first place I think we've been fixated on the idea that we can't put it up on and I have I've been focusing on so if there is a good place to put it or we can say we can put it over in front of the high school we'll drive it around and we are advertising to the parents of the students that are in the school who drive in parents who come on the bus and those parents don't get that information you know with the PTO running a thrift store in the back there how with their sign being in front of high school are they really getting that visibility of people seeing that sign and being able to read it well the PTO actually already bought a sandwich board to address some issues of trying to advertise so so just add a long written 100 right so when it was not 100 I was always back at high school with that notch I mean I've got people to the thrift store I just got multiple I'll connect to that I might level this over if I'm hearing or you want me to pick the best spot down here if you come back and tell us where you think the best spot would be and then we can say okay if you can go here or that would be terrible then we can just put the matter to bed should we make sure which building is going to be used in the future before we put it up well there's no way to put it on the corner of Rochester school because that property is the brass comes up to the pavement which is the other that is not our property so it would not be able to go on the entrance to the elementary school either way that's the major point of the middle the circle you have to come your flow comes around the circle but it's true if we're just pushing one of the the buildings to other use with that cheap distribution I'm probably going to cost too much to find out my inclination is not to put it out here to put it more towards the high school because it is a short sign that you're going to be finding this the other thing that we just have to be aware of and Mason I'm not trying to be evasive I promise I'm going to get a measure at the actual height of it one of the concerns out on the road it was not a problem because young students never went out there if we put it around down here somewhere it will be a climbing attraction we'll try it out it's more I would say when we run into problems at Stockbridge with people climbing on things like the preschool funds or something it's when they are not during school hours or after school hours it's like when you have that concert and everybody floods out the back door and you're like just walk out the building and talk so we'll find what we can that spot down here we'll bring it back to November's board meeting I think we'll still be able to put it in if we make a decision in the first week in November then you can say yay or nay and we're going to put it and then also as number 11 on the list we have Tyre, Estonia and Stockbridge that's right, yes, so exciting I was sitting there today he was there today I was like I wonder, that's got to be him that's him it wasn't Orin Abatni right, exactly it's so a big thank you to the Abatni's because they did fill in a couple of times in between while we got this figured out but yes, he started on Monday actually which is the item that you were sticking around for let's jump to that just to get which part of it 9.2 9.2 9.5 9.1 9.5 so let's do 9.192 and do that because you're already slumping I actually feel the well, the other thing I do feel we could probably do 9.1.5 and 9.2 and then let her go and go back and do the 9.1 1.2 sure unless you want to sit around for another 30 minutes I want to discuss with you a little bit what I'm highlighting everything okay so let's start with 9.1.5 discuss and approve what's for the engineering study they will ask clarification about the square footage packet and why it's so significantly different from Stockhurst to Rochester and they've explained it and we asked them how that added so it's very clear in the report but I'd like her to read that through to make sure that it really is clear because I yeah there was also an addition that I had asked them quite a while back it was actually the first about flood mitigation in the high school and I don't know if anything was ever added to the report we cannot look so I guess what I'm saying is we could forward it for one final take a look at the floor because I'm going to print it because what I had a plan to make sure was Jenny's clarification the page numbers were all along the way it was hard to find what the elementary schools were missing right so those were the biggest things that we asked to be updated the flood mitigation well this was something that I had been asked to start at Bridge and we did and they watched us through it over the phone that was one of the comments that I never saw they said they were going to add a piece about that but I thought it was kind of a draft that we got right and I'm sure I'm stating just what everybody's thinking but it's crucial when they send this it's back and then it's the final fact that it's got accurate information we're all looking at the same thing we all have so I'm pretty sure so once those two things are double checked and I forget what my second question was I trust your opinion and then that other thing is how many copies of reports are needed obviously the board and one for each building but we also talked that there were some recommendations about public places to place the reports once they're finalized so that is a nine plan so if we can keep that in mind when we're discussing locations also numbers because everybody on the committee will need a hard copy as well I would have not a personal preference and that is information for us to get to to them just so they don't start printing and then we don't have to go back and that's all so that's our so you want to okay so discussion to for the funds for the engineering study so we talked last time about the general education fund that was created by the Rochester school district that did carry forward our new district that money was from the sale of dandelion and it was put into a general education fund to help it be as least restricted as possible so that it could be used anything related to educating kids to buy computers for scholarships for field trips bring vandalore grades or could be used to replace bleachers or in this case possibly to pay for the study so I know that I I guess when we talked before about the payment of for the study I had hoped that there was reserve funds carried over from both districts that we would be able to do a kind of mix to both kind of contribute to these bills but it seems that that is not true there's only the one reserve fund in the general education fund that was carried into our new district and the amount of that fund is $70,904.08 and the black river bill is $28,484.48 so if we use that general education fund to pay for the study that would leave us about $42,000 in that general education fund we're getting into the executive board meeting where we were asking first about funds that were put forth throughout 46 that were supposed to be used for the engineering studies and then after there was second half of the consolidation in the different districts we should talk about accessing those funds for I'm sure Chelsea and Tumford will only be doing some kind of building studying and the people that use it being earmarked it's merger funds that can't just be turned into school books or studio funds but the only thing that I remember us saying was that we wanted a breakdown of that money based on the same way that we break down money for a central office assessment so that it's against merger bills that or things that result from the merger in Grandville and Hancock if they still had legal fees or whatever they were only going to be able to access a small percentage of that because they're a small percentage of ESU budget whereas Royalton and Bethel's merger is what, 60% of our kids they were going to have access to 40% of our kids, they were having access to like 40% of that over that's what I thought the problem is I don't know if it's a problem or not Stafford and Sharon should they be sharing in those funds because they didn't merge but they had merger studies to decide whether or not they should and those were paid for they got $5,000 grants to do that but they were at the table when we were discussing this and they said well we'll have one of us but the money only goes for merger expenses the money is in a fund I think it's $82,000 in October and the executive board made a decision and I guess it can be reversed to put it aside for kids at this point no one has claimed any of that money, it's still there it's I'd love to if you could find me the minutes on that meeting that would be great because I'd love to see that because the only decision I remember is not on kids and the way I understand that fund to work it's for merger related expenses which isn't kids there's not, we can't just say here's money for your after-school program that's not a merger related expense if Stafford or Sharon had a merger related expense for I would have a problem if some of those crazy Sharon Stafford tumbridge conversations they tried to say here we had a retreat and we paid for this much food for it that's a merger expense we talked about that weird we're going to make a new SU I would have a problem with that but we can't just slush it into the general fund this is not speaking against anything you said I'm just saying I'm trying to recall the history of how this was and I think at the time they made that decision they felt all the bills were in and things were already spoken for and I said what are you going to do with this tell me and they really that's the only thing that they came up with I think and I can certainly retrieve those I'd love to see that because I think certainly we're what 15% so we should really only be getting $12,000 of that or whatever I don't think we get to say we get it all because we still have a merger expense I'm just saying that the decision that I recall us making was that at the end of David and then we got what's your name who was the business manager for you Ginger we got Ginger to do it again but the only thing that I recall us ever deciding was that the money was going to be allocated by district size it wasn't just going to be who got a bill in first or it wasn't going to be just a free-for-all it was going to be kind of allocated but I'm sure that we went to nation that they probably used all the money that they were allotted and maybe ends up saving was sure and that's as long as I don't mind Bethel and Goyalty use more than their percentage share and they got more of ad cox share that's quite as long as again this is in my mind very clearly we were talking about the mergers that was being done to understand the buildings in the course of the merger argument the merger agreements I knew this was a merger argument merger agreements so certainly this is a valid expense I think in terms of that and I would rather sure and again Bruce seems to think there's a I definitely recall there was this question about I do not recall saying that we're just going to try to make it just before the kids let's look into that so that we can move on just to give you the time here we have like 18 minutes left yep so this time we're not going to make a decision about where the funds to pay for the study funding and I think we should stop the exact report yep okay so the other one was 9.2 identify with the funds for the sale of any RHS item will be deposited that was the other one to have a tarot around for was there any so specific no nothing specific so we have a myriad of items at the high school some microscopes we have we have things that probably by the time the ones that are in for example the almost by the time the ones that are in this building need to be replaced that will be like old technology the question with board is we want to come up with a plan for how we divest ourselves of some of these things there's some very good microscopes over there but I think high schools would you know pay a moderate price for getting them into their inventory we have high schools that we could put online in South Ohio so we won't be using because the PTO just bought us middle school sized so it's one of the policies that is going in front of the policy disposition of assets but proceeds proceeds from those sales could get deposited into the Drenner fund and earmarked for a specific project or you can choose to deposit them into a reserve fund one that's already established or you can establish a new one that takes board action and it also takes town action if you create a new reserve fund and it would be my recommendation that we deposit this into that general education fund that the projects were created and it's very good because it is one of the least restrictive funds that we have to be able to for these these items it's not that we're deciding on the items now or improving that they sell the items more for the disposition for the money that's in the process and I think using an existing fund is the way to go because I'm not anticipating we're talking about all 20 or 30 thousand dollars we're talking as well I think we'll probably hit 5 fingers but not much more than that and I think that reserve fund was made with the proceeds of the Dandelion Acres sale so it's already kind of was created to handle transferring funds from the disposition of assets in the first place so I think it makes logical sense to put all the funds from any disposition into there and I would entertain a motion to do so I make that motion my second a motion to be made in second to deposit any funds from the disposition of Rochester High School sale items into the existing educational RSUD reserve fund any further discussion all those in favor signify by saying aye aye thank you you're welcome you're welcome so then we can go back to 9.1 if we want to dive into those would we have 18 minutes left on that section let's do it I found that we should do start with the identified locations where the report will be placed that's 9.1.2 I would recommend that we put that at two libraries the Rochester library and the Stockbridge library and the public library the public library it is now it is now during the day but not at night the people are going to the Stockbridge yeah I don't think it should be somewhere at night available because everyone works outside well at the library they can potentially check it out too our library is not open at night where would it be? the school website that's an idea I would definitely put it online and I think have copies available the school office, the town office and the public library the town office and the public libraries and the school offices and school offices and online where online school website and do we have a get there awesome next I thought we should talk about the charge of the building committee we go back to 9.1.1 9.1.1 I'm planning a public meeting I thought it was the committee's the committee's charge to create those meetings and the executive committee and that kind of goes into the charge of the committee that's why I thought so what I felt for the charge of the building committee was that this initial committee should analyze the details of the report to understand what it says and why it says what it says and to because we have a great bunch of information about our facilities in that report that's why we got this report to talk I think the committee should be unpacking that information and then report to the communities at multiple community meetings I think it's just understanding what the report says and understanding I think we need to be able to do that but I also think we need to I don't think we need to be able to we're not going to be like here's a recommendation but we think we need to be able to discuss not just the contents of the report but we need to have some information on remember she talked about the USDA rural communities grants and have some idea of just what the bonding landscape in Vermont is so that when we're talking about it we cannot just be saying here's what the report says but like there's a whole article that I just started reading over the week and I haven't finished but like they're talking up in Harwood about how they may close and how they may close like Moretown and Fasetown elementary schools and because they need to bond out the high school to rebuild the high school and I'm not so interested in necessarily why they're closing schools or whatever but the point is the article seemed to be touching into the landscape of bond funding and education funding and having an idea of not just what needs to be done but the report recommends needing to be done but having an idea of how the heck you pay for that in Vermont these days just so that we're not deciding that we have to put it all in one year's budget or we have an idea of just how that process works so that when we're explaining to the communities here's what the report says about the building we can also be explaining and here's how education financing works in Vermont these days so that we can be saying you know if you bond this much it adds that much to your tax rate and so on and so forth yeah if I can just joke I think that's all important information I think there's a an absence of having the facts established around the three movements and I think this report was the first step in helping us do that and so I think the first charge to this committee could be truly understand this report I'm going to take a risk here I don't think any of us here understand it really well given that it just came out of the floor so it will help but to find a group of people who can take a a concerted amount of time to really go through it and understand it they wouldn't present any recommendations to the board they would just be saying here are the facts in the report all eight of us have spent a good amount of time studying this report we now know what it says we know what it says about the high school about Rochester, about Stockbridge here are just the facts then the board could go from there and say okay now we know the facts we've established the baseline what do we want as step two what do we want another committee to go back to somebody may say I did my study here in the first two months and this is what I always do I'm not much interested in the next or I'm very interested the first they would just get the facts out impartially because they wouldn't be trying to recommend a direction I understand I'm talking about in terms of the meeting that's held with the community because it seemed like the initial charge of the committee was to understand the report and present that to the community and I think it's important that in the presenting to the community of that because the first thing that will happen at least my prediction is the thing that will happen is you'll say okay there's this much that needs to be done absolutely at all those buildings we've said that in all the meetings that there's the red light do not pass code do not collect $200 fix this stuff now I am list and that's fine but in the breaking down discussing of the dollars I do think there's going to be in that first public meeting there's going to be a conversation even if there is no recommendation of we're picking this building we're picking that building we're tearing this down we're expanding that even if there's no discussion of that there's going to be people that are saying what is this being and how do you pay for that and where does the $2 million come from where the $500,000 come from and being able to say I think it's some general broad strokes these are not a recommendation but this is the status of doing bonding and financing like that in Vermont so that people can understand when something is said here's the level of recommendation and renovation that needs to happen people can understand I'm putting on the credit card 20% I'm borrowing 3% I'm doing whatever just to be able to just to get to a container on time with it I don't think that's a question of if we do that I think it's a question of when we do that and I think the first thing since I think Amy is right none of us really understand this report let's delve into the report let's have that be the first then it revolves to something else it revolves out the building was built in this year if we want to stay in the commission and bring it back to the board we can certainly do that as the first step as the first charge it's the going into the public arena that's the part that I think is more than just understanding right and I agree that that is more than just understanding and the part that seems to have caused confusion up to this point and the recommendations about space and possible expansion so I think it's key that when this committee meets either you decide that that's for later down the road to have a different conversation you're just focusing on what we have right now and what the issue is and these things need to be done to work efficiently and we're not backtracking to find out how old an oil tank is every five years or things like that so what's your goal very quickly of how to finance some sort of renovation or addition that may never ever be on the table correct so I think it's being crystal clear about that piece of the facts and when we say facts we're talking about the facts that exist in all three buildings and I think that would be a really good initial charge for this committee I think there's a second step that gets into the financing part and what are we going to do now that we know what we know and that's why we got this report so we know what we know and we can make informed decisions so yes the first step should be understanding the report coming back and presenting it to the board rather than to the public so then that's the yes we do have some members are ready after that meeting I sent out some notes to try to find some Rochester representation and I did not hear back I did not follow up but we have I think at the stock exchange meeting it was you and I Amy and it was you and Delray and I think we should have the two administrators here and to Rochester residents and I think that would round up the committee nicely but I kind of want to get back to finish up with this charge or maybe we need to wait for the meeting that that you're asking the committee to come back to the board rather than to go out to the public and hold public meetings all of them yes and so then it would be the board that is going to hold public meetings or which public meeting okay I put the board in the vision and this is just you know the board that the committee would get together and there would be multiple times they would unpack this and they would create they would learn all about it and they would have three meetings and present to the public no no like presentations or a presentation to the committee now so here's what we've learned presented three different numbers Rochester Stock Exchange we've needed to come back and present to the board first and then the board presents to the community I think we need to I'm my concern about just unpacking the report and then presenting it to the community without having any information to discuss the implications or what that means I think a frustrating meeting because I think they won't have a context to understand what for example one of the things that we said a couple of meetings ago a way that they say to have the appropriate amount of space in the Stock Exchange building there should build this addition on it so there's another room you know okay the other option to that is when you put 5th and 6th grade all here in Rochester those kids will love to ride across there's space especially if you move into the high school building and then suddenly you have all the space and you've got a K to 4 in Stock Exchange that's got all the room and my concern is just like very easily we went from saying okay we're talking about this recommendation that says that there should be more room in Stock Exchange well do you have an expansion or do you close grades because they just understanding the report and understanding our assets isn't necessarily where the community wants to be that's where I'm going if we just really want to unpack the report and then really understand that and then create some kind of like white paper one page summary or something of it that we could then distribute I think doing that would be something to come back to the board rather than immediately go to the public we should do more than just unpack the report because stuff like that the report does is talk about I think it's multiple pages I think it goes back to where the first step is to have recommendations of space usage and what needs to happen but hey we should be looking at what building all that out and then trying to analyze where they say here's what the space needs to be before even space needs I think there's some more urgent needs to be applied at our retreat but we really only scan the surface of the very very top and I think that when you unpack that report that's the first step the urgent urgent stuff of the existing things we have right now and then the second phase could be whatever it is so what if which opens up larger questions right but I think a part of unpacking the report it is to break down and to say because they say okay well they put those water in the new water the appropriate water bubbles the ADA bubbles are kind of a few different places but kind of collecting all that information and saying okay to make things to do the work to make things ADA compliant is this to try to say one of the things they've identified is that you're doing special education in the hallway so let's try to not make a recommendation whether that should happen or not but collect the information into that report to say that if you're going to analyze the piece about special education in the hallway to address that we've collected the parts of that and we're kind of categorizing more of an organized fashion so that you can look at that report and say here's what would solve the bathroom problems here's what solves these things and I think some of that problem some of what you're saying now that I think about this will come out of the work that you're doing one of my things is I just I just want us to be efficient and I want us to get to the point where people really understand there is so much diversity right now in what people think they think that we have somebody asking why are we using the three extra classrooms in the Rochester elementary building hold on there are three extra classrooms in the Rochester elementary building and I'm sure there's things that come up so my thought is that we can get the facts established so that when Jenny says stop in the school I get this picture I know exactly what speciality one done in the hallway there's bubbleers and whatever when somebody says Rochester school there aren't three extra classrooms there are six classrooms and they're all fully utilized by kids I think some of that other conversation you're talking about will by nature come out of the work in this committee but I'm afraid we don't keep it quite focused enough we'll go down to the three different radicals and we'll spend the whole night discussing one topic why are we putting an addition here or why are we putting an addition here as opposed to really understanding what this engineering report tells us about our needs, our assets our purpose then phase two that is where we do what it is so we all understand that it will be true there aren't three extra classrooms there isn't this in Scotland, Jenny then the committee can play what ifs with that at the direction of the board what criteria do you want them to and that's where I think that I think is a valuable having that what if conversation with the public I think is a valuable place to have that we're just saying that that would be the second that's what I'm saying I agree I think you're spot on whether you just have to have people understand that the board is heading in a direction and that they need your trust to head in that direction if we don't finish phase one when we start those phase two conversations first it's going to be this big tangled bar we aren't going to be all operating in the same fax it's like getting the fax I think which is getting the real fax I think to wrap this up I think the last point to keep in mind is that board meetings are public meetings if you're saying that the building is coming back and it's going to unpack the results at this board meeting then we can go through it and do the presentation in the same way that when we have the representation from Black River come in and they did their presentation as part of the board meeting questions were limited and focus was perhaps on other things as well but we were able to not get and go down rabbit hole you guys are going to plan what the next meeting is we have a report we'll try to identify a day or two we have to identify some rosters for people to be on that it would be sometimes what boards do when they configure a committee and say by that I think I think I don't know if we'll be ready to report them at the October meeting but I think we certainly need to have at least one or two meetings by October November because we want to November's first is our meeting so much to do December meetings so that would be the first meeting December that is two months for the committee to meet multiple times and then come back to the board and present and I think this topic is so important that we have to try very hard for that December meeting to have nothing else on the agenda and just approve the minutes we may have to have an SU5 presentation and then that's it that's what the presentation is and then I think the committee should do it two other times once in each community for people who can't even if it's an informal sort of we have a lot of slides we're here if it would be helpful Linda and I can try find some Rochester folks who are interested in being on it I was wondering I was going to say Rob Gorgon I had mentioned something to him he's interested I don't believe you I've talked to him at the hardware's market people are talking about the buildings they want to know Rob was someone I thought I'd shot an email to after our last meeting so I'll be very brief so do we need to we've discussed and improved our charge most many and we've come up with a timeline which isn't really on here so that that planning and public meeting we've decided December 1st December 1st the board meeting the December board meeting Phase 1 is to be presented at the December board meeting December 3rd December 3rd December 3rd and I thought that by talking about what the charge was how it would help identify building members who would still be interested in being on this committee that we carried out with the charges but one of the committee members made so at this point we have two potential members we're going to find we have two names to contact from Rochester we have two board members Carl Carl and Amy and then I asked a question Bonnie and Linda are we ready for a meeting as far as the buildings go nothing like jumping in our jet bay here what do you mean by ready for a meeting Rochester has done some fairly significant $5,000 $6,000 worth of room work on both buildings so we hope when it's time for the major weeks we have last year we won't know until what happens I think those were our only major winter issues that we could deal with right now what about the ice jam that happens we think we've taken care of that right, we did do some I can't talk moves but I believe I know we've done something to mitigate that fact something plundered there something wasn't in place correctly from our stopovers that's the only that's the only one that caused the mood besides the roof not about what we haven't had those types of significant issues with the demolition and custodial one thing that happened last year is Dan Warren he filled in theatures that once was shoveled and everything the town flowers the dry forests so we're pretty not pretty there's still time just one quick thing I'll say we don't have to discuss it because there isn't a solution to that but what I will say is the grade to the phone system is in the high school the high school is not connected to the generator if the power goes down we don't have phones at Rochester if we have a couple cell phones we can stay open through the remainder of the day as long as our fire water system is active and that should be okay but the next day if the power doesn't come back on the next day the battery backup to the fire water system will be gone and we won't be able to convince the phone system on a battery backup the fire water system but the phone system is not there's a checkup once the fire water be plugged into our generator there is no battery that brings all the phone lines we've said the so when the fire water a phone call is made out oh I see so that's just FYI we're working on it and if we needed to trench a line over to the high school and you know somehow we'll start getting on there or just you know I mean is there we're looking into it we need the options to fix this situation there is a bunch else to share over there okay I have a question this this level of talking about the buildings and all this and thinking as a community member as I stand in this space right here I see a situation where it should be documented by film and everything should be removed and cleaned up and start over as a new school system this space needs to speak to the taxpayers and to everyone that were starting fresh and we're getting going I feel like I'm in an attic when I look around here nothing personal but it should be documented given to the library let's get moving you know that's something we've been talking about but this is low cost this is employees getting to work you know you know it's being respectful and sensitive to all I mean there's not even a sense of Vermont League anymore that's gone but being sensitive to the I think sensitivity is to document it there's some pieces that can be updated but there's just that Vermont League not being in existence other than this year probably a number of those schools take that down we need to get a lift we need to pay for what's behind that I mean there is no need to do that we have trophy cases full of classical trophies we need to probably reach out to the historical, the Rochester Historical Society or something about figuring out where that would go we have begun that but as I understand what Mason is saying there are also very strong feelings about not destroying the history of this that is certainly true I'm trying to add that myself I mean you see the names of these kids and like the Parish family obviously believes I mean it's just this incredible history of long it's way old we do have to re-purpose ourselves that's a great case okay moving on or moving back yes so actually since we're talking about winter let's roll into the generator update oh my goodness thank you to Jim Shams we and I have been working pretty tight over the past month trying to get answers on the grant the contact at this state you call the number this is my favorite thing ever I'm going to change my voicemail you call the number and the woman says please send me an email do not leave a voicemail and there's no mailbox so he and I have both reached out and emailed because that was the direction here's two grants that possibly applied for one just opened yesterday and we're trying to get more direction and and the woman has not responded to either and we both followed up again today so we're kind of if we're waiting for the grant process I think we're going to be waiting do you know if the grants can backfill? I can't no it's my honest answer because I can't even give can't even talk to a real person is there something that our guidance coordinator can help with possibly have some other contacts it's all through this one woman everything sounds like it's communication right she can help you with the grant I mean she can help us write the grant you have to send this letter of intent to this woman but it literally says contact her before you do so is she from the federal government or is she from the state? emergency services from the state what about the sick rule? what about saying the ass and saying we're not returning our phone call? I do think that's the next step I mean Jim and I talked that one today just about our frustration that we were pretty hard and one of the grant windows is open just opened yesterday so you want to get right on it exactly you want to know that we're in another direction we've got grants my understanding our understanding we've got grants I have to recommend to you call above can you send the information when you're trying to get to help drop a dead date from our vendor as to when we wanted a generator to be in place for this synopsis no I don't as I recall it's a generator on a concrete path right it's got to go walk out the front door and roll around if there's a delay in person the generator itself that could be okay if the concrete was poured think about maybe check with Jim about when he thinks it would be the latest day to get a pad in because that to me is the thing that if the generator came in November and the concrete was already poured we'd probably still install it okay okay so that's the generator pretty much cool, tuition policy oops sorry we're still backing up alright because we have two non-unlockable lights yep sorry Carl we uh I want to I think I've told you this before have something on your website that basically talks about how somebody can just move to town access tuition out works and in here the policy committee is going to look at one is the one that says code C29 which was my way of taking the first swipe at what that tuition policy might say to somebody I'm not sure it's right I'd like you guys to play with it and fix it up the other two are admission of non-resident tuition students if for a chance somebody I guess she could put Korean Won Hancock into that category somebody who didn't live here but wants to come here and fuel it and the third one is in district transfer a discussion about that today about whether there's no final decision on this or anything like what happens if we felt that would come and say well maybe a student that's currently in Rochester might do better in Stocks and what are the mechanics around making that happen or vice versa now that you're a unified district that might be something some of the other districts have looked at doing that they've looked at the one who wrote them do that First Branch does that with Chelsea they trade students if a parent is heading south and wants to drop their kid off in Tunbridge and they live on the line to Chelsea it's easy and more convenient is there a form that they could fill out to be able to make that happen so we're going to be talking about this there's also an application for somebody who wanted to do that these are all examples nothing has been passed or anything that's what I kind of envisioned the three different ways of looking at the tuition we had talked last I mentioned last meeting about just thinking about where we got into a place where there are personalities involved just having not so much about an in-district transfer that a parent necessarily instigates but also about a situation where we might feel that to have a better balance of kids in the classroom that would take some third grade from our education in Stockbridge to have a better cohort or vice versa again a fifth way of looking at it is where not just the parent says I would rather have my kid go to Stockbridge because that's the way I drive or I don't leave my kid with other person's kid or whatever but also just for educational reasons it may be important to move the kid between I think having from the administrative educational side just an idea of how a policy that says that tells parents that their kid may not go to school in Rochester even if they live in Rochester their kid may not go to school in Stockbridge just on just for that educational reason and just to have that out there so that should there be a situation whether it's related to discipline whether it's related to classroom cohort and composition that we can point at something and say your kid is going to be here for this reason for that reason you asked us to crop that and you put that word grouping this agenda into two reasons we put that in the educational right and I think that's where also this policy should go to because right and just having again before we're creating a policy to react to the situation being able to tell parents and families and all have an idea of what happens when these kids end to change facilities coming into the facility or whatever I think the more we can show them we're prepared these are going to be to not have a fight on our hands with parents the thing we're bringing up on the spot essentially these are going to come back to you as they advance the policy committee then they'll come back to you as a board and we're trying really hard to get standardized policies for the whole SU but I also know that some boards want some things and they don't want other things and so to try to balance that out we have two that didn't pass through with Sharon and I'm going to bring them to the policy committee to see if we can if we can make a policy that will make Sharon happy and also the rest of us happy so we don't have to have a policy for region districts in a particular subject so I don't know whether we can do that but every other we have 45 policies now that we've approved in the last year and all of these two have been signed off 5 years I think they have to do with facilities and superintendent making decisions on facility use that's our policy, yeah we said it's in the this superintendent the reality is I've never made a decision on food Rochester for you know but I think in this particular case those board members felt like the fact that it was just put out there is I'm not going to do it I mean they could use Bonnie and let me, wouldn't you call me different boards on the issue I mean, yeah, that's what we're going to do but see more about the design of the house because everything else that doesn't mean the policies for years down the line and we need to ensure that as things change our world is still going forward Caroline, I said it to say that we're going to put Jenny sitting next to you but we're cutting into her time right there yeah but we still have to do your 9-1-1 compliance I know, okay I can do that there is now a law on the state of the law that all schools must do 9-1-1 compliance and the deadline for that is January 1 or you need to apply for a waiver 9-1 compliance basically has two requirements that you can dial out of the building without using any prefects so you don't dial mine to get it outside the line and then dial 9-1-1 but instead you can just dial 9-1-1 neither system has the ability to do that right this second the other compliance piece is that there has to be a location and we'll make a call so if I'm in this building long and I hurt and I get to that room over there maybe not such a big building small building like ours you can see why there's a lot of building that's necessary we're working with Ray Balloon, he's been a great help he's the district tech guy and our phone contractor we met with Bruce from Vienna and we are going forward with requesting a waiver there's also a compliance grant that we plan on writing that we will pay for if we should get it we pay for this upgrade we're planning on doing upgrades we think in the summer it depends on what the fix is there's a possibility that stock rent just takes the simple enough that we can do it before summer both in terms of cost and time but we're waiting to hear from the tech people in terms of exactly what has to be done I think it's safe to say we listened to them talk for 25 minutes and neither one of us understood but I know there's terms like zip lines and things like that okay so that's it we're applying for a waiver we're applying for a grant and we'll update you as we go perfect thank you Mark Jackson is that a third family they don't tell them they don't tell them they don't tell them they don't tell them they don't tell them they don't tell them I love that oh that's fabulous I don't want to meet those people okay me? you do I do you know what you and I don't want me to stand right next to you poops when I do this okay so every lesson starts with a review of what the program consists of every lesson starts with new endless skills of what we did before because you have to make sure that the learner knows what you taught previously before you go forward so months ago we started and again evolving what is an effective instructional tool and I want to remind everybody that our instructional tools should be like the scalpel of a surgeon it's a precision tool and unless you have a precise tool especially with tier 3 kids and tier 2 kids you can be the best teacher in the world you're not going to get it done so what is a precise effective instructional tool that should what should it have is that it should teach course learning strategies should be highly generalizable efficient both to teach and learn and to make sure that it's a way of doing something so I gave you a few words of teaching and I'm teaching an example I said you get 10 cycles what does the kid come away with someone else has to teach that that's not a course learning strategy 10 appropriate sounds and learning that is an appropriate strategy because with 10 appropriate sounds kids can sound out 423 sound words 4354 sound words and 2565 sound words just with 10 appropriate sounds so that's a teaching and not a teaching the first thing we talked about is that they should be presented with language of instruction that's consistent and what the research says is your language of instruction should have two qualities of that power and skill and skill and skill and skill and skill and skill power and kind it should be highly generalizable it should be as concise as possible so you're very careful and aware of your language of instruction so for example I have I reply especially in behavior so my free application for a lesson or hands on lap you know what she knows already hands on lap I always say that when I come to a kid so all I say is and they know it now learn a behavior they go right like that so it's concise language of instruction and a teacher must be aware of his or her language of instruction so it can't just be talk about consonants and vowels talk about sounds it has to be specific language of instruction so we talk about that the next web that we look at presenting the sounds those are something called avoiding stipulation what is stipulation stipulation is too many repetitions in a narrow strategy so you don't want to generalize you learn to misgeneralize so the stipulation happens in life and an instructional tool takes on a precise instructional tool takes on its responsibility to prevent stipulation they have to build that in to their program if you will and to their instructional tool it comes from life so the example I was used to give before I retired was I went legally to LaGuardia airport I left on Sunday I went back on Friday I went back on Sunday I was always fine I went to LaGuardia got a house back in Vermont and suddenly I'm going to Vermont but if I put a tape now a DVD whatever it is down into my car and my guess where I found my car I found it in LaGuardia because that's where it goes and my water was turned off the other day I thought, what can I do let me fill my hummingbird feet my water was turned off but you stipulate instructional tools can cause unintended consequences of learning by having stipulations so for example first for your second grade teacher you just finished addition and subtraction first for practice problems with addition second for practice problems with addition third for addition fourth for subtraction you know what those kids are doing and what does the teacher end up doing you have looked at the song you would have seen no no the instructional tool should have prevented that stipulation from humming down but if it's not precise then it is not going to do that let me give you a net for example which I chose for Monday okay certainly not for me let me say for actions let me say for actions no it's not for actions I'm going to do that I didn't know okay on this side we'll get this slide where the slide is on okay I have this there were 10 new problems all teachers do this if you look at the instructions on the instructions one of the kids was learn these key words they were helping no way to add they were helping no way more in all all together total in addition to and subtract so the addition words should solve the problems never forget I'm not going to go through both but let's just choose one example John John bought 4 miniature cars John bought 4 miniature cars he already has 19 how many miniature cars does John have in all everybody has $15 from collection when the $15 is better there to return from hospital how many will she have in all we did when we copied this one to train teachers there were 10 problems 4 of them so 40% we devoted to the words in all as addition words I give you a new problem Kenny had 17 toys in all 5 of them were truss how many were dogs not addition subtraction but those kids were going to see the words in all and I guarantee they will take it to the bank they will air and again the instructional tool has caused the victim and we as educators continue to blame the victim ok let me show you and I did send this out to the SU as well let me just show you the instructional program has the responsibility that all learning is a function of instruction not of the learner then we are going to make sure that that instructional tool is precise so we have direct instruction we have a correction procedure for words like robbing and roaming and piling and piling because once you double that in or you double that in some cases it's roaming or robbing or roaming or robbing because the magic is there anymore so we developed a generalizable correction for those words it is if it's vowel consonant and vowel you'll hear the first vowel's name so again if it's vowel consonant and vowel you'll hear the first vowel's name we take 5 lessons to teach that rule there are so many prerequisite skills that need to be so the first one is we have to know that the kids know what the first vowel is because that's what we're dealing they act on when the first vowel is so that's a whole lesson just making sure they can tell us number one what a vowel is and number two what's the first vowel so look at it here here the first vowel is the third letter here the first vowel is the second letter here the first vowel is the third letter here the first vowel is the second it's the third and over here it's the fourth we do not just make the vowel the second word hold up those words because then some kids gonna have an unintended consequence of learning and say oh the second letter is always the vowel that's what it is the second letter is always the vowel so we make sure when we teach what is the first vowel they have to identify whether it's the second letter the third letter or the fourth don't stipulate it's not just the second letter that's when an instructional tool plays eyes into responsibility the tool is responsible for instruction okay so that's the next one avoid getting an instructor the next one that we presented was in skills and this for me has changed my life both my personal and professional life teaching and non-teaching examples when I was a teacher I was taught do you want to teach what red is or what a table is of what that is unless you teach a student unless you teach a learner not just what something is but what it is not you cause confusion and unintended consequence of learning so I'm gonna teach you something new guys I'm gonna teach you what it is and I'm gonna do it using a traditional way that I think he does it and that our teachers are used to doing okay so I'm gonna teach you the concept of glit alright everybody watch out watch out this is glit and this is glit that's the teaching that there is for that's just teaching that shows you the confusion that can happen what all learning is functional instruction I cause you not to get the answer right through my instruction because I caused you to simulate everything I touched was with one finger but it was all so white and that's what every class is stipulating on so when we teach something in direct instruction we teach what it is and we teach what it is not so again all that but my turn I'm gonna teach you what glit is this is glit this is not glit this is not glit this is glit this is glit but it's not glit now it's not glit now it's not glit now and then of course I would have to use black et cetera et cetera so the concept is taught for example we have the beauty of direct instruction for me not just what it did but how it taught me to correct because the teacher the difference between a teacher who teaches all of his or her children or most of his or her children is the teaching knows how to correct when that kid gets off track we have correction procedures of creating whether we try to make some decent sound whatever doesn't make a difference we have a specific correction procedure but the last part of everything correction procedure involves teaching and non-teaching so one of the things you find when struggling at misreaders is they add consonants if the word is pat they'll say clap if the word is singing they'll say skiing so we correct what correction procedure and then we show after they sign out and do whatever what word kids go clap pat what word now and they go clap what word now so we show them a program that just teaches skills to kids does a very narrow job this program teaches kids how to learn so you will say that eventually the kids will say show me what I did I don't know what I did show me my mistake they want to know what they did and we have to do that we correct them but we want an example non-teaching example so that you make sure that that instructional tool is as precise as it possibly can be alright next round we'll go through we are now going to identify designated employees as well as a group director information in our policy manual the first is what's commonly called FERPA and it's the Family Educational Rights and Privacy Act and that policy calls for the board to identify student information that can be released without parent approval and it tends to be information that is things like the student's name the address telephone listing date of attendance grade level and student ID number that has been assigned to a student and those are really for purposes of for example we put a student ID number on all the state assessments we would give a youngsters dates of attendance if it was part of an evaluator who was doing the pump val even though you get parent permission to have you about done addresses we would give out like if Boy Scouts were looking for all second graders we might give out names and addresses without parents this information is the list I just read out to you is typical of what most schools own out and we need the board to identify what it's going to use for releaseable information and we're recommending that it be this list can you list them up again student's name address telephone listing photograph date and place of birth dates of attendance grade level and student ID number it seems like a lot of information to be giving out it doesn't the requests that are really are like if you think about that report that got uploaded to everybody's birthday when they were trying to figure out who was around the service management all that information is in that server that gets pulled or if a family is approved and then we can't get that information out while we're trying to identify that but you as a parent also sign off on form at the beginning of the year it says what is acceptable to be released on your birthday that's the other extreme so it would be the parents they don't want to be known but they don't want that information out I don't know about a photograph you can take that off the photograph and if you talk to me it won't happen so a little straight photograph is that one here I don't know if it's everybody but what I'm confused about is if you begin by saying the directory approved information is information you can release without permission and then they can opt out so I think we need to make it very clear that we're going to release this information unless you tell us not to there's a warning for the reason that you're going to put something out if they need to know what's going out the photograph let me clarify this if someone's taking a picture of our community meeting and they're showing the third graders holding up there whatever if we don't have photograph in there schools end up doing one or two things they don't allow pictures of the kids in the paper because somebody doesn't have the time to make contact with parents before the deadline for the paper comes out so those photographs don't get going in isn't photograph something that on the form at the beginning you can say no or say yes or only the school newsletter or public for social media to be frank it's more practical for schools to track the parents opt out than opt in it's very hard for kids to say it's easier to know like right now I think we have four students whose parents have opted just like I think it's that right so you have all four that have said it's okay then it doesn't need to be on this separate paper well it does because it's opt in versus opt out if you say we're going to be putting all this information you know unless you tell us no we can use your kids pictures in your letters or in the herald right we sign this the paperwork that you sign check to opt in too now I'm confused if there's like two things kind of doing the opposite well it's on the same yes you can use it only for like school school community for the bulletin board for what not for yes you can use it for educational purposes which can be taught in the classroom so should we use either right so by us keeping photographing or removing photographing from this list how does that affect that already signed paperwork it means that they they give up issues with stuff for your families sure families are this what I will say about this information is that it has not posed any problems we haven't had any difficulties with it parents haven't said we're very careful about the information we give out it's not like we routinely give out any of this but the policy calls for the board to identify the right 3 information and this is the information that most schools use as a right 3 information I have a bigger concern is the older your kids get high schools in terms of information the colleges for those the military that's why super super right not so much at this level but it's something that needs to happen if it's a purple house if you ask these instructors to approve you know just generally approve it because we know that it's being collected right that's the practice that most schools will take it out and that limits you've got the option to do that with the paperwork that goes on right I think the difference is that the family that the family and there always are a certain percentage that don't turn those forms in that forget the permission slips or whatever if we don't say that we're including photos then unless that family specifically say if you can use my kid I just say we're saying that they're not going to I mean but I don't have a kid in school so I feel like you guys are the current you three are the current parents I guess I can opt out or opt in I guess that would be my question is are you opting in or are you opting out like if somebody doesn't return the form are you considered a photograph there is no photograph if we took photographs out of here and they didn't return kids we would save the herald so a photograph isn't on the list is that restricted using any photos for the herald that we can only use photos that parents have explicitly said that they can give if we leave it in and the photo was taken of the whole class at a field trip if Katie was in there and Amy had said nope, Katie's my kid couldn't use that picture but we wouldn't have to go through they're validating it I think there's more to say we have four parents it's very easy to check pictures we know who they are I think that at least at Stockbridge the parents know if they can return to that it's on the radar I would assume that our administration would really vet whoever's asking for this information and not just give my child's photograph and date of birth to any wacky organization at the top of my head if I'm going to use paper for elementary school I can't think of any other reasons except our school rules what if we're going to start uploading onto our webpage and that will have pictures so those would be the two things everything else would be directly to the school so that it doesn't spoil your own picture so we're good with approving the recommendation right, I would entertain a motion to accept the directory the information recommendation has been presented by our administration that's our rule second, all those in favor of saying aye, those opposed okay, you've got your directory information left the other one's a little more straightforward the prevention of harassment is a million of students calls for what's called identified persons and we are recommending that in Stockbridge the identified person will be Mel Mendy and Mary and the guidance counselor and Roger Spirit be myself and Samantha Newman also the guidance counselor so those would be people whose names we would put on notices in our handbook on our website where people can easily find anything they have a complaint or concern around bullying harassment or hitting on students and the purpose of this policy is to make it easy for a parent or as you develop a student to go to someone who is going to listen to what you're saying about what's going on are these the same designated employees designated context for employee harassment I haven't seen that policy yet but I have worked my way to that policy yet but typically they are the same I just want to make sure I know who we're approving before because usually there's their designated employees should we should we get the energy to run it yes, yes we should make it for goals that doesn't seem to have been a past practice where students and families at least in last and we have kept to be counselor I don't know full time so that they can be more inclusive with families and really walk them through I appreciate it that's why we just made all four for both campuses so it would be if they were out of the building it would be Sam Ryan I think we're probably pretty well covered with four of us being designated nurses make a motion I entertain a motion to accept the administration's recommendation of the principals and the co-principals and the campus guidance counselors to be the designated employees for student harassment reports I smell hope second the motion has been made and seconded to accept the administration's recommendation for designated employees for student harassment student and family harassment reporting I I identified date for February we want to do that today without you we're talking about education okay we want to ask people to bring the date that's a good idea that's a very good idea put that in minutes we're all going to bring dates because we keep pushing although don't we call them plus ones now I'm sorry oh I got it I just worry that we keep pushing my new way of trying to make these things along I still think that we should all be here we should be prepared to bring dates for a February board meeting for a February retreat so I just don't want to hassle out now and then have Ethan going over okay that brings us to item number 10 which is public comment what a surprise I just want to backtrack on one of my favorite topics and Bruce we were talking about the inventory some of our landscaping equipment here at the school and electric trimmer we have no idea if it's still here or what happened you know and the taxpayers invest in equipment do we still have equipment what goes on with all this stuff is it part of the employees interest so anyhow beyond that maybe this February retreat we should be talking about what's really on the minds of a lot of students around the world in fact they went on strike they left school a week ago and they're interested in the adults starting to talk about a climate emergency declaration so maybe during the February retreat this would be a topic you know what you'll be excited to hear we're still affirming up the dates but we've been working with what agency is that coming with where they come in and they do the classes for the kids I can't remember the name I'm going to have to look at my email but like a climate educator for lack of a better term comes in and does workshops with the students for a full day and then also someone comes in and does an entire walkthrough with students and adults about energy and how it's affecting the climate and things like that and we've set those dates of December for this this group to come in that's a great direction part of my concern is more also with the parents and the children and how education and we go forward it's right up there with reading and then go hand in hand if the kids are distracted and distressed they're not going to learn well if we adults aren't really dealing with what they're concerned about so I'd like to see that part of the retreat and maybe ahead of time maybe it's good to talk to the parents I don't think you know maybe there's some communication asking the parents what they think about it thank you Mason we're going to need to go into the executive sessions and discuss a student issue so we will close the public portion of this meeting but before I do I want to remind everyone out there that our next regular meeting is Tuesday, November 5th it will be at the Stockbridge campus at 6.30 to be able to see you there I didn't have a question will you focus on education I did have a question like maybe if you're going to have an executive session I probably should film when you return to adjourn if that's the process we will go to another room and we'll come right back our agenda is complete I would entertain a motion to adjourn I said it should have been made in second into adjourn the October regular meeting of the Rockford for Stock, those in favor signify by saying aye good night everybody