 All right, so calling the meeting to order at 6.06. Today, the purpose of our meeting, we're doing board orientation. We're gonna be doing some monitoring work and a little bit of policy work. We're doing the second reading on an adjustment to policy 4.2, which we did a self-evaluation on the last meeting. And that's in the second reading, so we need to accept that one or not. So that's sort of the purpose of our meeting today. So, and we have an opportunity now have an opportunity now for general public comment. I am going to try to just read a little preamble or prologue before public comment, the general public comment every time we have a meeting. So if I don't do it, please hold me accountable and say, hey Ann, you didn't read the little preamble. So the board welcomes comments, but it is not able to take any action on them other than to direct the public to the appropriate staff member or to the complaint procedure. You're here to listen. Comments are limited to three minutes per speaker. Comments are to be addressed to the board chair or the board as a whole, not to any individual on the board of the staff or of the public. We'd like you to raise your hand and wait to speak until you are asked by the chair. Please identify yourself with your first and last name and your relationship to the district. Order in decorum shall be observed by everyone, making personal, impertinent, threatening or profane remarks as well as any remarks that breach the privacy or other rights of the students, parents, staff or the public are prohibited. The board chair will maintain the order in decorum of the meeting. So do we have any members of the public who would like to speak? Peers. No one on line. So we will move forward. Yes. Ann, I'm not sure. I'm not on the agenda that I can see. I did ask for some time to go through. This would be an appropriate time to amend our agenda if we need to do that. So I just needed to present the findings of our comprehensive local needs assessment for RTCC for board approval. Okay, so can I have a motion from the board to add the, tell me again. Comprehensive local needs assessment. The comprehensive local needs assessment. There you go. I'll report from Felicia Allard, the director of the tech center. So moved. So moved. Do we have a second from Chelsea? All those in favor? Aye. Aye. Alrighty. So we'll just, let me just look at the agenda. Why don't we, this is really, it's a something that probably goes under the consent agenda, but we can move it up to now just so that you can do it and we can move on. That would be amazing. Thank you. So we'll put it under, so it's the comprehensive. Comprehensive local needs assessment report. Right. And I will try to be maybe a bit more brief. There was members in here that heard the more lengthy report. And before you start reporting on it to us, what do you need from us? So in the end, I just need approval that you agree with the findings. Okay. Okay. Okay. If you have one. Go ahead. And a vote. Yeah, a vote to approve the findings. Let me reword that. Yes. Okay. So just to kind of give a little bit of background, the comprehensive local needs assessment was required by the agency of Ed. It's required, I'm guessing now every two years. It's a pretty comprehensive process where we have to survey a bunch of people and collect a lot of data, analyze our data. And it essentially is to figure out if we're offering quality programs that are in line with the labor market and appropriately staffed in all of these different pieces. So in summary, I'm gonna be pretty brief here. It looked at student performance. One area that we need to really look at as far as improvement is gonna be our academics. So at this point, we had one math teacher, we have one English teacher, and our scores are in the 20s with 10% proficiency for science. So those are areas that are weak and need attention and that need to be addressed from this CLNA. In addition, we have a lot of great things happening at the center, but every program needs to ensure that they are offering a post-secondary credential, like an industry recognized credential that's tier two, or they need to offer a dual enrollment course. And as of right now, the state has down three programs that did not meet that requirement, but that's because the data is from two years ago. In reality, last year there was five. So that's an area of need that we need to look at. But in terms of student performance, we have 100% graduation rate. All of our kids walk away with a solid post-secondary plan, whether that's into industry, the military, or into college programs or. We did a little study on the labor market to find out if our programs aligned. And it turns out that all 12 of our programs do meet those alignment qualifications. All of the occupations that we offer are pathways that are growing in our area, with culinary being the number one growing industry. And so essentially I feel like we are offering the right programming for our kids and for this region. In terms of the programs themselves, we were looking at size, scope, and quality. Those are the indicators that the agency and the federal government is looking at to ensure that we're offering quality programs. And our enrollment as a center has gone from 105 to 165, I think Robin told us in the last meeting, in two years. So I would say that yes, we are definitely, those programs are filling and the size, that's not a concern. There are no programs in jeopardy of closing because of size. Scope and quality, that has a lot to do with what I mentioned a minute ago, where we need to ensure that we are providing really good opportunities for kids prior to joining us and pathways after they join us, but also the industry recognized credentials in college education that they can achieve while they're with us. So those are a couple of things that we do need to work on as well. And COVID has limited our ability to participate in CTSOs, which stands for career student technical organizations. I think I have that correct, or I'm not sure. I always get it messed up. But essentially they are clubs that the kids can join. They compete in events that relate to their subject area, but they also learn leadership skills. That I think this year is gonna be the first year that maybe those get back up and running and back to normal. And I'm asking every program to align with one CTSO. In terms of faculty and staff, they were surveyed as well. And all in all, it seemed really quite positive. We do have a fairly new staff, like a lot of the staff members over the last two years. But essentially I think the overarching feeling was that we have a positive culture and that they have the resources they need to do a good job. I think the one area that we need to look at, as mentioned in the last meeting, is that we need to look at the contract to ensure that we can keep or retain these people because the pay difference between industry and what we're offering them is significantly different. And also there's a little bit of inequity, I think, in how we value their industry experience versus educational experience. So we just need to look at that. Professional development, I guess that area, one of the things with that is over COVID, we did our best to provide professional development, but really we were in survival mode in 2021. And we did some work on career trees, which is career exploration. 21, 22, we had a whole lot of new staff. And I think our focus was on responding to their needs. And then this year, I feel like with our orientation that we did prior to them onboarding the new staff, we've been able to really make a solid PD plan. And we're gonna have probably the first year where that's been really in place in three years. So it's improving. And then I guess progress towards equity. We have 40 to 50% of our student body on plans, whether that's IEPs, 504s, or ESTs, that's a pretty high number, but it is congruent with a lot of the technical centers in the area. But I think that's an area that, to think about, one, how we service our students and the services we provide to them, and are we providing pathways for all students that come from our region? And so just something for us to think about. We do have pretty good non-traditional rates in programs as far as females in predominantly male programs. That's been kind of a strength of ours. I think with the staff turnover, that's been changing a little bit and we kind of have to re-energize and get back into that. We also need to look at how we introduce non-traditional programs to boys, so dental, health, careers, and education. So that's an area we need to look at. In terms of career exploration, this goes along with that whole providing a pathway from prior to they joined us to afterwards. We have done a few things that I think have helped that. We created the pre-tech exploratory program, so kids that come in as freshmen and sophomores really have an idea of what they wanna do when they leave that program. We've done professional development and provide kids with resources around the career trees. So that's pretty important work that we do. We do offer the ASFAB testing. We do youth science, which is also an aptitude and interest testing. And then we do offer tours for grades four through nine. So kids that wanna come, like I toured some, I think we had some kindergartners last year, preschoolers maybe, not sure, which was really awesome, going to building trades to see their little sinks be built. But anytime we can get kids into the building to see what we do, it's always eye-opening, because I don't think they really understand how this school can look really different than their school. So, and then this summer we offered a middle school age summer camp for the first time. But all in all, I think we've met a lot of the quality standards. I feel good about our comprehensive local needs assessment. I know the areas we need to work on, which is really around academics and just making sure that every program offers IRCs and dual enrollment. So, how about questions for me? So I actually have a question for you, Leanne. So the tech center is pulling kids in from districts outside of our own district. So as we as a board look at the tech center, how do we, so we're looking, because our students from Randolph could be doing really well academically, but maybe those sending town schools could be pulling, I have no idea. How do we aggregate the data? But how do we kind of pull that apart? Or how do we just look at or collect data so that you're looking at, okay, here's where all the students come in. This is where they're at. They're in our system, in our tech center. Can we measure improvement from their enrollment? And when they're done to say, look at this, they might have entered our system way down here, but through being with us, they've actually improved a whole lot. It may not still be. And we do have the means to track that actually. And that's a great point. Career centers in Vermont have adopted the work keys testing, which tests in ELA and math. Obviously our students do the science exam, which is hard because we don't really have a lot to do with that. But we do test them, like we'll be testing them probably in October or November. So that's their pretest. And then we test them again at the end of the year so we can see the growth and we can figure out if that growth has been made. We also have adopted the work keys curriculum, which is gonna target the areas that we need to really focus on for each kid. So that's gonna be good. You asked a lot of questions. Right. Jumping together there, which are good questions. Even when we're looking at RUHS and the different teams that are working on curriculum, they are looking at reinterpreting the board's ends. And one of the reasons to do that is originally we had focused on the state testing the SBAC, the Vermont Science Assessment, whatnot. The state has changed that test three times in the last five years. It looks like they're potentially changing it again. So it is impossible to get trend line data that way. So they are a lot of what is coming out of the groups as I'm seeing what they're starting to look at for their own interpretations of the developing. It really is around growth, which I think is important. Two of the, or three of the things, and I think we've talked about it at the board before, that makes life difficult for RTCC is that the students are there, they're invested in their programs, they're in their programs all day, they get pulled out to do math and ELA. Currently a little bit of science that sounds like is coming back, having one of the RUHS teachers go over there. But it's a limitation of resources. If you've got a math teacher and 166 kids at the tech center, that's almost double the normal workload. It's not gonna be very effective, but the problem is if we wanna increase staff, then our tuition goes through the roof. You know, we talked about it, trying to add another individual, what was it, it was gonna go from whatever the 20,000, it is now to 34 with that one individual. And so that's a problem that we're trying to address. Is there a way to work professionally with your content staff person to do some of the basic math stuff? So they come out for some of the math, but then they do that sort of applied math within culinary or in honing. Yeah, so actually this year is the first year that we've kind of changed our programming a bit, partly due to the fact that we have such a little small staff to make it a bit more streamlined, but also just to increase student engagement. The math is going to be applied, so every program goes to math together. And, but at the same time, they're working through the math work keys curriculum. So those skills are gonna be taught as well as content that's relative to their program. Does that make sense? One of the concerns in thinking about it, and it may not be without looking at more detail, is it's a really good idea, the embedding is what we're talking about, embedding those schools in the already existing programs. But the problem is with a lot of, like the state standardized tests, is they use a very specific vocabulary related to mathematics. And I don't know how well that is going to translate over to an embedded, even though it's the same concepts, if they're talking about it in different terms in different vocabularies, the students may not be able to interpret what the test is asking when they get there, even though they have the skills. Well, and I think a piece to understand too, is that embedded credits, currently as they are, are credits that are embedded in the program by the teacher of the program. So you're talking about someone who's not necessarily a content specialist in English or math. And so, yes, those things are done in the program, but they're not necessarily nuts and bolts strategic, like they will get in a math or an English class. Does that make sense? Right, right. And then the last reminder that, we've still been working on, the high school's actually been trying to push the standards down so that the students get three years of science standards before they get to 10th grade. But when the state did all its moving around to the testing, they put the Vermont science assessment in 11th grade. And if our students are going over to the tech center as 10th graders, right, they're losing out on, excuse me, as 11th graders, they're losing out on a year of science without it there. So 30% of course. Am I allowed to ask questions or not? I don't, I don't see why not, but that might be something the board should look at. You thought there's just one? What? The board action is taken, yes. Right, but, oh right. Because you will do a vote. Because we have an action, right, right. So we can take, excellent question. Yes, you may ask our questions. That's right, thank you. So just for everybody's background, I have somebody that's done a lot across the board and all kinds of. Can you just tell us your name and your relationship to the board? Are you a community member from one of the? I'm Martha Affner, I live in Randolph Center. My son graduated here. That's plenty. I'll continue to work within the schools throughout the area in minor degrees at this point, but I have worked at RTCC, so I do have some inside acquaintance with it. I've also done an extensive study in a program called The Big Picture, which perhaps a few of you are acquainted with, but I really liked that approach where they're working to try and integrate students into some kind of a potential job for their future. And so I ask in that, with that perspective, is the program, do you have any way of tracking your students once they graduate to have any sense of how successfully you are integrating them into jobs down the road? Great question. Yeah, we do have a three-year follow-up, the state requires us to follow up with kids down the road and see where they are, I think in six months and I think three years. So we can see, okay, did they continue with that four-year degree that they said they were gonna do, or did they get into industry? So we do track that data. Okay, and are you seeing a good success rate with what it is? Or has COVID made it so impossible to see what's happening? It's good. Numbers are good. Thank you. Thank you. Any other questions from board members? And do we have a couple of people? Well, they just logged in a little while ago. Katia is coming back at the end. I'm not sure who the phone number is. I think that may be Gary. Gary Clark. So any other? That may be my phone number, actually. Ends in four-four? Yeah, that's me. Okay, it's Katia. And then I may drop off as we're driving. So if I do, I'll try to jump back on again. Okay. I'm also here. This is Ted Kalman. And my number also ends in four-four. Oh, I hate Ted. Oh, so does Ted. Okay. Perfect. What is it? Thank you, Ted. Yeah, I was trying to get on the link. Yeah, I had to go home, I got a sick kid, but the link seems to be broken. So I'm just joining my phone just to listen in. Okay. So back to the embedding. Is there some professional development to help those content teachers learn the language of the mathematics and the language of the ELA and the science so that maybe we can... I love the way you think. Just wanna say that. Improve those scores. Absolutely. I think essentially what a lot of the CTE centers have are curriculum coordinators that work with all of the programs and help them to embed those academics in. We're a small school and I think some of the things that other schools in Vermont have, like an outreach coordinator or a curriculum coordinator, those are things that just haven't been afforded to us yet. But as we grow. But as your numbers catch up and you start to gain the benefit over the course of that silly sixth semester. Absolutely. It's on my radar, for sure. That is something that the big picture did as well. They integrated their math and science into the areas that their students were interested in so that they were getting better response to the math. Absolutely. Okay, so we as a board need to approve... We need a motion. We need a motion to approve the... CLNA. CLNA report. Comprehensive local needs assessment from Felicia. So do we have a motion? So we'll have a motion from Chelsea. Do we have a second? Seconded from Sarah. All those in favor? Aye. Aye. All right. So is... Thank you for letting me come into your agenda. Yes. You're welcome. You're welcome. Actually, now I remember. You did put a thing in just the very last second. That's all good. Okay. So we're good to go. Thank you very much. Okay. Cacha, are you with us? You're up on the agenda next, Cacha, with just a report out from the Ownership Linkage Subcommittee. Are you there? I wonder if she's driving. Yeah. Okay. Well, because I'm on that committee, I will stand in for Cacha, just because we talked about it a little bit during the agenda meeting. So Cacha had put together a doodle poll. And because it was the end of the summer and people were on vacation, getting kids ready for school, we ended up not meeting. So she's gonna put out another one and we will meet. In the meantime, I had contacted Jackie Wilson who had brought up this whole idea of the portrait of a graduate, because if you remember, the Ownership Linkage Group is gonna be sort of looking at how do we do that with our community to use that process as a way to just evaluate how our ends are and if they're still in alignment with what our community feels is the right priorities for the district. So to be determined, we'll have more on that next month at the next meeting. Cacha said she can't hear us. Oh dear. You're very poor. Oh. That's the little check. All right. Well, we'll continue on and I'll let somebody that understands the technology. Should we take a little break and see if you can figure it out? I might be on Cacha's end as far as I can tell everything's on and working. Tav, can you hear us? I don't know if that is there. Tav, can you hear us? Wait, I don't know. Yes, I can. Okay. Hold on just next week. Yeah, some of you better than others. Like Lane's pretty clear. That's what Cacha just said. She can hear Lane. I'm not sure who's not clear, but I don't give a damn. I'm loud, so that's why. Where is this, where is it? Okay, so the speaker is in the owl? Yeah. Cause that's Orca. And this is Orca, right? And that's, yeah. So Cacha, can you hear me now? Your mic cuts in and out. She said she was in an area that didn't have the reason. I'm sorry, I can only hear Lane when he speaks. I can't hear anyone else on microphone, so apologies if they're trying to speak to me. Yeah, we were, I just sort of filled in the group on the ownership linkage subcommittee. So just let them know that we're gonna do our doodle poll and try to connect this in the next few weeks due to just the busyness of everyone's schedule at the beginning of the school year. Did you hear that? It's typical. Yeah, and if you're speaking, I'm sorry, I can't, I see you a little specific, but I really, it's not coming from the beginning at all, so I'm so sorry. Don't worry about it. Oh, here, okay, we're... Lane, start narrating. Right. All right, so we're gonna, we're actually gonna take like a five minute break because we're, the next thing on our agenda is the board orientation. And I wanted to just go over, I wanted to be able to project on the screen so that we could pull up the different documents that we went over. Do you need to talk to them? Do you want me to find them? No, I think if I, I think if I use, you think if I just connect to the meeting, I'll be able to do present screen. No, no, I'm, I'm curious about it. So, we're doing it to actually see. We can just touch on everything. Okay, and they, those documents, we emailed out to you all. So hopefully you had a chance to read through them. Oh, there we go, full screen. Does that do it? Does that make, no, it didn't do anything. Well, you're using Google, I can't help it. Microsoft is a little slider in the bottom right corner, you can make it bigger. Uh-oh, I think I can function. So I don't know, maybe I don't even need to be sharing my screen. Does ever, did, although no one has it with them. So I'm going to turn it over to Chelsea. She's going to sort of go over some of the key things that we put together. And all of these documents will be printed and put into a binder this size, so it's not going to be humongous, but it will have sort of this general information. And in addition to that, but we didn't send it out to you, will be all of our governance policies. So not the required policies, district policies, but all of the board governance policies so that everybody will have those as well as this general information. Take it away. So Ann and I met twice, and we talked about the different things that should be in the orientation for new board members. And so what we came up with is the first section of it will be in, you open your notebook and there's this. And it basically just says what the time commitment is, who makes up the board, and then it launches in three through 12, I think, are taken directly from the VSBA sort of what is a school board so that you can just read through it. And it has great information, you know, N's executive limitations, board staff linkage, the governance process. So it basically just summarizes, you know, what the expectation is and what we do. So that's the first thing. And then the next thing there'll be, so the schedule will be in there, the board members will be in there. I don't have them on this document. And then the next, and everyone will get a copy of this, but we just thought this was the helpful information and we're just kind of summarizing it tonight for you all so that you can say maybe this should also be added or maybe this should be deleted. Basically the negotiation expectation who does what for that is in there. The rules of procedure, Ann and I spent a while going through. So everybody will get this. There were a few people that we didn't have cell numbers for. I don't know if it was because you didn't want to share your cell numbers, but if you are one of those people that doesn't have a cell number on there. I'm looking at Rachel. Oh, my address is wrong. Oh, and your address is wrong. So if you can let Linda know that information, she can go in and... I have these so you guys could correct them if you want to. Oh, sure. These I've had since April. And this document also just has committee assignments. So if you're like, oh shoot, what am I doing, so I don't work again. Especially for the negotiations because hopefully we're gonna kind of do those and not have to do them again the next year so that you know. And then some of this is just, again, some information that Linda as our board clerk has and has on here that's been passed down over time, I believe, just information about the warnings, where they're posted. So if you're like someone asks you a specific question, you'll have that information. You can take a look at it. But when in doubt, you can always also just contact Linda. She does that, that stuff. And then the other sheet was just the meeting dates, the board meeting dates, which we all kind of, like I have it in mind just so that I can remember some of you may not need the hard copy. I need the hard copy, the electronic one. I'm good with hard copies. So then we talked about the rules of procedure and it's basically how we run our meetings, agendas, when the meetings are held, warnings, emergency meetings, kind of covers all of the stuff that we do. And if you have any questions about any sort of procedure, it should be answered in this document. Were folks able to read through it? Did anybody have any questions or did anything come up where you were like, wait a minute. I actually printed it out, so I haven't. So you have it now. Yeah, I thought it was very helpful being a new board member, in my opinion. I kind of just figured it out as I went, but for the upcoming, if there's any new board members, you know, in March, then I think this will be very helpful, for sure. Yeah, and I, we sort of felt like it was helpful just kind of going through it. And for myself as the chair, it's really nice to have it here. And I like having it out to all of you because then you can help me if I'm not remembering, which will be great. And in the rules procedure, what it's called, when it talks about that we'll be voting in a chair and vice chair, does it describe what those roles are? So those are in our policies, in our governance policies. So in our governance policies, it tells us what the chair's duties are. We don't really have anything for board secretary, or are you considered a second, uh-oh, where is that? No, I think that maybe I am because I took the minute to get up. She's the clerk, yeah. Yeah, so, but Linda's also considered the clerk, which is sort of, it's kind of strange. Just the backup clerk. I'm the administrative assistant for the board. I'd call it the administrative assistant for the board, because I'm not part of the board. But you're voted in as far as the annual meeting, you are the- And Robin is voted in as the treasurer, right, yeah. Right. Our treasurer. Right. Yeah. So it might be helpful to have like president, vice president, secretary, treasurer. Who are these people? And their job. Yeah, what is their job? And what the clerk does, the board of clerk does. Right, right. In this kind of document that just- Yeah, I think that like this committee document, just a one pager that says president does this, chair does this. Right, vice chair does that. Yeah, so we could meet again and talk about that. And meet the monthly agenda. Right, right. What's the commitment is. Right. Those are good things to add. So. Yes, thank you. So yeah, we'll amend that. So Linda, don't start copying anything until we've got everything. Well, you gotta send it all to me the way you want it. Yeah, I'll send it all to you the months we get it. Yeah. Would folks like that on the sheet that Linda put together, where it says what committees you're on, and who's the chair, vice chair, or would you prefer to have it on this rules and procedures? I think it should just be a separate one page thing that we write up. Okay, okay. I mean, we can take it right from the policies, summarize it. Yep, yep. And then just a chair, vice chair, secretary, clerk, treasurer, and then the planning, the agenda planning committee. Yeah, because that's, yeah, who's involved. That's Katya and I with Wayne, and maybe sometimes it'll be Heather also. Because I'm just thinking about when I came on, and I didn't offer to be voted into an officer, but I wouldn't have known what I was signing. But yeah, time to analyze them. Yeah. Exactly, yeah. So time commitment for each one of these might be a good thing to also. Right, yeah. And like Chelsea, for clerk, for you, you take executive minutes because I'm not here for that. Yeah. So that's just a little, you know, something you do. And if Linda's not here, it's the floor. Well, I have a question about that. So I don't ever really write anything except for like, if there's a motion, I write what the motion is. Right, yeah, well for executive minutes, yeah, usually that's the thing. Yeah, so those are the rules and procedures. And then, I don't know, Ann, do you want to talk about the other stuff? And then the other thing that we are including in this is, let me get to that section. We're putting in a copy of the complaint procedure. So it's just the same one that is in the little pamphlet which I have somewhere. There's a, there's a, this is in pamphlet form, but there's also a PDF. So that's what I sent out to all of you was just a PDF again of this procedure just so that everyone is aware of it. And that is really useful for when people come to you to be able to then say, oh, you have a complaint. Here's our procedure for that. Because oftentimes that might be why someone might come up to you in the grocery store or something and they might not know what the process is. So we have that in that packet. And then the other thing that we added was, and I think this came from Rachel way back when, is the Vermont League of Cities and Towns has put together this. And our rules and procedures came pretty much from the Vermont League of Cities and Towns. Chelsea and I adapted it a little bit to kind of the way that we operate. And then this I thought was really useful for board members to have because there's a whole section on executive session. And so, and I decided to just give you the whole packet instead of just the section on executive session. But again, that's something to get familiar with. And then also the email information like how to manage emails and what to avoid so that you're not violating open meeting laws. And I still, I tried to reach out to Pietro and he wasn't able to get back to me. There are a couple of questions that I have on sort of like what, how to handle emails and what we can, you know, if it's just like essentially all those packets, it's all that information. You know, here are rules and procedures to read over. That's just disseminating information that's not breaking any open meeting laws. But I just wanna make sure that everything that we're doing is not not forbidden according to this. But so page five goes over, oh, I might have missed it. No, I think it's further down. The executive session information. So if you haven't read through that, I would strongly recommend that you do that. It's, it's, open meeting laws, did I already go by it? I might have gone by it, sorry. It's hard to. Do you want my hard? You got a hard one. What is executive session? It was written. Work sessions, except it's the open meeting law executive sessions. Yeah, I think it's down here a little bit further. And what about executive? What about executive sessions? Yes, so this, it basically goes through when and for what reason you can go into executive session. For us, it's mostly talking about negotiations, talking about personnel. When we do our quasi-judicial function, we're gonna, we are gonna be in executive session. But it's just useful to just kind of have that, that way you kind of know what and why. And when we make the motion to go into it, they recommend that you cite the reason, the law and reason why. A lot of times I'll ask, maybe, what is the right one? Real estate transaction. Right, right. To do that, yes. I found myself when I was looking through the PDF of the complaint procedure. And reflecting on the experiences we've had in quasi-judicial hearings this last year, the statement that we make them make a decision, I found pretty unsatisfying, because it doesn't say what kind of decision we make. This isn't on you, Ann. It doesn't say what kind of decision we make. And we have been making decisions based, like it's a pretty specific decision we're making. We're not just kind of rehashing what's gone on. We're not making our own new judgment of the situation. We are judging the decisions that have already been made, and that's not clear there, which could lead people to be really disappointed in the process, I think. Yes. Yeah, because you look at was the proper process followed and was the conclusions reasonable based upon? Right. Yeah. Those are kind of the two things you're looking at. So maybe, are you suggesting that maybe we take a look at the wording? Maybe we take a look at the wording of our complete procedures. To make sure that it's clear to people. Okay. And to us. Because we kind of have to remind ourselves. Right. Right, right. Yeah, no, you're not going in and doing an investigation, and yeah. Right, right. We're just looking at the data, was it reasonable, was the proper process followed, was it capricious? Right. So I don't know if that falls into the orientation. No, it doesn't. No, it doesn't. But that might be something. Yeah, that might be something. Yeah, so we should. Maybe I have something to bring up outside of like, before the next meeting. Yeah, and maybe I can get. Maybe I could get PHO to take a look at that. He was on vacation, the significant one, so he's back. I thought I'd be going to from the last couple of days. Okay. So. It's not on the agenda. It's not on the agenda. So why don't I put that on the agenda for next time? And maybe we can take a look, and we'll just, I'll have that for something to take a look at, as a board. So maybe people can tend. So yeah, so that, we just sort of breezed over that. So I'm glad you came back to that, because I didn't really, I didn't pull that up, and I just went into the executive session information. So that I've got down to put on the agenda for next time. And then the last thing is just looking at and under rules and procedures. We have quite a bit put forward for public participation. So along with this brochure, there is another brochure that talks about public participation in our meetings. But then we also have Chelsea and I put this together from what the Vermont League of Cities and Towns has. And then in addition to that, the VSBA has one of the required policies for school districts to have. So that's one of the things that Lane has to make sure that the board has approved and that we have as a district. And that is policy A21. So I put that in here as well. So this is a policy that we have approved through the Consent Agenda. And again, it sort of covers in a little bit more detail and a little bit different language, but it's basically saying similar things to our, to this rules of procedures that we got from the BCLVTR. I always mess up that acronym all the time. Vermont League of Cities and Towns. So rather than try and merge the two, I just, we just sort of took both and we just added our district policy on there. It's a little bit of redundancy, but it's basically just making sure we're really clear on what we mean by public participation. So when we redo the complaint procedure, is that a policy? It's a procedure. So we just change it and it's like, we vote on it or whatever and then it's just done. Okay. I think it's a good idea because I did read through it just now and it looked like there are some confusion. There's some confusion about what we're doing. I'll maybe have Pietro look at it and he can kind of, he might invite him to be with us to just make sure he makes sense or he might have some ways to say things. So that's, so in the public comment part, so the other thing that Katya and I talked about during the agenda meeting and just as we start the new school year just so that we can kind of set the tone in the meeting, she wanted to put together this sort of, that little statement that I read before public comment and to just get in the habit of doing it every time before public comment, whether there's a big crowd or not a big crowd just so that even if people go back and re re are watching Orca or whatever, they're seeing that it's not because there happens to be a big crowd tonight or whatever the issue is, but note this is our expectations. I didn't go into the very specific minutia of everything that's laid out in the district policy and the rules and procedures because now I'd be reading a whole lot. So if any of you kind of, if I can send this out, well, will that be breaking open meeting laws? If I send it out and just individually, if you have some little edits, do you think it might sound better or if you're like, oh, no, sounds great? Or if you, right now, if thinking back to sort of, because I was trying to keep it kind of short, but also make sure I kind of was setting a tone, if you have any feedback, I'm not wedded to it. So. I think it hit everything that you have to be recognized, you state who you are, and be nice. And then I just need to make sure I'm like, what, say or anything because I'm always, I'm always like eager to hear people so then I like forget my own protocols. So, well, yeah. Try it out and see how it feels and as you go along, you might want to revise it, but I think that's your prerogative, it's the person who's saying it. Okay, all right. So, if anybody has feedback, I'm open to it. Alrighty, so let's see. And then, so the last thing that we sort of talked about and again, Chelsea and I were just kind of, we were rolling around, kind of just doing the best we could coming up with things. Let me see. I think I put this, oh, I think I put it in this one. I added a little section. Oh shoot, that's not, sorry. I am not really great with Google. I just. Do you want my inside copy? No, because this is something I didn't send out to you all. Let me just see if I can find it right here. Oh, okay. Because I thought it was right here in my, okay, does anybody see, this is my drive, right? So it should be in here. Let me go over here. That was just looking at it at home, so it's gotta be in here somewhere. I think this might be it. Okay, hold on. Should have practiced this at home. So, oh, there it is. Is that, no, that's not it. Shoot. I get confused with this silly Google docs, but it's not supposed to delete anything, right? Oh yes, I did, I added it already. That's the problem. I got ahead of myself. So, email communications to the board. This I haven't vetted with Pietro, and I wanted to just make sure that we can do this. And maybe, Lane, maybe you, I don't know if you're familiar enough with kind of whether or not what we can do. So, email communications to board members from the general public. Most of the time, and I was just sort of making this up based on kind of the kinds of things that get emailed to me or to the board as a whole over the last couple of years, tends to be kind of public comment-y kinds of things. But we haven't, you know, like Chelsea was like, what do we do, you know, that was one of the questions for the board orientation is what do you do when somebody, or, you know, like someone might not know me, but they know Sarah. So they're like, hey, Sarah, and they're emailing her. So, how does she handle that as a board member? So, this was what I put together, and I don't know, and I didn't get it out to you all in time for you to read it, but, and it's so tiny. So I just read through it, and the one thing that's vague to me is who's going to initially respond to the email. And I think it should be the chair unless I get a specific email from a person and then I get, and it doesn't go out to everybody else, then when I respond, I would CC everybody else. Say, I got your email, I'm forwarding it to the rest of the board. I actually have a question about the CC versus BCC. Or BCC. Yeah. Shouldn't the person know that we're all seeing it? Yeah, yeah. There's a value in transparency, like, you know, sometimes if somebody sends me a complaint about me or along those lines, those are, I always send them to the board. That way there's transparency about it. So, it's probably good to have it be the CC is what I would argue, right? Okay. That way they also know that the rest of the board is in the loop as well. Yeah. So at least they've been heard and considered. Right, so what I put in here was, any board member may respond to an email but should copy the other board members, the superintendent and assistant superintendent so that everyone knows that our response has been sent out. But what I'm hearing is people would prefer that the chair respond? Or just one designated person, it makes sense that it's the chair. So, like, so we all get the email, we're all sitting there saying, who's gonna do what it does? Anyone's gonna respond. So then if we all know that you're gonna respond, then within 24 hours or something, I don't know. It helps with consistent messaging too. Okay. And it just makes it so that people aren't like, did anyone get my email? Right. I don't even know. Okay. So then, so I will change this up then. But I'm gonna leave this in here just so that people understand what the chair is doing. That, you know, if it's operational, I'm gonna direct it to- Yeah, no, I think it's all great. Okay, okay. So I'll just, I'll edit this and then send it out to you all and we can look at it again the next meeting. And I'll just make sure that, I'll have Pietro take a look at it because I just wanted to make sure that it's all right the way we're, what we're doing. So, yeah. 20, 30 minutes. Already over, past our. Okay. Although we didn't talk about, so what about in person when somebody approaches you at the grocery store, little league field at the soccer game? So again, what I'm having board members do is just know what, how to respond to that and then where to direct people. So that, I'm gonna leave that way around. You know, you don't need to come to the board chair to say, hey, this hat. Although, did I say no, no, no, no. Right, because I do say and let them know that you will share the comment with the entire board at the next meeting. So remember when we start public comment, sometimes there's some time. So that's where we can acknowledge if there's been some email, emails that have come through or if someone's got a comment that they wanna make sure the board is aware of to just make sure that all board members are hearing in. And again, that's just to kind of make sure that we're hearing what the public is saying and if there's this consistent message of something's going on, it's information for us either related to our work or it's just information to the administration to be aware of that's out there. All right, we good? Okay, super. So I will just redo this, vet it with the PHO and we'll look at it again the next meeting. Coming up with descriptions for a one future. Yeah. Yeah. For all of the, okay. So we'll do that. So Linda, you don't have no, nothing yet. Nothing. With the notebooks. Nothing until, right. It probably now won't be until November because we've gotta make sure this, this we're gonna add on to the rules and procedures section. Okay, so yeah. But you can, you can print it off if you want some of it. Sorry, I gotta just make a note to myself so I remember what I'm gonna be doing. So moving on to, and it's 640, oh, and it's 715. Although we did the, we did that. The tech center thing that got us off track. So next up we have our monitoring that we need to do. So that was policy 2.0, 2.8, and 2.9. This is our second reading. So this is when we approve the monitoring reports and I actually had, I had something that I wanted to just not for next time and that is we're doing global constraints which is kind of the overarching policy which basically he's in compliance. If he's in compliance with 2.1 through 2.9 but we're monitoring 2.0, the global constraints one, the big policy now before we've gone through all of the individual policies that sort of support being overall in compliance with 2.0. So I'm just wondering if for the future, maybe not this time but for our schedule of monitoring that we put 2.0 at the very end of all of our EL policies. Do you understand what I'm saying, Lane? Doesn't that make sense to you? Because how do you know if you're overall in compliance? If you're in compliance with all of those underlying, all those EL policies, you're pretty much in compliance. You know what I mean? No, it kind of makes sense. I would just change it on your yearly. On our annual agenda. Agenda, so that was just one thing that kind of came to mind because I was like. I'm just trying to think if it matters that the 2.0 is looking back at the previous year and the previous year's reports. Remember, it's not a forward-looking. Right, right. So those reports may have already been covered but I have to think about it a little bit. Right, oh, yeah. Because EL's always look back. N's always look back. Right, right. Yeah, let me think about that too. Yeah, didn't mean to throw a wrench in the house. No, no, no, now that you're saying that. Although you didn't provide that for evidence, you didn't put in your evidence that you were in compliance with all of the BLs. Yeah, it probably was related to how I interpreted it. Because the interpretation, so this is global constraint, is basically I'm looking, making sure the district is behaving legally and properly. And in my interpretation of that, the district, the only thing in the district that can be even properly or illegally are the personnel. And so I look specifically at, okay, I've been working with a personnel to make sure that everybody knows the rules and is following them. And that's kind of how I've interpreted that if I remember correctly without looking at the report itself. Right. And then talked about. Last year. But these always look to the year behind. They're always looking back. So 2.8, 2.9, they are looking back. So 2.0 at the end of 2.8 and 2.9 would also be looking back. So it makes sense. Yeah. Yeah. So we just moved 2.0 till after we vote on 2.8 and 2.9. Yeah, it'll just be changing which year you're looking back on if you change it to the end of the year. Oh, because it's not now? So no, this is looking back on the previous school year, the 2020, 2021. So we would move 2.0 to further the calendar year. If you moved it to the end of this school year, it would be looking back on this year. Yeah. Right. So it just means that when we start up, yeah, that's what's so, when we start up our monitoring, we're monitoring this previous, the past year. Up to the point that the, I've always considered up to the point that the report is. Yeah. So we start in again, in August. This is the first round of reports that they're looking at last year. At last year. And we'll go through all of the executive limitations over this year. Okay. And now if I do a report in January, the way that I look at them, it's the previous year from when the report's written. So if I'm doing a report in January, that includes the December that just happened as well. So it's a year back from when each report is written. And we can always ask for a monitoring report at any time, but our schedule is these, every two months we're doing a set of policies or a set of monitoring. There's a question. And then we can just ask for it. Yeah. Yeah. Yeah. Yeah. And now that I think about it. It's complicated. It's complicated and that makes it more complicated. I think. Yeah. So the question is though, I would still say for evidence, your evidence of compliance, I would like you to see I'm in compliance because I'm not out of compliance in 2.1 through 2.9. To me, that's a pretty strong piece of evidence. Actually, it makes sense. But I'm not opposed at all. I just want to read through and. Right. Yeah. All right. So let me write down when I got a clear head. So this is too low. But it makes sense. It makes sense as you're talking about it. Right. And then sorry to be picky, Lane, but in 2.8 under the long one, the policy pre preamble. Again, your evidence you just wrote, I report compliance. You can say you're in compliant, but you're in compliant because you're in compliance with so it goes with your iterations one through 12. Yeah. It goes in the interpretation. Interpretation says since the overall policy wording is a general statement that is defined by its enumeration, so that's one through 12. The overall policy is in compliance if each of its enumerations are in compliance. So I've kind of said that. Right. But you didn't say in your evidence you said I reporting. Oh, I see what you're saying. Yeah, structural. Yeah, it makes sense. You're in compliance because you're compliant with the enumeration's one through 12. Gotcha. I mean, it's just that. See below. Yeah. Right. Well, it makes sense. And then there's just one I had a question about, but that I'm going to talk to you separately about. It's not a big deal. And then this new one, 2.9, the one thing that I was wondering about for evidence, I'm just wondering if it might be helpful for the board to know. And again, not to make you have to do a ton of extra work, but just a list or a website of all current policies and protocols or handbooks. They're up there. I can put the link in. OK. They exist up there. I just think the board should that should be our evidence is that bam, here they are at this link. There is. I thought I included this one. Yeah. Board and public have access to all the district's policies by the district website at or in Southwest Orange Policies Procedures. That's going to be updated, though. I'll change that because we're creating a new website behind the scenes. OK. Oh, good. So as long as we have somewhere that it's all listed. We did a major reconstruct of that in the last couple of months. We had been keeping all the policies in a handbook that was on the website, but it was a pain in the butt because the policies have been changing so fast lately coming down from the state and the feds that you literally screws up the formatting. You have to change the table of contents. So what we did is we just put it by policy, A1, A2, A3, A4. And that way we got to pull one off the website. We just pull the A1, put the A1 up in place. So there's not a handbook, but they're all there. It's OK. Put that over the summer. And then there was one other thing. Just because this is a new one for us. That was my best interpretation on the first shot. So it may change a little. It's mostly in the evidence that I'm just looking for a little bit more detail. It was in provision number three on 2.9. All administrative staff were required by the superintendent to attend a full day of training run by the district's legal counsel. I just thought maybe you could just do list the date in the participants. Yeah. Just so that we, you know, it's just a little more specific. And the forms and the documents and everything that's used as part of the process on the website. It's in a shared folder that we all use. Yeah, that's so much I don't. But to know that on this date, these folks had the training. I don't need to see the documents, but. Yeah, no, Heather Lynn came in to the training for folk trade in-house, which was good. So those were. So I don't know if, so there are just some slight changes. Do we want to accept them as is? I've just sort of had, or do you want, I would suggest that we have him update them, and then we'll just take a second look and approve them at the next meeting. Yeah, OK. Do you need a motion for that? Yes, I should have a motion for that. I make a motion that lane update monitoring reports, right? Yeah, it's just two points on 2.8 and 2.9. And were you going to use the evidence of having all your ELs in compliance for 2.0? I can. Yeah, I actually wrote the note down. So I flip them through making sure not the notes. Yeah. So do we have a second? A second. Second and my name. All those in favor say aye. Aye. OK. All right. And then. I'm voting no on that one. Oh, you're voting no. OK. I was just going to say, can you for each vote ask if there are any objections? Oh, sure. Just we usually are unanimous, but in case they are not. All right. So did you get that, Linda? OK. Next up, we have the facility's monitoring report, which is used for evidence for the EL 2.6 asset protection. I can give a quick brief overview. So especially for folks that are a little newer to this, any purchases, any work that's done above $10,000 which usually shows up on here. It used to be four. We raised it, because what we've been finding is that most of the work they do, it's either $100 or it's $100,000. There's not a heck of a lot that's in the middle. And they've had so much work to do. I don't want to add any more to their plate. But what you'll see, the important things is we've got the estimates. We've got the final cost. The project was complete. Is the inspection initials. This is the asset protection piece. So after they've reported to me that the work is complete or the item has been purchased and it's here, we literally go out and do a visual inspection. And so that we're reasonably sure that, yeah. Yeah, the work is done. Yeah, they said they bought the Ford F-250. It is here. Took a year and a half with all the supply chain issues they had. But yes, it is here. And so what will happen is the ones that I'm checking off on or Robin or Heather checking off on our initials on, those will come off the report next time and won't be there. Because they're completing out of the way. The priority level is on the far left, the school that it's associated with. A couple of notes to put on here. One of the things that they did not include, probably because it wasn't coming from facilities funding, but they did a lot of work on it. And that was the installation of 118 clear touch boards in and around the district over the last month that are up. So we've pretty much replaced all our presentation boards and smart boards and whatnot in the district at this point in time. The OSSD office building, we were hoping to have that work done right off the bat in the fall. We were only able to get one company to come in and provide an estimate of what work they're going to do. We need to have three before we can move forward on it. So we're in the process of requesting a waiver from the state for the other two. If you legitimately went out and you've posted a request for and people have not replied, then you have to apply to the state to say, yeah, well, wave the other two for you. So I want to see that work get up and going. A lot of it's for ventilation there. It's the one building in the district that doesn't have good ventilation on the inside. The traffic piece, that is currently, we're kind of working a little bit on that right now. That'll be a part of the discussion at the Open Forum tonight. And a lot of it centers on this side road here, whether it should be an operation or not. The biggest concern is one of safety. We typically have three accidents there a year, including kids getting hit last year, the kid getting hit on the bicycle. Luckily, not seriously injured, but it is a major issue. The biggest concern that we have at this point in time, and we want to do it kind of temporarily, I think up front, we're going to just put barriers up before we do any major work. I want to see what happens at that four-way intersection up there that really needs to town or whoever, the state needs to come in and change that, because that tight turn is deadly for big vehicles. They literally have to drive into town, go into one of the parking lots of the business there, turn around, and then come back to make that turn. So I'm interested to see what the impact may be on that. The other possibility that came up with some of the public discussions on it is we just, we put a half a dozen 40-foot high-speed bumps on there, and that may slow people down and make them cautious coming around the corners and whatnot. We'll find out and we'll get some more feedback from folks. Most of the feedback I've got, most were in support, one or two were it, you know, it's going to, I get it, but it's going to be an inconvenience, it was kind of the attitude. The last piece that's being investigated right now, so we don't have a lot of information on it, we've had trouble finding a person to actually do this work. We actually tried to start it about a year and a half ago, but for those of you that don't know, there was a significant, I think it was a grant that came in long before my time that built the wood burner that actually supplies all the heat to the RTCC-RUHS complex that burns wood chips. It's one of the buildings that's out behind by the athletic fields. The problem with it is, is that the area where it actually burns the wood, it's lined with fire bricks and those fire bricks have to be properly maintained and replaced periodically. For whatever reason, our last maintenance person, I don't know if you got tired of actually replacing the bricks or whatnot, but decided to mix his own kind of cement, asbestos slurry or whatever that it is, and pour it in there. And so we need somebody to come in and take a look if it's possible to get that out, get that repaired. And then a lot of that is, we're trying to do it a year and a half ago for the potential if we get a surge in oil prices, which it was kind of looking pretty bad at the beginning of the year. It's gotten a little bit better at this point in time, but you never know what's gonna happen over the course of the next couple of months of the war going on. So we're gonna fast track that as much as we can. If we can find somebody who is capable and certified of doing that work and thinks they can do it, they'll probably be getting a request from reserve funds. I did have them load up. There are a couple of truckloads of wood chips sitting there waiting. And hopefully that'll help a little bit again if you oil prices are high this fall. So those are the big ones, unless there's questions on any of the parts and pieces here. So that wood chip burner has not been used in the last 10 years? It has not been used in my time. I don't know how long before I started they stopped using it. But again, when the transition happened, when I got a new, I got the co-facilities managers, we started to investigate it and that's what we discovered was the reason they stopped using it. So we're trying to get it repaired. But it's been difficult. It was a specialized company crew that came in to put that in. So you gotta have somebody who's got the right stuff to be able to do that work. So that's kind of what we're trying to find. I don't know, were you here when they put it in? You know how long ago it was? I've been here when they were using it. I don't remember how long. My guess is it had to be a multimillion dollar grant when they put it in. Probably Robin would remember. Yeah, but long before my time. As far as I know, I think Wes Gibbs was actually one of the folks that was in charge of actually keeping it running, putting the wood in and whatnot and taking the ashes out. I know he was the bus director when I started and had been in that position for five years, at least five or six years. So it was at least six years before I started that they stopped using it. So you're getting someone to come in and see if it actually works, what it needs to work. Repair that piece if it's possible and see if we can get it up and run it. It's a good backup. Again, $6 a gallon for heating oil, which is what it was looking like for a little while. It was pretty scary. Especially when you plan your budget so you're in advance. Yeah, for sure. They're down to $384 right now. I think we're getting ready to sign into a contract for it, so it hasn't proved significantly. Are there questions, facilities? No questions, we'll continue on. So this was, again, some more board work looking at our policy 4.3. This is, again, our self-evaluation of how we're doing. This one has to do with our annual agenda. And I apologize. You didn't all have it ahead of time and print it out because I didn't get it to Linda in time to have it in the packet for August's meeting. So a few of you don't have printers to be able to print out the evaluation form. So if you remember this was something that Jackie recommended that we do as a board to just evaluate how we're doing as a board following our own policies and doing what it says we should do. Was everyone able to take a look at that and do the self-evaluation? And last time we sort of looked through, it's kind of hard to figure out how to, because everyone is sort of evaluating and then coming up with examples. Any suggestions on how to kind of meld all of our responses together? Did anything stand out to people that, oh, we're doing really well with this and maybe this is an area of work to be done? So I did read through it and I did write what we did. Yes, yes, yes for A, B, and C on the first page and then on the second page. Again, it just comes back to ownership linkage. And that's pretty much. We're in progress. We're in progress. That's what I thought in progress this year. So I mean, looking back on the past, I don't think we've done that well, but I think we have a plan going forward so that's all we can ask for. Yeah, yeah. That was how my assessment went. In progress. So, right, and so this last page is kind of that critical one. So I would say it was probably all in agreement that the area for improvement this year, I picked out two, so that ownership linkage and just board education. And we're in progress on both of those. So I think we're pretty good. And what actions will we commit to taking in the next year to improve our application of this policy? I think kind of following through. Meeting, the subcommittee having a meeting. Meeting, yeah, and sort of creating that plan. And the education, the education's gonna kind of follow from the plan, I think, the ownership linkage plan because I think we're gonna need to kind of educate ourselves to be able to pull it off. So I'm thinking by June or July, we can kind of look back and say, how do we do? All right, so in your packet, there should be a selfie valve for 4.7, which is, I think it's the what is that? Yeah, so if you don't have a printer, you've got a hard copy of it. And you can use that. Did you put it at the end? It's right after 4.3 in the second packet. Oh, in the second packet. Okay, all right. So then the last time when we were doing the monitoring of our policies, we found in 4.2 that we wanted to change up the wording slightly on that one to just be a little bit more specific. And that is on the first page of the second packet of information. So it was just number three, be familiar with all required, and we just changed it to, it was all required policies in effect, and we changed it to OSUD board governance policies. So this is the second review of this. Do we have a motion to accept this change in wording? So moved. So moved, do we have a second? Seconded. Any discussion? All those in favor? Aye. Any opposed? Okay, so that is our new wording. So Linda will fix that in our policy, policies that are on the webpage that will be in our packet. Okay, and then the next thing is we have, so, and it's gonna actually combine the advocacy, and so if you look under the agenda, the VSBA regional meeting was September 8th. I attended that one. They were talking a lot about governance, which was great because I was like, oh good, we're kind of looking at, and one of the things they were talking about was just meeting protocols and just being clear with understanding your governance structure and using your governance policies to look at outcomes and accountability. So I felt pretty good as I was sitting there hearing from other boards what's going on in our region. And then the other thing that's happening is the VSBA is doing a conference. All of you are probably getting the information about the conference, and I read about it and now I'm like blanking on what the big late morning, right? And they're doing, what was the keynote is on? I actually haven't read it since I signed up for it. Yeah. I was just gonna remind you, I consented out a few guys. I just looked at it today. Yeah, and I can't remember either, but it looks really good. I know that. So if you would like to go as a board member, let Linda know, it's part of our, again, it's part of the board education. So I will be going, I haven't told you that Linda yet. Surprise. You can stay overnight if it's easier for you, or you can go back and forth. Heather and I'll be there. And so it actually, it does meet a state law requirement that superintendents and chairs are supposed to spend eight hours in a training together. So it's usually a good, that's kind of why they set it up the way they do. And it would be helpful if you guys would, because they ask some questions like if you're staying for the banquet or if you're going to Friday or going to Thursday, be helpful if you could register yourself and let me know so I can do a purchase order for you guys. Okay, okay. I can send you out the information. Yeah, I have it, I just don't have it memorized. So otherwise I gotta find out what you want if you're staying for supper or what you want. All that kind of thing. So I will register myself and let you know. Are you guys staying over? Are you? No, I usually drive out. Anybody who's not one out of the board. The board, so do we have to vote on that expenditure? I'm not opposed to it, I just wonder. Yeah, well, probably. We've already been alive to the education. Yeah, because you've got it. We already voted to the law. I think you're right. For board education. Yeah, no. So then you don't have to. Do you have any specifics of how you, how are you in there? Yeah. Yeah. If we want to, we can, but yeah. So and other board members can attend if they would like to. If you are attending, so maybe I can carpool with you guys or if there are other board members, be nice and carpool. It's a pretty ride. It goes over Chelsea Mountain and past the lake and whatnot, but it is a long ride each morning and long ride back. What is it about an hour? To get there, hour 15. Yeah. The meetings are actually, they generally, They're different little training sessions. Half of them will be exceptional. The other half will be kind of mediocre. But if it's not something that you've had before, even the mediocre ones will be interesting. They do their proxy work in the evenings usually. So I'll be, that's the only problem with it driving. I'll be hanging out with the VS, the Vermont Superintendents Association because we do our votes on our organization in the evening. So even though I'm not staying overnight, I might not be getting out of there until seven or eight. So Heather will be in the same ballpark. Yeah. So if you're interested in going, take a look at the material, register, let Linda know. And if you want a carpool. So that brings me to this vis-bit. So this is the insurance company that the district uses, right? Yeah. And so they have board members can vote. They have a meeting at the conference. They do it partly because then they can get somebody to show up. So since I'm going, if you want, I would be willing to be the person to vote on our behalf. And I'm going to get in touch with Robin and Lane and find out what their feelings are on it. Because again, this is sort of stuff that's operational but by the way- Oh, have they given you a list? Haven't even seen the list of what they're going to be looking at. Yeah. I'm not a voting member, so that's probably why. Yeah. So I figured I would just meet with you and Robin and just find out sort of what they, what your thoughts are since you deal with this stuff. But I have to be there as the voting member. Tom could be chief. I think there's different parts. Like there's one unemployment compensation. I don't know much about me. The Robin would, but there's like three different things you got to sign up on. Right. One's BISBIT and some's BEHI. So the question for the board is we need to have a proxy. So you're going to send somebody to be at this meeting and to vote on behalf for the district. I move that we, as a board, authorize Ann Kaplan to be our BEHI, BISBIT, proxy. I second that. Okay, all those in favor. So I will do that for the board and I will get input from our folks so that we know what we're, so I know how to vote. All right. And then I went over the regional meeting and the conference. We've already had Felicia's information. So next up is just approving the minutes from the last meeting and then the professional contracts. I didn't see those. Are they? They're in there. They're in the packet. Okay. They're in the packet. All right. Five pages long. So I have a procedural question here. We've approved the consent agenda as a charge. As a charge. And I wasn't here at the last meeting so I don't feel like I can approve the minutes because I wasn't here. I'm sure they're accurate. But I want to approve the other pieces of it. So can I just prove it up? Like, can I vote to approve it all even though I don't have any first-hand knowledge of the minutes? Is that wrong? That wrong. It is now that you've told people. So I'm just going to stay. You'll abstain since you... I also was not here at the last meeting, so. You'll also abstain. I mean, if you read the minutes. I read the minutes. So if you read the minutes, okay. You said, yeah, I see what you're saying because you weren't hearing did that really happen in the meeting? They sound good. They have a nice range. Yeah, I mean, what you're saying makes sense. Okay, so I'll move to approve the consent agenda. Okay, do we have a second now? Seconded by Hannah. All those in favor, say. Aye. Aye. All those opposed. And then all those... All those abstaining. We've got to... Okay. There we go. And then last up is we need a motion to request that Lane and Heather get negotiations started with the teachers union. Yeah, the support staff have already reached out. So it's just... So moved. So moved. Do we have a second? I second. Seconded by Sarah. All those in favor? Aye. Aye. All those opposed? All right, so... I'll get the letter down to you. Go for it. All right, so we'll get that ball rolling. And again, you all have that list so you know which committee you're on for negotiations. And you will be... So the... E-mailing out for a date. So the question, since we're here for two seconds, and this is for both committees, those that are on the CBA or the support staff because they would occur in different weeks anyway, is there a particular night or nights of the week that work best for folks on those committees or nights that need to be just no week to make it or? I'm on the support staff. And I know Thursdays through the month of October are pretty difficult either. Oh, for soccer, for us soccer moms and coaches. So actually that's a good point because a lot of the staff will have the same issue. Okay. Would they still be virtual or can we do... I plan on having them in person. It's just easier, especially if you got to pass papers and sign off intensive agreements and whatnot. Oh, I'd rather. So Thursday's back. But let's get them going sooner rather than later. Well, that's the reason we put on the agenda for you to authorize us to reach out on your behalf to get it going. Support staff already did. The CBA for some reason, the teachers tend to sit a while. I remember from last year. So this way we can ask. So Lane, you're at all of these meetings also? Typically what I'm gonna do is as part of Heather's kind of orientation and training, I'm gonna have her focus on the support staff. I'll be there as well, but I'll be working with her to try to get through that. Support staff is generally much easier. It's not as complex as the CBA. But then you'll be at the other. Yeah, okay. Yeah, I'll be above. What I will also do is at least we should have at least one of them. And that's with each group is us meet together either in person or remotely, just to talk strategy for a little while and concerns and things that might come up and whatnot just so that people are a little oriented. Okay, that's a great idea, because I have no idea what the process even looks like. I mean, I did a couple of small things, but nothing like this. You're with us, right? Yes, okay. And you guys have done it before? Yes. You're on the teacher or the support staff? Teacher. Have you met all the teacher before? Yes. Okay. We've both worked. That is different. And we were in that party in that session. I was in the one part. It's a process. I'm looking forward to it being in person versus online as that was really difficult. And they've got a whole different lineup this year. I did see that. Yeah, so. How many years are we doing this time? Are we doing three? Are we doing five? It has to be an agreement with the union. I'm gonna say three. I am actually gonna reach out to Pietro. Sometimes there's a limit on how many years you can do. Most states it's five. I might even, as we have that meeting discussion, weigh the possibilities, is it, can we just do a five year? If the state allows it, sometimes they don't. Yeah. Yeah. Just seems like we've just been doing most of the time. Well, we had a lot of NYU's. In addition to the negotiations, so it's been a time. Yeah. And it's a lot of work. It takes a lot of work. Yeah. All right, any questions on any of the reports? The only one we should say something about is the financials. Financials are good. Typically, you would expect them to spend, like I said, about 8.3% of their overall total each month. So they should have spent about 16% at this point times 16.6, they've only spent about 9%. So they're in good shape. If you take a look at the individual lines, like there's a technology line and a maintenance slash facilities line, you would expect them, if everything were linear, to also spend about 8% a little bit more per month. The two to be cautious of though, are technology and facilities because they do a lot of their work in the summer. So they do a lot of spending up front during the summertime because that's when the contractors are available and they get the big items done. So they might be below that and that's perfectly normal. There was a quirk on there. It looks like one of her formulas are off. It is stating that there's like 680% of the money left over, which makes no sense. So I think she's just got to adjust the formula in that so I'll talk with Robin at least here about that. So, it looks good. Any questions for her? So recap for next meeting. We're going to take a look at that complaint procedure. So if you want to take a look at that between now and the next meeting, I'm going to go over with PHO, just make sure how we're going to manage emails and in-person contacts from the public. And then Chelsea and I are going to meet to go over and just sort of outline the different roles and time commitments for the different officer duties on the board for more information in that orientation packet. And then once everything is kind of approved by the board, we'll have Linda print it all out and everybody will get on. Awesome. The only quirky thing and I hate doing it to folks as we had an event today that we should probably talk about in the next session. Oh, okay. Oh, darn it. Just because it might result in a quasi-judicial. Oh, yeah. Let's just put that back in the house. I'll keep it short, but we should have a discussion. So we are going to move to the agenda first. I think you have to move to add it to the agenda first because it's not on there and then you can move in too. So I need a motion to add an executive session. I move we add an executive session to discuss an incident. I'll second. Okay, and discussion, all those in favor? Aye. I move the motion to move into the executive session and we'll send Orca on your way because we probably won't be making any motion coming out of it, so you could. Yeah, there won't be a motion. Okay. And hopefully you get your homework done tonight, right? Yeah. Because now it's recorded, so. And you agreed to it, so. Yeah. Wait, you just made that. Hannah's moving the panel to the executive session. I said for the incident is what I said, but. Yeah, student incident, so it needs to be confidential. Have you moved or you're on the agenda? Oh, so we have a second. Oh, second. Oh, second. And all those in favor? Aye. Aye. So it's a late night, thank you. Sorry.