 So we'll call to order. Are there any adjustments to the agenda? Put an executive session on right here. Correspondence, oh no, sorry, consent agenda. Approve the minutes of Tuesday, August 22nd. Do I have a motion? So moved. Second? I'll second. Is there any discussion on the minutes? All right, hearing none, so moved. Board correspondence or communication? Does anybody have anything? Public comments. There's none online, right? Do you have any comments? Probably no problem. I didn't know if there was an online meeting, but that wasn't a good question. So I'm Carleton Bonneville, so I'm actually the new town liaison for Vermont Law School for a South Royalton area. So this might be your first time seeing me around. I might have seen you walking around the Royalton area. But I'm actually trying to improve the relationship between VLGS and also the community around us. We're also part of the community, and we definitely want to actually improve not only our relationship here, but also moving forward. So anything that can be done, let me know. And we'll try and see if we can do it to actually make it a little bit more feasible. Great, great, thank you. Fantastic, thanks for having me here. Thanks for having me. All right, so report to the board. Thank you. So you have my superintendent report in hand. I think it captures a lot of what's happening. What I would say is, you know, Onda's and Annette's and Ray's report really gets into the thick of all the exciting things that I think are happening instructionally across the supervisory union. But I would just say that I've been in all of our schools multiple times now, and I'm really pleased with our start. I'm really pleased with the focus on setting expectations, pleased with the positivity I'm feeling in our buildings. And in general, happy with how we've been able to start transportation across the SU with a new contracted service provider. I had some worries there just in regards to a switch after having a longstanding different contractor. In general, I just would say that it's one of the best starts we've been off to at least in my tenure. And I'm really thrilled about the work that we have upcoming for our SU-wide in-service days, the work that's happening in buildings during their early release in-service days, our intentional and aligning to our strategic plan. And I'll finally just add that we have distributed leadership teams now meeting in all but one of our buildings, but the teams have been identified in the final building. And I expect those meetings to start soon. And so that's something that you've heard me talk a lot about in regards to our structures around creating our multi-tiered system of supports. It's something that we were trying to possibly get negotiated into the collective bargaining agreement previous to make certain that took hold and that that was part of how we did business moving forward. Even without getting it in the CBA, the really good news is that it's happening at our buildings. And so I really see that as one of the biggest structures that we need in place to do the work that we're trying to do in the strategic plan. We have to have that grassroots distributed leadership model at each district and at our buildings in order to have those teams then look at our strategic plan and align their action plans to it in regards to priorities in the work ahead for our different schools and buildings. So I'm really pleased with the effort that's been put into that. And I can really see that start to demonstrate authentic work in distributive leadership, like planning faculty meetings, planning in service time, focusing on what their professional development needs to be as a building, looking at what the needs are in their building. So we've been in different places with that work across the SU. Some have been further ahead. But it's now happening in all of our buildings. So that feels good. It's just taking a little time to get there. But we're there. And so I just wanted to highlight that. I didn't entertain any questions folks may have. I also, just a reminder that you'll be getting academic, local academic data in some of your local boards starting the second week in October. Those boards that have your meetings next week, that will happen in November because the window hasn't quite closed yet. But you'll get your full SU-wide academic data in October as well. And then just wanted to let you know that we're still working with the Agency of Ed in regards to the release of last spring's, the VT cap, so the Vermont Comprehensive Assessment data. What the AOE did release is data from two years ago recently in the annual snapshot, which you all received. We released it early. I felt like the embargo was just taking way too long. So we released that SU-wide data prior. But the Agency just released that data a couple of weeks ago. But all that data is on the SU website. And you've already seen it if anyone talks about that. It's not the past year's data. That was two years ago data. And I'll entertain any questions folks may have. On the leadership, distributed leadership teams, was this a hard pull to get the teams organized or was there enthusiasm, understanding the importance of what it was all about and how critical that can be to make each school really thrive? Give us a flavor of that or a turn. It's been a little bit of both. I think in some of our schools, there was much more distributive type leadership-making decision making already happening. So I think that's an easier lift, right? In some of our buildings where there was a feeling that teacher voice wasn't being taken into account to some of the decisions that were being made and or a feeling of some decisions came from the top down. An example I would give to you, I feel like some of our buildings really felt like the work we did around Fountas and Ponello. And that literacy work prior to my coming on board was a top down decision that was pretty big, right? That purchase happened and went across the whole entire SU. So feeling like, is this actually truly authentic voice where they're going to be able to make some decisions like selecting what makes sense about the science or reading around their research-based reading materials that they're going to use as a school and get investment in. I think they're starting to see they can make those decisions now. Example is in math, we said you can use bridges. You can use envisions. It had to be research-based, but we allowed those teams to make those decisions. With the caveats, when we say we're going to do this, we're all doing it, meaning in that district. I think they've seen that that has been how this work has happened, so I think we've been able to build some more trust around that. So I think in general, now that teams are happening and they're seeing what's on their agendas, I feel like we've got really good momentum moving forward. And Anna sits on pretty much all those teams, so I think she has a good flavor to that, too. And I think what I'm saying is fairly accurate. Yeah, no, I think so. I think the more people see the result of those conversations influencing from small things to bigger things, I think then we've had greater buy-in for it. And then it's also just figuring out the right time and how to do it in a way that people can feel like the time is efficient and effective and well-timed, so. Gotcha, thank you. Sometimes it's just a schedule, I think. Any more questions for Jamie? They are on through. Yeah, so again, you also have my report where we talk about the assessments that are going on now that we are into the fifth week of school and getting a lot of that benchmark data, which all of our buildings are looking at as we head towards that. We kind of think about school and six-week increments. Both, that's a great way to monitor progress. And so we've got a lot of different assessing going on to try to have more of that information ready for those conversations at the end of the first six weeks. And I think the big piece here, and really happy that Mikhail Martin's here also as well to talk about it, is that we do have the proficiencies that our teachers have been working on over the last year up on the website now for you all to and for the public to be able to see what it is that we are hoping that all students are able to know and are able to do at the end of each grade level in each content area. So we can pull that up. It's right on the WRVSU website under Departments Curriculum Instruction Proficiencies. And they're organized there by grade level and content area. And if you have a favorite content area that you don't happen to see there, it doesn't mean we don't think it's important. We have a couple of things that we are still working on and what is up here are the ones that we have had a chance to complete with the teachers really taking the lead on that. And so the other pieces like science and social studies that aren't showing up on that initial menu are in the works and we will be rolling them all out as they get completed, but certainly wanted to share the bulk of the work, particularly in elementary has been around English language arts and math. And that's certainly where, we've been talking a lot about the curriculum, a lot about our instructional approaches. So that is where our focus has been there, but certainly working on all the other content areas as well. McKenna, anything else you wanna add on? So the documents that are forward facing for our parents, the language is really put into a student language around I can do or I understand. So that was the goal of this and the format's the same throughout the entire website. We're trying to make it as clean and simple to find for parents and families, but we're really excited about the work that was, that our teachers engaged in over the past year. And these will be, you know, documents that we look at every year as we use them. So they'll be rolled out on Friday with our teachers. And our reporting system is aligned to these proficient systems. Right. So we do, and so on, the other part of our report is on Friday, we have our first SU-wide half day in service. We had a building-based one last week, two weeks ago. Two weeks ago, and so this is our first SU-wide one, that's an opportunity, again, really aligned to our goal three around interdependence of bringing our teachers and other faculty and staff members together in groupings that make sense for what their role is, whether that's around a particular project, whether that's around a content area that they teach or a grade level, whether it's another piece of their job. And so we've got 20, I think I added another one. So 25 different groups that are running on Friday. And for example, I'll bring the kindergarten through second grade groups together, we'll go through, we'll have everyone be able to have a chance to look at these documents. It should not come as a total surprise to them, it's a lot of the information they've been working with, but in this organized way, they'll be able to see it. And then split out into a kindergarten group, a first grade group and a second grade group to really think about what does this mean for our practice, what can we learn from each other? We've got kindergarten teachers who are kind of brand new to the SU, some that have been in the SU for a long time, they're gonna have a chance to talk together and also set some goals for the year in terms of how can we maximize that time together as professionals together? What do they wanna get out of it? How can we support it from a professional learning side, both bringing in external resources and them as their own resources for each other? So that is, it's an exciting week for all of that. I think that's it. I can answer any other questions. It gave us a great chart on the intervention threat. Intervention methodology you're using by grade and by different curriculums, what's the right term on that? For the intervention being the first part of the report? Yeah, here the intervention menu you talked about. So that is, those are actually divided up by the sort of the domains within literacy that we are, right? Foundational skills, phonemic awareness, those sorts of things. And then you've got different programs, so I don't know. Am I using the right term? Program to tackle that, to achieve those, each one of those columns there, okay. Could you do that or is one available in the future for having to do with mathematics? Yes, it's interesting. Math is really, it's a little bit more straightforward, particularly in our elementary, in that we have some really great aligned resources. We have Bridges Intervention, which we actually use in all of our schools. And there's also, this is one of those where it's an acronym and I actually don't know, M-D-I-S intervention system, which aligns to our Envision's Math program. And so those are both already being used. So there's not quite as much, choose your own adventure. Both of those do a really good job of aligning to identifying where students are and placing them where they are in the intervention program. We will add some more, but the literacy was a much bigger need for a variety of reasons. Whereas math, it's more clear where we're heading, what folks are pulling from. And we use some Title I resources this summer to ensure that all of our interventionists and special educators had those math resources. So it's a little more straightforward there. This will be one of the, in our retreat, we're not going to be quizzed on this chart. At least give us 24-hour notice. So we can cram. Thank you. Any more questions, guys? All right. Hi everyone, Steve, my report as well. It's been a busy September, but a great September of just getting services and interventions up and rolling. Also kind of absorbing a lot of students and families who have moved into our communities, getting them rolling and programming in school and also their interventions and services. We've also had a lot of professional development continue from the summer right into the fall. So we had handled with care training, with Claire Martin. We've had more corrective reading, DI reading with Jeannie. Onda had mentioned our first SU half day coming up. We've got writing revolution happening which is really exciting. It's a writing intervention and writing structure program. We also have Claire Martin providing what we're calling a social-emotional toolkit which is great and that's open to nursing staff, support staff, custodians, everyone. It's a wonderful, wonderful six-part series that they're gonna offer. And I do have one new hire, an occupational therapist, Stephanie Yarnes. She is coming from having therapeutic outdoor education experience. She just received her degree in license in May. So she's already started and making a great impact. So we're really lucky to have her as well. And then just lastly, the Vermont Agency of Education has notified me that our special services department has passed targeted monitoring. So we've been in targeted monitoring for five-plus years and we finally have shown that we're proficient in all of the indicators that the Federal Office of Special Education requires. Can you minister through AOE? Yes. Yeah. It's no easy feat. It's 100%. You have to get 100%. It's a huge accomplishment for our team. So it's the team, it's the team, it's not me. It just, it's our team has worked really hard. They've been very open to professional development. They've been really open to feedback and kind of working together. So it's great, really great. Thank you. Any questions? Ms. Tara. So you all have my report, which tells you everything I'm working on in October and the rest of my team. And then I also have in our packets for us our fiscal year 23 year end projections. And one thing that isn't in our packet and a couple of boards have already seen it, but not all is with our new auditors this year, we actually have some questionnaires that they've asked our boards to complete. So I'm visiting each of your board meetings in person this month to hand those out. So we also need it done for the full SU board. So Kathy, as the board chair, you get to do it. Here's your copy. And then I need one more board member who's willing to complete it and fill it out and send it in to the auditors. I'm doing one for AB board. So I just want to volunteer. All right. There you go. Thank you. And there's a self-addressed stamped envelope to send it back directly. Why is it that the works are being online now? I don't know what you're saying, Ray, as I say now. And then Ray, if you could put up the fiscal year 23 projections, we can go over that. Thank you. And don't feel like, if you don't know the answer to one of those, you can put in NA. Yeah, yeah. Absolutely. And if you have any questions, don't hesitate to reach out and we can work through it together. I put in DK, don't know. So we'll start on the expenditure side of the budget. So it works the same way at the supervisory union that you've seen at your individual board levels. We go over potential areas of overspending. So ours this year was advertising our computer, our copy lease, and then the VISTA's new teacher health assessment, which is a number that we project based on how many new teachers we had last year, but we will pay this assessment every year for any teacher who is newly licensed, as long as they work for us, they pay this. So each year we'll see as we get new staff that that number could increase. And then the potential areas of savings and salaries throughout. So this is both, again, central office and special education budget. So it's those two budgets that you vote on for the entire SU combined. So in salaries, budget versus contracts, we had just under $79,000 in savings this year and benefits just over two grand transportation because we were able to utilize some additional IDEAB grant funding that we received from carryover from a prior year. We were able to use that so we were able to save on the actual budgeted transportation. And then the same thing for contracted services with all the extra federal funding that we receive, we were able to save on the budgeted contracted services. And then tuition, that's the tuition as Jamie and Annette had mentioned many times throughout the last year, that's bringing our kids in and not sending them out to those high place placements. So that's where our tuition savings came in from. So current projection is we have $388,898 savings on the overall expenditure budget. Any questions on that? Go through well. Okay, on the revenue side. So based on our federal title funds, we received a little bit more than we budgeted for last year which we had talked about previously. So we had about $45,000 there. We got more in our new census block grant than we had originally budgeted for. And then the extraordinary, extraordinary reimbursement was less than what we budgeted for because we were using those federal funds to pay for those services that we normally would get extraordinary reimbursement for. So we get less there because we can't double dip and can't submit through extraordinary reimbursement when I'm using federal funds to pay for the original expense. So we had a reduction there. And then again, IDEAB basic, that's our grant through the agency. We had a little bit more than we had originally budgeted for on the regular side. Preschool was a little less than what we had budgeted for. And then our triple E grant was again, a little more than we had budgeted for. So overall, we had a reduction in revenue of $72,072. And you add that to our savings on the expenditure side. So current projection for a surplus for the supervisory union is $316,826. And I feel like I'm yelling, Rodney, because you're right next to me, but I can hear you. I can hear you. I can hear you. I'm really sorry. No, I appreciate it. I appreciate it. Thank you all, guys. Good question. On the tuition help me, there seems to be various components. One component would be where we have to have some of our students that need particular help and assistance and we contract with others. And that's tuition, I assume. And so part of the savings is that we didn't have, we had more resources to serve these students within our SU so we didn't have to farm, not farm, but we didn't have to do out of district placements for our students. That's part of it. Now, another one is tuition, because I'm in a choice town. After sixth grade, they have a choice of where to... It's all that. What you just said. It's only special education. Only special education. This is all special. This is all special ed. Okay. But are not having it be an out of district placements. For tuition. Don't we budget though, assuming how many kids are coming in or not? That's all local budget. That's in the local budget. So that's in your local district budget or tuition. And then for the high school, they would budget that as revenue in their local budget. So this is the SU administrative special ed out of district place. Wow, wow. So like a student that's going to some examples where you'll have choice academy, EVA, East Valley Academy, the... Maple Hill School and so on and so on and so forth. Hartford has their RAP program and then there are our C program. So these are kiddos that we're paying, those entities to take on because we don't have the resources to teach them here. We were able to bring those students back in this year as we have reported throughout the year so that we're saving that tuition. And we haven't needed to send more students out to those types of programs. I mean, we're talking about a celebratory... Yes, absolutely. It's not huge that we do not have to send abroad. We can provide adequate, excellent educational services to our kids. And that's that reported net does a couple of times a year. So we'll try to highlight that better. So that's something that we need to get out and tell that story out there. Because it just, that speaks volumes to the whole team. It seems to me if I'm getting this wrong. And it also ends up not only helping the kids, but we save money that we can utilize other places or save the taxpayer. Wow, wow, wow. Thank you. That's where I got confused. Okay, the rest of us in the district budget. All that you'd seen in your district budget. Thank you. And then our budgeting going forward, we'll be looking at this $316,000 and deciding on that surplus. How much of that should be, how that should be utilized like investing in capital programs and that sort of thing. Have I got that correct? Talk about SU surplus. So the supervisory union, if we have a surplus here. Yes. It impacts the assessment that your districts pay. So if we have a deficit in the supervisory union, we have to reassess the districts at the close of the fiscal year. If we have a surplus, we can choose to keep it for one year within the supervisory union or we can pay back assessments to the districts. Okay, and then it's up to the district level to decide whether we wanna put it into capital or we wanna put it someplace extra teacher or two. Yeah, so we'll have to take this up next month as we start our budget process. Thank you. Yeah. Will? Yeah, so I'm just wondering, I mean, does the SU have a mechanism for capital improvement planning and funding? So the SU- The building you're sitting in? The SU can't own property. So we don't, I mean, we could yes. So if our landlord here said you have to pay for a new air conditioning system, we could then yes, budget for that and utilize those funds. But as far as a reserve fund for the supervisory union, because we don't physically own property, we don't have a capital projects fund within the supervisory union. Makes sense. And we can't legally own property. Right. As a supervisory union. So there's no need for us to do the types of funds that we talk about at the district level, at the SU level. Basically, we handle it at the district level. Yep, okay. Although I am curious, Tara, and we could research this, whether or not this surplus could possibly be put in and into like a tuition reserve fund for specialists. Because that could be a really good use of these funds. Because it could, I don't know if folks heard me. So in some of your districts, we create these tuition reserve funds where we will put these reserves into a fund in the event that we have an influx of students who move in or if we have a large sixth grade group going into the tuition pool and a 12th grade group that's smaller, we could tap into the tuition reserve funds. And when I said to Tara, I am interested in looking into more whether or not the supervisory union could create a reserve fund that would help offset if we did have students who needed out of district placements and or an influx that were not budgeted, whether or not we could tap into that for that cause. And I don't know the answer to that. I will find out. Yeah. And what the course of action is that we would need to take in order to do that. Because usually it's a vote of the town. We may not be able to. So I will find out. It may be worth asking. Yeah, I will absolutely find out. All right, any other questions for Tara? All right, so we are ready. Good work, good news, the whole team. It's not easy as a supervisory union to do that. Okay, as I bring up my report, you have my report in hand and I would feel any questions either virtually or here in person. And I would add, that's one of the new things this week. We're adding some outdoor air quality monitors to our schools under new HVAC projects. So that is Rochester, Stockbridge, Bethel and Loyalton and Tumorch. They have indoor air quality monitors that have been in place since March and this project runs through December. And it's part of the grant funding for the related projects. Any questions for Ray? All right, thank you, Ray. Policy committee update. Who wants to take it from the policy committee? I can. Tonight at the policy committee, we discussed how we're gonna move forward. We have three policies that we're gonna adopt tonight, hopefully. But we also have, we talked about the next work of the policy committee and we decided we're going to, we have several pages of policies that we already have enforced. We're gonna start going through each of those. Jamie's gonna prioritize them by policies that we see have issues or things that have come up that might need adjusting or tweaking policies that are required by the VSBA to make sure that we're up to snuff with those. And if there's any changes, we get those updated and then just all of our policies. We think it'll take about five years. It depends, Jamie, whether or not you actually link the policies. I know, I know. So the big joke is I created this chart for everybody and I've had every policy open over the last two days and did not hyperlink them in for easy access. There's supposed to be a hyperlink here. So we will do that. And Ray's gonna teach Jamie about spreadsheets. Yeah, that as well. So go learn and experience. All right. And so on to adopting the policies. Act to adopt policy A20, which is the board civility and code of ethics policy. We've been working on this one for. Ended up draft six. Mora, this ended up draft six when we finally put it to bed. So this is our final version and our final reading. So we would like to have a motion to adopt this tonight. I'd like to move the adoption of the code of ethics board member civility and code of ethics as proposed as A20. And I also want to come in the policy committee because this is an example where it's not easy. It sounds so easy. And you have to go back and think and think and review and revise and you get the import from six boards. All of us have remarkable ideas and you have to chase those down and pull them together. And I think what you've done here is commendable. And it's also very important. We've got to be civil in our behavior. Setting an example for our kids, for our communities and for the people that work with us. So I'm very pleased to move this policy. Thank you, Bill. Do we have a second? I'm happy to second, but I will not second it because I need some sort of comment. Policy committee. All right. Is there any discussion on the policy? All right, hearing none, all those in favor to adopt policy A20, say aye. Say aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Are there any nays? Hearing none, the policy passed. All right, next policy is F35, fire and emergency preparedness drills policy. Do I have a motion? I move we adopt the policy. F35. 34, sorry, it's 34 this one. This was 34. I'll second it. All right. All right, any discussion on F34? All right, hearing none, all those in favor say aye. Aye. Aye. Aye. Aye. Aye. Aye. Are there any nays? All right, policy is passed. Act to adopt F35, access control and visitor management policy. Do I have a motion? I'll move. And a second. Second. All right, is there any discussion on F35? All those in favor of adopting F35, say aye. Aye. Aye. Opposed? All right, hearing none, none, F35 passes. We have discussion items, WRVSU full board retreat planning. Yes, we had October 10th down as the date. We need to decide what the location is for certain in the time. We did it at the high school last time, mostly just because it's central. Yep. So are folks still okay with that location as it being centralized? It's a high school, good for everybody. And what time would we like to start? We went like five days last time, I think. Did we go that early or no? Yeah, I think we did five days. I think we did. So five to eight work for everyone? Is that cutting close for work schedules or will that work? Yeah, getting there, I'll write it at five maybe. We could go five 30. Want to do five 30 to eight 30? That'd be easier than we'll do that. Five 30 to eight 30, Jamie. Okay. So we've done the survey on your board goals. So I will resend that out, some of you have filled it out. It would be good to get some additional data on that. So we can, certainly I thought one of the things would be analyzing that data and re-looking at your goals as a progress monitoring and looking at are those still your priorities? And that, I thought that was a good process that we went through last time too, around that discussion at the full board meeting. One of the things I wanted to propose and I look at this, just tell me if this is something you're excited about or not, but we've got this strategic plan and the board's reviewed it and the board adopted it. I would like to suggest that maybe we take some time as a board to break out into some committees to analyze and progress monitor each goal of that plan. And then those committees could come back and share where they feel like we are in regards to those tasks to the full board. Am I making sense? Like to really dig in and progress monitor and really make certain folks grasp what's in that strategic plan. Much like our schools are, I'd like to suggest possibly that the board consider that. I think that's a good idea, everybody agree? Yes. Okay, sounds good Jamie. And Bill, I know you had sent Kathy and I some other ideas too, I don't know if I've missed any of those or not. I think you've talked about a reviewing how the SU board did and the goals that we established for ourselves last year and then again looking at the superintendent's goals for the year that we're starting and whether we need to amend or change or add to goals for this year for the SU board. I think that's just, the goal setting process is just huge and reviewing how do we do and then what do we want to do going forward and making sure that we're in sync where we're committing the superintendent, the superintendent's committed to the board of where SU is going to go. And the other thing I, most of you are aware that AOE board recently adopted local public school standards and part of those standards and they're going to go into effect 2025, I believe. Part of those are school board governance goals. We, the state is now going to say that we need to have a level of how we conduct our business and the things that we focus in on. For instance, like goal setting, for instance, many of these things we're already doing, like evaluating the superintendent, also having governance standards ourselves. And so I think it would be useful to at least become aware of what the state is suggesting and build that into working that for this year of how we want to put the SU board in sync with the state's governance expectations. They're not going to start cracking the whip, but I happen to think I was on the task force. These are things that common sense we're doing about 75% of it right now. So let's celebrate and also hone in and be prepared to go the final 30, 25 yards into the end zone. That was another idea for the retreat, just to talk about that and how we're going to tackle that this year. Does anything else? Okay. All right, WRVSU, temperature fair table, feedback. Yeah, this was year one. As admin team, we've already collected a bunch of feedback. How we're looking to try to beef it up and improve it for next year based on it being our first year. I want to thank everyone who stopped by and or helped cover the booth. One of the things I'll say, and then the board can talk further is for me, it just highlights, I think the opportunities that we need to be looking to pursue in regards to if we are community schools, how are we getting out in the community and meeting people in the community versus always trying to get folks to come to the school. And so I was there three days and just was able to connect with a lot of constituents who I know, who were very comfortable talking to me about how they thought things were going in that setting, but who I think we would be very challenged to get to come to a dinner in one of our buildings. And so I've started a lot of conversation with Mary Shell, our community school coordinator around how do we start to really identify across the SU what those events are and how do we look to make certain we have a presence there. An example is we had that table at the Bethel Ford Festival this past weekend to try to start to do that work. But just looking at how do we really start to leverage our community events and then make certain where they're at the community event versus trying to create our own always and ask people to come to us. So that was one of my big takeaways. And then I'll hand it over for other thoughts and discussions. Any other thoughts, discussions? I had fun being there with the Jeff Thomas and so we're a tag team and boy, he knows all these kids coming through the tent and coming over to the coach and the principal and that was really exciting to see and just the connection's still there. And I was more, because I'm myself kind of with the adults and I wasn't that successful. So I'm gonna have to work on that. But it occurred to me that we, that booth needs to be, it can be more powerful. And one of these is to have a three-sided booth. Right now we had kind of the backdrop, we had the table so that we can highlight why we are special, why people should be interested in us, whether it's a kid. Gee, I didn't know they had a soccer team or I didn't know they have music and lessons or all that sort of and parents thinking about, gee, where am I gonna send my kid in when I get to a choice year and that sort of thing. And I think we had three panels that we could have more of things like the championships is one of it, our academic success story is another. Whether a video, but the nice thing is, as we develop this, we could move that around. So it's to Bethel or it's to Royalton or it comes over to Stockbridge. We have it right there. And I'm not sure people know what WRVSU is and so they kind of looked and I think we need to talk about our branding and I'm really getting excited about that. And part of my thinking is they can relate to schools. Oh yeah, oh, this is Stockbridge. So how do we highlight the schools so that we bring them to have that conversation at the table and so that's just some of my thoughts on that. I love the idea of outreach, I really do. Yeah, and if I might say something on that, I was starting to miss the Tumbridge table. Has a nice ring to it, by the way, Tumbridge table. But yeah, I was, I think it's a great idea and as far as maybe the owners can't be totally with Jamie, it's great you're reaching out and stuff. I mean, maybe there should be a committee or whatnot that can kind of handle this kind of outreach thing. We can have, you know, members just kind of really stay kind of in tune and kind of look for these opportunities. That's a great idea. Yeah, that could be something we should talk about as a board goal, I think, and at the retreat and talk about if that's something we want to do is create that committee, Dustin. Yeah, I like that. Anything else? All right. I think Mary-Shell would like that, too. Yeah. So we're going to have an executive session at the end, so we're going to skip over that real quick. Is there any other public comment? Here we are, I didn't actually, I think quite catch the name, sorry. Bill Edgerton. Bill, you actually have a really great idea with the branding as well with the tent. I came from a lot of worlds with the expos and you really have to capture someone within that first five seconds. Otherwise, they are not going to want to stop. And if they don't stop, they don't want to hear your pitch or take in information. And instead of being a waypoint, you could be a destination at the fair. So that gives you an enormous amount of recognition and knowing that you're actually there, people do actually want to stop. And that is actually very effective in terms of community building and outreach ability. Thank you. We're going to get your name and number. We're speaking notes here, right? Thank you. I'd like to follow up with you. Oh, no problem. Resignation new hire is already. Do you share my new hire? Oh, we have a new hire in the business office. Jacob Hinton joined us last Tuesday as our payroll accounting clerk. He came from the banking world and we're really excited to have him on board and he hit the ground running and seems to be doing really well. Any other business tonight guys? All right. Our next meeting is, well, we're going to have a retreat on the 10th and then we'll have a regular board meeting on Tuesday, October 24th. And the board members, I ask that you hang out for a short executive session, please. We're going to make a motion to come out of the executive session. Second. All right. We're out of the executive session. Phil, would you like to make our motion? I'd like to move that the White River Valley Supervisory Board vote to accept the recommendations of the superintendent's negotiating committee with the superintendent's contract. I'll second. Any discussion? Thank you for your work. Phil. Yeah, thank you. All those in favor say aye. Aye. Aye. Aye. Any nays? All right. Thank you guys.