 All right, so we'll call the meeting to order at six o'clock. Are there any adjustments to the agenda? Mm hmm. Um, approve the minutes of Tuesday, February 27th. So moved. Second. Second. Is there any discussion on the minutes? Are you hearing none? So moved. Um, consent. Um, no, board correspondence. Any. Four correspondence that anybody would like to share. All right. Um, public comments. I don't, I don't see any public honors or anybody rang. I don't think so. Okay. Um, so reports to the board, Jamie, you're up. Good evening. It's, it's great to have such a really nice turnout. Uh, we do have one new member to the full board. We've had, um, two boards reorganized. Sharon, of course, has three members, all three are voting members, but I just wanted to really quickly introduce Nancy Pageway, who's a board member in the White River Unified District Board that represents Bethel. And Nancy's a voting member now. So Nancy's in here. It's probably hard to see Nancy. Uh-oh. Down the end of the table. Okay, Nancy. Thank you. Um, and then just a reminder as boards reorganize, there could be new members joining. I'll try to introduce folks to the new members as they join. And then in June is when the full board reorganizes after all the other district boards have completed their reorganizational. Um, so, uh, legislative updates. I provided an update in my packet in regards to, um, the literacy bill. Um, I also just wanted to point out that the via, and within the VSBA today updates, they did give you an update on any type of education related legislation. This is one of the bills they mentioned. Um, there's nothing within this bill as I, as I pointed out these bullets, I actually wanted to point them out because I feel like it aligns nicely. To the work we've been doing with the science of reading, but also within our, our MTSS, our system of supports, our multi-tiered system of support. So I don't see anything within that bill that would cause me to pause or alarm. And I've double checked that with our chief academic officer and, and our principals and their field in the same way. So I just wanted you to know, um, that it's a bit affirming that that bill is aligned into the work we're doing. Michael, do you want to ask your question now? Are you wanting to keep going? I just, I just wanted to ask it. It's about this. So when you're done, I just have a quick question about this. Okay. You want to do it now? Well, there's, there's language in here. And I'm sorry, I don't have it up because it's on. Anyway, it's on a different account, but it's about banning some practice with a, which I didn't understand. So it's one of the bullet points. This says that it's ethical farther back up Ray. Notified document. The bill goes on to ban the three queuing system. What, what, what are they talking about? The three queuing system. It's on. I can go into it more if you want to. Sure. Yeah. So the three queuing system is, um, a way that, uh, we have taught reading for, uh, a period of time. I won't even say it was that long. That basically said that looking at the first letter, or first sound of the word, looking at the picture, and then look, thinking about the context of the sentence would, will help you decode that word. And you can imagine that that might work in some very simple, like cat is, you know, reliably going to be cat when you see a picture of a cat and you can see those sounds and can quickly, uh, fall apart once the words get to be multi-syllabic and the pictures go away and you lose one of those queues. So I think it's, it's a system that is just not a very, reliable and it's why you often see our, um, across the country, why you see those reading scores start to go down in third grade when the pictures disappear because we've taught, they've a long time taught a system that doesn't actually, um, reliably hold up beyond the first couple of years of reading. Yeah. I apologize for asking. I've just never heard it referred to as three queuing system. And I'm also. Words like that. Yeah. You know, you knew it. Yeah. It's just also curious to me that the legislature is banning anything. I mean, that's strikes me as really interesting language. Is that in their purview to do that, Jamie? Yeah. I mean, in this state, I think we need, I mean other, you know, local control in regards to curriculum, but I mean, I think we saw that play out a bit in regards to the reach of the secretary of ed's reach, um, during COVID. Um, in general, they try to provide it back to local control, but yeah, no, and it definitely certainly in law that they could ban this. Wow. I mean, it just, I mean, I don't want to spend a lot of time on it, but I do think it's a really interesting point that the banning of anything, where does that step into the weeds? Where would that be like the school board telling, um, you know, the principal and the school, um, how to teach. So it's just, it's interesting. And if that, if you ban that, where does it end? I'm, you know, worried about books and all sorts. I mean, although the state has taken a different tack on that all together, but I don't know, just the banning of anything strikes me as a pretty serious and somewhat radical step. So just my own two cents. Nope. Good point. I know I appreciate it. I was more speaking to that three part queuing system is not something we would do here. You know, I totally get that. And I'm not arguing that. It's just that going to the extent to ban something at the legislature relative to instructional practice opens a door to banning other things. And I just find that extreme. So that I'll stop right there. Sorry. Take your, take all of your time with me. I agree with you, Michael. The, um, so reach out to your representatives. That would be, you know, my advice, um, in regards to letting folks know how you feel, it's already this bill is out of the Senate. So it's with the house now. So it would be the house of representatives. Those are the representatives you would be reaching out to the, uh, the other bill I wanted to just point out that may crossover, uh, out of the house to the Senate is the PCB testing bill that I have talked to you about in regards to pausing testing right now. Um, we'll see. Uh, I have it on authority that I do think that that will be approved by the Senate. That is where it got paused last year. Um, was in the Senate and remind a reminder that, that it's worth you reading that bill. It's a lot about the science that was initially used in regards to testing of PCBs. Um, it's also about trying to ensure that, um, if we're testing that the state's providing funds to assist in remediation, um, which they put some money away last year, but you know, it was about 30 million and 16 million of that money went to Burlington. Um, and so I think what they're finding is, is that they need to figure out how the ed fund may generate some additional funding to support schools if they're going to continue to test for PCBs. And there's talks about that whole operation, possibly, um, not being in the agency of Ed's lap, but actually would be taken over, um, by the Department of Health and Human Services. So stay tuned there. Um, in regards to that bill. That's the other one I wanted to highlight. And then, um, we do, the governor did introduce, um, Secretary Saunders on Friday. Um, and I sent that information out for folks to review. Um, I had someone ask me today if superintendents have met, um, and, and no, and my sense is that there is, uh, a superintendent's, um, meeting happening next Thursday. I'm going to be curious to see whether or not, um, Secretary Saunders is on that agenda. That agenda has not come out yet. You're going to be there? Yeah, my plan is to be there. If Secretary Saunders is there, if Secretary Saunders is not there, I will not be there. Um, I have a question and then a comment. Um, the question is the, um, S-204 legislation as it's drafted in the Senate going over to the house. Will that make our private schools that receive public funding through to tuition payments under the same requirements as being required under for public education, educators under Act, uh, Senate 204? Is it a cover of private schools? I don't believe so. I have not heard that. Yeah. Distinction made. Why not? Good question. I mean, I'm basing that on, and listen, I'm basing that on that we don't even have the same school quality standards still bill for private schools and public schools, right? And so I don't have any reason to believe this bill is going to cover, uh, private schools. Okay. Even when they came out with the equity standards, those have not been rolled out out of quality standards yet because our state board of education wants to have a whole different paralleled system for what independent schools have to do in regards to those equity quality standard public schools. You're, so you're referring to stopper school choice? I'm talking about the where, where our students go under choice if they go to a private school. Yeah. They are going to get the benefit of having higher standards as required by a Senate 204 as public, they chose a public school. And it just seems to me that, um, the public's taxpayers money should get a certain return. And this is one act that says they want to make sure that the kids in the state get an adequate education K through three by the way, that's the K through two are they are not covered under, um, Vermont cap testing right now. So they're trying to catch up on that. Uh, but it's, it's, it's inconsistent. My two comments are one is that I totally agree with, with Michael. I don't think this state legislature should be banning anything. And it just scares the heck out of me when I think about other states in this country that we love are banning this things and that things. That's not the role of our legislators at all. And I thank you, Jamie, for we should pursue that with our state representatives. The second thing is Jamie's comments on Senate bill 204. You read his comments. He's not afraid of this. You'll listen to Onda and our team. They're not afraid of this. This is what we're doing and we're doing it well. And so we've got a state proposed state law that says everybody should be doing what we're doing right now. And I think that is heartening. And I think that's, um, deserves an understanding of the full board that we've got something good going here. And we're not afraid of having some laws that says what we're doing is the right thing we're doing. And, um, it's, I'm just amazed because you can't say that we got 55 supervisory unions in this state. How many can sit back and say what by here by their superintendent saying, we're doing this. This is something we're afraid of. And, uh, I think we should celebrate that. Thank you. Thank you, Bill. I do. So our district board met last night and discussed this. And so I looked over, um, the text of that bill. Uh, so bill, it does seem to cover public schools and, you know, approved independent schools. And I know the definition of that becomes a little bit squishy, but that's covered what that's worth. Um, and I agree with you and Michael, I think it sets dangerous precedent for the state to be banning specific types of curriculum. Um, Um, the last night at my district board, we discussed, uh, kind of the costs associated with these things. Jamie assured us that our district is already doing all these things because most of them are wonderful. Um, but it does raise the issue of state mandating. Districts to spend more money on specific things. And as we know, there is no more money to be spent at the district level. Um, and I feel like, um, there is a certain obligation, um, to, um, even if it doesn't apply to us directly. And even if we're like a tiny board to just raise, to raise those questions and to float them back to, uh, back to those bodies or who are legislating this stuff. Um, you know, whether it like, I'm not going to come out in this meeting and say, they're overreaching because I don't know. I haven't been watching those hearings, but there are some points in this text that, that, that I don't sit super well with me. Um, but this is a, um, not a question of, um, how important it is to be aware of our responsibilities as board members should be to, I don't know. It's to voice that concern in some ways. Yes. Agreed. Agreed, Stacey. Well said. Eric. Briefly. I, I while I support the, uh, uh, pausing of, um, testing as it relates to. Environmental. Potential. Environmental environmental issues in schools. manage parents and others, guardians and community members who may have questions about our buildings and whether they are safe buildings or our students in the face of passing of text testing. Are you looking for an answer to that, Eric, or? I'm not sure that I need an answer tonight. I think it's something that we need to consider because in Stratford anyway, we've already had at least one parent voiced their concern about the contaminant in the school and when we would be testing the school. And while I happen to believe that the school is likely safe because the construction that has happened in the school post the existence of those chemicals and construction materials, I think as a big board, we ought to be thinking of any communication that ought to be going out to parents, guardians, community members about the safety and wellbeing of our schools. Yeah, I mean, I would hope too that we might get some further guidance possibly from my pillar, right? In regards to how that's gonna be rolled out around communication and won't just be us. And I would hope that they might help take a lead on that. Anything else for Jamie? All right, all right. Onda, Onda. Okay, as you have my report, talk a little bit about the conference I attended a week ago, two weeks ago, I guess at this point, some of the presenting I did and learning I did there, also the work we're doing on our report cards and proficiencies aligned with our strategic plans were in the middle of state summative testing with VT-CAT happening. I think I was on an office hours today for the state and the director of assessment there said today was the single highest testing day of the window so far with twice as many tests being started as any other day in the, this is our third week of testing. That's the kind of metrics they cover. And then shared a little bit about the professional learning that we are doing as an administrative team which includes our principles around the universal design for learning and inclusive ed and how we think about planning for, towards those proficiencies we've been working on really hard over the last year and a half. So now the next step is how do we make sure that all of our teachers are able to plan to meet those and thinking about what are the obstacles that students might face and how do you design an instruction that can overcome those and really think about students learning and showing their learning in a variety of ways. And the last part we finished up our SU-wide professional development on in-service half days. Again, really good feedback from folks, really favorable responses to particularly the time spent together. So even though there's sometimes a little bit of grumbling about travel from across the different schools to one place, that is universally the one area where everyone seems to be very pleased and benefits from being with each other. So I think it turns out to be worth it even if you are not always so keen. We had good weather for all the travel days this year. So we didn't have to make any calls around canceling or postponing because of weather on those Fridays. So we left. Happy to answer any questions or talk about anything further. Anybody, anybody? I got Bill over here. I don't think I can see. Okay, Bill. Yeah, two things. One is it's exciting to have our leadership team, leader of our academic efforts at a state convention or conference and showing the way. And I happen to believe that our goal, I don't know how long it's gonna take us, but I happen to think that we've got all the makings of being not only the best rural educational center in Vermont, but one of the leading rural educational centers in this country. And this is one example of how we're doing it. We're showing the way. We're explaining what we're doing, people are learning from us. And from that, they're joining together to strengthen what they're all trying to do together. I always believe if I could hitchhike, do it. So you don't have to create the whole world as long as you're smart enough to know what makes sense and to learn from it and apply it. The other thing is I wanna compliment the professional development days. It sounds like at the end of every professional day or afternoon session, you ask, you give them a survey. How do we do? That's rare. That is rare. Why is it rare? Because it can be dangerous. People can say, I can't stand this. And you got enough of that. And so I'm just saying, we learn from it and it reinforces that we're doing well and it guides us further down that road of success. So I think that's great. Thank you. All right, anyone else? All right, anyone else? Director of Special Services. Director of Special Services. Thanks, Kathy. So again, you have my report. You're welcome. Thank you. Just a couple of points to highlight. Yes, we're busy doing a lot of interviewing right now. So I'll have more of an update, hopefully on of actual secured hires next month. Also working with Haley Zuride, the director of OnePlanet. We're still continuing to work on coordinating summer and coordinating interventions in OnePlanet together. So we're busy doing that and that's coming along really well. The next piece is that there's this new restructuring kind of for next year. We'll still have special educators, but special educators in a sense almost have two very heavy distinct roles as part of being a special educator. One is this idea of being a case manager and that's a lot of scheduling and facilitating meetings, making sure students' programming is running and in place and things are going efficiently, making sure accommodations and modifications and things like that are in place, communicating with a lot of outside providers as long as along with the families and also classroom teachers. And then there's this other role of actually educating, providing interventions to students. And for years now, it's kind of been almost like an 80, 20 split, 80% of the time has been in front of our students educating, providing those interventions and 20% of their time, basically one day is allotted to all of this other case management work. And what we're finding is that sometimes the case management work is overflowing into the other days, people are becoming really overwhelmed, things are falling through the cracks. So just as a way to be more efficient and proficient in how we are providing services and case management and working with families, we're kind of breaking the roles up and having people do these two very distinctive roles as part of their job next year. Instead of blending them together, they'll be split apart. And in that case, then kids will actually have more time in front of adults receiving intervention because right now it's four days a week for a half an hour, the person will be available every day, five days a week for a half an hour, depending on the number of students, maybe even longer periods of time. Interventions wouldn't be disrupted because of now there's an emergency happening with a student or a low crisis with a family. I have to veer and take care of that and I have to miss students. Now there's somebody else who will do that and we have special educators that can continue the path with our students in intervention. And also it's kind of a model that's happening now with larger schools. We may not be large in like student size, but I feel like we're large in our location and our vast. So this will actually give people more of a focus. You know, they'll actually get to know families better, have the better connection with families, be able to reach out to them sooner. And I just, you know, hope then that, you know, each of the people in those roles will feel better about their job because they're not dropping something or something has to take place of something else. So that's the hope we've been talking about it as a department since the middle of last year. So everyone's on board, you know, they've helped write kind of the job descriptions to go with them. Looking at kind of the hiring process at this point, I reviewed it with Jamie today. You know, ideally if we could get four people, if I could hire four people, we will be completely covered in all of those roles. And we will be below what's in our budget for the number of special educators right now with 14 will be under that. So just to give you an idea of kind of where we're going. Any questions about that? I know it can be complicated. Yeah, and that's Michael, I just want to clarify. So, I mean, this all makes total sense to me. So the special services case manager is if I'm a special educator, am I still case managing or has this now been completely shifted to a different person? There will be a case manager, that's one person. And then a special services educator who is a special educator who will just be providing intervention and education. They're both special educators. They're both special educators. But the point is, is that you're talking about if I'm delivering services, I'm just delivering services. Someone else will be talking for case management. Okay. Right, exactly. Yeah, no, it makes a lot of sense in that. And I think that's gonna work out well. Thank you. Anything else? Thank you, Nat. We are on to Tara. Good evening, everyone. You have my report. It outlines what's happening in the business office during the month of April. We have two budgets coming up again on April 15th. So I've been working on getting those information of mailers out. They should be hopefully out to all voters next week. They went to the mail center yesterday and today. So watch your mailboxes, first branch and strappers. And then I'll happily answer any questions. Big thank you, Tara, for getting those all redone and read out to people. I know it's a tremendous amount of work. Thank you. Any questions for Tara? All right. So, Ray. Yes, hello. As I bring up my report, which was wrongly titled for next month. This is actually this month's content. One thing I would like to add in addition to my report is we have had 500 test sessions started in BTCAP and 400 completed, which I think is a good pace challenge at this point with the remaining window. And it has gone really smooth. We believe in science. All right. So we have been meeting, continued meeting on what our future student information system will look like. Anna has mentioned the report cards. And of course the communications plan is up for discussion tonight. And I would entertain any questions here virtually. Any questions, anyone? I've got a question. All right, thank you, Ray. Oh, go ahead, Bill. I thought Ray was going to sneak this to have in this the last paragraph and the last sentence in the last paragraph, but yours truly caught them. Here we go. I ask everybody in the room, what does e-rate projects stand for? Come on now, come on, quick. Everybody knows that answer. I don't. Ray, will you help us? Sure. Everybody who has a phone bill pays a FCC charge every month. And that money goes to a fund to support schools. In this case, this is supporting the wifi boxes in the buildings, switches, stuff like that. So the e stands for? Uh, I'll be honest, I don't remember. It's gotta be education. Or efficiency. Right? I'll be honest, I don't remember. I'll be honest, I don't remember. I'll be honest, I don't remember. You've definitely caught me there, Bill. I haven't thought about it as anything other than e-rate for 10 years. Thanks, Ray. Yeah. I will have that updated for next month. Don't spend any time on that. All right, they're on the policy committee. The policy committee met right before the full board. We went over the drug and alcohol policy. We've got some more edits and stuff to make. So we're gonna be looking at that policy again. At the meeting, we also decided we're gonna start meeting twice a month. Starting on the ninth, correct, Jamie? Yep. Starting on the ninth. So that is the plan moving forward. We're gonna have a longer policy committee meeting and we're gonna meet twice a month. We need to start working on the board bylaws and that stuff. So one meeting will be committed to the board bylaws. One meeting will be committed to the policies that we're working on. So that will start next month. Anything else anybody wanna add from the policy committee? Draft one of the WRVSU communication plan. Yes, so you have a draft. We've shared this out with the admin team by we, I mean Kate McLean, our coordinator of communication and Ray, myself and Mary Shell, our community school coordinator has been working on this. We're very interested in feedback. If folks have been able to review this and provide some feedback tonight, know that we'd be happy to take it. I'm also more than willing to have one of the four of us connect with board members that they wanna sit down and provide additional feedback. Also, I'm happy to take feedback via email. My goal is to try to collect feedback from folks and be able to get another draft for possible consideration of adoption by April. It may take us until May. The strategic plan took about three months to finally get where we wanted to get to with it, but I must say that this is one of those projects that is important. I think it's gonna give good direction for all of our stakeholders moving forward. If you look, there's actionable work that needs to happen within the plan over the next three years. And I hope that it's a tool that's useful for both internal and external communication for our families, but also our employees in regards to how to navigate communication throughout the SU. So, yeah, it actually, there's some things already that I know that we need to clean up, but it felt good to get a draft to you for a review. So I'll just take it off by that and then happy to take discussion on it. Any discussion right now, guys, on this? Anybody have any feedback? I think it looks great, Jamie. I'll try to read through it a little bit more detailed when I get back, but I think great work, you guys. Hi, Kathy. Yeah, go ahead, Bill. I can't see you in the room, so I'm sorry if you put your hand up and I don't see you. I'm hiding behind Jamie. I see, hiding tonight, are you? First, this is a tremendous draft of something that we all need to do better, which is communication. And secondly, it basically has six goals, external, internal, with a lot of meat in it that the get-go is gonna help. And for instance, the chart on page six about basically how you handle a series of communication issues. Wow, and that alone is something for us to learn by putting our notebooks as well as the organization to communicate that to parents and community members. So I really like that. The one thing I think still needs work is translating the plan into measurable results. And so the question I ask is, if we do all things in year one, how do we know that we've succeeded? We could say, well, we've had X number of emails, or you had X number of social media things, or you had X number of meetings, we had, how do we know we've succeeded? And I think a plan needs to have that, especially a strategic plan, and that's one thing I'm gonna encourage sidebar, and I appreciate Jamie and me with whoever to express those sort of things. We go back to our goal setting as a board and for Jamie, and every one of our goals that we set for ourselves, there's a way to measure whether or not we've succeeded in carrying out that goal. And we need to know that. It isn't like, oh, we did it, do we know what we did it? So I encourage that to be part of, strengthen that part in this draft, which I think is timely and it's gonna bear fruit. Thank you. Thank you, Bill. Anyone else? Yeah. I hate this, Dustin. Yeah, I just didn't know if this might be something totally separate, but as far as the communication, as far as when somebody, like we had a kind of a unique year this past year, as far as losing somebody, and so as far as communication about that to the community and staff, is that addressed in this document as well or is it like a overall category? Like a personnel being dismissed? Yeah, I'll take a look and see exactly whether or not that's captured or not. It may be, but not explicitly as it needs to be. Yeah, this looks great. Yeah. Yeah, I think it looks great too. Well, if, so we should be celebrating when people join us and recognizing when they depart and capturing the plan to make sure that that is happening systematically. Thank you, Dustin. All right, all right guys, thank you. All right, anything else? Jamie on that, are you good? Yeah, no, other than just as I really wanna highlight the work that went into that for those three, I also would tell you that I hope you take a good look. I think it really specifically articulates the work that we're looking to try to get done in regards to our community school work. And so I think it's a real roadmap for that work and really does a nice job I think of allowing us to have some benchmarks that have we progress monitor that work in regards to just increasing accountability around the work of our community schools. So that I think feels really good for our community school coordinator, because I think that Mary also feels like it's a really good road for what she should be prioritizing. All right, all right, thank you guys. Thanks for everybody who worked on this. All right, 8.2 is portrait of a learner update. So the central office admin team met with a graphic designer from up for learning who they've hired. Remember the community school grant is supporting our work around this portrait of a learner. So they're right now taking all the data collection and analysis that occurred from the last time our cohort who represents all the schools across the SU came together. And I believe Michael and Bill are part of that group of two, which is great in regards to having support representation. So they're working on mocking up a draft for us in regards to the visual, which is what to me is like so important about our portrait of a learner is that we really want this two-page document to be able to really speak to what we want our kids to know, understand the do in regards to the transferable skills. So think being an effective communicator, having grit, right, like things that you carry on in transfer content area to content area, but really I think are a lot of the markers that we want in our kids in regards to speaking to success in the secondary and post-secondary level in a way that I would, I hope visually that all of our stakeholders can connect with. That would be the goal, right? Not that it's a 30-page document, right? That it's a document that when someone looks at it, they know what's really meaningful in regards to those things at WRVSU. So I expect to have a draft of that back for review well ahead of the April meeting is the timeline they gave us. They felt like that we could have it a couple weeks ahead. We'll take a look at it as an admin team provides some feedback and then it'll come to you for our first review in April as a full board. So that's where we're at with that. The cool thing is the work that's gone around with the portrait of a learner is that we were able to collect data and get feedback from our kindergartners all the way up through our 12th graders. So there's a large subset of data there. And of course that could look really different from a class being like advisory at the middle or high school level giving feedback about what's important versus our first grader drawing that having a swimming pool at the school is really important to them, right? And a priority, but that may actually speak to experiential learning, right? And the work that we're doing outdoor at. So it's like teasing that data out that I think was the key as we worked on this project. So yeah, I'm excited about that. I feel like we're on a good place in regards to our portrait of a learner's work, which will also tie back to your communications plan because the whole goal would be that it'd be really clear for us to communicate what we hope our learners leave with no matter what time they exit one of our schools. All right. 8.3 WRVSU Mentor-Mente Program. I think I'll make a, I'll try to set something up so that group can get back together just to review what we have and have it out for this year's new board members. Yeah, so far we've had one new board member come up where I have not assigned the mentor yet because I wanted that group to have to get back together. Yep. So that feedback we collected, we did push out a survey to start collecting feedback from board members. Just a reminder that that went out. If it's helpful, I can have Ray push it out again. Some of you have filled it out. I reviewed some of that data. We received some good feedback in regards to, how do we possibly build some time in throughout the year? Where mentor and mentees may be able to connect to the start of a meeting or a breakout session of a meeting that I think might be worthwhile for this group, that subcommittee to think about. Because I think timing sometimes is just hard for folks, right? I know everyone's busy and just making certain there's some dedicated time for mentors and mentees to get together. And maybe it can just, we're scheduling it and not that people have to come, but that it's like on a calendar and maybe that's helpful for folks. I don't know. I think it's worth that group talking through Kathy. Yeah, I'll reach out to that group and see when people can get together and we'll just have a short meeting and touch base. All right, what is next? It's just a draft of the calendar. I just wanted to, Anna has been working with again, representation across the SU with teachers, principals, drafting a calendar. We have not worn this for action in the last few years because really it's something I wanna share with the board. It's not really an actionable thing from the board and statute. We need to align our major breaks with our regional tech center. Our regional tech center is a Randolph just to remind folks, we do have students who also do choose to go to Hartford if Randolph doesn't have an offering meeting for our high school, right? And so they want the high schools within the SU as linking to the regional tech center. So our region is Central Vermont Supervisory Union, Randolph district and us. And so that those are the three SUs that are aligned to this calendar as regards to our breaks. We started two years ago, we received feedback from families that it'd be really helpful if we made certainly aligned one of our long breaks in February, April to the North and one of them to the South. This calendar once again does do that. We switched it for this coming year. The February ones aligned to the North this year and the April ones aligned to the South. So that if we have, you know, families who have kids at our SU and also have kids in Hartford or, you know, or districts that are aligned to the South with stock would be an example. They'll now have their April work aligned next year. They've had February the last two years. And if we have students who are attending a school to the North, they'll have their winter break aligned. So it's just trying to best meet the needs of our families. You know, for families who have split like a student who's going to a Southern school but also with us in the past, our calendar always aligned to the Northern schools prior to making this change. And often those families specifically that attended Hartford or Woodstock wouldn't miss that on having either February or April aligned. So in general, we've received good feedback from folks around doing it this way. I wish this is actually a goal of mine is to try to get the VSA trustees to sit down in a room and say, why can we not align these two breaks? It does not require statute. Superintendent's at the trustee level could make this happen for families. You know, what I would say to you is it's really this, it's just the group of us in the middle, central part of the state that have this issue because if you get South Windsor, they all align to essentially the same two breaks. And if you get Berry North, they all align to the winter breaks. And so it really does impact the center of the state. Know that I continue to bring this up to my colleagues because I believe that we could compromise and figure this out. So I haven't given up hope on that actually. I mean, it wouldn't be a totally aligned calendar, but I do think as superintendents we could settle on the same equal February break. So I'm gonna keep advocating for that. I'm starting to get a little more ranked with my colleagues. It's crazy to believe in Winooski Valley now, which you know, there's 12 of us. I'm the third longest 10-year superintendent in Winooski Valley. So that means, you know, I might be able to have one more poll. Is our superintendent starting to sound a little small? Well, no, actually I was just taking a shot at how not long a lot of soups stay in a position. Oh, that's just the way we like it. So Jamie, why do people have against having me? So the biggest, thank you Nancy. I mean, the biggest answer I get is talking about smug that the Northern schools don't wanna align their vacation and the winter vacation with the February break of a lot of Southern states because they wanna have tourists come up and ski at that week prior and then their kids could have access to that later. And I like that idea myself. So that answers me to the north, right? And so we do do that next year. Why doesn't the rest of the Southern states not do that? Southern SUs not do that? It's my senses because they have this longstanding link to some of the schools in mass. That's the only way I can justify it, right? And so I haven't been able to get in with the trustees to have that as a full agenda item. It is something that I have pushed on John Francis and now his assistant executive director, Chelsea, is now gonna be replacing Jeff next year. And it is something I emailed her about again in regards to seeing whether or not that could happen. You guys got something? No, I just realized, I wonder now that we've moved February late, do we need to have president's day? The earlier week aligned with president's day, which was also pretty common. We don't have that much on account right now. I don't think it's in our CNAs. No, because we've had that late. We've had it before. This is much more on alignment the way it was. So no in service on the day before town meeting? No, so there is no in service on the day before town meeting. Now the committee wrestled with that and it was just decided that it was better not to have it that day. I was in communication with my old class of 63 high school buddies. And I wanna spoil you with that, but they didn't love this calendar because I was looking at it and it starts August 21st, new employees, mentor training day, August 22nd, 23rd. In service, no school, August 28th, first day of school pre-K to nine. So I went on, gee, high school, when am I gonna start? They don't start. They start to 29. They do, yes. We do that as a high school orientation. Well, I just didn't see it and I was going, wow, this is... I ran out of lines. You see, I had to have to go to college in September. But very useful, thank you. The other thing I just wanted folks to point out because they do think that you might receive these questions is that we aligned our parent conference like in service time, we do it over two weeks. And so I did not want students in a building on the fifth in regards to elections because it would be really hard with our policy of ensuring that buildings are locked down and signing visitors in. A lot of our schools are used as polling places and it's also been advised in regards to just safety and security schools, not to have schools that have polling places open. And so you'll see that that was traded out for it's in service day in regards to conferences. But we won't have people in the buildings that day. All right. Any public comment? Oh yeah, are there any action items tonight, Jamie? There is not. I hope, I'm hoping next month actually there might be a few but not tonight. Okay. Any public pop-on I didn't see or come into the room? All right. Resignation of new hires we need to go over, Jamie. No, I think the net will have a long list hopefully, long enough to fill all of our spots by next month. Okay, nice. Social emotional goals, our list is a future agenda item. Our next meeting is Tuesday, April 23rd, 2023. And so that will be after the budgets that take place. So anybody who still has out there for a vote, good luck. Fingers crossed, they pass. And I will entertain a motion to adjourn now, everyone. So moved. That's the way.