 Yes, thanks all, sorry for the late meeting. We had another forum that ran over. Call to order Rocks, for the Montpellier Roxbury Board of School Commissioners at, sorry, I need the time. 650. 652. So first order is public comment, which is five minutes. So, let's see. So I'm late to eat. Okay, and please either come to the microphone or the chair, and you just announce yourself, but please announce yourself again. You're not gonna be louder, which is from the video camera. So I'm Elaine Dewey, I'm a parent of a student, current student, and I have two other students who will be coming up through. One's two, so not for a while. And I'm just here to kind of give some input about health education that my kids reflected back to me. And I guess that education, that piece is that I would like to see that be more inclusive of all students. And I guess the big pieces with that that have come up are being able to redirect conversations and being really kind of educated on some subjects that are difficult or even triggering or traumatizing, and having some outside people maybe come in and talk on those specific topics. And yeah, I think that's the biggest piece. My child is transgender, so there were things that happened last year that he actually is not in health class now, and a correspondence class to cover. His health education is not acceptable. The class needs to actually be, and the curriculum needs to be set up in a way where my child's included, so, and all children are included in that curriculum. Thank you. Yeah. Hi, I'm Mara Iverson, I also live in Montpelier, and I also wanted to chat about health education. My focus is mainly that sex education in the Montpelier School District really needs a lot of kind of, a lot of things. It could use some review, it could use some thinking about whether more educators are necessary, whether they're trained to offer appropriate information. I actually mostly, the first time I got worried about it was when I had a student, I teach sex ed in town at the church, I teach the OWL program, and one of my students who had been through my program came and said, the health teacher today told us that non-letex condoms don't prevent pregnancy and STIs. Like, and I was like, well then what would be the point of wearing one if it didn't prevent pregnancy and STIs? And so I was like, what are you learning at school? If that seems concerning to me. So that's my, I'd really be interested in having a deeper conversation about what we could do to enhance broad and deep in sex education in Montpelier School District. Thanks. Great, thank you both. Thank you both. Yeah, we are gonna continue discussions about that. Is there a timeline, or are there any other? It will certainly appear on the agenda, we haven't set any timeline. I think we're likely gonna do it in the guys of being sure we promote equity on a, you know, agenda and basis and, great. Did you figure out how to find the agenda? We did, we figured out that cell phones don't access all of your agendas. So that is- That's good to know. That is good to know. We both have access to different information and neither of us have access to all of it. Huh, okay. Well that's a bug. Yeah. Let's fix that. We'll figure that out. I'll look into that. It's all accessible through Google. I'd have to look. Isn't that where everything is? Is that where you went? No, find your agenda today and you can't, you can't scroll over to the board packets online so I didn't know there were board packets. And then on hers, you can see the board packets but they stop at December. I can see all the way to the end of the year. I just can't go the way over. So- Interesting. Thank you for letting us know that. It's better than when you couldn't even get anything on your iPad and we've improved a little bit. Still a problem. You haven't sworn in yet? We're still in public comment Thursday. I thought about it before this happened. You do it by phone, you know. Yeah. And I think you're supposed to do it before your term's up. I'm sorry. All right. Consent agenda. Okay. And yeah, thanks for your reminder. Unfortunately, the learning focus piece, which is a big part of our agenda, the students were unable to come tonight. There were some things that popped up. So we have a much shorter agenda, which since we're starting late, is not the worst thing in the world. We're talking about that. Renee, can I call if we need her earlier? Yeah, I can check. Okay. Is she here? No. She's got a Google chat in, but if she's not thinking just we talk to each other. I move to accept the consent agenda. Okay. Second. Any? I have a quick, oh my God, I'm sorry. Well, the question is, so you can get it on your phone, but maybe we just need more fear and navigation on our instructions. Okay. So did that have to do with the consent agenda? Could be Apple, could be operating systems. Yeah. Yeah. Well, to address that, I noticed that it wouldn't scroll up. Anyways, it doesn't matter. Okay. I know a question about the consent agenda. It was something relating to the superintendent's report, which is the unified pass call team. Okay. So do you want to remove that from the? Yes. Okay. So let's make a motion to, do I remove something? Or we don't even need to remove it. We can approve it, and I just would like to ask a question. Afterwards? Yeah, let's go. Right. Can we help the discussion after the motion is approved to accept the consent agenda? So we can discuss after we approve it? Yes. Okay. After you make the motion to accept, is there any more discussion? And then after the discussion is over, we would accept. Even for consent agenda, you couldn't do that for it. You couldn't do that for it. Well, let's just pull that and approve without that item, then we'll discuss it. I amend my motion to- Did both see that Heather sent out the different distribution lists this afternoon, just adding Rockbury Village School. So I amend my motion to say that, I'd like to make a motion to approve the consent of agenda, taking out the superintendent's report and noting that the list of where agendas and warnings are different than was in the packet. Does that make sense? Yes. Yes. Second. All those in favor? Aye. Any opposed? All right, your question. This will be very brief. The unified basketball team, is that Montpelier and U32, is that a combined sports team? We have some students from U32 on that team, yes. Matt McLean's son Noah is on it as well as Caroline Canary's daughter is on it. So yeah, we often share things with U32 when they don't offer or we don't offer. So that's great, because that kind of dovetails in my question, even if it doesn't need to be addressed for next time. Maybe this summer it could be addressed, but a question that I've received numerous questions about, well, how are we sharing resources with U32? Are we operating in silos? Do we share? Are there opportunities to leverage economies of scale and offer enhanced programming? And I know we are doing that in silos. Yeah, the quick answer is yes. So when U32, I'm sorry if I cut you off. U32 offers something that we don't, for instance, football, then Montpelier students can try out for that team. And when Montpelier offers something that U32 doesn't debate, then U32 students can join us. How about with academic programming? We don't have as much sharing going on with academic programming. So I guess a question today, and I don't know how difficult. I haven't had, but the schedules don't. Yeah, it's hard, it gets a little more difficult when you're talking about classes, in-house classes. So it's primarily for extracurriculars, where we're seeing this. Would it be possible at some point to just get an outline of where we are sharing those resources? Is that what the owner is? No. Is that the most, I think, help important discussion about this, because it's something that regularly comes up. Thanks. Like I said, I wasn't going to impact my vote on this. So I'm trying to manage. I'm motion to approve your superintendence report. Yes. I'll second that. All those in favor? Aye. New post? Great. I can also say, just a last little bit, the final. Heather, you know, it's the final unified basketball game is next Tuesday the 11th at 3.30. It's a great time to come and cheer on the kids. So Thursday. So if anybody can come, then please come on over. I'll take a picture and tweet it up. But it's a great, it's a good time. It's a good time. Great. So next is board business. The first item, when we put our merger agreement together, there was a typo, a couple of digits on a statutory reference, and a cut-and-paste job did not get removed. So the articles of merger between Roxbury and Montpelier reference a statute that does not exist. What are the specifics of the packet? Yeah, I had that word out there. She just printed out the e-mails with it. Yeah. So we talked to Pieteri, he said the simplest way to kind of cross the i's and bounties on this was just to have the board recognize and approve that there was a typographical error and that there was a correction to that error. It was like section 55 and it was printed out like section 55, 36. Right, the only change for the public is that it's just a number that was incorrect. So they're not changing any substance. Just you're just changing the number to reflect the actual number. Exactly, it is a cut-and-paste mistake. Jim, who found the cut-and-paste mistake? Steve Dale, who was the, he was just going back and reading the old. He was going nightly with the phone. He says it has been brought to my attention. I don't know. Brought it to his attention. Yes, I was just curious. I think I could have met someone at the SBA or maybe he had a family member that was having some problems sleeping. Excited to read the picture agreement again. So if we could have a vote on making that change. So we need a motion. We need a motion. Do we need a motion that's a full thing that Steve said at the bottom? I mean, I'll read that if that's what we need to do. Sure. It's just kind of long. All right, I will move that as follows. The articles of agreement were approved by the electorate of the Montpelier-Roxford Public Schools in spring 2017. In March 2019, we were informed of a typographical error in Article 11. The original approved article specified that in the new district, the vote on the quote, annual budget and public questions shall be conducted by Australian ballot pursuant to 17 VSA Chapter 5513B, close quote. There is no Chapter 5513B. The intent of that wording was to simply read pursuant to 17 VSA Chapter 55. That typo is hereby corrected by a vote of the Montpelier-Roxbury School District Board. Article 11 is modified to read the unified district board of school directors shall propose annual budgets in accordance with 16 VSA Chapter 11. The vote on the annual budget and public questions shall be conducted by Australian ballot pursuant to 17 VSA Chapter 55. I'll second. All those in favor? Or any discussion? All those in favor? Aye. Any opposed? Great, done that. Next item is after school discussion. I'll just open it. Who's going to actually do it? Someone has to actually do this now, right? Where is it filed? I don't know. We just thought I'd throw that out there. Good idea. Okay, sorry. That's a good question. Who do we inform? Like we could take the men at leave. I would imagine if he was the person who did this. Yeah, or he'd just do that. At least Steve would know. Steve would know where to go with it. Right. So where is this kept? Who's the keeper of this? That's what we don't happen to know right now. I'm assuming maybe the agency's education. Yeah, the district clerk. You probably understand it too. Oh, right, the district clerk. The district clerk. That's right. Oh, that's probably the person. So, any legacy? Yep. Yeah, well, something to do. That's correct. So, after school discussion, we've had quite a bit of progress on making the decision about what the after school programming will be next year vis-a-vis on the provider. As you know, back in December? Yeah, January. Back in January, we taxed and appointed a committee to set up an RFP process where we would take in bids and that the committee would work with Libyan advising her about a decision. That committee has been formed. I wanna thank all the members, including Bridget, but also we have a couple community members, Christine, Zaki, Rebecca Copans, Cassie Wilner, Sam Brondig, who's a student representative, and then Brian Heredy, the principal of UES, and Matt Roy, the vice principal at MSMS, have also participated in the committee. We've received, the committee worked to set up some parameters, put together the RFP. We've set it out, we've received four proposals. One from CC, which is the existing provider and is an entity of Washington Central Supervisor Union. One from the after-school collaborative, which is doing business known as part two, which is a for-profit provider that provides after-school services for a lot of schools in Chippendon County. It's looking to expand into Washington County. The Y, which actually does programming nationally, but they have a pretty vigorous program in Vermont, and they provide throughout the state, including to our neighbors in Waterbury and Barrie, and the Montpellier Rec Department. We've passed out, we're weighing costs, we're weighing capacity, we're weighing kind of all the factors that we've put together. But a piece I want to talk about, let me talk about in addition to the proposals as we make a decision, there's kind of two components to after-school care. There's the license component, which is regulated by the state, which most of the UES programming falls into. As you start to get to the older grades, we have a lot more of what we call enrichment programming, which is somewhat like co-curricular, but a little different. It's the more segment programming that oftentimes focuses on an activity, mountain biking, a sport, woodworking, et cetera, that's not licensed. That programming right now, a lot of that programming is provided by the current provider and funded through a combination of fees, subsidy from the district, and then revenue that's generated from the licensed programming, particularly at Union Elementary School. That's a critical piece of our after-school care. We did not ask for the RFPs to include that. We asked for the RFPs only to include the licensed portion. Three of the RFPs only included the licensed portion. One of the RFPs also included the non-licensed after-school portions that the committee's trying to consider it with that in mind. What we want to do with the non-licensed enrichment program, we obviously want that to continue. It's very popular. It does great things for kids. We want to continue along the value lines that currently exist, and with as much continuity as possible, but we also want to think about chances to really expand and stabilize that, and also fix some issues we've had. For instance, it's just been some issues with transportation and doing that legally in a way that meets demand. So one consideration that we've been batting around is bringing that piece in district, and that would require a commitment of current funds and probably some additional funds to do that to make that sustainable, but there's a lot of advantages to that, and I'll be kind of explaining the thinking. Sure, we're in the beginning stages of this, and I have something that was not part of your board packet, and I apologize for that. I was getting feedback up until three o'clock today. I don't know who would do that. I'm some members of the after-school committee, and I wanted to make sure I heard from people, and so this is very much draft, so put that in mind. The district, we have budgeted, and it has passed because our budget passed, $37,000 towards some sort of after-school piece. So what this proposal, this draft proposal, is putting out there is that we hire a new position. So we hire a position for a 0.5 right currently, that's what we're thinking the need is from leadership team, a 0.5 extended day enrichment coordinator. That person would be responsible for organization, logistics, parent registration, collecting fees, working with our business office to making it happen. It would be very similar to food services. Sorry, I don't want to put my back to you. How food services is run currently, which is run as an enterprise, so we would add an additional enterprise, and I'm actually happy Grant is not in the room because he starts to choke up a little bit when I suggest that, but because for MIMA, then it's a little difficult, but we can do that. We already have it in place with food services. So that position, when we collect in the funds, they'd be going out in the community to find community partnerships, surveying students to find out what their likes and dislikes and what they really want for club-like activities. We would also be looking at, so there's that position, so I'll separate that first. That's what I'm proposing for the board. I believe that the $37,000 would cover a 0.5 position under the AFSCME contract. If you were also looking at these club activities being, we'd ask parents to contribute as they do now in a very low cost way. So that cost would also help provide sustainability to that position, as well as increase our capacity over time. So one of the pieces that we really are looking at is to have licensed engaged child care from K through six offered to our students, and then starting with lots of engaging activities as part of that process. So they're not just sitting there doing coloring pages. Provided by someone else. Contracted out, yes. Contracted by somebody else, they would be responsible through work with our principals and our community around what engaging club-like activities those that would require. Then when students move into seventh grade, they move into more enrichment, extended day, not licensed choice activities that we offer multiple, very similar to what we have now. So if it's more sustainable because it'd be through a district lens, we'd be able to protect it and to move forward with increasing our capacity. We see that at the leadership team level as a potential possibility to transition students well between eighth and ninth grade and provide a bridge in a very fun, easy way as well as increase our capacity for opportunities that are not sports, drama, or music related here at the high school necessarily. We have excellent opportunities for kids if they're into sports and drama and music. If you're not into those three things, then we have less opportunity here at the high school. We're also very cognitive. I've been talking to Dave Bennett quite a bit who is a person who's been doing this work at the high school. We're both, he and I are very concerned with over-scheduled, highly involved kids. And so providing opportunities to let go of some of that and work with anxiety, which is huge with our over-scheduled, highly functioning kids, as well as provide opportunities for kids who just aren't into sports and aren't into drama but still want to have a group to work on leadership skills and develop themselves and working with people without a screen in their face. So Dave and I have been talking quite a bit about that. And I also feel as Renee comes on in a little bit, that's an excellent project for a new principal to take on here at the high school to help vision and build that program. So back to the position is key because it allows us to sustain, build and grow from where we are now. Questions? Edward. How is that money currently being used? Currently it is given to CC to offset the cost at MSMS. Tina. Would the theory be that I understand what this person's gonna do and then the activities themselves are self-supporting? Through parent revenue? Right. And a fee. And yeah. So the vision is not that the person hired to be the coordinator would be the person providing? No. In fact, we wouldn't want them to provide the services. We want them to focus on the logistical piece so the people who do provide services can really focus on that and develop high-quality programming. Would that increase the cost to students who are using the program? I don't envision that happening. We haven't gone through cost structure. We're not at that stage yet. We're just not there yet, but I don't envision that happening. But the disbursement to CC, it wasn't that direct as this is going to offset the cost to our students by this percentage. No, we don't have that information. It just went to a general fund at Washington Central. We sent a check to Washington Central and $18,000 increments twice a year. So I know you're gonna ask. When I look at budget sheets from the current Community Connections program, I can't tell where that money goes. It goes into Washington Central's pot. Yeah. My overarching concern and answer to that question is that I think an after-school program is in the community and public good. And I think the idea of a hybrid payment model what we have right now, fees for those who use it, but those fees being brought down by contributions from the community, I think is a pretty healthy model. And I just want to ensure that we continue with that general model and aren't putting too many, too much of the cost and too much of that financial burden on those families. Right. Right. No, I agree with you. And that's where we want to go as well. That's the idea that we want to make happen. Michelle. So it says under the, you just explained that the halftime person would be sort of an administrative position rather than not work directly with kids. And it says under here recruit club advisors would be one of their responsibilities. Are we anticipating that the revenue from program fees is enough to pay the club advisors? I think, so that's the piece that we have to think about with cost structure. So we're not there yet. And so there's lots of questions there, right? It's not a co-curricular because it's not structured in the same way. I'm imagining six weeks programming one day a week, you know, very similar to what's happening now. So that doesn't fall under our co-curricular teacher contract. So we'd want to look at how much do we need to, like that would be a new world for us. How much do we pay people for an hour and a half a week after school to do woodworking? And if they're a community member, what does that look like? Versus if they're a teacher, what does that look like? Those are still questions that we need to uncover, which thus the position to help us work through those pieces. But generally speaking, that's what you're anticipating that the program fees would pay. The program fees plus the budgeted amount would help pay for feet things. Okay. Eventually, if we increase our capacity, which I would really like to do, I may be coming to the board of future budgeting, you're saying, let's increase this line so that we can access more kids so that we can intentionally target more kids with this programming. So I definitely want to see more kids get in the program. And I'm okay with supporting it with the budget, but you had told us back in the beginning of this conversation in the winter that it was unusual for community to budget funds for after school, because we're not legally allocated to provide anything after three o'clock. For middle school, yes, you're right. So, but we had asked that question of the Vermont After School Association. Did we get any further information from them as to whether there are other districts that subsidize? Did we ask pass it specifically? I've talked to her, we didn't ask her more specifically. My understanding is there are some districts that do some sort of... We don't really know the answer to that. No. We don't really know the answer to that. Like, for instance, she has mentioned that South Burlington does a lot of stuff in district that is traditionally covered, or that other schools tend to cover through coverage. I mean, that, I think, yeah. And the piece of separating the extended day and the licensed childcare, I'm not sure what districts do with that piece. I mean, we do pay co-curricular stipends for sports coaches and that kind of thing. Maybe just sports coaches, I don't know. No, we do with drama and we do with lots of things. When we were having this discussion initially, and you'd be more familiar with this mechanism than I am, Libby, but we learned that many other schools that have a certain percentage of free reduced lunch students are eligible for federal funding. Yes. And we're not because we don't have that percentage. So my perspective on this is because we're not, those students that do come from this disadvantaged socioeconomic background shouldn't be penalized as a result for having a lesser percentage of... We're living in a more wealthier place. Yeah, exactly. Good point, Andrew. And so that's where I do see a role for the board in being a leader on this type of thing. Steve and then Bridget. I just had two clarifying questions. I have to admit to not understanding some of the structures. So you can kind of draw the line or maybe all of them do this between 6th and 7th in terms of where that goes. I know that at least from my daughter's experience in 5th and 6th is that Drew's been the contact for 5th and 6th, and that she's been participating in. Mountain biking and all the same things, I think is the older kid, I might be wrong about that, but we're looking at wood shop and all the other things. So does that mean in the future of 5th and 6th, I realize it's all being run under CC right now, but what's the decision or what's the reasoning for cutting it at 6th? And then the other piece is that, I shall just start mentioning a little bit, that the co-curricular versus the enrichment, they seem to be a really similar thing. And I'm wondering if it makes more sense for the district to adopt these things as co-curricular at 7th and 8th. We've talked about that. Rather than as enrichment. And I think that from a curriculum or from a whole child perspective, that actually brings and integrates things a lot better than if we continue to consider it separately. Just questions. No, those are really, thanks for asking both those questions. Don't let me forget the latter one, because we've talked about both of these things. So one of the things that came up, Matt Roy actually brought this to our attention that when we were talking about this in the after school advisory committee, because we talked about, originally, the district could potentially take on the enrichment and make it middle school 5th grade on. And Matt brought up the really good point of currently, and he worries about in the future, of a have and have not scenario. So if you're a kid who is in 5th grade, and is in licensed childcare and not doing the mountain biking piece, he could potentially as an expert and at that age level, see kids saying, well, I'm going mountain biking, you're stuck in the, you're stuck in the, over here doing whatever you're doing over here. And so he was very concerned about people who have things like would be considered the enrichment kids and people who don't have things would be the licensed childcare kids. So that was very concerning to him, which I thought was a very good point. I'm not saying it was eloquently as he did in the meeting. And so when we started talking about that more, Matt and I started talking about that more. We started saying, well, if we make the assumption that we really work with our licensed childcare provider to provide engaging opportunities for our 5th and 6th grade, that have a club like, a club structure to them where there's choice and that kind of thing. But it's still within the licensed childcare. We can have that piece. And then 7th and 8th grade, generally we don't suspect that many 7th and 8th graders will participate in the licensed childcare because they're at the age where they may not need it. They may not need that space like a 5th grade or might. So then we could offer the enrichment activities for those who would really like to participate in very specific choice activities for the 7th and 8th grade. That nothing set in stone around that. That was our reasoning why. Though that, when I was talking to Matt, that was the reasoning why for that. The site or the, I'm sorry, the second part of your question around co-curriculars. We've talked about that too as a leadership team on Tuesday. And one of some of the things that we were talking about is we could solely go that direction. And we talked about calling that direction. We have way more flexibility if we don't. Cause once you have the co-curricular in place, then it's in place and you can't add them ad nauseam. So if we had like quick six week bursts, that means we can change the program by year. Like that one didn't go last year. Let's try something else this year. And we can find, a community member comes in and says, hey, I want to do a six week thing on oil painting all of a sudden we can quickly make that happen. Whereas a co-curricular, we go through a contract, we find a person, you know, it becomes a much more long process. So that's why the leadership team said, no, let's keep it as like very quick bursts of club activities. We could do, we could go either way though. Can I just ask the clarifying question? Sure. Does the term co-curricular mean, is the definition of that, that someone on our faculty is the advisor under the contract and gets paid? Not necessarily somebody on our faculty, but it's part of our teacher contract. So. And then it's a contract. So the definition isn't really that it's this kind of programming versus that kind of programming. It's really. There's some very specific definitions in the contract. So there's levels of payment in there. So like if it meets once a week for a semester, that's different than if it's a full year with multiple planning responsibilities versus, you know, so it's just different. It's just different. It's a contracted item. It's hard to adjust ahead of Tina. Morals of less flexibility. I'm curious to know if this .5 person or if you've talked about this, is this person also in charge of hiring people that would run this program and supervising the people that would run this program? Supervision would come from the, it would be a district responsibility. So the supervision would, they would be the monitor for that piece. They would be in charge of the hiring and the, and getting that. I mean, it would go through me eventually, but they would be the ones finding. Yes. I would envision that to happen. Other questions, comments? So, so follow up on the point that Steve was making about age. I would have said that my sense was that in terms of the current enrichment programming at MS, MS that a lot of younger kids are using it. And that this structure may be, may be a loss in that regard. Because I, as hopeful as I am about the license program, being a great program, I'm not sure just because of the transportation issues that the license program is likely to be doing. They would be more limited to site-based until they solve the transportation dilemma. Right. And that's a problem. I'm not sure that that, I mean, I think we've also discussed in the committee the possibility that the license program can wrap with enrichment, so that you can hold in the license program, but still able to on Sundays do other things if you're also doing the enrichment program. And I think especially for sixth grade, when we move the fifth grade there, I'm not sure that the thought about after-school care was totally thought through. And I think the fifth grade really needs after-school care similar to what they used to have when they were at Union. And the graders went to that program until they moved. But as the kids get older, I think that the appeal of these activities becomes greater. What's interesting is one comment from the online piece, which I know only Jim and I have access to at the moment, but from the online feedback, one individual in the community said that the enrichment opportunities at Main Street are overwhelmed with fifth and sixth graders, so seventh and eighth graders often don't get an opportunity. They get left out of that, so it's interesting. Well, because there's more of a childcare need for fifth and sixth graders. So, you know, there's more pressure for parents to get kids enrolled when they're younger. Sometimes, yeah. Yeah, so it's, like I said, this is a draft. It's not set in stone, and I am very much looking for feedback to see how we can make this bigger, or how we can make this better, and keeping math's concern, I think the concern about haves and haves not is a legit one. So, if we were to bring it down to lower grade levels, how do we ensure that that's not a, that doesn't happen? I have one question following up on Steve's question about the co-curricular approach. I, first of all, I can totally understand and appreciate wanting to use a less bureaucratic approach that will enable us to deliver services quicker to kids that want those services. I think that's great, to offer better programming sooner. What would be the advantage of a co-curricular versus the approach that you were talking about? It'd be set. Families could rely on it, could know that there will be woodworking offered every fall by Jason. So it would be something that people could rely on a little bit more. Honestly, I see more limits to that direction than I see benefits. I'd have to really think through, I'd have to think through a little bit more. The one that jumps to my mind is that it would be set, it's a contract, so it'd be set in stone a little bit better. Even though this would likely be regularly occurring particularly with successful programs, I imagine. Yeah. I can't say the reason why, that wouldn't be. Right, right. Michelle. This is pretty irrelevant, but I just want to say it, in case this document gets circulated and I think it will be on our website, right? And people may take an interest in it. It looks like the high school has five clubs. No, I know. I can tell you why that's like that. They're like three times. No, I know. Today, Bridget gave me some really good feedback from the first draft. Okay. And one of them was, make sure that you put down, like it would be really good for the board to know these are all the things that are offered right now. So I was doing this at about 4.30 this afternoon, and so it was like quick on the top of my brain. And as I was doing it, I was thinking, I need to share this with the principals so that they can make sure that everything's on here. And that's why that happened. Okay, just check it. So before it gets circulated, because it's going to make this look like the lamest high school there is. Maybe that's not the image we want to make for it. No, it's just because it was posted. You could look that up. We'll make sure that when that gets fixed. That's the reason why, because for Dan, such good feedback. And I was like, oh, I want to get that in before tonight. And then it just didn't get totally in there. I think I saw it. This issue of the co-curricular versus the clubs, I did not fully understand the bureaucratic piece for lack of a better word. But one of the things that I have been concerned about in terms of the after school, big picture at the middle school. And I think at the high school, though I'm less familiar with it there, is that it's very hard to understand the big picture and to understand how the district is looking at it, 30,000 feet. What are all the things that we're offering to kids? And how are they coordinated? Is it the right mix of offerings? Is it the right mix of sports and STEM and drama and music to be hitting all the bases? What does it look like in terms of scheduling? Can you be on the soccer team and be in the jazz band at the same time? Like how are we looking at that? Are we funding all of these things correctly? And how many kids are in sports? How many kids are in these things? If two thirds of the students are in sports, maybe we only need after school stuff for one third of the kids. But if only one third of the kids are in sports, then our after school might be a lot larger. I would really prefer if we're, and I'm totally, I'm not sure this is enough money. I'm gonna do that. I think we should, kids five to 12 includes all of these things so that there's these issues about, do we have a softball team and our kids going mountain biking or in the same conversation and the same person is looking at it. And then I'll just finish where I was going with this, which is we already budgeted this money and we have repeatedly said, I've heard Jim say it over and over again in the movie that we are committed to expanding this offer, these offerings. But this is the money that has been used to budget what we currently have. And I think that it would be helpful to get a sense of the board of whether we're willing to commit to money out of the fund balance to expand this so that we have the resources next year to start a really good program. And if they are self-sustaining, then we don't need to spend it. And that would be great, but if they're not, that the district, because the money is there and it's available so that we can fund it properly. Great, because that's exactly what I'd love to know too. I would like to know what I would be funding and I don't know that yet. So in other words, Libby has said this is the initial plan. And so what do we need and how much more do we need in order to do it? And so some real numbers, some real numbers would be what I would wanna know before I said, sure, let's do it. I have nothing against it. I just wanna know how much would it cost? This initial draft was to get the feelers out. Yeah, but we do need some real numbers. You're right. And what is our timeline for right now? Where are we in the process? So there's RFPs out. For the licensed child care piece. And we're going on site visits this week and next to three of the sites. We have a after school advisory committee on Friday to talk about the feedback we just got from the public forum. We'd like the, so the committee will be giving me a recommendation by the end of this month, right, Jim? Yes. Yes. So we could make that decision around the licensed child care piece. This piece would need to be in place by September. I mean, we'd need to have it by September. So I'm thinking that we'd wanna, if we went this direction without new position, then we'd wanna have that higher in July so they can get the ducks in a row that they need to get in a row. Yeah, and to echo and I think build on what Bridget said, I mean, I don't have to get a sense of it because I think as we make these decisions it's gonna be probably a somewhat stepped process. But I also think it's very important that we hit next year with the programming that kids need and the community wants. And part of that might, for the administration's part, mean building some of this out before we go through our budget process. So I think it would be good to have a sense of the board whether, you know, assuming it stays within a reasonable limit, there's support for, you know, if it really says, oh boy, if we added another 25,000 we could really get to where we need to be and have something to build on. That's the type of thing where she wouldn't come and put things in place and then have us say, well, hold on. What are you looking for? Are you looking for, do we support what you've written and or are you looking for, gee, I wish I had another 25,000, I mean. I think we're looking for support of the concept, including support that if we can, you know, if we can, you know, if this is something that makes sense and, you know, 37,000s, all that's needed to do it in a way that makes sense starting next year and that'll make it stable for next year and then we can have conversations in the year after about whether we want to add to it or if after writing some of the numbers it's 37 plus a little bit, but I kind of want to get an endorsement of the concept within this number or, you know, perhaps more but not a huge amount more. Because we, because the administration just has not, you know, they've got some ballpark ideas but they haven't sat down pen and paper with Grant and really ran through all the scenarios to come up with what it would look like to have the type of programming that kids need and that the community's gonna want next year. Got it, thank you. Steve, and then, to Andrew. I think there's so many fantastic reasons to do this. The fifth six, though, kind of sticks a little here because the problem is as we move forward with licensing, we have to be really clear, I think, with what we want for those fifth six under a licensing agreement, under agreement for the licensing kids because I think that it's, you know, if we want to try to keep something of the quality that we have, it can't shift towards that elementary model at all, really. What the kids running around in the gym at Union is very different than what a sixth grade or a fifth grader is getting right now at the middle school and I just want to be careful because if we're gonna split them and we're gonna develop a vision for the enrichment then and we're gonna contract out the licensed kids, we gotta have definition about the five, six as we do that. We can't put the cart before the horse. Right, yeah, and that's something we definitely can keep looking at and just to be clear, our current situation handles 25 kids a day in a school of 350 so it's not the entire fifth and sixth grade that is being considered right now in any way, shape, or form. So we need to, so we want to make sure that that, that's one of my main goals is to increase opportunity for particularly our middle schoolers who need this type of work, we need this type of group activity and structure. Yeah, and increase the number too. I mean, it would be great to get, you know, more like 40 or students in the middle school participate in that and I think we do that by making exciting and accessible programming and building on the exciting and accessible programming. Andrew. So I have a couple of questions. The general vision for the coordinator that Brigitte espoused just before, I love that general approach to coordination. If somebody is coming in, do we right now as a district have that information available? Is anybody keeping that information? How many kids are enrolled in what? Is it at my fingertips? No. Could we get that information? Yes. So that's something that somebody could put, if they came in in July, I'm just thinking about the timeline of this. If they came in in July, that's something that they would with your team's assistance be able to. With time and talking to the right people, yes. It would be a process. Yes. That's fine. I was just curious to know where we are in terms of that. And then something that I think would be nice to have a little bit more elucidation on is exactly how these programs might interact with this position and the programs at this position would be responsible for efforts. With these license programs? The license program, which is the industry programs, how we interact with each other. Yeah. And would they be totally distinct? I don't, you know, from a coordination perspective, I think, siloing is a real concern. But anyways, I'm curious to know how. And it's hard to answer that without having the licensed childcare provider contracted yet. And when you're looking at these providers, are you, so does this change, if this proposal, would this change how you view these providers? In the RFP process? Yeah. No. So, okay, some of their models, I guess my question is would some of their models jibe more than others with this type of approach? Maybe. I don't have the, that I could, I'd have to ask them specifically. I don't want to speak to them because that's not a question that's been posed to the bidder. So I would be making the assumptions based on what I've read. But now, here's my last question in terms of what they've, the proposal that they've responded to, is it based on more of a holistic and Richmond and licensure combo, or is it based on just the licensure combo? The licensure. Oh yeah. And I think that's where the community piece comes in because the Richmond part is important to a lot of community members. It's important to a lot of kids. So, and we're gonna need to have both in a really good place come August 27th through whenever school starts. And it's really important to the district. And us to make sure that we have ample opportunities for kids to build relationships. Michelle. I'm just concerned that that halftime employee is not going to be adequate. And I would definitely support drawing on our fund balance, which I think we got a memo on the fund balance. So I know there's money in there to expand that because this person is, you know, I know other, I guess, I know Burlington school district has a full-time after school program coordinator. They have like six or seven facilities, I think. They have an in-district after school program. Right. They don't contract out. Right. So, but this still is dealing with two separate facilities that are really, you know, developmentally different kids, eight different grades. And if we truly want somebody to vision and sustain and grow. So we may want either one full-time person who can oversee all of that or are a part-time at each building who can oversee for each building. Yeah. Yeah. To me, it seems like this person's going to be killing themselves and maybe not making it happen the way we want it to. More comments or questions? So I think this has been helpful in terms of giving some guidance as you steer through. Yes. Hard numbers. Look at a couple of different scenarios, work through some more age ranges. Yeah, but people are generally on board with this as a viable option and then the possibility that it might possible or more to do it right. I might not, but it might. I think for explaining to the community too though, having that licensure component, what we're proposing is this licensure provider would cover this, these grades, this area. This enrichment coordinator would cover this and so that it's very tangible for people and they understand exactly what's going on. I think it's going to be really important to this. Right, like we're providing childcare K6 and then we're providing enrichment 512 and there's. Or maybe even just a little more basic thing. These are the options your children have for after school care and here are the ways that you can sign up in a role. Because I think it's during terms like licensure out there. And I think there's also a demand for enrichment K12 and so I think it's important that the message from the district not be that enrichment starts at some grade level, whether it's at, you know. Yeah, and Ryan, they're talking about that as well. In order to childcare is not a great word for what we're doing in our schools. It's expected that it have an educational value of some sort and not the childcare doesn't prevent it. I mean, you can see it already in second, third, fourth grades that these kids are looking for more advanced. Definitely. Yeah, I think we want to make it more interesting and more interactive and more enriching whether it falls under enrichment or licensing for all kids. Yeah, K312. We have also heard a demand though that it be reliable and accessible and available in it. Exactly, yeah. And available to more people. Yeah, I mean, that's the basement upon which to build the house, but we need. Expand the availability, the reliability, the accessibility, and then build. And then quality and. Well, thank you all. I'll be working on this with the team and we'll probably bring you another draft in the coming weeks. One final question. The state childcare subsidies that broken out in the chart, just going over in the last forum, those do not apply to enrichment, is that correct? No, those are for the license. Yeah, the next draft have maybe more of a summary on expenses and I just, all the numbers we've talked about tonight just seem so low to me to make this successful. And I'm sure the after school committee has evaluated and reviewed and looked at things. I don't expect to go through all that again, but just maybe a better description of this is how much we've spent, or community connections uses this much or why would do that much or just more. We can do that because of the best of our ability. I can't, I might not be able to bring out hard numbers. Right, I'm not expecting to be like to the penny, but it just $37,000 just doesn't seem like it can possibly pull off what we're trying to do and just maybe more justification for how we can make that happen. People are similarly. Right, but that's how far is that going to go? That's why I wanted to know too. It would be great along with the number of kids participating in sports programs to see our athletic program budget. Yeah, when you were talking earlier, I do know that our extracurricular budget is spent, what does the grant tell us? Two thirds of it is spent on sports. Our extracurricular budget. Two thirds of sports, yeah. So our two thirds of our kids doing sports. And do kids pay a fee to do a sport? No. So it seems like there's some equity stuff going on too. It's all about this, you know, that it's free to do a sport after school but then it's going to cost to do different kind of activities that's interesting. The sports budgeting is kind of mysterious too because the Nordic team doesn't have transportation in its budget. And I don't know how that decision was made, but... It's two places. That's pretty hectic every year trying to get kids to Nordic meets without a transportation budget. And, you know, some sports, the uniform budget is pretty... The uniform, you know, for their outfit is pretty non-existent. So how the budget is allocated among sports is... And I like your question about the number too because sometimes we've supported a sport that has hardly anybody in it. I'd rather pay for the uniforms for the people that, you know, we've got enough to field a team, for example, kind of thing. And that's been iffy in the past. Keeps on those sports questions because I get a lot of them and I now have a monthly meeting with Matt, because I was like, I need to meet... Like, this is coming up a lot so I need to learn more about how processes are done and stuff, so know that. I just started a monthly meeting with Matt out of need and because of questions that I get around sports. So, you know, when you go, I'm sending my way for those kind of things. Like, I don't know that. I've never heard that before. So that's just really good information as I'm continuing to learn all the nuggets and pieces of our district. But that our Nordic team doesn't have a... Transportation budget. Or that people have different uniform budgets. That's strange to me. Our Nordic team also has one member. I don't know. My kid did it three... My kid did it three years ago and there were like 18 kids. I don't know. And they had to get themselves to meets. But then parents didn't want kids driving other kids. It was challenging. I don't know what the status of the program is now. I think it happens in... Yes. In the south feeds into the other conversation about what's going on at the middle school for sports. And then how's the rec department dovetail into our sports program and create a continuous path for kids who are doing baseball or basketball or whatever. It's hard to coordinate all that. And we kind of... I'm not saying we're not doing a good job. I'm saying it's hard. And that it has to be re-evaluated at some regular level to determine, you know, we've got this big cohort of softball players coming through all of a sudden or frisbee, it's not the word disc players. Ultimate. Ultimate. Please do. You know, I'm seeing them raising money for a club at the grocery store, but they're not really a sport. But they're the biggest group. The girls are huge, right? And I was like, what? That's not a sport. I don't know what to call it. And, you know, it's so... I don't know how to do that, but it's... Now we're talking about adding in the enrichment, which is sports often. It's mountain biking and hiking and it's just not team sports. Actually, that's a good question because in the past, haven't we not sort of competed with the rec department? If the rec department offered something, we didn't offer it, if they were willing to offer it. I don't know how that works, but... It's not sort of competition or continuity between the program. I don't think anyone's too worried about competition. It's more for all sides. Well, I meant if the rec department offered it, we didn't, because we didn't have to, we offered something else. And so we should be cognizant of that when we're looking at the big picture. It's only five, six, right? Yeah. Rec department instead of six. So, I mean, it's making me think a lot as I'm listening, what's the district's role and who is that person in the community? I just don't know who... We can't take on everything, right? We can't offer everything to every kid. Right. But what is our role? What is our role here to ensure continuity and ensure opportunities? And what should we offer? And what should we offer for opportunity? And I like the question posed earlier. Do we have an equal opportunity for multiple avenues for kids to pursue? Because I'm not sure we do. And that's a really good question for us to look at what we can control, but we can't control everything. And there is a responsibility from a community aspect to offer things to kids too. Actually, I have a meeting with Bill Fraser next week to talk about some of these ideas. So I think it's on somebody's mind over there at City Hall. Yeah. All right. All right. We're ready for... Let's try to get our name up. Yeah. Oh, she's going to be on the big screen? She's going to be on the big screen. Yeah. Okay. Have a great day. Yes, I'm going to set her up. I'm going to set her up. Oh, oh, oh. Looks like the extended days will be... Like in the high school. Yeah, in the high school. Well, the middle school there... In the middle school is more similar to that. The last year, we've known that there's a set number of kids... Okay. May 5th, May 1st, and May 9th was we played a game still a long way out of two. We've been around eight, and probably 17. It's like Green Town. No. Only the 19 or 20 years to watch the game. So, we could see... That's it. Okay, it's going to be really easy. I just have to look at all the responses and see what you want to do. Music being used to be that everybody has to do... I can't hear you. I just want to say hi to Abby. Hi. I don't know. These are everything we have. Obviously. Can you talk at night? Well, we just got to put you on the next screen. Can I see everyone? Can you flip the screen down a little bit? So I can see. Oh, yeah. Hi. I see Jim. Hello. Is Michelle there, too? Hi, Renee. Hi, Renee. Oh, hi, Steve. Hi, guys, today. We won't let him on the table. Sorry. Okay, now I'm getting dizzy. We're just trying to get you on the big screen. I'm sorry I don't have a better backdrop. It's very nice. We'll see. We used to do that. And so... We had an advance. Searching. There you are. Hi, everyone. So, everyone, this is Renee. Who is going to be our new high school principal. And Jim and I thought it was a good idea for you all to see her and meet her. Yeah. And ask any questions or anything you wish. Yeah, I know. Thank you. Hello. Yeah, thank you, Renee, for taking some time to introduce yourselves to the board. You've met me. I guess all the board members, I guess, can do a quick introduction. I'm very excited to have you coming on board. And I'll let you introduce yourself. But why don't the board members just give a quick two-second introduction and then Renee can introduce herself and give a little background and then we can ask her whatever questions we have. Can you hear Jim? Yeah. Talk loud. You should teach your voices. Yeah, so I'm Jim Murphy on the board chair. I've been on the board for a while. For my day job, I worked for the National Wildlife Federation doing legal and environmental advocacy. Tina. Hi, and I'm Tina Muncie. I've been on the board a while and I'm retired. Well, I can't see her. It's very important to see her. But I did used to teach and I was a principal once upon a time. Oh, lucky you. Yeah. Hi, Bridget A.C. We met at one of the meet and greets at the high school. Oh, hi. Nice to see you again. I can see you from a distance. I've been on the board a few years. Also a lawyer in my day job. Sure. Renee, I'm Ryan Zajek. I'm one of the Roxbury reps on the board. I've been in school for quite a while now. I was in Roxbury, the merger board, the new merge board. Lots of school board fun. Outside of my school board work, I spend time running the small library in Roxbury. Awesome. Nice to meet you, Ryan. Hi, Renee. I'm Lisa Frost and I'm also a Roxbury representative. I did not have the pleasure of meeting you at your visit. And I am a freelance educator. Oh, hey. She's making up the title of this. Sounds so fancy. Hi, Renee. I'm Andrew. I'm the newest member of the board. And for my day job, I'm the deputy state auditor. And I look forward to meeting you. I look forward to meeting you, too, Andrew. Andrew's super good at math. It's a good thing since he's the auditor. I'm Michelle, who you already met. I have been on the board the longest, which is six years now. And in the daytime, I am the director of a local watershed group. And I have two daughters who are both in high school. One is graduating, so you won't meet her. The other will be a sophomore next year. Great. And then Steve is over here. Hi, Steve. Hey, I'm Steve Hinchin. I've been, oh, I'm actually not a board member right now. I was reelected, but I forgot he'll get sworn in at the clerk. So I'm sitting in the audience. But I have a couple of daughters who will be in middle school about the time you show up. And I have a small business. Great. Nice to meet you, Steve. Nice to meet all of you. We're missing one board member tonight, Becky. Yeah, it was she who was not feeling well. So she said, I want to come. Ah, yes. I love seeing you. Do you want me to tell you a little bit about myself? Yeah, go up to him. Yeah, so I've been in education right out of college. I started teaching in an alternative school when I was 21. So I grew up right outside of Portland, Oregon in Vancouver, Washington after going to school at Southern New Hampshire University, which used to be New Hampshire college when I went there many, many years ago. But when I finished out my college career, I moved back to my hometown, taught a few years in Vancouver at an alternative high school, and then decided to kind of get out of the rain and go move to San Diego. And that's where I spent most of my high school or teaching career was in San Diego. And then as I got my administrative credentials and my master's degree, I moved to El Segundo. I was a principal there for four years. I was a principal for one, a principal for four. There we became the first international baccalaureate school, actually the third public school in all of Los Angeles County to become international baccalaureate. And then my father passed away in that time and my mom, I'm an elderly child, and my mom moved to the East Coast to be back with her media family. So I wanted to be closer to her, but I did not want to be living in Philly or New York City. So I put my finger on the map and landed in Chicago, which was very similar in a lot of respects to where I grew up, kind of that Midwest culture. And then I spent six years in Lake Forest, working at Kayachigi Middle School. And now I'm here and I am so excited to come to Montpelier. I have to tell you that when I saw the job description and then after I came there, I'm just even more excited about all the work that's being done there. I think one of the things that's been most important to me as I've gone through this whole process is not only to find a place where I feel like my strengths can be utilized, but also a place where I feel like I can learn from the work that's already been done. And that certainly is the case at Montpelier High School. It just is being done there is phenomenal. I was really excited when I saw, initially saw the job description. I was so excited to see the work that was being done there as far as personalized learning plans, the flexible pathways to graduation, the work on equity and equality. There are just so many wonderful things happening there. And then come there and then see it all kind of come to life with the students and the staff and the parents and some of the board members that were there. It was just a phenomenal experience. So I am really looking forward to coming there. In fact, I'm coming there next weekend to find my place. So it's getting exciting and being very real. Yeah, questions for today. I would be very, I'm just interested, and I realize you're just getting into this, but interested to hear about the transition, how you interact with the outgoing principal and the team here as part of transitioning into the job. So Bridget asked about transition. Could you hear her? Yeah. Do you want to start or do you want me to start? Yeah, I could start. Mike and I have already been in contact with one another. So when I'm there, unfortunately I'm coming on the last day before spring break, which is an awesome time to show up and see how great things are at the school. So Mike and I will have a chance to just touch base then, but he is going to be around the following week. So he and I are going to have some time to connect that following Monday, just kind of one-on-one. And then I'm planning to be up there in June. So I'm planning to get a place probably June 1st and then kind of spread a place, spend some time within the school, just kind of transitioning a little bit and kind of getting a feel for things with Mike, with the staff members and with the students as well. So looking forward to that. And then Libby, you can add whatever your thoughts are. No, you added that. So Mike is very open to making sure this transition is as soon as possible. So yeah, they've already connected. We have plans for her to just walk around with him and really see the school through his eyes because it's unique, his perspective. And then the beautiful thing also, I don't even know if you know this, but Mike's new position was right down the road. And one of his roles is working with new principals to the position as mentors and things like that. So right now, I don't even think we've talked about this yet, but principals who are new to buildings in Vermont, there's state law that we get your mentor and all of that. So Mike is now in charge of attaching mentors to new principals. So we got it in there to get you a good one. I need my mentor. Yeah, I know, right? But yeah, so we have that plan already starting and so McCrith is making it very easy. Excellent. Any other questions for Renee? Nothing. You know, something we didn't talk about, I'm looking at Ryan and Lisa right now and something that we didn't talk a lot in the everything process is that the merger with Roxbury Village is still pretty new. When you come next week, maybe I'll take you through Roxbury. We'll blink and we'll be there. But the students coming, they're kind of working their way through our system to be more and more at Montpelier High School. And I think just to put on your plate, that's a piece that you're going to have to really work at to ensure that kids are being folded into the high school because it's different. They went to different schools before and just the arrival of buses to the building will be unique and kids getting off and coming to school. So there's going to be some challenges and some opportunities there. And I think the beautiful thing about Montpelier High School, at least what I've seen and heard in research is that from what I understand, students and staff are very welcoming to students. I have to say that there isn't work that can be done. But there's such a presence of student voice and just based off of my time there, I feel like students definitely will have a part to play in welcoming students from Roxbury into Montpelier High School and what that looks like and how we can make that better. And just to add, at freshman year, we also get a big influx of kids who have been going to private schools and kids who are coming into our district from other districts because we have an exchange kind of a program and we have a lottery. So for instance, when my daughter who's a senior now, when she was a freshman, I think their eighth grade graduation was like 50 people and then when they started freshman year, they had like 70 people. That's a big jump. So I think folding Roxbury kids into that, you're also getting a bunch of other new kids. Yeah. And I think coming from other districts and coming from areas like Chicago and San Diego and whatnot, I think conversations like that and looking at those numbers doesn't make sense for us to do something and I don't know what's currently being done. Is there a freshman transition? If not, is that something that we can look at as to how our students transition into the high school? Just speaking of those private school students and students from Roxbury, how can we get them more connected from day one? It could definitely be stronger. We do have a transition program run by students, mainly who take control of it and it's pretty cool to see because I saw it for the first time this year. So it would be nice to have other fresh eyes on it to say, how can we do that? If we need to do it better, how do we? Or it's pretty rockin' right now. Great. Any other questions from her? Thank you, Renee. Yeah, thank you. I'm sorry to tell you virtually and soon we'll meet each other in person. All right. Thanks for saying great talks tonight. Thank you. And... I think that's it. So just a point of order. I will be sending around pretty close to landing on some dates for the extended meetings and retreat likely extended will be 1st of May and 5th of June. We've got a reserve, probably 430 hours, but we might not need that much time. And the week of the 17th is probably most likely for the retreat. So 1st of June and... The extended 1st of May, 5th of June, that pretty much count on that. So what time might that start? We're going to book 430, but depending on how we line up, we may bring in some sort of monitoring or facilitator or a couple of those or trainer, like for the communications part, which is VA. And then the other part we want to do is a deep dive on equity, depending on how broadly we do that and whether we bring in some sort of facilitator or moderator will depend on the timing. So book 430, it may be... it may be 5 or 530, but just for scheduling purposes, book 430. And that's the first meeting of both May and June. We're going to start quite early. What are you eyeing for the retreat? We have the 17th. June 17. So I'll weigh in on that. There are some days there that I won't be able... Oh, actually, maybe it might work out. It seemed to be a good week for folks. And technically it's not a retreat. It's an extended meeting. It's just a big meeting. We can't have retreats. It's a week of the 17th. And we have any preferences. If we have any preferences for days that week. Did you fill out the Google? I know that the Tuesday and Thursday don't work for Lovisa Roosevelt on the 17th night of April 21st. For a full day, right? For a full day. And I just wanted to come through people's answers and see if there are any of those days that recall any of them being off the charts. But before I think today I wanted to... Well, yeah, on the 19th we have a meeting. So we may be able to do it that day. No. Fold the meeting service. Well, I'll change the time of the meeting. Let's be the meeting. Welcome, Michael. It's your world. I'm glad it's morning. All right, I think we have a motion to adjourn and a little earlier. I move to adjourn. Second. All in favor? You opposed? Great, thanks all.