 to have all of you who are here with, all of you have stayed over from the budget forum. Those of you who are left, I'm grateful for it. Agenda revisions, we have one rather significant one which is to pull item 10.1, which is executive session for residency, tuition waiver appeal to bring it up to right now. So the board will have to excuse itself and go to next door to the music room where we're going to hold a tuition waiver appeal and an executive session. So essentially it will be board members, the administrators who are involved and the student and the adults who are part of that student's life. Because it's an executive session, I just want to be formal about it. It's under 16 BSA section 313A7, to consider a student's academic records. So I would entertain a motion to go into Dorothy Moves, Lindy Seconds, all in favor, please say aye. Aye. Any opposed? None opposed. Okay, we're going to go into it. We're still on item 10.1 that was moved up to basically our first order of business. I would entertain a motion to grant the appeal for a tuition waiver. Dorothy Moves. I second. Marilyn Seconds. We've had our discussion already. So all in favor, please say aye. Aye. Any opposed? None opposed. The appeal is granted, the tuition waiver is granted. All right, we move on to item 2.0, oh, sorry, pardon me, for the end of the school year, the last year's school year. Yes. Yes. Thank you. Yes, of course. So we're on to 2.0 policy, Chris, would you like to take over? So we have again multiple policies that we've worked on this past policy meeting. And any, I'm going to suggest that we maybe take it as a group. And if anybody has, we want to go one by one. This time we do it as a group. Yeah. I'm just speaking. There are, they're not all for adoption. So let's go one by one then. The Education Center is all for adoption. So any questions on the B-1 substitute teacher policy? I'm going to suggest short, I've noticed, I understand the, and I'm sympathetic with the desire to replace male or female pronouns with a kind of gender neutral thing. But I think it might work better if we were to try to, as much as possible, eliminate pronouns wherever they can be eliminated. Because I noticed, although not necessarily in B-1, but on whatever policy is on page 28, there's a case where the, where the they actually creates substantive confusion on the third paragraph down. This is in policy B-22. Oh, sorry, it's in the second, wait a minute. No, the third paragraph down. If the issue is not resolved by involvement of the idiot supervisor, the complainant may refer the issue to the principal of the school or the district employee primarily works for their review and decision that there there are three people who are three distinct people who have been mentioned and that there could be construed as referring to all three of their review and decision. So this is just to the extent that pronouns can be eliminated. It's just a recommendation for Claire to say instead of a pronoun have the noun what it stands for. Oh, so the principal, if that's fair or not, okay. So any comments on B-1, hearing none, we'll move on to B-2. Any on B-2, the post changes then, hearing none, we'll move on to B-3. Any comments on B-3? And what we're trying to do here is taking into account the involvement of the potential description of medications that are not illegal. So that's why we're trying to get illegal to visit not necessarily just illegal drugs that involve to clarify that for a policy purpose. There's just a spelling error and we'll under the time that it's the same. Impairing, he says. Yeah, all right. Thank you. We're up there. And it's just that the both of you are still Thank you. And any other comments, hearing none, we'll move on to B-3. For which there's no basic changes proposed. B-6, the health insurance for Port Doty and County Doty and basically just pronoun change seven, that's back open vaping proficiency. So we might find this policy to include vaping, which had not been previously included. And so just give that your consideration and whether that is a policy change that you want to see going to effect in the end, okay? Next on to B-20. There's no recruiting selection appointment in background checks policy. I think the primary change there was to expand it to include self-contractors, not just contractors. Next up we have B-20, which is personal recruitment selection, no, it's the same one. Next we have professional development. B-2, third paragraph, fourth line. Yeah, B-22, sorry, okay, sorry. No, thank you very much. B-20, okay. Thank you. So we're on to B-22, which is the public and it's about personnel and how they should be addressed. So does this end? Yeah, okay, so you may have a second paragraph of the section starting with the, that is titled Resolving Complaints, changing the second paragraph there, second sentence at the very end, the there to principal for clarification purposes. Any problem with that? Scott, do you have a comment on that? Okay, so James had the principal. Any other in terms of the procedure? That's to be followed. Any other comments on that? So we're going to B-31, the educational educator, the supervision evaluation and probationary teachers policy, I'm sorry, B-30, I skipped over. We've done all sorts of changes. And then B-31, the educational supervisor and supervision and evaluation, probationary teachers. Any comment? Next is B-32, personnel files, no substantive change proposed. B-33, resignations, no substantive changes proposed. B-35, a very long family medical need policy which incorporates basically the procedures and the policy itself. Any comments? Just because I was talking about this in another context, when we say 60 days in section 2A, the definitions of time, 60 days is 60 working days, during which school is in session or the employee would otherwise be expected to be at work, not calendar days. Is there a definition section in here? So, let's talk about it, because I would have said it's 60 business days, not calendar days. No, it would be school calendar days. Okay, great, let's do that in school days. Let's do that. It's 60 school days. Yep. Contractual days, right? Isn't just school, it could be in certain states. Yeah, I would say contractual days. Contractual days would work. Because teachers have a certain number of days that. Well, who's gonna say contractual days? Why don't we define, if you wouldn't mind giving up community to the rate of definition that would cover all the time. Everybody, because I know everyone has contract. Okay. Okay, so listen. Don't, thank you very much. I'll just also, you know, in 2A6, say 26 working weeks, there are going to be definitions of days and weeks and other documents and other formal documents that define a week as five working days, rather than from Monday to one Sunday. And I think that that's the 10 to 26 work weeks as in calendar work weeks, rather more 12 sets of five work days. Right. I just think I should get that. Okay, thank you. Any other comments? Okay. Then, I think we're done. Oh, no, I'm trying. The A34, board relations with school personnel. Chris, I wonder if I might break in at this point. I know this will come as a shock to my board member colleagues, but I made a mistake in the running order and the agenda. I completely skipped over public comments. And if there's no objection from the board, we have. You know what, we just finished this half. Do you want to do that? Okay, okay. Any comment on the board relations with school personnel, which I think is back for the second time, is when we get. Any questions about it? To general questions? Before we move in the first reading, so in the chemical medicine leave and the air supervision information information, with those policies go back to our lawyer too, just to make sure that we haven't done anything that might be not right. I don't know, it just, the two other, the other ones. Yeah. Zero model policies? Zero model policies. Oh, you're not making, those are not significant changes. Okay. Yeah. That's the only two that I didn't know. Yes, the end of my policy was written with the most advice in the future. Okay, okay. So is there a motion to adopt A34 for relations with school personnel policy? Your chair instincts are asserting themselves again. Yeah. But what Chris said, I should just try to get to the public comment, Scott. Appreciate it, Chris. Pardon me, John. Channel moves. Jonas seconds. Any further discussion? This is to adopt A34, correct. All in favor of adopting A34, please say aye. Aye. Aye. Any opposed? None opposed, great. Thank you very much. Thank you. Now the excruciating wait to repair my impairment has arrived. So public comments taken out of context, but I'm still very welcome. An offer that I'd like to make to our school district. I have been in touch with an Orton Gillingham fellow who would be willing to come to Vermont and teach an Orton Gillingham course to train our teachers who would need to have 10 to 15 teachers interested in the course. I will pay for her flight to Vermont. I'll put her up, I'll drive her around. What we need is a place to hold the course and the interest of the teachers would like to hold the course. And there's, of course, a fee for the teachers to take the course. Just written up in this paper. I have presented this to our, what is Jim's? Director of curriculum. To our director of curriculum and gotten a pretty much a non-answer that they needed to consider this. This wasn't the right time to do that or something like that. So I just thought I'd put that back to the board and to our district in case they're most interested. And then back to your comment. So we got a letter to the board. So Mac and I have written a letter to the board. This is a totally different, well, I guess it's a related topic. I've written a letter to the board proposing that when you're reviewing the curriculum, the reading curriculum, or the C curriculum, that there are people from the community involved in that if they was interested in the community being interested in that. Those are the two comments I wanted to make. Yes. Just give a little more information about the teaching and the board who's involved and what the other time is coming. Paul. Okay, thanks very much. Sure. Yeah, great. So it's a 40 hour course that would involve, the cost per teacher is $750. The number of people involved would be 10 to 15 and the director would be Joyce Bilgray. She's an Orton Hillian fellow who lives in Texas. And I know her because she taught my daughter who has dyslexia and was involved in a camp that she did. She's a wonderful teacher. Thank you very much, Cindy. Thank you. Any other public comments before I go on to my next mistake? Okay, very good. I thought I saw some slack. Okay, wonderful. Then we're up to the consent agenda. Do we have a motion to approve the minutes of February 5th and February 6th? So move. Floor moves. So. George seconds. Any changes to the minutes? You got a chance to see them, they look good. All right. Okay, all in favor of approving the minutes of February 5th and February 6th? Please say aye. Aye. Any opposed? None opposed? Okay. Do we have anyone and a position to move to approve the board orders? So move that we approve board orders in the amount of $300,159.05. Sorry, Chris, do you mind if I interrupt? Move that we approve board orders in the amount of $300,159.05 and also in the amount of $1,645. Chris has moved. Any seconds? I'll second. For our seconds. Any questions about the board orders? They're still hitting it. No, none? No. Very good. Then all in favor of approving the board orders as laid out by Chris in his motion? Please say aye. Aye. Any opposed? None opposed? Wonderful. Okay. So we're at item four of the book reflection. This is, I think, the last installment. I'm not speaking. So, Debra, Jen actually saved us with her climber cards. Oh, I love those. So we weren't sure where we were gonna divide up into groups, but Jen always says these really cool cards in her bag, so this is what we're gonna use to divide up into groups. So we are talking about chapters eight through 10. That's what we're supposed to have read for this evening. We will use the three levels of text protocol, which is good for all familiar with it. We've used it so a few times. Helen, do you mind if I just stop you for a moment, please? Just to explain to members of the public what's going on at this point. Some of you might not be familiar with, we have been sort of reading as a group from a book that Lord noticed us to called Equity from the Board of the Classroom. And this is a kind of retreat within the meeting. And all of you are welcome to join in with us on this. You don't have to sit in the leisure room. We're happy to have you participate in this. So please feel free to do so. Or if you'd rather not, let's find this entire team. Kelly, please, thank you. Okay, so this has been, I'll remember or recall the three levels of text protocol and we'll identify a passage from the reading that really resonates with you that, for whatever reason, and you'll just share that out within your small group, we'll be in groups of four. So you'll share out the passage that you have selected and you'll say, well, why you chose that? Why that's important to you? And the implications for our work. So each person will do that without the other group members interrupting. And then the rest of the group will get to talk about it while the presenter, if you will, listens. And then each person in your group will get a chance to do that. And each round will take five minutes. So we'll be in our smaller groups for 20 minutes. I'll set my timer on my phone so that we keep us at a steady pace. And then we'll have about 10 minutes for our whole group share out in the end. Questions about, well, everyone? One passage from each chapter. Let's read, from the whole section from eight to 10, yeah. So on the cards that I passed out, you each have, there's a number. So you'll need to find three others with your same number. Okay, okay, go. Find your numbers, find the match. And then I'll slow it off. A few minutes of the whole group debrief for folks to share out. Just something that I noticed as I moved around to each of the groups. So there were six groups and at least four of you, four of the groups, I heard talking about the importance of trust and relationships. And so I think you probably all selected some pretty similar passages along those lines. This is a common theme, but folks wanna share out some highlights from your conversations. I am just pretty excited that we set this goal for ourselves and we managed to finish the book. And I know that we still need to retreat, but I just am very proud of ourselves that we've become a learning community almost. So we were in our little group of four, we were talking about, I'll just make three comments. So school boards most always remember that leadership starts from the top. And then we spend most of the time talking about school cultures for educators of practicing effective and responsive instruction to meet the needs of the whole challenge for most of the celebration of district schools and students improvement. And the last one, there was a collaborative structures keep the board informed so that they are in the right track as elected trustees of the district. So we sent the message as a school board that we're engaging learning in collaboration and focus on student outcomes. And I think our budget is kind of a reflection of that, our commitment to benefit and outcomes of this to help us really get in. You said, like the four being the compass of the ship. Did I get that one? Yeah, yeah, yeah, yeah, there you go. Three minutes. So briefly, I talked about the Kaizen model and just an idea about trust. Talked a little bit about it and it was good to have a kind of a bottom up crash boots approach to things and felt that is a good way to foster moving forward in a lot of ways. Page 113, the second to the last paragraph there. I think this is a school board must bear in mind that their leadership impacts the district's culture because their leadership will impact staff behavior which will in turn affect the organization results. And we talked a little bit about how, I mean for me, I think that's totally true. You know, schools just kind of see how, you know, kids aren't present at our meetings and you know, teachers aren't here all the time. Well, you know what I mean. It does impact what happens within our buildings for sure. Group A actually talked about the same piece that employees who know the products best and therefore should have an opportunity to give feedback regarding how products should be improved. So we talked a great deal about that Kaizen model as how it's happening in the school and what are some of the things that we can do and foster so that those who are most affected by our decisions are those who are helping make them. And so a big part of our conversation. And then trust in relationships, kind of a common theme. Our group talked about collaboration and trust and building trust and we also talked about providing equitable opportunities for students and that doesn't always mean just throwing money. As something, we talked about this budget process and how that looked a little bit different than it has in previous years and the direction that we need to continue to go in. And then we had a nice conversation because we were so efficient and we got done a little early about student voice and the importance of student voice and student leadership and what that looks like at different levels. And we had towns in our group so we could kind of pick his brain on some of those pieces, which is nice. No, no, no, I was glad to see that you're a thunder fan. We'll give words of thanks. Thank you very much, everyone. All right, I'll give 5.0, leading immediately into 5.1. Student report, towns, good to see you. Oh, so I'm trying to slow the pressure. So, next week is the February break which everyone at school is very excited for. And leading up to this, people have been choosing their classes for next year. This is just preliminary choices and they will be entering those. You don't have to finish those before they start to break. Recently we had our school concerts which were very exciting, especially because they had an emphasis this year on local Vermont composers where every piece they played was written by a Vermont composer which was a, I got to attend the concert for students and it was very exciting to hear all the great music that's being produced in our state. That's it, not a lot has been going on. Yes, that's all we're thinking about. Thanks, towns. I think next up is the superintendent report being on page 62. So 62, that is the beginning of my superintendent report and you will see that I've highlighted information about our budget. We've been focusing a lot on that during the month of February. I have had now a total of six presentations to faculty and staff in schools. Thanks to the principals for organizing that for me. We also go in our debut as a leadership team with Orca Media and it's a very low budget presentation but we did our best just to try to get the word out so it's screening and available for you if you're interested. The annual report document which I think all of you can have but if not we have extra copies in the back. Turned out especially well. It is a, this is the second annual report for the district because there was one created for the end of last year. However, this one we had more time to repair and we tried to encapsulate a lot of information our schools and the improvements and the activities and the celebrations that have been going on throughout the course of the year as well as important budget information. There were some comments of just a few comments requesting information that had been traditionally provided in individual town reports and because we have a single town report we did have to make some decisions to make it a consistent document. However, anyone who has questions about any of the public data that was made available last year please understand that we can be happy to provide that for you. So whether it be questions about staffing or detailed about the budget you just have to reach out and make the request that might take us a bit of time to have the reports prepared for you but we're more than happy to provide any more detail that you are typically accustomed to reviewing and make that available to you. So don't forget to vote. You can vote tomorrow. You don't have to wait until March 3rd because in Vermont you can vote up to 45 days before. So I'm just not suggesting how you might wish to vote but be aware that that potential exists. Later on the agenda you also have some information under board organization about the upcoming preparation for town meeting, board operations. So in my report I just listed here some information as to what you will be doing both at the upcoming meeting on March 2nd which is our board annual meeting. And then at town meeting on March 3rd as a reminder you received an email from us recently which included a copy of this PowerPoint and we would really appreciate it if our individual board members could attend their town meetings and perhaps make a request of your town select board for a few minutes at the end of the meeting to speak about the school budget or to answer questions about the school budget if you are willing and able to do so. And our elementary principals to the extent possible will attend the town meetings understanding that they would have to get permission to speak but they would be available. And Stephen lives in Berlin so I think that's probably where he'll end up but it certainly is up to him as far as the 32 representation. In any case we're hoping that this transition year where we're not having a specific budget discussion and in some cases perhaps a vote on the budget from the local school board is going to be a positive one and hopefully all the information we've prepared the brochures, the mailers, the slide presentation and so we all will help in that regard. Thank you. All right another area for board organization is relating to the first meeting of the new board which will be on March 4th. So in my report on the bottom of 62 and going up to 63 is a list of some of the typical decisions that a new board, a newly re-organized board will need to be making. We do have three, we have five new board members there are three people that, no excuse me two people who have put their name into who make the, to run for those positions and everyone who's running is unopposed so we do have three openings and there may be some right in so we encourage people if they're interested to do that. If some of the positions are not filled the board will have the responsibility of appointing new board members for the remainder of this school year through the February and information about the warning was reviewed in our budget form and it's also available online. The board had also later on intends to talk about long range planning and setting retreat dates either this meeting or the next meeting when the board formally reorganizes. And I also wanted to bring a few things to your attention in the last board goal which is regarding educational and academic outcomes. And I didn't have enough I don't believe for everyone but the proficiency based learning, personalized learning plan folder that's on the front of most of you was recently shared by Steven and Jen at faculty meetings and is being implemented and I'm sure Steven will address that if you have questions regarding its implementation but it is meant to help with the roadmap for our students so that they have a better idea of what's expected of them prior to graduation. So when you have them I'll please browse through that it's also available online. Let's see. And also it was mentioned already but I'd like to just congratulate Ben Hinds a U32 teacher who was left as a Royal Fellow and not the first U32 teacher but actually the second or third I believe. The third, yeah, yeah. So we're excited about his journey and he'll be sharing back and perhaps with the board at some point when he concludes his work. That is a very competitive opportunity for teachers to engage in professional development to where I think they can essentially design a plan that's meaningful for them and then research and contribute back to the school community. So we're excited about the work that's underway and we'll be in the future. One more, the last topic I would like to mention is that our leadership team are a large number of people in our leadership team attended a conference in December regarding the school safety and security and we had a follow up conversation at our last leadership team meeting and are now ready to begin the process of moving forward with some expansions of our school based safety and security work. And because of the nature of the information for safety reasons, we won't be discussing that in depth in open session but at some point if the board would like an update we'd be happy to schedule an executive session discussion. The reason for that is that public information might provide too much detail for anyone in the community as they become familiar with our techniques for implementing school safety. Any questions? We have interviewed one consultant and we reached out to one other. We have not made a decision yet as to who we're going to proceed with. It's been recommended that a team of teachers might help us in forming the, in helping us to identify the criteria for how we're going to proceed with the literacy study and we're looking forward to moving the work forward. It is a process and we want to be sure that we have the, not only the proper individual who's going to be taking the lead but also that we have input from staff and as we proceed, it is the first time in over 10 years, I believe in 11 years that we have done something of this nature that we want to do it thoughtfully and carefully. So I'd say I would like you to thoughtfully consider having other stakeholders give input to this conversation. I guess my further question is in looking at the consultant, how do you make decisions of what that consultant is looking at? What are your kind of guiding factors for this? That's what we're identifying now and we would look for input from our, of course our administration and our literacy, our teachers of literacy as well in helping us to find that. If you, I don't know if any of the board members here were involved in the IFR progress which was another external audit. Okay, so the one place that I see that parents or other committee members might fit in would be in the actual implementation where we'd be seeking feedback from a variety of people, including parents or community members who have an interest, students, of course. And one correction I wanted to make is that we intend to make this a K-12 audit as opposed to K-8 so it will extend up through school. So I do see a role and it's an exciting program which we've, excuse me, an exciting effort and we're looking forward to not only that work but also the result of our community needs assessment which I think will go hand in hand with this work. That's great, thank you. You're welcome. Oh, when would this audit take place? We have not identified a timeframe. We were hoping before the end of the school year but we've not identified the timeframe yet. Well, that will depend on the consultants availability. Okay, the audit would generate findings that would then be evaluated for improving literacy programs? Correct, we hope to do a strengths-based approach, asset-based approach where we're going to be looking for what would work well and what would need to improve and we're going to be in general seeking feedback about the curriculum, our performance indicators and your statistics and how well are we implementing those areas. So we're not looking at, as a result, we weren't anticipating a specific program might be suggested but rather a set of strategies that would lead us to professional development over time to improve teachers' abilities and knowledge base that could result in improved outcomes. That's essentially the long-range, you know, participate goal. Would we anticipate a written report? Oh, definitely. Okay, thank you. Of course, yeah. Thanks everyone. Any further questions on the superintendent's report? If not, we can move on to leadership teams report. There are a couple of items here that are worthy of discussion, I believe at least a couple. And what I would suggest, if there's no objection, is to address the recommendation about professional development time first. If I had a chance to check that out, do what do you think? Is there any questions about it? Does it look good to you? Receptical? Okay. Explain a little bit more of what you mean half a day and whether it's the first half or the second half, I'm assuming the second half of the day. But would that take place of the earlier release Wednesdays? Yeah. And what struck me is whether it goes, difficulty with parents for daycare, child care, since it's a much longer period of time, then the early releases now, and whether there are any contingency plans to address that? I think there's a lot of details and I think there's a lot of details and logistics that haven't been worked out that would need to be worked out, one of which would be talking with families and finding out the impact on families for this change. We talked about this as a leadership team for a few years for the reasons that were shared here because we're able to do work within our buildings so we found that doesn't allow us time to do work across buildings and for any sort of vertical alignment or working with colleagues, especially in our smaller schools where there may be a Singleton teacher for each grade who's never able to work with colleagues in that same grade level. But there's a lot of details. This was planting the seed to see what you thought about it and I know Debra, you wanted to share a conversation you recently also had about it and just to get your thoughts to see if we should do some work to bring back to you. You can't go to a single bus run? What does that mean? Potentially. So another thing that we thought might be a nice opportunity to explore with this, we've talked about the single bus run and five days a week all year round seemed like a really daunting thing to take on and we thought maybe trying it once a month might be a good pilot or just a trial. So what I think it would look like is the buses would pick students up at U32 and then head directly to the elementary schools and that would all have to be timed out so that it would be one single run alone. Thank you Alicia. Another detail. No more than it does right now. Is that more of the detail? I don't know. That's a good one. Thank you. Any more questions on this? Is there a consensus to move forward members that this is a good idea? Notting of heads. Is there anything that's a bad idea? I'd like to share that I've worked in a district that did this and once the schedule's out the day cares adapt and the families adapt to generally if they're given enough notice and the teachers were able to, right now with the early release, there's not really a time to travel from Calis to Dodie or whatever because it's almost time to go home. This allows that. It also allowed us to bring specialists from outside for a chunk of time so that half day that you could pay and have that kind of professional development which the early release doesn't do as well. So I'm looking at it and thinking, that's a good thing for professional development as well as the one bus runs scares people but another district where I worked we did that and the elementary sat in the front of the bus and the high school sat in the back and there were cameras and it was a signed seating kind of thing and simply worked and this was a long time ago. So probably 18, 15 years ago or so in a district that had several elementary and one high school. Thank you. So otherwise, green light for going forward with this. Okay, great. Thanks. Please. I work with two different construction teams right now and we know the schedule of the guys and two of them have the early release and we know that on Tuesdays we can't have any afternoons and everything is done by 1.30 so we even employers about the economy did so employer but we all, if it's a team and we're all like, that's important. We are not a big team about you guys. So I would assume that we can help in some way or try to find a way in some way too. I'm not sure what you said at all. Sorry. So now that we fund community connections and thinking about a way that we can help to fund to support this. Dave. Since I'm hearing that both employers and daycares adapt, does that mean that we're bringing up school startlamps again? Future agenda items. Okay, thank you very much everyone. Next, the other sort of discussion piece in the leadership team report is the music program discussion which comes up front on page 66. Just by way of background, I think most if not all of you remember that the last time we were out in the field as it were at Aaron's Dakes in Berlin, Chris proposed a motion, a classic Christmas thing motion that I will not be able to repeat from memory because of its subtly and meanness. But Chris, do you remember precisely what we said? Motion to dedicate I think $60,000 for creating a strengths program in the district. But in that contingency, it's attached to it and including working at Scanlon for teachers. So that was the hope set motion. Yes, and my understanding is that basically we were trying to create an opportunity. It's certainly not my intention to force anybody to do anything that they don't want to do. That's the state's thing. But it is an opportunity that seemed feasible, timely, cheap, and perhaps very beneficial for the children in our elementary schools. In the description, it's clear that there's, it doesn't seem to satisfy the priorities that have been arrived at. So I'm just curious as to what you all think. Yeah, just sort of, where do we go from here? So that's, can I ask questions? Yeah. Okay, so it seems like the response is that there's not a shared aligned vision of a music program across the district. The question is how much time would it take to develop one, and how would it be developed? Because that's one of the things that you're saying, can't do the music program, which shouldn't do it, but we don't have that. Then how can that be that aspect being accomplished? And is there even plan to develop a shared vision of the music program across the district? And if there is a plan, how long would they think to implement it? There's other types of administrators out there, just so, there. I can see you guys better. I understand your location, starting feeling that question and other people can jump in, is that, oh, I was a teacher there recently, so I'll just, uh, right on that. Let's go back. So what we discovered as we started talking about this is that while in many ways, and among the five elementary schools, is that once we started looking at how to put it in a strings program, then we realized that, oh, some of us have lessons, some of us don't have lessons, some of us have band, some of us don't have band, and so it sort of became a snowball of things about how to fit it in and how to get it all done. So, you know, in terms of a timeline, it's not saying we're gonna push it off five years, but really recognizing that we're taking the time to dig in and find out all the education. What about opportunities for instrument lessons in other schools? Because we all seem to do music slightly differently, and we all seem to handle our schedule slightly differently, and so really getting a sense of, figuring out what are all the ripple effects that happen as it goes. So the idea of doing it for this year felt a little bit overwhelming because the more we look, the more we see it, and so first we have to see everything, and then we can say, okay, this is what we all have, this is how we all do things, where it's the parody, and moving from there, and you know, jumping in. I think another piece, so about a month ago after the board meeting where this was discussed at Berlin, we met with Michael and Anne at a leadership team meeting, and we shared our concerns with them, we asked them lots of questions, and many of the questions we asked they had, they had responses for, and some they recognized that they need to get back together as a music department, district wide, to have some conversation. Certainly I think everyone recognizes we need to get more on the same page in regards to all of the music in our buildings. I think as far as timeline goes, one of our full-time music teachers is out on maternity leave until spring, which kind of pauses the work of the music teachers for some time, and as we were talking, I think a great opportunity for the music teachers to really do that work together will be at curriculum camp, which is in June. So that's just kind of a short-term timeline for when the work, I think, could get kicked off. Is that a goal? I believe that that is how we did left it, yeah. And our discussions, just as a part of that, and the deliberations we had around the budget was that this was a next-year budget item, we were thinking about that. But I would also point to the, Brian, about the report, the leadership team, there are other things that we also need to consider as well, like health education, languages, there's some other things that need to be all brought together of one bigger discussion, just to have you not think of us. So this makes sense to make all of those discussions together, as opposed to music as one aspect, and then these others as separate aspects, because of your... I think as a leadership team, we do need to look at them all. We need to look at the big picture, and we need to look at all three of those, and not just strengths as it's own. You know, it's a little bit shrunk by a statement that there is in a health education indicator in each school, and there's a requirement to be one. Yeah. So, I mean, I think this is the first, I think this is the first, at least I'm aware of that, that we haven't had that responsibility as a district, and I don't remember that coming up in the budget discussions this year. So, how do we address that? So, for the first time in last year's report card, then health standards were very high for the first time, and those of you who are parents in some of the elementary schools may have noticed they're blank, or there's not much of them there, and we've been talking as a leadership team about that. One of the things that I never had this conversation just this morning is looking at our teachers and to see who could be licensed in health, and how does that make sense? Just for example, a song player talking between a PE teacher and making steps to get him licensed as a health educator. Okay, that seems pretty good, it doesn't, I guess, blow the money. In similar conversations are happening in other buildings. One of our elementary schools has a license on that, things I think are in that state. Free of charge, right, and we also, in the short term, can utilize our school nurses to deliver in the curriculum, it's not as extensive as our school nurses are now. There is a path to, for our physical education to reach the top, and you perceive it that way. Once they have been initiated before, they hold what they call a per-regional license, and they offer a regional license. So if you possibly have just an update in May, you know what I mean, just to see what these, all of these issues are, then, yeah. Anybody else have thoughts? To me, I think, you know, for me it's all about we have an opportunity that has come up with what seems like a really interesting idea, exactly on the Kaizen model that we were reading about, coming up from the people who are actually doing the work. And in this particular case, the people who are doing it represent the entire program. So from my perspective, it's sort of like, how do we capture the value that's there? How do we capture the maximum amount of talent and energy and creativity that we have in our people when this opportunity arises? It is the system, I mean, we're supposedly about flexible pathways, but it does sound a little bit inflexible to me if we have to, you know, talk about a stream that's in the same context as the health program and foreign languages. It becomes, I know one has to look at everything globally, but when opportunities arise, I think it's also important to be able to seize them, to recognize them and seize them on the way. And I would like for us to have the capacity to support those opportunities that arise. We can't make them happen though. They have to be picked up on by the structure. And if they're not, then there's no point. But it just makes me worry a little bit that the structure itself is perhaps not as responsive as would be optimal. Okay, well, first I want to thank them for having that meeting with both teachers and I think that both, and I don't represent the entire teachers, right? Because there's elementary music, elementary music teachers, but I think, from what I read here, I don't think that what they're saying is that this is not an opportunity that they don't want to look at. What they're saying is that we need to prioritize, so we need to set our priorities and be mindful of how we are spending our resources, but they're not saying this is something that would never happen. So we have to be, sometimes opportunities, you look at them, you study them and then implement them so that at the end, it would be what is best for kids. But to just throw an opportunity in right now that could deal with some other work or that it doesn't have enough buying because the systems have been put in place to make that opportunity successful, I'd rather have that opportunity come later because I think we are just doing that really supports the arts and music and we think that really serious and I feel like the leadership takes that really serious language system. So I'd rather have it be meaningful than just try to make it happen now just to make it happen because there is not there. So I appreciate that because I'm looking into it in more detail and I also think that we have to be careful about how we set our expectations because we have a broader conversation to have so Stephen would say, how to prioritize and to me that is their department, we gave them an idea was proposed to us, they looked at it and that's our department and just to maybe think outside the box because I'm there, yeah and if it's not as, I don't see it as not being plausible. That's all right. I read this and I get in from listening. There are, it sounds like we have a fairly long list of things that we want to look at and prioritize and make sure we have equity for everybody and it just seems to me like we're kicking the can down the road because that's going to take a long time to decide how that's all going to happen. We have this opportunity to try this. I appreciate the fact that the music and all the different offerings but was this handled differently and I think that those music teachers and the staff involved need to be given some time to sit down and see how they can make that work, make the music work to have the strings but in a sense we're blocking their, that's a heavy term to use, its ability to be in the strings. I understand if they haven't had some experience when they get to use 32, the strings program is not open to them so I think that we're cutting off an opportunity for some kids and we have this short opportunity and maybe it won't work but what's wrong with trying to make it work? It's small and that would give us a plan of making other small things work when the opportunity comes up but I'm afraid that we'll get so buried in this list of things that we have to prioritize that not a lot will happen very quickly. Through this process of talking about this we discovered that there is a statutory gap in our instruction. Okay, all right. We've done it so far. We're gonna get it. Okay. We've prepared it. That's something the board has never talked about in life. I don't think this is about music. I think it's a great program. It'd be great. This is how we make decisions about what to do. This is how, this is about how we do that prioritizing and how we identify what the most important things that we need to do are and then how to get them into place. All right? I don't think not doing this, you know. I mean, we just talk a lot about trust, right? And we put this question to the people who we entrusted to give us accurate information. They've given us their recommendation. Of all the programs that dad and I would support strings would be one of them because my children, two of the three of them were actively involved in playing through their school careers and into college. I think that I wanted to just comment about a note that Dorothy had made. We did discover that incoming seventh graders are able to begin strings instruction that hadn't been the case in the past, but it is now. One of the things that I've been thinking about as I've heard from folks is that there might be a middle ground. I think there's a sufficient amount of interest in the partner board. And I wondered if we might want to turn this question back to the teachers about possibly a summer strings program followed by either a pilot or an after school opportunity. The worry I have though about moving forward with this without some more careful planning is that we do have two elementary schools that don't have individual lessons for band. And I'm not certain if the board's aware of that, that had it evolved over time based on changes in staffing. So when we talk about adding strings instruction, we would need to recognize the fact that both, I believe it's Calis and DeSophilia do not have individual lessons during the school day for band instruments. Nor Berlin, right? Nor Berlin, I'm not sure. You do have it during the day, I thought so. Two of the five do not. So again, this conversation brought up more discussion about the variations among our schools, but it is important to keep in mind, I think, if we're going to be making this extension, we should be considering band instruments too. I'm certainly on favor of making a joyful noise, in general. A joyful noise? They're before my friends. Amazing. Yeah. I'm just hoping that whenever, whenever it's possible to do something good that will enhance the quality of students' experiences, that this board will be able to move to support it and that the system will be able to support it as well. I understand it's not easy, but I think if the will is there, then the way it can be found. It's in the incorporating language and music together. Are they really going to be in terms of scheduling issues? You mean in terms of things that we care about? No, not just care about, but in terms of a scheduling issue. Do they both present the same type of scheduling issues or are they separate scheduling issues? They're sort of, well, I don't want to speak for everybody, but I know at Calis, one of the things that we could, world language could easily fit within global citizenship at the elementary level and we do have time blocked out in all of our schedules. It might look different in each building, but we do have commitments of time where it could take some of that. It would also mean shifting the priorities of what we're going to address within global citizenship if we're going to add world language. So yes, it would have an impact on our schedules. The music schedule would not, it would be impacted in a different way. Again, thinking just about the lens here at Calis, we do have some wonderful music educators here at Calis and they provide an opportunity for bands, the general music and chorus, but they're one person. And so if we were to bring in an opportunity for someone, an additional person, to offer a third option, it's beyond just finding a separate space, which could be tricky in a small building, but it's also about finding times when kids who are interested in our different classrooms can be pulled without pulling from the first universal instruction and being able to access that programming. Then we have to start making decisions about can you take a band and a chorus? Can you take general music in a band? Like you see what I'm saying? It brings up a lot of other questions. They're good questions to have, they're all a good conversation. But how, it's more than just logistics, it's about what are the priorities and since you've given me a chance to talk, I just want to come back to something that I heard Jonas say, which was about trust in relationships and how we started our conversation earlier today, saying about that. I think the leadership team very much wants to feel like we're in alignment with the board. And while it wasn't at the last meeting, Jodi shared some of the thoughts that came up from the last board meeting. It's not like the board has that same appetite, I think for connecting with our buildings. And this is an opportunity that if we want to move our structures and make our structure of being more focused on student outcomes, I think that we need to learn how to work together and know that if you ask us for input that we can give it to you and that you're gonna receive it. I'm not saying don't push back or don't ask questions, but we want to know that there's value in giving you feedback too. Does that make sense? Is there's anything that I'm missing, folks? I think we both need to stick to the leadership team in a very direct and open way. I mean, I mean, that was great. Things by, I mean, feedback is important. I was both dealing with lack of information, actually. Which is not good for anyone. So I think I would want to propose that we have a timeline in terms of trying to make the students program a reality and what would be a sensible timeline for when we move back to the board? I'm gonna go take it. Okay, I don't wanna speak for everyone, folks. So now, you know, I would love to. Blame these guys, but now I'm looking in the same direction. I would love to be able to have the leadership team have a chance to talk about it, but I think we talked a lot already about the opportunities for curriculum camp that we already have scheduled where we can bring all of our music educators and not just a few, but all of them together and talk about what is your vision for a comprehensive pre-K to graduation music program? How do we make all things accessible and equitable? All those opportunities. How do we make sure that the program is rich in terms of a variety of programming? And I don't think that the job of the leadership team is to decide what that is. It's to say those folks with the boots on the ground, those music educators, they need to come back to us and say, where are the gaps? Where is the strength? And help us identify what that timeline is. I think everyone would say, I don't think I'm reaching here to talk about on behalf of the music educators. I think they would all say that there's a value in this conversation. They would all find value in this conversation. But I think if we talk about giving them time in June during curriculum camp to address what is an effective and healthy timeline over all of next year, we maybe could come back with a proposal about what the following year would look like. So could we count on something in August? A plan? Yeah. Or to start. At least a basic outline of something that we can work with. I mean, if you're talking about- I think you could come up with a plan in August. Absolutely. We could probably share it with you with a retreat. Should you have one in the summer? Is that okay? What? Yes. And Gailia's signed up for it? I just signed her up for it. I think a nursing teacher's been identified. Health is a mandate. So when you think about it also, I mean, I have my full, I have my birthday. I'm lucky as a girl of the world, but it's evocable, but I don't have health. And I don't have a lot of language. So when you think about it, I've been struggling with the master's schedule. And I know that Cap probably also struggles with this. We have part-time people who we have to piece in, who have different jobs in different places. And so there's a certain amount of rigidity in the schedule. So instead of changing the master's schedule to accommodate strings, and then changing master's schedule in the end, to find out what it is, get the music teachers talking with each other, figuring out what are some creative ways, whether or not it's camp, whether or not it's after school opportunities, whether or not, now I'm just spitballing ideas if you want to yell at me, but whether or not it's music teachers visiting other schools and sharing and doing demonstrations at the, you know, Michael. I'm still here. Please come to work on Friday. Even though I send this video to Michael Lowe's and comes to Calis or someplace else and does a demonstration about strings, sort of introducing those things. And then, so that we're not, the kids need the routine and the rhythm and the changing the schedule is so hard. There's so many pieces that shift and change. It's not that they're dependent on each other, you can do it all at once and say, okay, this is what we're gonna do to move the music board, this is what we're gonna do to bring the whole music department together. Air can probably better manage the compliance with Cali with the same time, but then take that time next year to really thoughtfully and planfully say, this is how we're gonna fit in health. This is what our health curriculum is gonna look like. This is how we're gonna fit in a world library. This is what our world language curriculum would look like, so that then we just have to do it once. Does that, and I think that we could probably over the summer take a stab at what that would look like or I could just keep volunteering Michael to do things. One thing I think that might be helpful, the leadership team about a year ago sat down and looked at the school day and how many minutes are in a school day and all that we tried to accomplish in that school day, thinking about how many minutes for literacy and how many minutes should we have for math and for interventions and global studies and all of the arts. And I'm wondering if a first next step might be for the mercury tour. We look at that again as a leadership team and kind of share with you what the best practice or what the thoughts are around, you know, minute per subject per day and kind of what that looks like in a schedule just to give kind of the global picture that I was talking about earlier and meeting to kind of look at the whole big picture and why this is such a struggle for us because all of these ideas are wonderful and I think it honestly, much of it comes down to prioritizing and so many minutes per day and waiting to make sure that we're doing everything that we need to be doing within those minutes. And so I'm wondering if it might be helpful to you to just kind of see what the leadership team, kind of what that, what we had talked about a year ago and maybe update that and include all of these pieces and what that would look like. You know, is there a sense that the day should be extended? I think the first step will be to share with you, I think it will be helpful for you to see what the reality is in the number of weeks to do all of them. But is there a conversation about the day should be longer? We've had that conversation many times. And what would, is the general sensitive to how much time? So I think that you're gonna wanna have a negotiating committee conversation about that before you start talking about it in minutes. But I mean, I think that's certainly a conversation we need to have, but that's a big one. And even if we're gonna talk about extending this full day, we'd still wanna have the conversation about priorities because I think that, and maybe it would be helpful for you to see not just what it looks like in general, but what it looks like in each of our buildings and how many minutes are spent in music instruction, how many minutes are spent in PE and health, how many minutes are spent in literacy or reading versus writing. And it looks a little bit different in each of our buildings. I think I might highlight for you in a way that these conversations can't, that there's some real disparity between the opportunities that kids have in each of our buildings. And I think you can see it once they get you 32. So, so many discussions to be continued, I think, when we're in a fresher state of mind. Thank you very much, everyone. Shall we move on then to negotiations, actually, 5.4? And hate the section to the school bit. So, the summary of the last negotiating session of February 19th is that we, I'll say first that we came to a tentative agreement about leaves and absences, including a clarification of what a day in terms of atmospherics, I think everybody left that. Additionally, the joint negotiation to authorize the district to issue a memorandum of understanding about the reduction in force and seniority language associated with the district merger, both the association and the board. And that's what we've just passed around now and this was approved by the association. So, what this change in language is, I'm sorry, we don't have the changes marked in red through the long side of the original copy, but it talks about how seniority is calculated among the entire district when it was previously school to school, how recall and transfer of positional happens. None of this was particularly contentious, but at this point, we have approved it, we need to ask this board to approve it. So, if you could take a moment and just read this, yes, you will be to write a final report. So, should we have a question? Actually, the second, so our second, so discussion. Any discussion? Just let me know when you've read it or if it's over. So, first we need to hear your opinion. So, 2020 because after it is done, this will go into effect as part of the agreement. Everybody okay with it? Ready for a vote then? All in favor of approving this memorandum agreement for me to sign on behalf of the board, please say hi. Hi, hi, hi. Any opposed? Not opposed, great. Very good, thanks a lot, James. So, board operations. I think W, you have touched on some of these. Do you mind having a question? Yes, I think I have reviewed these briefly. If you wouldn't mind returning to my report, which starts on page 62, just to be sure everyone is in understanding of these matters. So, for the first time as a Merge District, we're going to hold an annual meeting in the lieu of presentations, formal presentations at town meeting. And that annual meeting is going to be preceded by a one hour dinner, which will be hosted by our food service staff at U32 and in the cafeteria at U32. And we have invited all of our former board members from the prior year and administrators and all of you, of course, we would hope that you'll be able to join. And we will be providing certificates which include the years of service to all of our former members or members who may be departing the board and at least we have one I know of Vera this year. So, following the wonderful dinner, we expect to have another budget presentation opportunity, another information meeting so that members of the public can come. Any election or voting of articles will occur by Australian ballots so there will not be any action taken during that time. Anyone have questions about the March 2nd meeting? I've recent everyone an invitation so hopefully you have it on your calendar. The next one was the work on town meeting day which I've mentioned everyone's received an electronic copy of the slides and as well as our administrative team so we're hopeful that they'll be on hand to support you as you have your town meeting discussions at each school. And again, I'd urge you, if you haven't done so, you need to reach out to the years of town select board members and be sure that they are willing to provide you with some time to speak to the school budget at your local town meetings because there is not going to be a formal time on the agenda for this. We'd have to go under here, other discussion. Anyone have questions about the slide presentation? I know the one we've seen tonight is very similar to the one that's been presented in the past. Just for your information, in the past I've dropped by to visit town meetings at Supertown and I will do that but I don't know that I'll get to all of them in the time that you happen to be discussing this but Lori and I will be available for any phone calls if you have a phone or friend opportunity for questions that arise that you can't answer during that meeting so feel free to give us a ring and let us know. And then the next meeting or the next topic has to do with our upcoming reorganization meeting which I touched on also and that meeting will be the time in which we re-elect officers for the board and determine our committees as well as assigned committees and alternate committee members and that information along with other operational decisions listed here. Now in our last meeting we had discussed a board retreat or two and I'm not certain if you would like to, I think Floor had some comments about that. Would you like to discuss that with the board? I was thinking that we would wait until we have the new members on the board so that we can count on their calendar too and we can start the process together if that works for everybody. Mr. Pigeon. Thank you Floor. Yes, Deborah, that's it. Okay, wonderful. Thank you very much. So item seven, finance, the technology bid for a wide area network, that is what one stands for. Okay, thank you, Keith. And fiber expansion on page 70. We'll turn it over to you, Keith, for this panel. It should be very quick. So remember that we had a discussion about this earlier in the school year, this past fall, that this was something that we hoped to do for next year. And you can see for the chart here, certainly the discrepancies that currently exist and sort of where we hope to even things out and bump up some of the bandwidth at U-32 as well. So we did go through the e-rate process. This is an e-rates a federal program that provides funding for schools and libraries, for internet access and network infrastructure. So we went through the bidding process, we got four bids back, you can see all the vendors here. You did an analysis. Even on Comcast does show that it's the lowest bid. We are recommending First Light because we disqualified Comcast. They did not respond in the terms of what we were hoping to see. So that's it. Questions? Is this a three-year contract? This is a three-year contract. And is it 3,000 each year? It is 4,000 to 4,000 each year. And does that, will that fluctuate from the U-8 reimbursement, potentially? It could theoretically. I think that the U-8 reimbursement is based on our free under-dose two percentages across the district. And I wouldn't anticipate those to fluctuate a whole lot. So I would expect that as going to be the number for all four years. And has it been experienced so far with First Light in a room? Do you say we already have contracts with them? We do already have contracts with them. I would say that they've been fine. We haven't had any serious issues. Second time with them, so. Thank you. Thank you. Okay. What's up? Sorry, Keith. We've always been at the... The period of time consolidated. So consolidated, the first year, you can see they included some estimated belt costs. It is true. If you do look at the full three-year, they are slightly lower when you get to that third year. However, we have two more years on our existing contracts with First Light. And to get out of those contracts, compared to the cost of consolidated, would be prohibitive. So in the end, we wouldn't really come out ahead because we're still on the hook for those two years. Whereas if we go with First Light, we basically just roll those two-year contracts into these new three-year contracts. It's not really five-year. It's not five-year, it's replacing the existing contracts. We have two more years left on the five-year contract. Okay. If we go with First Light now, we're basically just, we'll have a three-year contract starting on July 1st of this year. And it will end July 1st, 2023. Is there a unit that ended up not removing with them after three years? Is there any part of work that gets you moved? Yes. The actual device that provides the service to our equipment could potentially be removed often after the end of these contracts. It's not, if we go with a new provider. But we wouldn't use that hardware. It would be a new provider would come in with new equipment to provide service. Okay. Thank you. $51,000 in facility. Is that approximately what it would cost us to break that contract? I can't speak to that actual cost to break the contract. I haven't asked that question to First Light. I can look at the cost to continue. I mean, I'm not saying we should go with, that's just a pretty big delta. It's $39,000. And if there are benefits to moving forward with First Light, I have to add. But it just seems to be a really big delta. Right. I think the question could certainly be asked to First Light about the cost would be to break that contract. As it stands right now, it looks like the cost to continue those contracts would be approximately $50,000, just over $50,000. For First Light. Is it over the two years? Over the two years, yes. So the cost to break the contract may be less than that. But given that we are on the hook for those additional two years at $26,000 each year. I mean, there's benefit in going forward, right? Right. That's how it was fair point. Yes. I think the fair point. So I mean, I think it's given the totality of the circumstances. I agree that long-term from going out to that third year, you know, yes, we would be ahead if we would break that contract right now. If we didn't have, if we were coming up to the end of the contract, I think we probably would have gone in a different direction. But I think the other thing to keep in mind too with the consolidated is they gave us some estimated build-out costs. I have some concerns about that. It's not that I don't believe them, but my experience is that that's a low, that's the low best case scenario number that's not going to come on the end of that number. So. All right. I will entertain of course. I just wanted to thank Keith and Lori for the analysis of reviewing the bids. And also the fact is that our proposed, proposals to the board is within the district budget as proposed. It's actually a slightly under budget for the coming year. So thank you both for the preparation and all the work. And you have worked with federal programs and forums that are associated with them. Know just how very detailed and challenging some of these programs are. It's a wonderful opportunity as well to bring internet and enhance our advantage of all of our schools. But it was quite a lot of effort. So thank you both for that work. Thanks, Sarah. Okay. Now I will not entertain myself, but entertain a motion to approve this Chris moves Dorothy seconds. Very good. Any further discussion? If not ready for a vote. All in favor, please say aye. Aye. Any opposed? Not opposed. Great. Okay. So personnel. Hires, reservations or time between number one I believe. Stephen might have to answer the question as to why we have a person leaving. But one of our teachers, it is resigning and moving to Rhode Island at the conclusion of the school year apical trophy. We unfortunately will need to secure approval for that. English teacher at U32. Anything you'd like to say about other than that we're sad to see a very talented person leave our ranks. I would not say just a talented person in this. This is quite possibly one of the strongest new teachers that I've ever hired in my career. She was a phenomenal teacher from the very first minute that we met her straight out of St. Mike's. And so it's a heartbreaker, but this is a move for her personally. She is certainly heartbroken to leave us as well. And just, I think there's a great aside for what kind of teacher this is, is that I ran into her in the farmer's market down in town this last summer, and her mother was there. And her mother would not stop hugging me and thanking me for hiring her. And all I could say to her was, but you obviously don't know how good your daughter is. This was not a hard decision. She's a fantastic teacher. She will be a great teacher no matter where she goes. It is certainly a loss for us, which is correct. So I have one addition and I apologize that I don't have the document here, but it's a fairly brief 0.1 FTE for Heather Clark Warner at U32 to serve as an additional course to her repertoire this year for the Zenith program. So if you wouldn't mind approving that as well. And it's approximately a $5,000 expense. Apologize for not having the document. Set the resignation of Abby with the appreciation and wishing her well for all her contributions. Came in to fill a very big shoes at school and she sure did that. So you moved her around. I think so. And she removes. All second. Then these seconds. Any further discussion? I think someone asked this in jest a couple weeks ago. Well, what happens if we do not accept her? She's the leaves. How long have you been here? Well, it's just three years. She was a brand new teacher. But we were, I didn't care if she made nervous. It was just like, oh my gosh, she is better than us. I mean, I mean, like they made all of them like, oh my god, they have never seen someone for first year. She had just come up and was like, yeah. Yeah, I think so. So all in favor, even if reluctantly, please say hi. Hi. Any opposed? And for the next one, a motion to approve, should you say a point of line after you do the motion? Of course. I have one more. Chris moves. Dorothy seconds. Any further discussion? All in favor, please say aye. Aye. Opposed? Not opposed. OK. Great. So at this point, we're on future agenda items. And we have enlisted, basically, just to show that we're thinking about them. And I think renaming of the district, we can get to at some later point. Solar power discretion, on the rest of these, what I'm maybe hoping is just for a show of hands, as to who might have a particular interest in this topic, in this future topic. And if there are multiple people, if you would be willing to kind of, as long as it doesn't form a quorum, you could be kind of an affinity group or something. Just consider yourself the lead person until we formalize our action on this, if you're willing. We could indeed do that. We could lead everyone. Yeah, everyone on board, exactly. So is there anyone who's especially interested in solar power who would be kind of willing to, just to be the person we look to, the go-to person on solar power for us? Jaya, wonderful. Thank you very much. On the youth risk behavior survey, towns, excellent, excellent. Very good, appreciate that. The co-curricular report may not, we may not need to do this with this. This is something that we're looking forward to, which will happen. Great. Early childhood programming, this is sort of the, I know I'm very interested, so great. And wonderful, OK. Student performance update, that's another one that I think is just being teed up for April. Great, thank you very much. Please. So we need to gather the information and bring it back to the whole board. Well, kind of, to start nosing around, basically. Yeah, I don't think there's a task. There's no formal task. This is just to figure out who's interested, we can start talking to each other, let's get heads together. And yeah, do you have anything else? No? No? So you guys, behavior, perfect. Great, OK. You OK with that, Thomas? Wonderful. Good, OK. So I think we may have reached, believe it or not, the end point for our open session. But we still have, for board members, and Deborah, some executive session time. So at this point, I would just like to thank all of you who have stuck it out to the end. David, thanks. Chris, thank you.