 Now we're in session, any adjustments to the agenda needed? We just have a resignation to share with the board. Okay. Let's go to it, let's start with the discussion items. White River, the COVID-19 updates. I'm gonna go step out and get my glasses up and be right back, but go ahead. Okay, thanks Don. So I just wanted to share with the board where we're at right now in preparation for the reopening of schools on September 8th. I am now up to weekly communication with the community. We're holding, in addition to written communication, we're holding WRVSU-wide informational meetings on Thursday evenings at 5.30. Those will continue up through until September 8th. Our schools have all held or are holding this week informational meetings specific to school buildings. We are open for in-person instruction from eight to three o'clock daily. At 1.30, we heard via survey results that families wanted the opportunity to pick children up if possible. So all core content instruction, math and literacy will occur from nine o'clock to 1.30 daily. Lunch will happen in that time. There'll be a brief recess that will be structured to account for physical education. And that will happen K through eight, five days a week except for Rudd. We had to go with a different schedule to begin with for Rudd Middle School due to just the pure number of students we have on that campus. The plan is to pilot a schedule, two days on, a full virtual learning day, and then two more days on for students just so folks are clear teachers are in the building across all campuses five days a week throughout their contracted day. It's just students that will be a bit different in Rudd. The plan would be after six weeks to assess Rudd and move to four full days of in-person instruction starting week seven with a virtual day in the middle of the week. And if that continues to go well, there's talks then that we would the next phase in would be five full days a week as well for middle and high school students if transmission stays low and the numbers across the SU and state stay low. So that's the plan at Rudd. For our K-8s, like I said, we have five days a week of in-person instruction. We also have a full five day a week virtual learning academy that will happen across the SU. There's been some talk about why the SU? We quickly realized we couldn't offer a full virtual learning academy and in-person instruction without adding additional staffing. This is an attempt for us to not have to add additional staffing. We're gonna prioritize faculty that would be COVID exempt per the feds regs around COVID exemptions. They're pretty tight, but we do have some teachers that are instead of those teachers just going out on FMLA, those teachers will be the teachers that will teach the virtual learning academy across the SU. Lindy Stetson is going to take a lead with central office personnel to be the admin point person for the virtual learning academy for those students that are selecting that. This way we have consistent expectations and approach across the SU. Hey, excuse me, Jamie. Yeah. The employees that are going to be doing the virtual education component, are they gonna be also training to do the AC classes? AP? AP classes? Sorry. At the high school level, the high school level looks a little different because we don't have as many of them, right? Right. And so what we're trying to do at the high school level is teachers will be blocked for virtual blocks instead of just teaching pure virtual. The numbers are such that I'm not as concerned about our high school staffing being to do the virtual academy. We have enough staffing at Rudd High School to assign them an actual virtual block. Unlike elementary, where you have self-contained classrooms, it's not like they're teaching in blocks. They're with the students all day. They'll be with the students from 8.30 right up until 1.30. And so the staffing's a little bit different for the high school. So the high school will have a virtual learning block. Like they'll have in-person algebra one, virtual algebra one, in-person algebra one, in-person algebra one. Carl has a question. Yes. Thank you. Is this all going to fit within? Will the teachers at the high school level that are teaching virtually still have their same number of preps? Still have their same number of organizations? So we're not expecting any kind of union pushback? Yeah, no. I've just met with the union again today. At this time, it's been unbelievably collaborative process. And they are in support of our work. I met with the executive board today. There wasn't any complaints about our approach thus far. And yeah, they'll get their planning time, all that's in these schedules. There's a few classes done that I can't staff. And we're going to use VTVLC to provide some of those virtual classes at the high school level. And we already have a membership and partnership with them already. Yeah. Rodney has a question. One more, the second part of that, Jamie. What will the virtual academy look like for our K through six, K through eighters? Will it be a full day of just online synchronous Google meets? Well, will it be a combination of synchronous and asynchronous? What is our vision for? I mean, I know Lindy's doing it, so I'm really happy about that because she's awesome. But I mean, what's our vision for what that day would look like for our kids? It's a combination. And so there'll be a flip classroom. Teachers will teach the direct, they'll videotape the direct instruction. Students will be able to access that throughout the day. And then in addition, teachers are going to have instructional blocks for students like all students in the virtual academy will start with a morning meeting. We'll take attendance. They'll come to morning meeting. We'll go through responsive classroom steps just like we do in person. They'll have a cohort that they're assigned. So that happens every day. Then they'll go into a literacy block. They could have already watched the video or not. Teachers then will be available and they'll have small group instruction like they would in the classroom. So they'll have a whole mini lesson that's already videotaped and then teachers will meet with small groups to reinforce the video and to provide direct instruction that way. And then there'll a side of that be extra practice whether that happens then or later the family has some flexibility around that. So that happens for an hour and a half. Then the next step is math, same process. Tape to mini lesson that's already been put on the Google classroom. Teacher will meet with the groups of students during that period of time, reinforce the lesson. Lunch will happen. We're going to provide a supervised lunch for social time every day whether the child chooses to participate or not will be up to them. Intervention in essentials will happen after lunch. So we're going to offer intervention in essentials that will be a scheduled block of time and then office hours. So if a family says Mondays from eight to 11 didn't work for the small group instruction our teachers will be available in office hours in the afternoon that day to get the small group instruction then. Well, we're trying to emphasize to families that we can't be I just checked in for 20 minutes. Like we're not, we're not doing maintenance of learning. We're trying to continue to have students excel and gap-filled. So we've tried to be really clear to folks this isn't the time commitment is very different from the spring. Like we're trying to provide a regular instructional day virtually. And for high school students called they'll be scheduled for their blocks just virtually unlike what students are done in person. Rodney had a question. Yes. What if a teacher just doesn't want to come in because they can say they're worried about the virus and they just don't want to. Of course a personnel issue, but that's not permitted for the family coronavirus virus relief act. It's pretty specific about what is and isn't. And so what I've said to teachers is they have to fill out that paperwork because that's how we're gonna prioritize and provide appropriate accommodations to teach in the virtual instruction. It can't be just I'm not feeling comfortable or I'm anxious that doesn't qualify for the family relief for coronavirus. And so one of the things that is on the agenda that I wanna talk to you about at 3.4 though Rodney is I do have staff that I'm very concerned about. We have some SUVs around us at the elementary level that are only going back two days a week. And that is impacting our staff greatly. And so I'm gonna an idea I wanna run by you guys about possibly providing some childcare for our teachers. Students would continue to receive virtual learning from the other SUV and we could use CARES fund to provide one supervisor. I don't think we're gonna need more than one but we do have some staff and it would be certainly cost effective for us to go about it that way compared to a teacher potentially qualifying for accommodations. And then we still have to hire another teacher on top of that. I'm a bit concerned about that. Okay. I have a question. Kathy go ahead. How are you gonna grade the virtual? Virtual assessment will be just like in person. So they'll get grades and report cards and all those same things. We are grading on proficiencies, yeah. Not pass or fail. If anything we're gonna try to really use the virtual academy to get better about the idea of actually teaching and assessing on a standards based report card at the elementary level and do some piloting around that. We're a bit behind in regards to teaching and assessing on a standards based report card or proficiencies and especially at the elementary level right now. So we're gonna try to pilot some things around that at the virtual because my goal will be for you guys an upcoming agenda item will be the concept of an SU wide elementary report card. You've done a lot of work around curriculum development SU wide but our report card and what the end is and what we're communicating to families is all over the board. Stacy has a question about that I think. It's actually related to the remote learning academy more generally. So if you have a follow up Kathy about the grading you should. No, that was good. Okay, cool. So I was wondering if families who choose the remote learning option are committed to that for the entire year or if say a vaccine becomes available they can go back to school when they're comfortable. So I said for a trimester because I may have to adjust staffing. And so the way I'm looking at this is we got to take it one trimester at a time based on what changes. That's why I'm not saying it's a year plan. I try to clarify that in my last question the answer I do think it's a fall plan that we're getting to Thanksgiving. And we're learning that as we go and we're making adjustments as we go. I think that you're gonna see based on information we gather from families we gather from staff that you guys provide that we'll adjust. Now look at this is about the first nine weeks and it's the best plan I think we could roll out based on the data and information we had. And we'll adjust as the year goes. I think we take it one trimester at a time. Cool. One thing I'm hearing and just so you guys know it's out there is there is some talk about potentially that governor moving us to level three state three once the school year starts which would be difficult at best for me. Our elementary school will be fine at page three for everyone back in session for five days a week in-person instruction. And I wish if they were thinking about doing that I would know now and not after the school year starts. So to be determined I'm just hearing that that is a potential. And if you heard the last press conference with the governor and secretary of French Friday they mentioned the idea of potentially making a statement that all athletes have to be in the building five days a week for in-person in order to compete. Now I don't know what they would do to us if that wasn't the case. Cause I'm not, you know, we've offered virtual academy I think we need to offer that. So there'll be pushback from the VSA and hopefully the school board's association but know that that's talked about. I would be very surprised if there was that abrupt change at this juncture because that past information was they wanted us to develop a plan and that's what we've done. So we'll see. I hope yeah, I hope that's the case. Yeah. I don't want students signed up for the virtual. Those numbers are still running in. Shane was out today. I mean with him twice coming up this week to look at the numbers. What I can tell you is about the numbers is that my colleagues have all said that it's between 15 and 20% choosing virtual. Or that's what I'm operating off of. It's gonna be higher in certain towns than others but I think across the SU we'll probably see about 15 to 20. Megan had a question. Yeah, I have a question about are we worried at all about as now that these two plans are kind of out and families are considering them. If some families might choose to do more of a homeschool style and might not be available for as many zooms and things, if they're gonna maybe then opt out and choose homeschool are we concerned about like losing those numbers in our towns? We have tried to encourage folks to reach out to us about that and to reach out to Lindy. I know principals have asked them to do that. I mean, what we've said is is that the prerecorded videos can be accessed at any point. That's why we're prerecording them. And so the direct instruction can be accessed at any point. Those instructional blocks are then there to reinforce and we're also providing the office hours as a flip. So if mornings are more challenging you can get the direct instruction in the afternoon. But at the end of the day, I don't know how I provide less Megan and ensure that continued learning occurs. And the AOE made it pretty clear that they're looking for a minimum of 10 hours a week of direct contact with families in order to count them for ABM. Okay. That family filled up the virtual plan this year is not gonna be the same as the actual like, I can see some people thinking it's easier and then getting shocked because it's a lot more work. So Kathy's question was, were we explicit with families that the virtual plan is different this year? The answer is yes. We've tried to be very explicit. I'm gonna try to really hammer that home on Thursday night about when folks attend that info night. The virtual academy is also gonna require a orientation by parents. So it's not like we just roll this out. We're gonna ask parents to come in prior to the launch on September 8th for an orientation virtually. And we're gonna also try to work out safe opportunities for us to connect with every student to do a pre-assessment both in literacy and in math to see where they're at and what regression occurred prior to the start of the virtual academy. Is Ray on the line? Yes. Ray, I got a question. Are you gonna be able to stay ahead? Do you anticipate being able to stay ahead of all this upgrade of online? Oh, will you need some help? You'll be fine, Don. You'll be fine. I mean, help me out with the phrasing here, Jamie. The structure of the day is different, but the tools that are in the place, they're the same as we used in the spring. Okay. Are you with me? Meaning the teachers will be instructing differently but using the same set of tools. I got this on backwards. You guys could have told me I had it on backwards. Don, I have a question. Go ahead. Who is this? Bob. Mr. Gray, come ahead. I have, Jamie, Thursday nights, is that virtual or it is? Yeah, it'll be virtual because it's for all eight towns. Okay. So you're doing that from your office? Yep. Okay. What time is it? 5.30, 5.30 to 6.30. Okay. And that's been put in newsletters to the parents already, I believe, Bob. Okay. Yeah, I must say, I think we've had a much more coordinated effort about how we release information that families have been appreciative of. The principals have been terrific with working with the SU around releasing this in a coordinated effort so that it goes out at a very similar time and fashion. Any other questions regarding the outlay? I just had a question, Jamie. How's this going to affect the transportation needs? I was just going to say that. Okay. That's, I'm glad you asked. So I met with the transportation company twice now. It looks like capacity is 25 on a bus and we're counting for some siblings when we do that and that we can stay within the recommendations and guidelines. Okay. What we're finding is, as of last Thursday, we were tracking at 60% of our family said they're going to transport themselves, a majority of the time. So we're looking to transport about 40%. Plus we know we're going to have some students who do the virtual academy. Plus we know we're going to have, I hope, 5%, I'm hoping we know more than 5% do homeschool. It could be five to 10, depending on the community. And so I think we're going to be fine capacity-wise, but it does look like we're going to need to provide transportation throughout. But I feel good that we have the busing we need in order to do it. We're not looking to need to add busing or anything. Carl has a question. Yes, it does. Yeah, I was just looking at today Dartmouth coach talked about how they're reopening busing and they're talking about putting, you know, hanging partitions between rows and things like that. Are we expecting butlers to do any kind of modifications to their buses besides just reducing capacity? Are they going to put in plexiglass screening? Well, can we tell our parents? There is going to be some plexiglass screening but not every, all the way through it at this point. That's why we're requiring masks for bull ridership. I also just so you know, we did pursue this concept of doing a full healthcare check prior to entering buses but I've been clear with parents that that no longer is going to take place. It would have required us to have 24 bus monitors throughout the SU starting at six o'clock and I knew that wasn't realistic. So we've tried to be really upfront with parents that that's not going to happen. They're going to have to complete an online health check prior to getting on the bus every day. Part of that would be that the parent did take the temperature. That's what the parents saying. We will then do another health check as soon as the students get off the bus. Okay, and our special ed busing, the gazillion vans we have that drive kids hither and yawn. That's all been taken care of as well because... We've reduced ridership on those vans but we can meet what we need. We're going to do some transportation a bit differently this year with special ed but we're not looking to need to add any busing or anything. Actually, that's the one place we might save money. I think we might be actually down to six. You had seven. Okay, so our transportation budget line item is going to pretty much stay where it was when we approved it pre-pandemic. Yes, yes, we're not looking to add anything. Thank you, sir. What happens if a student gets off the bus? Has a temperature? Yeah. They would just go to the holding room. Okay. That doesn't mean the whole bus quarantined or anything. Nothing like that happens until there's a positive result. I didn't hear the question. I think the question was, what happens if a student gets off the bus with a temperature of above 100? Yeah. And we know we have lots of students that are going to do come to school. I mean, I think we have to prepare for this. Kids do have temperatures and staff. So if that happens, every school has been outfitted with holding rooms that have appropriate ventilation that's been inspected and approved. And so the student would go to the holding room until the parent or guardian could come get them. And of course they would then be monitored. It would not be until a positive test occurred that we would then look to contract trace. You don't assume, because there's a temperature that the student has COVID, right? Like. But you asked for a test to be completed. We would work, the nurses would then work with the Department of Health to determine whether that made sense based on the symptoms. Okay. All right. That's the other thing I wanted you to know in COVID updates is that I think our CARES money needs part of it needs to be used. Tara and I are working very directly on this just so you know, the CARES money. And so part of the CARES money, I think has to go toward the idea that we have nurses, not necessarily school licensed nurses, but nurses or nurse subs, five days a week in every building. Because when those things happen, I need to know we have the right personnel in place. We don't want principals panicking on this. And I, you know, they've got a lot in their minds. And so we are going to look to use CARES money to provide additional nurse sub coverage across every building. Okay. And that's a direct, what we're going to do with these things just so you know is with our subs, we're going to drop MOUs. We're looking to get daily subs in place for each of our buildings. And that MOU then will directly go right to CARES. So it's a direct expense. And the CARES grant loves those types of expenses just so you know, it's a direct line item. It makes sense. It's an addition that we need. And so that, that will be fully funded. There won't be any problem with that. Bob, did you have another question? Yeah. A transportation budget, Jamie. It, it stays the same. Yeah, I don't expect to incur any additional costs right now. How about less costs? I don't see us using less buses due to the decreased ridership. Stays. Because you know, instead of having a capacity of 70, I think we're going to get by with 25. Do you know what I mean? Yeah. So yeah, I don't see it. Are they running the same routes? Yep, that's the plan. Unless we get the information back when we realize a whole wing just doesn't ride. But I don't feel like we can determine that until a few weeks in. Because you know how it works. All of a sudden the family's not riding but then they decide they're going to. Yeah. So I just want to track that data for a little bit before we decide we can just not do that run, that part of the run. Have we reviewed the transportation routes? Yeah, I believe they were already done last year. At least that's what I was told. I don't know about that. By the bus company? By the bus company and then reviewed by the principals, is my understanding. Stacey, you had a question? I did. I wanted to know if Lindy is going to continue to manage the physical principalship duties at the Stockbridge School as well as the Learning Academy? Yeah. So the nice thing is Lindy volunteered to do this. It's all hands on deck. The nice thing is we suspect that Stockbridge, it's our smallest school by far. In addition to that, we know that some students are going to do the virtual academy. So she felt like she had the capacity to do it. Okay. And we're all sharing staff. I mean, I've made a determination that we just we got to all support each other here. And we're going to share staff and students. You're not going to lose any ADM because the way the virtual academy is going to work is the student will still be registered in each district, but their place of education will just be different. Their place of education will be the virtual academy, but their ADM would be still tied to your school. So you're not losing any resources here. Any student that chooses the virtual academy remains a sharing student. Yeah. Roger Stockbridge student, they all remain the same. And so because I tuition all my students, sorry, Don. Because I tuition all my students, I think that they all have different tuition rates. So if I have some kids going to Sharon, which is less expensive than Rochester, but they're doing the virtual academy is... They're still a sharing student. They're still a sharing student. Okay. Carl. Two quick things on that. Yeah, I mean, well, Sharon soon remembers Stacy, if by Sharon, I think you mean the Sharon Academy. That's right. That's an independent school. And you're paying the Union High School tuition average they're not a Weber Valley SU tuition. SU tuition. But as far as how this works, I want to make sure everyone knows that Jamie came to the ARSUD board and said that he was going to do this with Lindy. And Lindy, we asked her and Lindy's like, yeah, I can do this. I think I've got some of our kiddos in here that I want to really stay on top of their learning. And I think I have the capacity and the bandwidth to do this. The ARSUD board was apprised to the plan and is on board. We think our kids, our local kids, are not going to suffer with her running this program as well. Awesome. Thanks, Carl. Megan, did you have a question? No, okay. Any other questions regarding transportation? What's the next step, Jamie? So I have a revised calendar. I was emailed earlier today. I had to finalize. Again, I'm trying to work with the union on these things. The governor moved the date of school to September 8th, but he didn't reduce the student days because he doesn't have the authority to do so. So the legislature won't take action on this until after August 25th. That's awful late for us to decide when our teachers are coming back. So what we're looking to do is bring teachers back on the 27th and run in service the 27th through the third. And then students will start on the 8th. September 4th makes a great D. I expect a lot of teachers, excuse me, for their contract, we use that as a flex day because as you know, a flex day is part of their master agreement to finish getting ready and being the building to finish planning. And then the student day will start, the student's days will start on the 8th. If they decrease the student days to 170, then we're gonna have to make a decision. Do we continue with 175 student days? Cause we could. Or do we look to add additional in-service throughout the year? I think the union would be open to either concept. They seem to be very collaborative with this. And so that's just, know that we need to get this draft approved because it gets us going. But at some point, we don't need to decide right off. If the governor and the legislature do move to reduce the student days down to 170, we'll have some decisions to make. Whether we want to stay at 175 or building some other additional in-service. I said to the union today when I met with them, it might make some sense that we stay at 175, knowing we could drop down if we needed. And if all of a sudden we hit a place where, all right, things get bad and we were moving completely virtual, I could pop in some in-service time just before moving virtual and we're not in trouble contractually. We're not in trouble student days. It leaves us with flexibility. So I'm actually, they kind of like that idea. And the more I thought about it today, I sort of like it more too. It gives the board and the administration more flexibility throughout the year. If things are humming along nicely, we have 105 student days. If we get in a jam somewhere, we could add a couple in-service days and we're still fine contractually. I've shared with my colleagues, some superintendents decided to add additional days at the start here. And I don't, I'm not comfortable doing it just so you know in the event that the legislature doesn't drop it down to 170. Let's say they dropped it down to 172. Well, I don't want to get in a situation where we're paying per diem at the end of the school year because we've gone over our contract. So this keeps us within our contract parameters. Yeah. That sounds like an unreasonable plan as long as it's not going to be of any added cost if we run into issues. Yep, nope. This gives us a great deal of flexibility. I think that if you were asked in teachers they appreciated their voice was heard. I gave them a few options and it's within the master agreement. So if you guys will make a motion and approve, that would be great. I'll get it out to folks tomorrow. Hey, Don, can I ask one question? This is Mike. Jamie, I just had a question when I was looking at the calendar because I know the kids have a, they can go home at 1.30. But I see that there's still half days on the calendar. How are those, because half days usually left at like 12.30. So what's the difference, I guess? Well, I got to work with the admin team on that. We haven't gotten that far up yet, Mike. We've sort of been wicked focused on the work up to school. Those half days, there's nothing to say we don't move at 2.30. Okay, that's all right. Those are things we've got to figure out and the admin team will weigh in on that. And those don't really matter as far as approving it? No, because as long as students go the four hours on those days, they count as a full student day. Right, okay. So I just quickly, about the half days and also I guess about something like a snow day, how does that affect the kids in the virtual learning academy? Do they also stick to this calendar? Yeah, I think what we would use that time is is for the virtual learning teachers to actually get together. Super. And do, you know, in-service professional development, look at what's working virtually, what's not. I mean, that's the idea of those half days anyways. And I think we're gonna need them. Got it. To ensure that our approach is working. I think more than other common planning time is gonna be critical for our success and ensuring everyone's on the same page. Is that Kathy? Go ahead. Kathy, did you have a question? No, I was making a motion to approve the calendar. I have just a question. This is from Stratford. And about the half days actually, when I'm looking at the SNOT, I remember having to do some shuffling because we have our half days on Fridays. So I'm assuming there's probably just another version of this calendar. Your local district, yeah. Your insurance calendar doesn't align up to the rest of the SU with those half days. And so I'm just learning that. And I'm learning some of the nuances across. So I don't know, I know that your kids actually went home, Megan. The sharing students didn't. Right. And so my sense is the sharing students will tend to follow this schedule because we now have a 130 release, which is very similar to what Sharon was doing on Fridays anyways. And so as far as traffic going home on Fridays, my understanding is Megan, unless you as a board decide you don't want to do that. This one to interfere with your Friday releases. Okay. There was one comment that I'd like to ask about, Stacey mentioned something about snow days. I thought we were putting packets together in case there was a storm so that we didn't have snow days anymore. Is that not the case? So my idea would be, and I'm looking at my tech guy. Don is that I would announce a virtual learning day the day before. I mean, that's sort of what I'm hoping for. Is that we are watching the weather and whether it's a packet or it's virtual. I like to think we'll have virtual lessons and we'll be that good at it by then. That we would just move virtual learning day the day before. And I'll look at the weather, make a call, parents know ahead of time and that wouldn't count as a snow day. It would just be a virtual learning day. I think it should be, there should be some positives from this and I hope that's one of them. Okay. So there's a motion on the floor to accept the amended calendar. Is there a second? A second. Any other discussion? I'm sorry, Carl. Oh, I just said I had seconded earlier. Oh, okay. I'm sorry, I didn't hear you. Okay. So it's been, any further discussion? Hearing none, all in favor to approve the 2021 calendar in the new version say aye. Aye. Aye. Aye. Any opposed? You've got your calendar amended. Thank you. I just laughed because I mean, we just did this about to go. Oh man. So I added the policies for the packet just for you to review. Cause I'm hoping that, you know, we're going to warn these and get these approved on the 24th at the SU level. They're both pretty simple policies and straightforward. You've got several members of the policy committee here. If anyone had any questions about them, I just wanted to get those out there now. I thought it just made sense since we were meeting. And we've got a really booked agenda on the 24th. So, I thought maybe we could take care of a chunk of that right now. You can't adopt them, but if there were questions or discussion, I wanted to have a chance to review them yet. I didn't. Okay. So I will have to review them and discuss some more, I guess. Carl, I didn't hear Carl. Oh, I also expressed to have said, it's policies, it's summer and did not read them. Well, I just, I'll throw out there. If you have questions, if you email me or just let me know, I can just give you the thoughts of the committee if that's helpful. You know, I just thought it would help streamline some things if we got an agenda ahead. I'll try to start doing that more often. Okay. That's what you'll read them and be ready to roll on the 24th. That was my idea. All right. The two policies were, they came out in your packet. It was the essentially the e-waste policy, right? And what was the other one? One disposition of assets and investment policy. They were both pretty straightforward. Yeah. And at the policy committee, we had a chance to pruse them and pass them forward. So any other discussion on those? Moving on. What's next, Jamie? Child care. So I'm really looking for the board to give me permission to move forward with the planning purposes of opening up one location in the SU. I believe I have an empty classroom in South Royalton I could possibly use at the elementary level to have, use, advertise essentially for a person to come in daily from eight to three and supervise and provide some recreation time outside for faculty and staff members, children, that are in a geographic area and SU around us that's not going back five days a week for in-person instruction at the primary grades. So example, Randolph is only going two days a week. We have some faculty and staff from Randolph. I know we have them in Rudd and F-budd that that's gonna create a real hardship for the teacher. And so they were looking for accommodations to teach virtually a few days a week, but clearly said, if I just had a place for my children, I'll be here five days a week. It's not about that. It makes, and if you look under the family relief act for COVID, childcare is one of the exemptions. Now it gets real sticky legally whether a student who's in virtual learning is provided childcare or not, right? Cause they're in school. And what I will tell you though, is that my colleagues across the SU are not going down that road or rabbit hole. They're saying we gotta help our faculty and staff out. So most SU's are looking to start approaching it this way. I pitched it with the Winooski Valley Supes and they, four of them decided they thought they would look to do something regionally up north. Now they're lucky that they are much more geographically centered, right? Like my pillier, CVSU, U32 could all share one potentially. We don't really have anyone around us that's having this issue because we're the ones going back five days a week. Those other ones I mentioned are going back five days a week too. But Barry's not, for example. For us, Randolph's not. And we've got an issue over in Washington, Windsor Central. And so what I'd like to do is I think we're gonna have capacity with one person to provide supervision. We would pay them the same amount. We would pay a floating sub. We charge it to CARES. The parents could choose to buy lunch and lunch could be provided if they wanted to pay for lunch. And they would still do their virtual learning. We would just be there to supervise the virtual learning. Keep them safe. And then we don't get into illegal stuff around ADM and taking students on from out of districts. I have a few SUs that are talking about doing that. I've reviewed this with legal. I think we could get into some sticky trouble if we started permitting our faculty and staff just to attend because our neighboring SUs I think are gonna get really grumpy about the ADM loss. And all of a sudden we could find ourselves in disagreement legally, whether that's permitted in statute. So I think this is the cleanest way to address this. Carl, do you have a question? Carl? Go ahead, Carl. I do, thank you, Don. So do we think that, so you're saying that we're looking at, we're trying to accommodate the families of our teachers that have kids in Windsor Central or in Barrie or in Northfield or wherever. And we're gonna bring all those kids into a classroom in Royalton. And my question is, will we be able to satisfy with that one person supervision the requirements for those kids? Because what I worry about is that our teachers are gonna say, I'm sending my kids to a classroom where they're going to be assisted in working with the Woodstock crew or the Northfield crew or the U32 crew. And this poor teacher is going to be like, so this one kid who forgot his headphones is supposed to be teaching algebra and he's asking me for help to try to get on this one website that they swear they need to have and he swore he got it home. And this other girl is saying that she's having problems. I guess what I'm concerned about is, are we committed to providing a passive safe space for these kids to be in while their parents work? Are we committing to providing an active classroom where whoever's in there is supporting their learning? My answer was, my thought was passive and we would be upfront with our faculty and staff about that. I thought in the past that when we were talking about childcare, we had to partner with an existing local company that was providing childcare or daycare. Is that not the case still? No, we would run this, it doesn't require the childcare regs because we're providing passive supervision is my understanding. I vetted this concept with Dina and she felt comfortable that we could do it. How many students do you think you're talking about? I think we need to cap it at 12. And would this be limited to students who have parents working as teachers or any student in a neighboring? No, no, no, this is for our staff. This is for the staff, okay, got it. The idea would be that this would be the most cost effective way for us to address this concern. Yeah. So that we're not having a higher additional staff because other staff go out. Yep. These are extraordinary times and we have to do some things that are maybe different than we've ever done before. And I, this is a good idea. We should just do it. Yeah, I agree. I would be on board with it. I think it's gonna be, when you guys do this, just so you know, I have a meeting with the whole SU a voluntary meeting with our faculty and staff tomorrow from two to three to just give them updates. And I think this is gonna really, even though I'm not a many, I don't think we have a lot of them that are gonna take advantage. I think they are gonna see it as a huge gesture and they're gonna feel greatly supported as they move forward to reopening on the eighth. And I got 108 of them coming for a voluntary meeting already. I'd like to make a motion on, can I make a motion that we provide childcare for our staff? You can make that motion. Is there a second? Second. Who seconded? It's been moved second and third that we provide childcare as described by Jamie for our staff. Any other discussion? I would also like, I'd like to have some discussion about the time frames. If everybody is going to be going back full time in the state, are we still gonna continue with this? Or what are we gonna do? No, if as soon as children go back full time, Don, then they will be back in their school. This is for folks. We need to make sure that's clear. Oh no, that will be clear to faculty. There'll be some students, there'll be some kids probably that aren't in school that maybe our teachers will want to take advantage of this as well. So I just want to be clear on that. Carl had another. We're a hybrid. Students that are required to do hybrid learning based on their registration. We'll have that on the registration. I would suggest a friendly amendment that we change the motion to have the superintendent come back to us with his recommendation for how to implement the childcare. So he can take the survey, he can take the poll, he can figure out maybe it's two classrooms because the teachers are all like, oh, hell yeah. I'm sorry, because we're being recorded. Heck yeah. You know, let's have him put together a proposal. Let's put a cost on it. And then we'll vote it up and down, but I think let's support it. Let's have a motion that supports him going forward to develop that recommendation. Well, Bob made the motion, so he'd have to approve the. I want to just stick with it. I want to take care of it. Jamie's got a lot going on on his plate. He doesn't need any more. I think that we just do it. All right, so there's a motion on the floor. All in favor say aye. Aye. Aye. Okay, and I'm going to have to oppose it, just so I, at this point, because that's too much unknown, but the ayes have it. Thank you guys. What's the next one? That's it. Nope, you have it on. Oh, sorry, I added a resignation. Yes. Just so you guys know, Zachary Ollie Brown, who was the, what was this title, Ray? The integrationists at the SU has resigned, effective on the 14th. And so we've put a posting up in regards to finding a technician for the SU. And that's how we're going to look to fill that position as of now. And Ray thinks that he has a qualified candidate internally to do a technician position. There are some savings in that as well. And- That's cool next year. Ha ha ha. Finger fell. Yeah, we've got two districts voting tomorrow. So I'm going to feel relieved a bit if we can get two more approved budgets. Yes. And if you know voters in Granville and Hancock, give them a little- That's one. Move the second to adjourn. I'd love to thank everybody for their time. Appreciate it. Thanks, guys. Thank you, John. Take care.