 to think those and Watson called me today apparently on the 18. I see is presenting some people in the next zero. To the city council that also, I think, our board meeting so the board members want to attend that. I talked to Carol from sort of justice and your plan contact, but she has some proposals and back on that. And then I put this briefly Nathan back. But again, I'll follow up on that. More. So public comment. So if anybody wants to give public comment. Yeah, no, we definitely did. So Jerry. Not for just to say. I'm Jill Rabbit. Sure thing. I live in Montpelier and I have a daughter. Yeah, I'm Jim Murphy. I'm Jim Murphy. I'm also a resident and board member. I was actually born in East Roxbury. I have my roots here and then raised in Montpelier and I'm serving on the board and I have two kids in the district. My turn. Can you hear me. Great. Hi everyone, I'm Mia Moore. I am a Montpelier resident and a member of the school board. I have three kiddos in the district as well. Great. Move to the consent agenda. Do I have a motion to approve the consent agenda? I'll make a motion to approve, but I'd like to pull the superintendent reports, the facilities committee notes and the August 4 draft agenda just with some with what I think will be very quick questions. So the superintendent report and what else do you want to pull the facilities committee notes, the August 4 draft agenda. Right. So do I have a second to approve the consent agenda with those three things? I second. Great. Any discussion. All in favor. Please. Thank you. Great. So first on the superintendent report, I wanted to say thanks Libby for sharing that process, like laying out the process for us that you're holding as you work through the proposal for the S or three funds. And then on the you mentioned that there will be a board vote. Is that an up or down vote or will there be a way for the board to provide more nuanced feedback on the plan or proposed plan? Yeah, so we have scheduled in the, if you click on the plan documents, you can see in August, we'll have a board presentation around the SR3 completing what kind of feedback we got from the survey. And so you'll have a chance to ask questions and have discussion then and then it will be on the board. Will we also vote? That actually is the August 4th question I have. Will we also vote on the 4th or do we vote on later than that? For the Facilities Committee minutes, one, thank you. I know Andrew LaRosa isn't here, but I just wanted to say really great notes. That's super duper helpful. And I understand how the committee, one of the things in the notes that you named is that it's not a decision making committee, which makes a lot of sense to me. I'm curious if you're thinking about it as a recommendation to, like, would there be recommendations to the board where the board makes decisions or is it really, would that, would those recommendations not come out of the committee? So I guess that's for any member of the committee who's in the meeting tonight. I'd like to introduce myself for the record. Yeah, we will have names. Yeah, that was one of the things we talked about. Basically, we want to sort of beef up some of the knowledge on the board about the facilities and really get to know them better. One piece that came out of it is we want to make sure that Andrew hosts tours of each of the buildings and that we would sort of help facilitate that. And then things like the net zero piece that one of us would probably listen in on that conversation as well so that we can then report back to the board on that piece. So I think it's more of a building a knowledge base, and then when if and when there are things that need a deeper dive, this would be the place to put it if there's a student proposal about a facility item. This committee can hear it first and bring it back to the board. So I think it's more it's like a channel of, you know, building up that knowledge base and giving it to the board. I don't think it would get that much farther into the major policy decisions that would be a larger board to discuss. Great. Thanks Jill. And the last thing for on the August 4 draft agenda actually was really just a thank you and really appreciate seeing the draft schedule of meeting topics. It's, it's very helpful to be able to see like the in the full context. Meeting in the full context of the year. So that's it for me. Should I make a motion to approve those three items then. I do have a question. So when what how much are we taking into the feedback, the feedback from the community is like a mayor or yeah, like there's no, is there a way for community to save like some other needs that are needed. That's right. The last survey question. It says something like what other things would you like to consider. As we go forward. So it's already gone out. Oh, again. Sure. So I'll, I'll move to approve the superintendent reports, the facilities committee minutes and the August 4 draft agenda. Great. Thank you. And. Thanks. Isn't paper. Hi. Any opposed. Great. Thanks. And I don't have any objections to just adding a public comment after the presentation, but I guess it's probably why. So. Yeah. So. Yeah, kind of. Great committee updates. So I don't know. I can just expand a little bit. One of the Andrew La Rosa is the facilities director for our district and he. He is going to be actually has already presented to the board and the public in the past and he's going to make it a regular piece. Sort of a punch list of all the different items that are needed to be addressed in the various facilities and also the pieces that have been, you know, amended and fixed and addressed. There was a lot of age and a lot of our buildings that need some attention. And so it's helpful context for us as a community at the board. To sort of know as we start to sort of move towards other directions of what we might want to focus on or where we might want to spend money that we have that context of things that might not seem particularly exciting but they need attention like heating and windows and painting and, you know, we're not just mitigating health issues and buildings that those things are really important. So he's actually going to be making sure that each fall as a community, we have a really holistic picture of each and every building and ground. Need so that when we do have to make choices, we've got some priority making a decision rather than just sort of taking what comes across on the fly. So I'm really excited. I think we're going to try to have the tours adjacent to a board meeting. So for example, next time we're in this building, then we would have a tour either immediately before or immediately after that board members in the public could take to just really get to know the buildings a lot better. So we have some context in the pocket of that. So yeah, and then as I mentioned before, just having sort of a conduit for the board where students might have a particular thing like the track that came up recently, or if there's something from that net zero result that the board needs to consider, that we'll sort of be following that conversation. But questions for Joe? How many people have had a tour? Well, not an official tour. Not an Andrew or Rosa tour. Not a very different tour than the previous one. I think that was a great, that's awesome. And I think just one thing to keep in mind with funding, well, there's definitely restrictions on this funding. Superintendent of Valuation, I'm happy to do it, Jerry. Oh, yeah, go ahead. So Libby and I have gone over her evaluation and had some back and forth. I think the biggest next step is if you want some clarification on just a couple of things to make sure that there are clear objectives and goals and benchmarks, and we are trying to close the circle in action. In summary, I think we should look after that issue. What do you think to add? So what are the next steps that we need to meet with Libby as a community? Do we need to go through that or do we need to deal with that? I think we do it either way. I think probably the best way is to get some of it in writing and then we can probably pass it on and then maybe we can talk about whether we should put the committee in the pocket out or whether we can just, like, we can separate this committee and get back to her. I think maybe we'll have a committee and the documents and then... Yeah, perfect. I mean, the committee will probably need to go through that. Yeah. Any questions? Would it be helpful to have any other input from other board members? I think it would definitely be helpful. Let us put together and cut about, like, one of the best parts to include. Yeah. Any other questions? I think I just didn't catch the... Jerry, did you say you'll take point on setting up an eval committee meeting or would you like me to do that? I can do that if you want. Okay. Great. Thank you. And Mia, can you hear okay? Like, sometimes the ends of words or the ends of sentences are getting a little bit swallowed, I think, but mostly yes. Thanks for checking. Are you getting your audio from your computer? Yeah. Yes. It's coming from my computer. Like, it's in my ears, but yeah. Your voices are going to the owl in the middle. Okay. Okay. All right. So, yes. Yes. I've been talking about this for a while, various visioning about how best to use our resources. I think the presentation will say we've got, you know, at least one building that is about to bust the seams and some other buildings with capacity. And we really want to make sure that we have a robust two community discussion about how best to use the resources to, you know, serve both communities and to serve obviously the students in educational needs so that we can have, you know, excellent schools, both in Roxbury and Montpelier and kind of throughout. And, you know, I think the goal for tonight is to get some background information and then decide on a process to both come up with some of the questions I think we want to ask as a district and put a process in place to get broad community involvement, broad stakeholder involvement, and then move forward with some decisions to ensure that we've got, you know, long-term solutions that serve the best interests of both communities. Yeah. The purpose of tonight is to not get into trying to make decisions. It's just hard for us all to do, I think. And then so we'll do this presentation, which is relatively short and then public comment and then work discussion. Yeah. Okay. Sure. Okay. So the question that we're putting towards the board right now is how do we best utilize the building resources of MRPS so the physical buildings to enrich the learning lives of our students? There's some merger information just because I know that we have a relatively new board. This merger was completed in 2018 prior to my taking on the superintendent. So my first year superintendent was the first year of the, of the merged school district. And just, I just took out the information in the merger agreement that pertains to the buildings. MRPS purchased all district property from the cities of Monterey and Roxbury for $1. Now, Kristen, I know you checked in with Tammy legacy. Right. I don't know what the record is. Neither grant nor I were involved with that. So we have to do some data with some past. I don't know if it was that, but Andrew started the same year I did. Right. So institutional memory. Exactly. So we just have to reach out to some former MRPS employees. And see what we get. And I just got the information today. So the current school buildings will continue. It says in the merger agreement, this is the exact language from the agreement. Okay. So the current school buildings will continue to function as education facilities through June 30th, 2022 unless the majority of the electorate of the municipality agrees with a plan to close a school facility within its border prior to June 30th, 2022. Okay. So that's the exact language from it's all there is really involving the physical building locations in that merger agreement. Actually, we have somebody who's on the. So maybe we need to pick your brains about that $1 thing. So that's all there is in the merger agreement regarding the physical locations for the physical locations of our school buildings. Current information, our enrollment right now, and this actually was updated yesterday with current enrollment information for our BS. We've gotten some kids who have come back into the school after last year. And so the number that the board originally saw when this presentation was sent to you wasn't accurate. The approximate per pupil expenditure and FY 21, which is this the fiscal year we are in currently was for Roxbury is $33,361 per pupil. The current enrollment coming into this current enrollment for school year 21 at the end of school year 21 was 28. Now coming into 2021-22 it's 37. So we're starting the year currently at 37 students here. Does that make sense? Okay. So this year, this full year will start this building at approximately 75% capacity because the building can hold approximately 50 students in the three classrooms. At UES it's $21,891 per pupil. The current enrollment at UES is 383 students. That was at the end of 21. So it could be a little bit larger because we had a year much like in Roxbury where kindergarten is in a mandatory grade in Vermont. And so our kindergarten enrollment at UES is still pretty low compared to other years, but we may have a few more pupils there than what's listed there. But the last check we had was 383. It can hold about 500 kids in that building. And so right now UES is about 77% occupied. MSMS price per pupil for FY 21 is $19,824. The current enrollment, this is again at the end of 21. And I know we've had more enrollments since then. It was 372. So we are actually up from that right now. Our eighth, seventh and eighth grade in particular are at the bottom of the seats. And it can hold approximately 375 kids. So we're pretty much at a 100% capacity for New Street middle school at the moment. And I should tell you the full capacity of students, we went back and forth as to how to, we were going to say like how many kids can fit in the square footage of each classroom. We went down that road for a while and then we just decided, we decided to look at the class size policy and say, what's the max amount of kids in a classroom that we say is an amount? And that's where we get these numbers. Just so you know how we figured that out. That's why there's an amount there. At MHS at our high school, the cost per pupil is $23,019. At the end of 21, we had 384 students there. And it can hold around 350 to 400 students. The reason why there's an around there with a dash is because high school is a different beast. And there's things like flexible enrollment, there's early college, kids are going to the tech center, like kids are in and out of that building, and they're not in one classroom all day long, or they're not in three or four classrooms all day long, they're only eight, right? So it's just a different beast as to how many kids it can hold, which is why we have more of a range rather than a number for high school. And they're nearing 100% capacity. Finding space for district employees who need a place to hang their coat and put a computer and have a phone is getting pretty hard to do in our district that there's no space in middle school to do that. And typically a lot of people are housed at MHS, and that is changing pretty rapidly. So we've got some space issues going on at mainstream middle school and not for their high school right now, because we're busting at the seams in a lot of areas. Our staffing information, when Jim and I were talking about this, we thought it would be really interesting just to get the teacher turnover rates. So you can see the teacher turnover rates for both 2020 and 2001, keeping in mind that we're in a very odd time. We came off of a very odd year. So you can see the percentages there here at RVS. We had a 50% teacher turnover, and when it's teacher, it's professional licensed teacher. Okay, so this is not inclusive of instructional assistance or people of that nature. This is just professional licensed teachers. At UES, there's 6% turnover at MSMS, there's 13% and at MHS, it's 12% turnover. For this coming school year, we've got some new teachers coming in, which is exciting. General academic information. I am presenting, I think if you saw the yearly plan I'm presenting, Mike Barry and I will be presenting a more in-depth look at our aspect scores. I believe in two board meetings, three board meetings. We just got that information, but it's on that yearly calendar there. So it's coming soon. This is not in-depth information about the aspect. I will tell you there is an asterisk for the 2021 scores. They may not be entirely accurate because not all kids took them. So the agency of education required that students take the aspect in person. And we had about 70 kids who said, nope, not coming in person, we're part of our virtual school. So they were recorded as zeros on our scores. And there's no kind of ability measures for these scores for aspect, but that's why there's a little, we have to figure out how to use this data if we can at all. And how to represent it to the public is definitely a question. But these are just the overall proficiencies. So when it says district three, four, remember, that's who the S is three, four, because that's if there are only other grades, three and four in the district. So you can see it from 2018, 2019, students did not take the aspect last year. So there is no scores available to us from last year. And keep in mind that the 2018, 2019 third graders are, would have been fifth graders this past year. So they're going into their sixth grade year. So they're very different cohorts that you're seeing between 2018, 2019 and 2021. So it's just something to keep in mind, which is why we have to really think about how we present this information. But those are our scores here. And why did you say the scores were not available for RPS for those two, 20.1. Yeah. So those are available for more further. Can you hold questions for public comment? No, please don't. Please. So decision points for the school board, that was just a very broad, quick data dump. That we need lots more data and that's, that is very evident. That's just a very quick of where we are right now. So the purpose of this particular conversation for the school board is to determine a process for how to hold a larger community conversation regarding buildings. I think the school board will need to have less conversations around determining how to enable broad based community engagement on the topic. So should there be a board committee, what would be the charge? Do we need a professional facilitator for the process? And remind the board that an S or two, we did put $40,000 out of S or two money to do that. So there is a good chunk of change available for the school district to hire a professional who really knows how to facilitate community engagement. What is the timeframe for the decision making process? What would be the decisions, which is not on here. And what questions does the board need to have answered right now? In this process, either in regards to data that I can provide or just more information. So really that's, that's all that we have, I had planned for the board tonight just in terms of information and the rest is just to start the discussion now. Yeah, let's open it up for public comment. Let's give it 10 minutes and see how we do. I'll tell you if you have some, some questions. And first, where's the best part to take before they're sitting. And please announce your name or comment. So just speak toward the hour. Speak toward the hour. This is that. My name's Tom Frazier, I'm a resident here in Oxford. I just had a couple of questions about the numbers. To say that the current enrollments for 2021 is expected to be 37 or 28. That's good news in terms of for future costs. The other thing is, what is your, why do you think there's 50% future turnover? Why is the turnover rate so high in this school? Is that due to the management? You get a lot of comments. We own the greenhouse next door, so we get a lot of people. Is it, is it the management or what's your reason for that? Is that for all? That's falling a laugh. Tom, did you have another question? I think there's probably, I don't want to make assumptions of staffing turnover. Because I'm not making that decision. However, I can't say from, I know in near 2020, when there was 38% staff turnover, that two professionals transferred to union elementary. So we had a contract that any professional staff member when there was an opening professional staff members in our district have first dibs if they are licensed to be that to hold that position. And so we had two teachers who worked here who went to union elementary or actually one went to middle school and went to union to teach there. Actually, the middle school teachers come back to Lori and I do this coming back to the Roxbury to teach the three, four class. So it waits to turn over. So that's the reason why I know the 2020 turnover. In terms of the 2021, we're talking about a very low number of teachers here because we don't have many professional staff with nine professional staff, not all of them are full time one retired. One decided to leave the field of education and go into more high school. And so that's the reason why we have a higher percentage of teachers. So you expect that to settle out. I don't know. Honestly. Because. The. One was on emergency. It was she was hired in an emergency regard. That term was up. So we had, we had lots of. Different. This year just was not. In that term. So that's the reason why we have a higher percentage. So you expect that to settle out. But. The. 2000. So my first year superintendent was 2018, 2019. And we don't have the 1920 data on here, but we certainly had to run over them too. So I'm not sure. I don't know if we have enough years as a merged district to be able to see any kind of trends. I also, I thought about that 50% number and was wondering, you know, how many teachers. 50% of the teachers represents how many teachers. Okay. So I mean, it can be a matter of. Three or four teachers. Which makes that percentage look really star. It's. For employees. Finally. Yeah. That's a big deal. Yeah. Yeah. I had one other question. Why the information was not available. Testing. Yes. The testing information is available. If there weren't any kids who were proficient. There weren't any kids who were proficient. No, those are only third and fourth graders. Only third and fourth graders take us back in the building. And that's a, that represents a very small number of children. Maybe I'm not lying here, but that, that just seems to be. I don't know how many kids those are. I know there are a lot of kids in town. They have a lot of problems. So. The testing information is available if there weren't any kids who were proficient. There weren't any kids who were proficient. No, those are only third and fourth graders. Only third and fourth graders take us back in this building. And that's a, that represents a very small number of children. And there are a lot of kids who are proficient. And they have a lot of problems. There are a lot of Spartans do. I don't see how that comes to zero. There again, that seems to be to go back to. Staff. I believe there's a correlation. I mean, my, my grandchildren. And I'm a school next year. This is really concerns them. I've been involved in the school. Yeah, well that's exactly why we're here. Other comments? Questions? I guess I'll start. I'll break the ice. Kimmy Crochet, I have two kids in the district. I'm a Roxbury resident. My youngest is going into the second grade. My oldest will be going into the sixth grade at Main Street. I'm here to hear more information. What's the process? Are you guys thinking of turning this into a special ed building for the district? Like what is the overall goal? Because we all are here. We're all taxpayers. I have kids coming in, some have kids transferring out. I hear Tom's issues as well. I've been here since my kid was in kindergarten. And you know, I've seen her class was the biggest class. They had 10 kids. They migrated out and then Gracie's class has, what, five, six? And they have to merge them. So I'll tell you last year, straight out soft. That class was a disaster. And I'll say it to all of you. There was problems after problems after problems. When my kid comes and says that she's hiding under a desk, because there are boys that are like pulling and just being rude. That is a problem. So I don't think it's a building issue. I think it's a staffing issue. And coming in and making sure that the kids behave, manners and behave respectful. That is the problem in this building. That's the problem. I think my staff leave. That is the problem of. Well, income families and some not having the. Behavior and respect that. Some of us. Others. So my point is what's going to happen with this building. Come. Next year. I think the goal of tonight is to put a process in place to. You know, ask and answer that question in addition to, you know, other questions and how that relates to, okay. So what is the process? That's what we're going to figure out. Okay. So when is that going to be figured out? I think we're going to start having a discussion after public comment and try to put it in place. At least the first steps to get that process. So by next meeting, we'll see it on virtual. We certainly hope to get it moving as soon as possible. I wanted to have tonight's discussion occurred before I make promises. I'm curious to see what that outline is. It's going to impact me. The rest of these people here, the taxpayers, like it ultimately comes down to me saying, is it worth staying in this district. Or going to a different district. And then your numbers are low again. So that's what we're going to do. We're going to do that. Because that's two kids pulled up. So, and that's me. So what about all the other families? You know, we are. Trying our best. To like make this work, but every year there is a problem. There's always a bus issue. There's always a staffing issue. There is just one thing after another. And I'm sorry to like. Just get it all out to you guys. I have six steps behind the ball. Sorry, I've seen it two years in the world where the bus issue turns into a hot mess. And I'm, I'm just waiting for August 25th to come around and to say, oh, buses are going to be there. Just saying. I'll be done. No. Yeah. I have three kids. And curious whether or not it's possible to hear. Possibilities. There's space issue and superior. There's a cost per student issued here. There are other problems here. Negro problems or performance problems, attention problems. I'm just. You know, I'm not pushing anything. I just am curious whether or not any possibilities will be voiced at all this evening. And whether or not. A bunch of options will appear at any time in the next, you know, one or two months. I have no idea how long a process like this will take because I have no idea what is considered. Which is probably not a good idea. So that's, that's, is there, is there any possibility that any possible solutions or not solutions, but options, just potential options will be, you know, voice listening. I think the final get deep into it, but I think in terms of some of the questions of boredom one, I'm sure a quick examination of options and possible. So just essentially context. This visioning process was going to happen before COVID. We're about to launch. I think. One survey did go out. And everything that. This obviously. So. Part of the, what we're deciding tonight is. The community will be included in those possibilities. So when you say possibilities, we'll be taking feedback. From. About what, what vision should. So I just wanted to make that clear that hopefully she will all be involved and give your input into that. Yeah, I think that's a great point. This is a process. That's the best. I think that's a great point. I think that's the best. You want to start. And. The pandemic, I think it's a good excuse, but yeah. We apologize. It's like, because it's a needed. Sounds like the process. It will take place pretty quickly. That's to be done. Right. It doesn't have to be done before. June. That's just in the merger. So when decisions can be made. After that date, but it doesn't have to be done. So I just asked the board. Sends out communications to the public well in advance of whatever the next step is. Tonight's a prime example. Two of us here in this room are notified today. Be a face of posts. This meeting is occurring. So having a more advanced notice. Posted the email. I didn't miss an email on the meeting. I just wanted to make sure that. I just wanted to make sure that. It would be helpful to have community feedback. Because you're going to have a very small audience without that proactive communication on the process and scheduling. I highly recommend the survey along somewhere along the way. And be helpful to engage the community to maybe have some input on what questions are asking that survey. You can see there's. A little bit of concern here amongst. Parents. And some might not be comfortable to talk to me in a public setting. So it would be beneficial to have that. I'm sorry. What was your name? I'm sorry. Melissa Newen. And I have. You are. I'm sorry. You are 53 year old and rocks third. Third. Oh, sorry. They're all big. Yeah. The great. Thank you. I can say something quick. Melissa Rudder. I currently have a third grader. I have a preschooler who's currentlyrum field school My concern to me is seeing that date that June 30th date and what it means for my clinic partner. I'm obviously concerned about the school or current school year and all the issues that can be brought up. My daughter was in that same classroom. I understand we do not have the same teacher. She will also be in this Duke's class so I have a little, little less angst about the teacher situation but last year was not fun at all. Period. And it wasn't COVID related it was currently the classroom environment. We have a bus issue which we, I hope will not be an issue this year. But the bigger question is the community. I have a big concern if the decision is to, I ultimately, if the termination is to close the school, sending my kindergarten on a bus at 10 or seven in the morning to Montpelier every day just doesn't sit well with me. Obviously, it is what it is when they get to fifth grade they're older, and it works better but that's my biggest concern is the younger group kindergarten first grade. And what that means for them because that's a long day. And we already have bus issues with just a little room it does I can't imagine sending all those kids on that bus to Montpelier. So that's my thing. I have a lot of frustration or concern I have with the school. Today is the lack of special education services within this school building. Last year was piecemeal partly because of COVID but also because of what is happening in those special educator that was able to be hired from school year. I'm understanding we hired a point five preschool and a point five special educator she has no certification special ed. I've been told by principal she has no background special ed but yet she was hired to fill that position I have a child and an IT. And I've told she's going to be shadowing a special educator in Roxbury or Montpelier but that person won't be coming out here. It leaves parents feeling like our kids are being used as data testers for this new hire that just came in with no special education background. And if we're merch, it would make sense that someone would be coming from Montpelier school district with a special education certification and providing services to our kids. It's been a lot. Yeah, I just want to reiterate, I mean the, the June 30. The, the biggest significance of that is that the process for closure of any building would shift from a boat to regular statutory process. We know what statutory process, meaning, I mean, I think before. Yeah. So, I'm Tina Muncie. Nice and loud. Oh, I'm Tina Muncie. And I'm the other side of this merger. I live in Montpelier. I used to be on the school board and I just started the merger. And maybe more important, I was a principal of a small school. Having said that, I am really concerned about these things in that it costs $10,000 a student more each year to educate a student in Roxbury. And by the way, scores aren't good. What scores aren't good. So the system, the way I'm looking at it is something about the systems not working. And I think what the board's trying to say is today they're trying to figure out a system to figure out what, what would work. And my concern, Jim's talked about it, but my concern is it's going to take time in order for the people of Roxbury to have a say for the people of Montpelier to have a say. Your taxes have been going down, mine on the other hand, have been going up for this merger. So when you think about that, people in Montpelier have been thinking of this too. So I'm sure the board would like to know actually from you, I'm speaking for you. So, you know, how it is, we would get people from Roxbury to speak up. How, how would you get people and I can say this because when I was on the board and we came to Roxbury, unless there was a big issue, nobody came. Now, to be fair, in Montpelier, unless there's a big issue, nobody counts. That's the way school boards work, right. But in this case, it's a big issue. It's a big issue for all of us. So I think collectively we need to figure out, what's the way we get people's input. And you're asking for possibilities. Maybe you have some, but they haven't thought of. So we need to think about what will we do with this situation. And historically you have a lot fewer kids in the building than you had before, right. As a principal of a small school, I can say the smaller gets the harder it is to educate. And the reason for that is because you can't get people to come for a point to it. You can't find people that are certified because they have to make a living by putting that all together and sometimes it's really hard to find people that come to a small school. And I say that honestly, I think they're wonderful. I had my say, yes. I just have a question based on what you just said. These, these teachers are professionals, whatever, they're not getting paid based on a student. And you say that they don't want to come out here for one kid. No, I didn't say that I mean for not the clock well in some cases classroom teachers I don't know if all the classroom teachers here now are full time but your other positions are all part time. Because you're a small school for the school district as big as this bumping bottom of Montevillera, they're still, they're still part time. The teachers that work for the moment, people are talking about a part time. The people in Montevillera full time because there are a lot of kids, but they are more of the same district. The road goes back and forth. Right, but so let's know what's about it. That's the way it works. Yes, but let's talk about the practicality of that. So you have a teacher, some sort of a professional that needs to be here two hours a day. Because that's how many kids you have, and that's what's needed. So, even if you hire that teacher to also do something in Montevillera, they are going to be here in the morning for two hours a day. And then it's going to take them time to get to Montevillera when they're not working with students, right, if that's the way you hire them, and time to come back if they work here. Oh, I'm saying it's a difficult situation. But don't you understand that that is, that is what the result of this bastardized union is. I mean, you know, having two districts so far apart. I mean, that's just one of the things we have to accept that people are going to spend time on the road, and maybe they're not going to be, you know, at their greatest potential during that time, but you know, that's the way it is. We have a need. It's a district-wide need. This is not a separate entity here. This is part of the district. We're going to remember that we were fully contained here. We didn't really feel like we needed to do anything until we were forced into it by the state. And we gave up, our school was paid for, and now we're cosigned on a $9 million note, you know, in addition to having all these other problems. But don't tell me that these people can't, they have to be part-time or anything else. In fairness, those communities voted to merge. Yeah, of course they had to. They had no choice. It was forced upon us. And we're happy to be with them there. But we expect to be treated as a full unit too. Not to be, you know, shunned off on the backside of the burner. Absolutely. But that's what's happening. That's exactly what's happening. That's exactly what people thought was going to happen is happening. And this is just the kind of recent skids here. And then see whether it causes further discussion. Yeah, I'm 12, Tom, I mean, no, I was a teacher. And I was a teacher for a couple of years. I taught elementary school and Queens. And you know, to me, the whole environment is the greatest predictor of success in school. And so, but if I had to work for 0.5, if I'm trying to drive back and forth, that's why we're going to have this kind of term. You know, people aren't going to stay in a situation where they have to drive back and forth. They're going to be applying for permanent positions. And I think that, you know, you can't undo the fact that the merger is for whatever the solutions are. You've got to be creative and come up with, you know, we've got to, I don't know, I mean, you can, if I had a job for half a week in one place and I had to drive 30 minutes to the snow, I'd be looking for another job to follow in the year. That's just the way it is. I mean, like, that's the way it's designed at this point. It's got to be a solution for our children or all the ones that are at harm's way. Just as I have to travel back and forth between school and our children are still lacking the services they need, especially on special education. So I can have a question. How many kids do we have in our school that are special ed? Or can you not do that because it's below the end size. And just to put, there's, yeah, once you get to certain numbers, you can't. So I think that that is my main concern, like my kids are not obviously special ed. One was borderline when she was here, but because of the merger, she was not IEP specialized. So they just pretty much shuffle her to the side, even though she was behind that for three grades. That was, you know, just shuffle along, shuffle along. And she is obviously getting the help that she needs at nature middle school. But it's because mom is also doing the side work. So I think that is a problem, you know, as Tom said, like where these kids come from is, you know, part of the issue. And a lot of these kids in this school have told issues, like obviously you're not going to get those people's engagement. And those are the ones that matter. Because those are the parents that are just shuffling their kid, and they don't even care how they behave, what they do or what they want. You see it when you drive out of here. So first, I want to just thank you all for being here today. They are part of our role as four members to carry you select all these things that will be really important for us to hear via email phone calls we are available always to be here to listen to you. And a lot of the things that we have been committed bring back to ask the questions in the school board. I want to make sure that we are respectful of all the communities in this district, including those come from low income families that might not have a lot of kids. So I want to honor them, and we're here for that. If the families don't have the time effort, whatever we want to call it, we're still here for the kids and whatever disease that we make we are here for those kids who are not those kids who are having problems with kids that don't have food and might not be engaging in the classroom, as we want or like have. So I think it's really important to just have them in our hearts when we're making these decisions. We know that the state has a shortage on the special ed teachers is not just our district, many of the districts in the state are suffering for not having a lot of teachers by teachers. There's a shortage on teacher workforce in this case of that. It's a problem that we have that we have to deal with, but it's not that we are the only district that is having these issues right now. It's just just to have that in the community involvement is really important. We're willing to go and sit down on the road have coffee and like wait with signs to hear from the people. I would talk about that person is very committed as a representative of this rock story districts or whatever it takes for us to listen to your concerns for us to be able to make informed decisions. We need you and thank you for being here, but we do need to hear the stories because we are the bridge between the work of the district and the community. So if we don't have your voice, then we are just listening from the district side and we don't really get to be able to see. Okay, here's some me that maybe he doesn't see that we can bridge that gap. So that's what I think. So thank you again and you know we hope to hear you and my number and my email is on the website. I am available anytime to hear. Thanks, Amanda. I mean, I don't think I could have articulated it any better. And I just want to echo that. I think that we can't know what you're experiencing unless we hear from you. I'll take it, you know, I posted about the meeting happening tonight. Yesterday, this is a planned public meeting. There's a schedule there's a set calendar for the entire year is to when our school board needs are happening. Every single school board meeting is an open meeting that starts off with public comment where your questions concerns, considerations, praises can be heard. So I encourage folks to take advantage of that. I mean, I almost would say we're like standing lonely right now in terms of our public participation and it's a small room but I think it's pretty awesome. So I'm really happy to see, and even though it's hard things to hear and I'm hearing that folks are really frustrated. I am, I am, I'm happy to hear them because we can't we can do nothing unless we hear from you. And that's the very function of such an open meeting. I mentioned a couple of weeks ago about trying to expand where where our meeting agenda will be posted in Roxbury. I can't remember what we decided but I know that we added to additional Roxbury locations where the agendas would go. You know, and I don't know what the best way is to do that I don't know, you know, we'd have to figure out and just make sure that they're in a visible place. But I would also just encourage you to go ahead and go to the MRPS website and print out the meeting calendar and put it on your fridge so you just got it right in front of you so you can prioritize it if possible we are having success with zoom here in that connection so you can't get here physically, you can still participate but you know, I think I'm a new board member only by a few months I'm really learning about what my role and responsibilities are but you know, clearly it is about community engagement like we are the bridge from you all, you know, to the board and making sure that your voices and your concerns are heard so I'm just grateful that you're all here and look forward to continuing to hear from you and supporting what's best for our community. Absolutely. And now that we're physically meeting and every fourth meeting is physically in Roxbury. And I think it's Christmas to the two. Of course it outside of the pandemic, we've learned to use it so we should have us to borrow Montpelier meetings on screen as well to be able to get the opportunity to to view it and then also to participate in public comment. And we're predictably the first and third Wednesday. I move to more discussion. I'm not sure how best to structure this I think what we want to focus on is getting the framework of a process in place. Some of the questions I have here others. You know, do we need some sort of facilitator to help us do this. Yeah, I have some questions. I want to say I want to echo the sentiments of Kristen and other two and just it's really nice to have people actually physically present and telling us your perspective because as a board member is also relatively new, but I've been on for about a year, a little over a year now. I haven't heard from the Roxbury community super loudly. You know, we did hear a little bit around the busing problem but I didn't hear anything after that so I wasn't sure how it all came out and this is the first really good hearing that it actually turned to a problem. It's not bubbling up because the principal was contacted. Yeah, I would just love to live here if it is and it's not going to you. I would encourage continued communication to school board members and all of our emails are listed publicly on the website. So if something becomes a frustration for you and you're not getting the feedback that you want from the commission, then I would encourage you to forward those emails on or maybe just as a matter of course, if you're making a complaint, always see all of us on it just so that we can follow along with what's happening in Roxbury because we don't hear a lot from the community. And I know it's really challenging there's a barrier of entry to get to board meetings and to read the agendas and to understand where we're at in the process. But as far as I know, and this is just my perspective as somebody that's only been on the board for a little over a year, is that tonight really is day one in this process. And tonight is the first time that I'm hearing of the June 30th date, actually. I don't know what that process looks like myself so you're here on the ground level of this process, and you're probably the most important stakeholder, you know the Roxbury village community is going to be. In my perspective, probably the most important stakeholder to hear from because coming here tonight. I wasn't sure what are we, what are we coming into what is. We also work for small schools. And you know what are we coming into are we coming into a community who loves their school and wants to make sure that they preserve it exactly the way that it is or are we coming from the school that that 50% of the parents want to send their kids to be in school or I just really don't know. And so it's really important for people to voice their feelings on it so if there's any way for you to form a community coalition, a group of people that meets regularly. So we're engaging in this process and we're getting our, you know, the ground under us in this process, maybe you could also sort of organize on your end so that you're sending representatives to our meetings on this topic, and making sure that your voices are heard. So it's very important, so I really appreciate you all being here. And it's insightful to hear your stories. So I guess that's my first question is, what is the June 30th date, and what exactly does that mean. What is the June 30th date. I mean the biggest thing is basically when when the merger came. Yeah, there was a discussion about possible school. And it was just basically a guarantee that no school closure decision will be made without the vote of the electorate. So basically, either community could protect any of their schools from closure. And once that expires, then a school closure could occur through the normal process, which I'm totally sure but my understanding is, it would be a recommendation to the board and they would have to get approval from the state board. So it could happen outside. So, so not go to a vote. Okay, okay, that's interesting. So it would be a decision a vote of the board of a school board. And then that vote within the approved by the state board. Yes. Can I talk a related question on to that. And just as far as the wording electorate of the municipality, I assume it's a municipality does that mean those grocery and. Yeah, so if we were to close union, the city of Montpelier, we have to vote. Okay, yes, yes. Yeah, the town of Rocksburg. I'm not really a residence. Exactly. So, so, essentially, Rocksburg over the closure. I say it's a good point because we're not going to have a vote right for June 30 2022. I'm confused. The school closure will be voted by the board and then submit to the state board. And then what was this. If there were to happen before that. Oh, I see. But I also want to clarify and sort of maybe set some people's hearts at ease a little bit that I have not heard any talk among any of these board members or even the community asking us to close the school. I don't think that that timeline is anything to be concerned about as far as what my experience has been on this board. It's a very thoughtful, deliberate board that's not going to railroad any decision through especially not something this critical and important and, and, you know, changing the fabric of your community in within a year I just don't see that happening. Yeah, I would echo that. I mean, it is a popular resident. A lot of time for them serve on the merger committee. Yeah, my sense is that support and mobiliar for both the merger merge district and for the school and the community of rock very very high. Yeah, that said, I think, you know, as we look towards the future and some of the numbers that we put out, we want to improve, we definitely want to improve the performance of RBS. I think it sounds like, you know, and I've been hearing this through the channels, you know, there are issues that need to be addressed and, you know, we want to have that be part of this process to make sure that, you know, when we come back here in a year or two years, the stories we're hearing are increased enrollment. You know, fantastic educational experiences. And, you know, it's just, you know, not some issues that we're hearing. So, so that's, that's, yeah. Yeah. Thank you. Has everyone else gone who wanted. Oh, well, I guess I'm next on the list. I'll just chime in that absolutely I think we should hire a facilitator to hold this process. I think that's the best way to get it done in a really thoughtful and throw away in a way that a facilitator is, I think, the person who could ensure that all those that we get that input from community members whether they are the kind of people who show up at school board meetings and can show up at school board meetings or the kind that that can or don't. And I think, and one thing that I'm realizing is going to be really, really critical and I know we're, you know, whatever decision we land on is not going to please every single person in in our school community. I really love for us to see to hold this process in a way that brings our community together our full school community together, rather than divides us. And I think that we need someone to hold the, hold the process in order for that to happen I think if we as a board we're trying to do it ourselves. I would be concerned that that wouldn't be possible so I definitely wanted to just answer that one question one of the questions that was at the end of the presentation with from my perspective, yes, we definitely need to hire a facilitator. I have a couple of questions as well. Are we in this conversation and in this process focusing only on RBS, or is it a holistic view of all district properties and I guess it, and maybe that can be answered tonight but I have a little bit of confusion around what the focus is. You know that that first, I thought that first slide Libby was very helpful because I think that actually does bring it up to the bigger picture and that this isn't just about RBS and Roxbury but it's, it's a way of thinking about how are we using all of our facilities in a way that bolster students learning but then I also feel a little bit of concern that this is really the focus is only going on on RBS. So maybe that's not something that can be answered tonight but I'll just pause there to see if someone does have thoughts on that question. I'll answer though. I think this absolutely has to do with all the buildings and I think obviously we have a situation at RBS that maybe is more urgent than some of the buildings but as you've seen, there's a need in the middle school to find more space. And, you know, I think a process that was told us that we had solutions that, you know, is there just another, is it an ability to bring kids from Montpelier to Roxbury because this is a fantastic location. I mean, so we're just building, it's a new building, it's got outdoor and other amenities that we don't have and are more urban spaces in Montpelier. You know, is there a way to attract Montpelier students out here to, you know, fill up some of the vacant space for this school, and maybe with higher numbers get some other improvements as well. So I think, you know, looking at that whole question is very important. I think, you know, we want to look at RBS from a district wide perspective, and with the other resources that we have. Okay, thank you. I'm good. Yeah, so I would say like yes for a facilitator but I think maybe multiple facilitators, I think there are two things. One, one is a conversation about no outside facilitators and I know what Roxbury. So if we could find somebody from inside Roxbury will be ideal to at least guide that person, someone that can get paid from the community to advise this facilitator or how the process, how the community, you know, walks and talks so that we could like where are the spaces where the people are at so that we could do that engagement in a very holistic way. I think there's also the conversation around not only the space in the building but what are the issues that are happening so, you know, right, that's not great a special ed and then looking at that through that lens because I think that's really not just the building, it's like if we don't have special educators that are like working, if our kids are having issues in terms of the digital workforce, that says a lot about how we move forward. So I think like yes the facilitators but maybe a couple and maybe like being able to hire someone from Roxbury that can advise us into how to support the community in this conversation. Because I think someone from the outside doesn't have what we need really. Is it possible since the whole COVID thing is put everything on hold for 15 months that we could move this June 30 date back to three months petition. So that we don't feel pressurized to turn everything over to seven. Yeah, by June 30. No, legally by June 30, the community loses all all control. Because we have one or two members I'm not sure they both voting members. Yeah, so we have two out of the seven or eight or so we literally lose all control of our education process as of June 30. Literally. So we could get that move back 15 months, and easily give people time. I mean I didn't even know about this meeting until I saw Kristen's from sports forum post. I mean, why is it such a secret. And what good is it to have a year's worth of dates, when you're going to have meetings, when there's no agendas attached to those dates. You know, people come to meetings based on the agenda material that's going to be discussed. And the people go to select word means when the road you're going to discuss they come here when whatever you know. So, why, why is it so hard to get that information out of course forums down around for a while, and everybody reads it. Northfield Roxbury people can read them on Twitter forum. When you compose it on the Roxbury forum. That's not too much to ask. I mean the agenda the whole bit. Yeah, I mean I think it's prompts just a conversation on support of how we're getting information to community members about when meetings are happening and what the content is. Yeah, I think that's what everybody reads and takes in and so that's, you know, a great, just kind of megaphone. Yeah, yeah. Yeah. So I think that's, I think that's really a consideration. You know, and there is an agenda that it's attached to each meeting. It doesn't come out months and months in advance the agenda's come out on the Friday before the upcoming Wednesday. So I suppose the agenda and the supporting meeting documents and resources are all publicly available to folks. So, but I think what you're highlighting is that we could do a better job. Yeah. What about the question, the legal question of setting that date back. I mean it sounds like that's, I think we have to probably go through like, about to amend the merger agreement and I don't know as people go differently. I think the chance of school closing, any school closing by June 30, 2022, or frankly June 30, 2025 is pretty close to zero. I don't think there's any talking about it. No, I agree. I'm just wondering if there would be something that we could do to sort of publicly indicate. And I get to point about it's out of the community stand at that point because after that date, it would be a vote by the board and then the governor and that it wouldn't go to a vote of the town. And so if that would be something that we could legally amend, I would be open to that because, because I agree with you. I don't think the board is in any rush to make this happen any sooner than that so. We should find a way to make that piece of this. Yeah, I mean, if we don't intend to do that, it's always because of legal, we should, you know, because we're behind it. Do you want to check for the stable? Yeah, sure. Yeah, I mean, we could, we could tie our own. We won't. Yeah, that's not the point of school closure is concerned about the vote. Yeah, that would be allowed to go to a vote. Right. We could certainly look into it. My guess is that we probably need whatever process. Because this was like a, yeah. Well, but it went through the whole accuracy process and I think to change and part of it, you have to kind of process and it was publicized at the time of the murder. Yeah. So we could make some sort of motion tonight too. But I mean, to say that we won't take any action to close any of our schools with, you know, and push it out however long we want it to push it out if we want to take motion tonight, but that wouldn't be Tom's concern about going to a public vote. But we could at least do that as sort of until we are able to get legal counsel on the other question. I mean, I definitely. I don't want to check to. So I'll take responsibility for checking what the legal and what we need to happen. For that be on the question. I'm just interested in indicating our patients on moving any process forward and that would be want to have a process with fidelity and stakeholder input and would be would have no interest in doing it by 630 2022. So, I just want to make sure to be able to, if there's anything that we can do tonight to make that promise to the Roxbury community. I'll agree with Jim, if you make it community and get it so with me or start the session, we'll be lucky to come at any time. Right. We'll take the process longer than that. Come to a conclusion and once you come to the conclusion. In June, you're what we had to plan the year way in advance of that. So, you know, it's going to be another example there at least right takes a long time. I don't want to answer to all of that. But I did, I did just want to say a few things while I had the floor I, you know, I think, as I'm a pointed out, there's no preconceived notion here I actually didn't really see this as the agenda item has become a lot of having this conversation because frankly what I heard tonight has become my number one concern. We all come at this from our own lens so for me this past year having my middle school went really well I was really upset about the loss in the station that was continuing in her classroom. So that was like what was right in front of my face, but to hear that there are concerns about things that are coming up and I'm not sure about fussing and special education and behavior is is beyond the scope of this larger committee building long term plan that something has to happen but, but I want to make sure that we are taking your concern seriously about things that are happening now to your kids right now. I will never forget that a parent couple months ago, one person had her piece about how we had failed her and it still sticks with me so I don't want to lose track of those more immediate things that might also have more immediate and, and doable resolutions and lose that in this bigger sort of what are we going to do with our buildings what's our community who's happy about where rat who's not. So I just wanted to make that point you know that that I have heard some key members who are very concerned about the numbers exact. I'm really concerned about the scores and things, knowing that there's more to that story but to hear that clearly your kids aren't getting what they need and the system that we have isn't working is is point number one that I've heard tonight. And that I need to look beyond my little bubble about middle school being not great place for drop off and busting and they have nowhere to play. This is a beautiful school it was really need to come down here and see that and, but I'm really sad to hear that it's not working so I want I feel like we almost need to separate those two things and make sure that we are sort of prioritizing the experience of the kids and the staff here at this school this fall to make sure that it's a little more successful. And then, you know, and then that longer term concern, we can't really make these decisions and isolations there, there definitely isn't a preconceived notion I genuinely would want to hear if you guys have ideas about what's going to happen and what would work better for your children. I have no preconceived notion about the answer, but I know that simply closing the building doesn't eliminate problems. And I also know that, you know, other schools are brusting at the seams so squeeze the system once I hear something else happens so I think Tina articulated the best of saying what we're doing right now is working. So let's talk about solving that, but I also just wanted to make sure we don't lose sight of these like really immediate concern pieces and that the principal here is this and that the teachers are given what they need. They need to provide that better experience for your kids, and they don't have to worry about how your kindergarteners going to get on the bus in a month. I'm 13 years old now she doesn't want me to help her do anything that I absolutely like your concerns have now become incredibly important. So in terms of, of next steps, there seems to be relatively agreement on the facilitator and started the process really working with. Yeah, we've gotten an early proposal. 15 months ago. Yeah. So we have to start over. Yeah. The requirements and. Yeah. So we have other feet. Oh, no, we just got one early proposal. Okay. I'm also wondering what needs to proceed the RFP is just a really clear articulation of our purpose. Yeah, our process. I mean the community is really going to inform the process that our purpose and I think that's frankly a lot of what brought you all here tonight is that the purpose felt really unclear. I think that we maybe as a board needs to really care about that maybe that's the, that's where. I think we still might have some documentation about that, because we did talk about what we want out of it. And maybe, and this is an opportunity for some historical context about going on and on, but was the process that was initiated last there specific to RBS and is that different than what we're doing now so it was. No, it was, it was, it was about the vision for the both schools to bring the schools closer together to think outside the box. Yeah, in the buildings, what's the vision for. Instead of having to divide. Sorry, Mia, can you hear, are you, can you, oh, I was. Okay, thank you. So we need to go maybe. I mean, do we want to charge an interesting board committee to come up with the charge or. I'm looking at Jill. I want him to be like, I feel like we need to. That's why in some capacity, but there's clearly other stuff that is not that would not just be the facilities, but as far as like taking an inventory about our facility resources and possibilities I know when we, when I first I've only been on the board a year or when we were first right before we were talking about the middle school because that is that building is in a crisis and what's the options are to replace the middle school and move those kids to a new building and at the high school. No, that doesn't work because that's why I think so there's there's moving pieces of parts that I absolutely think would have to be part of the conversation. I mean, I mean, they come up with, could you come up with a charge? I don't know if that's the purpose of that meeting. I feel, I feel like we're talking about educational opportunities that's a much bigger conversation than the building. The original intent behind the original proposal was the idea that when I went in Powerball, and I retire immediately, that you all have a vision for this district, right, it has to start there. And the vision statement that's on our letterhead sounds very nice. And I think it was wordsmiths across the board meeting and a half, but fair. We didn't involve a lot of community members other than word numbers. And so the whole intent there was to start there, and then come down to, and how do we get to that vision using the resources that we have in this journey. Even a powerful session plan. Yeah, so I'm hearing a lot of things because I like I'm thinking the equity committee is thinking a lot about community engagement. So it can naturally go in there in terms of so because I feel like now there are four different positions one is vision. One is like the building capacity and like the other one is like what are the equity issues that we're having with children with that EP or like behavioral is the issue about how do we engage in the community that is both in nuclear and rocks. So I think for the purpose of this conversation. And from that you guys are here is like how do we engage the rock spring community, not only about the school closure, but about the issues. Well, yeah, about the non school closure about the June 30 and all the conversation that we're having to make. I think that that is. So I think that kind of fits in the equity in terms of the community engagement. And then facilities. Would it be possible to, I guess, engage the facilitator and help determine the scope. Actually, what we want to do because I feel like, at least, you know, I want some. This is something that really requires focus and time and somebody who is maybe a professional to coordinate the conversation in a way that's that's your job to do. Whereas, you know, I feel like it's a really important conversation and the beginning of it is is critical for building the foundation is critical. So I just don't want us to Yeah, no, that's my sense. I mean, the, when the effort six committee, obviously I've gotten to the state of us. And then we have Steve Dale facilitate and it was, yeah, it was a committee with, you know, strong representation for both communities. But with Steve scoping it out and keeping everyone on task and doing Yeah, there's a fine for us made a lot easier. I mean, I think we could come up with a similar process, but we have to embed it ourselves. Yeah, even if we, even if it wasn't the same person, just a person because as you know, you have to take notes, you have to, you know, you have to put those into some kind of I mean, all these things take hours and hours to do so. I think you need it's a big enough question that you need a committee for justice. And if I ran the world, I would say the board needs to decide the purpose of it. The committee needs to consider needs to have a couple board members and community members for most month earlier in Roxbury who would represent the community and go out and try to see you're out. And being like, So it sounds like we need somebody to write you were saying that you would want a purpose defined before you would hire a facilitator so that the facilitator would know what they're going to do before. And I am happy to take the Honda and equity committee up on at least drafting that and then it can come back to us perhaps on August 4. I'm not the chair. I'm not the chair. But we could. Yeah. And then we can still vote. And then maybe the facilitator with some committee members could actually write a draft charge for us to vote on but the purpose would be defined ahead of time before hiring facilitator. I agree with what you said because what I'm hearing tonight is not about buildings it's about educational outcomes and experiences for these kids and so the building the physical stuff is the last piece of that once we've actually set our goal for making sure that I do believe it's an equity issue I think so I think you're I think you're right on and that the building is tertiary that that's that's a supply thing that is available once we have carved out that So I think it's like the purpose and then an RFP to hire facilitator and the RFP process could be the development of it could be a collaboration between some committee members with brainstorming what what is the need for the RFP and like drafting that to come to you know I'm waiting at this schedule on the fourth you've got S or three and track funding option to spend before me. I'm just saying we can introduce a draft spend a couple quick minutes and then spend time on the. Well, like we said where I think everyone has sort of expressed that we're not in any rush and we want to do this process with fidelity so I don't see any rush to have it done by office for the purpose. We want to get the ball going on so with the purpose and the purpose is voted for which also means that we'll keep it being a conversation with something even just to draft an RFP that will come back. I just voted on purpose would probably be pretty fast. Yeah, let's look at the purpose if it becomes a larger discussion though, let's plan to you know table it up for 10 minutes and but if everyone kind of has consensus on the proposition. Do you have another question, if you're still open to all the comments. I was just going to make a recommendation for local. I don't know. You know, no Peter Evans. Principal. He doesn't live in rocks. He taught here years ago in those communities. And also, we send a solid. And usually when committees like this are formed, we would include community members on that committee. And I think it would be great for the Roxbury members are here tonight to start brainstorming. Sorry, I think that Steve deals with together like we actually have something in the box that we could open that box back up and pick up, or is that sort of obsolete by now. We certainly have the x 46 process which could be there. I mean it was, it was a series of meetings, you know, with relatively full representation. What are the facts, you know, just like, let me begin with them but they're not clear yet, but not all anybody on the committee needs to hear the facts, hear what's happening in my failure. Now, and we've met many times in this room and had similar turnouts where we just listen a lot to the information put together. But I think that, you know, getting community members from both communities doing a lot of outreach to find those numbers and the members who understand the communities and also have the talk to put into it. So, would people be open to me trying, trying on emotion for size, about extending our decision making on closing our buildings or how are people. We can do that in the meantime. Yeah, I definitely entertain that. Well, I'm on this and maybe wait until we get the answer on pushing the deadline out. Like, if we can push that the actual deadline out for community vote and input to another year or so, legally, then that would be preferable over just pushing a commitment to from us to the to our community to not take action. But I know you're looking at your agendas your future agendas and where it can fit. Yeah, I think we can get the answer. Yeah, we could do that is the step one and then if that seems extremely dramatic and involved. So that'll be our plan. And I would argue too I don't see. I think that's put in there as part of act 46 language for the worst possible case scenario like a hostile takeover and I think it would be really irresponsible any board I don't see this for doing that to not proceed with, you know, keep picking on the middle of this. It's easy to pick on. It's my neighborhood school. If we were going to do that it impacts both communities. It would require a lot of community discussion and input, even if at the end of the day the board formally both. It's the responsibility to like reflect that community sentiment I don't think it would just happen to that. So, but I think that's what that. Yeah, I remember when the legislature was drafting act 46, there was that concern that, you know, our six months from now, this new school work was just going to. That did not come to relations. Yeah, I think. There's two words. So more. I've been on three meetings to discuss what we do with mainstream. Still there. Okay. So, so the equity committee is going to. I think, I think I was just about to do what you're about to do Jim so I'm going to let you do it and just listen. Okay, so the equity committee, shared by Mia is, is going. I'm not the chair. It's going to put together a purpose that we will look at in August fourth. Hopefully for approval but if the determinations that it requires for the discussion we can table. And that purpose will define next steps which it sounds like will likely involve the hiring facilitator and the formation of some sort of broad based. And so the community is our funding, make those recommendations of like what you bring in that survey that we set up to listen to. Oh, but for that, which is that just for the three funding. Yes, it's a federal funding, federal funding associated with. So, survey just went out about. Yeah, so those, those immediate needs for this building right now. Right there are other ways to get your hands on, on some solutions for some of the more immediate problems. So if there's a special ed, you know, a lack of special ed license to teachers or something like that. So I think it's really important for us to hear in terms of allocating this S or funds, or maybe even other funds, but there's, if there's some, if money could help solve the problem, or any of the problem. Oh, I'm sorry. Maybe this is out of order. I didn't know maybe at a future meeting I really take to ask you, but we talked about busing last year I wonder if we could give some sort of reassurance at a future meeting about what the busing schedule is I know COVID is a little bit less of a concern. I know that the busing company is finding staff just like all of us are. But is there any like immediate. Like, do you feel like the busing is in better shape than it might have been last year. I don't run. So I have to talk to a bus company manager. So maybe before the last August is that a board meeting agenda. I feel like we talked about it last year. The company came because of the challenges that she was having pirate staff last year, and I suspect there will be staff challenges because all companies are having big problems with drivers right now. So, last year it was a budget question, because it was going to be very expensive to have a bus. Right. Yeah, we asked the we asked the board that course. Yeah, I wanted us to continue to spend money for the small amount of students and board said yes so then the bus ran. We have to draw a sheet. Yeah, right. Yeah. I think just. Yeah. You're right the conversation to start. Yeah. Just as people can plan. What we're going to know. We're looking for. Yeah, we can definitely. Maybe look at, can I just have a look at all the options like maybe don't need that big old bus because we don't have COVID and there's probably what nine kids now between the three parents that are here. Yeah, so maybe one get a short bus or van or some sort of look at all the options. I think the same part of it that there wasn't another smaller option. Yeah, I think that I think that I was told that it was COVID and it was a spatial issue wasn't that it wasn't available so let's just look at all the options. Yeah, I really appreciate all the fantastic input on this. It's been super helpful. I appreciate your breakfast. You're more and more of the record communities. Let's move on to policy monitor and we have four policy monitor reports to prove. Let's start with Apple five records. They say one more thing to people before they just on on our website where lists are meeting schedule and our agendas it also says meeting location. So if you're interested in attending the ones that are here at Roxbury. That's already laid out for us with which states we're going to care. Thank you for hearing us thank you. I'm sure you know about the boss. About the same thing they have to have cancer. That's fine. No, that was too good. This is our with f of five education records. To improve a whole lot. Just with that. Any discussion. All those in favor. F07 alcohol and drugs. I move that we approve policy F07 students. Second discussion. All those in favor. You post. Policy F 19 limited education. Limited English proficiency students. Do I have a motion to approve. So it said I think there are 35 students is that numbers. And then they're 2.6. And so their job entirely is to just work. Make sure that it's not only the students but the entire family. It's language services. It's not only the students but the entire family. Are 2.6. Students. I mean, they obviously work with families as well. As part of that. But they're not getting language services. Okay. I just thought it was something. They do. And it's also the law. And then there was a link in there. So it's on our, it's a link to the, it's just directions for how to use the translation of anything that goes on. It's, it's on the MRPS website. So when I say website, it's on the quick links. I would like to discuss this. Google translation is not a good measure to. Have families go to Google translate to rely on that translation. As someone who works with the families. And. And there's quite a lot of translation. I don't think that the word is. To give. What to put funds to the pay translate this to go to Google. And so I think that we. I think there has to be different conversations around, you know, like it is our, the law to translate some of these documents to families who do request the language access. And I think that. Did you say in one of the reports that it's like nine. Sure. Okay. So, so I think for those, at least like. You know, I think that our policies and our documents should be translated. If they're going to support. Many districts have. Translate their documents. You have two organizations of the state. And I think that. You have translation services. The district already works with a translation company, which is a little pricey more pricey than other ones, but there are different ways. The state, you know, it's also advocating for language access. And then we just. And then with these things, I think that. As a, as someone who grew up. As. As a person who got bullied. My mom didn't understand why I was being a spell and the policies because they were never written to her. And that's my experience now that I'm learning this, I would like to maybe we can meet with it or like it. Sylvia, you know, they do great job and they've worked right. So how much they work in the blog and how much they translate to common language, your memos, especially around COVID. So I think that. I don't think we should expect families to go like Google to tell them to Google and put it on the website. And so I think that. Any policy and any work that we do is not just for the families here, but for the future. And I don't like doing this with like long-term. We have to come up with nine families, nine languages. I think there's only like four. I think there's only like five families that actually request translation. So that's in my view, that's at the Birmingham. Yes. To those three languages. My. Also that once the kids leave the middle, the elementary school when the parents start losing the advocacy. I school the kids translate for themselves. So they were able to learn English. So the families are still not getting. The language. So I think that. I would. Love to like really say any family that. As for conversations for the meetings. We should be translating our policies and our. Destruction manual, the district manual. Into those languages. And that we're not talking about. So. So the EL teachers. Work with each individual teacher. Family as to what their needs are. They have an individual plan for every one of those 35. Some documents from the district and translate their own policies translated. So what is, I don't understand the Google translation. I don't know. I don't know. I don't know. But I mean, is that. I guess so. Pretend like I don't know. I don't know what, what the current process is. For translating. That's not the term. When a parent asks for translation. Okay. That's right. We have. I don't know. But when you say any communication from the district or school can be translated to our website directions can be found here. Is that what you're talking about? Is that what I'm not as referencing? It's sort of a Google translate feature. Not every communication is translated. But I mean that sentence is referring to or can, could you directly look at the website right now. Where it is. Yeah. Yeah. Interpretation. Yeah. Okay. So that's what it's referencing in that sentence. Click here for directions. It's just directing. If they have any questions. They can. Face the URL. The problem that I see with this is just that I've, I try to go use. Because my distance. Our region. So I've tried to go to. No way. Like websites. And it's just like. There's nothing on there for me as an English speaker. To even know how to navigate to this page. So I could imagine that people that speak a different language. Would even have trouble knowing what quick links means. What translate, you know. What the next translation interpretation. Like that's all in a foreign language. So it might be nice to have something. I don't know if it's possible, but like a dream come true scenario might be like. Little buttons in the major languages that are spoken in our district. To a page like this. That's already translated into that language. I know that's like, might take a while and would be technical, but that would be really nice for someone who's not. To see their. Language. You can get this down on the line. So. So the thing is like, I don't mean online translation. I mean, a real person. I'm just saying. There are websites where you can go to find translators. Translation services on websites. We'll do. Back. What's. Yeah. So imagine there's only like you're saying, maybe four or five predominant. Languages that would be requested. So in 2019. There were. I think that. I don't mean online translation. I mean a real person. I'm just saying. There are websites where you can go to find translators. Translation services. I think I understand that data. And this was because I know because. I was working with a UES. And so we would want to. Make sure that. Acceptable to. Talking about. Some of the transitions. So we just finished. Before I was a board member. I asked. Each of the. All the languages that were spoken at UES. Where were the languages that. We requested. That. That could be translated. And she gave me a list of five. Because we're. 19 languages. Every day. 19 languages. And so. I know that. Hannah. There is. Telehealth. Telephone. Services. Access. To. Family. One. But speaking. That. That could be translated. And she gave me a list of five. These were. 2019. Nineteen languages. 19 languages. I'm. 19 languages. I'm. Spoken at UES. Five. And so. I know that. I do know. I know. That. I know how. That. The. What I'm saying is like to give access. If we want. At least the policies. The. Berman should. Be. Our. Our money. Should. Be. Family. This is how I wrote my. Kid. And so I know. What the school is like. Right. Like. But the school is like, right? Like we are also talking like, kind of so they don't speak those five languages. So it's not, so what I was saying is like, let's offer what we are offering all the kids that are requesting transaction. It is the law to keep them accessibility in some of these things. So that's just, it's five or whatever languages the EL department says it is. Again, data doesn't matter to me. For the incoming families, they should know their rules. I'll give you an example. There was a family when Issa started, my daughter started kindergarten. She speaks Mariela Ma, beautiful, very committed to her child. This is when we were doing the field trips. And there was a lot of issues trying to figure out like what were the requirements when I went to go in the bus. The teacher asked me to give her a ride because she really went to go but there weren't a lot in the bus. There was a lot of lack of communication. So I had to like, I couldn't go take her because I wasn't going to the trip but I was trying to find somebody else. There's just like this third communication that in my level was like, this was a policy that was that year, the volunteer policy. So sometimes I should have been translated from this, I should have understood that these were the rules, this is the fingerprint process, all of that, that it took a while so that it's at the beginning. Ms. Nella put it in that here is the policy. So I understood it. I think that there's, maybe this is a dumb question but wouldn't we just update the policy to say what we want? Yeah. It's a very minimal policy. Yeah, that's what I mean. Wouldn't we just update the policy and say this is what we want? That's it. Yeah, so let's just do that. Right, because right now it just says has equitable access to school programs as required by law. So, you know, talking about translating the website or being more open to different languages on our website probably wouldn't even fall under this policy. Read up. Yeah, we can just make it more explicit. And there's not a procedure. Is that right? But available on our website. For the F-19 policy, unless the policy dictates the need for a procedure, there is a point. The policy says the superintendent or his or her desegree shall be responsible for developing and implementing procedures to comply with those laws. So does that mean? Implementing. So we said the policy. At least this is the case. We don't develop and develop procedures, right? We develop procedures. So those procedures aren't specific to this policy, right? So procedures on the schoolwork page that are part of this monitoring process will be when the policy says the superintendent will create a policy or a procedure to make this policy happen, right? So we have a process that our DL educators to ensure that the law is followed and that they're doing the, you know, like all of those things. That's part of their job responsibilities that I have to ensure for you, right? To the evaluation of the supervision process. But there's not a, this policy is not asking for a very specific procedure and how. So we showed up. Does that make sense? It does make sense. It's always like a little bit challenging for me to, like I can't interpret that sentence that way on my own. You know, so I appreciate your interpretation of it. It's one of the like sort of ongoing roadblocks for me on being on the policy committee as I never really know when it's, when it requires a procedure or when it doesn't require a procedure. So that's a good question. That it is for developing and implementing procedures to comply with federal and state law enforcement. So those procedures are necessarily will be attached to these policies, right? It's just like, okay. Yeah. I mean, I think it's something to consider just being a little bit more, maybe being more specific in what we're looking for as a board in terms of broadening this policy. But that would be down the road. I think we can vote on the monitoring report, right? As it is. I need to approve the monitoring report on policy at 19. Second? Second. On your discussion. Well, I think because as in my eyes, the policy as it stands, I agree with the policy monitoring report in terms of compliance as it stands. But I agree with the issues that you embrace and. It's a matter of the policy. Yeah, that's on us. Now. It's one to put on our list of what a higher priority. We have a lot of work to do. All those in favor? Aye. Those. F-21 firearms. Yes. I mean, it's another one that will need to be revised. Yeah. I move to approve the monitoring report. Second? Second. Discussion? All those in favor? Aye. Are you opposed?