 Good evening. It's six o'clock on November 13th, 2023. I'm Jill Remick. I am the chair calling the Center Vermont Career Center School District Board meeting to order. We'd like to start by welcoming our guests, and if you guys don't mind just introducing yourselves, we'll introduce ourselves to you guys as well. I'm Chase. I'm an EMS-1. I'm Rue. I'm an EMS-2 for the paramedic program. I'm Jill Remick. I'm Lyman. I'm Michelle Lehman, business manager. I'm Jana Ossman. I'm Floor. I'm B.S. Smith. I'm Jody. And then on the video we have our board members, Ashley, and Guy, and Juliano, and Jason. And Stephanie has to take a minute. Great. Welcome. Thank you guys so much for coming. All right. So I am going to jump right in. Do we have a motion to approve the meeting minutes from October 16th? So moved. Okay. Do I have a second? Second. Second by Floor. Any discussion? Any edits for the meeting minutes? You're crushing it, Steph, obviously. All right. All those in favor of approval signify by saying aye. Aye. Aye. Any opposed? Okay. Yeah, welcome. So thank you guys for being here. You're part of our regular board agenda that we have representation from student leadership come to each meeting. So really glad you're here. Is there anything else you wanted to say? Any questions for us? No, I don't think so. Okay. This is an opportunity to say what's been going on here at the center if you want. Yeah. I mean, so I was here last year as well. I was in Chase's program. And it's going really well. I'm doing classes through the Vermont State University, which is really fun. And yeah, it's been really good here. Nice. And your team of student leaders facilitated the quarter awards this year, which was phenomenal. Oh, okay. Yeah, it was really fun. Did it very differently this year and it went really well, which was really exciting. Okay. It paid off. Yeah. All right. Yeah. Did those already happen this quarter? Yeah. So can I ask a question? Yeah. So you're at Vermont State University and you're getting credits. And what's your plan after these credits? Yeah. So right now I'm a licensed EMT and I just got a job at the Northfield Ambulance Station. Nice. Yes. And my plan after, so I'll be a licensed paramedic after this year. So definitely going into the field in Vermont, just working in the ambulance and maybe the ER. But yeah, definitely using this license. Yeah. Excellent. Yeah, of course. All right. Well, we'll move on to our second reading of our recommended policies. No. You did skip the agenda revisions. Oh, okay. And I wanted to let you know that there's no program that's presenting tonight because we have open house this week. And so two late nights would have been a little bit much for our staff. Yeah. However, some of Stephanie's students have been collecting some videos about why apply to this program. And she was willing to share them with you today if you would like to do that in place of the program presentation. Okay. I like that. That sounds great. I've been seeing them on Instagram, I think. Yeah. You probably have. Yes. Should we look at those now? Is that what you mean? Yeah. Okay. If everyone's okay with that. Yeah, yeah, yeah. And Steph, you should be able to share your screen. Perfect. Yeah. Yeah. You guys can hear me well. Yeah. All right. So, um, I'm pulling out my Instagram. So myself and Tim, we're talking about the fact that we have shadows coming up here in, um, in a couple of weeks, right after break, we're starting right on in. So, um, we've been talking to the students about dress codes and about the assignment that they will be giving when that, and the fact that it's a great opportunity for them to really check out the teaching styles of each instructor and to kind of prepare themselves and hype them, there's themselves up for shadowing. We're going to be shadowing for the next six or seven weeks after a break. Um, and again, it's a great, it's a great way to enhance the admission process for our expo kids. So, Tim and I were talking a little bit about our Instagram. And if you guys follow our Instagram, Tim and I post almost every day. Um, and where we really highlight what's going on in the classroom. So we wanted to showcase the fact that we shadow our students go out and they spend time with each of the programs. So we really wanted to showcase that because we don't get to go out with them. So we thought how cool it would be for our students to take initiative and go out and interview a student in that current program. So we had a class meeting and we talked a little bit about it and the students were really excited about it. So we made a schedule and we started last week and our students go out and give maybe a 30 to 40 second interview and they picked two questions. We had kind of a discussion with what they should ask. And the two questions were, um, what their favorite thing is about their program and why should expo students be excited to shadow their programs. We've got some great responses. So I'm going to pull up our Instagram and I'm going to show you a little bit of what our students have been doing. So let me turn that on and I'm going to share this screen. So we're going to, we'll start off with, we've got eight programs that we've already interviewed. We've got two more. We're hoping to do one more tomorrow and post it. So this is our first one. I'm Ryan from Expo and today we're interviewing Connor from Automotive. Um, what's your favorite part about being in Automotive? My favorite part about being in Automotive is being in here in the shop and it's not a normal classroom. So as you work on stuff and you just walk around. Why should we as expo students be excited to shadow Automotive? Um, you're probably in here for a day. You're probably going to be doing tires. So that was our first run through and it's been really neat for our students to pick the student to kind of, to kind of interview. And it's kind of awesome, you know, when our students who are expo kids last year, step up to the plate and want to interview. So Connor was a student from last year. The following student is also a student in plumbing and heating now who's also an expo kid last year. Here we go. Hi, I'm Alex. I'm Gray. We're interviewing Skylar about a couple questions we have for the program. So Skylar, what's your favorite thing about this program? Probably the teachers. The teachers are really open. They're willing to just a ton of different things. So today we're doing brazing, which is like, which like the med gas is very clean. It's way different. We do not expect to be able to be doing this. So I'm really excited. They're really open and everyone in the class is really nice. So definitely all of them. And why should we be excited as expo students to shadow Automotive? Um, that's a tough one. Why would you be excited? I guess they're willing to let you try everything in here. They're not going to be like, oh, this is too dangerous. Oh, this is going to be too hard. They're going to let you try it all. And if you messed up or not, they're not going to care. They just want you to try it out and see if you like it. So I think I'd be excited for that. Thank you. You're welcome. Hi, I'm Alex. So they definitely get a little nervous when they first start off and do that. Next one is cosmetology. Is Zoe from expo? I'm from expo. And we're interviewing Adam here. Yes. All right. What's your current current? Um, definitely interacting with outside people who come in to get services. And be able to have an experience with them directly. So I saw a fun experience. Nice. Why do you think, um... Oh, because I think it's a great opportunity. Especially cosmetology. We've been going in for experience. We learned so much. Not just because it's tiny, but because it's got hair. She's got hair. That's fine. Come on in, everyone. How are you doing? It was a great experience. Come on in. So definitely some nervous energy. Next one is our culinary and baking. This one is an excellent one. Isabel from expo. Hi, I'm Foku from expo. And today we're interviewing Alex from baking and culinary. So Alex, what's your favorite thing about the morning? Probably just getting to be part of the kitchen and getting to be part of this wonderful environment and getting to make lots of different things and learn lots of different skills. So Alex, why should you be excited to come down to this morning's shadow? I think there are a lot of reasons. Baking and culinary is very real. It's a very real profession. It's something that you can really apply to your life very easily. It's a lot of fun and a very high-paced environment. So there are lots of really amazing people. And you just get to make awesome food. And you get to try it. That's really cool. Thank you. Thank you. Isabel from expo. Hi. Then we've got building trades. This student decides to ask some different questions. But again, this student was a former expo student. So it kind of all wrapped together. Hi, I'm from expo. What's your name? I'm Caleb from building trades. What's your career that you want to get into? I'm either going to become a welder and go to welding school in Ohio or I plan on actually staying in the career I'm going to school for. What program did you attend before building? I was an exploratory. I met Dimitri when we did our shadow base and that kind of caught my interest in becoming an A-carver. What advice do you have for getting into A-carver? Stay on your A-game when you're in expo or at your sending school. Go around and do your work. Hi, I'm A-carver. And let's see. I think we have a couple more to show you guys. So this is an emergency services student. Again, this is a former exploratory student as well. Hi, I'm Brodie from exploratory technology. I'm Reese from EMS One. I got a couple questions for you. What is your favorite part about EMS? All the hands-on work that we do, especially with the dummy Randy is the main EMS dummy. Then why should us exploratory kids be excited to shadow? We do a lot of fun stuff in here and it's a lot of things that not a lot of kids get to see. Stuff that's actually in the ambulance. You get to try it out. We get to play on the stretcher a lot. We'll practice on each other, strap each other in, put each other on backboards, mega-lovers. It's a lot of fun stuff that you get to do in here but I also think it's great that we're working to try and add to the healthcare. Yeah, cool. Thank you. Yeah, of course. Have a good one. Yes, you too. And then we've got another one. We've got two more left. This is a medical professions interview. Hi, I'm Rhetoria from Expo. Hi, I'm Hannah from Expo. And today we're interviewing Lily from Metro. What's your favorite part about being in medical professions? My favorite part about being in medical professions is definitely the teacher and the teaching environment because we want all new ways to learn and figure out what's the best learning style for all of us and a lot of the work is very hands-on so we all learn a lot that way. Why should Expo students be excited to shout out Metro? They should be excited to shout out Metro because it's all very exciting, new, and you learn a whole bunch in such a little amount of time. Thank you. Thank you. Hi. And last but not least, this is another former Expo student who is an electrical right now. What's up, guys? Gavin here from Expo Tech and... Victor Tech from Expo Tech. And today we'll be interviewing our electrical student. What's your name? Ethan. And my question for you is what is your favorite part about being in the electrical program? A bunch of great stuff about the electrical program. We learn a lot here. Fun time. And it's a great, like, great knowledge for the future. It gets you into a good career to make a lot of money. And my question would be, why as Expo students should we be excited to shout out the electrical program? A bunch of reasons, you know. The teachers and the students here are nice. I think they're good teachers and you can learn a lot from them. And as I said, this program can get you to a really great nuclear path. Yeah, that's what you're saying. Thank you, Ethan. Thank you. What's up, guys? So we have a lot of really awesome stuff going on. The students definitely have this nervous energy going out there to interview their peers. And a student is the one holding the iPad and is the one filming. So they have to do a little bit of practice and a little bit of making themselves get out there and kind of going outside their comfort zone. Thank you, Steph. That's awesome. Thank you so much. Thank you. Look for more to come. All right. Thank you very much. All right. We'll move on to item 2.3, our remaining recommended policies, the second reading. Were there any in particular that folks either had questions about or edits to make clarifications? Guy? Yeah, there's questions for Jodi. I remember at the last meeting, probably to deal with one policy that's going to be under review that we're going to probably look at again. Can you remind me what that was? That's the equity policy life. Our equity scholar and resident is facilitating a committee that's looking at that. And they're probably going to bring some recommendations to you after the staff has been able to revise it. And then student leadership is also going to look at it for feedback. And then they're going to bring you a draft. So he's planning on updating the board in January. Oh, okay. Thank you. Any other questions, edits? Should we approve it? And then we're going to pull it out to be review again in January to put in our to-do list. Why don't I read them? Why don't I just read them into the record real quick? So these are the policies of the board. Student conduct and discipline. Search and seizure of students by school personnel. Student self-expression and student distribution of literature. Transgender and gender non-conforming students. District equity policy. Curriculum development and coordination. Educational support system. Community use of school facilities. The use of school facilities application. Fiscal management and general financial accountability. Electronic communications use and retention. Capitalization of assets. Prevention of conflict of interest in procurement. Access control and electronic surveillance. What's capitalization of assets again? What is that? Okay. Like our financial statements. Okay. All right. So do I have a motion to approve these for their second reading? So they come back for a third reading? They can or they can be adopted now. Oh. Oh. I know that we adopt them now. Okay. All right. We have a motion to adopt. Okay. Second by Guy. Any further discussion? Questions? Can you, can you repeat the, who made the motion for us? You said Guy was second. Yep. Janna made the motion to approve or to adopt the policies. Great. Thank you. All right. All those in favor signify by saying aye. Aye. Aye. Any, any opposed? Okay. All right. Great. We just got a whole lot of work done. Thank you for preparing those dirty. And then it sounds like we will come back and revisit C29, the equity policy later in the school year. Based on the work of the equity scholar in residence. Okay. And we have more policies. We have more coming. Okay. Different ones though. Okay. All right. Next up we have committee reports. Do we have a report from the finance committee? Yeah. I forgot the memo. I was like, I didn't, I didn't want to bug you on the weekend, but I'm just going to share it with you guys right now. There was supposed to be a little memo in there so that we won. Next time bug me. I, sorry. The weekend. And I was, yeah. So I'm just making you viewers. So the, We can't really bear you guys. Sorry, Steph. I was just saying, and I'll share it with you so that you can make a note. There was a, there was a memo that I gave. That I received on Friday. And forgot to share. It's okay. Yeah. Are you the new Ashley? I think Ashley's. Oh, okay. For some reason we're getting a lot of. Background. Yeah. Okay. It's not my middle. No. Okay. It is. Just want to make sure that I have everybody so that everybody could be looking at it at the same time. But I can. Yeah. I'm just doing that now. When I switch that screen. What, what does everybody see Stephanie? Do you see my screen now? I do not. I just see the owl view. Okay. Okay. So the memo, really what we spend most of the time talking about, just share it with you guys. I think I'm missing a couple of people, but you can add more people. And for some reason it's not letting me send it. Oh, share anyway. Can you share your screen? Oh, I can share my screen, but I'm not in the. Oh. Yeah. So we spend most of the time talking about the budget and the next steps for the budget. Jill was there with us too. So trying to tie in together what is best outcomes for kids. We had asked Jodi to take away her superintendent hat and put share director hat in order to look to look at the budget. And so we discussed the budget with that, that I, we came to the conclusion and we'll talk a little bit because I don't know that we're ready to share that right now. We'll talk more about the budget later, but what we felt at the finance committee is that we needed some parameters in order to help them sort of narrow down and come back with a draft for us. So the memo that I just shared with you guys, and I'm sure I'm missing a couple of people, and I'll, Jason, I think I missed your email, but I will do it right now. Is if we think about the budget with an educational equity lens, actually use a lot of the language from the equity policy at the beginning. So what is best for all kids? We came up with four parameters, maybe that we want to brainstorm with you. Number one would be develop the Central Grammar Career Center budget towards a full day program that realizes program quality improvements and results in improved student outcomes. And that means develop towards a full day program is because we're not exactly sure that we're going to be able to do it this year, but we, all the work that we're doing will get us there. So nothing that we're doing will set us back. That makes sense. So that was parameter number one. Number two, explore opportunities for collaboration across our sending districts in support of this work. Number three is consider configuration changes that realizes program quality improvements that can serve more students. And number four, which was also a brainstorm is we could give them a percentage increase between level services and the desired state. And just to throw some numbers upright, that could be anything between 14 and 25 percent, which we know it's 25 is too much, 14 might not be enough. So, you know, an inflation rate is 3.1. It was at 7.6. And so that's what we have to discuss today. So if I don't know if the first few ones made sense, I know that you can't quite see them there, but I emailed them to you guys. You can also join the Google Meet and share them on the screen. That might be the easiest. So hold on one second. I'm going to join the Google Meet. Because I can't do it without opening my email in front of everybody. Yeah, so hold on. Join Google Meet. Hello. Join now because that might be easier. You two are not captive for the entire meeting, by the way. So one you need to. I have to double mute. I'm muted now, no? Yeah. So now let me share my screen. Present now. Allow share window. Allow to share. I'm just going to share my very messy desktop. Don't get scared of how many things are open. Can you see my screen? Yeah. Are you seeing my screen right now? Very soon. Okay. Here we go. Sorry. Sorry. Sorry. Oops. Not LMC. Wait. You'll get there. Oh, I got there. I was just there. So would the idea be that we as a board have a discussion now to send back with Jody and Michelle and then in December we would have like a draft? Yeah, that would be ideal to give them some direction because right now, you know, so if you look, I can make my screen a little bigger. Is that makes it a little better for you guys? Yes. So those are, that is just what our equity policy basically said, which is what we want to keep in mind when we're developing a budget. And it's that umbrella that we're hoping to use. And these are the four parameters that we were thinking. The one with the question mark at the end is should we try to think about a percentage? I think the first three ones, unless we want to wordsmith them, open for feedback. So Juliano Guy, can you see them there? Yeah. Yes, I can see them. I'm all set. Thank you. Okay. And also just for context, as far as percentage goes, there's a lot of pieces that all school boards are rambling with this year because the statewide health insurance has gone up pretty significantly. And then a lot of us have collective bargaining agreements. So there's places that are outside of the control of the board discussion. And that makes it tough because that means we're really having to sort of dig into what we can control, which is staffing and programs in the building. And one question. Does the new formula, statewide formula impact us at all? No. Because their funding is different with the Brookings. Right. Okay. Well, it impacts your sending district. And we impact our sending districts, which is a little unfair. But it is something that we have to keep in mind, right? Because we are sending this back to our sending districts that are already being taxed with. Not taxed. And I mean tax by tax. I mean stressed by the, in different ways. Right. So my pillar is more stressed than most of our sending districts. We're not as impacted. So are you saying, Jill, that because we don't know exactly what the percentage increase is going to be for health insurance and all of that, this is just kind of a, just a guesstimate of what we think an increase should be. It could be out of line because there were so many other added expenses. No. Sorry if I said that wrong. So we do know health insurance is up, what, 14 percent? Sixteen percent. Sixteen percent. Yeah. And, you know, we're close to our collective bargaining agreement being situated. So that's, you know, that was sort of what we had budgeted for. So I guess what I was saying is those are things that are kind of set in stone. Right. So the question is how. How do we operate? How do we? Yeah. Yeah. And what are some, either adjustments that we make so that we can keep the quality high and the experience high, but it might be less programs at some extreme or, you know, using the programs differently or finding space for things. Or, you know, what do we. Go ahead, Guy. So just so I understand that as the full day piece and number one fall under the desired state in number four, or does it fall into level services in number four? Number four. The percentage increase between level service and desired states should be something in between. Right. Not. We know that we can't have everything. Am I understanding your question? I think he was saying is full day a desired state? Is that a level? Where was it? It was in the. It's in a mixture of both. Because in level services, we have, we already have three additional staff members, two and a half additional staff members. And we need to bring in more staff members. So basically the question is, is we know we have these expenses that are coming up that are set in stone with any additional increases that we want to make? Where should we focus that onto? Should we focus that onto bringing these full day services? Should, which means more academic teachers? Should we focus on expanding, getting, making partner agreements and, and expanding, you know, our programming choices? Where, how, what do we do this year to get us to where we want to go in five years? And that's really a board discussion. So it's going to cost more. I mean a lot more because we're hiring all these new faculty. Isn't it, isn't it like our sending schools, hiring faculty, you know, I mean they have to, it has to get paid for. So it increases the amount of, does it, how does it impact tuition? Doesn't. It does. It does. It does. It does. It does. It does. It does. It does. It does. It does. It does. It does. It does. It does. This semester average of students is nothing we can change. But the amount of budget divided by those students is where we have to make some decisions. And as the years go on we were seeing these very large pieces of our sixth semester average. I'm talking 15 students, 10, 15 students. This year I'm seeing maybe 10 additional students. Next year I'm seeing less and less. We're reaching our capacity of enrollment. And so the semester average is just, eventually it should be level. Yeah. I see like parameter one. The idea of parameter one is to give you like a soft parameter saying let's move towards a full day without saying let's do a full day. So is that providing enough clarity on that one? So we're kind of asking for everything. And the second parameter is like, yeah, explore opportunities of collaboration so that we can have more programs, which is part of the third parameter, right? So consideration changes. Maybe the two and three could be together. I don't know, configuration changes that realize this program quality improvements that can serve most students because we know we want to serve more students because we are not taking all the students that we want. There are 200 students we couldn't serve. Yeah. And then... Do you want to finish with yours? And then the last one is where I think we can provide a little bit more of like a little box in some ways, right? A percentage, even if we're just guesstimating at the moment. We know 16% is the healthcare. And we know more or less that the desire stay was almost all the way up to 25. And we can't quite... The wish list. The wish list. Yeah, the wish list. So do we try to stay with the 16% already that we know that it's healthcare? Is that helpful? I'm just trying to decide what it would be, not decide, but try to brainstorm. What would be helpful for you guys? It's still a guess. Right. I'm not sure that parameters is great. It gives us an idea of where to go, but almost like a prioritized list. What is going forward in the next five years? What is the priority? Is the priority to have more students so we fill all of our programs multiple times? Is it going to be to... You know, ultimately it will be a new space. But in the meantime, is the priority to expand within... The structure? The structure or outside? Is it... Should we put programs on hold for a minute and talk about full day academics? Like prioritizing within these parameters? Like, yes. I mean... And I guess what we're saying is that we don't want to be... Giving that prescriptive... We don't want to be that prescriptive because we don't know the student needs. We shouldn't be the ones telling you. You got to just invest on... We're giving you a structure to work with the student needs that you have. Because, you know, like right now, I don't want to set... And I know Jill will feel the same way. And you guys, we don't want to set a precedent that we, the board, sort of micromanage, you need to add three programs. That shouldn't be us. Right? In my mind. That should be you guys collaborating with the sending districts and seeing what the priorities are. What are the students saying? Like, what are the student needs? Your guys are boots on the ground, right? We're saying let's move towards a full year. Prioritize right now because we're strong with money on how that we can, you know, achieve some of that and not go backwards next year. And can we implement a welding program, which we've been talking about for two years, you know? No, you cannot have it all. I'll tell you. We can't do both. We cannot. There's no way we're going to be able to hire academic teachers and have another program. It's not going to fit in a budget. Well, that's important to know. So that's... Right. So we need to prioritize. Change our thinking. Right. I mean, and the other thing that's coming with this welding program, yes, there's going to be a highly qualified teacher or industry professional that comes in. So the cost of that salary is going, likely going to be higher than it would if we've got a science teacher that could come in with a four-year degree type thing. Right. But also the space of that, we don't have the space for that here. We would have to find space for that there. We have the cost of the granite museum. We have that offsite and that cost is increasing. Oh, really? So it's kind of... Even this facility's use cost is going to increase. This facility? Oh, yeah. Of course. We have budgeted at least 6% because that's what it went up last year. And that's without taking on any additional space. But that's another question. Is there more space here? We've been asked before. Ask more. Ask more. Is there more space that we can utilize here? Is it ever possible that the reality of the new space will be realized? We got it in the facilities. Yes. We got to get there. Guy, did you have your hand up? I did. So the thing that I'm most alarmed about at this point is when I heard the stat the other night that... Correct me if I'm wrong, Jody, but have we turned away 200 students thus far? We had 400 applicants. We accepted 208 from last year. So it was last year's data. Okay. So, you know, for me in terms of the budgeting piece, you know, I hit, there's two sides of this. One is we're missing out on revenue because we have some potential quote unquote customers that we could, you know, be working with. And then I guess the other, and I may have asked this before, but do, does the tuition end up being different if we go full day? No. So let me play devil's advocate. If we're going to spend more money to go full day, not get any more revenue. And we're leaving out roughly 200 students. For me, something doesn't equate. And I'm, you know, I'm missing something. And I don't know why I'm just coming to that conclusion, but you know, the conundrum I have is, you know, can we impact more students potentially at the same revenue stream or maybe improve the program by going full time? That's what I'm struggling with. Is there at the risk of micromanaging, which I agree I do not want to do, but it was interesting for you to say we can't do the welding and the full day. It would be really interesting to see numbers with each of these things and be like, if we did a little of this and a little of this and a little of this, where would that budget come? And if we did a little bit of this and a little bit of this, where would that come to? Is that a reasonable ask? I don't know. I've never. And I think that's what we're asking. But it's a future full day. Right. What does that look like? Incorporate some quality improvements. You know, you guys have been working on your quality committee and some partnerships to serve more students. So we're kind of asking you for all. And I just added the word future because I think it was confusing there. We're not saying to full day next year, but whatever work you do, work towards a full day. And I think the point of the full day was to be able to utilize our space to have more students. So in the first year, that schedule kind of morphed into not being able to utilize our space for two programs at the time. So originally it was, oh, they'll have a classroom space here and then shop space here so maybe we can hold more classrooms. But eventually that morphed. So that full day, as of this moment, the draft of the schedule would not allow for multiple programs to use multiple spaces, shop spaces, classroom spaces we would. Are most of our sending schools in favor of a full day? Most. I know two aren't, but... I think two are wish we'd done it last year. Two are kind of on the fence, and two are not thrilled with the impact it will have on them. And I think it's kind of hard to wait schools evenly. Because, yes, everybody has a say, but the amount of students that we're serving in each population is different. And so some of those heavy hitters are really pushing for a full day. And those are the schools that send most students? They are. But we were not moving just because our sending... Because part of having a district board is that we're not at advisory board. And what we were seeing is that that's what it was best outcomes for kids, right? Like if we were able to have them full time, the benefit of doing the academics is that it was making them also be better... not be better, that's not the right way, you guys help me. It will give them the shot in the arm that they needed in order to perform better in the other stuff, because they were getting the literacy help or whatever, and they were not commuting between schools. So it's not just because... So partly, yes, we have to listen to our sending schools, but we also have the ability to serve our kids to what they need, right? That was the whole point of having better quality programs and having this... Is it all or nothing? No. No? No. So you have four schools that are on and two schools that are on? Oh. Like everybody moves to full day. That's something that we could just look at. I'm not sure how that would work. It sort of is because of the way that you would need to structure the schedule to allow academics to be across the day, otherwise you can't have 100 kids in one class, right? So you do have to have a schedule that allows flexibility. What would it be like if you were here for all of the things that you need academically? I don't know if either of you returned to your sending school for classes. Yeah, I didn't because I got my credits last year. I do. I mean, I feel like it wouldn't be horrible, but I also feel like depending on, I guess, the kind of statistic I would look at is what percentage of students from farther sending schools are getting sent here. And so, like, spalding, like, I go to just every day I just leave. Like, I just go over and go to school class, but I can see like distant schools, farther distant schools. I can understand why they would want to push for more of a full day. But I would say look at the statistical thing for how many students is the farther school sending instead of the school. It's way closer sending. My carwood is probably the furthest, right? Yeah. But some of your peers, I don't know, do you have a third gland block class? I do. Okay. So you go to that class late every day because of your schedule. So that disadvantages you in that class? Yeah. My teacher works around it again, but I feel like I do see where you're coming from. I guess it wouldn't make more sense if it was built into the schedule that we just stayed at CBCC instead of moving to our sending school and just continuing our own program there. I think also I've heard from peers that, so I vote my sending school is Montpelier. And I think the, you know, plus side to having everything here is like it's two different environments. You know, like being here is completely different than being at Montpelier High School. Like it's totally different. And I think for students who really like the environment here, which is, you know, a great majority of the students really love it here. So I think that like for the students that, you know, changing that environment is really, can be hard to like have to manage both environments. And, you know, I never had to do classes, but I have friends that do, you know, classes at MHS and classes here. And that's, you know, the workload is different too. You know, they don't know what you're doing in your program very well. And they don't know, you know, the workload. Like I was, you know, I mean, EMS, that workload is pretty high. And like if I had to do an English class where the teacher had no idea the book work that I was also doing would be pretty challenging, I can imagine. Thank you. That was really filling. And that's to mention that 30-minute plus bus ride between here in Harwood and then having to take an academic class that may not be something you're even interested in because you're trying to meet the requirements of the school. So that... And you go to university. Yeah. That 25 number, 25% number, that was the like everything. That was the dream. That was the like full day and new programs. And I think also splitting, baking and culinary. So that's another... So two additional spaces that we would need to find. I just want to try and wrap my head around what 25... It's also 25% of a $4 million budget. Right. Not the size of budgets of our sending schools. Right. So it's another million dollars. Yes. And it's 16% is already just healthy. 14%. 14%. Level funded is 14%. Oh, okay. Great. So the health insurance went up 16%. Which means that our overall level funded budget is going up 14%. Correct. So you're seeing a sweet spot as somewhere between 14 and 25. We're a range. We're a range. Yeah. So we could, you know, we could say... I'm just throwing numbers and that's not mine. Right. And then I'm going to take my specialty. Throwing those numbers is not mine. So, you know, we could say anything between 16 and 18. I don't know. I just... It sounds like a good number. You know, that's what... I don't, you know, I don't have anything to, you know... Thank you. Thank you so much. You can leave that here too if you want to. Has really helped. Awesome. Thank you guys so much. I do because it was like... I was almost under the... Like we'd go this way or we'd go this way rather than... Okay. That's always the wish. I think what we want you is to be creative and allow you to move the program forward for the future, right? That's what we're trying to set ourselves. Well, what I'm hearing too is we want to serve as many students as possible and as high quality as possible. Yeah. So if there are some that are underutilized, like if there are some that are programs that are being underutilized, but we have a way to expand capacity and some other ones that are in high demand, like that might be something. Or add the new program and ditch the program that's not being successful. Right. And that would theoretically allow us to have more students, right? If we added welding, we'd have more students, but we also have the cost of the welding. But we know that that is something that community is really clamoring for. The students, even the students in some of the existing programs want that. So if we're going to like sort of take a leap, it seems like the data is kind of showing us that's one that we feel pretty confident would have good turnout for. And did that student say he was going to study in New Hampshire? Ohio, yeah. It's like a welding school. So I could see that, right? I could see a sort of, we don't want to just level fund and not, we want to keep quality. We want to keep building. We want to keep making sure we serve as many students as possible with the high quality program as possible. So, and there is that demand for, and I'm not in any way an expert, but like that is something I feel like the data, like the research has shown is the demand is there. The community supports that. That's great. That's not grand and extravagant to add one high demand program. What is it? But is there something that would need to... A couple of our programs are half funded through grant still. There is, yes, some of our programming is in grant still. So, again, we have to think about that piece. Right. So one of them is the instructor salary and benefits is 50% in a grant that's coming out. So that's part of the level funded one. Then instructor will take a quarter of their salary and benefits out next year. That's part of, it's already incorporated into that level funded budget. I'm going to stop presenting so we can see you guys better. It sounds like it's going to be a tough budget year for all of our schools then. Yeah. Yeah. That's what tomorrow night will be. And, you know, Jodi will continue to advocate. You guys saw her email today. Yeah. It was great. It was fabulous. Well, what I'm hearing tonight and what I like is can we cut something and really respond to a community demand like for welding and in good faith have the community embrace. You see, we said there was this need that we responded and we continue to grow. I mean, I feel like we have to show growth or developmental growth. Remember that program is just very big. You decide. Right. You decide what that program or bring. We have a process. You have a process. Exactly. We need to follow. Right. Yes. What's that? We got some ideas. You got some ideas? To throw around for draft. No, no, that's what I mean. We've given you some guidance. And I'm not hearing any board members say let's shoot for the moon and be extravagant. I think we all are in the reality of this year's budget and the cost of things that we don't have any control over. But we definitely don't want to reduce the quality of what we're offering here. So would it be okay to do a motion to approve the parameters or as they are so that you have clear guidance from us and does that make sense? You could. I don't necessarily think you had to be. You discussed it. It wasn't warned as an action item. I think the information you've given us has provided us a good information. Right. That's it. Okay. And so then we'll come back our December meeting and have a good chunk of the agenda probably dedicated to talking through this and looking at some of the specifics and who knows. And maybe making a decision because the next night I'm at Montpellier's meeting to share our budget presentation. Oh. Kicking off the road show on December 6th in Montpellier. You're on the road. All right. Everyone good on finance and food for thought and keep thinking about it and review what floor road and as the chair of the finance committee, folks have other thoughts. But yeah, you guys can, you know, we can change the parameters as needed. So we can discuss them at the next meeting too. But I think we gave them guidance. All right. So we'll move on to an update from the facilities committee. I know Terry is not here. We did that. We had that charge which we reviewed that last time to review. Was that in here? No. What? I don't know if I have that document. Guy was there too. Facilities charge? The facility. Yeah. I think it is in the updated. I thought it was in the updated packet. Yeah, it's right. Might not have, maybe not the charge. Yeah. In the page eight of the. Yeah. I can't remember if we were able to review it at the last meeting. Did we review it at the last meeting? I don't know. I don't know. But this is what we review at our meeting. So there's a Dr. Marquerier Center Facilities Committee provides the board with recommendations to address existing and future space requirements. The committee will make recommendations for short-term needs as well as for planning of a state of the art facility that supports a safe and accessible learning environment for those students in the region. Discuss effective and for the taxpayers, energy efficient, adaptable for the future. And the members of the committee, you know, those can change, but this is what you have right now. Terry is the chair. Juliano sits with us and myself and Guy was there too. Yeah. So we should add Guy. He's on there. Yeah. And then we have two other committee members, Andy Shapiro, who would start to come at the next meeting. And Michael, what is Michael's, Mike's last name? The planner. Yeah. To bring them up. And we meet on Tuesdays from five to six. The other thing that we did that is not part of here. We had a smart goal. Page five. Page five. So this was the smart goal. Can, does everybody have it out or you want me to read it out loud? Okay. The ability to serve all eligible students in our region and to provide programming that fulfills the needs of students, employers and community are key points in the central Vermont career center for goals are present facilities prevent us from doing so by 2028 central Vermont career center. We'll have a state of the art facility that serves all eligible students in our region. Staffed and resource appropriately. We will realize an increased enrollment versus applicant percentage as well as an altered and added programming for. Previous years and just that. I thought that we updated that one. This is not right. That's not it. Sorry guys. That's not. We updated it. Yeah. Let me look at the. And I can share my screen for that. I apologize. Sorry. One minute. Okay. Yeah. No, this is that's all the ability. So the proposed smart goal as of our last meeting is similar. There's a couple of things that change. So the specific we already read that upper part, but the specific part that we'll be doing is what we'll be accomplished a state of the art facility. What actions do we need to take is gather and write educational specifications and create a vision board. What needs to be involved to achieve this goal is the committee and architect and a request for proposals. What is the goal? Our current facility doesn't meet the needs of our students and we will be able to. There was something that we went back and forth talking in the committee and it's that, you know, that doesn't mean that we won't be looking at the existing facility anyway. This is kind of going back to square one. What do we need to do? The main goal is to have a state of the art facility, but it doesn't mean that we're not going to look at our existing facility to be able to best serve the needs of our students at the moment. And then we go into if it's measurable and it's a doable and it is doable and it helps support the mission of I'm just going into what is relevant and instead of reading the entire. So it is measurable, it's achievable, it's relevant and the time bound, which is what everybody want to hear. We're saying three to five years and we will provide progress reports and our next meeting, we're hoping to engage back with tricks and callings is what we said and Jodi was going to make that call and that's where we are. Actually, that was the request that we do that, which may mean contracting with them so the board needs to approve that before it can reach out. So that was the recommendation of the Facilities Committee, so we would need a motion that Jodi reach out to them. And who's the them again? Tristan Collins. Yeah, who had done already some of the work. And for something like that we would need to go out for three bids or anything. I think because we'd already contracted with them and they've done all that work that we would just need to be able to contract with them to like identify next steps. And we were assuming that it's not going to be over because the threshold now is a little bigger and it's not going to be over the 15. Actually it's bigger than 15 now. It's 20, 40. Our assessment for board approval for much smaller. So it's just... There is some feedback going on right now that's making it hard for you guys to hear. Yeah, I don't know what it is. There was an RFP that went out originally. So we've got two things. So are there any questions or comments or clarifications from board members before we make a motion? You guys good on the screen? Great. Yep. Thanks. So we're looking for a motion to have our superintendent reach out to Trex Collins to... For next steps. For next steps on our facility development as we have an existing contract with them it sounds like. We have a motion. So moved. Thanks Juliano. Do I have a second? Second. Second by Lyman or Guy. Any further discussion? Okay. All those in favor signify by saying I. I. I. I. I. Great. Thanks. Any opposed? Okay. Great. Thank you. We'll read that. Sure. So next up program quality. Well it's finance but we went through that already. The program quality committee provides the necessary support. The central program career center, administration and staff to meet the programmatic and pedagogical benchmark set forth by the board. The committee reviews the results of state assessment data both internal and external surveys and reports from our creditors to ensure that the school is providing the most effective educational experience to our students. The committee in concert with the superintendent will review the school's progress toward the curricular goals laid out by the administration and will report any recommendations for funding programmatic changes or educational needs to the board as initiated by the superintendent. Members to be included in the committee are as follows. It's really just Lyman and me. The program quality meetings Ashley is not really able to attend. The program quality we meet on every second Monday of the month from at 5 p.m. to 5.45 before our meeting here. Go ahead Ashley. I should be able to it should work out that I'll be able to attend some. Great, fabulous. I do have a conflict because some of my bond we're doing a bond with UX Cullins right now and I have a lot of meetings and sometimes they almost exactly conflict but it shouldn't happen all the time. So next time I hope to be at the committee. Whenever you can we look forward to having you. Awesome, thanks a lot. Great. Our our our smart goal isn't in here and we'll work on that by the time for our next thing I don't know we'll find it. We did spend time this week looking over a lot of the data that was presented to the group for the CLNA a lot of great information on where we are and so we look forward to continuing that those discussions. It just seems that a lot of that carried over in our general conversation as we've been discussing all these other areas how many courses are full the fact that 200 students about you know 50% of our students didn't make it you know and so forth so and then questions about welding and what other programs so we've kind of touched on everything there's a lot of cohesion in our conversation tonight. Any other questions or comments? This is crazy. Ashley is that an old hand? Old hand. Alright, great. Thank you program quality team. Next up is negotiations that's myself, Guy and Jason we are going to go into executive session later tonight to provide you folks an update. Unbelievable. You'll believe it when you see it. Alright, next up the board handbook draft we haven't worked on is there a subcommittee working on that? If you want a subcommittee subcommittee on it and I have been taking notes because I certainly need to update several pieces of it so I've taken notes that we need to make sure that all of the goals are aligned in there and the goals are accurate and then I know that Guy has been continuously asking about linking advisory board information in there so I need to do that as well. Thank you for all that on top of everything. I was reading about education for the board my thought was if there was any way to include things that would be helpful for new board members to I told Jodi that I would put that there. It was helpful going to the board meeting. Can we have a report out just on how the conference went? It's not in each. We do see it says advisory board reflection which is from last meeting and not necessary for this one so right there we can replace that with conference reflection and that accounts payable we weren't able to have our usual executive committee meeting and so a bunch of these things got missed so that should be October not September. Yeah and Jill sorry can I add to what Lyman was saying is that we I'll add the link to the governance standards there too because that's going to be another thing that will help us next year because we will have to be on board members and that guide sort of the education of the board too we're already operating with that eye but not it will make it more clear yeah okay or at least we've been trying to set ourselves a guy excuse me I have a coughing attack here not to give Jodi any more work but the I thought today I thought the references and the links that you had in there were very educational in terms of background in terms of the history and I'm wondering if somehow we can incorporate those links because no matter how long I've been involved there was new stuff there that I hadn't really read about before and I thought it was informative but I don't want to make this a bible either thank you and I cannot take credit for those links in that piece although I did help edit it that actually was created by Scott Farr who's the president of our VAC-TED group this year so the Vermont Association of CTE Directors and he's lived through a lot of those great deal of that information so those links in that document that was signed off by the Executive Committee of the VAC-TED that came primarily from Scott Farr so I'll let him know that you guys really appreciated the resources that he shared there anything else on the board handbook I'm just wondering what happened to our missing pit we'll find it I got it in here somewhere next up would you like to provide an update on the BSA-VSBA conference thank you for representing us you were representing our center too yeah but you ran it I mean, Floor is she's it I mean a lot of airtime I shouldn't add that a lot of kudos yeah but it was a joint effort in Chelsea and Debbie from BSBA sort of really put the conference together and there was a lot of learning for everybody so there was some workshops on policy there was some workshops so Jess and Sandra ran the policy part this year we divided it in four to make sure that they were aligned with the governing standards so one was in policy and that was Sandra and Jess the Carolies they ran that to show board members how to work on policy and look at it but with a specific policy in mind which is the health policy that is changing so they hands on on that and you could take the session in the morning the session afternoon there was one on budget that Jeff Francis ran and then there was one on it done by this what's her name which is mostly an open meeting law and that was run by Kara and our secretary yeah her secretary state no, no, not their secretary oh Sarah Kulthansis so Sarah was there I'm sorry too many there was one on onboarding new board members from a couple of superintendents that was good and that was really good we had two panelists one was a superintendent and he also did the two pieces of the standards that were not covered by this four workshops and that was really well received because he was hands on even though he was not from the state it was very much best student outcomes with governance in mind what does good governance look like in order to achieve outcomes for kids and then the other presentation was on she a little depressing but real and I think this is important for everybody to know because this is going to be the conversation of this of this year Jennifer Berkshire I don't know if I'm saying the name Berkshire she has a podcast with Jack I don't know Jack's last name but they have a post, have you heard is the name of the podcast but she really the one quote that stayed on my mind a lot was like there's some states in the country that are a decade away of not having public education and she talked a lot about what it means to if you're in a public education system you have rights and system I mean the difference between independent and public and I don't really want to get into that right now but just an awareness of the privatization of public education yes and some of the examples from New Hampshire were really eye-opening I think when talking about the microschools and the fact that this is a business out of another state and that the folks that are leading those schools they don't have to have any training they have yes they have to have a background check but there's not the same oversight that there is by the state of the public education that we have they're not held accountable there's no accountability and talking about moving to a voucher system which I think categorizes educated and so the folks that have the money and can afford it can pay for whatever educational experience for their kids and everybody else can only afford whatever this voucher amount is which leads to less access less equity they talk about charter schools at all know that the charter schools are part of she explained it very briefly charter schools are part of that non-compliant so you know and in Vermont we could move into having we already have two different sets of standards for our schools so the more that we keep going that way the more that we sort of move away from having a democratic society yeah there's different so we're working on the rule 2000 standards right now and so we're not both we're not being held accountable to the same standard right and what we're hoping is that all our schools whether they're public that are receiving public money are hold to the same standard and then you have homeschool education which is a whole other yeah yeah and that's always gonna be there she didn't get too much into it but I would encourage you guys to listen to those best that really have you heard yeah and then there was students from Harvard and that facilitated the Harkness model which was wonderful it was really good we originally had asked them to look at the Supreme Court case of Carson business making but there was not enough time for them to be able to brainstorm with the group so they divided into 10 tables and they ran each one was so well it was amazing it was just amazing how well prepared well versed in really understanding of the method and being able to discuss deeply a subject and it was just that point I had it with me but left my bag at central office discussed just the piece of literature and what it meant and as very good questions and it's more about digging deep into content and it was just a beautiful way to end that's how we end the session so again students which is why we are all here they were great Ashley they were really great Ashley all of them I'm so excited to hear that they've presented they've done Harkness with us a few times at the school board and yeah they really are something it's a unique thing that's happening at Harvard and spreading I mean that's what's cool about it that's really cool to hear I gotta duck out you guys I'm sorry I'll see you at our next meeting alright take care bye Ashley have a good Thanksgiving and Mike and the social studies teacher from Harvard were there yeah I just wanted to add one other piece about the meeting not about that but for the open meeting section Juliano and I were both there and at the end we went up to talk with her and she said for they said that they would do a smaller meeting if we wanted to get our region together and they would hold us they would have us all come to us and because there is about twice as much information as she was able to get through in the hour there was a lot so that might be something down the road yeah that's a great idea and we the board chairs and superintendents do that training with her for this part of the seven hours I'm gonna die here my computer I need I can't because of the owl being connected I can't it's in the power and what type of connection does the owl have could I go to my computer my computer's gonna die too but we don't have that much in the agenda go chill I clearly need my glasses because I keep skipping things the superintendents report November Thanksgiving is next week my computer's gonna die so we had the quarter awards on November 3rd and the student leadership facilitated that which was wonderful I think everyone appreciated it there was a lot of fun activities that students from across the programs basically volunteered to participate in so it was a lot of fun we had parent teacher conferences that week also and from what I've heard staff always get nervous about these things right but when they were coming down to leave for the day after meeting with parents that it was just lots of positive I heard one of the teachers say there were a lot of tears and I was like really but they were happy tears because they were like my child is finally in a place that they are happy they feel good about and they're showing up every day and it's been amazing it's always great to hear that I included on November 8th there was a vaccination clinic here and a few of the staff went and I decided to go over and saw that one of our EMS2 students was in there providing vaccinations so it was a great photo op so make sure to include that you all hopefully saw the press conference or at least coverage of it on one of the news channels it was awesome we are still getting a shot right now we're still looking forward to getting that mobile home to renovate it hasn't come yet because it's not quite ready for students to go into because of the potential for mold in there I don't know why I said our business office is working to develop the schedule because that really was the budget but you know the schedule is on my mind when that comes out and last week was our first crazy weather day and I knew that Montpelier and Barry were delaying because for Barry the middle and elementary schools had a parent-teacher conference stage just like Montpelier and so that was going to close for those and just have the teachers attend I thought Spalding was going to be delayed and I didn't get the message that they weren't going to have school until parents let me know and at that point we had a hardwood bus on the road we had things going on so we just stayed the stream and there were some parents who were a little frustrated and didn't feel like it was safe and there was also some folks that were great because your kids need to be able to go to work when the snow is an inch and it's slippery they still need to show up and so it worked out well and the cafeteria did provide lunch for them because that's usually the biggest issue is we don't have the services that would normally be here on days if Spalding closes and Chris and I have communicated to make sure that we don't miss a message in the future so it worked out really well and we actually had over two-thirds of our students here despite the fact that two of our sending schools were closed so it was great yeah are all the kids from the sending schools here? almost all the berries were here yeah that's great you weren't closed everybody that was open that wasn't a problem Montpelier had the hardest time and it's because they didn't have transportation would be my assumption and they also had a half a day they already were having a half a day and they don't have to attend if their school is closed I was just curious if they would show if they said Montpelier is closed and I was like no they didn't come from Montpelier mostly those were the biggest and we had a couple of incidents where because the bus wasn't on schedule in one district a couple people missed it it was around those things and we have our open house this week 5.30 to 7.30 Thursday night come on in if you can go ahead Guy you're still doing the legislative piece yes at 5 o'clock I invited the legislators to come in at 5 o'clock I think I'm going to be in this room 127 and I'm putting together a little powerpoint presentation with each of the APA pieces and some of the other great things that we're doing so just talking about those things that's great are you saying you're hosting the legislators here? yes and I asked if they wanted to come early that they could come and meet with me and we could talk about some of the things the center is working towards and some concerns and so I've sent both of those letters as well to them to all of our representatives yes great thank you all right, accounts payable for October we did get that in email do you have any recommendations or new hires? not that the board has to approve but if you got a chance to see the newsletter that went out we have a brand new administrative assistant finally so that front desk is covered we're super excited to welcome Anna Ryan to CVCC we did take her out of a position next door so she was working in the bus which is super exciting because she has a lot of familiarity with our systems and with infinite campus so I feel like this is going to really help out and soon she'll be the one sending the board packets that's great thank you our next two agenda items are executive session we're a little ahead of schedule should we do the negotiations committee executive session first we know that we do have the student and their family here oh okay so we should do the student hearing first they're here already so they should come up here then right they're in the building Stephanie they're in the building but we need to make sure we shut off cameras they're right here in front of the office we should move to a different room so that we don't have to but we need to be able to bring in this could give me some charging status for the folks that are online but how are you going to bring them in oh you will just bring the camera I'll just bring the computer and then you can charge it won't work so well I've got 42 minutes left so you'll make it can you make a room? I can make a room from this meeting and just ask you to stop recording that might be the easiest because always we won't be able to well I can't do it yet so I'm looking for a motion to go into executive session the language is on our agenda if someone wants to make that motion I moved that the board enter into executive session for the purpose of a student hearing in addition I would like to invite the superintendent and the impacted party seconded by Lyman all those in favor say aye aye okay so we are now in executive session okay so we are now in executive session we have a motion I make the motion that we uphold the decision of the superintendent seconded by four any further discussion all those in favor signify by saying aye aye any opposed opposed I think the ayes have it and we have upheld the superintendent's disciplinary action in this case okay now we need to go back for a second hearing now we need a motion to go into executive session for the purposes of a student hearing in addition I would like to invite the superintendent and the effective party and the affected party do we have a second All those in favor say aye. Aye. Okay, so we're going back into Executive 7. Okay, we are now out of Executive Session. Do we need to be recording? Okay. We got the clerk taking the minutes. We're good. Do I have a motion? I'll move to affirmed administration decision regarding that related. Okay. We have a motion to uphold the administration's decision. Do we have a second? Yeah. Okay. Any further discussion? All right. All those in favor signify by saying aye. Aye. Aye. Any opposed? Aye. Opposed. All right. The eyes have it. So we have a phone call. Administration's decision. Now you just have an executive session for negotiations. Yes. Okay. Let's take a quick restroom break. And yeah, and then can I ask you guys about just the record? Keep me right now. Yeah. I listened to second for the, for the first time. That was a good one. I have you guys in the first student matter to be the second going in. So I have you guys. So I have you guys. I will be really. Thank you all. Thank you. I'm sorry. I have you guys as in the first student matter to be the second going in. I'm sorry. I'm sorry. I'm sorry. There's one next door. Thank you. Thank you. I'm sorry. That was super complicated. No, thank you for doing it. So I think I'm. We have to do this. But it's still better. And then. Okay. Okay. We have everyone back in. We are looking for a motion to go into executive session. The language is on our agenda at the bottom of the first page. Do you want to make that motion? I moved that the board under any executive session for the purpose of a negotiations update. I think. I think you guys are pretty mature. General public knowledge with clearly placed aboard. And. The association involved at a substantial disadvantage. In addition, we'd like to invite superintendent Jodie Emerson into the executive session. All right. Do we need to go into breakout? But you have to vote. Oh, sorry. Any opposed? I thought I heard eyes. All those in favor say aye. Okay. All those in favor of going to executive section say aye. Aye. Okay. Sorry. Did somebody say me? I know. I thought guys said aye. So I thought I had already asked. You have a really full agenda in December to talk through the budget. I think that's going to take the majority of our time. And that deserves our time. That's our big charge as a board. Do I have a motion to adjourn? I move that we adjourn. Second. Second. Any further discussion? All those in favor say aye. Aye. Any opposed? All right. Thank you, everyone. Thank you, everyone. Nice to see you all. Not easy. Thank you. Thank you, Mr. Worker.