 So, I think we can start. So, call the order at 6.36 p.m. What's October 16th? The board meeting of the Roxbury Board of School Directors. The first agenda item is public comment. I've seen no members of the public. I'm assuming it's going to be low. And second item is consent agenda. Do I have a motion to approve the consent agenda? Seconded. All those in favor? Aye. Any opposed? And so the next item we have is going to do board trading and executive session. So I need, since the subject matter is contract negotiations, I need two motions to do this. One is that discussing contract negotiations in public would disadvantage the board. And the second is, therefore, it's a discussion. And the second is to actually go to executive session. I move that discussing contract negotiations in open session would put the board at a disadvantage. Second. All those in favor? Aye. And I therefore move that we go into executive session to discuss this matter. Second. All those in favor? Aye. Perfect. We will be back. Okay. I understand that you have copies of the presentation and also copies of the audit that was done. I'm not going to read all of this to you, but I'll hit some of the key points. Where are we right now? These are the terms that we use. So when I talk about staffing, I'm talking about our personnel under technology. When I talk about systems, I'm talking about computer systems as well as internal systems of how things are done and decisions are made and processes. Software talks about any system that is a program or a licensed program or has accounts for our students and our staff. It's no longer CD-ROMs or anything like that. It's mostly all online hardware or computers and other devices that support our infrastructure. Then it structures anything that has to do with directly in the classroom. It may not be related directly to me as the tech director. It's all a part of the same system. So current reality is currently we have three tech support staff and we're in the process of hiring a fourth. It's an open position. Yes, working on that. We have myself as the tech director and we have a systems manager who is in charge of a lot of work with SLPS, state reporting, power school, all of those systems within our infrastructure. For systems right now, we outsource our network engineer services. So that's all our servers, all our access points, all of those things are outsourced to a company that we've been with for several years. We're finishing our first year with the new telecommunications vendor. First flight, that's been a process and we have very documentation and experiences throughout our schools. So technology interaction for staff and for students in each building looks a little bit different. For software, we have a lot of varied programs in all the different buildings. We are working towards getting a little bit more alignment on that, which has been good. This year we established RENSTAR K-12. So for the first time, our schools are all using the same system for benchmark assessment, which is amazing. We're a member of the Vermont Student Privacy Alliance, so we're trying to work on getting sure that our vendors are following privacy laws and that we're doing best practice around that. And we're implementing internet filtering support. For hardware, we have over a thousand student Chromebooks. We have 145 Windows devices, 90 MacBooks and a bunch of different tablets that showed up from somewhere. We have different camera systems and different entry systems, and we have a lot of AVUs because our buildings are very popular in the community, which is a good thing. And then for instruction, we have an articulated digital citizenship curriculum this year that we articulated, but the instruction has been happening in different ways in the building. That's our current reality. We had this audit done recently. This is through Gigawrite. They're a small company up in Chittenden County. The co-founder of the company is a current director of technology in the Chittenden East School system. So that gives him an extra good lens in coming in and looking at our systems. It's kind of like when you get a home inspection and you're buying an old home, you want a certain type of home inspector. Same kind of thing. So he came in and he spent a day with us about through all our buildings. He made a lot of references in here. I'm happy to answer specific questions about those. None of those were too shocking to us, but it was a good roadmap for us to move forward. And this leads to this. So what we looked at last year, these are the numbers for hardware, software, and network engineer support. Those in the current budget, in this year's budget, are made up about 18 to 20 individual lines. Next year we're hoping to have just three big lines at a district level. One of the challenges with those 18 individual lines is it's really hard to see how your spending is going. It's really hard to keep track of what you're buying and what's the impact in coordinating those processes. It's also very difficult to make savings on bulk ordering. So we're hoping to move to these three types of line. For next year, we're hoping to increase hardware by $21,528. This includes funds for early adopters in Google EDU, so we're working to move our staff to Google products, to Chromebooks. In the previous slide you saw, we have a lot of IBM devices that, frankly, most of our folks are logging on and checking their email and accessing Google Drive. We don't need to pay for the licenses and the hardware that dies in a year. You watch these people carry around these laptops with the plug because they have to have the plug with them everywhere they go. We want to get away from that. One-to-one Chromebooks for ninth grade. We're hoping to move to a process. You may have read about it in the news. Barry City recently did this. Our ninth graders all moved to one-to-one, so that means each student is given a computer that is there for the four years that they're here. It comes in a case, all those things. Our regular hardware cycle in and cycle out, so we have devices that come and go after a certain number of years, and then infrastructure needs. That's what's represented in that increase. For software, this is kind of a confusing point. So it looks like we had $27,400 budgeted for software last year, but we actually ended up pulling from hardware and other places to purchase things like GoGuardian and all those things. So we actually spent more than that to do that. We're asking for an increase of $27,600 for a bunch of different things, some of which are referenced in the audit, some of which are things that we just frankly need. We need software that allows us to manage our copier and printer system better. So right now, we can't have certain devices print to certain printers and copiers and things like that. So we have a lot of outdated printers that require cartridges a lot and repair, and it's really an archaic way of doing it. If we have good management system around us, we expect some savings in that area. Privacy and safety, we have a few more things to do there. Data analytics, we're working on that system. It's actually up and running, thank you very much. Unification of systems, so this is taking all of our systems and making them talk to each other. There's a lot of efficiencies that we don't access right now. For example, if we get a new program at the district level, we should be able to have that automatically populate with our students and work with PowerSchool. Right now, we don't have that capability, so we have to manually enter everything. It takes a lot of time, and there's a lot of failure points in that. ReadySupp is a software that helps us in procurement and management of substitute teachers. Right now, we have one person doing that in the mornings and sweating profusely trying to figure out how to do that every day. It's not good for kids, it's not what's best for schools. ReadySupp is a software that can help us out with that. Or a software like ReadySupp. And then there's some curricular software that we're looking at in particular, some online science components, and also typing. What has happened in software in the last couple of years, especially in education, is one, the concerns around safety and privacy have shifted from let's sign up for a free account, and it'll be fine, to we need to pay for the licensed version to have a higher quality experience for our students and a safer experience. So that's where those two things come in. And then for network engineering, we want to keep it at $75,000. We want to do an RFP for services based on this report, and see if we can get somebody to come in and work with us to move the infrastructure forward. We're expecting that that can be done for the last money that we've been budgeting for it, but the extra, quote unquote, money that we may save by the person doing it would go to those infrastructure costs. So for example, one thing on the audit is that all of our wireless access points need to be replaced immediately. They're significantly outdated. We've had some struggles with standardized testing, or things where we have a lot of students online at once, and we really can't operate that way. So that's where that money would go, would be to purchase those systems that we needed. I know you worked on the fact that we were paying for licenses for software we weren't using. Correct. Have we fixed all that? We fixed a lot of it. Yes. We fixed the majority of it. And the way that we fixed that was doing this. So instead of having those 18 lines, all of them, having three lines that are all coming through my office, allow us to really see those redundancies, because we'll see two purchase orders for the same program or things like that, whereas before they were going in different directions. Thank you. Yep. Yes, sir. So thank you. It's awesome. You've said curricular software. It made me wonder, is there software that doesn't come into this budget? For instance, software service that might be used for literacy or for some piece of the curriculum? I'd sit here as well. Okay. So anything we're buying software for, regardless of the educational purpose, so it's not just administrative software. Correct. It's all software that we're doing. It's all in one place, a teacher's budget somewhere. Yes, exactly. At the high school level, there are still department budgets for small amounts of tech, so I'm trying to give an example off the top of my head. One of the areas that there's still a need for purchasing is in music. It's interesting. In music education, there's need for very specific programs, so that teacher might have $150 in their department budget to purchase GarageBand or whatever it is that they need for their instruction, and they've been doing that for years, and it's been fine and manageable for us. At some point, we'll start to pull that into the system so that it's also in this line, but for now, it seems to be working pretty well. Yeah. So I'm glad to see the one-to-one Chromebooks for 9th grade, but I'm just thinking, if that's implemented next year, then that's all five years before the high school. Is that one-to-one? And now, right? Because it's not going to happen this year. We have existing devices already, so this is how various cities did this, and we're actually going to visit them to hear all the internal parts. So one, I would say, this is the way that schools do this, so this is pretty common. The second thing I would say is that, so if all of our 9th graders have the new device deployed to them, all of the existing devices in this building can be divided up between the three remaining grades, and we'll have enough devices. So the plan is to acquire enough for the 9th grade, and then the other classes will be able to access a computer and take it home too to address the equity concerns. Yes. Because we pretty much have one-to-one in the high school, don't we? We pretty much have one-to-one, but we have them in carts. But kids can't take them home, right? And there's some challenges with the carts. So one classroom signs it out, the other class can't access it. There's coordination, there's all these things. But that means for the next four years you're buying one-to-ones for each 9th grade class. Correct. And you'll do forever, right? Because you'll be replacing after four years. Do they keep them when they graduate? Yes. Okay. And so for the older students, you're saying you divide up the remaining ones. Do you divide them up in such a way that it's just enough? Or do you divide them up so that those kids also are able to take them home? So we divide them up. We have enough devices. We have more than enough devices for every student in the building. Right. So they'll be able to have their own devices. Okay. Currently they sign them out to take them home. Currently there's a sign-out system that Sue runs here in the library. That I would say is, I mean as a parent of a new ninth grader coming from the middle school the one-to-one, it's been kind of perplexing how little information there is about devices and how little the ninth graders actually seem to understand what they need, where they can access them. If they can bring something home. It's different than that. That's why we're going to go see Berry City. They did a really nice job. They did it right. And so they're right in our backyard so we can go and visit and ask a lot of questions and hopefully replicate that. Okay. So the plus 21,528 on hardware is that primarily driven by the Chromebooks? How much are just the Chromebooks? Honestly, no. It's primarily driven just by a more focused look at what we need. The Chromebooks are very inexpensive devices. They're approximately $250 per device. We also have a deal with HP where if we repair the devices ourselves, they pay us versus sending it to them to be repaired. So our guys are getting certification in that. So, no, it's not really the Chromebook devices. It's some of the just the things that we need. So the wireless access points. Are regular cycle in cycle out? This is a big year for us on our regular cycle in cycle out on devices. So do you anticipate so the 225,000 that we're looking at this year in terms of hardware is this kind of a peak year, do you think? Or do you think that this is kind of where we're going to be year over year? I hesitate to answer that with a promise because of this document. Sure. Because there's a lot in here that falls into hardware. Sure. What I hope is that this serves as kind of a baseline and that in terms of student devices and teacher devices, there would be a minimal increase. That being said, there's a lot of hardware in here that is big ticket. But eventually, so for example, one of the things he talks about in here is moving away from servers to virtual servers, which is in the end is an incredible savings. Yeah. But in the short term, it might be a little bit of a heavy load. So those are the things that might... We're also trying to organize and put together a system that makes sense that was lacking big time. The other question I have about that item is, and all of these items really is, with a shift to digital products, are we seeing a reduction in textbooks, which are an expensive item? So that's a good question. And the short answer is no, because companies are smart. And they say, okay, yeah, we'll just raise the top here. That's what I was referencing when we, you know, we went from the free online open source, but then there's all these privacy concerns. So the company said, okay, we'll give you the licensed version for a cost per student. Right. So yes and no. For sure. But that's really been the big shift. I said, we have to, I'd rather pay for the licensed version and have the safety and privacy than go with the free version and worry about third-party coding data and all sorts of stuff. And is it mainly Google that you're talking about, or is it also Microsoft products? What are we talking about? No, I'm talking about typing.com. All right. It's a free typing program that has all the stamps of good privacy but actually calls third-party data from your web browser and things like that. No, our Google system is very safe and secure and tailored to schools. I'm not worried about that. It's the random programs that kind of filter into classrooms that appear good and safe and are vetted, but we don't really have as much management of them as we should. Michelle. Yeah. So I'm glad that you just said that Google is safe and has privacy protection and stuff. We seem to be kind of going all in on Google. Yes. And we have had parents express concerns about that in the past. Yes. So do we have, are we really happy with our answers to those parents concerns? Yes. 100 percent. At every school I know we've said that Google, the teachers, the parents, and the students have said it's awful with the alternative. So I'm not saying that's the reason, but I've heard it's anecdotal but there have been some schools that have had those fears shifted away and not had great results. Pandemonium. Well, at Open House this year at the high school, in the last year it seemed like all of the teachers were using Google Classroom. This year at Open House I visited probably eight, I must have visited eight teachers and I think probably six of them said we don't use Google Classroom anymore because it doesn't do what I want it to do. And so they've all made websites on Weebly or Wix or WordPress or whatever their preferred platform is. Does that matter? So Google Classroom is just a product within Google. It doesn't matter in terms of safety, security, or any of those concerns. It's just a product. And in true Google fashion in a year they'll change the whole thing up again and improve it. And for the time being if it's not meeting the needs of those teachers then I think it's good that they moved away from it. For a lot of teachers it works. It's a very basic LMS learning management system. But it is not super fancy or sophisticated. Nor does it claim to be. But it does bring up this thing about let's say they go to Weebly, how are you dealing with the privacy issues when a department or an individual chooses to use a new piece of stuff. So we are pushing back on that. We are asking folks to A, talk to me and B, use Google sites exclusively. But we're having to pull back things. Like it doesn't take long for a club of high schoolers to create a website a few days later. So that's a lot of work. Excuse me here at the high school in particular but we are on it. Do we have procedures around this that you feel like are published enough that everyone kind of gets the rules at this point? Yes. I think that right now it's chasing it down. And there's a lot of legacy sites as well. A lot of these sites people have had in their back pockets for several years and so we're going in and we're having individual conversations about how can we move this into a safer zone. That happens kind of naturally. We have a lot of learning experiences happen here at the high school where a student graduates and nobody can access the website anymore. So I'm able to say, well, here you go. This is a great reason that we should have this internally so that we can manage it and I can help you. Any other questions for Mike? Thank you very much. Great. Thank you. Okay, on to board discussion 36 enrollment, which I think is in your court. Yep. So currently our grade six is at the cap sites for the policy that we have and they have a family who wants to enroll with a sixth and an eighth grader which will push us over the edge for not only this year in sixth grade but also next year in seventh and next through year after that in eighth grade. This year the middle school lost quite a few students decided to go to more private endeavors. However, they also gained 35 students over the summer. So our middle school is at max capacity right now and like I said, as soon as this family signs their paperwork we will be over the class size limit in sixth grade by one student. Not to say that others don't enroll. Right? So I've talked to Jim about this. I've talked with Pam. We talked with Andrew LaRosa and Greg Geisler. So with these enrollment numbers and potential more I'm coming to the board to ask if we can hire for the rest of the school year just the rest of the school year 1.0 FTE for sixth grade. Do we have a place to put them? That's why Andrew LaRosa was in the conversation. Quite honestly, no. Right now in conversations with the grade 6 team and the grade 7, 8 team because for budgetary purposes we will be putting another FTE in that age group and that span with plans for the future. So we met with and Andrew Grant and I sat down had the plans of the building in front of us went through all kinds of different scenarios what we ultimately decided for this year as a stopgap for the sixth grade team of how can we team teach how can we use that position and put the extra kids in one particular team and use the extra person there. So two teachers with a larger classroom? Yeah. And then try to find small groups I mean we were looking at schedules we were looking at everything of when there's language being taught when those rooms aren't being used and do they match up? Of course they don't. But we were having all kinds of conversations about where... Can we move 8th grade to the high school? No! If central office... The board and the city of Montpelier in particular has a very good challenge on our hands with... Are we the only school in the state that's dealing with like what are we going to do? Capacity issues. That's a couple of others. But we have a very good issue at hand right now that we have to deal with it. And we should deal with it but it does create a little budget issue which is that one additional student doesn't actually pay for another teacher. We do have a very healthy fund balance. Okay but in the long you know six or seven of those kids actually can but it's and those have already been here from larger class size effectively. That is the question that we're all going to get though is this one extra student if we're buying right now so I'm going to allow you to respond obviously but this is definitely a question that pretty much all of us will get asked if this comes out which if people are paying attention hopefully it will is right now I guess the question is are we buying a capacity right now and if we go one even over does that really necessitate hiring a whole other FTE just to teach? Yes. We have a policy for a reason. That would be the answer. We could ask that question and continue. We set policy limits or class size limits for a reason and to some degree it's arbitrary but you've got to have a trigger point where you make a decision otherwise. Next year anyway for this grade six bubble that's coming through you will be over we will be over class size limit regardless so regardless of this situation right now. One student makes a real dip in the class size if you did have a room suddenly one student that class is now divided in two and you have a much smaller class so you're right that tipping point is a really hard point to be at I think. It's only going to be an optimal class size policy we have a maximum class size policy but if it's not optimal it would be a much lower number right? I think we do have an optimal. We do have an optimal. We always have had an optimal evidence. That's right there are both sides aren't there but like we already are over optimal. Right we are exceeding maximum. Just in terms of you know thinking about the planning process I think this is a reason to think about the optimal class sizes because I'm not sure I'm not sure it's necessarily a right decision then to start the school year basically right at the limit right at the limit and that's why we have an optimal and a max isn't it? As you start to creep towards the max and the administration flagged that for us right at the beginning of the year they actually you know it was actually last spring I remember and part of this may have been it may have been yellow but it may have not popped I mean we all know Pam and how organized she is right it may have been below what it is and some of these 35 new kids were sixth graders you know that we didn't expect so it got closer you don't know what's coming there until September it was pretty close it was yellow Bridges point is good were we being responsible at that point? What is the optimal class size? 25 What do we have for optimal? Probably like 18 to 22 Yeah I think it's something like that The optimal is a range Yeah it depends on the school What sort of success do we have with hiring a teacher in October or November? Well by the time we get it out and you know in the timeline you would say yes now of course we already have the posting ready to go if you say yes knowing who the principal is right? We'll put it in school spring it's up until hired the kid has not enrolled yet so we're not there yet So it's anticipated What we're going to get so many kids graduate from college in December with a license so my hunch is what we will get is either somebody who took more time to have a baby if I could come back now or a more veteran teacher that is or somebody who's graduated from St. Mike's in Concert in January who's brand spanking new but you know what they're going to be with veteran teachers What does that have to be teaching? 5, 6 And that's a range of subjects Well that's the challenge with middle school is that there's two licensures in middle school there's a K6 licensure and then there's a middle level middle grades which is content based so it truly depends on who we hire But it's a good thing to think about why you're hiring what do you want to future This contract would be clear that it would be just for the end of the year just to the end of the year and then should you all agree with us that we need to put another FTE in the budget for 7, 8 then we'd look at licensure we'd look at the quality teacher decisions we'd have to make but we'd probably go out again and say if that person was good they were more than welcome to Ben's our whole meet and tidy 7, 8 system with it Don't you think Pam Arnold has brought that up to me A odd number of teachers what are you even doing I'm a lawyer and it's a good I know Pam's really been working on the certification of the teacher she hires because she has flexibility which is a tricky thing in middle school Yeah and as we're thinking down the road Tina you're going to love this comment I just know it as we're thinking down the road we know what the bubbles are 5th grade is small actually right now and I talked to Jim about this so this bubble moves through and the extra teachers in 7, 8 and when they're 8th graders they go and then our class sizes for more FTE and intervention around math and core content so if we put in one FTE in the budget now then in 3 years time we can move that FTE into a different need in the building You're however changing certification of staff We have to hire well Well or it means somebody no longer has a job because you have to hire somebody for a new job which we haven't been good at in the past it's good we have to think about or it could be that the 5th grade smallness people move in we got 35 new kids last summer actually continue but it's got to work yeah it's tiny it's like 2 thirds the size of the 6th grade in terms of a position this year to get back to Steve's question from a budget perspective a really strong shape I mean the fund balance is about 5.5% which is way more than where we actually wanted it so we have this luxury of it won't impact tax payers in terms of tax rates well this year this year dealing with this situation this year I mean we'd be dealing with it next year anyway we also have a big adjustment this year and next year 2 cents yeah declining merger incentives we're probably going to use some of the fund balance we're still okay I mean we are okay but I'm just saying a chunk of that fund balance is probably going to go to offsetting that yeah which is does this actually affect will some students be changing teams or teachers because no so PAM is problem solving in the 6th grade team now the plan is that the extra teacher would go with one team and that team would not be a team of three and that the teachers would work together to decide how best to use team teaching and any new students would go to that team right so no kid would see a difference other than another caring adult in their world it would be in terms of how this plays out is there a chance that this family or this child might be somehow targeted or kids won't know all of a sudden there's new teachers and there's new classrooms I am golden guys that's great this person brings the bonus the whole new teacher oh there will be people wanting to move their kids in there because it'll be a better ratio they'll say why do they get all the resources right well there's logistical there's one team and I don't know which one it is so I can't say there's one team that has a bigger classroom square footage wise so we've already looked at square footage and say if we're going to make any class bigger we're going to make it the classroom that has more square footage and those types of decisions are really administrative professional education let's look at a four ball so raise your hand if you want to be in charge of placement can I marry them so do we need a motion to approve this or you're looking at the wrong person so what do we have so you're asking there wasn't anything on the agenda but we're essentially asking to approve the administration to hire a new FTE yes for the remainder of the school year I just think there's an issue around the fund balance which is often a different motion so I don't know if next time we need to actually we need to authorize the expenditure from the fund balance once you have an amount yeah could we actually get just because I know Grant was because of the audit and everything it would be good to know what the most up to date like you are going to have a finance committee next board meeting would it hamstring us to wait until the next board meeting to vote on this just so that we had the actual fund balance in front of everyone well it sounds like we need to oh no I think we can authorize the hire but then we may also need to approve the movement of funds out of the fund balance because we usually do that and I think we need to be part of that do we authorize hires how does that work do we authorize the addition of a position because that's not really a budgetary thing necessarily support that is what it is because it's the expenditure of more than $5,000 it's we're doing that next time though I wouldn't want you to hold up on the hiring process for two weeks well if you advertise it it's unlikely although possible that she's going to hire somebody in the next two weeks but she'll be in the process she's going to have practice to hire for a position that you are sure you haven't authorized can we move for instance a move that the administration should begin the process we can put it as anticipated she has to put it as anticipated anyway since the family hasn't registered that happens when the contract is voted on it happens for other reasons as well the motion will be just to kind of I don't know if she can explain this to somebody who applies allow the superintendent do you need a motion is really the question do you feel like you don't want to move without a motion or do you feel like you have a good temperature now I think I have a good temperature then we can just do it all next time we do it all yeah and then I think that's better from a public process perspective too if we're doing this I'm certain pretty much everyone of us will get at least one question about this I'm not certain I know where to send them a guarantee he has a big law right across from his house great for protesting okay thank you all I'm thanking you from Panama's part as well can we outreach for budget do anyone have anything to report I do not other than I need to do what I said I was going to do in the school groups well Libby and I which report we've done what we said we were going to do and we've scheduled December 10th sounds late but there's lots of reasons for that for the administrators to serve lunch to seniors at the senior center and then have a conversation about budget and anything else they'd like to talk about excellent I at least tried to get over the rotary but I actually I sent an email but I don't know who that is so does that mean you sent an email and said to no one or that you sent it it was too whatever the website said to send it to but I'm like I don't know what part to it Joe's retired now too he asked what I was saying he's the guy who invites me to the rotary but he's not the president of the rotary I think I bet he is now I think he is now and then the other thing was this idea of some questions or some focus that we could use when we talked to folks that Libby was going to give a little bit of brain power and we talked about it as a leadership team and yeah we talked about it so so one that they came up with that you also have talked about before should the district pay for all after school activities should the district pay for food service for all students and this may not be the way you want to phrase it but food service came up for all kids after school enrichment opportunities more conversation around what does the community expect for enrichment opportunities and the payment of the fundraising question because that was all fresh on their brains as well arts program is there more support is there support for more arts programming in our schools is there support for offering more electives particularly here at the high school what's this conversation my principles principles and central office what a percentage of our food services 20 every time we talk about food service I think the whole board says that we would we don't think it should be a self contained thing it shouldn't be expected to be a self contained thing its own budget runs its own finances is expected to is expected to break even well it's not every year since we do pay it every year and still everybody wants it to be better in a variety of ways I think we could start taking those steps to bust it open make it part of the whole budget talk about what that how much do we want to pay for it what would that cost what would we pay now versus what would we be paying if we were to discuss discussion this community outreach not if Jim were not managing finances and instead Grant was managing the whole budget wouldn't that free up Jim's time to do other things and wouldn't the budget the question to the community would be do we support spending more on food service in order to improve quality and access we've already done that though to the community we are doing that actually last year and we're spending more on food service do we want do we want kids to pay for food at all I think that's the question do we want to radically change how we if you ask that question I do think you have to put some kind of price I was just going to say the first question they're going to ask me is how much will it cost they don't ask us why they've got a context for a question like that because it's not in the public debate right now too much other than I think it is at the senior center no it's amongst a few parents who don't like that there's not enough good food there are other there are other districts around the country that have eliminated payment for lunch and provide a lot of them have a high many of them have a high-frequency lunch Burlington has a high-frequency in this state there are a number of schools that do that because once you are above a certain threshold the feds pay for all of it so that's happening we're a very different situation because we're a much more affluent community so the question is whether the local taxpayers want to pick that up as much so I think we would need to know therefore so obviously this is a provocative question I think there are lots to talk about there but I think you need to know how much it costs if you need some more details if you do I think kids it could even back it up to is nutrition and lunch a core part of the school should taxpayers be paying for it in general people probably think they already are completely yours no they think it's completely separate I think people get some of this issue I think people get that kind of the relationship between good health and good diet nutrition good sleep and performance and good performance in schools there's a conversation around the high school started at 730 which all studies show it's like a trouble thing for teenagers in that brain who want to sleep well but you had some others no those were pretty much it others were more concerns of how are we going to ensure that the public is aware of significant changes to expectations coming from the state that we can't control like like special life funding so I don't want to have to explain that one that's a whole different warping topic but it's a big one and it's not 173 that's not what I'm referring to I think it's linked to it but does it affect the next budget yes significantly to a tune of about half a million wow well that's a whole other warping topic but it's not a provocative question they didn't want a choice that's not a choice for them but it is the landscape that we're in currently the next budget because Grant's so good it's going to affect the budget after that but it will affect their other choices they might not have a choice over that but the pressure that that right exactly so that's what we started talking about so things like wanting to pay for all after school activities we've already discussed that's a pretty big ticket item and we have other mandatory like that's where the conversation went what about the mandatory things that the public may not be aware of yeah I mean I think the public is vaguely aware that that dynamic exists the specifics and how it shifts the special ed dynamics I think people understand that there are some things that we get federal money for I don't think people think that we control the entire budget and what comes in but I don't think they have any comprehension of what's coming for special ed I don't think I understand the specifics I don't think I understand the changes just a little quick brief at some of the macro kind of pressures that the school is feeling right now in the setting context for instance enrollments are strong and in fact we're actually adding a teacher and we don't see that as a problem for our district thankfully even though you're hearing that in the news for Vermont that's not our problem special education that is an issue for us we are going to have that problem teacher health care everyone talks about that here's where that's at five big topics of what we control what we don't I'm assuming we'll get some of that in the budget I think the special ed piece could just like technology needed it's on space so you're aware of the challenges that we're facing I think that piece could use it on space as well that would be a great thing I also feel like if we're talking to a group I want to talk about the fact that we're using equity as a major lens for the district you know I mean it just feels like when you're going to the public you might as well talk about what we're seeing as the value or the highest priorities right now and then then you can ask the provocative questions I'm talking about the provocative questions could you send those around to the board just so we have them because that was good thanks anything else adjourn I'll make a motion to adjourn I'll second thank you sir