 Change to the agenda Andrew have feels that the fifth manager policy should go to the finance committee for review before the board discusses it so Let's just kick that up to pass the consent agenda and we can just You know send it to the finance committee and have discussion All right do Any public comment first order of business great hearing none that's with consent agenda Motion to approve the consent agenda The second yes Any opposed great So policy discussion fiscal management policy And you want to make a motion to send it to the finance committee. Do we yeah motion? Let's make a motion. Yeah motion to send the fiscal management policy to the finance committee Any discussion all those in favor Great So hope and Emma We're not able to make the meeting so We're not gonna have the learning focus portion Which gives us one item left Well one item the twos of yeah one either quick as I suspect So first we're gonna hear about language version from like Barry and then we're gonna talk about sex and drugs You're the lead into sex and drugs I Thank you for having me here. I believe in your packets You have a document that kind of outlined a timeline for our language immersion exploration Essentially the big highlights of that are forming a committee that will look at some of the big questions around language immersion in popular Rockbury The process The consideration of if we're gonna make a recommendation to the superintendent for the following school year what what timeline we would have to keep but with the Expectation that if we need more time we take more time, and we just do it right and we do it thoroughly Had outlined a lot on the document just in terms of the makeup of the committee The process of questions the role the role that I play on the committee And then we're basically ready to start getting going get this conversation started I do have a dangling conversation with the center for a five linguistics They have agreed to work with us. I just have to work out the details So I don't have a lot of those details with me tonight The person that is assigned to our region has been traveling as part of her job So she hasn't returned back to the office in Washington. I can answer questions or I can I can take it a little bit deeper I'm not sure where Through the timeline Mike and sure thinking like just from your your brain storm in your experience. Yeah, so right now Essentially what I'm going to try and do is get in front of a lot of people Starting with our own staffs in each building. I have time with each staff to kind of talk about what language immersion it is and what it isn't That's part of many lessons learned from past experience in this program Important that educators in the system understand what we're trying to do or what we're looking at and what we are So that's what I'm doing in terms of staff and then I'll also be offering at least probably two Parents and community member information sessions where I'll kind of walk through the same timeline and what our questions are and Solicit some folks to join the committee and talk about the process of joining a committee So that's that's mainly what I'm doing between now and second week of June. It's really getting going on that stuff we've already created a web page and For information another lesson learned is to be totally transparent with this process and to be able to share a lot of information a lot of resources We'll probably video the parent community sessions of people that can't go I'll offer to meet with anyone that can't attend all of those things really going above and beyond to be able to connect with people and share What's going on? in July the committee would meet Talk about the process. I'd like to invite a Representative from Chittin East that does have a language immersion program right now to come and speak to the committee about the process and implementation Maybe I'll answer some questions. We'll form our own questions about my Peter Roxbury with this means We'll talk about probably some research assignments in between for each representative on the committee So here are our big questions. Let's go out and let's talk to some people That have programs then we'll review Some of the information from Cal about the guiding principles They have a really thorough process available online for committees to walk through considering logistics sustainability Curriculum culture in the schools Cultural identity standards all of these different things and then in September we go to visit a program as a committee And also meet with the Center for applied linguistics November finalize our recommendations So that if there are any considerations in terms of budget, we would have that information in a time But like I said before if we get to that point, we still have a ton of questions That's fine. Let's just the timeline and do it right and have a good conversation as a community Bridgette. Thanks. This is so exciting. Thank you for coming tonight. It's great. I have actually have several questions The first is actually this is not a question, but it's just an observation There was a committee that this district have that I think worked very hard on foreign language Issues that predates all of us that are here. Actually, I think only Michelle was actually here when that committee existed But I just wanted to flag that because it's pretty There's still a lot of parents in the community that worked very hard on that and there There was a lot of frustration that that committee did that work And nothing came of it. I'm not I'm sure the report is available That's great, I was just gonna say that would be great to try to continue that Luke because I think those folks did did a lot of work Awesome, all right, so I just wanted to try to find a way to bring those folks into the process to some extent And then I was curious about the parents whose kids might be in the program and how you see that like because this Process of which is great will involve a lot of Contact with parents, but it was occurring to me that the parents whose kids might enroll in this are not yet in the district Right, they don't have kids in the district yet because they're younger I'm interested in your Reaction to that and also Is the is the is it specifically what's under consideration starting in kindergarten? Or is the possibility of it being in preschool on the table? Yeah, it's a great question One is that yeah, you're right that the target audience sometimes for this in terms of parents is two or three years out In terms of when we would start so I just I tend to be up front with that We do have census information, so I'm able to share this and canvas a broader group of people talk to preschool family specifically Send home information to those things and try and involve them in that way The other thing is that I would say we've looked at preschool and those components and when to start and the research is Pretty solidly clear about the developmental guidelines and the kindergarten is the best target year to do that For a lot of reasons including that it's full day program those kinds of things It doesn't exclude Language work at preschool level But they were very specific last time that I spoke to them about this. They were very specific about What to do and what not to do with that. It's mainly exploratory. It's play-based It's a lot of opportunity to hear different language, but it's not as structured or immersive as we might do at kindergarten It's particularly in a language version of program So that's that's what I know about that conversation, but I think it's worth a conversation with preschool Once we get established if we get established what what that looks like, but you're right You're talking to parents whose kindergarten students are going to be coming in potentially one or two years from now And that's that's a group that I have to go out and seek to the degree in this conversation All right, thanks So I have a question because it looks like you're doing this which is great But somehow I thought we were hiring a consultant who would evaluate our situation Yeah, that's the cow. That's the center for applied linguistics So those folks would come a total of four to five times for full days and also provide us research support in between So they'll be extremely helpful But they're from Washington, DC. So they will potentially only be here a couple times We are however talking with Chit and these about partnering on having these folks coming and doing potentially a regional event Because there are a lot of schools that are looking at this So we may be able to benefit by hosting that or having them a little more accessible. So we're working on that as well I'm loving the fact that you're going to go visit a program that exists and it would be lovely if Staff some staff could go with you. Yeah, the committee would have representative members from the staff general education also English language learners foreign language instructor Things like that depending on where we go to visit it makes a difference You know Chittin East is relatively close and you can access that pretty easily I think it would be valuable to also go to Menden Upton in Massachusetts, which is a long established program But maybe with fewer people from the committee It's just always nice to see it in practice. I agree. Especially if you're not sure of that. Yeah And so I think this is a very thoughtful process awesome level of engagement General question that I have is what is the time commitment? Going to be for committee members like how many times a month? They'll meet I anticipate it would be about one time a month between now and November of next year that's just based on my past experience, but that doesn't preclude and a research assignments outside of the meetings Or potentially subgroups of the committee working on certain things Or maybe it will just go super smooth and we won't need that But I would anticipate no fewer than one We do have a Questionnaire for folks that are interested in being on the committee has about five questions just generally asking about their interests Any questions that they might have ahead of time things like that other questions? Is part of the evaluation process going to be also looking at The issues in space, yes, where to physically house this how to Yeah, a big part of this process is really sustainability. It's a five year and beyond commitment in terms of space staffing Curriculum development all of those things so there's a lot of logistics that we'll be looking at Part of my role with the with the committee will be to research those things and provide feedback to the committee on what I found in terms of facilities staffing Embassy programs partnerships all of those different things that we can find and talk about I'm thinking space. They're all in a space now. It's a reorganization Letter in it that doesn't solve staff issues, but It's the same kids I Suggestion that just Based on the board's ongoing Conversations and commitment to the diversity equity and inclusion and principles and policy that the board adopted and I know from Conversations that we've already had with superintendent that those principles are already part of the thinking around this program But I wondered if maybe we should say that Yeah, I just thought I mean it's not the board. It's not the board's document but I just throw that out there for consideration of whether that should be part of the tasks the committee to Ensure that any program opportunity Curious Michael, would it be possible? The calendar is very specific in terms of the instruction and the program itself And obviously you're talking about soliciting parents for the committee right now It would be nice for parents to know maybe some mile markers for when feedback would be available from them or to get maybe some Rough drafts just for more parent-to-community input To expect that hey by July we should be able to see a rough draft or just to have Sure Yeah, no, this is super exciting. I'm really Glad we're doing this as Bridget mentioned You know this is something the district has been looking at for a while. It's been a tough nut to crack, but I think it's given realities of the 21st century world Yeah, I think we need to broaden language opportunities really great of a great way to do it Excited to see this process involved If a community member was interested in being on this committee they would So we'll be making a post. I was waiting until this meeting See if there's any additional feedback. We'll be making posts and communications We'll be going out through the schools to community members, but also very publicly soliciting information Like I said in the next month the general goal is for me to get in front of a lot of people And I did a lot of different places and just talk about this So we'll get it out there and then there'll be a link where people can fill out the questionnaire and then me Talking about that audience of the Kids the parents or the families that Would have kids in a program such as this does anybody have any suggestions for Mike or otherwise Suggestions for how to get information out to those families Well, I mean we've got kids right now in the pre-k program, which we didn't have in previous years so we can I think we've got microphones out to certain people who we didn't have before but The library and also, you know, some of the private providers like you know, Turtle Island And children's house might have some parents that would be very interested. We have some students in East Montpelier pre-k too I have that with parents that were on that original committee And they offered to assist in getting the word out as well I'm calling that in And how many board members gonna you thinking So part of just to be up front It's a committee that needs to be somewhat nimble. Yeah, that's that's the rationale for the Yeah, that's that's what I'm remembering to Well, you're lucky because we're very nimble board Yeah, so Who has a time it can be nimble What are you looking for right now? I'm not looking right now Yeah, I mean if people want to say they're interested now that you know, but I don't think we need to make a decision Just you know, so many think about because it sounds like this might be coming together relatively soon Fantastic. Thank you. Thank you Mike Oh, are you on next? Yes, I think before you're from the mics you're gonna hear from a couple of community members who Talked to us and been very involved in this she's Barbara and a high doll and any crane and Andy Works with Planned Parenthood So she has expertise, although I think she's going to give us a qualifier that she is Fancy letters after my name And we share a passion for all things Sexuality and talking to kids about sexuality and I run a small philanthropic fund which Has me working in politics and I'm deeply fascinated by how power works in our country and our culture There was really two events over the past few years that you and I talked about a lot Which got us thinking about how we talked about sexuality with our children And the first was the breaking of the Harvey Weinstein story. I want to hear Jody Cantor Speak at UVM. She was the New York Times reporter who broke the story And I went with a friend who works as a lobbyist in the state house who has a lot of sexual harassment And it's interesting as Jody Cantor's presentation was in some ways what was more powerful was hearing the questions That were addressed to her predominantly by UVM students And the final question was basically what do we do with these men after the accusations and The immediate consequences that they may face. My friend and I in our drive home Both of us parents of sons realized important and big and tangled the question is that is What really interested us was how do we not raise another generation of Harvey Weinstein's? Second thing for me I have not hearings. I'm old enough to remember the Clarence Thomas hearings and at the time In addition to the all white all male Senate Judiciary Committee members who were running those hearings. It seemed like based on holding there was a consensus some of the broader public That Clarence Thomas could not have done these things and therefore it was completely justifiable to humiliate and vilify Anita Hill As bad as that was I Felt like in watching the clear and I mean in the bright Kavanaugh hearings There had almost been a shift to Maybe he did maybe he didn't it doesn't really matter at least when it comes to a man taking power I just thought about as I watched this and have lots of conversations with my 16 year old son What kind of a message does that send to our young man and our young girls that what happens to a girl's body? He's really not a consequence in terms of our young men's later lives and the power that they may get But moving oh Another thing that fed into your in my conversations about this was a study that I read A poll of high school students and college students female was that 70% of them reported that in their Perspective a positive sexual experience was one in which they were not frightened nor physically hurt And I just thought that was such a heartbreaking low bar and We just started having more and more conversations about how are we talking about sexuality with our students? So I have four kids I interviewed each and every one of them Tell me about each and every set that class you had and it was fascinating I Think words matter and this is just one aspect of what we talked about But and they did not go to a middle school, which is where all my kids have their sex ed But they reported that it was completely conception-focused and biology focused and I talk about things graphically, so I'm going to use some terms which I guess it will be okay You know penises are talked about testicles are talked about ejaculation is talked about But all of my kids reported that when it came to the woman's body, there was talk of the womb and there was the talk of the birth canal And clitoris was never mentioned once And it's interesting because you look at some other western democracies France in particular In addition to the teaching of the biology and very important essential lessons about consent and safety and Sexually transmitted disease. They also focus it in connection and pleasure and embed the whole idea of sexuality as part of our literature full of human lives and I found myself thinking I live Next door to necky I heard a sexy artist talk on the radio back in the 1990s and she had written a book with a perplexing title of sex is not a natural act and her point was that of course there's a biological imperative to sex and It does produce babies But in many ways human beings relationship to sexuality is quite analogous to our relationship to food and cuisine So yes, we all eat somebody don't starve but For those of us who are lucky to be food secure There's a lot more to it And I imagined what it would be like for necky students to go through an entire semester in which they learned about the physiology of digestion Not to pass on foodborne analysis How not to force people who didn't want to eat to eat and how to not cut themselves with knives All really important valid topics But I could imagine the students feeling a little ripped off Raising hands and are we ever going to learn how to make chocolate mousse? So part of what Andy and I have been talking about is what is the broader way in which we can talk about sexuality when their kids Answer their questions and what each of my kids reported that they most appreciated in their middle schools sexuality class was the anonymous question box A place where they could write down any question with no fear of embarrassment about any aspect of sexuality Both the nitty-gritty of the biology and the anatomy, but also broader cultural questions And an adult who they really trusted and respected would take the questions out and answer them and facilitate peer-to-peer conversations So So, um, I'm an anonymous community as of three years ago moved here Um, I'm also healthcare provider as Jim had mentioned. I am not representing Planned Parenthood tonight I'm just Um, but I have had the luxury of being a certified nurse and their wife who specializes in reproductive health care Who has been able to start working with many youth in our community through their actual health care needs and um you know One of the things that I found incredibly interesting is the spectrum of preparedness That the students from this school district Have come to me with because I do a lot of education on this Some are extremely prepared But it's to a scary point and one story that made me sort of drop everything and say All right. I always wanted to get into this kind of topics. I'm doing it now Was a young woman. I think she was 17. She was preparing to graduate and go to college last year And she came in with her mother And she wanted an intrauterine device and for those of you that don't know they get implanted in your uterus They're a very effective method of contraception very low failure rates some of our best Kind of crampy not super comfortable Definitely, you know, one of the most uncomfortable methods of contraception to put in but one that's often elected But this young woman had fear of medical procedures. She had a lot of trauma with You know medical procedures earlier in her life and she was picking this one the most effective one and I always ask So what makes you choose this method of contraception? And she very calmly with her mother by her side said to me Well, I'm going off to college And I know that there is a better chance that I will be raped Then I won't and I need to prepare so that I don't have a child from that experience It's one of the few times that I just didn't know how to respond because that's very intense to hear a young woman just Culturally accept this is my lived reality. And this is what I know is higher likelihood going to happen and based on, you know The assumption of lack of reported Cases we know that we're likely at around like a 60 to 66 percent rate of sexual assault in colleges in our country So if you're right, you know, she was corrected with the higher likelihood that she will then not So we have that type of student that yes is prepared But oh my goodness. Can we do something about that? You know in terms of our community All the way transcending to the student that I really feel like isn't prepared in a holy Different way but operating still within that culture, which is you know, a young woman who comes in For a pregnancy test because her periods late Completely confounded because he said if he was drunk then the sperm would be drunk and couldn't swim straight so therefore she wouldn't get pregnant So that has a lot of layers of complexity that is also really disheartening too and so, you know That combined with the high propensity of sexual assault follow-up I do see during the course of my week I thought we what can we do? How can we make this better? What's happening in this community? I'm new. I don't know. So I'm going to go and start talking to people so Many conversations with barbina and I also spent this past school. You're kind of just connecting with our school their elementary our middle school My minimally with the high school. I have young kids three and a half and six So I haven't quite gotten up that to that realm yet But the the elementary school When I was speaking with the guidance calendar, she's like, yeah There's interest and parents are wanting this information and I managed to be fortunate enough to connect with prevent child abuse from online one of their trainers there and you know We are so well supported in this community in terms of what already exists. So when parents say yes, please Can I get in on a workshop that's about nurturing healthy sexual development? Boom, we felt like a community partner that has that going on and it's connecting the dots So that's been some of the the exploration we've done at the elementary school this year And then at the middle school, I've been having some really interesting conversations. I mean From what I hear in the community as a parent. Yes, the desire is there to improve health education and sexual education But when I start talking to educators, there's a lot of fear the culture that educators find themselves in right now Especially with the me too movement is I'm worried about mis-stepping. This is a sensitive topic These are things that are out there in the news And it's a bit scary because if I misstep I could lose my job look at all these different examples We've seen in popular culture recently And so when I was talking with educators in our school district, they were saying, you know, I Know this is a need. This is something I'm really invested in I really feel like they need support from all areas. I want support from the community I want support from the parents. I want support from the top down I want administrative support. I just like everybody To be on board so that I feel like yeah, I can tackle these tough topics with these kids who really are craving this information In a community that based on my conversations around town Many people seem supportive. Obviously not everybody's going to be on board But I think one thing we could agree on Is that both examples I gave you of those young women that came to me is not a culture We really want our youth growing up in And so one of our community partners the vermont network Did a really interesting study at the end of 2018 and they said to vermont youth. What do you want? What would you like out of health education? Right, you know, that's the novel idea And the number one thing that our vermont youth, this is not even the country This is like us said is I want an askable adult To ask Whatever I want of Someone that's trustworthy someone. I'm not going to get judged and knowing teens Like me in a way Where they're not going to have to stand up and raise their hand because it's not the age or the hormonal milieu of what happens, right? So in terms of those opportunities are setting those cultures of that anonymous question box Where someone who is that askable adult Can answer those and you know creating a culture where kids. Yes, can help shape the education they want But yes, this is a grander community context and conversation And so I feel like that's sort of why we're here today is we would The school board to be supportive of something or maybe the policy level Whatever it is that could be formed I will also add my My other son who attended the high school. He's graduating now. He was very active in the conversation Student-led program of the multi-siberian culture Nationally They're not clear and it won't clear high And he found it such a powerful Transformative opportunity even wrote his college essay without having been part of the conversation But it feels like in addition to having The askable adult who's trustworthy where you can get really solid information back Rather than having sexuality education just be one week in middle school Are there ways to throughout our kids education create episodic forms where There's good solid information presented and it feels sufficiently safe that their human peer to peer conversations as well And one case I forgot Which is relevant to one of my kids is having sexuality education So focused on biology and conception is not entirely relevant for our lgbtq students Are there ways where we can expand the curriculum that acknowledges that sexuality although Absolutely part of partial of conception Is also much more so that our lgbtq students don't just zone out It's focused on early on conception And I will also say I knew Jill Kowinsky who serves in the legislature And she was part of the revising of the state sexuality curriculum. I think 14 years ago And in my conversations whether she said she is entirely open to having conversations with educators and administrators and school boards about how The statewide education could be revised again because I'm sure that's a big variable Yeah, okay. Thank you any questions. Thank you so much So I guess if you could give So just kind of just set the table a little Yeah, this is a this is the topic that's come up. I think both in terms of Of how health education impacts how we teach sex and sexuality But also increasingly how we teach You know navigating through drug use and You know the various mixed signals there. We obviously have You know with the legalization of marijuana and I think a bit of You know, my understanding is that marijuana use in high school particular Certainly is present and somewhat of an issue You know statewide we have opioid crisis We also have you know vaping and jewel and other forms of taking tobacco and other substances that You know, certainly, I don't fully understand that are relatively new Yeah, I mean the You know the board does not get involved in setting curriculum or you know, what's happening in the classroom but I think in terms of we hear this from the community a lot I think there are a set of values that a good portion of the community share in terms about Approaching this in a really progressive way that prepares our kids for a complex world and allows them to be you know full adults who Make wise choices and are able to make fulfilling choices Um So I would love to hear kind of what you know what the approach is at the high school with the approaches from a curriculum level and what the board can do Uh to encourage that You know, we one have Have given you the tools in the direction to do what you need to do as educators Uh, and then second, I think you know a point that that was was made by barbara and andy Um, what can we do to broaden the conversation because I think just Hitching these complex issues on what we teach in certain classes Uh, it isn't going to cut it that this has to be You know, we have to find ways to connect with community resources Uh to have broader conversations to bring Uh, you know the full adult community in um And and and really look at this as a a community issue and you know the board as he lays on between Educators in the community. I think we have a natural role there Anyone else want to add before they delve in in terms of things you'd like to either hear or Or things I missed I definitely want to hear about the middle school as well as the high school Sure Andy and Barbara and Libby and Jim and I met earlier this year And you know, that's had my wheels turning and has led to some specific action to since that time and They make very important and well reasoned points um, and health is Both a very broad topic and Also Important and very narrow sometimes when we're talking about real specific kinds of things. So The the board passed a nutrition policy a few years ago. It's f 28 That addresses a nutrition in the district in a real direct way and that You know doesn't touch anything around health curriculum In the way that andy and barbara are talking about nor does it sort of get at this larger Cultural issue of misogyny and and how what we can do to unpack that and to improve That experience for our young people in our broader community So, uh, where are we? I think one is there's there's a need for vertical alignment In the specific health health curriculum In the district If you remember Maybe some of you do that we added fte to middle school health just recently And so there's an element of that taking hold and for those educators to begin collaborating And liby's already asked mike to lead a group of The health educators to get together And to look at you know, what is it that we're actually teaching with direct health curriculum? Pre-k 12 And so that piece happened and it's underway And then the second thing is there's this real need for a comprehensive approach That there's these real targeted times in in a health class, but What else are we doing and can we pull some of those things together and have more of a strategic approach rather than Uh, the conversation is great at the high school How much is it? Dialoging or working with Existing curriculum and courses including health curriculum, but you know our English department did a really thoughtful and progressive gender unit In the English class this year 10th grade That partnered without right for mom And so, you know, how much would there be any for those sort of like an audit to see What what we're doing and how those things are sort of coordinating together We have a wellness initiative You know our guide to our guidance counselors need to to be a part of that verbal alignment and they need to be grouped together separately Those are all things to consider nursing You know, how how much is there overlap with with what our nurses are doing and how they're interacting with our students And then you know, what kind of opportunities are there in the community to partner more and to involve parents And all all to Along all those lines is probably an opportunity to communicate like for example, um, you know this year Not only spurred by um conversation raised in the community, but also just from our own students telling us that in the health curriculum needs Fresh look Particularly around our lgbtq plus population We've really worked to make that more inclusive We've had health educators attend workshops that have been held by the vermont higher ed collaborative that Is really it's outright vermont that's been doing those and they've they were in such high demand in the state that they ended up running several sessions So we're not alone in the need to to update Those experiences and make them more inclusive um And then, you know, there's there's lots of different quality Existing curriculum whether that be the things that Are many of our students participate in the unitarian church with The owl program or planned parenthood or advocates for youth Or working directly with outright all of those are things that have been Filtered into our students lives and into our school life. So should we strengthen those partnerships? Would be one of the questions probably on the table as an opportunity and then um You know when you think about the quantity of direct instruction, it's really pretty minimal for Middle schoolers that to have it as an elective and that has increased just recently But high school expectations around the state including popular are just a half credit Just a semester's worth of health and so for us that's been four units. It's uh, we've done mental health addiction sexuality and disease And in my conversations with our health instructors, you know, it feels like There's so many things that are are left off um The table, but you really don't have a lot of a lot of time with with that expectation so One of the things we just were kicking around In this conversation as it's been raised in the community is you know, maybe We just have to just go to You know mental health and you know even incorporate addiction into that and also Just doubling our time that we're spending on on relationships and sexuality Because it feels like maybe that there's a need for that So that's been part of it and I think that that speaks to the need for a more comprehensive approach And the the other thing that is missing from the district which has existed in the past and it exists in other districts Is an sap And depending on who you ask that's either a substance abuse professional Or a student assistance program um, I think sometimes it's not very How do you say this is like, you know, who wants to be sent to see the substance abuse prevention? So sometimes It's it's different. We just don't have we don't have one and I think I might have been part of that in my first month here We did an open part-time sap position We also had One and a half social workers in the district and I advocated pretty strongly that we have a social worker at each building and part of the bargaining on that was to Let go of this unfilled sap part-time position And it's just never come back. And so I think based on What are likely to be high numbers From our youth risk behavior survey Around drug usage That's just anecdotal and also statistical evidence of the number of students that we interviewed with particularly last year at the high school That there would be Reasonable need For an sap in the district To you know to be proposed for next year's budget Um We also Have the youth service bureau as our primary partner For post-vention a lot of times particularly around substance issues and Our mental health support primary community partner is Washington County mental health of which the youth service bureau It is a part of And oftentimes their capacity is lower than our need We experience that on a regular basis I won't get into any specifics of just today, but um Oftentimes there there are students who Whose needs are are not able to be met because of of capacity With our community partner too. So that's kind of a 30 000 foot issue But it's something to keep in mind if we're trying to build Awareness and strength in our community around these issues that that is one area that Can sometimes be an issue too. So that's a lot of information. What landed? What do I miss? I wrote that for On that last part Mike, can you just provide general? I don't know. You don't want to get into specifics But can you just provide general examples of the types of needs that you feel are out there? One of the things that I can say with confidence about a state need is temporary residential Mental health support for youth in the state There's always a shortage of beds And so sometimes if there's a real shortage of of beds We'll have a student that ends up at the screeners and what that means for self harm and The screeners don't have anywhere for them to go So Maybe they're okay to go home And if it's not beds, it's people. They don't have any people to provide support to the family to Would be that student Has identified need or a reference from osters from someone else for a counselor and they might be on a six to eight week way list Or more Part of washington county mental health's challenge is that they're they're trying to develop different business models And it's truly a business model. So they're working within this pod function now And if you're not a school district who has purchased a pod Which we are not because we don't have that grade of need I mean that's significant support and they don't have enough to go around for every district So if you haven't purchased this pod, you can't access their services What was it? It's it's like a group of professionals that work within your school school buildings And work directly with kids. So they have you know cases and and a let them, you know, client less basically And so places like washington central northfield in lamestown and Have much higher need For that type of support And it purchased pods and it's working out very well with them in a very collaborative nature But when we have the one kid who pops up That desperately needs mental health support Because it is with us we can name the kids, right? We can see them. It's not a group. It's we can name them Washington county says sorry, you don't have a pod Or and we don't have any extra people outside of our pods So it's it's a business model that also gets in the way of Support, however, they don't have anything else to offer Kids and families who need the support and so they get on these long waiting lists We had a kid on a waiting list for At six months and we finally just went with a different provider We have a different provider. That's not as strong And I I've found in the past that Because they don't have enough people at the state level They can only pay attention to the most drastic in in preference to Coming up to Doing something in preparation. So you don't get to that point They just don't have the now with the pod model. They don't that's not even their priority Their pod is to try to get as many kids supported as possible Within school systems. So they're they're working like let's keep going with like the north of Williamson district, right? They're working with more kids in that district and they're influencing more kids positively, but it means our kids Don't get the service And we can have the most challenging kid in the state and it wouldn't matter Right now for washington county mental health. It just wouldn't matter. It's just not within their own ability to support us Is there any opportunity to kind of leverage some some sharing some economies of scale with some of our neighboring districts? Not with this type of model It's not allowable. So I marylundine and I went to a meeting with them With a region right so soups and special ed directors where they're from across the region And they're explaining their models to us and so I raised my hand I said i'm a newbie to this county, you know, we have different models and chitin in franklin county So what i'm understanding is if I don't purchase a pod for my school district I no longer can access you at all and they said, yeah, that's it. That's that's pretty much it And so then I said, all right, we're done here then I'm gonna go find another solution for our district, which is why we're investing in a social emotional learning coordinator Do you know if you 32 has a pod Washington central. Oh, you I know you were talking about north fiddling. So I don't believe they do but I'm not positive I don't know they might actually actually they might At you 32 You know, I'm sorry Up good. Yeah, I can't help but notice That health is such a broad term And that's why you know our conversation or what we do as action steps could just go in so many different directions like right right now and you know one of the things that I I heard in um in the in barterinas points is you know an element of toxic masculinity or misogyny as as being something to just try to take on as part of thinking about health differently and I think that That um, you know, this self is a really big challenge but but one that we're engaged in I I think And that could could be strengthened. I felt like I left out like a hotspot might be like coaching And and any kind of sports, you know to to improve in the orientation with those folks and then after school programming to thinking about mental health and positive role models and positive programming I think that's maybe i'm jumping And anticipating what maybe the next question would be but Strengthening those things would be one action step and in my opinion the sap probably is clearly another potential action step The pulling together Within the district to see where we're at and how much we're aligned and how we can Move in a more coordinated way Is another step So I guess what i'm saying is that, you know There's so many things that could fall under this as a as a category Um, and isn't it kind of like all about about health? So i'm just sort of cautioning us to to say, you know, what what is it that we're trying to zero in on because Right away. We started to go down the mental health path and community partners with With washington county mental health, which is a rich topic um And so, you know, how How broad might we get if we're not careful with that and like just to point out that So he and I we've said and went four meetings around health four or five just this year and mind you i've had No other curricular conversations with parents this year And and the total ends of the spectrum, right? So we're being way too explicit We're giving way too much information. I want I want notified so I can pull my kid out of this Because it this is my responsibility to teach my kid to Whoa, no, you're not this needs to be way more in depth She'd have one down there first Well, it seems to me like there should be a policy There's a nutrition policy. I think that um, you know the The diversity equity and inclusion policy sort of touches on some of this but and Maybe it addresses it enough to the district But it needs to be something stronger Yeah, and and I was thinking since I spent so much time in middle school and and about what you talked about was um I'm not sure how how comfortable the faculty is That that goes without Beyond the health faculty and and you want somebody that kids can talk to that want to talk to it And I don't want to add yet another thing to the teacher's plate, but then again um, maybe we need some more training or And it's a big assumption, but I'm middle school being a little different, but that's where all the questions begin Yeah, I think along the lines of the Anonymous question box. I mean that's a totally reasonable idea and one that a lot of schools apply I've been a part of that. I've been in that room with seventh graders. Um, it was good But um I think that part of pulling in that team together can be Thinking about that that suggestion and thinking about how to improve The direct instruction around curriculum and and continue to update it to be as inclusive as possible So that that seems like it's in the works to me Which is you at random I'd really like to hear more if mike is able to do it I don't want to put you on the spot about exactly what the curriculum is at the middle school now So I can talk a little bit about what we've been doing And I offer it not as an excuse, but part of the challenge As mike mentioned when we say health as we started to pull together This group for me to see with It went from health educators to health educators with guidance counselors health educators teachers guidance counselors and nurses to General ed classroom. So that was part and part of the initial conversation Is what is what is it we're talking about when we say health curriculum? So we started to have those conversations at the middle school and this is my understanding I don't want to misrepresent it, but my understanding is that for a period of time there wasn't Specific education in at least two grade levels. That was my understanding And now they've added it to one of those two and I believe that the conversation is to add In that final I think it's seventh grade that doesn't have it right now So that's the conversation that's happening there. I have time scheduled with the health educators there to talk to them Essentially when liby, mike and myself started talking about this What I wanted to do is meet with the health educators, which is Depending on the school a variety of different people in different positions and hear from them What's going on in health education? What is the health curriculum? What is that that you see as the challenge where we need to start this conversation? and the immediate Interesting thing was that it wasn't just the health educator It was oh, you should meet with the nurse as well in our guidance counselor And we have a parent volunteer in the general ed classroom of the elementary school So it is a very broad group of people to talk to about what's going on with health education, but it has begun um The middle school has been looking at two specific curricula in terms of what they are doing for health education and I have Scheduled meeting with them next week to hear their feedback on those two pieces that they've been looking at Is that around sex education particularly or just health in general? I think it's it's around health in general. However, there's a strong emphasis on sexuality And in terms of the amount of time that's like What a six-week segment in a particular year or I don't mean it's not very much I don't know is my understanding the feedback I heard from them was that it's not as much as they want to be doing I think I think it's I think it's moving around a lot. I think that that's part of Why it has come up from the community is the the amount of How direct health education that students have had is very and I think that That's one of the opportunities that we see collectively both as a community and as administration to be more consistent and invest more And a challenge, what are you going to take away from? That's a that's a challenge. So You're taking the time for that. What are you right? Right I think it has had to flow with the priorities of different administrators in different ports Honestly I'm probably students too um slightly related, but maybe moving the opposite direction So when we had the discussion last year about adding the extra FTE in the middle school for health education You know the argument is made and rightfully so the kids come to school today with a lot less Health from home. We'll say on a lot of general Health wellness mental health the whole spectrum Can you tell me do any districts do anything proactively to engage or educate parents to get families or parents more involved in assisting on some of these topics to I don't want to say less than the burden from the district, but maybe A lot of the conversation from Andy and Barberita tonight. I've really looked at like a more global changing culture and changing atmospheres and That's not necessarily done just by direct Instruction and it seems like maybe more family involvement could be A piece in accomplishing that And I got I'm guessing that districts probably don't but I was curious if there were examples of districts maybe tried to do more to engage or Bring parents into the mix Yeah, I appreciate Andy's point about um that we actually live in a community where there are community partners that are possible Um, and I actually think that there's a lot that happens all the time Um, you know, I mentioned the unitarian church That does this owl program with a lot of our students and those students often come into our health class You know, like I I know all this, you know, I have seen all this So Uh, I think that there's a fair bit that does happen, which is why a lot of our our students Are pretty comfortable in a good spot. The question is is who isn't that hitting? Um, and how can we engage? those families That maybe not are not already engaged with all that is is available And I think that's a bigger challenge because oftentimes those families are have a lot of stressors and You know coming coming into the library for a few hours on a wednesday night might not be their top priorities There are some with some programs in chidney counting um, I know that And as liby mentioned, it's kind of a different system up there with the mental health providers Um, I know that camels hump middle school For example has a program um for uh, I forget the name of the program but it's four families and they Do everything from nutrition education to sexuality conversations very supported process And it's a small cohort of families that Are identified of need that there's a tremendous amount of partnership that happens through that And then also they do have an sap model where that person is helping to coordinate a lot of parent education It's connected to some grants and connected to the cbc health curriculum and standards so it's really Pretty structured and guided in a good way, but again as mike said it really partners with community partners And there's fewer of those up there There's a few greater opportunities here Are we being intentional about? using opportunities just kind of drawing from Past high school experience Where you know things like prom things like the culture on some sports teams, etc Things frankly the kids oftentimes are very cued into The at least subtext of some of those things tends to be at odds with Other messages we're sending are we intentional about taking those opportunities to reinforce the right messages and use those as education opportunities rather than Things that might be you know counterproductive to values. We're trying to instill I think in some areas we are in some areas we can do a better job. Yeah, I agree It's it's Yes, yes and no, you know I think that there are Areas that we can do more like the one area that i'm going to recommend to renae and to all of you Is I think that there's potential With coaches And remember that our coaches are basically volunteers Right a lot of times we have open coaching positions and we're so thrilled for all of you coaches. Thank you Really, it's been a tremendous amount of time with our with our students and So, you know, how might I or the system strengthen their understanding of how to support students and take on some of these issues that are often a problem or it could be a problem for our young people and You know around problem Yeah, we this is that's something that we've done every each year is you know talking about the risks at this time of year and graduation too When we you all support project grad, which is an important piece of that puzzle and gives us a chance to dialogue about it um, and there's also the challenge developmentally of Running into the dare program I mean the impact that the dare program has had statistically is that it makes it worse and so Last year we did some direct instruction around marijuana With students and we had a we paid a fair amount of money to have somebody come in we did a parent night, which was not well intended and students, you know, I it was mixed results like there was a little bit of You're so lame you know and You don't really know what you're talking about and so we had a hard time teasing out how effective or how useful that was When we felt like we were addressing and trying to engage our students in a conversation about drug use and of in a whole school manner And I'm not sure you know, I mean I just talking to students there was Mixed feedback about whether or not that was useful Do you think policy guidance from the board would be helpful? What would it be? Yeah, that's what I was wondering I'm daunted by what it would be What I'm a little daunted by what it would be. I'm a little daunted by what it would be too. I guess my question is are Yeah, given the complexities and given the fact that there is You know, I think I think most of the community is probably more or less in a certain place, but there are There's probably some of the community that isn't Would would you feel more freed up to maybe um You know do things like Work with coaches on this or work with you know, general classroom teachers that you know These are values and these are roles. You know that are important And one that that we wanted to take a part in playing and two that you know It's okay to have these conversations with kids even though they're they're tough and they're in seventh grade You know, you can you can feel these questions and Yeah, that type of thing I'm not sure either because I think it is complex We don't really have policies that direct curriculum content But there's been a lot of conversation here from the very beginning about what the curriculum looks like It's that when I said I thought it was daunting that part part of what I was thinking about is I feel like we're hearing from the community and we're perhaps experiencing as parents and we're Hearing from the educators about about a curriculum need which is not something we normally put in policy And then we're talking about as Mike said a range of issues from Um inpatient residential treatment needs all the way to toxic mass masculinity Culture in certain areas. I mean there's this enormous Range of issues that can fall under this umbrella I'm kind of thinking of something I think To me there's similar the most similar thing we have is the DOJ issues where we've kind of signaled that this is important and we want our district to embrace these values and Take this out really I think on a cultural and holistic level But we're not going to say What people should be doing in classrooms, you know the you know what curriculum changes, etc. But kind of a set You know a value post in the distance that we really find that you know the value of equity diversity and inclusion are important to the district and We want to you know support that and You know kind of signal that that we care about that and some of these you know When you say rape culture not everyone is going to say oh, that's something that That we should accept and you know and be telling our kids is out there I don't think so. I you first asked But I think given the diversity equity inclusion Policy that has been passed. I think that As an educator, I would lean on that To be able to point to that around things like You know, why why would you support the conversation? Why would you take class time for that kind of thing? Why would you read? You know speak in English class Why would you have uh, why would you partner with outright from on? All of the the things that we're working towards having a more inclusive and equitable Equitably conscious school system and experience for students I think that you could point to that policy And I would And I also think you have a drug and alcohol policy Um, which is there, you know, maybe it's worth revisiting or something, but it's it's there and You have a nutrition, you know policy, so Do any of those take it directly? No, but I sort of agree with Bridget that Anything more direct might be curriculum directive And I think The sapp The really take a look at what we're doing and how we can strengthen and improve that Are probably the next action steps in my opinion Maybe it's a question not of a policy as much as as board we'd expect to report. So We acknowledge it as a problem. We Want something we don't know what it is. So but could we in so many months could somebody tell us how we're doing? Well, one of the things jim and I were talking about today is having clearly defined goals Like I can't tell you how we're doing on something. That's that's not defined. Yeah health right That's what I that's what I was raising my hand about I feel like We're still in the process and it's going to be an evolution probably forever of defining the needs Defining the goals charting how we want to address them creating a plan and implementing that plan and updating it and implementing it and updating it Yeah, I think it's a really nice point Andrew in this and in the sense and this is putting like my fallacies on but there's a lot to Particularly the gender piece That is here now that I don't fully understand because I never experienced it, you know And it wasn't part of my education growing up and I don't have a community around me like that That's a big learning piece for me And I don't I'm not alone in that and The adults in our in our education system And so some of this is going to go slower than people want some people want because our learning process is there Is there and we have to we have to allow for that learning to happen Expect it to happen Not say it can't happen But we have to allow for the time to that for that to happen for the learning process for two um But I am wondering though if if I mean the the counterpoint to The part of the policy Why the policy is difficult is that it does prompt reporting and so as Tina said having reports back would Help the board stay on track about what's happening. Um, so I'm just kind of echoing what several people have said that I feel like I don't feel very good about just leaving this meeting with no next step from the board because I feel like the issue is pressing And that the community concern is really there So I'm just I'm I'm struggling with how we could have Whether it's it's pieces of the issue that we know are the districts moving forward on and we want to make sure that We're hearing about them regularly Yeah, and I would definitely want Kim, you know the community broader community involvement to be a part of any of those Yeah initiatives if they're going forward Uh Or if it's having the the administration come back in a given period of time to have more specific objectives that could then be the basis for Reporting I'm open to different approaches, but I'm not I'm not thrilled about the idea of just having the conversation That's the end of it tonight. Yeah, I agree. I think it would be helpful to kind of scope a strategy like what do we want, you know What is what would be helpful to? Sometimes what happens to the board too is You not you specifically but somebody comes to say okay now we need an sap person which Maybe I've never heard about before and it seems to come out of the air for the board You've been working on it for four years and now you've decided so that's my theory of of the reporting is Not only how you doing, but Where you going that goal of what do you need to get there? I don't have any idea You know, I'm twice as old as Libby. So I'm in a different generation of of how that goes so Um, I agree. I hate to leave with nothing. I'm not sure what the something is What if we yeah So this is not You know, we go through years of doing language immersion discussion Because it's curriculum based It's developed by the professionals who know how to develop the curriculum around it. We support it though and we're visible about supporting it This is a different kind of need And you know, if we don't do this right kids commit suicide So I feel a different sense of urgency About the board supporting something to be put together to address these kids in crisis because they are in crisis And I don't know what the solution to it is, but just in the much the same way That the racial equality question came up several years ago We took distinct action in in response to it and the kids took distinct action with it I don't have the solution to the problem But I really think the board needs to be involved in finding a specific solution to the problem And I don't I have to admit I'm ignorant on what form that that would take but To me it almost doesn't matter If um, the teachers are not prepared to address this Um, I think the consequences of not addressing it can be tragic and um This is one of those things that we could discuss for years And I don't think that's going to solve the problem and I think having a part-time Professional on-staff that can actually focus Maybe take one or two parts of it say focus on substance abuse and mental health start with that um And then learn as you go With that I would like to really see us Put that into place I know it's mid-budget year and we did not approve it in the budget for starting the next School year, but I don't think it's too late to do something like that for the next school year And I really like to see us actually request that and move forward to it. I don't know At what place the board actually makes that happen we can't But I'd like for us to come out and be public that we recognize the problem And we are committed to doing something about it and we support maybe here proposal to add that part-time MTE next fall Even full-time, yeah Maybe it's not just the high school right right between the two between middle school and high school. I really In my own personal experience two kids that just graduated from high school. I I sense a real urgency with it Maybe it's a discussion that liby has with the administration and comes with some Thought about how we proceed since we all just said we don't know how to plan what they really need the most and yeah And maybe they don't know that yet. We've talked a lot about developing systems and maybe Like mike just gave us his list from the high school But pan and the elementary school principals might have something slightly different and just have them sit down and hash out These are the couple things that we could do almost immediately to see some positive change But I do think it's important for us to define the needs I think in some way He's putting the cart in front of the horse like it seems like that we're in a process of defining of defining the needs And I think that we we should do that as as a community And know where you want to go with those goals Well, the scope of the situation obviously the scope of what we're talking about too Right So And I do think your equity policy Has aspects of it. There's an expectation for curriculum in the conflict resolution We'll educate all students and staff about the significance of how what they say and do affects other students I mean there is language in here that can That can support the work already from a policy lens It's just how much and when and what do you stop And maybe just it's so broad maybe just have to pick one thing right now even though they all seem to be Equally important We have to start somewhere Well, I would say that we've started lots of lists, you know, I mean, we're not at ground zero at all I didn't mean to Yeah, I'm just reiterating that. Um, it doesn't mean that we aren't without problems. Um, but you know, if we're talking about lgbtq plus support You know Could we do more? Yes. Do how do we do a lot? Yes We're talking about sorry, can you clarify? Are you talking about the high school or the whole district when you're talking? I mean, I have the whole district my whole district, but I mean, of course, I'm Colored by the school. Yeah, we are and that you could use that alone. So you have Max Jennings at the elementary school has a group for gender non-conforming students or students who are questioning that they have She has an after school group Um to to just for a place that's fun and accepting and safe Um at the at the middle school, we have gsa just like we have here at the high school Um, I think I think there are active steps all our staff has worked without right Vermont around these issues we have trainers in in house To work with our colleagues. So there we have taken active steps In those places they just may have not ever come to this level to report on and exactly what steps we've taken and it has gone across Three buildings. Anyway, it has not been in focus in Roxbury as of yet because they're new to they're new still It just hasn't gotten there yet It seems like there's a An education component for the board and a communication. I think an application component too Um Because it does sound like we're doing a lot. I'm not sure that story is getting out there I think I think what we're hearing a lot is is the horror stories I mean, and let's be honest. This is this is a tough thing to get. I mean, you know coming of age is you know the focus of a lot of books for a reason it's a it's a difficult time and um Yeah, it's a difficult time. It's an awkward time there, you know, and I think we're hearing The stories of of where people feel it's not working Um, and I think to expect it to work all the time is probably unrealistic, but I'm not sure that the board The board has a full understanding of all the things that are being done To becky's point, I mean should a 1.0 fte for an fap be put in place That takes some pressure off of our social workers and it takes some pressure certainly off of that our administrators Um, it's an it's a collaborative effort with that nicely, or you know, so so I could see how that that piece alone could Not get rid of problems, but certainly help support our students in a way and support our Overtax social workers and administrators in a way that we currently can't support them What what about if we um created so if we're think it sounds like the board would like Something tangible to come out of this. What if we requested an asset map? which would chart out our strengths and resources With regard to addressing these health issues based on the four buckets mike brought up before I don't know if that seems out of the box or not, but that would show us, you know That would show us, you know, here. Here are the professionals here are the External groups here are the different courses that we're offering that type of thing It would also inform the community. Yeah, but inform the community and inform inform us The four buckets being the four topics in health class. Yeah Something it doesn't have to be those buckets but some we can certainly do that we can certainly do that And then then you could show us, you know Where where do we need where where is the need in light of this? You know, here's here all of our strengths here all of our resources But you know, here's where we really need some extra help and here's how this SAP would fit in Because those are going to be a natural Big chunk of the information from the youth risk behavior survey. What does that come around? Probably this summer Yeah, and so there's often times districts will put together a little committee That includes students and says, okay, here's our data Well, we're really high in this really high in this. Um, what are we going to do about it? And You know, there might be a unnatural opportunity to utilize that For student leadership to involve faculty and maybe a board if somebody wants to join them you know that and Seems likely that it could lead to this suggestion that I see a lot of nodding heads for around FTE And then the other thing to me seems like if you're looking for an action step is Since you're sitting there Yeah, um, he has a team that he's putting together to look at this more direct Health curriculum question You know, maybe there's a little paragraph that ends up in the superintendent's report About what's happening. So you can get an update about that in the short run I was just thinking Um What's the plan for community and parent involvement as you move forward with the process? I mean, I I heard I heard a reference to aligning the health curriculum k12 And and I know that you said you're working with the educators as the starting point How does that unfold and how do you wrap parents in the community and students into that? It's a great question. I was starting with who's teaching health And um, you know part of the challenge, frankly, is just the time of year And sort of head out. We don't have a lot of time to pull a large amount of people out of the classrooms That was a big consideration. Yeah So right now, I I think there's a couple different directions we could go There is a high quality inventory around health education I say that loosely because it involves other things and involves like nutrition and things like that that the cbc Put out to schools Through a I forget the acronym, but it was ccc something something like that In any case, it could be a guiding force for that group and that that could involve representatives from the community as well And then we could think about what that looks like I think the timeline is a little tricky right now. It's may So in terms of that work seeing how we can get organized between now and the end of the year And what that timeline would look like I think is the next question that I would volunteer my to talk about So So the short answer is yes, the community members should absolutely get part of that figuring out who that group is and what the work is I think is the question that I hear from And how how do you choose? Like I said, we've had I've had zero conversations about how to teach my kid how to read But I've had five conversations with different parents about what should and should not be in front of my kid into health class So whose voices I would caution us in thinking whose voices are heard in that Um, I think it's tricky I think it's tricky and we don't involve parents when we're talking about math curriculum necessarily What for right or for wrong? We don't do it. I mean, I'm not putting a judgment statement on that But they're not part of the math committee that we're working on right now. So It's a treat. That's a tricky one I do think the idea of hearing and maybe from your committee will hear about it I was thinking of andy saying she came from somewhere else and and she knows a lot about it And yet she went to the elementary school to try to find out the little school to try to find out Okay, what about a parent that doesn't have her background knowledge? Who in the school system would you go to to ask? Who would you if your child needed help say they go to are we clear about that? Or do we have anybody to go to you know, all those things are Yeah But to your point, I mean, you know, obviously one thing that differentiates this is just how pervasive it is with the rest of our lives. I mean, you know What it's not going to have or not have a healthy relationship depending on you know, what's talking about in this class Yeah, and we're in a political spectrum that this is this is in our faces a lot Yeah, it doesn't whichever bucket you're talking about it's in our faces a lot And gets a lot of new well, it's just it's just the tentacles stretch to I mean, they're complicated tentacles and they you know, they intertwine everything, you know, to Becky's point. I mean, this You know, these are issues that cause people to take you know drastic and you know very tragic action, so it's It's complicated and it's high stakes So I mean, I'm kind of thinking that Just kind of continuing this conversation or the administration. So we're educated and checking in I think your suggestion is a great one. Yeah, I'm figuring out more of what we have and learning more and you know, just assessing as we go along because I Yeah, I think there's for a variety of reasons a policy probably doesn't make sense and I think we want to definitely stay out of areas that we Shouldn't be in And I think we do have some some great guidance and policy that you know signal our values But I also think saying that we had a conversation about it and we're done this is not Going to work out it for the board of the community. So I think we need to keep checking in and and learning more and and you know Continuing the conversation and you know being part of it to it that I'd love to learn more about you have to continue to learn more about the resources out there because it sounds like we do have some great Great community partners and great opportunities To you know make this a Well to take what's already a broad community conversation and make it broader Other thoughts Thank you both. Yeah, thank you both You too appreciate it I don't think we're gonna leave and you're probably gonna keep going. I don't know if I'll see you So I just want to wish you well And to say thanks for being a part of The planning for the gym renovations So I think we're at motion to adjourn. I also want to thank Lisa for all her fantastic work. Um, it's been a pleasure Serving with you and is this going to be your last meeting? Yes Oh We're sorry leaving Um I'll let you adjourn your last meeting if you want to Oh, I move that we adjourn Second Second What was the favorite? Great. Thanks everyone