 Good evening, everyone. I'm just looking to see Brian Baker, let me know he was going to be arriving a little bit late. It looks like the rest of the board members are all here. Good night. We've got a fairly full agenda with focus for the meeting to be on the strategic plan, and also to meet with the auditor. Linda, did you send to everyone the addition to the consent agenda, the contracts? Yes, I did. It was probably 330 quarter four, though. Okay. So those the, there are some teacher contracts that the board just needs to approve those will be put into the consent agenda. To be approved. And when asked if he could switch around the agenda a little bit, his granddaughter is playing in a softball game. So I'm wondering is the auditor here. Yes, Teresa is here. Okay, would you be willing to. I had the, the Winton was going to be doing some presentation at 640. Oh, and at 640 right now, we're getting a little bit of a late start, but I'm wondering if you'd be willing to go before him and that way we can accommodate his need to see his granddaughters. I can go whenever you're ready. Yep. Okay, fantastic. So we'll just switch that around. I need a board member to volunteer to be the meeting evaluator. So do we have a board member willing. Okay, it looks like Chelsea is willing to do that. And Chelsea that you'll find in the, in the materials that Linda sent. There's a little evaluator form. Got it. All right. Awesome. So you can do that. So, I'm going to move us right along to community engagement. So this is an opportunity for folks from the community to share any thoughts or concerns that they have. And I see all Parsons has raised his hand. Yes, I hope I'm doing this right. I'm actually the union representative part of the liaison bargaining team for healthcare and I wanted to give you in the public an update on negotiations since they've started on the 27th of April. Is this the appropriate time to do this or I'm not sure. Well, you have three minutes. No problem. If you want to update us on that, that would be fine. Greetings. My name is Paul Parsons and I am the driver's ed teacher at the high school. I'm here representing the OS EA as the liaison to the Vermont any a healthcare council as you're likely aware it negotiates over the next statewide health insurance agreement for public school employees have begin. I want to briefly update you in the progress. We believe that open communication between teachers support staff members of the board is critical to ensuring affordable accessible, high quality healthcare for employees. As you know, we have a 10 person team with five commissioners appointed from the school boards association and five from the unions representing public school employees from any a and ask me. This is the first time on April 27 with the third party facilitator just to engage statements of purpose interest and objectives. And they allowed them to ask clarifying questions and to set up for the next meeting. And here's what we're looking for. And I think these are all pretty basic affordable access to all employees to high quality comprehensive healthcare. We're considering equity and healthcare affordability and access for low income school employees, most of whom are women simplicity of benefit administration for V high plans, HRAs and FSAs effective and timely education about plan choices. And support as a union all these principles as the goals of the bargaining team. We look forward to a fair and reasonable settlement that protects and strengthens healthcare benefits for both the orange Southwest supervisor union and the OSCA Union. And we recognize that you know healthcare in the United States is broken at this point in time and we're looking for a mutual working arrangement to improve healthcare and keep our costs under control. Thank you for your time and look forward to continuing to update you on the conversation has the negotiations go forward. Thank you very much. We have any other member of the public wishing to speak. Okay. I would like to. Okay, Nora. Hi, thanks. Nora Smolnick, I, I recently lost you. She's back. I have no idea what happened there. Sorry. I've only been doing this for how long right. Too long. Anyway, Nora Smolnick, President of Braintree Vermont. I teach at Randolph elementary school though this year I have been doing remote. I just wanted to thank the board for their recognition for the teacher's appreciation week. And I thought just, you know, I realized that most of you are aware, but I thought it would be good just to quickly state just some of what it's been like this year. I spend often over 10 hours a day on my computer for meats, planning, grading students work looking for new activities to engage students in learning during this difficult time. I deliver books and supplies and do all of that because our students are worth it. Thank you. Alrighty. Do we have any other folks who would like to speak. Okay, I'm going to move us along then. And I see that Winton has arrived when we were able to switch you with the auditor. So we're going to have to go next. And then we have a brief, just discussion on board training and then we'll start in with the strategic planning information. We'll hear from the auditor next. Hi, everyone. I'm Teresa Kajensky from Father Gills the galley and Valley, an audit firm in Montpelier Vermont. We've been auditing you guys now for maybe five years, definitely for you. I think maybe this was our fourth year. I believe you guys all have copies of the audit and have received them. I was going to kind of just go over the communication letter, which is just a three page letter that is addressed to the school board members and management. So the one thing I wanted to say that this was a clean audit. It's called an unqualified audit. And it's the best audit that you can get and excuse me. Oh, oh, excuse me. Hold on. I my daughter. I have to pause. Sure. We're waiting on the auditor. As we listen to this report board members, we might want to just be looking at our, our 2.3 financial conditions policy to help us sort of evaluate how things are doing as well as our asset protection policy, which is 2.6 financial conditions to help us, but it sounds like our audit was in very good shape. Hopefully everything is okay with the auditor's daughter. Maybe what we can do just to keep us moving along is I will take because it's only about a five minute. And it's for this discussion is just to talk a little bit about the training upcoming training for the board. And I apologize. I sent it out to the board earlier just some information about what we're looking at. So I've been in communication with Susan Mogen, she's a policy governance consultant out of Canada. She's been working with the Rutland, the Rutland Southeast organization. And then also she's been working with the district over in Bristol. And she has a great program that sort of allows board members to get training online and to do it at your own speed. And then we can come together to six hours of sort of online videos and then we can come all together at our retreat and be able to kind of digest everything that everyone's learned and then have an hour consultation with her at that point. And then as we look at our agenda for the for the coming year, sort of look at and have her help us facilitate sort of making that annual agenda and making sure we're clear on what we should be doing. So, as the board chair, one of the things that is in my, my role is to is to make sure the board is functioning well and getting education that we need. So, given that we've tried to use VSBA folks in the past bell gardener is the one who has policy governance background she's often hard to schedule so I figured we might as well try this guy, the folks down in south of us and over in Bristol had good plans. So, that's sort of the plan. Are there any questions, Hannah I know you were sort of wondering about sort of the process or how I came to decide that I the agenda item, I guess it's further along in the process than I thought it was so I was surprised to get your email today, describing a specific training with a specific person and a specific time commitment. I thought this agenda item was something we were going to discuss about what we wanted to get out of the training but we understood where we were in the process. That was my concern. Okay, so I see our auditor. Yeah, sorry about that made it back hopefully everything is okay. And it's okay. Yeah. Okay, wonderful. So, back to there's the communication letter there it's a three page letter that's attached to the audit and I'm just going to kind of talk about a couple of the items on there. Again, the audit was a clean audit wasn't called an unqualified audit we had no specific significant deficiencies or findings to talk about. There's a couple suggestions that we have at the end of this letter but nothing rose to the level of a significant deficiency. So, the first part I just kind of wanted to say that there are something called corrected and uncorrected misstatements where we propose journal entries or we find things that might be a little bit off but are not material. And the things that we found that were not exactly right or chose not to do were four items. And one of them was the in 2000, June 30, 2019. The compensated absences were a little bit understated that the 2019 and 2020 prepaid assets were understated and that had to do with purchasing some equipment. The current year so the 2020 FSA liability was a little bit overstated. And the accounts payable was a little bit understated when we do a test we look at things that get paid after the end of the year and see if they belong into they should have been booked at June 3020 and we found a few and we decided that they were small enough not to book them. We only had two adjustments to the financial statements, and they were not material and that was a very big improvement over the last couple of years and a lot of it kind of had to do with the consolidating, you know, working things out. We had no disagreements with management. We didn't consult any other independent auditors for any help. And then there's some other issues that I wanted to talk about one being, there's still checkings and savings and investment accounts that are not, or at least at this point which was, I think even still January, that were not in OSSD's name they were still in the old schools name. They've been slowly, you know, the big accounts obviously were transferred right away but it's kind of like the small scholarships and agency funds and stuff like that that have were not at that point all transferred over they could be right now but they weren't at the time that we issued this audit. And again, we've been talking about this but the scholarship funds and the agency funds really need to be in the accounting system and and recorded in the accounting system they're kind of done outside the accounting system. And, you know, by different people in the schools and we have to kind of pull that together. I really think those really need to be done in the general ledger, along with everything else in the system. There's something called GASB 54, which has to do with a fund balance reporting. The board needs to adopt a policy to discuss the different levels of the fund balance and this has just never been done up today. Robin did reach out to me and asked for a policy that I could give you guys as an example so I will forward one to her probably next week or later on this week. And so we do continue to recommend that. Yes. Can I just, you know, what, what exactly does that mean? So, GASB 54 is so GASB is a governing board that basically tells all governments how what policies they have to follow and so GASB 54 has to do with fund balance reporting and governmental fund type definitions. So there's different levels there's committed, assigned, and restricted, and there's the school has to the district has to have a policy that states what each level does. You have to follow the state, but you also have to say, maybe the board can assign maybe some some people have the business manager might be able to assign certain stuff, certain fund balances. So, I, when you go to adopt the policy, you'll see what each levels are, then you guys need to decide what level of management has the ability to do that. Okay. So when I give you some examples of some ones that other schools, we most schools adopted it right away. I don't know, you know, we weren't doing the audit at this point. You know, it's kind of just like a standard comes up and you usually just kind of follow that but it did take some action of the board to have it happen. So, the other issue, what happened due to COVID, like everything else, there was some new funds that had to be done according to the state basically moving expenses out of and you probably well aware of this but moving expenses out of your general fund into a separate fund because you're going to get the COVID money that that covered those costs. So, that was, there's about 410,000 or so of funds that you, you know, you didn't really overspend in those areas but the COVID money was going to cover. So, you'll see on in the audit on page of the PDF it's page 12 of the audit it's on page 11. And it shows, you know, there was so much assigned for future budgets having to do with COVID and that that was something that was different than the previous year. You guys have, you know, you had about 1.7 million. That was really a fun balance that was available for future budgets and, and I believe that you in the March meeting set aside some of that to, you know, to help with your balancing of your budget. I don't have that exact number I didn't look it up but I know Robin was working on that so. Maybe even, maybe you guys even voted I think you guys voted on that in January and then it goes out to the to the voters. But so I don't, you know, the biggest thing that I would like to kind of see get done again is really just making sure that you get all of those funds transferred out of those out of the other schools name that really don't. They don't exist anymore. And into the, the district's name, and then you should adopt that policy it's not a huge thing really because the way that Vermont works right is anything that is left, any fun balance that's left over is either used for the next budget or you guys can assign certain things according to law. I can talk about the numbers with you guys but this, you know, it's again it's a year ago as numbers and I don't. I can't even imagine how much more coven money you guys ended up getting but I'm sure it was quite a bit. And that will probably be what your single audit has to be dealt with for June 30 21. Do you know what the total coven dollars were that you're getting must be up there with what they will be about four to four and a half million between the three answer answer distributions. So do board members have any questions for Teresa. So what what I'm hearing you say Teresa is pretty much we have a very clean audit. Can you. So, when you say they're different. There are a couple of struggling accounts that are in the wrong school name. Are they an OSS you, or is it like Randolph elementary school or something like that, and they just need to be transferred to outside. Yeah, a lot of it was OSS you I think one was an extracurricular account at brain tree. And we actually we fought with a bank for a while because they wouldn't allow us to transfer it into the new names, until we had the old name of the person that signed up for the account originally which can person who can no longer be found signed off on it so we've been going through a legal process to try to get these changes to happen. So this has been a work in progress for six seven months now. Yeah. Yeah, it's it's it's widespread between every school. And it's really all the student activities and some of the scholarships like the you know the main accounts were already transferred because you got that was much easier right to do. You know there's the, the amount of, you know, little $300 account here $1,000 account there I mean it's just, and trying to get all those in itself is it's just crazy. In a way it's kind of there, it would be, and I think you slowly we're doing this just trying to consolidate all these this money because it's just, it's time consuming and they get lost really I mean because they can stop sending out statements for some of that. A little bit too and I'm in agreement with with Teresa on the, you know the consolidation to get all the accounts under the same general ledger. We were planning on doing that four years ago, and then the state stepped in and said hey, we're going to require you all to have the same financial software system so wait until the software system. We've been waiting until the new financial software system comes in from the state that's capable of doing this, but they're at the point now where that software has been so historically bad that they're having discussions now about whether they're just going to dump it. So we've been waiting for five years to get the software from the state that they were going to mandate us to use to be able to make this transition and every year it gets delayed because of these problems. The reason that this one's kind of hung out there so long just so people are in the loop. So the intent is there we just eventually we may, you know, if the state finally dumps it then it means that all the districts will go and buy their own, you know, upgraded software packages which we'll have to do to, but they haven't made a definitive ruling on it yet. Lane I hadn't heard that they were thinking of letting that software go I know there's a lot of people that are not happy with it. Yeah, no they set up they set up a group of people to study it and research it to see if it could be saved. And so we're expecting to hear something within the next next four to six months. Yeah. Okay, do we have any other questions regarding the, the audit. Okay. Thank you very much Teresa. Thank you and have a good night. Alrighty. Okay, bye bye. Bye bye. Okay. So we, we sort of rushed through the, the training discussion and plan it seemed like there weren't any other issues I'm just wondering if we want to revisit that before we head to Whitney we've got 10 minutes because we switched the auditor so if, if people have any questions or concerns about, I'm assuming that because this training that it's allowed you can do it on your own time, and it's about five to six hours of commitment between, say the mid middle and we can get access to it through to our first or our retreat board meeting which will be in July that gives folks quite a bit of time to try and digest that information. And again, basically what it is is a tutorial it's going to move us all sort of through how our policies work, what the philosophy is behind them, and, and then hopefully in that July retreat. The first hour we can meet with Susan and just make sure that everybody sort of understands those concepts in the training itself there's going to be some, some little quizzes so that you really sort of have to get a good understanding of that information and then we'll have access to that information for six months from, I'm assuming I can get things started by mid May so that you'll have access to it, and we'll have a good six months of access to that training material to review if we're sort of struggling with a certain concept of it. I don't mean to be a negative Nellie here but the, the time commitment. I understand wanting to put that much time into training, and I understand it to the extent that I do training on my own time, and what I thought the training using our meeting time would be much more in person. Is this about wanting to make sure that we're attending the same training and all getting the information, because six hours on top of the training that I've tried to do on my own, on top of my full time job and my parenting. It's a lot. It's a lot and then to come to the training and just kind of summarize it together or or or a quiz on it. I see the value I don't mean to be dismissive. I just feel the need to bring up that that's a big time commitment for me. How about some do other for our other folks feeling a similar. Gotcha, go ahead. I apologize my cameras off my internet for some reason is keeps wanting to fade out when I put my camera on. I just had a question regarding. I'm assuming this goes through our like board training budget. Okay. So we all vote on that yes. That was my that was my question as well I'm assuming that if we're spending. Funds then we would have that would have to be a board vote to spend those funds on a topic like this. Correct me if I'm wrong, please. There is we are supposed to budget. I'm looking at our policies right now. And the budget is is set each year and at the at the agenda meeting I spoke with Lane and he there we are. We have enough money. For the training in there and if we needed a little bit extra lane had said that he would be able to to make that that up so and the cost I had it figured on one and so it's not going to be just I can do the math quickly here. So Lane will be doing this training with us so it will be $3,700. The last I had heard from Robin, we had, we had that money in the budget but we hadn't finished out the payments for went and so it sort of depends on on that coming in but Lane had said that we would have enough to cover it. And hopefully Hannah with this training you won't have to do additional training on top of this training this hopefully can replace your your the training that you're trying to do on your own. Well this is on one topic and the you know they offer the VSBA the emails come in and they offer lots of different topics so it, it won't replace what I'm trying to learn about them. Well given our policies and given some of the difficulties we've had just sort of making sure we're understanding our policies and following our policies. As the board chair one of one of my, the job description for me is that I'm, I'm supposed to be working with the board to get the board so that we're performing well and performing according to our, our policies so I feel like this is a, a good option if you, you know, we all have time commitments so if you, if you don't quite get to everything as I said you're going to have access we're going to have access to this information for six months starting mid May so if it turns out you don't quite get to everything. You know you'll, you'll be able to, to have access to that. Any other board members feeling like this time commitment so it is too much. So, I'm going to move on then to our next agenda item which will be witness presentation of where we are with the strategic planning process and went and before you get started. Did your granddaughter, how did, how'd the game go. We won five to two. All right, and it didn't, and it didn't thunder lightning awesome. All right, well, you've got. Oh, actually, it's partly sunny and nice here in the smoky mountains of southwestern North Carolina. I'm happy to be with you. Let me switch to full screen, and I'm going to take you through files, most of which have received about a week ago. There have been some updates, but I'm going to start with just an overview and background. I actually started having a conversation I think last fall when Susan Holson did a board development activity with the OSSD board, and from that you decided that you wanted to focus on some key goals. So the middle school in high school and in middle school in high school looking at culture and climate looking at academics for both middle school and high school looking at transitions from elementary to middle high school. So what was with that charge that we move forward, and with the 16 member design team, it started with 15, but it really felt like Lane needed to be with us so that we had good ear to the ground and understanding what was already happening of the design team. I'll introduce them in a moment here. We met 11 times. Each design team member participated in two feedback forums. Some even more than that. We hosted two sets of forums one for the middle school one for the high school. We had 68 individuals in each of those feedback forums. We also posted and analyzed a school and community survey. We had 143 respondents. There were some concerns about limited explanation for each question and use of education jargon. The problem was in Google form. You're limited to only as a small amount of information. And it was hard to describe. In more in fuller detail, the information that people might have wanted to have had. However, afterwards I set out a glossary of education jargon terms so that it would help people at least better understand some of the things that they didn't know. We formed as a design team a crosswalk between the forum data and the survey data. And from that the design team created a vision, a mission statement, beliefs core beliefs, and a goal matrix. And also we're working on website graphics that will help to better create the deeper understanding for what these strategic plan means and how we're going to monitor it. In addition, I'm going to be sending out tomorrow to the administrative cabinet, they're going to be giving us feedback on the goal matrix. And also tomorrow I'm going to be sending out to the community, broadly, what I'm sharing with you tonight, and we're going to give them a week to respond any ideas any questions they might have. And this is in addition to 143 people that filled out the survey, the hundred or so people who were in the forums, and then the final design team meeting will be next week on the 17th. What I'd like to do is I'd like to introduce the design. We specifically sought members from a broads group of stakeholders, starting with Wilder Grimes who was a high school junior Kayla link is a teacher at Randolph elementary. Richard Hayward is a Brookfield elementary teacher. Gus how Johnson is a Randolph elementary teacher. Haley Pratt is a teacher from Brookfield elementary James Wessel couch of an elementary teacher. I think he's a music teacher. They see Mendez is a high school parent. Heidi Arias is a nonprofit organization elementary parent also runs the recreation department. David White is a middle school parent. Jeff Higgins a Brookfield elementary parent and works at Vermont Tech. David roller and elementary administrator Lisa Floyd is a middle school administrator. Lindsay hopped is a brain tree elementary parent and business owner and Kaplan whom you know well as a member of the OSSD school board, Kelsey, Albania Randolph middle school teacher. And that's the that's the list along with with Lane. I'm now going to take you to kind of the product of the work that we've done, and it looks like it wouldn't take too long to get to this point but I have to tell you that it, it was an arduous process. We looked at lots of different vision statements, and the definition of vision is the vision statement focus on tomorrow. And what an organization wants to ultimately become and the vision statement that we're sharing with you tonight is a path for all to learn, think, grow and achieve. The mission statement is what drives the organization. It's what you do the core of the business. And from it finally what it takes to reach those objectives. It also shapes the organization's culture and vision statements are good to be short and succinct mission statements are more all encompassing. OSSD is a community that empowers students of all backgrounds to discover and pursue their unique passions, build diverse relationships and develop their knowledge and skills for purposeful futures as successful adults and citizens. The belief statements are the values upon which goals are developed and education decisions are made. And I'm not going to read all of these. I trust that you have them before you but I'm just going to highlight a few of them. And they all start with we believe. And so the first one educators and families together inspire students to confidently advocate for and design growth experiences and personal learning plans that help them define who they are and where they're headed as adults. Another one. All students and staff are invaluable and have access to a learning and working environment that fosters physical and emotional health. And the last one students require staff who have access to ongoing deep investments in training professional development and support. And at that point I'm just going to shut off my screen and just ask your thoughts of any any immediate response anything you like anything you don't like anything you need further clarification on before I take you to a much more comprehensive Goal matrix. Anything anything jump out at you here. Yeah, this is Brian. I had kind of just one on the list of the goals. The the one goal about being environmental steward. It just seems kind of out of place with all the other goals. Every other goal talks about dudes and staff and parents and that one. It just seems kind of out of place, or maybe it's the way it's written, but it just looks kind of doesn't kind of fit in with all the other goals. Okay, let me just underline it. And I will take that back to design team. And just to the side note of look at fit and language. Okay. Any other thoughts anything jump out at you. Let me then move to the goal matrix. Hold on. Yeah, I'll see spring how to how to hand up. Okay. This is Chelsea. Hi. So in the mission statement. The OSSD is a community that empowers students of all backgrounds to discover blah, blah, blah. There's not anything that ties it to the school and education and learning. I don't know if that is on purpose if that went back and forth. But in, I mean that could be sort of a mission statement for. I guess saying students so they are in the school, but I don't know it would seem that you would want to tie that in somehow, but. Okay. I'm just looking at hearing your response. So we were saying that knowledge and skills developing knowledge and skills doesn't quite do it yet. Maybe it does but when I read it I was like, is this for the school or what is this. Is this for the educators for the, I mean, maybe I need to read it a few more times in order to fully understand it. Okay. Yeah. But just something I noticed at first. Okay. I'll underline that. Any other thoughts, concerns. Anything that you particularly like, didn't like. Can I say one more thing. This is Chelsea again. So I really like that. For all of the goals, or we believe belief statements. Yeah, that it all seems super positive, which I think is really important and refreshing. Okay, beautiful. Thank you. Any other good bad or ugly. Here. Okay. I'll just give a, you know, two thumbs up on that. The be statement about all students are continuously challenged academically and encouraged to reach their next level of proficiency. And I think that is one that really needs to be highlighted and push ahead. Okay, thank you. A number one on the list. Okay, thank you. The other thoughts or issues, any concerns. And if something comes up. Tell me we'll come back to it. This next one, we're definitely not going to go line by line, but I just wanted to give you an idea. We talked about vision and mission and belief statements. This, the goal matrix is where the rubber hits the road. You can see in the legend that we have some school rules that are in red superintendent role in green. Other role individuals are in black. And also to the best of our ability with consultation with Lane and David roller and Lisa and the design team. We identified existing initiatives in Brown and new initiatives in blue. So here identified what would be paid for under current school budget. And what might be paid for in COVID funds. And so they're for theme areas. And I'm going to, I'm going to take you through the theme areas first and then come back and kind of go laterally from left to right and take you through the goal the action step benchmarks the timeline. Who's responsible for shing it through and reporting on progress. Then what's the fund source. So the four areas and again, this came from the feedback forums. It came from the surveys. The design team amalgamated of many, many pages and a great deal of feedback into four theme areas. And the first is school culture and climate. The second is communication and relationship building. The third is foundational knowledge. And we built on the foundational knowledge that you're already working on. And you'll see there's some brown. And you'll see there's some blue. And again, Brown was what's currently happening and blue is what is being recommended to happen. And you see it's a pretty long list under foundational knowledge. And then the final one is personal development skills. And so what I think I'll do is I'll work backwards to forward. So we heard a lot about social emotional learning and recognizing that SEL doesn't mean a lot to folks. As often as we could we put in what it actually stands for, and then the acronym. And then as you work through the benchmarks, you'll just see it as SEL. But there's quite a bit in this component with partnerships with Clara Martin, the Clara Martin Center, the Rise Program, which is ongoing. But also, you'll see with the COVID plan, a higher additional mental health staff for elementary, middle and high school. And that's using COVID funds. To hire an outreach coordinator to help families. This, this pandemic is really, is really impacted schools, not just in your, your district, but across the state and across the country. For that matter across the world. So you'll see kind of a sorting of current and future. You'll see some dates here we've got to do a little bit more refinement. And what I'm going to share with you right now before I go back through, just to kind of give you a little different idea of how we're going to keep track of this. This is a, this is a map. What it does is hard to see. But what it is designed to do is to be a one pager. And it talks about the mission vision and strategic plan and how that moved through how we receive stakeholder feedback. We identified the four themes. This one shows five, because I'm using similar diagram and another district and they had five themes. So you're working with one of your tech center teachers to turn it into a four theme category. And then from the start, we're going to look at one of the big priorities for 21, 22, 22, 23, for at least three years out. And then just points on each of those theme areas that folks on your website, they can take a look at this. They can know what the main themes are. And then if they want to know more detail, then they go into the goal matrix. And so there will be an alignment between this goal matrix. The theme area I'm talking about, for example, right now is personal development skills. You'll see that as one of those colored strands. I've had a couple of things as I work back through this one is on foundational knowledge. And these currently are items you're working on increase the number of students achieving proficiency on the Vermont science assessment. And your goal right now is 70% or more of your students will reach or exceed proficiency threshold on that assessment. And Lane has told me this is 2019 data, and your data is just coming to fruition very soon and it's better than this, but I'd rather start with what it was and show great progress then to shoot too high and not achieve it. But you can see that you're concentrating on students in grades eight and 11 of 27% exceeding the proficiency threshold. We want that to be 70%. And so we'll look at incremental growth each year for the next at least three years. And you'll see their different roles as a role for the school board in here, because your policy governance ends report Lane will be reporting to you on what that progress is. And so that's the way to think about this goal matrix. You'll see another one is English and language arts. And that's on an SBAC assessment. And then you have some new some new focus areas. The state requires all schools to have a personal learning plan for all students in grades seven through 12. This one will help bring that into compliance but we also heard quite a bit of feedback from parents and community members on the importance of connecting job career clusters and academic learning. So that's the intent here. You can see this is the longest list, and it just makes sense that schools are primarily about academic learning but they're also social emotional learning. They're also how to build teamwork and skills. This one is communications and relationship building. One goal is improve two way communication between families and schools. An action step survey teachers and families to determine preferred two way communication systems. Work with administrators and teachers to develop monthly communication intervals and content for families. So it isn't just the schools are telling families. What's happening. It's that it's a two way communication. And that's, that's an important goal. And then finally looking at school culture. The goal is assess school culture and climate from student teacher and families perspective. Student voice was a very big feedback component. We heard a lot of people saying it's very important that students take ownership in their learning. Maybe not first graders as much, but as you work through the continuum, more and more participation, you already use a youth risk behavior survey. One of the suggestions here is to survey students, parents and teachers on their voice and aspirations in a in a survey. So again, these are all recommendations. They're going to be fluid and flexible. You'll have an opportunity as a board to flex that plan and any good plan always has that kind of flexibility. We may have very, very good ideas and intentions. The things get in the way and covert is a prime example of how things get in the way of goals that we have planned out. But the most important piece is if you don't plan for the future, you're not going to be able to accomplish everything that you ordinarily or otherwise would have with the resources that taxpayers are providing for school leaders. So in a nutshell, what I've talked about is the design team, the vision, the mission, the belief statements, the goals. And we'll have that refined for you to come back to the board in June with the presentation of the final plan. And I think that's around the 24th of June, if I'm correct, Lane, and we'll hand that off to you. One of the most important things that a board can do here is to make sure that you at least get an annual report on the progress of strategic plan, and maybe even semi annual report, because the plan will do no one any good if it sets on a shelf and is not activated. So that give and take and shared leadership role between the board, administrators, teachers, parents and community are what makes it a living strategic plan. And I'll step back and ask you any other thoughts you have on the goal matrix and how that we might move forward with implementing your strategic plan. See someone's hand that's a couple of hands go ahead. Sure, I'll go. I was just kind of surprised and maybe read through the document a few times but that there was no I think going into it we had that the middle school development was kind of a topic that the board had seen as kind of something that we would potentially work on and obviously going to the strategic plan of what the community wants is very important but I was just kind of surprised to see that there was not much feedback regarding that from the community. Oh, there was there was a lot of feedback about middle school. So where is that represented then and not see that represent. Well, I'd have to take a look but let me make a side note and make sure that to. We indeed did do that and I'm just going to make these notes up here. A lot of feedback about the transition from middle school to high school and from elementary to middle school. I'm quite sure it's been a couple of days since I've looked at that. Winton this some of these may not. Go ahead, Lisa. I'm remembering correctly a lot of the feedback was really mixed and so we set a goal around continued exploration and continuing to hold conversation and forums and try to get to some sort of consensus because we had some really strong opinions on both sides of things. Again, I'm referring to my memory at this moment, but I think our goal was around continued exploration and development of a united vision as a community. Brian and Chelsea your hand still raised. I'm not sure if you still have questions or if they just forgot to one click. Any, any other questions for Winton from the board. Okay. Well, if you have some questions that don't be bashful about sending me an email, and I'll certainly bring that up with the design team. This is a very fluid process. We, we gave it our best shot after 11 meetings and synthesizing the feedback that we received in really three different ways. And if we've missed any steps, it would be good to know that now. And the other piece, as we move forward, we're handing that off to the administrators and and to the school board. And you can make changes as as you see fit. We are just providing you with a foundation from which to continue to strengthen that plan as you move forward. Any other thoughts or issues before I No thoughts just appreciate the presentation Winton. Thank you. All right. All right. Well, we'll be in touch. I'll see you in June. And go ahead. Well, I was just going to say, yep, thank you. Thank you very much for that. And the board now has it so they can take, they can bruise it a little bit more if they'd like and get back to listen feedback. Right. And if you have feedback, go into the I'm, I think that Linda sent you Linda Lubold sent you a document that you may be able to comment in the side margin. And if so, go ahead and do that. Happy to hear from you. And they'll certainly bring that up to the design team next week. Okay. Well, I'm signing off from sunny North Carolina where the birds are singing and the roses around. So I hope you don't have any snow I know we left so, but you can keep it. So with that, thanks a lot, and we'll be in touch. Okay, thank you very much. Okay. So we're going to move on to just a brief. First reading of the executive limitations report 2.7. So Lane, do you want to think about a general overview? So this isn't the report. This is the first reading. So it'll come back before the board at the next meeting. Give you a chance to kind of digest it and then ask any questions that you have along the way. But executive limitations report 2.7. So it kind of relates to the compensation and benefits that the district provides to non unionized staff, as well as like outside contractors. And it's really meant to ensure that we what we're providing these folks is reasonable. It's comparable to the local market markets that we deal with for these services, and that we're not entering into agreements that are in excess of our revenues. But the basic is to this is a shorter one than most and it kind of ends up the executive limitations review cycle for this school year. Okay, and board members can always go down and speak to Lane individually, just to get further information. If you want. And see the data to see the actual documents that that support that report. Next up on the agenda is again, Lane to speak briefly about any potential legislation that you see coming. Our way that may have an impact on public education and hopefully positive light and negative light. There's actually there's a few that they're working on it. It's kind of funny to kind of watch their process, because things change so much over time, you know, I'm the kind of person that's like just tell me at the end what you guys came up with. And that's what we'll work with but I think there's two or three out there that are worth mentioning right now there's House bill 171, which deals with financing the child care system. Right, they've recognized, especially after COVID the need for childcare for for younger children. And they're really focused on trying to find a way to provide affordable access to high quality childcare and early education for students across the state. And what they're talking about right now the session got back in session today is the creation of scholarships to support the education of childcare workers people who work in the field. Because it is a Scott, some of the highest levels of regulation that I've ever seen outside of, you know, the food programs. So, and they don't have a lot of people that are that are interested so I think they're trying to spur the ability to get more people that are willing to kind of enter this field and help out with the problem of Vermont spacing. Another thing that they're talking about right now is kind of mandating a study to really try to get a handle on what's needed and what the financial impact is going to be. Part of the study is also looking at is well, you know, these things in the state does it. This will be the financial benefit. And so that'll be presented at some point in the future to the legislature to make some some changes that that connected with budget and to put a plan in place to get this running. There's also House Bill age 26, which is looking at addressing the needs and conditions of the public school facilities across the state of Vermont. There have been different discussions about this over the past couple of years prior to cove it they were talking about taking the moratorium off of providing matching funds for schools to do renovation projects or to build schools. But I think cove it made them realize in pretty harsh terms that a lot of schools across the state read some needs some real infrastructure work, especially in terms of the HCCC. So what they're going to do with this bill if it passes is again they're going to reach out to a group to conduct a study. It's going to assess the current state of the facilities across Vermont, and then come back to the General Assembly and inform it of the highest needs based upon that study, so that the General Assembly can start putting a plan together to address them. One of the other ones that I hadn't heard much about before, but it actually came down from the Senate is Senate Bill 16, which is a task force to examine school exclusion. Its focus is really on deciding what fraction infractions, discipline infractions that students have that should result in suspension or expulsion. And it's really geared towards studying those exclusionary practices as they relate to students of color into the LGBTQ community. Historically members of those subgroups tend to get hit a lot harder and a lot more frequently with these more severe infractions. And so it's putting a more equitable system in place is what it's looking at. Again, it's a study that will come back and inform the legislation so they can make the best decisions possible about how to move forward. And then the last thing, you know, Paul Parsons spoke about at the very beginning, and that's healthcare negotiations, right? We're back into that next round, right? It's done at the state level, but it may have a significant impact on our own budgetary processes. And it's too early in those sessions and negotiations to know where things stand and what potential impacts might be. So those, I think, are the biggest ones that are, you know, still on the table. Actually, they were on the agendas today for the legislative session. Any questions for Lane? Part of our role as a board is to gather from Lane sort of the impact on our particular district, but also to be aware and to advocate for things that we feel will be positive for public education. So are there some that you think are really with our efforts and advocacy? I think, and again, it's the study and what comes out of it and then making sure that people move on it. But I think the public school facilities piece is huge. You know, one of the reasons that Vermont went through all the changes it did in adopting the ed funding system was for equality, right? You had Richtown, you had Hortown, you had schools that hadn't seen a dime in extra money for 100 years and some where the money was flowing through the schools regularly and were quite impressive structures and quite impressive resources. And so ed funding kind of provided equalization and it was kind of neat, like I said, coming back to Vermont after being out 20 years and seeing that all the schools in terms of their facilities were kind of in the same shape and the kids had kind of equal access no matter where they went. But this lack of, for many years, of not providing additional funding to help the poorer districts do some capital projects to keep their facilities in the shape that they should be in is an equity issue in itself if it's not addressed. You know, we're going to end up back, not us, but necessarily in OSSD, but the state itself is going to end up back in that state if they don't do something about this relatively soon. And so I think that that one is very high priority for me at least. Okay, thank you very much. Next up, we have our consent agenda where we need to approve the minutes from the last meeting. We need to approve the administrator contracts, administrative contracts, and then those teacher contracts that Linda had to add a little bit later this afternoon. So, unless, does anybody see, do we have a reason to discuss any of those particular items on the consent agenda or are we ready to vote to approve the consent agenda? And I have a motion. I make a motion that we approve the consent agenda as presented. Do I have a second. I'll second. Gotcha. Thanks. Gotcha. All those in favor of approving the consent agenda. Please say aye or raise your hand. Aye. Did you get all of those, Linda? Believe it with unanimous. If you just ask if, if there's any no's that would be great. Okay. Do we have any no's? Okay. Next up are as our incidental information and reports. So, we have the director and principal reports, the superintendents report, financial reports, and any other additional information. So, I think we've heard from Nora that the teachers did receive the staff appreciation. I don't know if Ashley and Katya want to share anything about that or we're good to go. Lane, do you have anything you want to add to your superintendent report or things you want to point out? Yeah, I think because I don't want to go over time, but just more kind of incidentals. We're currently working with the state to use the RUHS Fieldhouse as a vaccination site for 12 to 15 year olds for the Pfizer exact vaccine. And we're trying to get geared up from May 21st to be the first administration and then folks will be coming back around the last day of school on June 11th for the second. And just to get the message out there that, you know, it looks like this is on and we'll get more details out to the community so that they can take advantage of this as it happens. Ashley, I might reach out to you a little bit depending upon their needs. They seem to be pretty self sufficient. They're just looking for the space. But the one thing and kind of looking through the list that we might be able to connect with Gifford on is the little separators that are used. So that there's a little privacy between the tables with the shots for administrators. And we have a couple from our, you know, medical program here at the tech center, but we might need a couple more. But as they get that was kind of finalized, I'll reach out a little bit. So just some good news on that front. That was great. And financially, how are things looking like? Actually really good. Talk a little bit about the financial report generally about this time of the year. You know, we would expect to have about 16% of our resources remaining were above that. So we're in good shape. We will be in the black. There will be a surplus. We've been scrambling around probably the last month, month and a half, trying to get all the parts and pieces together that we need to kind of maximize the coronavirus relief funds that are coming into us. The extra one, the extra two, the extra three. And so that's taken a lot of our time. But Robin started working today and trying to calculate what the surplus is going to be. And as soon as I have a number for that, I'll pass that along to the board. One of the things that you will notice has changed on the financial summary sheets. If you take a look at the very first page down at the bottom, almost directly at the bottom, you're going to see a bunch of new lines in there under revenue. That's CRF, CRF, CRF. Coronavirus relief funds is what that's talking about. And this is beginning to keep track of what we've spent. And then it'll keep track of the reimbursements for that spending as they roll in. So that that stated, so this is primarily right now, what you're looking at is the SR one funds, which helped us get through this year, right? We had to spend a lot of it up front. And now the state is coming around. Making a look, making sure we spent it on what we said we did and then providing us with the funding when they're assured of that. SR two will be the next round. Like I said, the recovery plan has gone to the state. They accepted the first phase of it. And so we are now in the process of trying to hire about 13 or 14 individuals to help us with getting the kids caught up from anything that they may have lost during the time of COVID. I am officially changing from being superintendent to human resources manager along with Linda and along with Robin and most of the central office staff probably for the next three months as we try to do that. So there's a lot, a lot of very good and positive things going on, but financial wise we're in very good shape. Great. Super. Any, any other questions from board members. Okay. So next up Chelsea. How, how do we do. We're actually a 15 more on board evaluation surprise. I'm really well I thought we did really, really well this meeting, mostly fives and fours do you want me to go through every single thing or. So now you can kind of given an overview. Yeah, it seems like we followed the agenda stuck to the time. There were opportunities for everybody to speak and many did and everyone listened and it seemed really well run today. Like, five, four, four, five, four, five, three, four, four, four. I'm kind of a high score, but Okay, awesome. All right, well, we're now going to move into an executive session for some personnel issues. Can I just speak, I just wanted to say the teachers and staff appreciation was well appreciated. They went out last week. I've had several people mentioned that they really appreciated it so I wanted to thank you guys. Awesome. Thank you for that feedback. Thank you, Ashley and catch up for organizing and putting all that together. That's great. Awesome. And we will head now to executive session. And there should be I sent out a link earlier for the board. If we get in there we don't see somebody else you tuned immediate invite. Oh, shit. We do have a quorum right. Yes, you do five five is a quorum for you. Move to adjourn. My second. There she is. I went into the RTCC. And I moved to adjourn and Katia said seconded. Awesome. Do we have to have a statement that was taken. No action was taken from executive session. So noted. Are we ready to move to adjourn this meeting. Yep. Okay. All in favor, raise your hand. All right. We're out. Okay. Awesome. Have a great night. Thank you. Take care. Bye bye. Bye.