 we need to order at 633 of the Moffillier-Roxbury Board of School Directors. Anyone for public comment? Board, okay. Consent agenda, do I have a motion to approve the consent agenda? Consent agenda. Do I have a second? Do we need to add? I think those, I think those items were added in the updated agenda that I could be wrong. I definitely, I see at least one of the items. Also, I don't mind. Okay. Any discussion? All those in favor? Aye. Any opposed? Consent agenda passes. Seriously, she has the handcuffs on. Merrick, student rep presentation, and do you need both Liddy and... I'm joining Zoom right now, Merrick, to get it up. But you may want to just start talking. Okay. And then I will pull it up when I am into the meeting. So now that school has started back up, me and Zach are really... Yeah, me and Zach are really excited to be getting back into giving student updates and presentations. So our agenda for this evening is to discuss some current events that I guess are going on in schools, talk about our goals moving forward, and then think about how precisely to work on those goals and make progress towards them. So our first... Do you want me to, like, wait or just continue? We're good. Okay. Alrighty. So our... Yeah. So our first current event, I suppose, and perhaps the most obvious one, is that students across the district went back to school on August 25th. So here's just to a fantastic year and hoping that it's a good one. And also, once again, along with school starting up, sports, fall sports have also started up. So here's some highlights so far at Montpelier High School specifically. Cross-country running, and boys specifically, earned fourth overall at their Essex meet. And Girl Soccer and Field Hockey crushed it with their big wins against Middlesex and Harlewood respectively. So congrats to them. And also coming up on... Or at Montpelier High School on September 15th, the school's holding an open house for the first time in three years. So that's pretty... That's pretty exciting to have some of those back into it. So students and parents can really just get to know the school a little better. And that's not all four buildings. This has to be back in action. Oh, it is all four buildings? Yeah. Okay. I didn't see any information on that. It's not on that same date. Yeah, across the district there. And yeah, on September 11th, club interactors are hosting their second annual walk slash run honoring Payne Smith. And all proceeds from this event are going to pediatric cancer research. So everyone should come if they can. And this isn't an event, but me and Zach thought we would bring it up anyway. It was really interesting to see that Montpelier Schools is partnering with Talkspace to help promote mental health. And it's just, I think it'll be a really great resource. So, yeah. So onto some of me and Zach's goals for this year, or just moving forward, is figuring out the, I guess, process for the next student representatives, or if there are reappointments, whatever that may be. We're happy to help out in any way through that process. But in the meantime, we would like to continue holding listening sessions. We'd like to hold listening sessions at all the schools to just make sure that what our goals are in line with what students are thinking about as well. And when we're hearing that, we don't just want to, you know, listen to students, but we also want to support them in any way we can. So helping out their needs and whatever those might be. And along with that, continuing our work towards curriculum slash instruction improvements, the word has kind of been a little convoluted, but the desire is still there. So, yeah. And then moving on after that to the plans, how we get to making progress on these goals. So for listening sessions, just making sure that we're reaching out to the right people at all the schools. And when we're there, making sure that we're recording all the ideas that we hear and then presenting them back to you guys here on the board. And as for curriculum, continue meeting with the director of curriculum and just trying to support in any way we can as in line with what students were saying last year. And I'm sure we'll probably hear again this year about instructional concerns or so forth. And yeah, and then also through once again supporting students, making sure that we're not only listening to them, but also trying to help them and maybe making action plans or whatever that might be. To help address their goals or what they want their concern about. Yeah, that is our presentation for this evening. So thank you guys. And also say that Zach wrote me an email today. I'm going to turn it back, but that Zach has another commitment on the same night for the fall. And so Zach will be kind of sporadically attending and still working with Merrick to design presentations and things like that. Yeah, like Zach contributed a lot to this presentation. Yeah, still committed to being the school board rep for students just has a different commitment in the fall. Yeah, I think it's definitely worth just a quick discussion about what we want to do as student reps because I know we had a process. I mean, I'd be happy to have Americans Act continue because I know they only had, you know, a small portion of last year and they've done a fantastic job. But I don't know if you want to reopen up the process. Originally we had talked about it being a one semester long commitment. I do think there's an argument to be made that, you know, and I'm sure we all feel it as board members that the longer you're on the board the more you sort of understand how it functions understand understand your role in it and you can become you know have more leverage to sort of be a change maker. So I do think there could be an argument to be made that there that it should potentially be a full year in which case we could extend through the this semester. But I also think on the other side of that is to just offer the opportunity to as many people as possible. And if we make it a year long commitment and there's only two student reps then that's only two per year. And I feel like that's pretty minimal in terms of being inclusive for of as many students as we can be. So I think it might make sense for me to start by just reaching out to Matt and see what he thinks and in terms of if we started this process again. Now that American Zach has done such an amazing job, it may have brought some attention to that role. And so we may not be starting from scratch to sort of build the reputation of what what the role is, where I feel like last time it was a little bit more, you know, it was a newer it was a newer thing that people didn't understand and there was more questions back and forth between advisors and teachers and students to convince people to apply. So we might not be in that position again. I would like to empower them. You know, Matt, because I think they're bringing a perspective that we haven't had. I think one one semester is not enough to be able to be advocates for other students. They're building their relationships. So I would argue that it's better to have a year and maybe rethink maybe some mentorship program. I think part of what a student what happens often is that we have you and then you graduate and it's done and you kind of start all over again. If we can build in a mentorship program with younger years, or like they are doing listening sessions and through that create some mentorship programs so that more people apply next year. I think it gives more voice to more students. I think there's there's more creativity around like maybe you have four students that rotate and they work together as a team to create these presentations and that you're actually building. I don't think inclusivity. It's inclusive to just have somebody for two months because or three or like one semester that is what three months. You don't really get to it's like six meetings. You don't really get to do much. It's like the pace when it comes to listening. So I would argue that instead you have a like you can have a conversation with the students through those listening sessions to see what they think and then come up with a proposal. Instead of like us making a decision for them since now we have them here. Idea that you brought up Emma right when we first got the positions last year was having like a subcommittee that the student members would I guess head and then the other people who might not have got it or something or just maybe whoever's interested could be on that subcommittee and then I don't know after our term ends or something then they would probably be much more encouraged to apply for the full position. So that's just one idea. I love that idea. We had talked about it as sort of like a council like so that there would be students like Amanda's talking about younger students sort of understand you being able to help younger students also understand and stay connected to the process and have a voice. The State Board of Education has two student board members and I and when I was when I was working with them they were for two years but they were staggered. So you always had one student who sort of coming into their second year and had a little bit more of an understanding and then a new student. So sort of by default that student that is in their second year was kind of also a mentor and that seemed to work really well for the state board because I do think it takes a long time to get under. So I like the idea of like you know the the senior members mentoring younger members but it seemed to work well in two years is a long time in someone's high school career so a lot can happen then. And it's I really felt like we were pretty consistently able to see the students in their second years really sort of come into their own and advocate. So maybe we could model it after that. What would be involved in creating a committee. I mean would it be an official board committee or would it just how would that work forming a student committee. I'm not sure how it would work. I wouldn't be a board members. I don't want to make sure I've got a couple of one I want to make sure there's interest. So I kind of agree with a lot of jail. I think a semester is not a ton of time to be able to do much. And I think you know kind of pre pandemic we had made a couple student reps who were on for the third third junior and senior year kind of brought people along. Which is yeah I mean really you know we're all elected. Yeah I think the students kind of represent this you know students that's kind of your role. So having them be a having the students not have a role in selecting that person seems a little odd to me. And I'm wondering if there's a way that we can make it somewhat democratic. And my guess is it would oftentimes just be blessing those who are willing and eager to do it. But it would it would put a little more of a democratic voice on the position. I thought about that too. But I wasn't sure the board wanted to select that member or members themselves. I had also talked about the possibility since Zach and Merrick and I talked about election versus appointment and board appointment versus you know student appointment type of thing. And one issue that was raised was the possibility of it sort of becoming a little bit of a popularity contest and having certain types of kids sort of rise to the top every time and not. Is that kind of a trip up of democracy in general. I think it's also quite a commitment right so it's a certain type of kid who wants to do this work. Merrick has goals to be in politics as we all know. And so not every kid I think is in terms of the popularity piece is going to want to make a commitment to the type of commitment Merrick and Zach have made. Yeah, but it is such a glamorous job. I mean it is glamorous and I do see you know Merrick with his followers. I don't know if you guys talk about this. I think we might have talked to us a little bit and I'm not making it just at the high school. But it was an election between the middle or high school or something like that. Then it would take that student outside of their I guess natural zone. So it would have to go you know convince students at the other school anyway. So that's an idea. I was going to ask the two year thing. It sounds good but wouldn't that preclude kids who are in the senior year want to do this. Yeah, or they could finish up if another student didn't finish their two years just like we sort of do where someone completes their term that would be possible. But no, you're right. Usually you do like for one of the working groups that I serve, we have four students and seniors can apply. And even though the three year term we know that they're going to face out. They can choose to remain just because that's part of what but most of them left. So now we're back into appointments because they were all seniors. Which is fine but they give it all. I don't know how complicated this might get but what if Zach and Merrick, what if we have a special situation for this year and we have a junior specifically who through some petition like juniors get petitioned signatures of some kind so that there's some democratic aspect to it and then board and the current members or the current student members are part of the selection process. And we have three for the remainder of this year and then the junior next year becomes a senior and we have a junior the following year. I don't know if that's way too complicated but it might create a process that can replicate itself. I still want to give opportunity to freshmen to apply there. We have some eager freshmen. Yeah it might not just have to be a junior, it could be anyone at the lower grades. But to your term. Yeah I feel like one year is a fairly good amount of time and I and my only concern with moving to a two year model is back to what I had originally said about giving the offering the opportunity to more students. And you know there were I think six applicants. Is that right. Six applicants last time or six around that. So you know there's there was some other students on that applied last time that I would be interested in giving a shot you know before they graduate. And if we move to a two year model then it's limiting their ability to ever have a possibility of serving on the school board. And we could have you know we do a one year model where we don't include someone from the ability to do it again if they want to. Right. Yeah. I think that might make sense for me and Merrick and Zach and whoever else is interested but to meet and discuss this outside of the board meeting about how to move forward. And I am really interested in the possibility of pursuing some sort of subcommittee or maybe we don't call it a committee of the board we can call it sort of a working group or a student. Listening council for our board members something like that but we could work with Matt to create something like that. Does that sound like a good next step awesome and thank you for taking it off. Is having elections. Effect one way or the other like the is it going to put a lot of burden is that on on the school or the logistics of having an election. I can't see it. I can't see it. Thank you for asking. Maybe it's become like one metric. You know we could that we consider. Well it would almost it's almost like or the two student reps could have an actual vote in who I don't know something like that where there could be the elections. The results of the elections could be could count as like three votes or something. I feel like there could be some way to use both. Yeah. There's a lot of work to be a politician go get your vote and then you're going to be like over and by the current. Yeah. The school board association has a guide to student voice. I thought it might have some guidance so if there are folks looking at it. The school board has varying ways you can engage student voice including how to actually prepare and help support student board members. Excellent. I feel like that's new. Because I think we've even reached out to them and we were considering having student board members. They were talking about hosting some sort of conference for student board members. But it was all still in the works. So I'm not sure if they that has come to fruition also. Speaking of which if you want to come American point at you if you want to come to the BSBA BSA conference. Come talk to me about tomorrow. I will. Merrick's like yes I do. Hi. So Emma and American Zach are going to do some brainstorming about options. And we will take this up later. But thank you. Thank you for considering that because it's the the participation of student reps has certainly made these meetings better. And as a perspective we definitely need so. Next board discussion discussion of budgetary themes for administration consider when brainstorming financial priorities and discussion of presentations the board would like prior to budgetary decisions. And this is really just going to kind of be a free form brainstorm of what we need from the administration to help us make the best budgetary decisions coming in. I will just open up the floor. I definitely have some ideas but I will I will open it up. I took your your big inhale is. Yeah, I kind of brought this up the last meeting. We don't know what the outcome of the new waiting system will be but. I'm a worse case scenario kind of guy. That's feels to me like that's it provides at least a start a sort of a framework for thinking. So I don't know if others agree but I wouldn't mind a worst case scenario outlook, not to take a whole meeting or anything but even if it was just a brief thing. That would be part of our budget discussions. I actually reached out to Christina today and they're taught Christine is a part of a group called Vasco, which is the. Thank you. And Vasco is getting a presentation on Friday about it or discussing this Friday and I know that there are also VSA VSPA and VPA or these are all working on a goal to create a common. Webinar PowerPoint for everybody to come out end of September beginning October. So I think kind of it's a kind of like we'll all know at the same time what the implications are for this but we don't know yet exactly other than what they modeled in the original forecasting. The other part of that is the high chart that has like the this is set and these are this is our wiggle room. That just I know it's in there all the time but like that just to reiterate again for all of us that are sort of new or not fully into it but there's a lot of sort of set costs. And then there's a space where there's flexibility that spans across variety of different areas in the budget and sort of just sort of reiterating where that's where this where the flexibility is and where the flexibility is not would also be a benefit to me. And I'll just speak but related to that I mean I would love to really see kind of between the student waiting numbers but also just with our student numbers in general and for the lower numbers at UES like what what are the needs and kind of what are the projected out needs. And what are some ways you're thinking about you know shifting resources you know is that an opportunity to shift resources from the classroom to you know more support for. You know more support for for learning, you know, especially for not just special ed but for the you know the students that fall just above the IEP that we know have been failing historically. Yeah, just just what's what are what are the projections there. And how are you thinking about you know best using human resources to meet the needs of students. Yeah, I know there's been a lot of talk of infrastructure so like and just thinking of pie chart way I guess like kids who are struggling versus not versus but so I'm more like the glass full kind of girl. Instead of the negative so like here like the needs that we have like thinking big about the needs and thinking about the kids who have who are behind a little bit and what are we funding right now. And then infrastructure needs all of it just like a pie chart. This is all we need infrastructure. This is what we need to support kids that are falling behind under who are not necessarily in a special education. And this is the rest. Yeah, my understanding what I think you just said. Almost like here are buckets and the amount of money we spend in each bucket that include infrastructure, social emotional learning, perhaps intervention, special education. Am I on the right track. Where money comes from so like some of us are like our budget right like we're going to vote on it as people but then like maybe the special Ed funding formula that's coming in and like what might be from outside that doesn't necessarily have to be from the general fund. So I think you kind of are pretty or grant was pretty good or you you collectively were pretty good about doing this in the past in your presentations. But I think something that would be really helpful for board members but also the community at large is sort of a refresher course and some of the themes that have been brought up many many times in all the listening sessions and what we put into place to address those needs already that are So just I had mentioned at the last meeting that I was at a middle school meeting and that there was a lot of things that they had not heard of yet that I would like to for us to advertise more widely that these are the things we're doing for social emotional learning. You know impact of pandemic on learning loss that these are the things that we put into place already in the current budget. It's almost like a past past greatest hits if you will highlight real montage we need the montage the look back montage a lot of what if we summarized of questions for Levy. Like I think that a lot of us are like we've heard this we heard that but it's not like we're just kind of like we want to know like I think we need to come up with OK here's what we've heard from the community. And so that we can plan OK this is how we're responding more so like that in these meetings because it's like so we know that literacy mental health support systems and you know whatever so like we should come up with like here the specific questions just because it's broad and there's so many things we've heard. So like that. It would be useful. Not every problem is have like a two or three page fact sheet that just kind of identifies like what we've what what we've done with the pandemic kind of where we're coming out where we're investing. We're doing this for social emotional learning we're doing this for infrastructure. We've done these things with federal funds just that that we could you know post and just very easily educate the communities have it be real simple bullet pointy. But really just kind of you know what we're coming out of this here's a reset here is here's how we've dealt with some of the you know some of the losses we've had some of the challenges. You know here are the investments we've made here the investments we're making. Yep. We and we have a few documents where we consolidated community feedback from listening sessions and such. So still on our website. Yeah. So I mean that could be a starting point but I'm happy to distill that with you if you want to do that. So we can create something and send it to all of you. You give feedback and then we'll give it which is in a deadline. Give me a deadline. Deadline of. Went to maybe like a week. Well. No we have you have more than a week. Let's try to shoot for mid-October would be in mid-October would be great. That's a long time. Yeah. But at the last meeting at the last board meeting one of the things we talked about was where does the community engagement fit into this process at the before that first earlier than that first draft budget presentation. And I think it would be helpful if we had that distillation of what we've heard. And then we care we actually bring that to the community in a couple of different venues like I'm thinking we've got the fall festival coming up the school board we could have school board representation there again this year where we say this is what we've heard from the community. Do you have anything to add or what would you plus one or like that kind of thing. And that we could there could be another couple of places where we get that kind of feedback like caregiver alliance meetings or something like that. And then we have that we'd get that to you by the middle of October. I think Brett wants to dress up as a bee to get that. I think he would relish. Sagey are you still going to farmers markets regularly. Okay. He's like I'm saying as far away as possible. Absolutely. I can do a first draft of questions from the community vision in the next two weeks. And I can help you with that. I have a lot of flexibility over the next couple of weeks. You want to do. With you. Together. Yes. I do think we got a really good presentation from you earlier this year that I felt like drew the connections between like what were the federal funds that we use. Yeah. I think that is already largely done. Yeah. So maybe looking at that again part of our project presentation. And it even helped. We can use this for federal dollars. But since we have this eligible cost we did this and that left let us be nimble about. I think I think that I remember feeling really impressed and well informed after that presentation about those things. Other things we would like to see and definitely announce that this region is time to prepare. Is there anything you would like to tell us. No. I don't want to tell you anything right now. This might be a comment for us as a board. But I think one of the lessons that we learned this last year is it felt kind of funny that we did go through this process. We had our budget set. And then at some point we like like oh but wait we want to use up our fund balance quick and we had a track idea. And so like which it's all as well that ends well. But I it felt a little strange that like these surprise things are like we turns out when you have a little money under the table and now we need to spend it soon. Like I'm hoping we don't. I'm not articulating this well. Don't make it sound like it was petty cash. But it felt a little strange to be really diligent and thoughtful about developing a budget. And then it turns out we did have money when something sort of came up out of left field. So either I think we talked about in the past that like if we do kind of have those things that might be coming down the pike like if we did need to use our fund balance. Here are some priorities as a board that we would want to spend that money on. I feel like maybe there is that kind of list like maybe there's a facilities list or Grant had a list or you guys have a list or teachers have a list. But that it felt a little strange to kind of let something cut the line when we maybe we should have some thoughts if we are in that position again that we've already put some thought into. I think that's a great idea to have a priority for extra petty cash. I'm kidding. I can say from the community input piece to the budget and we just went through an enormous visioning piece that gave lots of themes and perspectives. I'm not. I mean you all can disagree with me but I think that we have a lot of community input for this budget scenario that I'm not sure you're going to get different information over the past last year and then the visioning process that Nathan just finished. So I would let yourselves a little give yourself a little freedom there. And also I think the you know we brought this up before. You know people like to hear from us and they like but they don't like to hear from us every week with the same question. I think part of it is that we are going to have this question about what's going to happen with the people waiting to study and all the other formulas that are coming down. So I think what this process is going to do is we're going to say here's all the priorities here all the needs that our students have that our families have. And here are all the things we're I'm just saying now the negative part like we're going to have to cut because of this for example. And so instead of people being surprised there's a big picture that people already have. And so like as much as we can be transparent around that so that when and if we do suffer. And the administration has to make decisions about some of the things that or like the budget doesn't pass. Like people have a picture that they're voting with their values around like we're not going to give you a mental health because we don't want to pay extra taxes. And you're going to say OK well these are the kids in your community. So I think like that's how you get your community is buying is by showing that big picture of like this is what we have. And this is the reality with the state and our taxes. Yeah kind of just echoing that. I mean I wasn't here last time when there was the budget being put together but just making sure that the community is pretty aware of the budget process. And making sure that as much as encouraging as we can to get community members here. Let's try to do that I think. And also I'm sure you probably will but taking the visioning survey results and really considering those throughout the budget process. Yeah I'm adding those two questions about the budget. How's it going to impact my kid and how's it going to impact my property tax. Yeah most definitely. More transparency. It's happened. It's happened. That's Jill's. That's Jill's. It certainly happened at the bill I got. Well shouldn't have shown up yet. Something showed up. It should be completed this spring right. So next year's tax bills should reflect the new values. Oh that's interesting so it won't be on this year's budget though. This year's budget presentation. The Montpilers CLA will still be the old CLA. I could be wrong. Now you guys are really making me question. Okay Jill you got a job to do. I'll look into that. Maybe we could better advertise the budget timeline that's in our board calendar. Like if we post that to the to Facebook and to social media and then on front porch forum just so that we've like put it out there. These are the meetings that we're having these different conversations. You know the only challenge I would see to that is that it's a living document and that like so for instance fall literacy math data is right now slated for November 2nd right. That could change. And so I don't want somebody to put that on their calendar and it happens on the 16th instead and then somebody comes to the board meeting on the 2nd without having you know like it's just such a living document that gets revised a lot. Right. And it is on board agenda so. I wonder if we just share the living document. Or what if we just do a little flyer that we post everywhere that says we're we're starting budget season. Make sure you follow in our agendas. Here's how you follow when we're going to be and you know dates might change when we're going to be talking about it but pay attention to it because people are like oh it's cool but right if they you know like so we can put on front porch forum. Budget season starting conversations are happening. Make sure you're checking the school board page for updates and how to get involved or how to bring your voice or whatever. So just do it. The reappraisal is according to a player's webpage is to be completed for the 2023 grand list. So for next year's grand list and usually the year there's a reappraisal you could estimate that the CLA would be 100. I think that's usually what we just give them. You'll let us know. That's an important number. Yeah. A couple of things for me that are a priority based on what we've been hearing and I know that we're planning to look at the community feedback anyway as a primary way to know what themes to address in the budget. So it's redundant but I'll just sort of like add some snaps to special education has been a recurring theme that we've heard about and that feels like a priority to me to talk about some of the things that I know we've put into place in the current budget and the current school year to address some of those concerns. And then if those things will stay for the next budget cycle or if we will add to them that that conversation is important for me to hear. Restorative justice which kind of relates to all of the safety in schools and bullying complaints that we've been hearing from from the community but dating way back to when we were working at the school safety committee. That was a major theme in our stakeholder feedback was encouraging the schools to move forward with restorative justice and I know there's been some action on that. I'd like to hear sort of where we stand what we've done so far what we're planning to do and whether that will be something that will be highlighted in next year's budget. Good luck to see you. So you're probably open for ideas if you want to email you some things they've forgotten about. Yeah, I think we're ready to move on a few minutes early. Retreat agenda. So have a retreat coming up the 19th from four to eight. Thanks folks for being flexible and also thanks for suggesting that nighttime thing in terms of kind of the agenda that the living I have thought out. Heather Lynn who is a member of the firm that represents the district is available to do a one hour training to really kind of walk us through the basics of hazing, harassment and bullying and kind of what that means and what the obligations of the district are what the rights of the you know all parties involved are you know what the district has to do you know what the legal definitions are the findings that have to be made you know the privacies that have to be protected, etc. Which I think would be just a really good basis because it's complicated stuff and it's it's not necessarily intuitive. And then what we're thinking is that the the next hour living in her staff could kind of do a presentation just talking about what they what they do in terms of implementation answer questions, you know, etc. With the idea that, you know, I think it's very clear that there are some specific situations we've heard about from the community that cannot be discussed in public and cannot be discussed in detail. So, you know, with the with the parameters that, you know, that there are questions we shouldn't ask and answers that the administration can't give. You know, that will try to get as much information about, you know, what they're doing how they're implementing what the processes are ways of processing to be improved. I think Livy's already working on some some ways to make the website more user friendly for families that are involved in hazing harassment and bullying and to try to make the process more transparent, but we can we can talk about that. And then spending two hours with Nathan kind of doing a deep dive on the visioning process and next steps there and how we can really kind of move towards, you know, ends that can help guide us, you know, through this budget process, but kind of through all our major decisions. So that was kind of the parameters. I'm living I didn't talk about this in depth, but I think we should also put some sort of food delivery. Yeah, okay. I was assuming that which is. Yeah, so we can, you know, eat because it's an awkward time. It's important. It's important. I love thoughts on whether that sounds sounds like the right mix and the right amount of time, you know, obviously we can, you know, continue the conversations as I'm sure we will on both of those those topics but you know, given the amount of community concern over HHB and obviously concern along the board as well as, you know, the amount of time we spent on the visioning process it seems like taking that extra time to, you know, educate ourselves and those conversations along seems like a good good use having the original idea we had an August retreat was was visioning, but I think that was before we heard from the community and I think given what we've heard from Nathan I think two hours for that should be should be adequate to get us the next steps. So I'd love to hear thoughts whether there's that makes sense to people or you know whether we should should make some tweaks and adjustments. Go ahead. I have a question about that. And this is more. Are they like kind of like evergreen in that it's not like we wouldn't at the end of those two hours say these are our goals for this year or these next two years they're more a little bit like broad. Yeah, they're like year after year after year this is what the district is striving toward. Okay, and they should be big. Right, right. Yeah, I just wanted to make sure I understood what we meant by that. They're like guiding lights in the horizon that are very. The type of things at 10 years from now we look at them and say well we want different things because you know, things have changed. They're not like we're going to do these five things in the next year. And so from those we would then have a different time period maybe it would happen during a board meeting because it won't we wouldn't have time for it at the retreat if we had this agenda where we would say okay given that those are our ends this is what we're going to focus on. As a board or as a district for the next year or two where we'd be a little bit more they'd be a little bit more concrete and like okay we'd have been more like a timeline and a work plan toward them. Is that kind of how that would work. There's things that would guide you know like if we were to set goals for a year or you know goals for Libby or are we going to make a big investment. There are the type of things like like are these consistent with their ends we are these consistent with kind of the bigger values of the district. Like the the previous ends that we had I'll just read the first couple so you get a. Students master a core body of knowledge based on reliable measurements such as state standards and locally developed assessments we probably wouldn't want that. We probably want something about you know student learning but yeah. Individual students at all ages and ability levels engage in rigorous relevant inspiring learning which prepares them for success in school beyond those type of things. Okay. Yeah again these are a little dated I think these came from you know the early 2000s or maybe even earlier. But yeah those type of things that that have some stain power and we would use we would have Nathan facilitate the conversation during the retreat where we would use what we learned through the visioning process to help us determine what those. That's what you're. Yeah. And then I think another thing that kind of came out of the Nathan conversation was taking some of that community input and kind of putting a value context on it. For instance we heard a lot about student behavior and yeah some people expressed I think it is our for kind of more traditional discipline and consequences and we're also heard a lot about. You know more restorative practices that kind of I think reflect more current thinking you know the board. You know we heard all of that and there's some kind of value decisions that I think the board can overlay about that about you know well what what really is the consensus of how we want our district to go and and you know I think giving some shape to that too. Well I'll just say just for that piece of the retreat that does seem like that a good next step I don't think it's like this is what Amanda was saying at the last board meeting I think it's an ongoing it's ongoing work and but that seems like those two hours would be time well spent for the next piece of what we have to do. I'm wondering if there's a way to also connect what we did in the last retreat somehow just like feels like we had some process that some work on the process and I think that's really important that we need to also consider it can just be like we need to kind of get to a point where we have those processes kind of set up so I'm not sure how to connect that. Other than that I would love to see Nathan's all the in all that made that data to look at all the things before. In terms of the HHB I am trying to find the balance between the conversation of how do we protect the school district and how to protect the students and mix those you know like the I think the Heather Lin's presentations is very like this is that this is the school district's responsibilities and things they need to do and I'm trying to think of also the board as this bridge to the community and to families and students and how do we respond right like we know that some things are not going to be in policy and that there's more like a culture of a community that needs to change. And what is our response to that. So I think so it's part of the US caregivers alliance at UES there's a lot of conversation about you know what we can do and there's some like great ideas around there Adrian and Mel from old and they're doing a lot of work that you know they're kind of saying please don't leave this up to me by myself and I just really want to make sure that we're not going to do that and that out of this retreat we come up as a board. Not only saying yes we have this policy in place here some of the work that the administration is going to do but we what is the stand that we are going to take as a board. To say in Montpelier Roxbury school districts bullying is not OK. And like these are this is what the board can do and outside of the procedures and policies that needs to be in place I think that the school safety committee was an example like here's something that we wanted to do. There is like a community came together and we listen and we share feedback as a response. You know the SRO was off some more mental health support systems came in place. So I can we think of HHB as that as well like here's a system that is mandated by the state that might be working or not. But we have to follow that policy and procedure. But what else can we do. So I think that's the conversation I would love to have to come out of that retreat to say as a board this is you know the things we can do as to support our communities in this. Now they all make sense. And I kind of envision the second part of that where the administration comes in and we kind of ask questions like the ability to kind of tee that up. See what what are we actually doing. I mean I do think it's important you know for Heather to come in. I know it might seem somewhat legalistic but like we have to understand the piece that we're dealing with. And what the limitations are and then start asking those questions. But I that's that's I think I'm very in line with I think the second part is is here for the administration and starting to ask you know what is the culture and where are the points that we can can make changes. And what are we doing this working what are we doing that's not working. Where are some areas that we can provide more support and more improvements and. You know and do culture change right. Is it possible to. Have any kind of summary of sort of a historical perspective of how things have looked or is that not really known. I don't because I I don't know what kind of a not like historical like across the country or anything like that. But just sort of is there is there a is there a community perception of like I've heard that there is an ongoing culture say at MS MS that preceded certainly you that I don't know how far it goes back. I don't know exactly what is what is being referenced there. I don't know if that's possible to sort of go into or any kind of summary of a sort of thematic. I don't know. To give me a clue. Can we look at data by HHB. That's in the state. But there are some data. From my tenure. Not from before me. But we can look at that. It's also skewed because of covid. So it's hard to do. Yeah. I mean we can it that you have to look at that data with with the eyes of we were in a global pandemic and control incredibly controlled circumstances for. I was even more even more historical and less dated left less factual more perception. Whether that exists whether there's any any access to sort of a community perception of there being challenges I mean it's on its middle school has that stigma across the country for sure and I just don't know if there are any specific sort of community specific. Perceptions of MS MS or if that's not really possible to do any kind of fair way. Fair enough somebody like Jim who has been around for a lot longer can certainly speak I think from his perspective. But yeah and I mean this year definitely is the year I've heard the most about about these issues. It's not really accessible. Yeah it's not. I didn't know if it was. You get that what I'm looking for. Yeah I understand what you're looking for and I would love to be able to give it to you but there's very limited information. Like any of the questions in that I'm forgetting what it's called right now but the student survey the student like health survey youth risk behavior survey. Would there be any questions in there that potentially ret or others could access that might be interesting and interesting data point. I don't know. I could look. I don't know how many years back we can access either. I know that it was given the year we closed and we never got that data. Right. They never didn't if it if they got it they never shared it with us. So that's going back to 2019. But I we can certainly look at it. Yeah. Yeah. And there's like you know there is anecdotal stuff. I remember. Who's the principal before Mike McRath Adam Bunting. Yeah. Yeah. When he laughed one of the things he said was you know when he came in. The the room around Emma's MHS was that it had no clicks and he's like how can a high school have no clicks. He's like there's not a high school. And he said when he left his conclusion they had no clicks and when he left his conclusion was actually it does. It has one big click and then there are a few students who are very on the outside of that click. Yeah. So you know there's there's clear have been like you know some issues through the years that that have popped up. You know and definitely some students that you know I think have been marginalized and felt marginalized and also just you know anecdotally. There's huge culture differences class to class. Yeah. I think some classes have behavioral challenges that other classes just don't. And that's also been a thing. Yeah. I just want to try and bring us back to the retreat agenda. I think we're getting a little bit off course. And I do want to I want to second what Amanda was saying that I would really love to be able to if not come out of the retreat then soon after. In a continued conversation be able to say here's what the board has identified we are able to do to help students feel more included and belong and safe at school because throughout the conversations that we've been having so far I felt frustrated as an individual board member that there's not more we can do to fix this. You know just that's just what I would really love to be able to do is fix this and I know that we can't do everything to fix it. But what I'm hearing from as far as the draft agenda goes I also understand that it is important for the board to understand what you know the policy says we can and cannot do and so then what the procedures are so I get that spending some time on that to kind of give ourselves that foundation. And then hearing from the district staff on what they do when a situation arises. This is what I was hearing you say Jim is like we would hear from them not certainly in any specifics like we called such and such parents or anything like that. But here's what we do when a situation arises and giving us an opportunity to ask administrators what would support a culture change because we recognize the policy alone can't do it. And how can the board help I think would be really helpful to engage in that conversation with our administrators. I don't think that we're going to be able to get to that like we can't. I don't think we're going to be able to leave the retreat and be able to send out a message to the community like OK now we've got you know but I think it could get us in the right direction and given that we only have four hours total. And I agree we'd need to spend some of that time on determining these ends for the district. I think this to me this seems like we would be doing spending our time well in these four hours and teeing up more more good conversations to happen. Yeah and what I really like and I think you kind of hit on this is for us to really have an understanding of what the you know what the administration thinks of when they think of pacing harassment and bullying and see what and then get a sense of what the community thinks of when they think of that and are there disconnects and are there ways to bridge those disconnects because there might be situations the community is coming to us where they think it's a bullying situation and teachers in the classroom might might have a different take on what that means and it might be informed by the way they've been they've been taught to understand. He's a resident bullet and might have to do with the procedures around it. So you know under us to really understand I think the multiple perspectives because we have heard a lot from the community. I don't think we've heard a lot from the administration yet about what what they're doing and how how it looks through their eyes and what processes it put in place. It will be helpful to have that perspective and to hold on to maybe not to tightly those actual words but to make sure that if we're hearing from caregivers that they're using the word bullying but it doesn't sort of quote unquote meet the definition. At least what we are can understand is they are hearing we are hearing they're feeling their child isn't feeling included and feeling safe and so that is a big gap if you know between the sort of legal definition of bullying and how a child is feeling and their ability to access their education in school. Anyway there's there's more to be had in that conversation. And what's going on too. I mean I'm just putting this out hypothetically but is part of it that you know teachers are saying oh kids being mean but it's not bullying. And you know that story comes home and it sounds a lot. It sounds like a situation that needs to stop and needs to be addressed. You know I'm not saying that's happening but it would be nice to know if that is you know things like that are happening. Sure. Is there a way that everybody can just think through what would what would what can the board do and just like have something beforehand. Like maybe we can collate one document where like we just shot put a lot of ideas that we can come prepared to talk about or and like questions around. You know if legal is not bullying there's something underlying that we still need to shift. It's not you know it's like right here but there's a lot that is happening right here before it gets to that point. Same as harassment right. Like there's a lot that if you look at the pyramid of hate there's a lot of things that begin very small that then kind of lead out to where we need to. Like what are the things. Just thinking about that. I would like to know what the district is doing so that I can then make a decision. Oh yeah you're doing that. Oh you're part doing this already. Oh you could do this more rather than me just going in and say oh yeah I've heard from people from outside and then we should do this without hearing from what district is doing first. And so this retreat would help me identify those things right. Hey what are you guys doing. What do you where do you think are the gaps. If you think there are the gaps or if you think that you're falling short which are those areas that you're falling short. And then as a collective we can say OK what we can do about it. We can help just my two cents. Yeah. I had a format question. It's a public meeting right our retreat certainly. I'm wondering if we could arrange the room differently so we're not putting administrators there as if they're in sort of like. So do you want all the administrators here from four to eight that night. No no during this part of the conversation. Do you want them there. Oh I don't do they think do we need them here the whole time. They were going to be here. So I'm just curious because I haven't told them that they're going to that. So I had to tell them like ASAP. Yeah I mean that's what I heard. Whenever you feel is the best team or I mean if it's if it's you to present this. I was going to ask Jess Murray to come. Director of emotional learning. Yeah I mean I think whoever you think is the best person we can kind of speak to the broadest range of issues. And no I don't think whoever that is needs to be here for the whole meeting. Definitely doesn't need to be here for the whole meeting. But I guess it would be helpful to know for the administrators who are the ones tasked with following through on procedures and who are the ones in the buildings day to day. These you know to get those perspectives and you know if they can if they just want to pop in on zoom. I mean I'm guessing that would be principles and assistant principles. I think what I would do is do an anonymous survey of the administrators. Okay. Because I think there's some trust issues there for a public open meeting that would hinder their responses. Yeah. That's understandable. Does that make sense. I think it would be. Yeah. I think you'd get better response. Yeah. That's true. With fresh acts. Yeah. We're looking at it with fresh acts. Okay. Which is good. Well maybe this is a moot point then but I was just picturing if for example if Jess comes. I don't think we needed to be like we're all interrogating her sitting at that one table there. But if we could set up the room so that she was joining us at the. I'm just giggling. I would hate it too. I mean this is not a situation where I want anyone to feel even remotely like they're in sort of a hot seat or anything like that. What we're just trying to do is understand what's going on. Same for Heather Lynn. If she's not going to, if she's going to be here in person let's have her sit at the table with us. I don't know. We'll have a different setup. Does she come in in person? Yeah. Heather Lynn's is a, board trainings are done in executive session. Board trainings are not a public meeting. Yeah. But the other part would be public. Yeah. So we'd be in executive session for an hour. Oh, okay. From 4 to 5. And probably just go into the room 126. Yeah. And Heather's coming for the first part. Yeah. I don't think Heather will mind getting, getting grilled if you choose to grill her. But, but we definitely want it to be a friendly, friendly atmosphere for, for everyone, even lawyers. Okay. Other questions or comments on the agenda? All right. Welcome. No, thanks for the suggestion that, that works. I'm glad that, that. Yeah. Yeah. Because. Yeah, these are important topics. Participation. Committee updates. I know the board, next board discussion. We have three board discussions. Do you have the old agenda? Oh yeah. I do see the board discussion. So I sent an email around about this when it first popped up and then you saw the letter that Libby and I sent to. We haven't sent it yet. Oh, we haven't sent it yet. Yeah. Okay. Good. I thought it was sent. Nope. Then we are proposing to send to the agency of education. Secretary, the state board of education. Yeah, the state board of education. Thank you. I think this one is a no brainer. I don't see how a merger with Lincoln makes sense in any way form, but we wanted to do that. I think it's a good idea to run it by the board to see if there are any thoughts or differing opinions. Also just to make sure that you know, this is, this is out there. My understanding is that there are some remote possibilities that this could be forced upon us. And also, I think Lincoln is reaching out to. A lot of other potential suitors. Yeah. They've created a difficult situation for themselves. So thoughts on the letter, thoughts on the approach. Jill. I support the letter. I thought it was well articulated and I'm very comfortable with it being sent. Other thoughts. So go ahead. So if I understand correctly, it's not a decision. That is in our hands. We can just express our opinion and then they make the decision. Yeah. I mean, I think if we said we'd love to merge with you, it would probably facilitate it happening. Okay. But yes, ultimately it's, it's a decision with the board. But I think they will consider. The practicalities, including whether it is a welcome or sensible thing from the perspective of the perhaps forced marital party. It's actually in Lincoln, Vermont. It's in Lincoln, Vermont. Yeah. It's hard to get to Rock Street from Lincoln, Vermont. Jill would be crazy. Yeah. Yeah. I mean, and I don't know if you've been up kind of the Lincoln Gap Road, but it's hard to get, it's hard to get over there. Yeah. And so. Did they reach out to even talk about this? The, what happened was about a month ago, a few weeks ago, Lincoln's board chair reached out surprisingly to me to say, hey, you want to merge and become SU or can we contract your services, your central office services? Because those are their two options, right? They find a central office who's going to work for them, or they merge with a supervisory union or force a school district to become a supervisory union. And to be clear, those are two very different things. So I'm going to explain what a supervisory union means. Yeah. So a supervisory union is each, each school is its own district. And then, so each school has its own board. So if we were a supervisory union, Roxbury would have a board. Union would have a board means, you know, like that, that's how it could work, right? And then usually there's a union high school that also has a board. So where I came from Franklin, what was Franklin Northwest supervisory union? That was it. Swanson had a board and Highgate had a board and Franklin had a board and then they had a union board for the high school and they also had a supervisory union board. So there are multiple boards happening within the district. They emerged and now only have one, right? With representatives from each of those towns. So what Lincoln was suggesting, and they erroneously put in their letter to the state board of education that we already were a supervisory union, that we, like they have no desire to become, to be part of our school district. They would like us to be a supervisory union where we would now have three boards for our governing structure. We would have this board. We would have a Lincoln board and we would have a supervisory union board, which would have members of this board at Lincoln's board together. In the monetary situations, why have Christine here, in case you have any monetary or financial questions around that, because it becomes much grander in scheme because Lincoln would influence the supervisory union, budgetary decisions, correct? So there are three budgets. Yeah. Three? Three budgets. And none of those budgets, just because it's one school, doesn't make the budget smaller. You know, like it's a smaller monetary amount, but it would be the same processes Christina does for our school district, just for that school. Like we'd have to, we'd have to increase our capacity at this time. So why would that be three? The supervisory union would have its own budget. It's an essential office, including the business office. We have our own budgets. We're overseeing both districts. We would also be overseeing Lincoln's budget. So those two districts would have to pay assessments to the supervisory union. So then the Lincoln's budget, the MRPS budget, and the union budget is what you're saying. Okay. That's the model that I came from. Yeah. The seven budgets. Oh, gosh. Lord. So we said, we said no to that. And they still put it in their request. Is that how it went? Yeah. My understanding and Jim can speak to this. When the merger happened between Montpelier and Roxbury, there was a very conscious choice to be a school district and not a supervisory union. Um, and, and that is what this, that's what the, what act 46 was supposed to do was to create more school districts rather than supervisory unions. But I think what I could say is we politely declined. We are politely declining. And, but after you politely declined in your email, they then put us on the list that they said to this state board of education. Yes. And that's how we are now on that list. Yes. Is it possible for us to express our feelings to the state board of education? So we really don't want this to happen. That's what this letter is. Oh, that went to the other district. No, no, this is for. So after the school board chair resheds me, I answered her politely succinctly. And with not a whole lot other than thank you, but no, I was surprised to get an email from the state board chair that said, um, you've been named as a possible partner for Lincoln by Lincoln. We would like reasons why or why not. That would be a merger keeping in mind. We can force this merger if we want to. So the more valid your reasons, the better off you'll be essentially is what I'm paraphrasing, but essentially is what it said. We're doing. Are there any other options for Lincoln anyway? Like, why would they come to us? Yeah, they've reached out to other districts and issues. I don't know why they reached out to us. My hunch is, is because we have a small school already in our school district. Okay. So according to the state board meeting minutes, it looks like there's an issue where the Mount Abraham unified union school district is, is sort of struggling and there's votes to either withdraw from the district or re be reassigned. And so Lincoln, Ripton, Starksboro are all kind of trying to figure out their next steps. And it looks like two other supervisory unions have already sent very similar letters to what we have drafted about why it doesn't make sense to have those towns assigned to them. So basically the, the, we, I would strongly encourage us to send that because it looks like barring any other options than the state board will have to assign them somewhere and include funding. And it's a whole thing. So. I make a motion to send the letter. Second. Third. I was just wondering, don't the voters have any say in this? No, they just force it and say this is what it is. Yeah. The fact that we're not a supervisory union is, is very beneficial to us in this conversation because it's a whole different governance structure. It's a whole different financial structure. I add, I don't know if you have this version of it, but I added a paragraph after talking with Christina. We use E finance. They don't like we need a whole different, we need to learn a whole different accounting system. Like there's so, so we have many things in our favor. Right here. You don't have to go to the, the community and get their input. Like we did with the MRPS merger. No, no, this would be forced. Okay. I just want to say for the record that I have a lot of empathy for the position that Lincoln is in. And, you know, small schools are, you know, they struggle and we all sort of watched the history of, of the forced merger movement that happened several years ago. And, you know, Montpelier was in a position at that time. Our district was in a position at that time where we were not being forced to merge. So we had enough students in our district where we could have just said, you know, we're good. We're just going to stay the same way that we are. And the way I saw it as a community member at the time was that it was pretty gracious and welcoming of us to be willing to invite one of these smaller schools that was being forced to merge into our district. And, you know, we're still pretty new. The MRPS district is still new. There's still growing pains. There's still working on what it means to have one school that's kind of far away and small. So I just feel really strongly that it's not the time or place now for our district to accept another small school into the district that's also at quite a distance from us. So I totally support the letter. And to be clear, they're not asking to become a part of our district. They're asking us to become a supervisory union. Yeah. It just feels too much, too fast. We're already still working on our relationship with Roxbury and how our new district that was formed, how many years ago? Five. Five years ago. So it feels like we've still got work to do on that. And so I support the letter, but I just want to express empathy. And I understand, you know, I don't understand all of the inner workings of the state and when they force somebody to merge or when they force an assignment, but it doesn't feel good, you know, for these small schools that are at the heart of the, of these communities and mean a lot to the communities that they're in, that they can't just stand on their own, you know. So I have an empathy for the position that they're in, but I support the letter. Oh, Jesus. More exclamation points. I'll put it in the mail right now. And to your point, it sounds pretty heartbreaking. Like when that district was forced to become a unified district where the school has closed, they've changed their model. Like they're really struggling under that. And so now the voters in some of these smaller communities are trying to get out of that agreement and go somewhere else. It is, it is, yeah. Yeah, but I agree with everything you said. Well, at it, it would be a much more complicated merger than that of Oxford. It's given, you know, created a whole new structure and new governance. And they're going to use a million dollars a year for the next five years. They're going to have to pay my per diem and that girl's per diem to do their work for them. All right. Vote on just to bless the letter. All those in favor? Aye. Any opposed? Great. That passes. Can I take a moment to just express some gratitude to the board and to Montpelier for letting Roxbury be part of the district? Just because it is, it's a small, it's not an easy task and I appreciate it. And on behalf of all the voters in Roxbury that voted for it, it means a lot. Oh, thank you. I would be definitely very happy to have you as a partner. Thank you. And your students. Committee updates, facilities and then equity. Thanks for giving facilities, one of the other folks who were there. Yeah. Where I mess up. Because Kristen is our chair, our interpret chair, but she's not on here. So we just, just prior to this meeting had a really good facilities committee update. We got an update on the track. So basically our facilities director Andrew Rosa and Matt Link, the athletic director, principal Gingold had a presentation for the committee by the contractors who were sort of putting together a proposal who were responding to the RFP. So there's a, there's a firm that does the architectural work and there's a specific subcontractor who concentrates on tracks. So they provided us with sort of a preliminary, here are the possible options. So literally sort of like, if we improve the track and add some lanes, if we improve the track, add some lanes, put in an artificial turf, if we move the fields around out here and move the track in different places, what does that look like and what does that gain us? The idea being that sort of, what are all the sort of menu of options from, you know, that we could choose from. And then my understanding is that they're going to go back and basically pull together an estimate for us on the track, the track with site improvements that would provide for an artificial turf in the future and a track and the artificial turf so that this board has a sort of narrow down version. It became pretty clear that like the actual moving of the track to a different part of this very tight parcel where we have a bike path and we have a river and we have a flood plain and we have parking. There's really very limited, it's like putting together a puzzle piece. So it just seemed like financially and logistically, especially because the timeframe apparently needed for doing a track replacement in the summer in Vermont is really small as it is because you're using it into June and then it has to, once you put the, you know, the sort of base layer down, it has to cure for 30 days and then you can put the other stuff. So it's really already going to be a really tight timeline. And initially the sort of estimate is that doing the replacement of the track and adding the initial lanes, which will gain our track team a lot more sort of flexibility in how they host their pieces. If we add the artificial turf, it actually doubles the price. So I think those are just really realistic things. That's kind of why we want to bring to this group the options. So I got, since that's coming along, I don't know if they really gave us a specific timeframe, but working in earnest so that we have, we can make an informed decision soon. And then the other two updates, I guess we skipped because we ran out of time. So we'll have another one. But yeah, the consultant said that if we were going to do this next summer, we need to start making decisions soon and securing contractors and getting the ball rolling and getting some stuff signed. Is there a net zero somewhere? Yes. So we were supposed to spend the last 15 minutes of this meeting doing our RRP for the net zero. Oh, okay. We had a fair number of folks from the public who were participating in this meeting. So that's why we were late coming here. It went great over. So that did get postponed. I think that with that topic, we got out of our meeting. When you say artificial turf, or you mean just like turf or just adding on lanes with the dirt still? No, no, no. They're talking about the actual soccer field. The soccer field is one sort of entity. And then within that is the current grass field. And so the question is, while we're moving earth, do we want to upgrade or change that interior field because apparently artificial turf can extend the season, allow for use of the fields far more into the season, which allows for other fields to get sort of healed. It can even be used in the winter. But there are very real concerns about the cost and then the environmental and possible impacts on student athletes, because there was some research shared by the consultant about there's some concern that those are actually create possibly more injuries. And there's concern about, and not saying it's founded, I'm simply passing along. Recently the Brattleboro Union High School District was looking into this and they decided to shelve it. There were concerns about any sort of chemical or PCB or PFAS or the sort of environmental impact. And it definitely does have a heating impact as well that it adds about 10 degrees to the air right above it. So it means you'd want to have more things at night or in the morning. So there are a lot of considerations to that if that's something you want to do. And it's simply that it was, he was very sort of clear that it would double the cost. But that being said, if it gains us other things or it makes it, there are pros too. So one option they're going to present is just the new track and then all the prep work that they'd have to do so that if we decide to change it to turf five years from now, all the drainage and all the infrastructure below there is already set up so there's some work saved. So you don't have to rip up the track to put in the turf. The board and the community should also be prepared that we, you know, the board allocated $1.5 million to potentially, you know, to earmark for the track. And it's pretty clear that even if we just do the track without the drainage option of the, to allow for the potential of future turf to be installed, it most likely will be costing more than that one and a half million dollars, more in the range of $2 million. So when you're thinking about budget, you know, where does that $500,000 come from? And if we're looking at doing it for the next season or next year, I know there was a lot of testimony when we had people here to talk about the track that they would be willing to forgo a season on our current track in order for it to start earlier. So maybe that timeline doesn't have to be quite as tight as what they were outlining. But if we want to get this track installed, which I'm sure many of those people who were at that meeting, mostly the students will want it as soon as possible, then we would need to make an actual decision by in the next month and a half or so. And so that, so we need to kind of know where that extra $500,000 would come from. And if we're doing the drainage, we don't know. That's a question mark budget. We don't know exactly how much that is going to add to the project. And to answer your question, he was saying that we would really want to line up the installers by November or in November. Right. So we're talking this month and next month we have to decide. Would you say two million dollars without the drainage? It's just a track, that's it. Correct. I mean, there were no hard numbers being presented. Sure, sure. There were no hard numbers. It's at least another $500,000 most likely to just have the track without the drainage for a future term. I think did that include the storage or a few structures? There's structures. It was sort of the original plan that was proposed to all of us that I think ultimately had like a, it's like a garage. One million, 750,000 or something. I can't remember exactly what it said on the thing but it looks like that will be more like two. It will be interesting to consider where is that extra money coming from especially since there's going to be less money moving forward. Right. So tough decisions. Yeah, I'll go ahead. I was just saying along with all the other priorities. Yeah. I mean, I think it's also important like rushing decisions like this where it's like, you have to decide by November because you have to install is not a good practice. I don't, I don't think, especially when you still need money to be raised and that you don't know, like if it was like we have 1.5 million and that's how much it's going to cost and we can decide in November the money's already there. But I do question like this idea that we're going to have to decide within the next two months and we still need to come up with 500,000 to be able to do something right. And there's some changes coming that and priorities that we don't know. So I just want to throw it out there. My skepticism already. So that is that is that, you know, we should think like, is it a capital campaign? Is it, you know, like, what is it? Because we shouldn't be making decisions of money we don't have yet. Equity committee, Mia. So just wanted to make sure you all saw the email that Seiji sent on Monday. It's a draft version of the summary of the climate survey and we're looking for board feedback on it. Your feedback could be, hey, I looked through the, you know, combined results and actually I came away with a few, with some other strengths or gaps or whatever and for that, please email Amanda only so that we're not having a conversation over email and to share your feedback with the committee. Tomorrow I'll bump that email. So it's at the top of everybody's inbox and include Libby shared with me the most recent climate survey we did. Now please keep in mind that it was for the 2018-2019 school year. So three years have gone by and there was a global pandemic during that time. So we're not sure exactly what kind of trends and it was a different format. We used a different survey. We're not sure exactly what kind of trends we'll be able to see, but it might be nice to compare those. And I think that was mostly it. Just wanted to make sure you all, one saw that and two knew what we were asking of you by sharing it with you. Oh, the third part of this is this summary is the completion of our sort of contractual obligation with the climate survey because as part of the contract it is that we will then, figure out what we've learned, but then there's obviously a lot more that we can do with the survey and what we've learned in terms of using it to help make our budget decisions and prioritize things. There's another question for Mia that I think is super helpful. Another question, but just to add just for you to keep in mind for the retreat conversation too. So that is part of like that. So I think we're on to our final item which is policy monitoring. Just to prove that. To prove the policy monitoring of participation in home study students. I move we approve the policy monitoring report of policy F10. I second. Any discussion? Sounds pretty, yeah. All those in favor? Aye. Any opposed? Excellent. Passes. Well, we're early. Motion to adjourn. Second. All those in favor? Aye. Great. Well, enjoy the extra 20 minutes. We got through a lot of stuff. We did.