 I think we'll call it to order at 6-0-3. Welcome our guests. Hi, everybody. Jennifer, would you care to speak tonight in these public comments, the place to do that? Or do you have a particular topic you're here for? And you folks? No. OK. Great. So are there any agenda revisions? Looks good. OK. So we'll have time for public comments, please. Hi, I'm Ginger. I'm here tonight to express my opposition of removing Jim from Math White Table. I am talking on behalf of the ninth to 12th graders and myself. I have here with me a poster from a variety of students, of high school students who do really well in classes and students who struggle a little bit more, who have written why Jim at Math White Table mattered to them. I have encouraged you all to take some time to read every response. These responses are students who have connected with Jim and believe that he has impacted their math skills. Along with my peers, Jim has aided me in every way possible. I enter the room, and he calls me Ginger Snap. I go to him two to three times per week to either reassess on tests or get more help that wasn't provided in my math class. Every time I go into Math White Table, he has a smile on his face that brightens everyone's day. He sits down one-on-one with each person and helps them from start to finish. Most cases I am there because the pace is too fast in my class or because I simply don't understand the material. By the time I leave his room, I have a better understanding and gotten a few laughs from him. Before I knew about Math White Table, I was debating between getting a math tutor outside of school. I feel like I don't need to anymore because of Jim. Last year, Jim was awarded the ESP of the year for a reason. I have not met one student who doesn't like him. That is rare for all of the student body to like a teacher. Jim has helped many students, and losing him in our math department will be detrimental to us, the students. Would you like to pass out around? Sure. Wait, wait, I can't hear that. Thank you. So my name is Jennifer Micah. I'm a parent of two children who one of whom has graduated and one of whom is a junior. And I'm speaking also on the cuts in the budget for the math support. I did provide a written email to the members of the board as well as Bill Kimball and Steven Dillinger-Pate. And in that email, I laid out sort of my general concerns about the issue. And I would reiterate that. And I would reiterate the issues of equity that are the most pressing issue for me. I have enough money to send my kids to a tutor. But there are lots of kids at school who cannot afford to do that. I would be willing to bet none of you sitting at this table today can't afford to send your kid to a tutor if there's nobody at U32 who can help them. And it is the case that there are teachers in your math program who are not approachable. And you need to address that issue before you start taking away supports. Secondly, in 2016, you were here discussing a very similar issue around the science curriculum. And I am curious whether you have ever reviewed the impact of those decisions on your science grading. How are the kids doing? Have the kids done better because of the cuts that you made? Have they done worse or have they stayed the same? And if you haven't done that analysis, then you shouldn't be taking the same step in another program until you do. Those are my two main points. And I hope that you will really reconsider this issue and look at if you are going to be cutting direct service providers, then you should also be cutting administration. When you are cutting direct service, then you are raising administration costs. Every other budget line in your budget is going up if you are cutting a direct service provider because you are still providing the same amount of money but it's being dispersed differently. And it's being taken away from direct service. And there's one thing that every kid and every parent can agree on is that what we care about is the quality of the teachers and the adequacy of the staff in the school. We don't really care if you don't have enough administration. That's a problem for you guys. Administration's not gonna come forward and tell you that they need to be cut. And so you need to do it even if they're not recommending it. I hope you will take Ginger's concerns into your thoughts and reconsider your decision to cut especially the white table and also you need to reconsider your paraprofessionals and whether you really can afford to lose them. You are looking at the middle tier, your tier two students who are gonna be most directly impacted by the steps that you're taking in this budget. So I ask you to reconsider and put back the direct service and look at other ways of cutting. Thank you very much. Thank you. Anyone else have a public comment? Move to Consent Agenda. Is there a motion to approve the minutes of March 20th and March 27th? Are those? Scott? Hold a second. Karen? Any comments? All those in favor say aye. Aye. Any opposed or abstention? Okay, so that passes. And our next topic is received questions regarding the budget vote. We didn't prepare a presentation but this is the time to talk about the proposed U32 budget that will be voted on next Tuesday by the five-tenths. Are any of you folks here regarding this, the budget? Go ahead. A concern that we're cutting teachers that are directly educating students and we're not cutting anything else, like sports or anything else. And of course, school size is getting smaller and we need to cut back in some other areas but we're concerned that we're cutting back and correct educational services to our students. Yeah. I'd say we share that concern. Just a little history on this proposed budget. We had asked the administration to develop a budget that showed expense increase of no more than 3%. And with the reduction in students, equalized pupil that translates to about 4.1% increase per pupil, which is, I think around the most that we're willing to go, at least this cycle. So in order to achieve that, we had to reduce in several areas and it includes, I think, seven positions in total. Most of those are paraprofessional. There is a food service position in there as well. And the other guidance that we provided was that we didn't want to reduce any licensed classroom teachers if that was possible and this proposed budget does that. So I think from our discussions that it kind of met the parameters that we said. Karen. Well, and speaking of this topic, I mean, I thrilled at the passion outreach and communication that we've gotten about cutting this position, but I don't know that the board, so the board's role is to provide the strategic vision, the core values where we want the direction of the budget guidelines, but knocking down on the weeds on how that's done. It's up to our administrators to come to us with a plan of here's how we can do it without losing quality and what we were communicated was that certified math teachers who are educated in teaching the best would be filling the role of the white table and the white table would not go away so that the support for the students, the ability to get that help at the white table would still exist, period. And it would exist by completely trained teachers. We all who went to our workshop this summer learned a lot about from our speaker or all day workshop about how paraeducators are not necessarily taught, qualified, certified at the level to teach things. What we found out is our white table has been the exception. We've been very fortunate that we've had retired math teachers to staff us. That is not always guaranteed. That is not the case in most schools and most paraeducator positions. And it felt like it was a correct decision to support what administration had brought to us. Am I got that right? I think so. So as much as I appreciate the concern that me as a board member should be pushing back and saying, no, no, you're wrong. You don't know what you're doing, administrators. You gave me a really bad plan. I'm not sure that's the case. I think we've had a bad communication plan about how the white table was going to still exist potentially. And even providing an example of, here's what we think might happen. But there you go. Other questions about the budget? I just, I wanna speak to what you said, Karen, because largely what you said I agree with that I wanna stay out of the issue of involving ourselves in decisions on education. And in that sense, I reluctantly, I think, still support the decision of the administration to cut Jim's position. But what I think, both Ginger and Jennifer, and I don't know how to catch your name, but... Richard's. No, I know you, Richard. Fellow behind us. Sorry? Not very well. Yeah, I think what, you've exposed something that is near and dear to my heart, which is that I think as policy setters, we need to reconsider, revisit the issue of what our school community consists of. I think it consists of more than just teachers and students and administrators. I think different students are reached by different sorts of adults with whom they interact, and it may be a retired teacher who doesn't have the same kind of gravitas as the regular math teacher. Since, for instance, he's not assigning grades to those who see him. It could be somebody in cafeteria. It could be a coach who isn't a teacher at all. I think we wanna have a diverse community and we can't have a very diverse community given how homogeneic we are, but we should strive for a diverse community for our students that includes, I believe, paraeducators and folks like Jim at the math board. So that's kind of a weird way of me, my saying that I think at this point, I want to support the decision of our principal to make this cut. But I think we need to go back and think about whether we want to be so monochromatic in our, in the community we create. What's going on? I'm just wondering, are there circumstances in which we would intervene and sort of reverse the decision of this sort? And if so, what would those circumstances be? It's hard to answer that. Jared? Sort of layering onto what Charlie said. I think one thing we may not be addressing with this is the fact, is the topic we're talking about is math and you mentioned approachability to people. Well, one of the big problems when people struggle with math, male or female, females more, is something called math anxiety. It's a real thing. I laughed at first and then there are psychology articles. The National Institute for Health has this huge article spotlight on math anxiety. This is a real issue. So you come to the table of getting this complicated material to learn and master and be proficient in and your anxiety kicks in and it starts young. It starts really young. And I don't know that guidance-wise or support-wise, counter-wise, I'm not aware of what we're doing to help with that. I think we have a lot of good guidance at U32, but there's a spotlight on that part of it because if you can come to the table with your anxiety about the math alleviated, you're in a better place to learn. And it's a real phenomenon. It's actually a mental health disorder and it's extremely common. It's something like 40 to 50% of female students will confess to that. In the United States. In the United States. But internationally it's not. Right, right. It's part of the societal culture. And I'm not saying it isn't a phenomenon, it is, it's the way math is perceived, having done a lot of work in math education in the U.S. And it's some of the ways in which we teach math. Right? Starting at a very young age. This is pretty hard to ignore. And when we say, you know, we're all about the kids. This is the kids, you know, they're testimony. And I can tell you that I've heard from others as well who, including one in Nicaragua, who also said that Jim was the only reason that she was able to get by in calculus. So it appears to me that we have here an extraordinary resource. And even though, I know, the cemeteries are filled with irreplaceable men. On the other hand, as long as they're not in cemeteries, maybe we should take advantage of it and keep them where they're very clearly making a tremendous contribution. Okay, well, I'd like to bring it back to the budget and see if there's any other questions or discussion around the budget next week. But I am curious, Scott had a good question. When do we sort of cross that line and consider a amendment to the budget given the, seeming groundswell support for Jim? A hard question. Yeah, again, I don't know. For me, it would start with the question of what is the impact of the student learning outcomes? That, to me, is the guiding star. And if you can show that one reduction has an outsized impact there, that was my question when we were talking about these reductions, was it two weeks ago? And the response that we got was something along the lines of we're creating a plan to provide that function of the white table function. I was satisfied with that, but that's my answer. I think, I'll get to just a moment. It doesn't have to be an amendment to the budget, though. It could be a different way to achieve that same budget. Oh. A different plan. Same question, when would we sort of overrule the plan and say that's not a separate one? I'd encourage us if we can turn to the student. I know from Ginger's card you've gotten sort of a perspective about how impactful Jim has been, but I would also like to say, I understand you're in like a super tough position with the budget. I think we all appreciate the work you're doing, but if you were to cut Jim's position, I think that some improvements would need to be made within the math department, because I think part of the reason why so many people go to Jim is because he explains it in a different way, and that's really valuable, especially like you're talking about like mapping that, if you're not understanding something, having a math teacher just repeat it to you the same way, is it gonna help you? And I think that's why Jim is so valuable in our community, because he also has the ability to make you feel a little bit more equal and a little bit less stressed out, because it's just a more casual environment. So I think if you were to have to cut his position, some serious improvements would need to be made regarding how we are taught math and sort of how we are like helped when we're behind or when you need extra support. Okay, so that was my question. Are you referring to both the tier one classroom instruction and the tier two white table type of extra support? Like the, what do you mean? In terms of accessibility and presenting the information in a way that Jim has a particular talent for? So I mean, for me, Jim has helped me with just like the regular stuff I'm supposed to be learning in class, like Jim just said, like if you're going too fast or if you're in this class, he can help you on like a basic level of like, okay, go to his room, take the quiz that you missed. But he can also help you on a deeper level of like, if you just really don't understand something, he can sort of like slip it around and like he's taught for like so many years. He kind of knows all the ways to do things and he can tailor it specifically to your needs, which I think is really valuable. He just has a lot of years of experience in the field. God. Anyone else? I guess I just want to clarify from where I stand. This isn't really about Jim, where we sit. This is about the position of a paraeducator sitting at the white table. And we could probably ask the administration to tinker with the budget this year and scrape and eat somewhere else to keep Jim on board one more year. But next year it's only going to be harder. And the year after that it's only going to be harder. And in 10 years we're going to have a staff that vastly outsize that we need to right size the school or we're going to end up in a serious hole. And it's really hard when it's somebody who's great at their job and that we love. But it's really the position that's going to end up. And those of us who've been on the board for a while know that reductions are the norm. That's the climate that we're in. President Jerry. And your enrollment is projected just up. You heard it earlier this year when we were working on the budget. We earned kindergarten 77 kids and they're graduating on 128. And that's pretty linear all the way up through the grade levels. I thought I said it differently. Can I have two questions and just two questions? One is when was the last time you cut administration and where and how much did it impact the budget? And two is where is the money for the new track? Is that in the budget? And if so, I might ask why. So I believe the answer to the first question is we cut a half time in ministry of the vice principal last year. Was it last year? Yeah, it was last year. It seems longer than half. And that was your question? Half time director of special ed like two years before that. Yeah. And the, so the track is a money for the track is a combination of a money that was set aside from this year's fund balance. And then there is additional capital funding in the proposed budget as we normally do. We always set aside a certain amount for ongoing improvements. And at a large share of that is your market for the track. And that is still $50,000 a year? No, it's around, it's almost close to $500,000 a year that goes into capital. Capital to keep the capital up. That is four years ago set in into a capital plan that's 20 years out for a work that's done on this building and never to get back to a bondage place for two to three years from being for our bonds being fully paid off. But the track is a million dollars, right? Yeah. And so it's scheduled to last for 20 years. And so if it's a million dollars and it's 20 years, it's $50,000 a year. We're paying $50,000 a year for a track. Just to be clear, right? In the way you're presenting, yes. I can say that I asked that same question. That's a value type. I can say that I asked that same question. And the overwhelming response was, this track is used by so many that it's just not a track for kids at school that are gonna run on it. That it's more of a community piece and larger. It's more of a state piece, if you wanna look at it that way with the different groups that use it, so. But you're absolutely right. We're making a decision about that investment. Any other questions? Okay, so next up is board norms. So Charlie had volunteered to do an update. Do you wanna introduce this? All right. From the notes of the meeting, it wasn't clear to me exactly how much leeway I should take with this. Once one puts pen to paper, one tends to go kind of, one's not to do it, there's no pleasure like the pleasure of being an editor. So I sort of went to town and did a lot of changes on it. What you have is both a clean version and behind that is a track changes version. Just to run through it quickly. The first issue is communicate. I wasn't sure what we meant by our former, or the current board norm, but I took it to mean that that what we wanna do is we want to express, say for instance, somebody speaks to me about an issue. I want to keep that to the rest of the board and the public. So I rewrote that to say that fellow board members and communicate to fellow board members and the public report related comments were received by the board members since the last meeting. Community involvement during the meeting, I kind of, I went a little further and perhaps the rest of the board would want to, but I wrote community members have a right to participate in discussion. My items at the board has had its discussion. In general, the board wishes to accord attendees ample time to express their views. However, time limits may be necessary to adhere to the meeting schedule. I want the default to be that people can speak as long as they need. Stay on time. Board members will endeavor to stay to start men on time. The timekeeper may be named for each meeting to assist board members meeting this goal. While board members will be heard, each board member has a right to speak, some talk that's warned, having each board member speak and turn to ensure full representation. Tension resolution in the event tensions arise among board members, the chair will summarize the conversation of the positions voiced by participating members to prevent the appearance that the last speaker's views became a position of the board. Announcements of the board. Why don't we have a chat? Good night. Yeah. I mean, announcements and report. I'm not sure we met reports. I've put a side note there. Do we mean minutes or agenda? Maybe announcements and agenda, announcements and administration will appear in the agenda as feasible and not as discussion. I think that's what we meant, but I didn't make that change because I wasn't sure what was meant by that section. I don't want to forward this. I think it's when, you know, in the section reports to the board, you know, the administrative report, I think that's what that's referring to. Oh, okay, yeah, all right, yeah. All right, fair enough. So I should say as it is, review by the board, time permitting in the end of each, now, I changed this. This is a bullet board and that was the one that you may recall that I had, I felt most probably problematic. I think our role is clearly explicated in the law. And so what I think we're really driving at is that the time permitting at the end of each meeting, the board will reflect on what they reported here to its statutory functions, stated in 16 BSA 563, a copy of which is attached, and it isn't. Sorry about that. Just so that to get to the same idea that we won't, like Karen said, get into the business of educating, respect one another. So that celebrate success is three before me, allow for think time, share concerns, assume positive intentions, avoid juncture of mentalism. Who would possibly be guilty of that? Be present physically and cognitively and include everyone. All right, discussion? Any questions? I'd really like to see 60 BSA 563 now. Sorry about that. I can pull it up for you right away. How long is it? It's long. It's long. And then it also has that catch all that says... Is there an executive summary? No. It's too easy. Well, it starts off with policy. You know, it's not anything that you're not familiar with. But I'll pull it up if you really want to talk about it. I apologize for not having to talk about it. It might have something to say about when we should intercede and issues such as math, white table. Okay. Any other questions? I'd really like the way it reads. I think that captures a lot of point. Our intent was... Good. How other people feel similarly? Yeah. Suggestions for improvement? What do we want to do? Do we want to adopt tonight? Do we want to sleep on it? I'm going to accept. I'm going to change later on. Okay, any motion? Karen? Second? I'm going to jump in. Carl's second. Discussion? I guess... I think it's been what I thought about. Yeah. Probably it. Right, and then this would become part of the packet. Maybe we would then... It will reflect on each meeting. So the first is the school board or school district and other duties and authority specifically is specifically assigned by law. That's the funny part. They always do that. We've got to look elsewhere, too. Shall determine the educational policies of the school district. Board policies would be made in yada, yada, yada. You can read the rest later. But that's point number one. We're not going to get it to you. Okay. I have one quick question, too. Are we... Do we vote over here? No, we do not vote over here. Discussion? This doesn't really... Jermaine did this particular issue, but I would have liked to have sent this to the board so that you can read it beforehand. But I want to be very careful about violating public reference or meeting laws. So I think maybe that's one of the policies that I want to work at first. I think it probably is, in my view, that it's fine for us to distribute something like this for a meeting. Yeah, correct. Yeah, yeah. So that's what... Yeah, we've done that before. Yeah, yeah. I mean, preferred practice is to get it in the packet, which usually goes out the Friday before. Right. But if you don't, and it often happens, then we'll have people send it directly. Just as long as we don't get into it. Distributing it, it's fine. But the back and forth comment for... I'd like to say that that's the part where you're not left to do it. All right? Okay. The advice they give to anyone in my municipality is to make sure you're on the same board. Okay. Okay, there's a motion and a second. Any more discussion? Just to... If we transgress these norms, obviously not deliberately ever. But there are no enforcement mechanisms, presumably. It's... Tell me the discuss. Uh-huh. Because I remember Charlie was talking the last time about aspirational. Is that... that's basically... I think we agreed on that. Yeah. I think we agreed. It's sort of like reading your mission and vision at the beginning of each meeting or having it on the wall so that when you're at your board meeting, you are sort of focused. This is just reminding... Yeah. A lot of boards will reflect at the end of the meeting. How did the meeting go? And this would be one of the standards we would consider ourselves against. But we don't really have that practice. Any other... All those in favor say aye. Aye. Opposed, abstentions? Okay, so those are our norms. Thank you. I can ask a couple of just operational things. If you want to write behind the agenda. So it's on the second page. I think so. Yeah. Can you send me the PDF? Sure. Oh, well, actually... Yes. I'll take order two of them, not your PDF. We'll make sure it's in the pack all the time, right behind the agenda. Okay. So it's always there for you. I can get the same 60... Okay, PSA is 563. Like I said, let me get that up to the board as well. Okay. Okay. Was that it, Phil? Or did you have something else? No. I just wanted to ask operationally how you wanted this done. Yeah. I like having it right in the packet right after the agenda. It's a good reminder. So we also put adopted 4-3 on the top here. All right. The next item is the school board observations. And let me take a crack at introducing this. This is something that we typically talk about this time of year. I think most of us are familiar with this, but we've talked about in the past, how do we monitor student learning outcomes? How do we understand if we're making progress? And we've talked about having three different kinds of sources of data. One would be the internally prepared reports, like the monitoring report that we got last fall from Bill that had a range of data and evidence. There's also external sources of data, so that could be like testing, or we've had audits performed of different programs that we do, or there's another example. Integrated field review that the agency has every three years. Right. That's required. So you have the outside experts come in and sort of review your programs and give the board evidence about, you know, are we on track? And then the third one is a little bit different. It's somewhat unusual, but we've been practicing this for a while. It's this school board direct observation. And I remember when we had Brent Kay and he was the superintendent of the Randolph Orange Southwest. He really made the point that, sort of crystallize it for me, is that, you know, education is so complex that it really is helpful for boards to have this third source to actually be looking for themselves to see are we seeing evidence of students learning these outcomes or performing these or achieving these outcomes, is a thing. And so we've created this form as a way to sort of organize that and at different times we've asked board members to attend different opportunities to observe where the learning outcomes might be demonstrated. And this is a particularly good time of year for that because we're going into the part of the year where it's the culmination of different activities and class work. And so I guess one question would be, you know, what opportunities does the board, is the board going to have in the next couple of months to do some of this observation so that we can sort of report back and talk about what we observed. So I guess I would ask if we could get a calendar with that. And we can do that. Sorry, we should have put a calendar. We gave it one last year about this time for different opportunities. But there's things that are happening and Jody can help me fill in quite a bit around here. But we're getting to the granting out presentation, pilot presentations, the school play that's happening. I think even something like next week when we have the college fair and kids are there working in post-secondary opportunities. And many of you participated in many different things, whether it's coming to a class or seeing some of the, or the mentor celebration is another one. You had said the name. Yeah, the mentor celebration. The arts night. We have a music festival we'll be hosting this year. So that'll be a very exciting opportunity for our students and others. So the idea is... I'll come watch you in class. Yeah. I think Algebra 2 STEM is doing some presentations tomorrow. If you're free tomorrow end of the school day, 1.30 to 2.30. They're preparing for their actual presentations I think over the weekend at the competition. So we can definitely get you a calendar and put that together. I know there are a lot of discussions like different clubs around the school are always doing discussions to you. I know Seeking Social Justice is having one, they're having a bunch for the next few weeks and it's actually having one this Friday. I drink all that. It doesn't happen anymore. And I've got both of them on the diversity remaining event. Oh yeah, diversity. She just laughed. She would have been a great one to speak to that. She's been talking with me about that. Yeah, that'll be May 17th. I've been helping out with that too. Yeah, there's a lot going on. It ends up being kind of an invitation to get in and see more things than we're accustomed to. Good time of year for that. And you can see the rubric here is pretty simple. I'm just looking at a three point scale. It encourages you to look at things in a little bit different way and really frame it in terms of the student income outcomes. So I could do one retroactively, but from the, when we fill it out, what do we do with it? Typically we would bring it in and we'll compile them. But if there's, you know, we can have a discussion too when you report out what you saw. Sometimes we've done them in common. Like if there's a presentation by students at a board meeting and then we can actually have a discussion. We're all talking about the same thing that we observed. That's pretty rich. But if it's just an individual one, bring it in and we can have a discussion about that. I mean, that's sort of the system that's been used, right? Right. That's all we've been doing with this is to spur the discussion and if we see an opportunity to present that they had learning in that area. It's not so much to judge to what degree did they learn, but was there learning opportunities along the student learning outcomes that they presented? And sometimes a lot of times when it's a presentation, it's easier to look at the transferable skills and the communication problem quality. Right. Right. We're working together. Yeah. Okay. Any questions about that? Takes a little practice. All right. Next item is, we have a letter from the student on page eight or McMan, maybe three to three. There are actually three others in a similar vein that... Letters. Letters. So what I would propose is that I could draft up a response to the letters. Where did the other letters end up? Did you get them? I got them. It was to the last meeting that you received, right, Scott? Exactly. Yeah. That's what I thought. Isn't it all about food waste? They're about various environmental issues, including climate change and other related to you, 32 practices. Okay. And are they all green team members? Do you know? I don't know if they're all green team. They are. Thank you. Thanks. Well, that sounds great. I mean, is there any comment about this actual letter that we all got a chance to read? It's great. I would have preferred that. I wanted to say, so I recommend you do this. Right. So teaching experience really is a further young fellow. We should. I loved everything he said, but he needed a conclusion. He needed to give us an idea, which I suspect Scott is going to do. Now I will. Thank you, Charlie. I think I might need that. So we don't know if this, if all the letters were wrong or if they were wrong. I think I might need that. So we don't know if this, if all the letters were wrong. If all the letters were from green team members, but would there be any interest in inviting the green team to come speak to us? Sure. It actually might be an opportunity for board observation. See how that group is working and how it marries with our students. Do they be open to? Yes. Ellen. Ellen. Are you the advisor? Yes. Yes, I'm volunteering them. Awesome. So either May or June. First Wednesday. That would be great. Okay. Great. So Scott, you're going to work on that? Yes. I mean, stick that up. Yes. Faster than my FPF. Yes. And we'll make sure that Steven and I work with Ellen to figure out the schedule for them. All right. We're going to move on to 3.5, the five practices of teaching at U32. And Steven shared an email, I think with all of you, about those practices. Did you want that repeated in any way, shape, or form? So it's efficiency-based, problem-based, trauma-informed, restorative practices, and teaching. Those are the five practices. Is it project-based or project-based? Is that the same thing? Well, it's project-based unless it's math, then it's problem-based. They're relatively the same thing. The project is a little more wide open, whereas in math, a lot of times it's related to the problem, and there may be only one way to solve the problem. That's why it has to be open. I couldn't be able to log in here. And Mia and Lucy and Ellen are all helping with this restorative practices piece. Ellen and I are both certified traders for the International Institute for Restorative Practices out of Epihon, Pennsylvania. And we provide all of the training and have been doing so here for our faculty around restorative practices. So we're going to do an intro lesson. It's usually a two-day training. We're going to path as much into 15 minutes as we can. As soon as I get logged in. Patience, maybe. Ellen can lead a, open a circle. How long have you been using restorative practices? Well, eight years. I would say, well, I first went to my first training in restorative practices in the oral conference about eight years, eight summers ago. And I, it made a lot of sense that we could use this practice to help improve social capital in the building. And, and so at that time we happened to be needing to rewrite our action plan. And so we, myself and Lisa and Tim Flynn, who was kind of a special ed in our building, put our heads together and wrote it into the action plan. And then slowly I contracted with folks at UVM and began trainings with volunteers. And that went on for about two years. And then Stephen came and I added, we had another training. And then we decided that it would be part of, really part of the fabric. So trained some teachers, just handful of teachers and students in the beginning over a few years. And did largely proactive circles, just team building. It's all about connection, connecting to adults, connecting with kids. And there we go. And that's how we, that's how we started. It's pretty exciting. And it was, we were one of the first schools in Vermont to, in public schools in Vermont to begin using more sort of practices. UVM had, had been hosting it for several years in all of their dormitories and part of their human services coordination efforts at the university. So as, and over the last few years announced that statewide initiative, which is pretty neat and folks, other folks have been working on this for a long time. And there was sort of justice circles as well. Yeah. And now, we're standing for training. So again, why don't you let the board know a little bit about what we're standing for training now. We're receiving it. Oh, thanks. Yeah. So all faculty are trained. And so Jodi and myself are trainers. We're trainers. And on the first two days, which is introduction to restorative practices and introduction to, to restorative circles. And, and, and Jodi's also now has the certification for introduction to restorative conferencing. And I'm yet to get that. So that will be another tool that's two more days of training. And, and then all new faculty are trained as well. And there's a, and students are trained as well. Not all students. And so we, we also trained Bill. And Bill. Yes. And several elementary, high school, and, and, and yes. And Kelly's done, has done the training with you, yes. And so it would be great if the whole district, we just, I don't know, shut up. We're getting there now. Yeah. So for our piece today, we're hoping that we can help the board and anyone else out here in the audience to understand the role of restorative practices in building community. That's really what the focus was in bringing it here. Also the four explicit practices of this, which we're going to go through, those are the main components of today's piece. And how to use prompts to facilitate responsive circles. So we're not expecting you to be able to do this. We're not asking anyone to go out and do that, although Lucy's going to be doing that prompt part. So chances are, you're going to be well ready for that. We actually have nine students trained in the school that do facilitate restorative circles from now and then with their peers. We haven't had a lot of opportunity to do that this year, but when they do, it's phenomenal. And we also have five fifth and sixth graders, three from Calis, two from Romney, who have been trained and I'm super excited for them to be coming up some of them next year to start a panel in our middle school as well. So hopefully that work will happen. And just to clarify on the facilitate responsive circles. So that's when something has happened that has caused harm. And so that is different from proactive circles which are more like team built and connecting. So the basic foundation of restorative practice is that we're all better off if we're working together on something instead of having something done to you or for you. And I often in trainings will use the example of I'm going to feel much better if my son decides to clean his room on his own than if I force him to clean it somehow or I clean it for him. So I have 46. Could be Scott. It would be great for us to do this all together. So the aim of restorative practices is building community and then being able to manage the conflicts that occur within that community and restore the relationships. So this is the social discipline went up. Now we, Jodi and I specifically use the training techniques and we add other things to it from the International Institute of restorative practices. So this is worldwide. If I go to Australia or if I go to Peru or wherever and they are using the social discipline window it is this. And so the idea is that to increase social capital which means allowing us all to be heard and be validated and is that we have to be working with each other and when we're working with each other a high degree of control and a high degree of support. And so when all of us in general move throughout the social discipline window at any times in our lives and so during the training what we do is we put a big some painter's tape on the floor and we make the social discipline window up and then we use different prompts and then put ourselves in which box and how we might respond to things. So that is a it's helpful when especially when there's we have to have difficult conversations to really be able to identify what box are we operating from. And so often especially in the parenting role that I can at least say for myself there have been several times that I have been in the two box. It doesn't go so well. There have been times that I'm in the not box just like I'm not doing this for you possibly in the like the room cleaning scenario it's because that's what I want and then guess what Avery my son is 21 and he still has a terrible room but I don't have to leave him anymore. So when we're all working with each other that's the whole idea of increasing everybody's social capital. I think in the recognition that there are times when you have to be in one box for the other the point of the restorative box is that there's really high expectations but there's also the support to get there and so if you have high expectations and no way to support then that's in that neglectful box if you have high sorry high punitive and if it's low and low it's neglectful and if it's really like I'm supporting you all the time I'm doing it for you sort of thing it's in that permissive if you're not setting those high expectations and that there are consequences and that's not necessarily wrong but that as long as we're continuing to try to work towards that high expectations and the high support then that's that's where we want to be yes the ground is much more stable to stand and remove each other so that's one explicit piece of it the social justice window the other is fair practice and the basically again it's working together the high expectations are so you may not you may not have a role in making a decision but you know why it was made your voice was heard in some way even if it didn't sway the vote so to speak and that you understand the expectations around it right this is not consensus it's not consensus this work is largely derived from the fact that we all have affects and faces and when they're hit with something as we do so those are the innate biological pieces then we have an awareness that that affect is present that's what we call the feelings and then we have that response to it that we develop over time and that's the emotion piece and this scale of affects that they use through IRP always get a few questions out of this but what's interesting to think about is that this it says neutral but it's like the reset button and anything that surprises or startles you it couldn't either point to the positive or it can toss you down into the negative depending on what happens and so is that that moment where you're like taken aback or something happens and unexpected and you either like oh it's a great thing or it's that's the question that usually arrives it's pretty awful it's like these responses are our bodies often respond to these based on whatever else is in the room whether we have whatever our responses are for previous experiences and there's also a neurobiological response which is typically from limbic system and these it's direct correlations of trauma responses as well so and then also we can reset like Jody said that when I'm surprised I'm more when I'm surprised for myself by something I'm more often to go up to the positive affects and my startle response is may bring me down to places that I'm gonna have to climb out of depending on what else is retriggered in that response certainly a lot of people think about the fact that it's easier to remember negative things and I think it's because we get there's so many more negative affects that we can be pushed into and so kind of those linger with you sometimes this is one of our favorites come as a shame it is so the thing we in addition to this so this this is based on someone if you're familiar with some of the indigenous work this is largely has cultural context in indigenous communities around the medicine wheel and and circle of courage work and so when we feel shame shame is quite different from guilt guilt is something we know we've done something you know wrong if you will and shame is that we might believe that we are not a good human and so and like the social discipline window it is there many times where we will dance around these and experience on when we are in shame experience different ways of reacting to it so if you can and when we are training we we will do an activity of thinking about a time when we've been doing things and so our work is to help folks to to reset and to disarm ourselves from the thing that can drive us into shame and remembering that the basis for most of the behaviors that we see from our students and even from ourselves in any given situation is a result of some form of shame potentially and so when we see a student acting out in school or we see maybe some avoidance behaviors and someone's hiding out in our school that those might be in relation to something that's not working for them whether it's the the I don't feel like I can do this this is too hard I don't understand type of avoidance or it feels like people are focused on me or that I did something wrong or I'm a bad person and really knowing this helps to take away the the deed from that person like we we believe everyone is good we're all good people we all make mistakes and so it's helping to build that in our students that they're all good people and it's what they do in that moment and moving forward that changes things for them and for all of us and helps to build that community stronger and so knowing that just because you did this thing it doesn't define you it's your that bad behavior that you are and yes and also to remind we to help to remind ourselves that when we are in shame and attacking either ourselves or others and that it's not about in the attack it's not about the other person and so if I am if someone is and in my role as a school counselor there have been many times over the years where there is shame coming at me very negative of language and that my work is to not take that personally because if I do then it becomes about me and it isn't so that's practice that we bring in that's part of our agreement support that we also helped bring in as well so there is a continuum of practices in the restorative and they can be either responsive or proactive so statements where you're stating that basically sharing that you care about someone you're checking in questions which Lucy is going to get to in a little bit a small and proactive conversation which is just one on one usually a circle which can be in a group like this or in a classroom or a TA where we have a conversation sometimes it's the icebreakers the team building activities and sometimes it's a response circle of something happened within our our group and we're trying to figure out what happened and how to move forward from that and then there's formal conferences which are scripted and have a contract at the end for how we're going to move forward and those are the types of conferences that actually our student panel tends to facilitate so the proactive also known as tier one we're working with the trainers throughout the state there are 19 trainers of restorative practice and or restorative justice in the state of Vermont most of them attached to community justice centers so there are two others that are attached to schools the rest are all community justice center folks or up for learning different practices so we meet this Friday actually again and we're working to align our training Dave you have a question? no okay we're working to align our language so for us we've been using proactive which is the IIRP version for most of the trainers in the state in restorative justice it's tier one response so when you think about tier one in the classroom it's the first instruction from the teacher in tier two is that level of support in tier three is the specialized like IEP one on one type of thing in restorative practice there's just tier one in tier two tier one is the proactive building of community circles and tier two is the responsive circle so sometimes we try to not use that too much because it can get confusing with those different levels of tier one for different things but throughout the state that's what's usually used so I just wanted to share that so circles are really powerful no one can hide you can choose to pass and opt out in some scenarios but you're still there you're still listening you're still seeing everyone they're seeing you it's really important in developing the equality the safety of the trust giving everyone the opportunity to take part and we there's different types so sequential is just going around the room in order not sequential it's like popcorn style where it can toss back and forth it's easier to leave someone out in that style whereas sequential it's a little harder you actually have to say pass and then the fish bowl is where a circle within a circle and there's a smaller group in the middle and some empty chairs and so the group in the middle is having a conversation and people on the outside have the opportunity to kind of pop in share something that relates and pop back out and we have those sometimes in classrooms I've seen fish bowls when I've observed teaching in classrooms and also in our classrooms they're very much around solving the dilemma although they're used in classrooms sometimes it's not too much to pop in and out as we're having a discussion and then afterwards how did that go with the feedback instead of giving each other feedback too we use proactive or tier one circles in TA at least twice a week and a lot of our teachers use them in classes as well oh yes okay so these are the the cards that we're going to use for more informal situations but sometimes they can be applied to more formal situations as well so basically the goal of these is to get either the you probably don't know about this is to get either I guess sort of the victim or the offender to sort of acknowledge not only their experience but also the experience of other people so this is sort of just like a warm up to sort of get you into the scenario of what an RP is on just a super basic level it's like if you think about a time in your life where you were sort of the offender in the situation like what happened what you were thinking about how you've thought about it since and how your actions are impacting other people and that's one of the main goals of restorative practice the root of how the things you do are going to make other people feel and how they're going to influence other people's experiences and then the main one is what do you need to do to make things right because of the harm that you cause and then this is sort of on the flip side of it if it was a situation where you were a victim so if you think about a time that you were harmed it's sort of looking back and reflecting on your own experiences about what you have happened and how has this impacted you in your life and then also just sort of getting into your experiences more about what's been the hardest thing for you and then again the same question of what do you think needs to happen to make things right and that's sort of getting to the part of RP that's all about repairing harm done which is like the ultimate goal of RP as well as like I previously mentioned realizing how your actions are going to impact other people so one of the things obviously is in the discipline system and so when I arrived here I was told by the other system as well at the time that we used restorative practices and my training was that hard initially for the first two years that I was here it was the questions on the card but also thinking about how traditional discipline there might be a consequence to meet it out and we still have those consequences and some of them are dictated by policy and procedures that exist whatever there's a consequence for an action but this allows people to come together and resolve that conflict together and we're much stronger for it even if it's a bullying and harassment situation where there has been something hurtful that's done been done in that manner it still allows them the opportunity to choose this this is not a forced conference but it's a choice that students have to come together and try to resolve what's gone on and we have used it everything under the sun I would say from individuals students that are having problems to whole big groups of classrooms or sports teams and we have used it for adults in our building and throughout our district as well to try to resolve some issues that have happened it allows everyone to kind of be involved in the process it's not democratic so there's not a vote at the end but we sort of narrow it down and think about moving forward when there's been some sort of harm to our community it's focused on maintaining the community the relationships that we have and strengthening them and what I've seen in this this is my sixth year here I've seen that students who didn't know what we were doing in the beginning and didn't trust that the adults who were asking them those questions and asking for their input really meant it come to a place where now they know exactly what's going to happen not because of a disciplinary issue but because they've had something happen before or to our school counselors or to a teacher and saying hey, I need a circle with this person some of them students I would have not two or three years ago would have said they're never going to want to do this again and yet they're reaching out and saying hey, I need some help with this can you be in the room so that I can have that conversation with the student sometimes it sounds like we're not having a circle are we yes actually Jody yeah this is used primarily among students do you use it among faculty yes yes we use the proactive circles in a lot of our faculty meetings we certainly use them in the beginning of the year when we're meeting in our in-service days and our departments use them in department meeting we just practice to circle up and visual as well maybe solve a dilemma that might need some attention also if there's been some difficult conversations that need to be resolved be with amongst faculty or departments or whether it's with different departments and with the administration as well yeah so it's comprehensive yes and you think about I'm just going to if you think of responsive classroom and morning meeting it starts with a circle so there's restorative parts already in the elementary school we're just trying to get more deliberate about the connections and the connections that we've been making to fifth and sixth grade and just making it kind of clear for students and for staff to understand how does that overlap and it really does I mean there's a lot of responses a lot of these sentences and restorative practices that we have I mean I participated with helping faculty and I've had times where folks I needed to be part of their sort of circle for action for my own actions and make all of it which is how the way it should be worked so the board should do the same thing yes that would be lovely and also just a shout out to Bill and that he helped us in a classroom situation that needed some attention a US history class that was struggled there were students who were struggling to to accept others and so we myself and other faculty members and Bill divided the class into three and we ran circles and then came back together as a class and it was certainly a helpful experience for sure do strict disciplinary policies that we have on the books tie the hands of this at times there are times or something just has to go to that path there doesn't get a chance for this there are absolutely times when there's a situation that calls for an immediate suspension so physical altercation a safety piece or drug and alcohol procedures do that and a weapons per state law we are able to have restorative re-entry meetings a lot of the time to help rebuild and welcome that student back and I I'm pretty sure that you've seen interactions over the last month where you can see that the students the students know this is how they're treated and they know that just because they made a mistake that they're still good people is it is it something that is optional for the people who others think are to be in a circle you can't force someone to be answered right have you done any comparisons of the standard against the standards used by Soviet realism during the Stalinist period and the comparative okay and I noticed it was Harvard Business School that the way you know some of the some of the some of the stuff they use yeah all right good well it's an interesting construct you're welcome it's an interesting construct and we know the constructs right there are attempts to explain reality in a certain way so it's something that the agency of education has certainly in the legislature put some money into in the past year they put out $250,000 in grants to help schools move away from that strictly disciplinary situation and so a lot of schools are going looking for grant money and we're actually looking to be on the opposite side and to support development of this work as well as with a collaborative of community justice centers and upper learning and if you have other questions about this practice the international institute of sort of practices IARP.org is has EDU excuse me EDU has a lot of excellent information I'm go ahead I was going to say and so it's part of I mean it seems to me like the nine effects one of the main things students will get from this when they participate fully is when you're at the surprise startle you have a choice of which direction you go that's emotional intelligence and that's something you're working toward working toward but also if there is um that's a whole amount of time that's a whole other conversation we can it's easy to say we have a choice and if I'm very grounded and I am motivated and I'm not in a trauma response I can then bring myself back to the presence the idea seems as present as possible so that's part of the work and recognizing like in the future you can get control of those a little bit yes yes it takes practice and so I'm you know revealing more of this story I'm curious if you are able to measure success how do you have an answer please well it is you can kind of measure success um for example we've had two sort of contradictory experiences this touches back to what you said about um like we can through the traditional system sort of surpass this which it sometimes does there were um two situations which were physical altercations and in one incident um the two people who were in the altercation are actually friends now and in the other they got into another incident so it's like it's hard to measure success but usually we've learned like with this scenario like no news is good news so like if we don't have to have another circle usually it's a good sign I think but it's hard to like quantitate something like this we do have some data as far as which in which places we have your incidents in our infinite campus that are logging them which ones have we used restorative and we started a form to try to collect a little more data but what was it for who was involved that's for time of day and some of that um we also I moved from detention which had been formally every Tuesday and Thursday after school for whoever had cut classes whatever the minor pieces of infractions were kids would just sit in a room that was monitored by someone who decided to stay extra for a little extra pay and they might sleep they might do homework who knows and I renamed it community and invited one of the panel members but I had one consistent student who stayed after every Thursday for a while and we have not had community since the first week of January again was pretty high we only had one repeat person for community and then now we have nobody and so I think that says something um either there's a lot more free time so that kids are maybe doing it through the loss of free time a lot during the day or they decided they didn't want to sit and answer this question which is what they had to do they had to sit with this student one of the students and I and we just went through the questions what brings you to community as a guest well thank you very much that was very important awesome awesome okay we're going to move to reports to the board 4.1 is such a long career center thank you that's it thank you thank you no more reports there um students yeah I would say that students got accepted to the career center and are aware of it now they're in decline so they got that information this week okay so yesterday 10 through 12 did not have school it was very nice because 7 through 9 had aspect testing that was what was going on yesterday and this Friday uh stage 32 is doing the children's hour and it's Friday and Saturday and I don't think there's anything on Sunday Thursday Thursday in school though um and then I guess Ginger sort of talked about it I don't want to like open this can of words again but there has been a lot of talk amongst students about um specifically gym and just all the budget cuts um that are happening and I think a lot of students um obviously they like gym but they also sort of just don't really feel informed about what's happening um so I think it's sort of me and I shop I guess as student representatives to communicate that we're kind of aware of what is going on with the budget of our school which I think is interesting to see that much student engagement um but um yeah we'll communicate a little bit better sort of where things are at from your standpoint oh obviously the comments students are really going to care about like inflation rates itself but we can still talk about that and then spaghetti dinner it's kind of it happens it happens it happens it was right yes and so they're going to be heading to DC and then we didn't know about it until Bill said it but apparently there's a college fair next week which are always very um informative and exciting and it's a lot less intimidating to be able to talk to someone at your own school from a college than at the college itself so that's definitely a resource for um okay questions let us know if we can help with the communication about the budget or anything else that seems different from the past I've never heard that before I think it's just because everybody is like lost Jim and I think that as soon as the budget cuts take a personal level people of course get more invested in them you have a question um no no okay it seems like it's a laboratory actually actually on your face um 4.3 administration so there's some reports that are in the that are in the packet I know you could also know so there's any questions to answer those um a lot of we've met a lot recently so there's not much from my end uh better bring back and I know we probably haven't exactly the community report coming so I don't know if we have things to add from the building we just sell the board on the 17th and monster and the students did a great job of recapping and I hope you all got the latest newsletter if you're not getting those please let me know so that I can make sure you're on the list questions next up is finance there's a report on page 14 doesn't look like there's been any updates since January so this is not a no there there hasn't there hasn't been a lot that's moved since January I know Laura Steven and I met on that about getting ready for April so we shut down this budget here any questions about the financial report um actually finance in general okay I don't want to be out of order I'm just looking at the tension resolution part of our board norms and um talks about tensions arising among board members but not within board members and I'm just I'm just feeling like stress anguish level okay of the effect to smell yeah I'm heading towards this smell um and I just am really concerned that um especially everything we hear that we're becoming exactly what we hated when we were kids um bureaucrats who are out of touch and don't understand what makes the life of the school work and what makes an educational experience where a student come alive and um I mean I think it's hard for me obviously as members of the board we have to look at the organization and the um you know the vitality of the organization including you know we're positioned for potential uh continued uh student population clients at the same time um even though organizations are about positions an educational experience is all about relationships with individuals so I think that's where the person really really matters and I just um care about the need to re make changes in the math department in order to accommodate you know but in order to fill the void um that Jim would evidently leave I think that will take time to do I think that should be done before Jim really is not you know trying to crib it all together afterwards and um it's really uneasy and concerned that um but this is a setback in that from the point of view of the education of our students in the interest of doing something that's that may be good for their organization or doing something bad for their education and I um I mean I have a great deal of confidence in Steven and I think you know he probably almost certainly has the right idea but the timing is just off just ahead of his time things need to happen before this move can um can be accomplished without doing real damage it says to me I just had to draw I had to I had to waffle I've changed my mind on Jim for what it's worth and part of it I guess is best exemplified in the story that happened when Sanders ran for president and got nunched out for the nomination by Clinton we had new voters in our town and they're very excited about it voting for Sanders and then Pat Leahy and the other superdelegates said we're not going to change our view and my wife who's a Tom clerk and very proud of her role as chief election official she voters who had never voted before what's my vote for we've heard from students who have articulated clearly and soberly their views on Jim and I hate to think that they would become disaffected because we didn't listen to them so notwithstanding the fact that I want to support our principal's decision when we asked him to do this in this instance I think I would say for our future agenda moving ahead to pass the principal to find a different way and not get rid of Jim kind of support that thank you so that was one of my questions it sounds like a call to revisit this discussion and perhaps the best thing to do is if we want to do that is put on the future agenda so Stephen can be here can I ask a clarifying question yes so are we asking to completely reverse what we decided about a cut or are we asking Stephen to present to us more comprehensively considering all of the things that we have been presented with a true plan so that we can decide if our decision was worth it I mean I guess I think the question is do we want to reconsider this period and then we have to figure out criteria and then we're going to have another group of people here complaining about where we cut something else and that's okay that's our job so that's another that's another question okay the question before us first one is do we want to put this on a future agenda we've talked about it twice now here's a third time we want to spend more time on this topic I move that we put it on a future agenda with Stephen here so that we can request that he give us a more comprehensive plan in details so that we can be comfortable with any decision to proceed with what we that's a motion I saw your hand is there a second to that motion Carol discussion I would just like to mention obviously I've already made my standpoint clear about the gym situation but I do think it's important for what it's worth to acknowledge that if the cut of gym is reversed then it sort of opens a hole and there are kind of words about the other pair of they have just as impactful stories just people aren't here telling them so then it sort of becomes this whole big spiraling debate about like where to draw the line so I do think personally that's a big concern for me if we're going to think coactively what would be our criteria is it the popularity of the person and does that person have the opportunity to engender that kind of support I would say it's the current effectiveness or apparent effectiveness of the way the white table is running now that perhaps it's really a benefit to our students currently and considering alternative that we want I think what you're asking for is you really want to know what the alternative has to be a good plan that's going to handle math anxiety and make everyone who signed this feel like they're going to be cared for are you getting help from the teacher that you didn't learn it from that it's maybe from a different one or whatever but then I would say that we are recognizing this is a retired math teacher in this position who's taking it as a parent educator position he could have a heart attack in six weeks and say I'm done and then we have a white table position that we have to get someone who's not changed and it isn't that beloved person I mean you know it's just life and it's like we're talking about the individual not the position but we do want the security that this is going to be cared for because we care about each student and we care about each of them having the opportunity to get the help they need and feel cared for what is that going to be and more clear than just we're going to take care of it I'm sorry I meant to mention this at the student report but student counseling response to your decision about Jim went to and the decision still need to be cut we're working with him to maybe develop a student tutoring program which would obviously have its limits especially for students and you know like higher level math like calcane statistics but we were thinking that could be a way to like begin to fill the void left if Jim did have to leave and you're working with Steven on the logistics of that option and that's the sort of thing exactly the I'm my own feeling about this is that we gave Steven latitude to make these cuts we asked him to make cuts and we basically said you take care of that and I am fine with that in principle what has happened is that one of the one of the cuts that he is that is part of this package as we have learned through in the course of you know people coming to actually present through students through emails and phone calls faculty exactly that that there's more to this than met the I originally and I don't I think having new information is grounds for my own view is I still think Steven should have complete modified complete authority to make those decisions and I'm really low to intrude on that this is an extraordinary circumstance I I don't view it as something that I ever want to do again but I don't I don't ever want to do again but it's I'm elected by my town to actually listen to people and to pay attention to what's going on in the school and I can't ignore it it's it's and there's and I'm not getting a whole lot of it's not controversial that's the thing I haven't heard anybody come in here and say oh great finally getting rid of Jim it's this is one of those one of those situations where you know I I hate to I hate to do this I hate to encroach on that on Steven's turf like this but it's it's not to disempower him or to you know anything of that sort it's it's essentially has you know we're a board we have to operate in public so we can't just go to Steven look this is not good you've got to you've got to figure something else out we have to do it in public and that's that's just the way it goes but and because we are in public I'll just repeat my complete confidence in him I just think again he's ahead of his time and in this particular case we need to you know have a discussion with him about it okay there's a motion on the table do you mind reading it back Karen you do that the board consider this on a future administration of the plan so I will have to say that most likely when you've got a full picture as a board you will need to have an executive session during that conversation okay it's fine any more discussion call those in favor say hi hi any opposed abstention do that pass it just so we're all clear I believe that you reckon that this has already been if notice is out you won't be able to cut any other positions the money would have to come from somewhere else there's no changing the budget but nothing gets voted down okay understood okay next up is 4.5 the executive committee that last week and we'll meet and our focus is is proceeding with a superintendent search two threads one will be hiring a consultant to assist us so one group is working on that and then a couple other that start thinking about contingency what happens if we don't have bills replacement in place by July 1st so we're also considering that we'll explore our options more to come on that there's going to be a pretty big focus for the executive committee over the next three months anything else to add to that no I think that's important questions and policy committee is there any kind of report there remind me who's our policy I don't know Charlie I can tell you that I have started the incredibly boring process of bringing through well thank you very much I have some ideas but nothing yet to report and there hasn't been a meeting obviously I don't even know what the committee consists of represent from every school right I haven't communicated with anybody else I don't mind some work so far yeah that's good okay action agenda we have a mid-year retirement on page 23 bill done this is a this is a personnel so it's not what they need to accept the support we wanted to make sure that you're aware of and bill served us for many years not only as custodials last rules but many many many moons that are going to learn educator do we do anything for long-serving especially long-serving employees just sort of some kind of I don't know if there's a ceremony or maybe you see at the end of the year we thank everyone bill will probably be there to find another way okay next up we have an end of year for resignation wait sorry did you guys have a motion they don't need one of that it's just an acknowledgement she's saying no so is there a motion to accept the resignation of Kendra Cristiana so moved second any discussion all those in favor say aye aye that carries and then we have a retirement is there a motion to accept the retirement is there anything to say of Denise Delmas so moved oh yeah thank you for the last name because the letter didn't have our last name yeah I was like Denise who I was second again I missed that second and I'll just say that this is one of the last teachers that still at the school from when I was here what oh my gosh she's got a salary she's got a salary she taught you so that's what much appreciation yeah all in favor say aye aye is there a motion to approve the board orders $155,399.21 or the period of March 21st through April 3rd so moved Karen second I'm on a roll yeah just to make it easy for Lisa take it to the other section do you get all that anything to say were there any questions all those in favor say aye aye any opposed that carries so future agenda items we're going to be revisiting the white table in May we've also asked for the presentation on proficiency based graduation requirements and I was hoping that we would get student voices and actually teacher voices green team and green team so action packed anything else we have to do it get everything in we can before it's June 30th so you're on April 1st hopefully you'll have an ESP contract for you right about that okay we have a temporary agreement congratulations congratulations thank you great and board communication okay I've been doing work there I've been annoying everybody today so I need to yeah I think you get to do it again is that what you're saying I'll do it again woohoo thank you you're a wonderful writer no since we have a vote next week can we get something out before today yes we need to get it to these good folks but someday or so yeah I'll try to do it prediction about our voter turnout for this abysmal what lower we'll all vote right we'll all vote yeah okay just saying people come please vote Lucy can you vote I can't I'm 18 well we're going to oh she's got a guest math table okay okay so Scott thank you very much anything else we'll adjourn by consensus at 7.40