 We have no petitions, so we'll move right into board management. So if you look on the second page, as on the bottom, we want to schedule data for the entire school. Jason, is there anything you want to share about this, either projections or what we're seeing here? What I did was I took some highlights from the packet that I did, I think over the summer, and just thought I'd go through some quick notes of these. And I'll back up. We as a staff went through the data, took us, because we only had like half an interest rate, so it took us a few staff meetings, but we went through this as well. So as far as communication and our professional development plan for this calendar year, I hope you all still get my school messenger emails on the weekends. So we're proud of that. That's working. And then our PD focus for the year, on September 3rd, and I'll get to this in another slide, we had a PD focus on career tree development with an author and speaker named Mark Perna. So you should really check him out. He's really exciting to listen to, and the staff had great feedback. On November 18th, we're going to be training in youth mental health first aid through the Clare Martin Center. That continues our kind of year-long piece on understanding students with trauma. And Birkin's five is new this year, as it's a live first, so there's lots of training that we're going to have to go through as a staff as well to understand what the requirements are. So that's kind of our PD piece for the year. So Mark Perna came September 3rd. His book, Entering Live, he's the founder of TFS Consulting. So he's going to work with us on developing these career trees for all of our programs. And they're based in, if you can picture a tree and I'll show you a picture in a second, a root system that's based on academics, experiences, and technical skills. And then from that, the body of the tree becomes like the foundation of their program knowledge. And then the branches break out into three different levels, here, here, and here. So we'll fill in all this information. And this would be a foundational program, but each level is where the student can go, sorry, after they complete like our program. So this might be the job opportunities available, and the salaries they might make after this first one. Hey there, Linda. Cool, you know this, and I have, I really have. I read his book over the summer, we're following each other on Twitter. I have extra copies in my office if anyone wants one. They're not all signed. I'm sorry. But. And from this work, so this becomes, we're just getting access to his online learning management system. And then teachers and us will enter in this data, which we already have just in different formats. It's gonna give us a really concise and clear message to recruit from. Because then we're gonna get these trees, a picture like a little different, but a little fancier of this tree, which is like a six by five giant tree that we're gonna get to post in the school and all the programs, as well as some of the other PDFs that we can then send to these sending schools and go talk to students about. Plus it's a big draw for parents because we're learning how to change our language. And he talks a lot about understanding students and where they are and the difference between the Y and Z generations. And that they're looking for not necessarily, I want this career, but I want this lifestyle. And so if we change our vocabulary a little bit, we can tell them how they might be able to get to this lifestyle. That was terribly much better. So he also talked about bridging this awareness gap. And this is not only for students, but for parents too. So we're really talking about how they get to these high demand, high wage jobs. And in 2017, the Department of Labor brought out a study about the economic kind of opportunities. You've seen that report in Randolph. And so we looked at that as a school on our first assembly as well. So I think it's a great message. We're really excited. I'm really excited. And so this will be a large portion of our professional development this year. And then he has a definition of what a planning culture is. And I thought, this is what we do. This is what we do every day. And we keep readjusting. We really want students to leave with a plan when they graduate high school. And he talks about, college and career should really just be, is every student college focused because in order to get a job, you still have to go to college or some kind of training. It shouldn't just one or the other. So I find it fascinating. If anyone wants to vote, let me know. I'll get you on. Question so far. I know that's really not part of the data, but I have to admit. It's okay. We went over our mission statement, which again, and they did this before I got here about five years ago, but this directly relates back to what a planning culture is. So I feel like if we're meeting our logic to new data, we're also then meeting our mission statement as a school. So this is something that we can always go back to as a true test to see if we're working towards our goals. And so how do we know we're meeting the mission statement? These are our main priorities. I are seeing entertainment because we know if a student leaves with a certificate, they're more likely to be hired and they're more likely to make a higher wage. CTSO is the Career Technical Student Organization participation that leads to networking and scholarships, work-based learning participation. Student experience leads to more experience than someone else who gets them a higher wage and a competitive edge. We're always assessed on academic progress, which we'll get to in one second. Math and literacy are still continued this year. Science will probably be next year and my guess is that Agency of Education will use the 11th grade SBAC science assessment as part of our assessment as well, even though we don't necessarily work with those students in grades nine and 10. And then post-secondary placement, either in college training or enlistment. And so as we continue to use those measurements in our data, that's also how we know we're meeting the mission statement. Good so far. So WorkKeys, we talked about this in the spring last year. This is one of the ways that we're measured in math and literacy. And so as a reminder, last year we were the only technical center to pilot WorkKeys in the state, which was good for us. We got big kudos with the Agency of Education for that. We're gonna do it again this year. We're gonna test all new students in October and then all students again in May 2020. And so that'll cost us around $4,000 and we use Perkins money for that. But that will give us a true level of data. For new students, it'll be October to May and see if there's growth. And then for returning students, it'll be from last year to May to May to see if there's growth. Scores range from one to seven or 65 to 90. And a five enables a student to test out of a CCV graduation requirement. They require students to take WorkKeys as an assessment as a graduate. So if a student gets a five with us and they go to CCV, they wouldn't have to take it. Which is, you know, there's some motivation for a student there. So it's a test that they don't have to pay for out of their own pocket, right, CCV? That's a good question. I don't know. That's a good question. Is there a fee? I mean, do they still have to not take it but are they still gonna assess the fee for it? I do not know. We wish Kate was here. We'll have to ask her. Okay. That's a good, I'll find that out. Okay, sorry. That's okay. That's a great question. So as a center, right, we scored 4.25 a math which came out to roughly as I added everything up. So there might be, you know, a couple points human error here. 77.5, 4.18 in the literacy documents and 78.5. Now what's interesting about this is the agency of education has not come back to us and say what's proficiency, right? My guess is they're gonna say five, right? It seems pretty logical if that's what CCV wants. So we're not too far off, which is good because it gives us some goals and something to work towards this year. Did the kids see this as being a meaningful test? Did they work hard to do what about this? You know, it was great. Carlos is a good example. He, and we talked about this for a few months before we did this in May. And one of the things we told the students was, you know, we want you to do well in this because our funds are tied to this. So if you and Carlos had this conversation, I remember going into his classroom last year, he brought me in and we were talking about it as a class. And if they want, you know, the bells and whistles and all this equipment, it's directly related because if we get our fives, we have more money to spend on the other stuff and we don't have to spend as much on the math and literacy. I think once we had this conversation, they seemed to accept it rather than, I would say, the SBAC, which they don't always accept. Right. Right? Did you think they were a little more willing? Absolutely. They were engaged and they did the best they could. They stayed for the whole hour and a half and they took it and they gave it to us. Right? And the last thing is, I also talked about inheriting traditions. So what you're doing now, we need to hear from the people that are coming up after you and I was going to say, we need to get very serious. And what's interesting on, so this is scores across programs, right? And I think it's interesting. What's interesting is our bias. So if I thought, man, I never would have thought that the auto group would have scored on an average of a 90. Like it just never really, knowing who they are, but they bought in and they stuck with that test to do that. And the same thing with the advanced manufacturing. Knowing who they are last year as students and all of a sudden they did really well. And what we talked also about is in the literacy documents, the reading got just longer by page. And so we know some students, you could tell on their individual scores just started kind of like, I got to read more of this and just started to tune out. And you can see how much time they spent versus others were like, I'm just going to do this and did pretty well. So it was just fascinating as kind of this pilot to go through and see where students landed. Questions. And I don't think it's that, it wasn't, it didn't take all day. What's ERM? ERM was our forestry program, Environmental Resource Management. And that's the program we folded this year into the Diversified Act. The value of the discussions. Yeah. It's got any, you know, because that's a little purpose behind it. And what's also nice is every student got a report on how they did. And it really explains to the student where they topped out or where, you know, if you understood this, this is what, so it's like this personalized report that we handed out. It's really helpful. It's sort of basic skills in math and reading. You know what's nice is, it's like, it's one to five or one to seven. So one is pretty basic, seven gets a little more complicated. I don't think it tops out at pre-calc, probably algebra two, but the students applied what they have learned and they take this more as they connect with its assessment. So a basic one might be and gave Paul $20 change for a $1.50 cup of coffee, how much is change, you know, how much change or something. And so it progressively gets harder. There aren't that many questions. I want to say 35 questions possibly in the math. And so, but at least the student feels like, oh, I understand that versus some, maybe a little more random kind of math or literacy concept, right? Right, but yet there's algebra in there, but it's in a word. Right. Powered, right? Exactly. So it's interesting. So is this state sort of, or who's asking you to do this? The agency of education. Vermont's agency. Vermont's agency of education, that if we want to use Perkins funds, the state has to show federal agencies how we're assessed in math and literacy. And since the 11th grade math and literacy went to ninth grade, this is kind of their answer right now. Some of the employers were pushing this too. Well, so there's the math and then there's the literacy assessments and there's one more. And it's about graphing. And if you could read graphs. And if you get a certain score on all three, you get like a certificate that you could show to businesses that you're, I'm employable. However, I don't know how many businesses in Vermont would take that and really say, yes, you are. Most of them would be like, I don't know what this is. Probably a hundred of them. Yeah, because I remember hearing about this probably two or three years ago. Right. And it was, CCB was doing a force or offering. Remember they did that college readiness class? Yeah, but it wasn't in the college readiness. It was in, it was workforce development. But I like this. So how come you're not using the graph anymore? Because I'm reluctant to do just for that reason. I'm reluctant to invest in a lot of that other, that third wheel, which I feel like is pushing our luck a little bit. For a certificate that won't mean anything to anyone except paying more to ACT. But if that takes off and everybody around the state starts using it. I'd like to see that first. Absolutely. Because that was the same, to me some of the same issue with the career readiness class was that then you got the certificate from the governor that said you're work ready, but none of the industry's bought into it. So I just feel like, I wanna see it happen first. Okay, so Perkins Evaluation going back to our data and our mission statement. So now we're held to Perkins Five. The AOE is still developing the statewide plan, which then they have to go to open meeting and public comments. So we don't have all the information yet, but my best guess is these are the main items. We know math and literacy, science in 2021. IRC attainment will be one of them. We turned over 400 last year, so we did a great job. Dual enrollment, we were a little bit down. I think we wanted to be at 25% and we were at 23%. And my reasoning for that is the health care program didn't do dual enrollment last year. So that would have been our 2%. Work-based learning, we had over 103 guest speakers, 56 students participating in workplace learning, 18 job jobs, 271 total placement. So I feel good about everything else. And just, it's always good to grow too, right? So we're not stopping, these are our focal points. And then this is how we spend Perkins. So this year we have $137,000. Roughly 9,000 goes to the consortium so that we help pay for the teacher prep program, as well as the statewide CTSO. This is the money we spend for our math teacher, which goes towards the math portion of Perkins. We love Tana B. She was our UDM teacher of the year. She was an awesome teacher. She's teaching the EMC squared math that PSAC promoted and has, I think, 10, 11 students and it's going great so far. But else, language arts support in our academic center. We have $22,000 for equipment this year. The $23,000 helps us pay for the Mark Perna who came and that was $16,000. And then we do a challenge day with Vermont works for women and that's $7,500. And this year though, we're targeting middle school girls rather than ninth and 10th grade. Okay, to try and also meet the AOEs request to push outreach further in the middle school. So that's where we're going to start. And then industry, IRCs, we have $25,000. All right, and then this is kind of out of the data range, going back to the agenda but enrollment and this is our current enrollment as of last Thursday. One lamoille is not really unusual for us, that's pretty far, so that's VH for us. Northfield's a little low and really it's low from last year. Randolph, we had a large senior class department in Randolph and we had five U32 students slated and three did not come at all. They're not even at 10 on the first day. This is where we are, about 131. Five total students didn't show on the first day and one who was here last year went back to Ames Town last week. And then one student told me he's moving to Florida in two weeks, can't stop talking. Yeah, quite a bit. I thought we were way up like 140 something. Well, but also remember we have zero in the business program and the forest program moved to ag. Right. So for last year we had 13 programs and this year we have 11. Even if there were eight, that would get us in each closer to 140. Yeah. And then working on the pre-tech for this year. Right. And we can use the pre-tech numbers in our count which will help a little bit. But that's going for state reporting. I think that is it. Yeah, so that's my longitudinal data report. All right, so the new program is the advanced manufacturing, right? We're in our second year. Right, second year. So how is it going, how does it look projecting for this school year and for next? Great, I think we have 11 or 12? All right. Yeah, it says 11. 11, right? Yep. Which is really good as a second year program considering where we are. We have returning, two returning students into that program from last year. From last year. The rest are all new. The rest are all new. It is, yeah. All right. We're excited about that. And that money, remember we had grant money to start the program. And then we had another second grant for $59,000 last year to continue to build it for this year. They get the plasma cutter running, yeah? Almost. It's like it's a neat twist. With some of these programs, I see that it's trending down. My, the one. Concerns? Yeah, I'm concerned about our graphic arts program. We have four students in it right now, usually pretty full. And that's also from three of the U32 students were in that program. So that took just a big hit. And then one student transferred already from there to another program. So that's my biggest worry right now. Is there any way, I know it's the beginning of school and everything's already started, but is there any way when things are down like that to go back to your sending school and say, did anyone? Yeah, we actually had a visitor today from Williamstown who visited digital film and graphic arts. So, and my hope also is the career trees will really give us a different kind of message. Yeah. So we like to see that Rutland, Stafford Technical Center in Rutland, they also participate in this. And they said they're at maximum capacity now that they've started to use this program. It's good. Yeah. So seeing as you're down to 11 programs, is that something that you're looking to add a different, another program in the years to come or is that still sort of under? Well, I think the tricky thing is timing, right? So in the forestry program room where we had the forestry program, we put pre-tech in there right now. And I don't wanna, I feel like if I move them again, I can, but I'd also like to have some continuity in space there. And that room works well for them because of the size, it's one of our smallest rooms. At the same time, I would like to at least get up to one more program next year. And the question is really where do we put that? If we're not running business next year based upon that we had no students this year and I don't know if we can really rally around that again with no students, that gives us a space. But that also then means there's only certain programs that can go in that space because of where it is and how it's connected to the rest of the building. It's more of a classroom space than I would say a shop space. I think our, the state's focus and the governor's focus on cybersecurity, which we put into our criminal justice program, healthcare, transportation, you know, we already have some of those. I think we could support a second health careers program and do something completely different. But I also worry a little bit about, is there a continuous flow for that? Could I get 16 every time? Could I get 32 every single time? We might. So those are some of the questions I think we really need to ask students. Not only what would you sign up for, but what are we missing? I think electrical's been talked about. And I'd rather do electrical than HVAC. I feel like there's a little more sell on electrical than HVAC. But again, you would need a certain kind of classroom for electrical. It wouldn't fit where business is right now from just a facility standpoint. And I don't see anyone moving. But maybe a cybersecurity might. Well, I think that's already in our criminal justice program. We, for the past two years, Mr. Lacey's already taught some of that. We've done the Girls' Coast Cyber. The other grant we got last May has specifically to help implement that. And so we're working with VTVLC right now to do an introduction to cybersecurity course with them. We bought another software and curriculum called N-Case, which is a cybersecurity program. And we got extra computers through this grant as well. So I feel like that one's already in there. To do a standalone wouldn't be that efficient. Mm-hmm, okay. It makes sense. Will you be looking at what employers are saying they need? Right, and so. Education, that's not quite a college in the associate's degree. Right, and so the governor's talking construction trades, which we have. Right. But I do think electrical might be, it's different. It is. Cybersecurity, healthcare, transportation act. That's what the governor's focusing on. What do they say transportation is? It's the big, I think it's the big umbrella. Yeah. Nothing in computers, is it computers? They do, they want advanced manufacturing and they call computers cybersecurity. My biggest fear with that though, as a K through 12 district, we don't do a lot of computer technology, K through 10. And so for me to implement something after that, there needs to be some education before that for students to get excited about. Otherwise, I don't think it would work. Yeah, and it, it's, it petered out. Right. It seems like a new model. And we can touch on, much like, I feel like we can touch on computers across the board. You know, so a student might take advanced manufacturing and get a lot of computer work, and maybe they do criminal justice and still get a lot of computer work. You know, it touches across many different fields. It's not just a Cisco program kind of thing. Right, right. And I think with the apps and programs being so much more user friendly, all the, you know, people are learning just what they're doing and not necessarily how to get to it. That's true. And what's hard about computers is, you know, because we work on a slow pace education in some respect, that's lower timeline. For us to invest in something today and try to have three years of that technology, two years, it's already obsolete. And to try and keep up with that pace is really difficult. And expensive. Yes, right. And so how do we, whatever we want to bring in should be somewhat economically viable for us as well. We do know, you know, that I was, you know, a few weeks ago I was listening to the radio right before school started. And like on the point, Central Vermont Medical Center, if you have an LNA, $5,000 signing books. That's pretty good. And a lot of the hospitals in the area now are starting their own training programs to help people move up. Which is fantastic, right? That's a debt saver, if you really think about it. So if we can get students to a particular point in either medical assisting, CCVs starting some wonderful certificates that we might be able to do, a student might be able to do two years with us in healthcare, in health careers, two different fields. And then that would give them enough college credits to do one more year at CCV or Norwich or so. That's good. Right, recruitment. A list of all the IRCs, the same work keys data is there. Does anybody have any questions about the other information that's in there? I assume that was your complete record report? Or, or, I could go into that. I did not include anything, I don't think from the director's report. Do you want to? Sure. So Melissa Kills, our new healthcare teacher, she's jumped right in doing a fantastic job. I think we are past all of last year and she's just hitting it right on the head of a nail, however we want to say it. And she got that old people last year too, which was good. So because she's come from Gifford, she just has a tremendous amount of context as well. So she's going to have some students do some job shadows on the med surge unit, radiology and some just fantastic things. And just so you also know, last year when we left, 10 out of the 12 had passed their LNA, but then over the summer we got the other two to pass. So we got 12 out of 12. They just needed one more test, like one more skills try. They were just nervous. So is health care just a one year program now? Well, it's, in a way it always has been. They get their LNA, that's the primary focus. We have two students who've returned. One is taking anatomy and physiology online and the other is starting to co-op. And we're going to still work with them to explore what direction they want to go. Okay, but it's primarily designed as a one year. That's why a second program would complement that. Right, and we wouldn't have to necessarily say you have to do this one first or that one. You can really separate it out and say you did this one. If you're still interested, you can do that one. Rather than making one higher level than the other. Craig Fuller started our pre-tech program. So he's in the old forestry room. He's working with seven RU students right now. He's doing, I think it's period one. Forgive me, I'm not fully sold on what their schedule is. And then he has period two as well. Okay, so five students in one period. I think that's Monday, Wednesday, Friday. And then two students, Tuesday, Thursday. There's another day in there, right? And then he does that with us half of the morning and then he gets his contractual lunch. And then he goes to Williamstown and he has two blocks with them from one to three. And so he has students, a group of students Monday and Thursday the same group and then a different group Tuesday, Wednesday. And what we've realized from this is that group at Williamstown, they're looking more for just an elective and extended learning opportunity. So we've scaled back a little bit and here students are looking for a course, a class. And so this will run for, both will run for a semester and then we'll change over for second semester. The goal is we're doing hands-on math and science STEM activities, hands-on. And then with that, students are connecting what proficiency did I get out of this? What careers are available? Here's my list. And then if I'm interested in that career, let me help develop a plan. So what math might I need if I'm interested in becoming a civil engineer and how do I do that? Since they're mostly eighth, ninth, or 10th graders, they can start to actually track that out and see what they need to do. So again, it kind of goes back to that Marferna thing. What lifestyle do I want and how do I get there? And so we've created like this workbook journal for them where they also are clicking on, if I'm interested in this career, what's that salary and range in education look like and how do I obtain it? And then we asked them to kind of pull it all together. We're only in our second week. We started September 4th. So we're building it slow, but I feel like it's the right direction to go. We're hoping that Northfield will want to sign on also for second semester. Usually it's open to eighth, ninth, and tenth grade, which is kind of your mixing of the... Right now, we don't have any eighth from RU. We only have ninth and tenth, but they're mixed because it's easier for their schedules, right? So it's pretty exciting. So far, good reports. Students look jazzed when they're leaving and they're excited to come down. We had new student orientation night on the day before, two days before school started. That seems to be a continued success of just getting parents in the building as well. Most of the students by that time had been in a building at least three or four times on tours or different events, but it's really aimed at the parents as well. So they can see the school and meet the teacher, get the syllabus, have an understanding, and see, oh, this is where my child is gonna spend five hours a day. So we like it. We continue to do program support team. We had one today. That's our math, English, program teacher, myself, guidance, work-based learning, and student services. All meeting together to discuss students on academics, relationships, attendance, and see where they are in technical skills. See, we, so far, pretty good at cell phone free, only during lunchtime. Seems pretty good. So far, it's working. In my class. In your class. There's some evidence. Are you doing that while you're at school? Most of the programs are. I'd say, I have it in my bag over there. I'd say like maybe eight out of 11. The ones that aren't have the system that's working for them, and that's already in place. So, well, I rock that boat. Do you see them suddenly pulling them out and spending a lot of time? You know, it's interesting. Our lunchtime changed this year. So we're 1130 to 1155, and everyone thinks it's too long, which is fascinating to me. I know, and it's only like by three minutes. Like three minutes more than over. There are some students that are still fully engaged. Like, that's what they're doing. But for the most part, I'd say it's a balance. I'd say it's a balance. Some of them are just looking at stuff together, and some videos are laughing, but they're still social. I think it'd be really hard to police not having a bad lunch. I think that'd be difficult. But it seems to be working, and it works better because we started on day one versus the middle of the year. Because middle school doesn't have that much time. I know. I know that. They haven't got one complaint yet. No? That's because my son has high school lunch three days a week, so he can eat lunch. He has Spanish classes this year, so that screws his lunch ups. He's eating lunch at high school, so he can eat as well. Yeah, so we're back to middle schoolers' complaint, but maybe not the parents. Yeah, I haven't heard of Pete. I haven't heard any students really complain, which I think is, I don't know, it's interesting. I think they knew it was coming. We put in the summer letters. It's a great move. From a parent's point of view. I think from an employee's point of view. I stand in the hall sometimes checking my emails, and I feel guilty, which I think is good. As adults, we can also be aware of what we're modeling. And when it's stated, do you sort of talk about just the addictive nature of these devices that we have? Not yet. South Burlington had these amazing posters that they put up, and just saw it on Twitter, but of when you're using your phone, are you aware of you're either disrupting a class or not listening intently to someone? And there was one more message, and I thought it was a nice way to phrase it to the student, rather than just this kind of put your phone away kind of thing. Right, right, right. Which always moves. Yeah. So does. So does. Because I think right now it's just accepted, I think we're okay. And what the hard part is, we also want them to use their phones properly for their digital portfolio or for these other things. And so how do we balance that? Especially on field trips, where as a staff we had this long discussion like, well, you go on a field trip, what do we do? Do we want them to listen to it on the bus? Cause all these other pieces that are connected. It's interesting. And it can be a great tool. It can be. But what we found last year, though, was the students who not necessarily were addicted the most, but who had the most reaction to their phone, were getting messages that disturbed their day and they couldn't reset. And we're seeing less of that right now, already in seven days. Well, I think it's important because it opens a discussion about it. So often we just take it for granted. Oh, we can't take the phone away from the kid, right? But here, it's engendering a discussion that's worthwhile about the value and the problems that these devices cause. So I think that in and of itself is important. And also the value and tech to get kids to actually think about in a career sense of being tethered to their phone for their job. What does that mean if you're stuck on your phone for work, for an extended period of time? How does that affect the rest of your life? It's fascinating. I thought parents would be more upset when they haven't received any, right? That's encouraging. I found, so my own kids go to Montpelier and they started the yonder where the case. And so a few weeks ago when the capital shut down, the school shut down, I was like, oh, I should text my kid and I was like, wait a second. You know, I take my own little step back. And then I also realized, hopefully their phones go away. So it was a good check. What else? We did purchase a new truck last year. Not sure if you knew that with surplus funds. Yeah, the one you showed me, the old one was just sad. Yeah, that's a good one. I think that's a good one. Lane, did you have anything you want to share for this time? Probably more on the facility side of things. So there's the green space that's out there now that the Raven Building has been removed, which is technically RTCC space. It might be worth starting a discussion about what the possible uses could be. And that kind of connects into the other thing that was in the superintendent's report is we've got two buildings. We've got the shed here, the RES shed, that they use for storage. And you've got yours. It's adjacent to the new green space there. The problem was is that they didn't use the right fasteners on the metal roofs up there. Actually, I was actually surprised that they were actually driving the nails that they used through the metal roofs. Not usually how you do it. But the freezing and thawing cycles have been causing the nails to lift out. So it's either we replace the roofs or decide to do something else with the building. And so that's a discussion for this year. Maybe talking with folks. This one obviously we're going to preserve. That one, do we want to renovate it? Do we want to get rid of it? Is it still useful? Part of it is it'll be costly to replace the roof, which is fine. But it's a dirt ground on the inside. So you're thinking about a storage space here, a dirt ground. And then it's barn board. There's gaps between the boards. It was built that way on purpose. So how good it is at actually keeping things preserved by now. So just kind of things to throw out there. And remember where that climbing structure was a few years ago? So that's been gone, I think at least three years. But we're starting work on a pavilion now. So we're going to try and use the same cement post, there's cement posts there that were gone. And use those posts and build a nice size for them. Not too big, but not only school can use but community one that's there. And hopefully Monday, maybe next year we'll put a pizza outside pizza. That's a good thing. Well, it'll be the opposite end. So you know where the high tunnel is. It's closer to the high tunnel than on the river side. On the driveway side, that's easier than on the river side. So we'll be up a little bit from that lower field or you'll be down in that lower field? No, we're still further up towards the parking lot. And that doesn't tend to flood right now either. Right, I'm trying to remember when I came through. I know the lower field got a lot of water. And then with the high tunnel, we'll start our CSA again. And we have a permit for that high, for the pavilion as well. So we'll put a cement floor. So they weren't considering it? They didn't seem like it. I was distracted during that rain, but other roads. I wonder. Those are the kind of high light shams. Any highlights for financials you want to discuss? It's early. You know what I mean, it's not directly related. But we got an extra $122,000 for the pre-tech, $61,000 for cybersecurity and the advanced manufacturing, and an extra $20,000 equipment. Is this grant money? It's all grant money. I was able to get from last, some of it started last year and this year. And that's on top of the $131,137 for Perkins. And not too much stuff that you have to track. I feel really bad for Robin, because she has to track it and they keep changing that. But I try and give her really comprehensive information since she's so wonderful to work with, and she's always on top of it. It works. She's excellent, right? So it's not constraining you? No, I love doing that because I want the extra money. And it really allows us to do things that we might not be able to do. And he said that in terms of the overall budget, we had talked a little bit last year about the tuition, how the tuition compensates when the numbers are down in terms of the enrollment. So the money that we get from the state to kind of help out, it comes from a rolling six-month, six-semester average. And we were looking at it today with Robin. Out of the six semesters that are currently going into the average, four of them were low. So we're just hitting the new higher level from last year, the 147 that we had. But the middle four were anywhere between 130 and 112. So we should. 147 last year, so we're down, or is it bad? Still higher than looking back over. I think what that adds to is a larger discussion of, I don't know if we can support 13 programs anymore. There's one piece of saying, well, sure, we want 13 programs. But if they all have six or eight in them, that might not be feasible. Financially viable, yeah. And the pre-tech may have an impact, too, as the students are getting in and getting to feel earlier on in terms of what their choices are as they're going up through the grades. As we get closer to recruitment time, there'll be some major decisions about next year and the staffing. And the business piece is interesting because that was going out everywhere. I think we're one of the last ones that still. CCBU still has a business. Essex has a part time. But those are also not in the tech centers. Those are in the high schools. But the majority of the business programs in the tech center aren't lasting. Which is a shame because 12 credits of dual enrollment and the fantastic work they do in the competitions. They were doing some great things. Robin said everything looks good in terms of the budget for you guys. Just got no concerns. The only thing on the consent agenda is the minutes, which between Jason and Rainer, the only three that were here. I didn't see anything. I'm sure how that works. We still vote on that with who we have. I'm not really a voting. I know you're not, and here are you. So my understanding of minutes is you're approving to enclose them and officially accept them and not necessarily voting on what's in them. The content. Right, the content. And so therefore, I'm guessing we can. You are the overseeing board. Yeah. Right. With that authority. So I would entertain a motion to accept the minutes as written in a second. All right. Those in favor of accepting the minutes as written in the closed document, say aye. Aye. Those opposed? The ayes have it. And is there any correspondence or other items that you want to discuss that was not already discussed, Lane or Jason? No? OK. And do we need an executive session? OK. We ever have. You just cursed us. Years ago, before we were. Yeah, all right. And so then I'll adjourn the meeting on the court. Thank you, everybody. Thanks. Have a nice evening. Thank you. Thank you. Thank you. Thanks.