 We get the meeting started at 6 p.m. on February 12th, 2024. I'll call the meeting to order of the Central Vermont Career Center School Board, School District Board. I'm Jill Remick. Welcome everyone. It looks like we definitely have a quorum. Thanks everyone for popping on and we've got a good crew here in the room. Let's see and it looks like we don't have any members of the public or public comment. Does anybody have any agenda revisions or anything we need to update the agenda with? Since we'll, Jody said okay. All right, so first up I would like to, I'd like a motion to approve the meeting minutes from both January 8th. We'll do one at a time. So our January 8th regular board meeting. I move that we accept the minutes. Do I have a second? Second. Lyman, thank you. All right, any further discussion? All right, all those in favor signify by saying aye. Aye. Any opposed? Okay, so we've passed our meeting minutes and then we did have a special meeting on January 19th to do some approvals for hiring. So I'm looking for a motion to approve the meeting minutes from January 19th. So moved. Thank you. Do I have a second? Second. Thanks, Jody. I think there's enough of a delay in the. Is that what it is? Baby. All right, any further discussion, comments, or questions on that one? All right, all those in favor signify by saying aye. Aye. Any opposed? Okay, great. So we've passed our meeting minutes. All right, and we have a couple new board members. Do you want to introduce yourself? Hi. Say me. I'm Chase Eastman. I'm in the EMS one. I come here periodically when I have the time. I'm also working separately at Shaw's in Berlin, and I recently got hired on the Berrytown Fire Department. So, yeah, I mean, it's great to be here. I'd love to see the different perspective from being a student and then being here. It's good. Awesome. Thank you so much for coming on top of everything else you have coming on. That's great. What year are you? Are you a sophomore? I'm a junior. I mean, not junior. Sorry, I'm a senior, actually. Senior. Time flies. You don't want to go back there, do you? Yeah. That's interesting. All right. Thank you very much for coming. Of course. All right, next up we have our presentation from our equity scholar and the residents. Welcome, Mike. Thank you for being here. Thank you. So, I'm going to share my screen, but there's also a link in the agenda for those who are interested. Great. Well, thanks for having me. So, my name is Life Legeros. I serve in this role equity scholar and residents. I started last year, kind of near the end of the year, coming in about once a week. And at this point, I'm here three or four days a week. So, I'm just going to say a little bit about the role. And then, really, the main update tonight is around the equity policy revision and facilitating some recommendations for you all. So, this slide just kind of mentions that three to four day a week model. And so, that's kind of the residents part. You know, my background is certainly in education. I have a doctorate in education leadership. And I've been incorporating equity into everything I do for the last couple of decades and just been doing a ton of learning on a daily basis from students, from teachers, from others. So, I guess that's the scholar part. The position is, I don't work directly for CVCC. I work for this group, the Institute for Liberatory Innovation. That's the ILI. You see on that second bullet. And so, the position is funded through that group and CVC kicks in with Perkins funding. So, the, I'm not the only person in this ESR role at ILI. We're getting the acronyms going now. So, there's, you know, the model kind of has these general principles around it, even though our day-to-day work looks quite different, depending on site. And that's part of the embedded idea, right, that we're just responsive to local needs. But the principles include things around relationships. There's this learner-centered professional development is the way it's phrased here, but really that just means trying to support people in their own questions, inquiries, and their own journey in this work versus kind of hitting them over the head with things. And then just the idea that, you know, the kind of scholar part being that I'm available as a resource. So, anytime somebody has a question, I can go off and research it, whether it's like a general question about, you know, equity writ large, or if it's like, huh, how might I teach this particular topic? Or, you know, in this case, Jody's saying, hmm, I wonder how, what kind of recommendations we could provide for the board around the revision of an equity policy. So, anything like that, I'm just available to do that thinking as sort of, you know, a support. And then Jody and I, within this position, created a few goals for what it means here at CVCC. So, that's that last major bullet here. And so, we have, you know, these buckets around inclusion and belonging for students, general raising understanding around equity for staff, but that also includes inclusion and belonging or community with staff. There's this branch around sort of civics and social awareness. And then, of course, changing systems in the school. And so, if somebody was to ask me, if you want to break it down even more, I kind of put it like, when I introduced myself to students and whatnot, it's like, you know, I do the belonging and community part of equity that we can all show up as our true selves in all spaces in school, ideally, moving towards that. And then there's society, how you're going to navigate it and how, as a citizen in multicultural democracy, how you're going to help, you know, perform your civic duties and help us make things better. So, just around these four goals, just one to say a couple things on each, because Jody and I have broken them down even a little bit more. So, the, you know, working with students around inclusion and belonging, that means helping teachers around how to create community in their classrooms. And that could be kind of working through general principles, or in some cases, teachers might say, you know, can you come in and help me, you know, run my morning circle with students where we might just, you know, do some get to know you activities or whatever it is. So, again, just like continue with support to just be responsive to whatever their needs are. Community at CVCC is quite unique because within each program they're just incredibly vibrant, strong communities of belonging, which is great in something that's an absolute, you know, fundamental need for all human beings and something that not all students get in school. And also then thinking about how students interact across programs, right? And that part can be a little harder because there's just not a lot of opportunities unless we're really intentional about it. And then, you know, student voice kind of generally, like how students are feeling like they have ownership over their education, they're able to like help steer how things are going in classes, be autonomous individuals, and then also just like across the student body having student leadership. So, you know, often times, I mean, they're the experts, right? As you get to know Chase, you'll definitely see the insights he brings. But Chase serves on that group as well. So, we pretty much have a representative or two from every program. And so it's a super interesting diverse group when we get together on a weekly basis. And so one of the things that group has been focusing on this year specifically is community across programs. So they've been thinking about, you know, the quarterly assemblies where we get together, like how could those be something that like really builds community. They've come up with some cool ideas. We've had some fun times. We've learned a lot. And so we just, we learned a lot from them and doing an awesome job. Chase, anything you want to add about just the student leadership part of them at the moment? I mean everything. So it's pretty do exactly what we do. Well, feel free to chime in or if I say something weird. Correct me. All right. So that's the first goal around community and belonging for students. The second goal includes that for staff. And it's just kind of like generally raising everybody's like understanding around equity. And just to be clear that it's not like there's, you know, some, you know, understanding on high that we're trying to bring down to everybody, right? This is just complicated stuff that everybody's trying to navigate together. So there's different venues for staff to like be thinking about these issues together, right? There's kind of like some voluntary ones. And so eventually this will be like, hey, this week we might be talking about, you know, X topic. Right now those that those meetings have been pretty much focused on equity policy. But it makes sense, right? We're going to try to think about how to revise or how to provide recommendations. We got to learn some stuff together. So we've been doing lots of learning that way. There's opportunities to do it with the entire staff. So as Jody was talking about in the previous program committee meeting, during the last professional development day, like I did something around culturally responsible practices with every teacher, you know, in small groups throughout the day, we might slip it in in different professional development days in different ways. So there's the stuff we all do together. And then just, you know, to mention that there's already lots of things that have been in place in the past or that are ongoing. We're not like reinventing everything from scratch, right? So there's been lots of different equity conversations and learnings and practices, including different surveys, trainings, restorative practices is like a huge thing that's been ongoing here for some so we're building on all of that as well. The third goal is around this kind of civics and social awareness. So I just mentioned this culturally responsive practices, which is something that's in the equity policy currently. And it's kind of like an overarching thing that you'll see across equity and education. It's probably the most foundational like set of practices. Like if you want to do equity in the classroom, here's how to do it, like pull from this research base. And I'll just mention that that culturally responsive practices has a number of things around it, including like cultural competence and different things. But one of the major things trying to help build students ability to take social action. So how collective action works in our democracy, how to get together with other people to try to like move systems and institutions and make positive change, basically. So the way that Jodi and I have been thinking about it is kind of like in a kind of a civic sense. And you know, this certainly gets to a lot of the other things that that you've been talking about around, you know, domain of knowledge or how we want to put it, right? This is this is interesting things to think about together. So it could be supporting teachers, developing curriculum in these areas, it could be co-teaching with them. And so there's just a few of the kind of sub bullets there around, history and think about misinformation or current events, right? And in some cases, it might be something that's kind of, you know, be used in a number of programs. So for example, every student here does, or not every student, but most programs do OSHA training. I think every program does some sort of safety training, right? And so I developed a lesson around like the history of OSHA, which really kind of just shows that like, you know, it came out of the labor movement and this is not just some annoying government regulation thing, but this is something people fought for to try to, you know, for protections. And so I might do that, you know, program to program and different instructors will fit it in at different times. Or there might be something else where like the cosmetology teacher, for example, she does a lot of equity work, she does things around beauty standards and things. And so I might come in and co-teach that with her, right? So it's very program specific. And then when these positions are filled and we have literacy and steam, people like just always being very mindful that, you know, teachers have a lot of things they're trying to cover in programs. And so we can't just be like, so we have to be kind of leveraging already. So opportunities they already have with students. So obviously tons of connections with literacy and steam, equity cuts across all of it. So good collaborative opportunities there. And then the last goal is around different sorts of systems change. And so that's a biggie and, you know, still kind of early days. But, you know, thinking about like just having a diverse student body, how students are, you know, the admissions policy here. And then really the equity policy is probably the main kind of systems piece that we've been working on up to this point. So to talk about that a little bit, so far we've, you know, as I mentioned, worked with all teachers around kind of thinking about equity together. And then voluntarily teachers have been coming together. So I think we've had five meetings up to this point. Been a good chunk of people giving their time voluntarily to this very in depth conversations. It's been, I've been really impressed and I've learned a ton from those meetings. We kind of have gotten to the point where we have identified a few areas and started delving into them. And just on the edge of thinking about like what could possible recommended wording and things like that look like. But, you know, we want to hear from you about what would be helpful. At a meeting about a month ago, we kind of took that committee's work to the full faculty and got people to weigh in that way. And then I think we're at the point now to where we're really starting to bring students into the conversation. So even this morning, at the student leadership meeting, for example, we just like handed them the policy and just said, you know, first thoughts kind of thing. And just had to, you know, gave some time for everybody to read and mark up, gave some time for students to chat with their neighbor about it, get the ideas flowing. Not sure we had to do that because there were a lot of ideas flowing and just had a very wide ranging conversation. And I don't know, Chase, if you want to just give a flavor of that conversation or just say anything about that. A couple weeks ago, life approached me with this piece of paper and I was like, I don't really know what this is like. And he was like, this is like this big thing that's happening within our community. It's this equity policy. And I'm going to bring up student leadership moving forward. And I'd like you to take a look at it just an advanced look at it. So I read over it. I, you know, it's a lot of words, complicated words. And, you know, I understood what it meant. And it was a little, a little strange to break it down and understand it fully. But our meeting this morning was pretty thoughtful, I guess, I think that would be the word or explanatory between each classmate. We're very, we have, I think we would have, we, I'd say we have a pretty diverse, different backgrounds, characteristics between our student leadership members that it actually is very good because it brings these ideas and these takeaways that we can come together by bringing, this is our point of view. This is what we like about it. This is what's working here. Some things that are different. Here's just the things that we don't like. And then we have these big group discussions. And most, most people would think, oh, these meetings are like, oh, you agree on it and move on. But we like dive into every little detail trying to make it perfect, trying to perfect everything and try to make it just good for everyone and capable for the school. So I mean, it's good so far. Yeah. Thank you. And I think what that last piece you said was just so important, right? It was like, it raised a lot of questions, right? It's like, we got to talk about this more. I mean, students were like, can we look at policies from other districts? We want to read more policies. I was like, wow, didn't see that coming. But there were instances where there were disagreements in the room. And that's what it's about, right? We're trying to figure it out together. And what was really inspiring is like students would say like, well, you know, from my perspective, you know, this is where my identity is because you might recall the policy has all these kind of lists of characteristics, you know, various points and say, yeah, well, you know, I'm white, I'm a male, you know, I guess I have low socioeconomic so this is kind of how this is hitting me and somebody else would share based on their identity. And it was just, it was a really deep, I mean, as deep as a conversation is, you know, the teacher meetings have been it's people are grappling complicated stuff. And but, you know, the kind of quick takeaways from the student meeting were, you know, let's it can't be this jargony. Like if we really want people to engage with it, you know, other students, they were saying, but I think it would probably apply to community members as well. And probably many teachers like it's got to be a bit more plain language. So that was really powerful. And just trying to, you know, the conversations that you all have as well, like where is that line between policy and procedure, you know, how do we be get that right grain size of detail. So I think that's something the board will be able to help this group with. And it echoed a lot of the, this is my last slide, but what the the staff have kind of identified as these different areas that need like a little bit more thinking, a little bit more work and possible revision, just the general kind of how the whole thing is framed and how equity is defined. Thinking more carefully about what culturally responsive practices actually look like. The admissions process is certainly a unique thing to CBCC that doesn't show up in this policy, which came from former school district and also the model policy that's used throughout the state. So thinking about that is a very specific thing. And then family engagement is not mentioned anywhere in there. And that's another area. So the plan at this point then is to continue the conversation with students, probably running parallel to continue conversation with staff, possibly bringing them together at some point and starting to kind of like wordsmith a little bit, if that's what the board is looking for, and then have some kind of proposed, there'll probably be both some general recommendations and offering some language that you could pull from or adapt. If that's something that you're interested in. So I'm open to questions and indoor direction. Guy, you're still muted, Guy. Sorry. Thank you for your presentation. Thank you for your work. You know, quick question in terms of is there an opportunity for the board to weigh in on any of these discussions? Or are we just going to get recommendations? And the reason I asked that is because you know, part of our main role as board members is to develop policy. And so part of developing policy is listening to to just constituencies, but also to probably give feedback. So that's my question. I mean, from my standpoint, it's however you all want to want it to play out. So I'm totally open to whatever. I mean, part of one of my assumptions, which I should check with you, is that there's no like super big hurry on this. Like, I think the process itself is important. And so, yeah, if you want to have check ins back with more substance, if you want people to come, whether students and or staff to have conversations with you partway through, I'm open to whatever. And I guess my other follow up question is, are we looking for a new revised bottom policy, you know, statewide or locally? Just locally. Just locally. Okay. It might become a model. We do have a policy audit coming up. So we're going to contract with VSBA to do an audit of our policies. And then the board will work through those recommendations. And so I think that we do have time because of that. This board doesn't have a policy committee. It is the policy committee. So we haven't had a lot of time to really focus on policies. Right. And you've been trying to catch up with all the... We've been approving existing policies and maybe making some changes. I think I saw the list of policies. You're like, this meeting, it's a lot. We should also say that life is a board member at Harwood Unified Union School District. So he does understand how boards work as well. Yep. And we're talking about revising or actually creating, we don't have one yet, an equity policy ourselves in the spring. So this process has been incredibly informative. It's interesting because you're really talking about the different sub-communities that exist within the Career and Tech Center and how they determine their sense of belonging. And then how it gets broader to the other areas of focus. And then you bring in all the constituents and you try and create this huge sense of culturally responsive practices that promote belonging. Right. And I think this morning we were even seeing students grappling with these various levels, which one, you could talk about like interpersonal equity, right? Just like being cool to other human beings in the moment. And then there's the systemic or institutional equity. And that was like really hard to get your head around. Students were calling attention to the current one that points out the difference between equity and equality saying this policy means that some students or even groups will get more resources. And the notion that fair is not equal. It's a different notion of fairness. And it's, you know, it can make a lot of sense. And often when you're getting into the details and the concrete, you're like, geez, is that fair though? That seems really weird. You know, especially if you're somebody who has characteristics where you're not necessarily going to get more resources or attention. So we'll give everyone a sticker. Are we the only, like, are we the only school that you're actively working in? And have you worked in a center before? No, this is my first time. Yeah. For the last eight or nine years, I was working with middle schools throughout Vermont. So it's been an interesting journey. I was employed by UVM and I'd be working with multiples of schools at once. So I've worked with quite a few middle schools in the state. But many of the things we're trying to do, you know, student-centered learning, and many of the things that we're trying to help middle schools create space for engagement, it's just like this place is just the promise lamp for that stuff, you know? Providing students, you know, purpose around something they have a passion in. And so I'm seeing many of the theories we had, like, really playing out in real time that, like, yes, the sense of belonging and the community and the success and just, you know, the cycles of virtue that can happen when kids are engaged. And it's really happening here. It's a beautiful thing. Yeah. Have you seen the surveys that went out and the responses that we were talking about earlier? Yeah. Because it really is like this huge banner for how great the Career and Tech Center is. I mean, I told the staff this is the other day. Student responses, you know, I'm very data-driven. I've done lots of surveys in lots of different places. The student responses are just something you just do not see in schools. Like, to see literally almost no, you know, there's a lot of pressures on people. And you're usually going to have students or pockets of students who are just like, I don't like my teacher, you know? It's a very natural kind of occurrence. And like, to just see almost virtually none of that across the student body is just incredible. Yeah. The, you know, I've found that working with the teachers here, you know, all the things that you imagine and the good things that you would hope for are actually true. Like, they're just good people. They're really, really good at what they do. And they're open to learning. You know, they're students first. So even as things that challenges their own beliefs, they're like, okay, let's keep talking about it. Let's keep thinking about it. You know, the people who show up at this voluntary meeting are not, you know, people who walk around in their lives saying, I'm all about equity, right? But there are people who are all about the students. And so they want to work on it and think about it together. Even if it's uncomfortable challenging to them at times, it's been incredible. Hi, you have a question? Yeah, just a, just a comment again, you know, appreciate work that, you know, as a, as a board member, my bias is towards gender equity and racial equity, which, you know, slash in Vermont is probably a little difficult. But, you know, certainly gender equity in our programs is important to me, you know, you know, male, female in programs. I mean, if you look at our, you know, enrolling stuff, I mean, clearly, you know, different programs are enrolled with, you know, different genders. And so how can we, you know, you know, fix that or improve it? So that's my, you know, personal bias and interest. But, you know, it sounds like you're, you know, leading up to that. Absolutely. And I, you know, I think it's complicated, but thinking about like, what does that really mean? And I think often, you know, the case is thinking about the quality of opportunity and, you know, students, you know, regardless of gender are feeling, you know, sense of belonging and programs. And so how that, how you measure that, how that looks in data, I think that's a, another complicated question. You know, I think the current policy kind of, I think it's almost like the last thing it says to it's, you know, and the board shall figure out how to measure all this stuff, you know, good luck. And I'm not sure anybody's really, has a really coherent system around that right now. But this is how we do it. We muddle through and we eventually operationalize and then we'll be able to gather the data. So. Sonya. Thanks. So just to piggyback on what Guy was just saying, I think that it seems like part of that work, that equity work is going to come from, going to have to happen at sending schools because those are the places where, you know, they're encouraging students to apply and become interested and, and maybe in the promotional materials that we send out as well. But if it seems like there might need to be some work in those other districts, including our own, to make sure that we're being equitable in providing opportunities for everybody in our school for all the programs. That's a great point. Yeah. At a minimum when we're finished, we could, we could all take it back and share it with our boards. Yeah. So going back to that timeline, when does, when does it make sense for the board to have you back or have, you know, students and staff back? I mean, it really depends on, you know, when your timeline is to try to want to have, like, final recommendations. So if you want to do sort of an interim touch base, as Guy was suggesting, you know, I can see that happening sort of later in the spring for the school year. I mean, I think that, you know, I'm willing to see this process go on as long as you all are, because it's an incredible way to drive conversations, right? It's like, instead of just coming in and being like, Hey, let's all talk about learn about equity, like that's happening. And that's, you're going to generate some energy around that. But to say like, and we're going to see an outcome here. Because again, like some of the stuff sounds good in the abstract. And they're like, Well, how do we actually write this down on paper now? Okay, that like gets to a whole another level of conversation. So yeah, again, I'm open to. And then how do you implement it? Because you have different students coming in every year. And so what's what's the practice? Absolutely. It's never, it doesn't end. Any other board members have any questions for life? Or Chase? Or Jody? Thank you so much for coming on. Thank you. I really appreciate your time. It's great to meet you all. I really, oh, I tell you, dream, absolute dream job. And you know, I'm sure you all know because you work with her. But, you know, Jody is like a huge reason why I took this leap and this job, where you know, it's kind of, you know, it's so responsive, we'll figure it out along the way around this topic that's already complicated and gets, you know, brings a lot of emotion into it often times. But we just, you know, have been working, we meet every week and we talk through issues from the tiny, you know, one or two people trying to interact to these big systemic things. And it's been amazing. It has. Appreciate it. I'm so glad to hear the level of student involvement, too. And like, that the conversations can so easily be open and honest and clear and proactive. And you know, we're sometimes talking about this with adults in our day jobs. And some folks are pretty like hesitant to sort of have those conversations. So it's great to hear that. I mean, you know, it's a great age for it, right? They're like really understanding society, starting to understand society, they're, you know, playing with their beliefs and trying to understand the world. They're still super hopeful. They don't have the sentences and they're ready to change the world if they can. But again, all the foundations of success, like what goes on in these programs, I mean, I'll say, I see Steph here, but you know, the expo program is just proof positive. I mean, students, they're just, you know, they're doing, you know, all the hands on learning that you often associate, and they're doing like incredible intellectual stuff as well. So the many of those students are coming out in the programs, right? And so when they're feeling successful in the programs, they're ready to take intellectual risks and build a really like grapple with this stuff. And so it's a really unique accommodation. Yeah. And the sense of respect that they must all feel, you know, that they are respected, that your voice is powerful, and that together they can build great voices. Absolutely. And you know, as a teacher, when I'm in there teaching them, and I'm with their program instructor, it's just unbelievable when, you know, we're dealing with some, you know, kind of hard truths, and they're like looking over the program instructor, really? And they're like, oh yeah, you know, and they're, they're participating and we're co-teaching together, and that's somebody who they have, you know, 100% respect for. Yep. Sounds like it was pretty easy to integrate this work with your teacher's professional aboutment and instruction time. And the students having that time, was that a challenge to like literally fit that into the day? I don't feel like it was, no. Guy? Yeah, the, you know, as we struggle to try to continue to involve students and, you know, policymaking and boards and, you know, as they're busy and, you know, blah, blah, blah, I really appreciate the fact that you've opened up an opportunity for students to be involved, which is incredibly important, because, you know, they don't often get a chance to get involved in policy development, and it's good to hear from them. So thank you. Thank you. I appreciate that. And just last thing, I do want to just give a huge shout out to Abby Allen, the, the counselor, because she's, you know, I'm kind of co-facilitating with her, but really she's leading the student leadership stuff. And so she's great at a great, right Chase? Yeah. She's great at a great environment for kids, these students to really be thriving in that student leadership role. And she's just been ratted, so she's a star here, right? Definitely. Great. Awesome. Thanks so much for having me. Good luck with the rest of your meeting. I think late spring sounds like a good plan, because summer can really, it's hard to get us all together and concentrating in the summer, so just to check in whilst, while we're all actively participating in the school year. And as the school year ends, we're in reflective mode and looking towards next year, so we'll make it up from there. That sounds great. And also, if you want to bring, you know, or the students with you. I'll try. Good. Chase keeps trying. He does. Great. Thank you. Thanks again. Thanks to you. Thanks Chase. Yeah, thank you. So nice to meet you. You too. Appreciate it. Appreciate all you do. All right, board members, then we have our next item on our agenda is the final reading of several of our remaining policies for their final read. I don't know if anyone has any particular comments. I think Guy, you had a question about 2.4.10. It's recommended on here that we remove that, as we do not provide health education. And I think Jody had an explanation for that one, that we share a school nurse, I think. Yeah. Does that mean that there are no condoms available at this point? There are available. And we do share the spalding nurse. Nurses. Here. Go ahead. Okay. I had a question about 18-year-old students. I have to find it. Is it in here? Or should I try and get it in my mind? At any rate, it talks about the 18-year-old students who can decide whether or not they want their parent there or not. But then it goes on to say, but we have to contact the parent and make sure that it's okay with the parent. And it just seemed ambivalent to me. So I'm just wondering what, what, you know, when a student turns 18, they can fill out a form that gives them sole information and their parent signs off on it. So that's the contacting the parent. Okay. So what if the parent doesn't sign off on it? Does that take the voice away from the 18-year-old that wants to represent themselves? The materials still go to the parents, yes. Whether they agree or not. Okay. That was what I was wondering. That's what I was reading. Thank you. Go ahead, Sonya. I have a question about the policy for C-42 searches, seizures, interrogation of students by law enforcement personnel or other non-school personnel. Under school property, because you're not a traditional school, are there other things that maybe we should include in that list or should we say includes but is not limited to student lockers, desks, textbooks and materials? Because I'm assuming there's a lot of other things that are considered student property in a career and tech center? I think most of it is covered under materials loan to students because if I think about the toolbox that they might have access to an automotive or the pouch of tools that they might have in building trades, it's still the materials that are loaned to students while they're in the program. Okay. Are those the only, I'm thinking about like lockers or cubbies or other areas where that are maybe not traditional in the way that you know Spalding High School is, no nothing like that. Okay. We do have lockers, some of them right in the hallway just like Spalding, some in program. We have right outside of baking and culinary arts for example, there's those lockers but we don't really have anything that's not the same for them to store stuff. Okay. That was my one curiosity and then I think I had one more question and I think it's just about, I think we took something out and the sentence doesn't make sense. Which policy, Sonia? Sorry, I was getting there. It's under budgeting, it's F-30. So under approval, it says the budget and special articles will be presented by the board for approval by the electorate on town meeting day. CVCCSD preparation of the board's budget presentation and other board strategies for explaining and supporting its budget will be a formal agenda item at a meeting of the board prior to the annual district meeting. The beginning of that sentence is a lot. So I'm not sure if we can break that down. I'm not sure exactly what it's trying to say. It's a bit confusing and wordy but if you look at the next page, we took out a part of that sentence and so I think that, I don't know, I just doesn't make a lot of sense to me. So we could take out preparation of that and it could be the CVCCSD board's budget presentation and other board strategies for explaining and supporting its budget will be a formal agenda item at a meeting of the board prior to the annual district meeting. Yeah. Okay. Yes, that sounds good. So we're striking preparation. I'm putting a the to start the sentence right in front of CVCCSD and I'm removing or striking preparation of the between CVCCSD and the boards. Okay. Within everything else remains. Correct. Okay. I think those are all my questions. Thank you so much. Thank you. Thanks for the close read. Did any other board members have any particular policies? I think with an edit like that can we still pass it for those edits? Okay. And forgive me. Are we sure we do these as a group? Slate. As a slate of policies. I will read them into the record still if nobody has any further questions. And before we before we do that between you mentioned the VSBA policy audit like what would be an ideal time for the board to really take the equity policy to the board level for like discussion and approval? Is that like a next fall thing? Is that a? I think the discussion can happen in a follow-up meeting. We can have discussion and then continue discussion and approval in the fall is fine. Okay. Because we have life through the end of next quarter. We have them as long as we can fit them in our Perkins budget. Got it. Which is because of the role that could be something we continue in perpetuity in Perkins and equity is a strong component of Perkins. That was really neat to hear I mean maybe not a surprise to us but also really lovely to hear about the sense of community and participation the students have here that's so different from a typical high school experience and to have someone with his perspective. Yeah. I acknowledge that was pretty cool. Driven by passion. Yeah passion and guy. Yeah so my recommendation on that would be to you know lean on Jody and you know have her recommend to us when when that is ready because it sounds like you know she's going to be working very closely with it and you know go from there. Right. So I will read into the record the policies that we're presenting for final reading. We have the role and adoption of school board policies, board member education, school visits by board members, board relations with school personnel, student medication, 18 year old students, student assessment, restraint and seclusion, search, seizures and interrogation of students by law enforcement personnel or other non-school personnel. And we are recommending removal of the sexually transmitted infections and pregnancy prevention education policy as we share a school nurse with the high school policy on field trips, policy on selecting library materials, selection of instructional materials, school community relations, budgeting, HIV policy and scholarship award policy. Do I have a motion to approve those policies? Sonia. Can I just ask clarification on the sexually transmitted infections and pregnancy prevention? We also use for like example the selecting library materials. The students for CVCC use the spaulding library. Would we not keep the sexually transmitted infections and pregnancy prevention education policy and just do it the same way that we've done the library materials policy? You could. Yeah I guess that's where I was heading on my question. Okay. Since we have been involved in it and since we continue to you know try to expand the career center. I would say we keep it but you know I don't want to I don't want to arm myself or anybody over. I think that's fine. There's none in the general line. I think we'll have to replace it at some point anyway or we'll have to have it so we keep it. We don't need to rewrite it down the road in 2028. Any objection to keeping that on our list of policies for now? Sonia. Sorry another question. So this policy says that the the district is going to provide a STI and pregnancy prevention education program that is integrated into the health curriculum which we do not provide correct? So correct. That would be provided by sending schools I'm assuming? Maybe. It does yes. All of our sending schools have this policy and provide that because they provide health curriculum. Right. So should we should we table this particular policy and just revise it to reflect that that is coming from the sending schools and that the nurse part of it is through our partnership with Spalding? That makes sense. Okay so I'll make that motion to table that until another time and we can revise it and and bring it back around. Okay thank you. You're good Sonia. She's really good. Really good. Do we have a second? I'll second that from Guy. All right all those in favor signify by saying aye. Aye. Okay. We will table that policies policy C 43 to make those updates. All right and then do I have a motion to approve the remaining policies? So move Guy. Thanks Guy. Do you have a second? I'll second it Jim. Thanks Jim. Any further discussion? All right all those in favor signify by saying aye. Aye. Any opposed? Okay so we have adopted those policies exclusive of C 43 and I'm just seeing on the agenda it looks like there might be a sub policy under the scholarship. There's not a sub policy it was a list of scholarships and I provided it at the last meeting at the request I think Guy requested that previously. Okay great thank you. All right next up we will move on to our various committee reports so we are looking for an update from the finance committee and it looks like we do have a an MOU with Habitat for Humanity to consider for board action and I know Floor couldn't make it. I think I missed three quarters of that meeting I apologize. Do you want to explain what this is? Again is this for the community loan fund? Okay. So the MOU that was in the packet is our version of a memorandum of understanding with Central Vermont Habitat for Humanity to collaborate for use of community loan fund resources that require CTE participation and so there were some questions that came out of the committee and I did share them with Zach who's the representative from Habitat for Humanity he was able to answer all of them and I believe that the answers were exactly what the committee was looking for as far as who holds the money who's going to check on where the money is going and all of that so there is a process for that so this is meant for us to partner with them to work on the 22 Hill Street home that will be starting to be built on in April and so the next step once we've agreed to this is for the application to go in for that loan so that Habitat for Humanity can work on that house they've already taken down the one that was there they have some folks who have applied for the home and they're looking to partner with us so that our students can learn from the process and also they can potentially hire on some additional supports through the summer from our student body so it's a few different programs probably yeah so our building trades plumbing and heating and electrical students will be involved in the project this spring and then next year students as well does anybody have any questions yeah quick question obviously I'm super jacked about this because I go by there every day so I'm going to be able to see the progress um so uh you know I was reading the document um is this something we would have legal overview of our yeah legal also yeah so this was actually based off of an MOU that's already existing between the same central Vermont Habitat for Humanity and Randolph Technical Career Center they are already involved in a project together and so we took their MOU and sent it to Chris Leopold for his advice we did take out one component of it that we didn't think was legal or in compliance and we added in the background checks so those are the two changes from the existing MOU that Randolph has with Habitat on a project they're currently doing thank you man we've seen the ton of publicity about that project yes is it a single family residence yes it's gonna it's a stick built home for hell straight any other questions yes on the last page um number nine it's there's a blank space there for a date do we have a date for that we we don't right now um we will fill that in if the board is okay with us moving forward to do that is the projection for it to be completed um you said next year students as well so it wouldn't be it's gonna be completed in the spring of 25 I believe okay okay okay thank you yeah with the kids that work on it in the regular program where they be co-op students or yes okay perfect that means all of the above yeah um do we have a motion to enter this memory of understanding with Habitat for Humanity for the Community Loan Fund work all moved thank you Jana do you have a second help second yeah thanks guy any further discussion those in favor signify by saying aye aye aye any opposed okay and are you signing on behalf of the board okay so we'll ask our superintendent to um enter the MOU on on the behalf of the district okay great oh another news in our finance uh you know 10 meeting days less than a week away I got my card more than a week away not a week oh my gosh yeah better um the materials have all gone out yes um ballots have been delivered delivered um great but it's lying you know I got but based on the discussions of the legislature in terms of moving up uh voting dates is that going to affect us at all and what do we need to do about that if it is that was a point of discussion at the the meeting as well and at the finance committee we didn't know what our sending schools are doing right now looks like everyone's going to go forward with their town meeting day vote so I don't think that we're going to have that kind of impact but we do want to make sure that we're getting information out about hours being separate and um that folks where it is like it's a separate ballot item but already embedded in everybody's budgets and if they approve our budget regardless of whether the other budgets go down that is something each of our sending schools is required to pay if it's approved so I'm working on an op-ed to go out both front porch forum and Times Argus and I shared it today with Jill floor and Lyman to just take a look at and anyone else who wants to add to that um I'm happy to share it with all of you it's not a secret so the other the other double doubles out good pieces that there could be some districts who vote postpone would we still be on the ballot or not we we have our own ballot guys so our ballots are separate from all the other schools and it's if ours is approved in those co-mangled votes then by law every district has to pay our tuition okay so what you're saying is the change would not affect us necessarily uh the boat will take you forward but you know that I think it's going to be very confusing for some people who you know we don't know what are we voting on you know true are there school budgets that aren't going to be voted on well the legislature is still working on and hoping to pass soon something that allows boards to postpone their budget vote so that they figure it out right and so like for example at my player at last at our meeting last week we discussed it by nauseam and decided we were going to go ahead with the budget we had not finalized because there were still so many unknowns and it could still change and then the yield also doesn't get set till May so it's still kind of a shot in the dark for some of the districts but there I think the idea is there were some districts in Vermont not necessarily among our cohort that had really put a lot more into their budget because of that five percent cap yeah and now that cap's gone right so they're they do have to make some more serious cuts so I think that's why the legislature opened that up and I think also the timeline has canceling your vote you have to re-warn the next one they want it to be if if your first vote has to be done by April 15th there's a really short window during the February break for the board to change the budget re-warn it approve it re-warn it and get it out there whereas if you go ahead with the town meeting day if it gets voted down every vote after that is a two-week warning window instead of 30 days and so it makes sense to just move forward and get the feedback from from the folks in the community first before you shift it that makes sense but you're right guy it's been a confusing budget year and I don't want our ballots to get become collateral damages folks are angry at boards and the legislature and everybody so I think that op-ed is a great idea I'm sorry I have a chance to look at it but it's on my it's okay my list but good idea okay we will move on to the facilities committee discussion which has some exciting stuff in it and we should have um some folks either they already joined us or we'll soon be joining us from Truex Cullingness and LaValle this year and there was a good deal of information in our packet oh hi David yay thank you and Lance hello hi everyone how was everybody good thank you thanks for being here look at that timing too yeah perfect huh right on schedule all right so do we want to hand over to Terry was there anything else Terry yeah I mean I apologize I'm not feeling well so I'm tired for me to talk without coughing so if I start coughing bear with me so the proposal is attached to the budget to the meeting packet proposal from Truex Cullings and LaValle president here but we did invite David and Lance to join us because Sonia did have some specific questions that I think we had put in an email to you David and then we just wanted to make sure that anybody else on the board if they had questions or just want to chat about something in particular that David and Lance would be here to answer those questions great thank you so David did you send back answers in the email I don't remember seeing well I did send back answers to um one email but I'm not sure if there was a second email Jody sent me an email with a bunch of questions and I sent back responsive to that is that the one we're speaking about it is okay they were there was did you get did everybody get those responses or do you want me to go through those yeah that would be great if you wouldn't mind let me just go to that one second here the um there was a question about fixed fees and um and versus hourly and the fixed fees are our when we say fixed fees those are fixed those those in a fixed fee a portion of the um contract we bill those as a percent complete and those don't change unless unless the scope of work changes you know if we or the or the schedule so those are locked in then the hourly fees are estimates we did get consultants input to develop those estimates um we included hourly fees for um phases that where it's pretty hard to nail down the scope like the site selection um it's hard to know are we looking at you know five sites three sides two sides one site and so it's it's just not possible to put a fixed fee amount for that portion of the work similarly the community outreach piece some projects were asked to come to every single meeting and present other projects um the facilities committee does many of the public meetings on their own um so there's also some things like some some clients want one rendering for um the project some want three or four and so it's difficult to price those until we get to that portion of the work so um those are the two the two kinds that's and that's why we propose some of the phases to be fixed and some of them um to be hourly now there are some some costs that we didn't cover in our estimates like legal costs for example um so when you're dealing with a land acquisition you can imagine you're going to want a lawyer um and so um so that so that's and and we could we could help you you know give you some general ideas I know Lance you've had experience with that in the past on other projects if that would be helpful there was a question about the project contingency listed in the terms and conditions the that project contingency is really referring to the project contingency at construction time um and it has to do with change orders however it is a really good idea like our our proposal all in with 310,000 um there are some additional costs like I mentioned like legal costs there could you know there could be additional sites that we're not aware of and so it's always good to have you know a contingency fund as an owner at any portion of a project for those unknown circumstances hey David I think the question I think the question on the contingency was more around what's the recommendation like 10 percent yeah well I I put I put 10 to 15 percent for this portion of the project uh in my response um okay it it it's really um it's difficult to say Lance do you have any thoughts on that are we talking about the contingency beyond the 310,000 are you talking about contingency yeah construction no we're talking about during just pre bond I think pre bond I would say yeah 15 percent contingency plus the legal fee I think the legal fee if you speak with your lawyer um and how much you know they would cost usually most projects we've kind of marched in with about 20,000 in legal fees as an allowance to have them drop a purchase and sale agreement with an owner that's contingent upon several factors usually I think that's a healthy allowance there's also the other um potential cost is a good faith deposit to hold the property um you know once once we find a property negotiate with the landlord you know you're not going to want to buy well I don't know but typically you won't don't buy the land till the bond vote passes but you you often have to put some money down to hold the land um until the bond vote so that would be I mean Lance you were saying some projects that's not required but some projects it is some some sites yeah we've been I've been part of a few projects purchasing land um some projects if you have somebody who's really does want to sell to you they want their property to become a school they're friends they're friends of your program they may say we're happy to sell to you it may not even be on the market we're happy to sell to you without you paying us up front we want fair value and we're willing to hold it until a bond vote and if you pass we'll let you buy it other property that we've been was actually for sale and we negotiated both an end cost with them and then a fee to hold it so we think about 50,000 to hold it for a year and a half and they kept the price locked at that time so we essentially had a an agreement in place that could be executed upon passing a bond vote that's owner by owner they may I mean if it's actively on the market I would think any owner would ask you to put a like anything put at least some deposit down to hold the property um and we'll be asked them to hold it for quite a bit of time you know and continue upon passing a bond vote and then we may even if you fail potentially one-year bond vote you may say is there an option to extend by one year for an additional fee the um you know looking through the responsibility matrix which is a kind of a nice way to check this the scope and the other piece that we have budgeted in the estimate under community outreach our time to travel to go to Maine for you know to see other projects but we don't have I didn't compute like if there's hotels or you know if we stay over a night hotels mileage things like that so if if you're thinking about taking a whole group to Maine and Lance it'd probably be an probably be an overnight involved right or could you do it in a day you think for the centers I mean I think you're probably looking at four five hours one direction so you can do it in a day but it'll be a long day so I think if you want to see two centers you know you get over there you spend a couple hours at each center middle part of your day if you start early and then late you go out and overnight it kind of depends on your yeah I think there's a couple centers in New Hampshire too that might be worthwhile seeing or we may decide you know there's different projects like a few people want to look at you know these types of programs and that's the best center for them and another group goes to these types of programs then compare notes after and you know we can we can help you we often work with owners to set up a project budget with all these line items with all the you know fixed fees estimates we can put plug numbers in for some of these other things and then often what happens is we set up the spreadsheet and then the owner manages it because you're going to have costs we're not going to be aware of so that you can keep track of the different costs the other questions there was just a the mileage rate was I had incorrectly put 65 cents it's actually 67 cents now is the federal rate I sent in I sent Jody an updated rate sheet with that on it and then as far as our hourly rates you know we adjust them on a every on a yearly basis so they're they're locked in for 2024 sometimes they go up sometimes they don't every year and the hourly portions of the project we would charge whatever the current hourly rate is for that year the fixed the fixed fixed fee basis wouldn't wouldn't they're fixed they wouldn't they wouldn't change and I think that's the questions that we had are there other questions that folks have I guess I'll ask what what do you folks need from us next what's the next step so the next step would be I could I don't know if I put a place let me just check the proposal itself sometimes I put a place to sign as an authorization to proceed let's see if I did that yeah so you you know an authorized representative basically just needs to sign the proposal send it back and then we're we're good to go and we'll start you know the schedule that we have put in the proposal is a very macro schedule we'll start to build one that's a little more detailed I was talking with Lance earlier and you know we're we're looking at getting started sometime in March is when we would be able to mobilize our forces but there's plenty of you know we don't see that as a a big issue because in the schedule the there's a fair amount of time in the so-called community outreach bar that we can we can drift into that if we have to and and I one thing I wanted to point out was in the the way we had grossly simplified the that the the schedule just to make it simple but clearly there'll be community outreach throughout the whole project it won't just you know we're not going to go into a black box design find a site design a building and then you know start presenting it to the to the public there's there'll be a lot of check-ins and opportunity to get input from the community all throughout the process yeah I like I mean I think the community is going to want to know even just sharing an overall schedule like this with them but here's the steps we're about to go through it'd be great to either if you have that on your social media or if you have a website set up specifically for the project just start putting information out there I think your educators also we're going to want to know the overall schedule when can they expect to be involved they're going to have a fair amount of anxiety going in if they're not informed as to when will I be asked for my input um what are my deadlines all of that so let's start uh yeah I think one go ahead yeah no no go ahead Lance so to me you know if we start with you know a little bit more detailed schedule with them particularly that planning phase which we had kind of the first six months share that with them maybe with a kickoff meeting and you know just start putting if you're agreeable to the overall schedule start putting that together in detail with you guys as to when people are available and when it makes sense to engage your staff and everybody do you one question I have is um do you have a um you have a um this is the board that we're speaking with now and then is there a specific facilities committee uh designated for this project um it doesn't have representation from the different stakeholder groups that are uh are affected by the project in other words there's a representative from faculty administration facilities so on and so forth um because that's often a uh you know what we usually like to have is a you know a facilities committee that's a stakeholders group and then a smaller executive committee that we can we can kind of strategize with in terms of next steps so that might be you know uh Jody and Terry and you know you know a small group maybe four people five people at the most so that would be something to think about is you know in terms of getting organized um how you how who's going to be on those committees so that when we're ready to get started um we know who to meet with and you know who's going to meet with us yeah that's a great idea yeah I think we already have our smaller facilities committee we don't have the larger with the stakeholders brought into the conversation so that's something we need to right and then you know what we'll do is what we'll want to know like which of the um I think in the last go-round they're called PACS right advisory committees um each program has a lab type yep so you guys each you have a PAC set up for every program right now yeah we're calling them advisory boards but we do have yes um are there and then one of the questions we had are there any programs that we're proposing that don't exist now in which you would have to assemble a new advisory board yes okay so that's that'll be one of your items that we're happy to meet with any group that you can put together share experience we have working with different lab types but ultimately someone's got to give us the information to kind of shape the way you envision those programs coming online great which is not as you know a small lift trying to get everybody together yeah and there were there were also some the last go-around there were some exploratory you know there were sort of like tbd's uh labs like wanting to plan knowing that flex we don't know yeah flex whatever you want to call it they you know you don't know what you don't know yet and so but you want to plan because you know programs will be coming online in the next uh two years that might be technology it's not even invented like an ai lab right or something like that um so we'll have to somebody we'll have to speak to somebody who do you have somebody a group with a crystal ball that would be very helpful is that you jody you've got the crystal ball all right that was you david yeah exactly well i keep listening to these podcasts that keep telling me that ai is coming and like the train is left the station and like you better hop on or get out of the way and i i keep wondering how that's going to affect cte and well all of our all the work we do every career yeah are there any other questions from any board members or anything the facilities crew wanted to bring our attention to you and a quick question um lineman and then guy um just on the uh the 310 000 plus uh the contingencies that would take us up through just part of this right it would take us through the on your schedule end of 2025 is that right yeah let me let me just take a look at that um it takes you right up the bottom doesn't it david yeah right up the bottom which right now is right 20th and november 2025 okay so for our budget yeah so it's going to be a budget right that much for that yeah okay thank you uh guy yeah yeah i just want to thank david lands for you know the presentation number one and number two is uh thank you for giving us some eye candy uh i've gotta be honest with you i'm one of those people that you know that uh well i'll date myself but you know when the career started it just had started so i've got some skin in the game here i'm a little um um but anyway uh you know i'm excited about this project and the last thing i will say is i think miss steel is not running again for uh her position and i just want to put in the plug for her to uh maybe i think maybe get a writing candidate for her uh writing uh ballot for her you know she's done a fabulous job with us and i would like to see her stay with us and uh i'll shut up well you brought that up guy thank you terry can we twist your arm i don't know three years is a long time you could be a community member too on this well that's yeah yeah i would be glad to continue to help with this particular project as a community member great thank you well we we just want to say thank you for selecting uh our team we are really thrilled to be working with you folks you know both both lance and i both our companies have worked with you in the past and i think together we're we're sort of the the dream came if you will in terms of you know the local represent uh you know the local firm and uh the cte experts so i think you're you're in good hands and um we're just really excited because this is such an important project and such a long time coming um so we just gotta do a good job and get the word out to all the all the the towns and hope they agree yeah this project i think has the potential to be absolutely amazing i mean there's there's so much potential in the ct realm and and vermont needs it you know they need extraordinary ct centers um absolutely and particularly this area you know we we love to work with it before um this will be this will be fun really looking forward to it i'm so glad it is it's really overwhelming to think about the power this could this could have i mean we've got we have all these statewide policy conversations happening about education and about the future of vermont and how we you know keep our economy running and where people are going to live because we're in this major housing crisis like there's all these all these um things happening in vermont right now and i just i'm really excited about the positive huge step forward for center vermont that this this will have so yeah i think well yeah when it comes to community engagement too ct centers are always i think there's the easiest for all demographics to support i mean who doesn't want kids with skills employable adults people that can stay in their communities and make them better no matter what your political slant is or whether you are you know heavily worried about your taxes like all of us are it's something so easy to support spread across a large group and you know we we find as long as we can get our word out there we can get garnish community support for everything we do you know yeah that's that's something also to think about is um internally um you know there's going to need to be you know the website set up and communications um you know it might be putting information out through various um media and then you know coordinating the efforts so i don't know if you have somebody like on staff um often our clients will say oh we got a covered we got a covered but they don't really have it covered so um so just think about that like like you know because this is a this is a lot of work you know jody is has a job already as the director and maybe she has bandwidth to spend you know a lot of time on this project maybe she doesn't and but it's a thing you know that's the thing it's not like oh we'll just we'll just say we'll just add um we'll add this just to everybody's plate and life will be you know we'll sail along as usual it's it's a big project it's complicated this can be a lot of strategizing and i just i just want to you know i think it's worth considering how you're going to resource the project i have a comment jody um we're working with Truex right now at harwood and i want to just second what dave said about getting your word out and making sure the information that you're sharing is current and that your community is on board and involved from the beginning because it's a lot of money and it's a lot of things for people to consider so um i know that is a challenge and it will get it is a challenge to get people to actually pay attention beforehand so i just second what he's saying get your website up make sure you're showing the hopes and dreams and ideas like right out of the gate thanks actually guy i want to second that actually i just want to comment i the first time i've ever seen you without your hat on but that's a whole other issue you know this is another another way we can involve our students i mean if you haven't you know you haven't engaged with our technology folks and i'm going to excuse my french as a board member but we have a kickass technology group that if you give them a project they will help you and uh you know i really think we can do this i mean i really do yeah there were some videos made last time that you were able to make in house which i think that's a you know video is an incredibly powerful media because you can really play to people's emotions which is what this is all about to be quite honest um people vote with their hearts you know and um so that's what we have to appeal to and video is just really powerful when it comes to that so if we can tap into the resources at the center and get help with that making you know videos for for the project i think that's going to be great so is the facilities committee recommending the board enter into an agreement that is the recommendation okay yes do we have a motion i'll make a motion jason thanks jason do we have a second i'll second i'll yield to ashley without the hat i have a new haircut that's why i'm not wearing my hat it's only like once a month all right any further questions discussion exciting and our facilities crew is terry sania guy guy floor floor okay all right and terry for a few more weeks yep well same for floor oh never gonna forgive and we don't know yet if we'll get sania back please yes are you interested yes but um you have to know my board got it it's called completed got it all right well without further discussion or questions on the motion um do we have a motion to enter into the agreement um uh all those in favor signify by saying aye aye aye any opposed okay great thank you everyone that is really exciting um and so jody is our representative of the district and so she would be the one actually i'll sign it and send it back tomorrow great that's awesome thank you so much thank you're looking forward to it thank you us too thanks folks okay all right bye good night thank you yep bye does the goosebumps that's exciting that's amazing big step forward all right next up we are looking for an update from our program quality committee well it's the clna has been working on um there has been a number of surveys that have gone out of looking at our different constituents we're looking at students parents uh folks who hire our students you know um and the surveys have yielded amazing responses about everyone at the at the career center our students are passionate their parents feel like it's say it's been a life-saving experience for them um and we're looking at how we continue to review the these um features that will help with the perkins grant and so your packet i think contains a lot of the responses from the teachers and the no you don't have the packet doesn't know you don't have it you just take my word everyone got the program quality packet so if you didn't take a look at that because you weren't part of that committee you can go back in and look at that i think the phenomenal thing about the student survey and and we were able to capture those results in our annual report as well is that we had overwhelming it was positive it was even more positive than last time and we who would have thought that was possible and 131 of our 186 students completed the survey wow wow yeah that's awesome that's unheard of so it's a huge celebration of the work that goes on here and it just gives you goosebumps all right so everyone check out your program quality packet yeah all right it's interesting thank you um all right and i'm only asking these because we're this is our last meeting before town meeting day and i'm not um i don't have the best memory are you to the only program quality is there another report actually is but sorry i haven't been a little overloaded on my board at the moment we'll just carry on and know that someday you'll join us well i think i might also be here um i think my run will come to an end at town meeting as well i'm oh yeah i'm sorry to say that but i'm i think i'm taking the bigger job and i'm already i'm already the bond committee chair so um oh yeah but i'm gonna make sure you get somebody great i'm gonna try to get john young to come back on or um somebody else that is also awesome so we'll find somebody on there thank you actually all right jim jim we gotta pick somebody from uh from the current board to join this can't be uh can't be as awesome if you ash oh yeah um yep so uh uh i will i will stay tuned stay tuned i hope so yes great all right next up is negotiations we haven't had to meet our cycle uh it's complete till next time just feels good um all right next up we have our superintendent's report so i shared the report with you um the building trade students were able to shore up the mobile home out in the student parking lot and our thanks to the leadership of staphany and tim and exploratory those expo students have demolitioned that trailer they have taken so much out of it they've done such a great job it's phenomenal we're now just waiting permits um so we can start fixing the inside so that's kind of the next step is roof and flooring i think are the next two things and we've reached out to several companies around our materials list to get some donations i know thank you jim kingsbury construction is looking at doing some of that and we've already received some materials from vhv so and we've got a few other companies that are looking to support us as well so that's really exciting you've all just approved the mo you to do the habitat free humanity project so we'll move forward with that as well so lots of exciting stuff for our building trades um electrical plumbing and heating digital media arts has been kind of chronicling uh the work with the mobile home so they took photos and video of it when it arrived they've gone out there a couple times during the demolition and and they were here when the the governor came and spoke with the students and so they're going to continue doing that and create a documentary of the project similar to the steam one let's see we're excited with our new welding teacher he's super happy to be here he's already been working with students he was started on the first day of our shadows for admissions so got to meet all of the perspective students for his program so far he's also started visiting other tech centers with welding programs so he's getting to know what who the instructors are what is their curriculum like what are they doing what equipment do they have that sort of thing so he's jumping in and doing great so far he's supporting in auto um during the student day program preview is the day before break we're excited about that it's the best use of a day before a break i've ever seen and so we are going to continue that i love it um we've been working with the clna team we're going to have one more committee meeting for that team um to look at labor market data we weren't able to get that done yet but we've looked at the program size scope and sequence information or quality information we've looked at program of study analysis we've looked at the survey data and so we have labor market left to look at and then i will prepare a presentation for the board on our findings after that great you got the budget postcards hopefully and i know i got mine last tuesday and the annual reports are here in the building and you can grab one on your way out if you're here i didn't come and get one otherwise okay no no i did it was really cool to have my daughter grab it and read it um guy yeah jody uh update on the welding program uh where it's going to be located so um one of the places we're thinking about is current it is a former tech ed classroom here on campus it's the maintenance shop for facilities the busd facilities right now i did have the agency of education stopped by and they believe it will be a feasible spot and i believe that um facilities gave me the go ahead to take the next step so i've reached out to chris hennessey the superintendent for a berry um to ask for a meeting to discuss this so he is aware that i have that interest and i'm going to put it in writing next because first it was just a can we check in here's what i want how do you want me to proceed with this so the next step is to put in writing which i've drafted today and we'll be sending out to him tomorrow thank you the other question i have is will the mobile home be out of the area of remediation before they do the project we we must move it by june by the end of june um so because that parking lot is going away and so that's another um another dilemma or problem to solve our student lot is going to become grass uh it's the storm water abatement or storm water i don't know what it's called project but basically to fix or stop erosion that's happening along the the river that goes alongside the property um this is one of the steps they need to take and so there will be that will be grass there will be a swell which is kind of a kind of gully with longer grass which is right where um the guard rail is now that separates that parking lot from the road that goes around the school so we will lose our student parking lot for next fall and we do need to remove the mobile home before then our intent was to have it done by june so more long chairs for watching baseball but fewer parking spots so uh just some feedback about somebody who commented on potential parking on both sides of varus street uh there i think the city is going to say you can't do it because uh the trucks that go through there are unable to go through there so just a heads up that's just an anecdotal piece but it goes from somebody who lives on air street so yeah there's certainly been times now where it hasn't been plowed well and students are parking sideways on snow banks trying to get to school and vehicles can only it's like a one-way street sometimes so that's definitely tough we do believe we'll have the spots along the sidewalk next to the the road that goes around the building that are in the current faculty a lot the where we have the trades fair so we think those ones along the sidewalk at the back can be for students so there's a small percentage of parking that we would be able to maintain in discussions with the spalding principal we can do about parking is there just gonna be sort of first come first serve well it's first we have to allow it for our students who come from out of our sending school region so for instance we have students from Danville Randolph uh Williamstown northfield they have to provide their own transportation so we need them to have a place to park then it goes tends to go to co-op students and we can alternate because we have co-op students coming different days of the week now we that's a smaller number of spots that we need to hold for them and then it's first come first serve and and they can the students cannot have um classes at their sending school that's our current rule because we were finding that students if they were driving here weren't always going back to their sending school and since their sending school does provide transportation we're trying to push them to use that if they have classes there especially um thanks i um i'm super excited about the digital media arts chronicling the whole mobile home story i think that's amazing i was going to ask the question and then you said they were doing it it was like you do have a crystal ball dirty so thank you for that um my question my next question is about the annual report i just went to the website and i did see that that is posted do you have um a budget page or will you have a budget page that will explain about the budget and how that works and that we those um ballots are still going out for town meeting day that kind of thing we do have a budget page it is updated with the latest budget it i don't remember how much it explains and it's a little complicated right now the website that we have right now was created by our former digital media arts teacher and it's on it was based off a web let's see dream weaver and adobe muse which is no longer being supported or continued and so it takes a lot of work to get it updated right now so we are transitioning to a new website which should be up and running in april and so we're we're just trying to be cautious about the things that we do put up there but that is an important piece and i'll check that page tomorrow and and have chip update that he's our it person i think um it i just went to the i went to your but i've been to the berry page and it's a great place you can just push people there who have questions and want more information it's just a great way to not have to put everything on from porch forum or social media yeah and last year when we did the budget forum right after the annual meeting we the finance committee had kind of planned that out and we might need another meeting for that just reminded me of that so thank you sanya anything else on the superintendent's report all right next up we the board needs to approve the draft f y 25 calendar which was also in our packet and you should have seen something very similar in your regular boards your regular school board meeting so we we have worked the superintendents across all of our sending schools and i have worked together on this because that was something that came up when we went through the review that we needed to have calendars that were uniform the caveat for your superintendent is he also asked him to meet the academies in danville's and so it can get complicated yeah do i have a motion to approve the calendar for the upcoming square so do i have a second i'll second it jason thanks jason any further discussion all right all those in favor say aye any post we do have a committee on superintendent evaluation which we're going to go into executive session in a little bit so we'll keep going are there any staffing or personnel updates and everyone should have received your accounts payable all right so next up we're looking to move into executive session the motion language is in the agenda and i think you could go if you wanted to jody because yeah after we're done we can we're adjourning oh but yeah we're using okay i'll be in your i'll come back because that's my computer oh no okay sorry thank you no unless we can invite the superintendent in but that's not what we're doing it's fine okay just to remind you though before you go in this draft that you have in the packet is based off the rubrics and it's as close as we could come to the bsba model of the survey that you did for the first year okay um so i did reach out to susie glosky and and this is basically the same thing that we've created in a google form because they use survey monkey okay so any edits to this um chip created it he can update it to whatever you guys want and then he will turn it over to completely to jill so she will own it okay at that point and if you prefer that jill does the updates that's also fine we just need chip to be able to know if there are any or what he needs to do can i close the motion did i call no okay uh all those in favor signify by saying hi hi hi hi okay so we are gonna move into executive session