 For our meeting, we're going to be looking at just kind of getting organized for the school year. So looking at our annual agenda, looking at our monitoring reports schedule, figuring out our board budget, which I realize that I didn't gather. I can tell you. You know the amount that we had last year. And then so that's kind of going to be the focus of our meeting. And then we are at this point going to continue to choose a meeting evaluator. So that's always the first one of the first things. Chelsea did it last time. Do we have a person who would like to do the meeting evaluation? And I, Linda, do you have the options? All right. So Ashley is going to do that. And then we're going to open it up for public comment. And Paul Parsons had emailed me saying he might be here to talk about the health care negotiations with the union. And I told him we'd have three minutes. Maybe he's the driver-ed teacher at the high school here. And it's been very, very quiet. I know they reached in pass. I think they went to mediation. There hasn't been a lot of info about it flowing around. And I reminded them that the VSBA also sends us little updates on that as well. So I guess we don't have any other public comment. Well, I actually have a couple. You have a cat on for public comment? Well, actually, it comes more from my parent hat on than a board hat. So I figured that's a good time to do it. I didn't know if the board was aware that the high school does not have a biology class any longer and that the science classes do not have laps. So I found that the colleges are still requesting those specific courses with laps. And high school doesn't offer them with laps. They have the block scheduling, but it's not that extended time frame. But I just, as a parent, that's something I thought the board should know because I've talked with the principals and stuff. But I would like that to be known by everyone here. We're just supposed to listen, right? Yeah. Can't we get any comments? All right. And then I did have one question for Lane. I was wondering if the district uses critical race theory in curriculum or training for the teachers. Do you have an understanding of what critical race theory is? And I was just asking the question. So critical race theory is a series of legal briefs intended for graduate students. So no. That doesn't say that some of the things that they might discuss in their social justice group might not touch on some of the same topics. But no, critical race theory is not. Anyone else have their community member hat on? OK, so the next thing on our agenda is to talk about our board education needs in light of our training from last July. And we struggled a little bit in that when we were putting the agenda together because you will notice here that the agenda looks a little bit different. The meeting agenda is looking a little bit different. And that was our attempt to sort of get things organized so that we're focusing on what our board needs to be focusing on and not getting sidetracked on things that are not really in our board area. So anyway, one of the things as we look ahead for this school year is what are some areas? And what I thought we might do is just take maybe 10 minutes or so and just kind of brainstorm some areas where board members feel like I would like to know a little bit more about this or from the training. I'd like to know a little bit more about how monitoring works or what have you. So do we have some? If you want, I have some areas that I feel like I would like to get some additional training in. Do you want to hear what I'm thinking? OK, so there are a couple of things, especially as we try and make sure that we're not stepping on Lane's toes is just being clear about what our board is legally responsible for. So maybe just having like a 20 minute presentation of these are the things by law and then looking at our policies and making sure that we've covered those in the policies that we currently have. So that was one of the things that I was thinking might be helpful. Because then everybody's kind of on the same page and then can have an understanding. Not that we're going to understand all of education law, but sort of the big things that we need to be responsible for. And making sure that our policies cover those. That was one of the things that I was thinking we could use some training on. Does that get anybody else thinking? Hey, Rachel, you can come right here. Uh-oh. I have a bunch of unvaccinated kids at home. OK. So we are talking about education needs for the board. I feel like we just came off of a lot of education from this previous seminar that we did for our board retreat. So my preference would be to make sure that we are addressing what we just learned and then maybe seeing if there's areas in that where questions arise before we move on to just education in another area. But take what we did, process that, work on the aspects from that training, and really do the work that we had kind of discussed and started in upon at that retreat before we kind of move on to learning something else. That would be my preference. So follow-up trainings to? I wouldn't even say follow-up training. I feel like I, personally, I feel at this point, doing the work that we learned about in that meeting before we move into more training and potentially seeing where there are holes as we're doing that work that come to light for us. But maybe not transitioning again to another training cycle. So help me understand. So I guess bottom line is I feel like we just did the training. We did an online course. We had the seminar. So I'd like to see us do some work from what we learned there first and then see if there's gaps in that knowledge that we gained there that we need to fill in moving forward. I don't think there's anything that particularly stands out to me right now is saying, I really want to have this training. I want to do a little bit of that work first. OK, so sort of implementing what we've learned and then seeing, oh, we don't really understand what we're doing when we try and do this. Because we're going to have an ENDS report coming up shortly. So are we understanding how we're monitoring that and is it working the way we want it to? And that would be related to some concerns that people might have to. So maybe do we want to just table this for now? Are other folks feeling sort of like, Katja, like, let's try and try some of these things that we learned about in the training and then sort of figure out as we go along what we need back. There was a lot of information that came that was new. I mean, I can speak for myself, to me. And I think if we even were able to dive into some of those broad topics again, and that could be the meat of an agenda, each topic, for quite a few months. And as I see here, that you talk about the creation of an ownership linkage plan, which was part of that education, which perhaps we need to talk more in depth about before we start. Before we start actually doing the plan. Just to make sure that there's agreement among the board on what that means. Well, I know, and just to tag on to that, it just reminded me, when we had our, we spoke in our agenda meeting, we could talk about potentially looking back on some of the topics that were covered in that training and saying like, okay, next meeting we're going to talk about ownership linkage. Would you mind reviewing that one section so we can have a little bit more of an in-depth conversation about it? So I think we still have these materials until December, I believe. December first, yeah. Let's work on the stuff that we've already just had that and really delve into that first. Okay, so are we all sort of in agreement that that might be the best way to manage this at this point? Because as Katcha and I put together the agenda, part of what we're trying to do is sort of have part of our meetings be board education. And that's okay for us to use that, this board meeting time to kind of get ourselves on track in terms of up to speed with how we're gonna be using these policies and whether or not these policies are working for us or not. So we'll just, we'll work with that kind of as we kind of evaluate maybe how this meeting goes and how as we hit some of the stuff that we need to do, like the ownership linkage plan, which is the next thing on the agenda, is to talk about creating an ownership linkage plan. But again, even as Katcha was saying, how are people feeling about their understanding of what an ownership linkage plan is and are we even ready to create one at this point? This is what we're gonna discuss it in a way, as like we said, having reviewed that section of the training material, that might be a way to step forward with these topics. I think that's how I process coming to obviously reading through this and all that, but I think to jump into a discussion right now without having dealt into it a little bit deeper by going back to the material, is a difficult thing to start doing. And I think we could train ourselves to look at that part of the agenda and that would be our trigger to, because this is a missed opportunity. I should have, when I was reading through the agenda, I should have stopped and said, oh wait, I should review all of that so I can come and have a discussion about it. So that's on me this time, but now I know every agenda there's gonna be a part that links to, and another thing we could do is next month talk about the ownership linkage and then say make the plan for the next one at that time so that we can add the whole month to review and get back up to speed from when we had trained on the four of us. I would have to review it to make any comments. It's almost like I feel like I know we're testing out this new agenda, but potentially, and I know we get our packet from Linda, but maybe on that packet there needs to be a line that just says please make sure you review X, Y, and Z prior to the meeting along with your agenda packet so that we're all coming. Ready and prepared. Right, right. I'm just curious, was everybody, and I don't want you to feel on the spot, but was everybody at least able to get eventually through the whole set of modules or are we still, or are some people still getting caught up? Because, I mean, it was in the summer and I am definitely not caught up. Okay. Summer's still catching up too. Okay. Well, and this might provide a great opportunity rather than having to go the whole thing and I go okay. Let's focus on this one. Right, right, right. Although I would encourage you to kind of try to get at least through it once, all the way through, and those board, the board exercises where they ask you the questions at the end, I don't know, but for me, that really like slowed me way down and I was just like, ugh. So, if you just skip those, you can skip those. And that way you can at least, you get that sort of the broad overview and then you can, then we can come back through and sort of narrow in and focus on one section at a time. Well, and those questions might inform how we structure our conversation about it. I mean, that's what they're for. Right, right. Either type them or talk about them. So, why start from scratch? They gave us a question. Right, exactly. Yeah, because I think even in the training, if I remember around ownership, we were all sort of, who are our owners? Do we even really know? And that's before you even start an ownership linkage plan, you gotta kind of know who are our owners, so. And then reaching out to them. So, okay, so we're gonna kind of table that till the next meeting. For the next meeting, we will be talking about the ownership. And yeah, and kind of reviewing who the owners are and then creating, and maybe beginning to think about creating a plan, because that whole module will talk about, creating a plan. And then I think as we go through the annual agenda part of this agenda, we're gonna kind of see the things that we're gonna be doing in terms of the tasks that are ahead for us that we need to be dealing with. And then in the training too, if I remember correctly, we had talked about even looking at our policies. They hadn't been looked at since 2016. So, let's take a look at, let's understand what they are, let's take a look at them, let's see if they're still doing what we want them to do and how are we monitoring them. And the whole monitoring part is that how we'll be holding lane accountable, ourselves accountable. So, kind of understanding how that whole process works as well, I think we'll make a difference. All right. How are we gonna do that? We're gonna look at that every meeting, a section of it. And then I think it's only 27 pages or something, isn't that kind of short? Right, but each policy is pretty, they're pretty thick. I mean, they're short, but they're thick. And so one of the things that you'll notice that we do have two monitoring reports that we're just reviewing. So that means, so normally you've been with us since last March, right? So we get the two policy monitoring reports from lane. That's sort of our first, they come in the packet. So that's sort of our first run through. And then, so one of the other things that we might all wanna do is just go back to the module on monitoring in the training that talks about how do you monitor a monitoring report? Like what is the purpose? What are you trying to do? And Katya and I were also wondering if the board at that time might want to, after we've done the monitoring, look at the actual policy. Because remember, when we do the monitoring report, he puts it together. As long as he's got a reasonable interpretation of the policy, then, and he provides the evidence of it, there's no real, we can't then change the policy and say, wait a minute, we won't accept this monitoring report, because you didn't interpret the way we wanted to. So if there's room in that policy where we're like, wait a minute, or if it becomes clear as you're looking at his monitoring report, like, wait a minute, he's interpreted it and it's a reasonable interpretation, but we need to be more specific so that he is providing us the evidence and the interpretation that we're actually looking for. So that's our way of sort of curtailing his latitude in terms of what he can and cannot do. So that would be set for the next time we look at those? Yeah, yeah, so the first time, today we're just, it's just, he'll tell us briefly, these are the two monitoring reports I did, they're in your packet, but then it's really at the next meeting that we need to, as each individual member, look at that monitoring report and say, is this a reasonable interpretation of the policy? And do we have the evidence? We don't want that, we need to have looked at the policies. I think we're a little bit putting the cart, because we don't want them to run parallel to each other, we don't want to put laying through, putting together a monitoring report and then realize, oh wait, this policy doesn't really represent us anymore. So I think we really need to prioritize separate from the monitoring report. Not that that doesn't have to happen as well, but if one of the things we took from that training is, we need to look at these policies one by one and make sure that they still work for us and still represent us, I don't think we should wait until it's being interpreted by Lane to decide that. That's gonna be a lot of work. One of the things that we kind of discussed was, kind of as you said, but making sure that we have the, my words are not working today, guys, I'm so sorry, making sure that we are looking at them in a way that it makes sense so that we have that reflection, as you're kind of saying. So we're reviewing the policy, we're taking a deep look at it, we're taking a look at what the Yale report is and we're saying, are these actually matching up? They're matching what, they're supposed to be matching policy to Yale report, but are they actually telling us what we want to know, what in the policy do we need to look at to make sure that we're getting what we want in that Yale report. So to do them in a way that they do kind of commingle, so both of them are fresh on our mind too, does that make sense? Yes, that does make sense, thank you. So they have context? So they have context? That's what I was trying to find, thank you. There's context to what we're reviewing and we're taking a little bit more of a careful read through of both of them and having that discussion around of saying, yes, this reflects what we wanna see, context is here, everything's coming together or we're missing something, what do we need to change in our policy so that Lane is actually reporting on what we want to see and where does that change anything to be made? Yeah, that would be great, thank you. Right, and because to try and do all of them all at once just seems like, we've got a bite and since we already each month we'll be doing two, it's sort of like we'll just, we figured that might be a way to do it. Now, totally open to suggestions if you've got, and if after the meeting you're thinking and you're like, well, hey, wait a minute, maybe I'm totally open to what a suggestion for how to do that. But that was sort of what we were thinking is. I also wonder, so he has some time just to look at the policy and react to it. Right. So that we're not changing it and then saying, actually, you know, 10 to 15 hours. Right, and it makes sense to just do it the next time the policy's looked at, like change the policy so it's written up a certain way and then, I don't know if they're looked at once a year. So that's. So then next year it would be the new, right. So the policies, typically they look, especially the limitations, they're looking backwards in time at the previous year. And so typically what would happen if you change the policy, I have two responsibilities when that happens. I either have to be in compliance with it or my responsibility is to tell the board when it will be in compliance. Right, or if we change it, we could just ask him, can you give us your interpretation, your reasonable interpretation of this? Cause then we could adjust it before he starts going through the whole process of trying to find the evidence that's gonna back up that policy. And one of the things on our agenda for tonight too is just creating a monitoring schedule. So we have a monitoring schedule when we do each of these policies. And part of creating your monitoring schedule is you can say how frequent. And if you remember from the training, if we have a concern, we can always ask him for a monitoring report at any time. We need to give him enough time to get it together. But if we had an issue or something that we were like, well, we really wanna take a look at this. We could say, in the next meeting, we would like to see your monitoring report on this. So, but I think what's gonna be difficult in doing it this way is just one, we are evaluating his monitoring report on the current policy. And so he either interprets it and the interpretation is a reasonable person's interpretation and he's provided the evidence to support that. And then the second part is to then look at the actual policy in light of that to say, hmm, is this really what we want it to be saying? Because we can't change the policy and then say, hey, now your monitoring, now your report is incorrect. And you're not. And this is a process too, I think we all, this is not, we're not gonna have all these, it's gonna take time to keep doing them. So it sounds like, I think we have kind of the basis of, I mean, I don't wanna, but we do need to kind of keep moving through our agenda as well, and because we're already getting a little ahead of this topic. All right. All right, so we are at 6.34. So do you wanna briefly tell us about the two monitoring reports or have people looked at them already? And I think it's important for folks also to know that there are two binders in central office. When I can, I try to like, you know, put quotes or incorporate the stuff right into the report. Sometimes it's, it's, there's stuff that's evidence it's in addition to. They are in those binders, they're there for anybody to come in and take a look. In this particular case, because, you know, EL policy 2.0, the global constraints really deals with the fact that I'm ensuring the organization and kind of the constituents are behaving appropriately. There are things in there that talk about kind of personnel matters and things like that. So those are confidential, another reason to keep them in the binder in the central office. But those things are always open to the board to kind of take a look at. So EL 2.0, in kind of summary and interpretation of it, again, it's really about my responsibility to make sure that the organization as a whole, as well as all the members that make it up are behaving appropriately in kind of a general summary. Executive limitation 2.8, get my bearings here, communication and support to the board. This is an important one for the board because it's really about ensuring that you guys are getting the information you need to make effective policy decisions. You know, you're getting it, it's in a format that's understandable, that's clear, that makes sense. And so those are what those two are about in general. So this is one, two, in 2.8 in the past we've had him provide the evidence, but this is one where in the future, if we want, we could say, you know, as a board, we're gonna have someone on the board look at that evidence in terms of the communication that we've received from the superintendent. So that could be where a board member does sort of a direct inspection, looking back at emails, looking at issues that have come up and evaluating whether or not we've got the evidence that supports his interpretation. So he would still interpret the policy, but we would provide the evidence. All right, so. I just have a question. Sure, yeah. So if someone wants to do that, what do they do? Go back through the email, like talk to people in the offices, like talk to the principal, like what? Well, this is, so EL 2.8 is the information that you folks receive. This one should pretty much be a pretty easy one to do because most of that information happens right here over the course of the year in the board meetings. I mean, I send emails out to the board as well, you know, if there's something critical that looks like it's happening that, you know, might cause, you know, questions to arise in the community that you might encounter. But I think this is a pretty easy one. You know, when you were, when you're called upon to make a policy decision, you know, do you have what you need to comfortably make that decision? Most cases, yeah. And you would be looking for evidence that supports the interpretation that he's, so he would write up the interpretation of that policy. And then you would look to see if there's evidence. And you always, as a board, you always have a right, you know, you can't put in every piece of evidence that exists around something. So like if you go and look at the binder, you know, there's five or six things in there to keep it brief and to keep it clear. But if at any point in time, you know, you feel as a board that, hey, what you've got in there really doesn't support, you know, what you're saying here. So we'd like to see more. We'd like to specifically see this. You always have the right to do that. And it's appropriate to do, to make sure that things are going the way that they should be. And that your superintendent's being honest with you. And that would be in the monitoring portion of, you know, when we're looking at the evidence, do we have, are we comfortable that he's provided the evidence that the interpretation that he's given us is being followed through on? Any other questions regarding monitoring? So for the next meeting, again, you know, looking back at that training on monitoring would be really helpful. And then one of the things that I thought I might do and I sort of put it, I made a little chart because that's about as good as I am, but I may have, I may forward it to Linda and she may forward it to you just as a tool to help you think about, you know, is this interpretation reasonable? Yes or no? Is the evidence, and I forget exactly, supportive of the, you know, the interpretation. And just to kind of help you kind of think about what is it that I'm monitoring when I'm looking at these reports? It's not, oh, if I were the superintendent, I would have done it this way. It's more, is this, would a reasonable person interpret this in this way? And is there evidence that it's happening? And remember, Lane, you're also sort of operationalizing anything with like data. So it should be fairly clear when we're looking at the reports. Any other questions on monitoring? We'll move on to monitoring the board. So the other thing that other than Ashley's, you know, sort of that meeting, you know, is everybody here and are people prepared and, you know, are we meeting in a respectful way is actually looking at our own policies and kind of monitoring those policies. And again, sort of maybe doing a schedule where we monitor the policies that govern sort of our procedures and our tasks. And then looking at each of those policies as well to say, is the policy working for us or do we need to make some changes to it? So those would be all the governing policies and the delegation policies. So Katya, you had an idea. Do you remember? I don't know, I don't know. Actually, I think we talked about setting also just seeing if we want to set like a schedule for monitoring those because we do have our own governing policies and making sure that we're reading through them, making sure because I think it's a way also for us and board members to understand and help us, you know, really understand their role that we have as board members and being able to review those on again on like that annual basis and see if there's anything that we are realizing. Like, oh, we're actually not following this or maybe we have some leeway in this to change that there. So it was coming up with a schedule for that as well. So we're again doing the work that we have set out to do at this last retreat and actually going through and making sure that things are kind of as they should be, especially since they haven't been written. So what I'm curious about, would the board be okay with Katya and I sort of saying, okay, you know, we'll review these policies this meeting. Do you want to just delegate that to Katya and I to sort of put it together? So, and the other thing having, if I remember from the training also, you know, we could assign like one board member could do a policy or do we wanna sort of do it as a group? I think having the policy and then bringing it to the group and discussing it and making a decision as a group makes that. Okay, so more of a, rather than assigning an individual board member, using our meeting time to sort of say, okay, we're gonna tackle these two policies tonight and look at them. Look at, you know, are we, have we been doing this? Because that's part of it is, are we doing what our policies say? And then the second part of that is looking at, is this policy working? Are there things that we need to change? So that would be a good time. So can we move forward? Like what I'm saying with this new schedule too, is that there's work that we need to do in our agenda planning meeting to make sure that we are notifying board members as like what we would like to review. So that you have a little bit more of a heads up. Like as I said, we sent out the agenda packet, but also say, please come prepared to discuss policy, X, Y, and Z, and have reviewed this portion. So we know that we're all feeling that we're coming prepared. Yeah. So I'm happy to come up with a schedule for that. That would be great. Okay, are we ready to move on to, so the creation of the monitoring schedule, that is sort of already in our agenda or in our, so generally what happens is we just seem to flip through the agenda from year to year and we don't really change anything. And we may wanna change things, we may wanna leave it the same. And again, it seems like folks might want a little more time to think about things before we sort of say, yeah, this is good, this is the way we're gonna do it, is that an accurate read of sort of where people are, even sort of looking at, looking at the monitoring schedule that we currently have when you look at the annual agenda. So if you look at the annual agenda, I had to print it large so I could actually see it. You know, we do policies 2.0 and 2.8, we get them to review, and then in September we vote to accept or reject. And then the next month we do 2.1 and 2.2, we get the initial report and then we accept or reject the following month and it just goes on and on like that. And the way it is in the annual agenda for the most part, so one of the things that I was looking at is in the board training, one of the things they talked about was kind of having a monitoring schedule and we have one but it's not in a schedule format. Like in the training, there was a chart that they showed where it was like, you know, this is the policy, this is the frequency of when we're gonna monitor it, this is the method that we're gonna use to monitor it and we're gonna do it the frequency and then the month. And for some things like the example that she gave in the training, you know, things like financial planning and budgeting, she sort of the typical method is, well, the method is either internal or external. We do an external with financial planning because we have to auditors, so that's our external report. So we do that once a year and then they were saying the frequency should be quarterly. For that, we get the financials every meeting. It's not really in any kind of monitoring report, it's just here's some information, this is where we're at. We can continue to do that but we may wanna say we also want that financial planning policy monitored on a quarterly basis and then ending with that external audit in the end. I don't know. It's something that the board needs to decide. It's working for you. And then when you look at the annual agenda, which we'll be doing, so maybe what we can do is just move on to the next board item, which is the creation of the annual agenda or at least when we're looking at it and just kind of setting out for this year what our work is gonna be together. And this is where it's, when we kind of look at reevaluating, making sure we're doing the work that we need to be doing, the annual agenda sometimes we sort of get, there are some things in here that I think we spend time on but it's not really a monitoring report, it's not looking at policy, it's sort of an information, we're getting information but it's not necessarily focused information, I guess I should say, or it's not tied to a policy currently or to a monitoring report. So like the senior profile, so that's part of the ends but we get a, and it can sometimes run for quite a long time and maybe it's more getting that done in more of a format that fits sort of the ends monitoring, right, because that's the purpose of it is to support your ends report. Well, this is an interesting one. This is one that the board has traditionally wanted to see and it is good data to see but it is not anything that I have ever referenced in my ends monitoring reports. So that would make me wonder, I mean, right there. There's data from that that's in the reports but the senior profile as a document that you typically think about with a high school, that's not something I typically have gone on because the data is looking at other things at this point in time. Again, there are pieces that overlap of the EP scores we talk about because that's a little bit in there but the senior profile is where kids are going to school and whatnot so it's good data to have. I would call that more, my experience of it over the couple of years that I've been here is that's more of a direct, what do you guys call it, a direct observation or it's something that the board has requested and so that's why it's been provided. That's again, my experience for the last couple of years. Yeah, and I would like to see it incorporated into an N's monitoring format if that's what, if we're sort of looking at our district and saying, oh, we're doing great because our kids are going to these schools then that should be part of our N's report, not sort of a peripheral, oh, here's our report on the senior profile. And I think that's a good idea that I think you have to, is that reflected in policy what you're requesting or do you have a policy that you need to change to require it? Well, that would be looking at our N's. So when we look at that N's. You can add another layer to the one that most closely relates to this, a more specific. Right, and we may want to do that and that's where that ownership linkage too is this important to our, to the owners of our system. Yeah, no, I think it's a good idea. I'm just thinking through the policy piece with me because that's what we're talking about. Well, and that's what I'm struggling with is because we have, we're getting, we get these extensive reports from administrators and it's a lot of, sometimes it's a lot of means and sometimes it's just a lot of data but it's sort of like, how does that link to our N's and is this what our community wants? And then we as a board need to go out to our community and say, here's, you know, we interpreted these N's to mean you want this or we're getting this result. Is this what you want or not? And we've gotta figure out a way to better get that information in a way that we can understand and the way that we can get out to the owners. I should say this is where we're at. Another one that was similar to this, I don't know if it's still on here was the elementary data one. That was something that I never referred to in an N's monitoring report but that the board over the first couple of years I was here, we'd sit down in the agenda meetings at the folks in the agenda meetings and that's what we want to see. And so it was always on there. So that's why they came out. Not that the, again, it's not that the information may not be important or anything like that but that's just kind of how, you know, my experience of it in my time here. Right. Well, to me, those are our outcomes. So if we're talking outcomes, we've got so many kids going on to colleges, we've got so many kids going into the military, we've got so many kids going to work and doing this. So many kids that dropped out, so many kids that stayed there for all four years. That to me is part of an N's report. It's not just a informational, this would be great for the board to know cause that's how I want to hold you accountable. You know, are we getting the results that we want? And even with the elementary data wall, how are we moving along? Are kids moving into proficiency? Cause that's what they're monitoring with that. No, that was, see, and there I am as a board member watching that presentation assuming that's what they're showing me when they show me the data wall. The data wall is important. And again, so now we'll get into a little bit of the research piece of it. They don't really do it anymore. The data wall was important as they sat down in the discussions and talked about where they believed the kids to be. But it was based upon those discussions at my understanding at the time that I was observing that over there. It wasn't so much based on hard data because the assessment data wasn't being collected. It was based on the perception of the teachers that work with the kids. That is important data. And it's important to know, but it's subjective as opposed to objective. And so one of the things that I tried to do my second year here and trying to manage the N's and was to try to say, okay, let's divorce ourselves from subjective data and move to objective data. Because it's more valid. It's more reliable. At least that's the argument I made based upon the educational issues that's happening. That was your rationale for your interpretation. And we accepted it, so... So I'm not saying it's right, but so I'm just trying to explain the context in the back of that line. Yeah, yeah, no, no, that makes sense. Okay, so we kind of got a little, a little bit back there. But they're rich discussions. They are, they are. So you'll see we have a senior profile. Oh, because somebody asked, well, what's an example? So we have the senior profile. You'll notice principal state of the school's data is in December. And then, sorry, I have to look at it. Yeah, elementary formative assessments, report cards, RTCC senior profile is in May. So again, that's... Those have a, I'm assuming that what they have that number 3.4, that means that they're related to a policy. Related to a policy. Yeah, so those would actually want to hear. So that's what I'm wondering. When there's not the number, is that additional work that's being asked that is not reflective of our work here as a board? As I look at this, I was like, well, there's no number. It doesn't link back to what we are supposed to be here. They were, they were things. And again, the board wasn't strictly following policy governance at the time. It's okay, it's just... And so there were things that the board wanted to see just because traditionally they had seen it. And that's why those were on that. So 3.4 is monitoring superintendent performance. Which obviously I think assessments are... So, so be careful, Lane, because we've got... Well, remember, I didn't put a lot of these on that. RTCC senior profile is 3.4. We're assessing your performance on this, but it's not in any... Because the board sets the agenda, not me. Right. So again, that's what I'm saying is the board was asking for these things because they wanted to see them, but it wasn't really related to policy necessarily. Right. And that was a lot of the discussion at the time. It was kind of interesting because I was trying to switch things over to kind of the more objective measures, just because again, research is more valid. And that was a little bit of the struggle, but I think it happens in every organization. People were wedded to the traditional way they had done things. And so I think that's what the dissonance was. Right. Well, and I think that's where as we... So we're gonna get the ENDS report in October. So that's gonna be his interpretation of our ENDS, which are very, very global. Leads him a lot of room to come up with a reasonable interpretation and a rationale to back it. And we need to look, and as long as he's provided it, but then we might then wanna go out to the ownership and say, okay, here's the ENDS. This is what we're getting. Do we want a little bit more specific? Or is this what you care about? Right, right. Is this really what we care about? So you can see we have a lot of work. I mean, I'm a little over, I will tell you that as I was looking at this and thinking about how we've been operating as a board, it's a little bit overwhelming because I think there's some work that needs to be done. I would say that, but see, I think again, you aren't comfortable necessarily with some of the data that is there for an ENDS report. No, one of the other pieces that had been traditionally relied upon had been report card grades. Research, just about every article that you can read out of education at college and high school level is grade inflation. Again, because those final report card grades aren't necessarily an objective measure of a student's skills. Lots of times, teachers, you'll have the kid that comes in who works their tail off, but the reality is, is in terms of the actual academic standards that they're supposed to be meeting, there are C, but the kid works their tails off, so they get that little bit of a, and so it may not be an accurate reflection of what the student has actually learned or what their true outcome actually is. And so that was one of the reasons that I was trying to shift away from it, but it led to a problem in the end. You'll see that the ENDS report, right? I tried to simplify it. I hit the same encounter, the same issue that you're speaking of right now is that that ENDS, that the way that you guys have it, it's all perfectly appropriate. It's what it should be, but there were aspects of it that had never been worked on it in an objective way. And so I started to look at this and I said, there is no way that I can do the 11 or 12 or however many at the same time and take them from scratch to kind of a finished product. So I'm just gonna narrow in on the big ones, right off the bat. And once those reach the threshold that I've set as an interpretation, then we'll switch over and we'll start working on the other ones. So the biggies were the science, the math, the ELA and special education, which is related to adaptability and put very objective measures on them, right? That you can compare across schools, across states that aren't based on perception as how we're measuring progress towards that. And so I focused just on those four. The others at this point in time in the last full summative ENDS report I did, I literally said in it that, that second piece of it, if it's not being accomplished, then I have to state about when I think it's going to be. And so that was how I kind of managed that. But things are progressing on those four even during COVID, which was pretty impressive. But there's still another year or two probably before we're consistently hitting the threshold that's there. Once that happens, then I pull the cabinet back together and we say, okay. So the kids, 70% of the kids are hitting that proficiency threshold regularly in those areas at this point in time. Are we satisfied that given the resources we have that this is an appropriate threshold or should it be higher? Okay, if folks feel that this is the appropriate threshold for what we can accomplish with our resources. And at 70% it would be better than a lot of the majority of the state. Is it time to move on now to the other ENDS that we have and focus more of our efforts there? And so that's kind of the plan than the plan for a year or two now. So good questions. Not saying it's right, but that's what I came up with. So as people are looking at the annual agenda, are there some things that that you'd like to see changed? Or I guess what my question is, how do we want to move forward on this? In terms of, are there some things like we have, well, we have the senior profile coming up. It's information. It's not related to monitoring ENDS. It might be... Direct inspection. Direct inspection is usually looking at... Stuff beyond that I presented to you to see if there's evidence. So if I'm telling you that for the past 15 years our scores have been the best in the nation and none of our kids are getting into college when you check the senior profile, that's a direct inspection, right? I don't know. I'm not sure if I would call that a direct inspection. But it's a way of cross-checking, the other things that I'm showing or asserting or, I don't know, I'm thinking through and processing. Thinking through what, yeah. And again, I think as a board, I think we need to think about our ENDS and that ENDS report because that's what we're looking at. And remember that the ENDS or the outcomes that we're looking for, those are informed by our linkage with the community and the owners of the district. So again, I feel like we... So I'm just looking at this agenda too and we say we're gonna, in October, we review and discuss the ENDS. When we review and discuss the ENDS, would that be a relevant time to say if these are our ENDS, these are the things that we wanna see over the course of a year and this is how they relate to the policy? And that would be an appropriate time to make that decision as to what we wanna see. For ENDS, yeah. For ENDS monitoring. I think again, Rachel's word of context, which is what I was looking for, I feel like talking about this tonight, it's hard to have the context because we're not having a discussion around the ENDS and saying these are the ENDS, this is what we wanna see, this, this, this and this relates to this policy, that's appropriate, this one's not. And then we can set that ENDS monitoring agenda when we're reviewing and discussing the ENDS all in that context of what we wanna see in a year. So that means we would leave the ones that don't have a number on them for next month and then in October say, okay, we're discussing the ENDS and next September we don't need to hear about the senior profile or whatever, yeah. So we'll go with hearing the senior profile report and we'll stick with sort of what we've got on here and then see is this. I mean, I think that makes sense. I mean, I think we're actually gonna be reviewing and discussing the ENDS at a specific time that we have set now, rather than again, like recreating the wheel, we have this set in two months. That's a good time for us to come to that meeting prepared to review and discuss the ENDS and then in conjunction with looking at the policy saying, okay, this makes sense, having a senior profile in September no longer really aligns the way we need so we'll take that off the agenda. So we're doing it all when it makes sense to do it, rather than I think sitting now and saying, okay, well, next month we don't want the senior profile, but we haven't really had the time to see it in the context of what the ENDS are. Maybe we look at the ENDS and we're like, oh, actually, no, wait, it is appropriate even though it might not be directly related. Mm-hmm. So we'll have Lane have someone come and we'll ask that they present the senior profile to us for September. Is that what you're saying? I'm basically saying we stay with what this looks like right now and then when we are scheduled to review and discuss the ENDS, that's when we would discuss what we want the monitoring to look like and then we can set this. Do we have to set this part of the agenda tonight? No, you'll set this in your meeting two weeks before. All right. So we'll ask somebody to, what is it, guidance counselors or do you have the principles come over? Usually it's the principles come over. It is a document too. I mean, it's also a document. Okay, and we're getting it in the board packet, right? We get the senior profile. You should, yeah. So that's my question. If we're getting it, why do we need it to have it presented to us too? Is that a valid question? Yeah, usually a senior profile is a document that guidance prepares. It's usually like a little brochure that you hand to prospective people that might be looking at the school so they can kind of see a little bit about what the outcomes are, what programs that you offer, how many AP classes that sort of thing. Where your kids typically go to college, what your SAT scores have traditionally been. But it is, it's just a summary. So it could just be as simple as a report or you could have them come in and present about it. So. It seems like if it comes in a paper form that we don't need to have someone come in and like go over it again. Right. We'll do it again. At the same time, yeah. Unless you have, the only thing is, is if you have questions. Well, you know, why was there a drop last year? Why is there an increase or what happened here or what does this mean? You know, some, a lot of those I'll be able to feel but I'm not as tightly connected to an individual building as like a principal or the guy who's talking to me. So that's the only piece that I would say. So is there a way to then have, if we did like a melding of that, of us to have a document to review and at a certain point when we're discussing it during the agenda, have that representative there. In case there's questions. In case there's questions or to be part of the discussion but they don't necessarily have to represent all the 20 and 30 minute presentation on it. So I think in the past, what Elijah did was instead of just giving you the document because the board had wanted a presenter here. He just took from the document, put it into a PowerPoint and talked the board kind of through the parts and pieces. I don't think we always had the paper copy. No. No, nothing to hand out. It would be great to have a paper copy. Yeah. I think just as a reference. Okay. But you guys have to be in agreement with one voice in terms of what you want. If we want to switch from the presentation to the paper copy, we have to. We should vote on that. Yeah. I don't know if you necessarily have to vote because they have the right to kind of set the agenda but at least I think everybody should be at least kind of in agreement or most of you in agreement for it. I think the paper copy is helpful for us to review prior but also to share in future if we're asked by somebody. And I do think having, you know, I just think about my work that we have, we provide all the material to the board beforehand. We're there to answer questions but I'm not reviewing all that information with the board again because they've read it. They've seen it. And so just if they have questions that I didn't answer in a written form, they can ask me in that moment which I would think would make sense to have somebody hear that answer and then they're excused to go on their way. And that's kind of the same thing when we were talking about maybe a quarterly kind of financial monitoring isn't a bad idea. Those would be meetings that I'd have Robin in for. I've got a pretty good general. I know if there are specific things I'm worried about I can go in and I can ask and evaluate whether what I'm being told makes sense and whatnot but if you want the real specifics and details of that those would be meetings would be great to have Robin here. Plus you're hearing it from somebody besides me, right? That's a part of the oversight piece. So yeah, very good points. I like that idea about just reviewing it and then have them basically available at that meeting to answer any questions but not necessarily doing a full presentation. A presentation, so available for questions. And we can always move it. We could move that item toward the top of the agenda so that they don't have to sit and wait until we get to that. I just have a quick question. Do we need to have a motion that we're gonna table the discussion of a creation of monitoring schedule until our October meeting? I think we have this one written. That just says possible though, doesn't it? It says the thing, the item is approved. Yeah, she's kind of right about, because it says creation, so people who may have attended the meeting to hear what you guys are deciding may have been expecting it to be created together. So I think technically she's right. So I would make a motion to table the discussion of a monitoring schedule until we discuss the review ends. Second. All those in favor? All right. So we also tabled the creation of an ownership linkage plan. Do you think we need to do that one as a vote as well? Did it say creation or discuss? Discuss the creation. Okay. Okay, so we did discuss it. Yeah. We didn't. Okay. Nothing there that implies you have a finished product. Okay. And before we, I don't know if we're moving on from the annual agenda, but I just wanna be sure to, I wanna propose that we change the rhythm of when we meet because of the select board meetings. Right. Yeah. I do have. So that's coming up in the next, that's in the next, that's board governance. So that's actually the next item. So do you have a proposal for a day? Any, Thursdays are fine, six o'clock is fine, but if it's the second, it's the second Thursday, right? If it's the second Thursday of the month, not for asking the public, did you, because we wanna encourage participation in local government, right? And we don't wanna make people choose between the school board and the select board. And I wanna throw the slide out. And just so you're aware, Brookfield, Linda actually collected the data, which was awesome. At Brookfield, they meet the second and fourth Mondays. Braintree is the first and third Tuesdays. So Thursday, Thursday is not a bad day as long as it's not the second week of each month. What about the first Thursday? The first Thursday? The first Thursday you like? If you do the first Thursday, you will not have financials just so you know, because Robin has to have the month end before. I just throw that out. Yeah, so it might be too quick. You'll still get financials, they may just be a month that you're used to, yeah. So do we have a proposal then? Somebody wanna make a motion for? But I propose that we change the monthly meeting day from the second Thursday to the first Thursday of every month. Yeah. And do we have a second? Seconded by Megan. And all those in favor, or any discussion actually? Any discussion, any other? Would that start in September? That would start in September. Yes, please. Any other questions? All right, we ready to vote? All those in favor? All right. All right, first Thursday, 6 p.m. I was gonna say, are we keeping the time at six that worked for everybody? It would make our TCC meetings would be at 5.30 then. Because it's a half hour. Thank you for pointing that out. Is that every time there's a meeting? No, there's quarterly. There's quarterly. Is that on here, probably? It's on the annual attendance. So there's one coming up in September. We've got a September RTC, see November, February, and May are our quarterly meetings. So those would begin at 5.30 and then it would be continued by followed by our. And if I remember correctly, Felicia is hoping to bring in the other communities so that we would actually only have two board members being on that. She's, she has been reaching out to try to re-establish what's called the advisory board, which is typically who kind of meets during those sessions. I don't think she's had much luck. And I think COVID is complicated that even further. Yeah, I know she was trying to do that. So does that mean until? Until we can build that board back. Yeah, yeah. And their advisory, you have final say on, you know, what their recommendations and what not are the BOSSD board members. Five, three, six, five. I think that's great. Thank you. And then the only other piece on there was location. In previous years, the board. We rotate right from building to building to building. That fell apart during COVID. And if we had to go back to either hybrid or remote meetings, would that be trickier at either the other locations? I don't believe so. The wireless is pretty darn good everywhere. Had to be for last year. So what do we, what's, what does the board want to do in terms of location of meetings? Do we want to continue the rotation or do we want to? I'm gonna be totally selfish and say that I appreciate that we want, that we do the rotation. And I can understand that some of it is being able to visit all the schools. I feel like it's, it's gonna add a little level for me of like being like, oh, are we, where are we this month? Or this month we're here, you know, like it's, I like the consistent, I'm a consistent person. I like the consistency of meeting in one location personally. From, for me presentations on the nights we have presentations are easier here. That's, that's my only. Yeah, just cause it's a better setup. But that, that, that's my only piece. Typically Brookfield you'll get a pretty good turnout. Matter of fact, in a lot of cases when there's a turnout here, it's mostly Brookfield folks. Braintree, you get two or three. You don't typically get a lot of turnout at Braintree. That would be the benefit of going to the places is that it would be an option. Yeah, easier. So just trying to add info to the discussion. We're still having the, are we still offering the remote? That's a decision. That's what the format, I think we had format on there. Yeah. And formats. We had, so we had great participation and granted there were, you know, tense topics that people really felt they had a stake in, but it makes it so accessible for people, for parents. Well, I wonder if that would make it easier to even then being in a location that's closer to where people live. If you can just pop on for the beginning part of the meeting to express your concerns or whatever and then pop out if you want. Yeah. The rotation wouldn't be as necessary if you try to do that, that makes sense. I think logistically, it probably makes sense. I think there is a disconnect from those other schools if we're not there ever. What would be, definitely devil's advocate, what would be the, would there be any benefit to holding our meetings remotely in general, just to foster that feeling of. It's gonna allow more access if you're a working parent that's got home, you've gotten home at the end of a long day with little kids at home that you can't leave alone. They might not be able to attend a board meeting, might not be able to find the babysitter. Well, that's what I'm saying. What would be, what would be? That's the benefit. Yeah. Yeah. Just the easier access for anybody anywhere. And that's like for us to all be, to have hold all of our meetings remotely. You could, I have an argument that at least during COVID, especially since we're working to, all kids are back to home in person. It's kind of role modeling for, kind of the board to be here in person. Again, board decision, but that's an argument I would throw out for the board trying to be in person. And again. Well, we have to have someone here. That would be me. Right. I would be sitting here running the room. Because we have, it is open to the public. Yeah. Right. And that, well, the law was, I had to go back and kind of review the law too, because they put in a special kind of emergency waiver about how meetings could be run. I think that's gone. Yeah. With the emergency. You have to have one individual in a physical location. And I, the other thing that I popped into my mind too, is, you know, it would be nice, and that's why I wanted to do the ownership linkage plan is it might be nice to have on our ownership linkage plan, we'll go up to Brookfield Elementary, or we'll go out to Braintree, and it will be an opportunity to connect with the community there, rather than, than you saw how great I am at not asking questions or wanting to respond. You know, the public comment is really, it's just a time for them to have three minutes to give a comment. It might be nicer when we think about how we wanna reach out to our owners to say, you know, hey, here we are with our ends, this is how well our kids did, and we're looking at them, and we're trying to make sure that we're doing the right priorities. Come, you know, come meet with your board, and give us some feedback about that. And then it- But we get such better participation when we make it accessible for, I tried to bring a four-year-old to a school board meeting. Right, right, right, right. Oh, no, no, no, no, I'm still saying totally, I'm offering that remote option, that's totally awesome, but I'm just saying if we're, you know, remember too that part of what we're, I think part of what people liked about having people show up is people had, they had things they wanted to say, but it's always hard when they have, even for me to sit across from Brian and say something and not be able to like, give a response or, but really that's what our procedures say is, you know, you get three minutes to say your piece, we're not gonna, and if you look at the, you know, Vermont city of Lee, whatever, I forget what their acronym stands for, but anyway, that's what public comment is, it's, you take no action and you have to keep me honest about doing that. So it might be nice to incorporate that in our ownership, just, I'm just planting some seeds when we think about doing that ownership linkage. Here we are, here's our ends for this past year, we wanna hear from you, are we headed in the right direction, are we looking at the right priorities, is this, you know, and we could do that at each one of these schools that allows a little bit more, you know, it gives you that sense of, and I'm not saying we would do that necessarily in a meeting, we might do it in a separate meeting and an additional meeting, but anyway. So what did you decide? So I think that we have to maintain the hybrid model moving forward for this year because I do think we have had excellent participation for folks giving them that opportunity. I think us being in-person is the right thing to do, that's the expectation with school moving forward, that's the expectation of people going back to offices, and I do think that after we did the strategic planning process and we engaged our communities, we have to go back to those communities and having the meetings in the schools at different times to me does encourage that relationship in Brookfield, in Braintree, in Randolph, because we're not just a Randolph school and I think it could be perceived if our board always met here that we're not reaching out and engaging with those communities. So that would be my recommendation, my thought. So keeping it so- I think we need to move- I think we always need to meet in person, yes. Move around, the different schedules like we have in the past, elementary schools, high school, and always offer a hybrid model for folks to call in if they want during that public session or to hear the work of our board. How will we see that? Like if that what's happening tonight, would it be up on the screen? So again, so the logistically, it's a little more challenging. I'm pretty sure it can be done. I've brain, Brookfield, it'll be okay if we do it in the multi-purpose room there, but Randolph Elementary will probably have to hold them in the multi-purpose room as opposed to the media center because they have a screen and whatnot that's I think that's built in at the cafeteria there, whereas downstairs, the times we try to do presentations down there, they don't really have a good setup or even a place to put the screen to project on them. But yeah, the training that we did where we projected up here and the owl was sitting out on the table, but it means we got to sit kind of close together to be able to put the owl to pick folks up, that's all. Yeah, I think it's doable and we may have some bugs to work out the first couple of times as long as people understand that. I think that makes sense too. It is a pain to have to deal with it with your scheduling though, I know I did that too. I mean, I definitely understand the reason I'm going to go. We did a robust ownership language program with being in particular places for meeting locations as a bit of a substitute for a really robust ownership language. Well, I think it's used for me that the first, I mean, I've literally only been to one meeting at a different location. Because that was right before COVID. So I've only, you know, I think my perception of the board is I've only understood it in the realm of the hybrid or remote or here. And like you said, we have such robust turnout online, but I do understand the reason you're going. So do we have a... I'm sure we'll show up all these times. And those robust turnouts were because of the specific items. Yeah, and I would not expect that that would be a continual thing on a normal. Enormous three to five on a normal. Yeah. Yeah, I want it. Yeah, I want it. And people might, you know, I know that we're not going to get 136 people on a meeting like this. I realize that. But I think having the option there and making it more accessible to anyone and especially if Kaki goes to the wrong school, then she can remote it. I mean, I agree that it is a good option to have. I think we should have it. But I'm just saying, I think, you know, we had such a good turnout because of the topics, not necessarily. Yeah, because of the beyond. Yeah, because, I mean, I know if I wasn't here, I wouldn't want to be sitting watching this meeting. Well, try it. Whatever do you mean? So it sounds like we're going to do a hybrid and we're going to move around. Do we need to vote on that? Well, is everybody in agreement with the moving around? Yeah, I think that's a good idea. So I think we do need to put on an exit to change from how we're currently doing things. So I move to a hybrid and changing our rotating schedule of locations. Second. Okay. So any more discussion? All those in favor? All right. All right. Should we catch all that, Linda? Let's not. All right. Okay. So next, we need to create a creation of the board budget, but we might want to table that until we kind of have an idea of, do we want to have some training? I can give you a rule of thumb and it will depend upon what you guys are right to identify as your need for education, how much you want to bring in a facilitator. You have 10,000. That kind of has covered the needs of the board. So you had what, two facilitators last year, kind of covered the 10,000. So if you decide you need four meetings with a facilitator, then you're going to have to double it to 20 as a rule of thumb. Well, and Susan, I mean, we can keep it cheap. With the? With the owl. To pull her in if we wanted to do that again. Yeah, but you had 20,000 when I started. Historically, we only use in 10, so the board reduced it to 10. Can I ask a clarifying question regarding the budget? When the board, when board budget is spent, do we vote on that spending of those funds? In terms of your own training? Yeah. I think if you're agreeing with one voice that that's what it should be spent on and that's what the board should be engaging its time in, I think it probably should be the vote. That's one that I can't say definitively. That's one who has PHO. Yeah. Because we do, that's one of the trainings that had been talked about that I think is needed. Some of the stuff you gotta vote on is very clear. Some of it it's not. And it'd be nice to have a little primer. I would think if we stayed within budget, then the board could probably do the training as needed. Which makes sense. Kind of like the same thing, as long as you stay within your budget, you don't have to come to the board to ask for it. So logically, it would be that way if we stay within our $10,000 budget. So I don't know if we have to have that vote on it. If you vote, the vote that you have to do is to establish what that. Yes. The budget, that actual budget. As far as the individual specific trainings, as long as we don't go over that $10,000 and then the project could set it up in the agenda meetings or planning. Yeah, and I agree. And again, I think you are probably right. I wonder about if the board is committing itself as a board to that activity, if that's kind of more of what I'm thinking. That's more of what I was thinking. Yeah, like if we're deciding. To invest your time as a board. Yeah, we should be voting on spending our finances. And I don't know the answer to that. Let's see. I'm looking at what our policy says. And I'm not saying this enough. I just came up because I know that we did not vote to spend the finances on the training that we just did. And so that was where my question came up. Should that have been a board vote to decide whether or not we wanted to spend? Whether to use the brown dollar consulting or another for. And knowing that, should we have an understanding of the funds that are being spent on that? If it's just about training, if when you voted in the budget, the understanding is that's primarily what it's used for, you're covered. So if we voted in the $10,000, then the training was. And then said, the $10,000 is for training. Because now you're making a public statement to the community about what the money is being used for. Because they are monitoring you. Right? They're your owners. All right, that makes sense. You're using their taxpayer money the way that you said you would. Yeah, we're going real deep into it. I don't just think in logic. Yeah, and our policy doesn't say anything about. Well, that's maybe a little point that we can review. And I think there was something. Because even when I was, there was something on the chair policy that I was like, oh, really? So I guess the question is, are we creating a board budget tonight, yes or no? Because if we're not, then we have to make a motion to table it to a further agenda. Right. Do we have a budget already? He's saying in the past, we've used $10,000. We've always budgeted $10,000 the last couple of years. It had been $20,000 because there were some extra things that the board was doing. But that was before my time, my first year. That maybe was when we were doing the consolidation work for the district. And the $10,000 is always earmarked specifically for board training. Yeah. And you'll see that when I do the budget. Because after you guys have decided what you want, it's built into the budget that goes out for a vote to the community. So you'll see the amount that's in there. You just have to tell me if you want to adjust it. Otherwise, I automatically build them until you tell me to do something different. How much should we spend on this training? Did someone say that already? All the trainings last year was probably about 12. But you had an additional training than the board had in previous years. Which was what, first? Strategic planning thing? The last training was kind of an addition. Usually they only did one, and sometimes they did two. The one that we just had in our retreat, we were saying it was an additional. Yeah. And we paid for Wynton out of the board. That was the piece. Because that fell into the strategic planning from the previous retreat. Yeah. I mean, is everyone comfortable with the $10,000 budget? Do we feel like that would be enough? I mean, it's already in the budget. And so the budget you're talking about right now is not this fiscal year, it's a year from right. Right, the one. And so you've got to, January, when you do the final vote on the final budget for 2022, 23, to change the budget. Well, OK, I make a motion that we set our annual training budget at $10,000. I second. Do we have any discussion? No, you are ready. I was going to second. OK. So all those in favor? All right, I'm ready. All right, so we've created our budget. Our consent agenda, we have the minutes from the June meeting, which, boy, it was a long time ago. Feels like anyway to me. Didn't anybody see anything that was, I read through it. I moved to approve. We have a second. Second. Seconded by Megan. All those in favor? All right. So we have all of the reports. Lane, do you want to speak to your report at all? Unless there's questions on the superintendents, that was a lot of the discussion about what the guidance had come down from the state was. The fact is that the guidance they gave was good and reasonable and rational, but it did promote two problems that we don't have clear answers to. And so we are still waiting for further guidance. The reality is, I don't think that we're going to get it. So operationally, I had a long discussion with the strategic planning session of the cabinet today. We put together what the plan is for the fall just to be able to communicate something to the community about what to expect. And so there's that piece. In terms of financial report, if there's questions on it, this financial report is the year end report. Our fiscal year ends on June 30. So this is the month of June. So this is a closeout for the year. We had a lot of funding come in, obviously, from the federal government that covered a number of things that we had planned for. So you are looking potentially, once it's confirmed by the auditors, of a surplus of about 1.4 million. And so the gut is, is to do similar to what we did last year, as long as our reserves are healthy and we're in the middle of, based on what the state is expecting, creating a five-year facilities plan that kind of supports our educational mission in the ends. But my guesstimate is, is that, given where we stand, most of that money will be applied probably to the next year's budget or to the next three years budgets, depending upon what's going to minimize taxes for folks as much as possible. OK, so I just want to make sure I understand what you just said. So we are ending what we assume with an assumed 1.4 million dollar surplus. So the options, now is that an operational or a governance decision, as far as if the surplus is put towards a certain reserve, or if it is put towards future budgets to lower the taxes? So the way that it works is, if it's going to be applied to the next year to offset taxes, right? So the people, you know, it's 1.4 million, potentially that people don't have to pay out of taxes next year. We just put it in when I give you the budget piece at the end of the year, say this is what you're doing and then you would approve it on that January 1st, that yeah, this is appropriate. If it's potentially going to reserve, I would tell you that as part of that budget vote, you know, you would be voting to say, hey, this amount of money is going into facilities reserve. This amount of money is going into operational reserve and you also vote on that. You do that every year. And the voters have to approve those. And then you're just voting on January 1st to approve what I've recommended or to say no, go back and do something else. But then that's so that it's kind of an official document that can now go out for the voters to examine before March 3rd, because there's a timeline they get to look that stuff over and ask questions about it. But it's not official until March. So the additional of that 1.4, is that a result of the COVID funding? Yeah, that's what it looks like at this point. Again, this data is fairly fresh. I want to go in and dig a little bit deeper. We always get reimbursements for things that we have to plan for, pay upfront. And usually that amounts to 300, 400,000 a year. That's kind of expected. There were things that we planned for that we couldn't do because of COVID. Because remember, we planned the budget a year in advance. And we were hoping things were going to be in a better state that year than they were. And so you budget for it, you get the money for it, and then you don't have to spend it, so that's some of it. And then there is a significant amount of things that we paid for with federal funding that covered what we had budgeted for. Because I'm just curious if any of that excess will have some sort of strings attached because it was a result of COVID. None of it does. No, the way the ESSER funding work, which is called the COVID funding, it's kind of a reimbursement. They allocate it to you. And then what you do is you kind of tell them what you intend to use it for. So the money is there. We just have to tell them what we're using for, and they approve it. And then it kind of reimburses us for what we're spending. So is it a drawdown? Kind of like, yeah. Okay. So that's why we know the amount up front, they've already allocated to us. We just, and it's like ESSER 2 is a good example. We're allocated like 1.3 million. And so all the districts, what they did is they did the recovery plans, started to talk about what was the best way to get the kids caught up in terms of what they fell behind on because of COVID. They went out and started spending that money because we had general guidelines about what it could be used for. And now we're literally, so we're on the hook for the money, even though the government hasn't quite given it to us back yet. But when we put the application and following their guidelines and knowing that we kind of followed the guidelines, they will reimburse us. So it's kind of a reimbursement. It's a quirky, weird, yeah. So how are we having extra if we have to spend and then get reimbursed? How are we ending up with extra money? Because especially like with the SR-1 funding, which was to cover for extra supplies and a lot of things along those lines, remember we had to kind of plan a little bit for that in the budget last year. And then what ended up happening was that the money came in from the federal government. So that covered the cost that we normally would have paid out of pocket for a lot of things. So we had a budget that was there, but the money came in and then we applied it to what we normally kind of would have paid out of pocket out of everything. Making me think back on it. It's confusing itself, but yeah, good questions. OK. Any other questions on the financial reports? Other principles report? OK. And then we had some new hires. I had to come in and do some more signatures. Those, if you remember back in, I think it was in June, we gave Lane the authority to just fill those positions over the summer because he had many positions that he was waiting to fill. And then just action recap. So before our next meeting and in our agenda meeting, we will be sending out some information on the modules to take a look at regarding ownership and ownership linkage and on monitoring and the monitoring reports and our schedule for the monitoring reports. And then education needs. I'm just going to kind of, we're going to sort of play that by ear. I guess our education needs are at least the education that's going to be in there is just the reminder to take a look at those sections of the training modules to be up to speed so that as we hit those things on the agenda, we can maybe move forward a little bit better. And then we'll also use this current annual agenda to also prepare for the meeting. So although we don't have to do any negotiations with the unions this year, that can all be tabled for a little bit. Oh, that was confusing. Every other year? Every other year? We've got a two-year contract. It's a two-year contract. That's right. We did. This year, we got a two-year contract. Last year, we were able to get it one year, so we had to do negotiations. So we just went right into negotiations again. Yeah, I think it was three years in a row. Right. I know nothing about any of that. But you guys all must know a lot about it. We had to do it a couple of years ago. Can I just ask a quick clarifying with our future meetings? Because now we're going to have this September 2nd meeting, I'm assuming we're going to do our agenda planning a week earlier. You've already changed the date. So what's the next meeting going to be? Oh, man. Your agenda planning, you guys can determine as long as she has enough time to get the paperwork out for the warning. How many days do you need ahead of when the paperwork's done? What else is going on, honestly? I mean, I'm assuming you prefer the two weeks. What's that? You like the two weeks. Yeah, I prefer two weeks. So we can make that work, right? Yeah. So next Thursday, which is what? The 18th? 19th. So that's next Thursday. Oh, OK. Oh, I can't do that. Now you can't do it? I have a board meeting. Oh, so that's not. Is that a monthly board meeting that's always going to be at the same time? Do we have to always do that on a Thursday? I mean, we could do it on a different day. You can do it any day you guys want. It would be nice if it was kind of regular, though. Yeah, yeah. It just, it matters to Linda more than me. Can we do the, like, the two weeks of Monday before the on-site, the 23rd? So it would be the third Monday? Third Monday? I mean, is that regular or just as time? We'll figure that out. We don't have to waste time right now. OK, so. We'll chat, we'll chat. OK, like, I'm not there tomorrow, but. Are you there next week? Yeah, OK. Call me Monday. OK, no need for executive session. Unless you guys have something. So it's all me. OK, so I think we're a very respectful board. I did write little notes. I felt like it was a quiet group this evening and that we were a little murky on our work and need more clarity moving forward. However, it was well attended. I think everybody listened and we were respectful and courteous. Some areas that I think we need some improvement was the decision-making processes to be better understood and implemented. And it says, the question was, the agenda was well planned to focus on the real work of the board. And I said, we're moving in the right direction. Go team. And then on the back, I said, we're getting there under the governing principles. There we go. All right. Good to say. Awesome. Thank you. You can enjoy my notes. Thanks. So are we? We'll file it. Side comments. We did pretty well. So can we have a motion to adjourn? I move to adjourn the meeting at 7.52. All right. Second by Ashley. Seconded by Ashley. All in favor? Aye. All right. Great.