 Good evening, everyone. Welcome to all. Sorry for the late start. We had a very high protein financial committee meeting just now, which necessitated a few minutes of break in between the previous and this one. Just to go over a couple of technical points again, when you're not speaking, if you could please mute your microphone. And I don't believe there's anybody phoning in, but so I won't bother with. Oh, I take that back. There is one phone. So star six to mute on the phone and star six to unmute. And I guess, Keith, please correct me if I, if I mess this up but star nine to raise your hand. Is that correct. Oh, excellent. Thank you. Okay. So, um, 2.2 public comments and if I might ask those of you who wish to make comments, members of the public, if you could please click first on the participants if you're not familiar with zoom and then on the raise hand icon that comes up at the bottom of the screen is rectangle. That would be very helpful. So I have a hand raised from drew Jenkins, please go ahead. I want to make a statement for a teacher at you 32. I'm Drew Jenkins. I'm the math co department head and I've been a part of the you 32 family for four years. During these times of coven, we have been doing the best to take care of our families and best support our communities. One of our long standing faculty members has been put in an unfair position by our superintendent. She has been called where she where her significant other has a immune is immune compromise. In order to protect her family. She decided to work remotely through VTV LC. When we could not find a teacher to step into her classroom to teach. She selflessly volunteer to teach her students at you 32 remotely together her in the building principle work to protect her and her family during the pandemic. She has been able to support her students learning. Even with this compromise, the superintendent overruled and gave this value member of our learning community the choice between reporting to school for in person instruction or taking unpaid leave. This put her in a difficult position, either going to school and risk passing on covert or significant other, which could be deadly or not receive her salary or health benefits which in turn also puts her family at risk. I know this community values being there for one another. This teacher not only did what was best for her family by volunteering to teach remotely, but she continued to support our school community as well. Being told to teach in person and risk her family's well being or face the consequences has alienated one of our beloved members in our school community, making someone choose between providing for their family and protecting them from the virus is not is not how we support each other. And that is all I want to say. Thank you, Drew. I should just specify that in public comments, where the board is not going to engage in in sort of a back and forth dialogue, but we're we're taking note and will will consider the public comments in the proper place in the meeting. So I see Julie Kiefer, please. Julie, are you muted. Okay, I have a statement to make. I'm Julie Kiefer, and I am code department chair thank you drew for your statement. And I am just starting my 24th year teaching math at you 32 and I have always been a proud employee of Washington Central. If I were able to work for VTV LC this year, I would have been faced with the same decision as Kathy, go back to school in constant fear of my health, or in Kathy's case family health, or take a leave of absence. As a veteran teacher in this district, we have never done things this way. We take care of each other, always making personal, our personal well being of the community, a priority. Excellent teacher, excellent math teacher, and a colleague who has been fully committed to our students and you 32 for many years to make this impossible decision will be a precedence that will be hard to overcome as a community, impacting morale and confidence in our leadership in the central office. Thank you. Thanks very much Julie. No taken. Once again. So, Drew and Julie have, have spoken. Are there, are there other members of the public who would like to weigh in at this point in the meeting. I should, I should note that there is another opportunity for public comments after the agenda item six, and before an executive session that the board will be doing. So, with that, I see that Madeline, Dorothy has, has raised her hand, fathered by Kara, please. Thank you. Unlike my colleagues I do not have a fully prepared statement, but I wanted to speak in solidarity with with my colleagues. I firmly believe that right now we have to take care of each other and you 32 was ready to do that. I feel that it was really a responsible and the right thing for our administration to give Kathy the opportunity to teach remotely from home and to serve the school community in that way, and to see that possibly I was really impressed with the administration and the commitment to taking care of each other as teachers taking care of our community and I really saw that shining through when the pandemic first hit. I was really proud of how our school handled it and I hope that the school board will support our administration and our teachers and doing what they need to do to protect themselves, our kids, meaning our students and our personal families and to make it through this really difficult time together. Thank you. Thank you, Madeline. We appreciate that. Kara Rosenberg please. Um, it's nice to see members of the board I feel like I haven't seen you in a while. I just, you know, I am here also to express solidarity with my colleagues. I think that we've had a lot of discussions between I teach in the high school and so I teach in the high school and I have also negotiated been part of the negotiating team for us to rounds. I think that we've had lots of conversations between the board and the teachers about morale, and about, and I feel like that I've always heard, heard and seen like the board really valuing that and valuing the morale of their teachers and that and really wanting the teachers to know that they feel respected and valued. And I know that we all appreciate that, especially when it comes to things like negotiations which are, you know, by default, quite proud. I, I worry and I wonder when I think about like thinks about questions I could ask. I wonder what the impact on morale and on student learning it is of pushing of, you know, not allowing this person who expected to be able to do this to to teach remotely because of her health. So I wonder, I wonder what the advantages. I wonder like head there. I also wonder what the message is what the message we send to students and families, when we do this, if we say out of one side of the mouth that we respect, you know, the people in our community and their health, but then out of the other side of our mouth, we're not, you know, practicing with we preach I really worry about that, because that's when I see organizations sort of falter. And I, you know, I applied to you 32, three times before I got a job here and I'm very pleased to work in this district. And I've always felt, even when I have disagreed with things I have always felt pretty respected by the board and the administration and my colleagues. And I, and I value that and I want to continue that and I want us to see us to have an organization that can exist in mutual respect, which I feel like we're making like we've done a lot of work in this district on in the last couple of years. So, that's what I have to say, thank you. Thanks very much, Carla. Are there others. Oh, may I may ask those of you who have spoken who clicked on the raise hand to click once more just to unraise your hand. I get easily confused. I'm afraid. Thank you very much. Is, are there others, other members of the public who would like to say anything make a statement, or pose a question that we can deal with later in the meeting. Okay. Well, that came through loud and clear I think. Thank you very much. Let's move on then. Nice. Getting ahead of myself. Daniel, please. Two, two points if it's okay to make it. One point is I, though I also don't have any pre prepared speech I would like to just place the same statement solidarity. Also, I've noticed that we're meeting online today, and I wanted to open up my classroom as an opportunity I have 18 teams available. And since we fit 18 people, actually 20 people in this room. I just wanted you all to feel welcome as a board to use my room, since it's available to you. That's all I have thank you. Thank you very much Daniel understood, and we appreciate your invitation. Moving on to agenda revisions. Do we have any. Oh, Linda, please. I just, in response to Daniel. Excuse me. I, I would love for us to be meeting in parts in person, but I'm noticing at the bottom there's 71 people participating in this meeting. And it would, we couldn't do that and have the public participating, unless they were all calling him by zoom so I think my, I would love to have us meeting in person in a space large enough but because it's a public meeting and it has to be open. And we never know exactly how many people could show up. Usually it's none, but obviously tonight on the last few nights because of or the last few meetings because of COVID we have had more participation that I don't think it'd be possible for us to meet in person yet. Thank you. Are there any agenda revisions. It sounds as though. Oh, I wonder if we might add a discussion about what we've just heard in the public comments to the executive session. I have, we're not able to take any action. Because action would have to be warned, but adding it adding it to discussion. Sure, that would be the appropriate place for it. Great. You're very welcome. Thanks. So, any other agenda revisions. Before we shine the spotlight on towns. Towns. You're on. Awesome. So obviously in the last few weeks, last few weeks have been very eventful for everyone in our community, starting with two weeks ago. The A night happened, which is where upcoming seventh graders have the opportunity to finally meet with their TAs and will they will be spending their entire you 32 career with which I imagine was the start for a upcoming rising class that where everything seemed uncertain. At least I know that it was appreciated by seventh graders as a way of easing them into a very, very unique and scary school year. Then a week after that was the start of school. It means that it was the start of virtual classes for 11th and 12th graders and in person classes for seven through 10. And then the week after that was the start of in person classes for 11th and 12th and then nine and 10 went remote. Well, the middle school stays all the way through this week also had lots of, I guess, normal start of school events done a little bit uniquely like picture day, which we had on Monday. And sports also got started in their own unique way with varying safety requirements on safety measures set forth for each sport. And it's very exciting. I know lots of people who are involved and who are really excited to get back into the groove with that. As a whole, it was like speaking personally as a student. This week so far has been a little bit hectic. And it's been really, really, it's been really great to see everyone and to see all my teachers. And it's been, I think that in a lot of ways the adjustment has been really well handled by the, by the administration and by our teachers. The only way that I think is it was it's an easier adjustment than I thought it would be. And I think that's a sentiment that I hear from a lot of my fellow students. There is still some worry from students, especially there are health concerns that I know students have, but overall, I think that it was a very successful start of school and I was really happy to be a part of it. Excellent. Thank you towns. Board member questions for towns. If I could maybe start towns by asking, is it too early for you to be able to get a sense of how the transitions are between the online weeks and the in school weeks. I think it's, I have a general sense, I'd say, I think that teachers are still adjusting to the use of canvas, and that is a relatively new system for a lot of teachers. And it really is different class by class as far as I'd say the ease of use that it represents in different classes. I think that some classes are lean more towards being virtual, while others function better in person. And I think that these transition times are going to be complicated. But I think that judging from what I've seen so far, they are within faculty's ability and students ability to handle and adjust to. Great. Thank you. Other questions for for towns. Or should we give them a break for now. May I ask Brian with your permission if I may ask Stephen Dellinger Pate about his search for an 11th grader to be towns is partner. So we, yes, so we put out the the call for a junior and I've had a few students respond. I will have to get towns together with a small committee as you remember we had a little interview with those candidates last year. What seems like an eternity ago when we got towns. But we will have our new person in place by the next board meeting. Thank you very much. That's great news. Good. And we can move on to 3.1 superintendents report 3.1.1 school opening and I guess from there Brian, you can just run with it. Okay, great. Thank you very much Scott. So, again, I'm just going to piggyback over what town said I think towns kind of a captured it's been a very at the last few weeks had been very eventful. Their teachers are doing an exceptional job in the classroom. The administrators leadership team, our ESP members have all been just doing fabulous work with reopening our schools. And I also just before our meeting today, I did pull the attendance, the daily attendance, the average daily attendance rate, and the overall district average attendance of all of our schools. And this includes our remote learning school is 97.3%. So it's great that we reopened a large majority of our kids are in school. And I would say that someone who's done a lot of work and looking at the data and the one of the big attendance numbers when you hit that 97%, it's a sweet spot. And so we're above the 97% tile right now. And I think the district again should just be very proud of the work that everyone has been doing with regards this. I do have the individual schools as well that they're all very good all very high Berlin elementary is 97%. Calis is at 98.3%. Doty is at 96.01%. Eastmont Taylor is at 97.52%. Romney is at 95.38%. U32 is at 97.83%. And the remote school is at 95.42%. So the schools should all be very proud of themselves. The kids are there. They're coming. They want to be there. And I think that just shows it right there. So I think that says a lot. There are of course other things a lot we have an action packed agenda tonight to talk about we have. There are some challenges of course with reopening and we are chasing some moving targets. I know we have some we have a conversation later on about the finance and we just came out of our finance committee and there's a lot of information there. We also have some updates regarding class size, which is we'll get into that next. But one of the big things is looking at the class size document that was given to the board. In the board packet. It gives you an idea of all the classes in the entire district. That are that in all the configurations in every school and how they're being filled. So we have a wide variety of numbers of students in classes. I know in Vermont, we pride ourselves on having small class sizes right that's a that's kind of like I know it's someone saying is as American as apple pie right Vermont and small class sizes is definitely a big thing. The one of the challenges of course right now is the remote school. We have pretty good numbers and most of the classes that are that kind of compare to many of the other configurations across the district, except in grades three and four. And in grades five and six I do know that in grades five and six we started out the last time we're looking at these numbers are close to 29 or 30. Now it's down to 24. So there's still some fluctuation there, but the grades three and four information. It's I think it's around 30. It could be going to 31. And so again, it's only the second week of school. We're still looking at those numbers. That we looked at some considerations of what we could do. One of the ideas that were float was floating out there was hire another teacher, which could be something that we could do the issue with that is where it's a we're unsure of the budget impact. We're hopeful that the budget is going to be good, but the legislature doesn't end, we believe until September 25 on around there. So we should have some information about how some of the funds that we've requested for reimbursement for reopening school will come in and but if it doesn't come in then we would have to consider taking it from the surplus or from some other some other place and so that was one of the challenges with that idea of hiring. The other piece is the, or do we try to see if there's a low a class in the district, and this becomes tricky. Do we have a class with such a low number that we can move a teacher into teaching one of the inter alleviating, for example, the grade three, four numbers. And that also presents some challenges because the numbers that I mean where do you pick right who do you who do you want to have going into that class from the elementary schools. And so that becomes a challenge. Right. So that that's where we're at so right now we're just kind of chasing the moving target again we're only in the second week of school. And I don't have the board wishes to have a discussion about this. I do know that I've received a lot of concerns from some of the parents, and some of the teachers about the sizes of the remote classes. However, we are under. I've also looked up the, there are there's no state statute that says there has to be a certain class size. We still don't know where the budget's going to land. And as of right now that the recommendation that I've been putting forth is, let's see how this plays out over the next few weeks, as to see if these numbers change one way or the other. So we can make a more informed decision. Great. Thank you Brian. Do you want to cash your breath and we'll see if board members have any questions for you. Yeah. Okay. Any questions. Caroline. Thanks. I'm just curious if there's any information on the impact of student learning and how the numbers in a remote classroom. What is the impact of that. I'm just having a hard time. I don't know enough about remote learning really have an answer and I'm just wondering, I guess, one, if that has if there is an answer to that and to what you're using gauge what that impact is and where would the threshold be any information on any of that would be helpful. So I mean that's a great question and what does the research say and we can do and we can definitely look for the additional research about remote learning and the size of classes. I'm sure you can find different things from different people I do say that I don't know if you've heard of a philosopher named Malcolm Gladwell, you're familiar with him. He's a modern day philosopher, and he wrote a book, and I can probably share the chapter with with with the board, entitled David and Goliath right it's a little book here, and basically it's a story of David and Goliath and basically we've all been we've all heard the story of David and Goliath and how they came out and fought each other and we know that David slew Goliath and it was a big, big shock to everyone when David when David one, but when you go and the whole book is about what people think and what versus what possible realities are. And so for example when you when Malcolm Gladwell talks about in chapter one about you know David and Goliath and how everyone thought Goliath was the was picked to win he was how could he lose when it's when the scientists and researchers actually did do the study on it. They found out that David could shoot a rock with pinpoint precision 50 yards away, and at 90 miles an hour. And so that's how we beat Goliath. You know, even though we've always been told that the story of David and Goliath is one where Goliath wins should win it doesn't. What's interesting is the second chapter of this book. And the reason why I bring it up to you Caroline is, it talks about class sizes, and it talks about the sizes of classrooms and is it. We all we all have been thinking about class sizes as this like holy grail right. And I'm not an advocate for increasing class sizes at all. But I'm just saying that there is. There are stories out there where folks who do take a who do. We can't automatically assume that a small class size is actually the best thing for kids. Sometimes you get less children in the class sometimes you get to a certain number in a classroom where it actually takes away from kids learning from each other. And it's interesting. I'll send it over to the board, the chapter two so you can see it. It doesn't necessarily mean it's the, it's the leading word on everything but it gives a different perspective on something that I know we're considering, especially with remote learning. Thanks. I'm glad that you're doing your part to educate the board Brian. Chris, then Diane, then Linda, please. Hey, Brian. Can you explain or describe what the specific concerns of the teachers have been in terms of the class size issue, and what the specific concerns that parents have expressed. Yeah. Yeah, so the specific concerns I've heard is from parents it's been difficult for the teacher. It's been difficult because there's so many more kids in the classroom. It's difficult for the children to see each other in the room. I know right now I'm looking at a screen of 25 people but there's more than 25 people here. And so there are some things with that in that regards I know that there are some things that are not are easier in it but you don't have to worry about kids going to the bathroom and things like that during. You don't have to worry about writing passes and everything else because they're at home, but it is a different experience for the teacher and I think the teachers, especially for the teacher who has a larger class size it's more kids than what folks have been used to. There was a concern about some one of the parents had expressed a concern about equity, or saying that her child's in a classroom with a larger classroom. Even though we do have the option to offer in school in live live on location classes. So those are a lot of the different things I've heard currently doesn't mean I won't hear more, but that that's really a lot of the concerns that I've heard. Have any of the teachers expressed a concern about being able to effectively teach that large number of students in a remote environment. I think I think I think I think the one of the teachers that has expressed it. Yes, I did. I did there is a concern from one of the teachers that this could be this is different, and it's more difficult for them. Thanks. So, Diane, then Linda, then Joe. So, I certainly know that there aren't any legal statutes but we in Vermont have had variety of quality standards that have talked about class size and looking at that. There's a reason for that rule of thumb or that work toward that and I realized that there are different times when things change. I do think if we had a physical classroom of 31 children we would be looking at how do we shift that a little bit and so even, you mean remote learning, it has its challenges because it's just not our second nature yet. I hesitate to also compound it with a larger class size and just would hope that we would apply some of the same thinking of what as Caroline was saying what's the impact what's the best option and and the reality of if we keep the kids in the center of it. Really, what is it that we need to do that's the best for the kids and figuring out from there we were already. We're trying our best not to have to compromise a lot of great teaching and experiences for our kids who have a variety of the options of in person or remote. So we don't, we don't want to lose that from having that impact of a bulge in one of the classrooms. And Diane, I completely agree with you. I think that one of the other thing is it's also new for a lot of the teachers so it's even it's even harder. You know, I mean, it's even just harder in general, doing something new, such as remote teaching I know that. And so I definitely understand where the teachers are coming from. Thanks very much. I think we also have to take into consideration the younger the children, the more the parental involvement is quite often. And in Vermont, we have robust parental involvement. I say that as an educator who's taught in other states too. So you're not just dealing with 30 to 31 third and fourth graders sounds unreasonable to me. And I had a first grade class with 26, but it wasn't in Vermont and it wasn't with as many emails we didn't have email then. And I'm not at all saying it's bad that we have parent involvement. I think it's wonderful. I'm just saying you're taking into account. Not only are you managing 31 kids their papers their work. You're also managing the parents and this whole remote. I'm currently a remote teacher for a cohort, which was a surprise. And it's, it is a different management system and canvas is a new platform. I'm using seesaw where I use Google classroom last year, just learning the platforms. That's a lot of learning and a lot of management and I think we need to try and figure out how to look at the situation with eyes of how do we make this work for the teacher and the families. And Linda, I can just also say that, yeah, in other states, not in Vermont, it's not uncommon to have 20, 25, 30 kids in a class. I know in Vermont and I think you make a good point about parent and parent involvement you're not just working with students 29 30 students you're working with 29 to 60 parents, depending on. So, so I definitely think it's a good point. I just think that you know right now we're in the second week of school. And the numbers have been fluctuating. I mean they have been fluctuating in those classes, and we're not sure where it's going to land. So and we also don't know where the budget is going to land with the district with the state. And so, you know, that's why I definitely think we need to continue to look at this we meet weekly with, we have a remote learning administrative team that we meet weekly, you look at the, what's what's possible. And, you know, I know everyone wants an answer immediately, which is always, you know, and I don't blame the parents because, you know, that's their babies. I get it. I just want to make sure that the district is if I what I've been telling folks is we end up hiring a teacher or two teachers extra now, not knowing what the budget could mean if we just wait a few more weeks. I mean, losing more than two teachers to make up for it next year, depending on how, how bad or how, how tough this deficit, if we, if we're not sure what's where it's going to land I mean, we've heard some good things and Lori will talk about that in the financial report but it's, you know, I know that we've been told today's September 16 and the legislature gets is supposed to convene no later than September 25. So it wasn't necessarily advocating for hiring but looking at all avenues of numbers and where people are and how personnel is being used so be creative. Great. Thanks Lindy. Joe, and then floor Joe. You're muted. Oh, you're on the phone. Remember star six. Hey, can you hear me now. Yep, we got you. Okay, yeah, I was actually on the zoom but I kept my video off knowing the internet is bad today. So I'm just curious Brian, have you actually laid out what some possible solutions to this would look like if we felt like it was a problem to solve and what those specifically what those would cost. And I, you know, I'm feeling like we're probably going to have to make a decision about this with inadequate data since we don't have good evidence on class size and remote learning and we're not going to a time soon. So it would be I would find it helpful to have something, you know, laid out for us so that we could make a decision and then just in terms of the legislature. So today are moving through the budget fast and a lot of the decisions have already been made so unless there's big controversy about what the house did in the Senate and perhaps there is. It's not likely to be substantially different when they adjourn from what the house past. Yeah, so I understand what you said so what you're saying Jill is, what are some decisions right so I think it comes down to. I think there's a three ultimate options right we hire but we don't know how many teachers we need to hire, if we want to hire that's option I think number one. Option two is we identify some classrooms in the district that have lower numbers and we move kids and reconfigure the kids in those classes to accommodate the children in the remote classes or number three, we wait until we see what the school is actually going to be as the numbers continue to fluctuate just as this is only the second week of school. I mean I think those are the three options that we have that there's other options. I, some parents did say maybe we can reconfigure and look at reconfiguring the grade levels in the remote learning. I thought that was an interesting idea but when you start getting into when you think about elementary school in general grade three and above is when you're reading to learn. I know that you're learning to read and so you really don't want to have a two three classroom and taking it or so it's very difficult even with the configurations that we have. So those are type those are some of the options that we could do. But again, I think it's only the second week of school, we still have parents moving into the district, we still have some parents leaving the district. There's still some parents who may want to think about going to remote or taking their kids out of remote saying my kids going to go back to school, because we think it's safer than what it was. Maybe it's not so bad, because the data keeps saying that things are continually getting better in Vermont so it's, it's again it's probably not the answer you completely want to hear Jill but you know those are I think the options that we have. Thank you Brian. Thank you Joe. So floor, then Chris then Jonas. I guess another point of another option on data that I would love to see is more not about I'm not as interested about the numbers as the student needs. So what are the student needs for that cohort because then that might help you with that decision. And then I am interested not to put that teacher on the spot but I see that she is on the call. I'm more about sharing the highlights of this week, just like we did with towns and just see how, how things went this week and just get some. You know, just some, some idea of how things are on on the ground not, you know, I'm not advocating for another teacher. I mostly want to know what the student needs are and just how it's going from, you know, somebody that is on the ground. If that's okay. I do not have a have a problem with that at all if teachers here. I think I saw her. Kate, are you here. Yes, can you hear me. But I would just love to hear how, how's it going. Since this is new is this good for us. Good. Um, so it is a puzzle beyond all puzzles. And I'm been a classroom teacher for 11 years. The students are fabulous. They always are in this group is especially wonderful. The, but I'm not just teaching all day. I troubleshoot tech problems every other minute and try to puzzle out what is the best groupings for students. Like, I would have to do that anyway, in a classroom, but with 30 it's a bigger puzzle to have to solve. Yeah, but the students are wonderful. And we are starting to do our learning as best we can with the large numbers and yeah, it's, it's, it's, yeah, I'm having fun. I always have fun when I'm with the kids. And I think they're having fun and we are doing some learning, which feels good. It's a lot more to the numbers than just educating them. There's very little support in the classroom. I do have one other teacher that comes in occasionally to do things. But as far as if there's a problem with tech, I'm that person who has to solve that tech on the fly. Right. So, I kind of feel like a one room schoolhouse during the day, right, because even though there's other adults there as well they're not familiar with canvas and I'm maybe a couple weeks ahead of them on that as well. We're finding that the tech that we have in different places allows some students to access the learning more than others. So that's part of the piece that I'm having to the battle with every day for those 30 students. So, but we're having fun. And the kids are awesome. You're welcome. It sounds as though they're awesome at your house to Kate. They're playing tag. That's great. Thank you very much, both of you. Jonas, please. Sorry, go ahead. Brian, I've Brian, I've read Gladwell and I believe that sweet spot is 18 to 24. I think I think I recall that. I'm a parent of one of the, my son is a student in the remote 34 and I just want to give Kate Rob a huge vote of confidence in the administration of the remote school a huge vote of confidence. My son's experience and our family's experiences, you know, is not normative, but it's been, it's been, it's been good for it's been good for him. He's had a good time and, you know, I've seen some of the technical challenges that that Kate is is talking about. And Kate, I wonder if, could you talk about sort of the, you know, how that, you know, does the class size just a large class size exacerbate the technology problems that you're having. And then, are those technology problems around bandwidth and connectivity, or are they more around use of the platforms themselves. So the problems have to do with bandwidth. They have to do with devices that the students have available to them. And they, then that's all compounded by the class size. Right. So, at, you know, day one, I was, you know, battling 15 different tech issues at the same time. And here each other, right, then it's going to be really hard to learn and build community. Right. So that is the class I just compounds it, right. I can break them into smaller groups to try to lessen that issue. And, you know, and I do that just to teach specifically by it. So the class size and the tech issues are the two things that I battle against the most, I would say right now. Can I ask a quick follow up question, maybe if Keith, if maybe Keith is on, he can answer this as well. Are the problems that you see sort of, you know, perpetual problems that happen over and over and over again, or are they unique problems. Is there a way to put together a troubleshooting guide that someone like, I don't know, a parent volunteer might be able to help with, you know, during a couple hours of a shift one day. What's that for me for Keith. For both of you guys. So I put something together this weekend that I sent out to my parents that encouraged them to check a bunch of different it was in my parent teacher letter that encouraged them to a first, you know, check their, you know, check with their provider to make sure everything was as current as a cost could possibly be if they had a problem to email it help. If they even had a problem. And, you know, I also said if you have like an old device that's got a faster processor and, you know, better video and audio card to have your kids zoom on that. I even found a resource out of California that gave some ideas about how to improve your zoom experience by turning off certain things in your house at the same time. So that's what I've done in my and I've called parents one on one when I've noticed that their connection has been poor and that their kid I can't hear their kid and no one can hear their kid. To say, okay, so here's some ways let's troubleshoot this and try to fix this right. So I've done that on my end. But, and I know the district, I know that Keith is there to help. Right. But it requires parents, you know, asking for that help. That's my understanding. Thank you very much. Thank you, Kate. Thanks, Dorothy. And then, um, because Gael hasn't yet had a chance to weigh in. We'll do Gael after Dorothy, and then, um, Jill and Diane. I was just wondering if the ratio of struggling students to non struggling students was roughly the same or as nor as I guess the in person schools or what. And I just wondered how that worked in all these numbers. We don't we don't we don't have that information yet but I can get that to you. Well, I don't need it personally I just wondered how that's affecting the problems that it doesn't need to be a printout of who how many or whatever I just thought maybe that's making it a tough problem tougher. Yeah, I thought I know Gillian maybe Gillian would like that she has been working with the remote that she wants to speak up here. There she is. Hello, I think yeah I've had my camera off a lot because the internet internet is weird. And Kelly can jump in I want to say is either 12 or 15 out of the students total in is it 15 Kelly or 12. I'm just saying that there's about 5% of the remote students are on IEP's. Yeah, instead of talking to. Yeah, right. And we don't have a sense yet. Part of the challenge with the remote school is, you know, because their students, you know, we're all teaching kids that we don't you know that we haven't watched come up through the ranks. So part of this is assessing where the students are at and who has struggles. Hey, thank you very much. Next, and then before we get into round two. I have a note from Keith in the chat that Lisa Hannah, who is another remote speaker remote teacher rather is is offering to weigh in if board members do not object. Is there any objection. No. Okay, so jail you go first, and then we'll hear from Lisa. And I was just about the leave Kate was mentioning computers and devices and I was under the impression that all students were being supplied with computers. And so I'm just a little confused about that. So if someone could clarify because and I mean is it our is it the computers that were providing that aren't working properly. I would actually answer that all families were provided with the opportunity to pick up a school device. Not all families have chosen to access that opportunity. And the other issues we, we have had a just we had a, you know, the tablet we had a little tablet challenge for the younger kids that Keith has been working and has been able to straighten out remotely so so all students in the remote school have been offered school devices. Thanks very much. Lisa Hannah. Hi, I. So first I would just like to thank the board and I just wanted to offer just my willingness to express some thoughts about remote learning I'm teaching fifth and sixth grade remote learning in my class sizes at 24 right now. So for one I just want to echo all of what Kate said about both the celebrations and the challenges and struggles we're facing right now. And this really uncharted territory, and there's so many celebrations and it's been refreshing in so many ways to see those student faces on my screen, and to start to connect with them. Like Kate said is a is a puzzle beyond all puzzles to try to put together. And I think something that I personally am experiencing which is, you know, echoing what Kate said, but just the level of taking what we know as educators as best practice for kids at this developmental level. You know which which means consistent feedback and letting them know that we're seen and you know we're halfway through week two so we're really just building community right now. But, you know compounding that with, you know, us being sort of sole tech support from afar. And you know the challenges of internet and central Vermont but also also devices you know many of my kids have school provided devices which is amazing. But what we're realizing is whether it's internet capacity or devices there's a lot of functions that that I can't do in the classroom like screen share while a video is playing. Without all students devices sort of really struggling to see that so you know I'm just learning you know we're all learning together and I'm learning some of the limitations but in terms of, you know, it's really helping me realize that, you know, the tools are a little bit complicated. I'm troubleshooting tech issues and also working with kids who are really having to having to grow their executive functioning skills probably in a way that's, that's, you know, way beyond their developmental level in their ability to manage a schedule and so to try to support that and provide that amount of feedback for kids so that they feel supported. Feels really challenging for me. And I did just want to add that they're the remote learning team of elementary teachers did express some collective concerns around instructional abilities. And so I just wanted to put that out there there was a collective statement from our remote learning team. And I think that's important I think we're all super willing and excited to learn and to, to really put 110% out there. And we just want to do the best for our students and families. And I think we're just trying to navigate that all at the same time. Lisa, I think all of us also are aware that you are all doing pioneering work here, and it's inherently really hard. And we very much appreciate it, and we'll do everything we can to support it. So, I have Jill, Diane and Chris in the second round. Scott. So, I guess I just had one follow up question which is, I'm definitely hearing some fair amount of concern that 31 is too many. And I'm just curious if there is a sense for what would be the right number from people who feel like 31 is too many, I'm also hearing Brian say he thinks there may be some, you know, sugaring off and think the numbers may change. So I didn't know if anyone had identified, you know, sort of what the target would be if 31 definitely is too high what's the right number. I don't know if that's been identified by people who feel we need to take some action. Brian, you have a response to that. I mean, I think I would go back to, it's only the second week of school. And I appreciate Kate and Lisa being, you know, being here today to talk about the challenges, because it's definitely, I mean, I think there's definitely a learning curve, it's very difficult just to do something brand new. I think it would be difficult with the technical thing with 10 kids, not let alone 29 kids. I don't know where that number is going to be. And, you know, that's that's part of the issue. You know, it's kind of, you know, we got a few more weeks to go before we hear if I mean, you said that it might be a science shield and delivered from the from the legislature. I haven't gotten any official word from anyone. I don't know if Laurie has heard anything. It's not quite my question. My question was, for those people who are advocating that 31 is too many. Is there a number that they think it should be? That's what I'm trying to understand. So if not 31, how many and maybe no one has landed on a number, but Brian, I hear your position that you think we need to wait and and I agree the legislature it ain't over till it's over. So I'm not advocating. I'm just, I'm just trying to gather the information and I feel like I'm not clear on what target people who are saying 31 is too many would feel more comfortable with or if that number has been identified. It's really just a question. If Lisa and Kate would like to give their two cents as the two teachers who are being impacted the most by this. Well, actually, I'll jump in as as remote principle because I don't know if I were a teacher asked to answer that question I might feel a little awkward. I think the question is what is the magic number is that we don't really know because this is a whole brand new adventure 31 is a lot. And it is about waiting to see sort of how things sugar off. I know there's, you know, I know at least at Doty there's at least one fifth sixth grader who sort of who's currently in person who's on the edge of switching to remote and sort of waffling so I guess there's sort of, there may be other kids and families in that position. So it's, it's really hard because we've, we've, we've, we've honestly embarked on this adventure not really fully knowing and and having research to back us up because it is all so very new I mean I would be happy to spend some time coordinating with Brian and looking at research and figuring out what an ideal number might be. But I, we haven't tossed around saying well 31 is too many but 24 isn't. We haven't gotten that specific in our conversations. Okay. Can I add some that's helpful. Yes, Kate and then Lisa please. So I don't, I would agree. I'm not sure what the magic number is. What I do know is that I have 45% more students in my class than any other elementary, other than Lisa Hannah in my class so 45% more compared to like, you know, the next teacher below Lisa. That's that. That means my time is divided that much more for every student to get their needs met than in another classroom. So there's only one of me and you're dividing me up a little bit more than another teacher. So there's a student number, but you're dividing me up in more ways, I guess, and more pieces. That's kind of vivid Kate. Lisa. I would completely agree with Kate and I think right what we know is what that we don't know what that number is right we're in uncharted territory and the research is not there around remote class sizes. You know, but one little nugget of guidance right is that the Vermont educational quality standards does recommend for elementary classes to be below 25 and so you know that that number. That number is in a time that is not right now to and so we can look at that number as the recommendation for, you know, a known in person time, and clearly right that number probably needs to be adjusted for a digital platform where both teachers and families are learning new tools and new learning management systems and then also just what the digital platform, how that changes, you know, our best practice in terms of the classroom but you know that that's a number that I think we can at least use as a own that if if the educational quality standards are recommending below 25 that then we need to use that to, you know, do our best to help guide adjusting that for this new time. It appears that Alicia is before we go back to the board members. Alicia, you're on this topic as well. Yeah I just wanted to add something in typical years in this spring grade level teams get together to pretty extensively do student placement. Students into classrooms and we kind of look at needs and try to create balance classrooms and that's something that wasn't able to happen in this sense this year so I also think that it's not just a numbers conversation but it's looking at kind of the balance of needs in the classroom and the type of support students might need. You know, I know a question earlier was around how many students are on plans and you know I don't think it's just about students on plans. I think it's really about making sure classes are balanced, you know and some of my, my classrooms and is my employer we have smaller class sizes, but the needs are far greater. And so really they balance out with a class that may be much larger in number, just because of student needs, and I just want to make sure that was pointed out. Great, many, many thanks. This is a very rich discussion. And Diane, I apologize I'm going to preempt you again because Stephen look has hasn't had a chance to talk yet. Stephen then Diane then Chris. Yeah, so big topic. I'd say historically we've never gotten anywhere with a discussion on class size that's where we, why we are where we are now. I had to be mindful of what I've heard people say. But I'll present what I'm going to say is my own 2930 31 students in a class is too big. Point blank it's too big. I'm not comfortable with that as a board member. So from my perspective I want it would want to hear in two weeks either the class size has been reduced down closer towards 25. Or that there's a, this is the plan that's going to reduce it down closer to 25. I don't expect a solution tonight that's all I need to know 30 is too big. I don't want it that big. I don't care if it's remote or not remote for me for all I know about class sizes that exceeds what I'm comfortable with. I don't expect a solution tonight I don't expect the boards going to be able to brainstorm a solution. I want the administration to know from my perspective, I don't want to hear in two weeks that we've got a class size of 30 without a plan to reduce that or at least two options or three options that the board can consider to reduce that. Thanks. Thank you, Stephen. All right. And then Chris, then floor. I was just simply going to say it context is everything. So when we look at 30, that's a third of the remote students are in one classroom. And we also compare it to our in schools, you know, Dodie right now for the entire building has 56. And so, you know, when we're looking at the context of things, just noticing and balancing out exactly as Stephen saying is really the too large of a number so what's the plan moving forward. So basically, I mean, I think, again, I'm going to go back to what I've been saying all along that I, you know, I appreciate everyone talking about providing their insight and their input. Again, but we're talking about maximum class sizes. And I think that it's only right to consider do we also have to consider minimum class sizes. And because I think anytime you start having these conversations we're talking about to there are according to my account here and we have 48 classrooms in the district. And out of the 48 classes we're talking about you know we've been talking now for the last 35 minutes or so about these two classes right but there are according to my accounts we have 36 out of 48 classes are less than you believe what Malcolm Gladwell says I was pointing out the sweet spot is 18 to 24. I know Lisa said that it's less than 25 kids per class is what the, you know that somewhere around sort of sweet spot if you believe Malcolm Gladwell 18 to 24, or less than 25 from the Vermont quality standards. I think we also have to consider the minimum class sizes, because we have again 36 out of 48, or less than 18. And so, anytime you talk about class sizes it also has an impact on the budget. So, you know, moving people around or hiring people I mean, I mean this is a really big decision. And to say I want a solution in two weeks. The guidance is based on, I mean I want a solution now but I feel like you're not knowing what's going to happen until two weeks and how this will play out the numbers could change the money could change, and then I can come back and tell you what I what we've learned. So, you know, it's it's a difficult, you know, it's just one of those difficult scenarios so I also think we need to look at minimum class sizes I mean we have a few look at the class size policy that was adopted by the school board back on June 12 2019. It talks about working with school superintendents working with school boards working with building principles, developing class minimum maximum and average class size do we and I had not seen any of that the minimum the maximum. We don't have that. So, you know, and I know that's a policy and just trying to, you know, make sure we're doing this the right way because I think if we had something like that in place. This conversation will be a lot easier to have. Thanks, Brian. Okay, we've got Chris. No, sorry, Diane, Chris floor, and then no Diane. I think they already went. So, unless there's someone else. Okay, my apologies. Sorry. So my question or Kate and Lisa. And Lisa, I heard you say that the least I thought I heard you say that the remote teachers as a collective had gotten together a statement of some kind, and was, I think addressed to the administration or the leadership team. And can you just, if that's an accurate recall can you tell us what the statement was about by the remote teachers as a cohort. Sure, I mean I can just say that in our time during in service. I was really grateful to have time to work with with my cohort of remote teachers. Because again, this is, you know, we can't say it enough but this is unprecedented and uncharted times right and we all know that everyone including administration is is working so hard to figure this out to provide the best opportunities for our students and learners. And we, you know what we sort of realized as we came together as a cohort of teachers is that there was a need to articulate some of the things that as instructors with, you know, a lot of years of teaching under our belts, just the places that we were seeing, either just the schools or concerns or things that we wanted to make sure that were addressed, you know, by us but also through a collective voice from administration so that we could feel like we were helping to create a program that is robust as possible. And so we just did submit a collective, you know, just an email that expressed what we saw as where the program was and what we saw as places that the program needed to have some more consideration. Because we know that we're building this we're all building this together as we go and we don't expect everything to be figured out and and just wanted to have to provide our input and offer our willingness to work together to help solve these problems, or challenges and I want to call them problems right but challenges that we noticed that we were facing. And so it was within that communication that they're, you know, our remote team collectively just reached out to administration that said hey, here, you know, as we're working, here's what we need help with here's what we're seeing here are concerns, and we'd like to be a part of the team to help solve these concerns. Thank you very much. My next question for you and for Kate is you both touched on having to troubleshoot tech issues. Are they the type of issues that a, another person could come in and help with, or would that, could that be done efficiently by someone else or we're not. And for a second, I think it's probably all of the above. You know, I think there are some tech issues that, you know, if we had in our IT department has been amazing and Keith has been amazing. I'm very active, you know, I pour them I've been reaching out to them so many times during the day to try to help troubleshoot. Sorry, my three year old is talking to me. But I also also some of it is just the challenge of right remote learning when you know my learners in their internet connection are in another town or in somewhere else so I'm trying to help them guide them through the trouble shooting in their own house from afar while also trying to keep, you know, instruction going so it's a mix of, you know, having certainly having some centralized, I don't know, dedicated support would help, we've been getting as much as we possibly can and folks have been working so hard. And then there also is just the piece of individual devices or individual internet connections at certain times of the day and just how you balance that, you know, within your, your working to create an instructional day for a large group of students. Thank you very much. Can I add to that. So, Lisa's right right like tech is doing everything they can to support us. But it's really hard if you're not in the zoom classroom with your group, large group of students right to see what the actual problem is. And if you want your student to learn at that moment. You need to troubleshoot it at that point in time to see if you can fix it for them so that they can access the learning at that moment. Right. There's a lot that can be done after the school day is over by sending, you know, help request or calling the parents and trying to do that but some of it's just, you know, your, you know, your connection isn't working right now, log back off log back on your audience networking right so it's a lot of, you know, on the fly sort of things you have to do to support them with technology. Because of, you know, various issues with bandwidth and with the devices they're using or how many devices will be used in the home right so it's not something that like it can solve. Instantly, right they're slammed right so we have to do what we can to solve it with family. Thank you very much. Many thanks. Well, can I actually just piggyback on because one of the challenges with remote teaching is when you're teaching in person you can walk around and see if the student is clicking on the wrong icon. And when you're teaching remotely, you can't just sort of walk through the room behind the behind the kids as they're working. And that's also part of one of the challenges that I know in our meetings teachers have talked about like oh if I were just in person I could say oh click here and point to it. And we can't do that remotely. Thank you for the very patient. Thanks. I just that not not even a point of order because I love this conversation this is the kind of conversations that I love I just don't think that we'll be able to resolve it tonight ourselves there and our agenda is so long. I wanted to just add one thing about what Steven said so I think Brian I feel like you're feeling constrained by what our future budget is going to be like. I guess I would want to be a little more optimistic that either the federal government is going to take a much more FDR approach to the future of this country and really invest in in education as we know the needs so the students do not have a year to lose. So I think what we're trying to say is like collaborate with your team and your teachers and which you know how to do and then add student, you know, student needs. I'm not even concerned about, you know, the number just what the student needs are. And don't feel constrained is just present us an option that works it now because those students can't wait for, for the data. So unless you know just because our agenda is so long I know that you get you guys on the ground have more expertise, and I have faith in your whole team to resolve this. Thank you for that. Yeah, I agree. We have finite reserves of energy and powers of concentration. How about Lindy has has raised her hand in the meantime. How about we move on after Lindy, if there is no objection. Go for it Lindy. Because of all these concerns that people are bringing up and when Gillian just mentioned about moving around your room. One of the things I'm finding as a remote teacher that you can't do is say the three of you go work over in the corner. Because you can't do breakout rooms without an adult in that breakout room with the children. So on zoom we can go to a breakout room as adults and do our other business. But when you're the only teacher, you've got it in Kate's click case, you know, 3031 kids, and their little postage stamp faces there. They can't go off and work on a little project while you're working with 25 other ones. So I, there's just a lot of difference in the remote class, and there's a lot of difference in our class class sizes compared to that. Many thanks. Okay. I'm sure staffing would be a whole lot easier. I wish I could say that. So, right now we have a number of vacancies. So that we're, we've been working to try to fill. There's, there's not a lot of people that are applying for these positions currently. And I'll go through some of them right now. We do have a we were able to transfer someone over to Dodie. But we, and right now that that created a vacancy over at you 32. It's a temporary transfer currently. And we've been filling that in with substance to custodians, but it's it's still, it's still a whole that we were we still have to wait out. We are looking to hire custodian at Romney. We may be, we may have to be hiring a math middle school position, middle school math position. You know, that is a personnel matter that I cannot comment on right now. We have a number of be I positions. This has been a one of those areas where I know Kelly in particular has worked extremely hard in trying to build our own internal capacity. And I know we've spoken about this at previous board meetings. We've tried to hire our own be eyes. Unfortunately, there are no be eyes that have been applying for positions. And we've had these positions posted for several weeks. We do intend work to fill these positions for some of our most need for some of our children who really need them dearly. We're going to have to go back to a contract service provider. We intend to fund these three be I positions using funds from the two be eyes who went out and were approved on leave. We did have to be eyes that were approved for a year of unpaid leave. And so we also have some savings from special intuition. So we should be able to fund those three positions. There is also Kelly is also informing me that some families we anticipate to have some families moving into the district that also may require hiring to additional be I so we're looking anywhere between three to five be eyes. Kelly is there anything else that we need to mention here on that one. No, you covered it. Well, thank you for your leadership in this area Kelly. This has been, you know, something that I know we want to report to the board that we're, we have it all filled up with our own and we're not contracting service providers but we're back to that that we're back to this area again. We also are trying to fill a 0.76 para at Dodie. We're waiting for more more information on that we're trying to what we're in the process of trying to fill that position. We did have we are we have a food service worker position at you 32, but that's been on hold. The administration at you 32. It says let's put that on hold right now and see how the food, how the food service is playing out. Rummy will need a pre K position that's being filled currently but we need to make sure that you know we have the right folks in that position. We're also looking for a para educator. We did hire a para educator at you 32. We are also trying to hire a food service 0.38 food service at Dodie. It's always a challenge to try to find you know 0.38 positions and 0.36 and not full time position so that's a, it's a challenge. And then last but not least, and you'll see in the board packet at the end we also have a need to technology director. Keith will be leaving us and we thank him for his service he's done great work we'll talk more about him at the, at the other end of the meeting tonight. Any questions about the staffing. I would suggest maybe we talk about early retirements and since that's in the same personnel realm, and then entertain questions. I had the piece of paper here on second. Here it is so early retirements. The early retirement option was sent to 55 people. 23 people, I'm sorry I'm reading the wrong one, but final retirement information was sent to 55 people the deadline was yesterday. 15 people are taking it. And the number seven professional from the professional and related and eight from the ESP and the total numbers by school. The breakdown is three at Berlin for East Montpelier seven at you 32 and one from central office. Thank you very much. Any questions from board members on on the staffing and early retirement piece. Jonas. Laurie I wonder if you have you know any early projections about what those early retirement numbers are going to mean. I mean I know it's sort of a long term process of how that plays out financially. I wonder if you have any sense at this point. It's a multi year item, because it's a three year payout. And so what I'm in the process of doing is calculating that cost the information just was finalized last night. And also during the budget process will be working with the principles to try to determine what if any of those positions would not be filled. Got it. Thank you. I think we're all looking forward to seeing how this is going to play out. True. Yes. Other questions on staffing or early retirement. If not, let's do entry plan update. Yeah, this is a quick one just so you know, so the we've basically finished all but one central office administrator I've been able to meet with regarding the entry plan. I still have one co principal to meet with from the principal group. I've met with six board of education members so I'm going to be start starting to you'll be getting some phone calls if you haven't gotten some already. So we can spend some quality time together individually, talking about the district, looking forward to it. And hopefully, you know just want to give you an update that's where at right now. Great. Thanks, Brian. Congratulations on sticking with a plan at a time when most plans just kind of go poof. So now we move on to finance committee discussion and action. Financial report floor. Do you want to take the lead on this. Sure. I first wanted to start by thanking Laurie, it's been a lot of what we had a really condensed. So just thanking Laurie and Brian coordinating but also extending that to Virginia penny Matt and hopefully I'm not for Melissa. And I'm sure I'm forgetting somebody but hopefully I'm not but the entire entire team. So I was going to say that we spoke a lot of different things so I'm going to do a quick summary but then let the expert who knows way better than me and ran us through the whole the whole thing so that we don't unless people had questions. We don't we don't spend a ton of time in in the first part. So, Laurie update us in the cove it cares really fun. And we submit it we apply for 366,342 for last year. And we have so far just received $41,000 for the ground for the food program. And the rest is still at the hands of the legislature. And this year we'll be applying for $744,000 right Laurie, and another 492 for efficiency per month. So, as far as the relief plan I think we're doing really well and if people have specific questions I would open it up to ask those specific questions to Laurie in that in that part. And just want to say that all of that is by December 30 most of the reliefs care money has to be in file for so that we can receive that money for us. So Laurie I'll open it up for you first and then if four members have questions on that first part. I'll say that we did just barely received the sub grant award for the efficiency of Vermont 492,000. So we're excited. We are excited. Which is a, an emotion that we cherish in these times. Laurie, back to you. Yeah, and then I just board members do you guys have questions on that first on that first but the COVID relief and then I'm going to let Laurie run us by the financial update just the highlights Laurie, the last to the last page pretty much. Just to thank you for it being so clearly outlined that I appreciate that it's very helpful. I'm going to see Chris, or Jonas, were you up there first and Chris. I just never removed myself earlier. Okay. Can you tell the board what commitments we've actually received in terms of reimbursements for the code spending that we've we've done and also what the process is for the response on other filings that we've made and just kind of explain that the what you described for as the spider net effect of the various submissions. Sure. So for last year we originally started waiting for 418,000 at the time of printing the report for last year. I had that number down a 366,000 so we did receive the difference. Since the time of printing the report we've received another 41,000 so we actually have last year for the receivable down to 326,000 right now. We've been told that the legislature did fully fund that in the appropriation. We just haven't received a grant award for that amount yet. So I'm pretty excited about that. The spider webs on page seven at the top. And what I was trying to show you there were the different funding sources we've been applying for. The first one is called the summer food program. And we did receive a total of almost 51,000 in our word for that. I've been told the applications are opening soon for us to apply for additional money for our fall food program. So I have a meeting tomorrow with the child nutrition program to go through how that would work out. The grant was efficiency Vermont, the board had heard about all the isolation rooms, the HVAC systems, and then the callous project that we're working on. We did get our grant award just this week for 492,000. So that's exciting. The spider web is as I described it was that we have learned that FEMA funds may be available for school districts. So by September 2, every school district was asked to file an application to FEMA. And the types of things that we were told would be considered are things like the health monitoring equipment we purchased to take temperatures at the point of entry at the buildings. The additional nurses that we've had to hire our COVID coordinator. The challenge with the spider web is that FEMA tends to pay 75%. And so then we would have to submit the additional information to the agency of Ed to get the other 25%. The other item I forgot to mention for FEMA is the PP&E, the protective equipment. And there's some software as well. So long story short, it's, it's kind of like doing your tax return actually, you know, you have to get to one schedule to get to the next. The reason I was complimenting my staff is they've been working really hard at photocopying close to 1000 pages of documentation. In addition to that, we've had to reformat everything from the typical standard applications where you would have a function in an object to the various funding sources they've each asked for it under a different type of justification and category system. The agency of Ed CRF fund is the one that's still open that we just talked about that the legislatures. And I believe they are appropriating more money for the fiscal year 21, the fiscal year 20 needs were supposedly met. I filled out an application with multiple columns for different months and for different years. And then the last fund is the Essar grant, which is a fixed rate, it's around 250,000. And that would be what I call the wraparound. And where those other funds all expire for services after December 30, the Essar fund continues on for a few more months into this fiscal year. So for example, if that health monitoring equipment, for example, or something else was going to end by December 31, I would then put them into the Essar grant for the balance that I didn't get reimbursed from those other funding sources. So you can see I'm excited because it is a challenge and multiple facets to this. Did I miss anything from the finance committee that you guys want me to add to. Thank you. Laurie, can you move on into the actual financial report. The fund balance and just do that quick run that you did with us. Okay, sure. That's eight. The beginning fund balance for operations reserved is 2.5 million. And you can see that we've increased that for the revenue and expenses for several items. That's for this cares relief fund as well as the efficiency Vermont money that's with funnel through the budget. Get all said and done. If you look toward the bottom, you will see that if we maintained a 2% fund balance, we would reserve 708,000, which would leave 1.8 million if we do collect all the funds that we've applied for. At this time we've asked the board not to do any action to transfer to capital or other things until we can get through the next few weeks to determine if there's still some pot of money that we need for some of those costs that might go from say next April to June. All that line are two items that are currently reserved one is for tech equipment. We have a multi year tech plan. Currently the balance in that fund is 358,000. And we still had a software budget reserved in case we had to purchase our own software at this time the state software would not cost any money. However, we would need to consider additional staffing to help with the software conversion. So there's 309,000 there. And that's on top of the funds total 667,000 and that's on top of the other fund balance it's in addition to And I'm going to keep moving on the next page page nine. What's different and I put it in the memo that we wrote is that there's a lot of funds that you have never had on your financial report before, because some of them were school specific. The first part are the grants which are at the top left, we do have about 1.9 million and other grants that come through our district. You usually receive it and spend it, or you don't collect it so it's a net impact of zero. And then over to the right there are these restricted funds some of them were at this elementary schools and the high school. People have either passed away and left us money or done. There's a lot of different types of things while they're alive. And those are called permanent funds or trust funds or agency funds. So those are over to the right. And the agency funds if I had to put it in a different description and I will for the next report it would pretty much say student activity funds. It's things like people do fundraising for 56th grade graduation type of things. They also do things like at the high school they might do a fundraiser over the years and they might go overseas for like a hockey trip. So that's what student activity funds are. And I'm going to take a breath. And then in the middle is the typical capital fund and you will see if you look down at where it says current capital project balance available. You will see that by the time we conclude these projects, only three entities will have money remaining in their capital funds the others will have spent it entirely. The funds that would remain would be 906,000 at East Montpelier. The central office provided I can get our renovations from the, the cares fund would have a balance of 117,000. We call the WCU USD fund which is currently the district wide fund that in the future would be used for all schools would have a balance of 163,000. And then just in summary at the bottom. There's another set of books that we track it's called fund six their enterprise funds. You can see that we've pretty much talked about food service a lot. They ended the, the sum of all the programs added up throughout the district with a fund balance of 214,000. We do provide support of 149,000 in the budget process. Community connections is another sub entity within our set of books. We did budget 40,000 this year and you can see that it's projected to break even at this time. And those two funds are really also changing significantly with all the coven requirements for the meals served this year, as well as the day care so we need to update those projections these were what we were projecting at the time of budget. Over to the right we have two self funded programs one is the dental and the others the HRA and you will see they're doing well and they have ending balances there. I mentioned to the finance committee that in the next month or two we need to look at all the fund balances and try to figure out what funds could better be reserved for other purposes. The board does have permission to transfer funds. So for example, if the dental fund only needed 100,000. The board has permission from the voters to take the additional money and transfer it back to the capital fund or to the general fund, etc. The good news is, the board does have voter permission to make changes down the road. So, it's all good news. Thank you very much. Any, any board member questions at this point. I just want to add that a couple of questions for the board to be a word of that came up from from this is that obviously as a district we have to be better and we're going to transfer something from the fund balance. I really love for the amount of buildings that we have. And the second is that we are looking into a bill bill bill for who we hire for being our building and expert person to help us with with all of this right now we've been paying him from the capital fund and that should be a position that is in our. As any other member of the staff that helps us get everything done and get him out of because it's not going to be just some of the work he is just doing work for the district. So those came up. So I wanted you to be aware and we can move on because we have the health staff. Thank you. Thank you very much for. I appreciate your pointing those out. Shall we move on then to the health reimbursement and flexible spending accounts. Action. I beg your pardon. If you're going to make a motion first and then have us discuss it or yeah. I'd like to have the motion on the table first. If anybody if whoever looks at page 10 or 11 I believe the motion is the language of the motion is at the top. Would anyone care to make it. I think we can move that we approve the health reimbursement and flexible spending accounts budget for FY 21 dash 22. Thank you Jonas do you second. Great. Okay, Chris moves Jonas seconds. All right. So in summary we sell fund the first $5,000 of the health insurance plan and the first $2,500 of the for a single plan and 5000 is for two person or family. This fund is set up to be separate from the budget. We do also cover for employees who contribute money voluntarily for their dependent care or flexible spending account. And so anyway, this fund is doing really well. We are also going to relook at this as part of the budget. The reason why it's important to approve both of these budgets tonight is because we send out open enrollment packets to employees and they're able to use this information to make a decision on what they want to do for health insurance effective January one. So we send out the packets in October and well excuse me within a couple weeks, and then we would receive it back in time to get this included in the first draft of the budget. Any other questions about this. Anybody. It sounds as though you've loud them Lori. Once again. So if you're ready for a vote on this motion. All in favor of approving the health reimbursement and flexibility accounts budget for FY 21 22 as proposed on page 11. Click yes. If opposed, click no. And I'm seeing all yeses. The motion carries unanimously. Thank you everyone. For the next bit. It's a similar setup. The language of the motion is at the top. Would anyone care to make that motion. I can do it. I can do it. So it to set the for a year 21 dental insurance rates as follow. Is that right Lori. Single plan 500 and, oh sorry, single plan 500 and 20 and 52. Second person plan 1000 and 80 and family plan 1000 512. Great. Thank you for is there a second. Thank you. Sorry, Linda. His reflexes are better, at least on this occasion. Okay, Lori, do you want to take this one? So we've had this self funded plan for 26 years. We've only had nine insurance increases during that time. So it's pretty good plan. The reason that we noted was that the reason why in actual 2020 we had such a large surplus was because when the governor shut down the ability to go to dentists. We ended up having a surplus. Some of it is related to dentists couldn't bill in a timely manner and the other parties employees could not access the care. We've had that one of the recommendations is down the road, we would be analyzing this may around December January at the latest to determine if the employees would be do a refund because they were not able to access the insurance out of that surplus. The district would also receive its share of the surplus. So we talked about some options and at this point, I think we aren't asking for permission for that tonight. We just needed a few more months for the claims to trickle in to confirm that we wouldn't have a loss this year as a result of that surplus. Great, thank you. Any board member questions. If not, then all in favor, please click your yes button. Opposed, click no please. Once again, I see all. I see all the yeses from board members and some from non board members, but I'm glad that it meets with popular approval to great. Okay. Let's see. What are we on next. Sorry, budget process budget process. Thank you floor. Is this an action item, Laurie or do you need action or is a board consensus enough for you. One would work. We were just hoping to get direction so that we could start the budget process. Great. Okay. Would you like to present it and then see what people have to say. Sure, I wasn't sure if Brian was going to go first. Oh, I'm sorry. Yeah, of course. Yeah, so basically we looked at the budget timeline that was developed last year, and we tried to make some tweaks to it because we're in, you know, we had COVID. We were basically planning a lot of time in the beginning of the summer and throughout the summer on the COVID piece so we have a timeline that we're trying to get approved tonight. And there are some areas in here where some dates may not be exactly correct. I believe we talked about the, your birthday being one of them that we're, we're hoping to not have your birthday in March as the annual meeting date, but that's where we're there's certain things we may have to look into like a certain date, not because of Lori's birthday. I'm all kidding aside, just because we want to make sure that is the exact date for statute. So Lori is making sure. Sorry, sorry about your birthday but she's proposing a 60th birthday party. Yes, that that was true. Thank you. I'm sorry to laugh. All right, so the thing that Brian had mentioned was that it, I'm just going to say what you said at finance Brian was that we had our budget pass with a two to one margin, and kind of the methodology that we've been using has been working well. It starts with a level service budget where we roll up staffing and I've already been meeting with each principal in the last two days to roll up who's currently in here and their benefits. We also look at a special ed service plan that is due to the state by mid October and then obviously there are changes to that. By the time we finalize the budget. So we have a lot of contracts that are in motion for next year like our bus contract and technology we have a multi year plan. We have debt schedules that are fixed for some of our loans. So that's usually how we start the budget process. We usually do a lot of the work behind the scenes. And then the board usually gets brought in, as we get closer to a rolled up draft. What was unique about last year was it was our first year of doing a combined budget. So the leadership team met separately and then also together so that we put in a lot of time, mapping out staffing and looking at equity and comparable resources throughout the system. Having said that there was a long list of items that were new initiatives. The leadership team prioritize those we tried to quantify and cost out those items coming up with somewhere a single year somewhere multi year. And that's how we did the process last year it worked. I think well. We also presented the first draft to the board in November. The next draft came through in December. By January we need to finalize the budget. But just remember that until the legislature determined some of the tax information that really does impact the tax rate and the final budget so that usually doesn't happen until after December 15. Again, January 15 is typically the last day to finalize budgets. We did try to map out a calendar that would follow this protocol with the number of community forms that we offered through the last budget process. When we met at the finance committee if it's okay with you guys I'll just read off. There were some items that we added to the section that says FY 21 22. Things that we had were consider equity for staffing based on student needs, develop resources needed to compare information by building include the continuous improvement plan work that took place this spring over in Doty. Consider equity and information regarding ESTs and MTSS. Consider the implementation plan school board goals from the retreat. The K learning from the entry planning that Brian put together as well as the curriculum audit review. It sounded like that might be a multi year initiative it might not all be, you know, things that can be put together in time for the budget, but it might be a multi year plan. We also need to consider the external impacts, what's going on with Congress and the state of Vermont Ed fund obviously. Things like we wanted to have meetings where the public could come and follow up with us kind of like they did for the pandemic meeting sooner rather than later. And have a question that they would answer of what do you want us to know about next, you know that we should consider in next year's budget planning. That was all the notes I had from finance floor. Did I catch it all. Yeah, you got it all. Yeah. And so the joke about my birthday, I might as well just call a state of spade was that in the timeline it said March 1 would be an annual meeting at you 32 and it was an annual meeting this past year based on the bylaws. I think we would have more of an informational meeting than an annual meeting but I, we need to relook at the bylaws as they are now for the single district with all the edits and updates to confirm. What is the date, and what is the date range for those meetings, because that one was set up as the annual meeting based on the old bylaws, and all the town clerks had to be present and it was a different event than I think it would be this coming here. It just happens to be my breath. That was it. Thank you very much, Lori. Floor Chris, Kari. It sounded to me as though Lori captured the, you know, the discretion pretty well but is there anything that you would particularly want to highlight or floor. I think before we just vote on this timeline to make to make sure that the entire board understands it in the same page that right around this time last year we had a conversation about, you know, what the focus of the budget was going to be so those items that Lori read at the end, you know, it's important for us to, you know, give at least that minimum guidance to them as they start to think about a level service a budget. As a whole, not just as the finance committee, right. Thanks for Chris. Last year we got jammed up a little bit in the early December range where the budget proposal in terms of dealing with issues that would be across the district to improve student achievement across the district as a whole. We didn't have a lot of time to consider things so I think that's where where it's going before with the finance committee where I think we, I would like to build in more time sooner, so that we were not pressed for time in terms of making a decision. Because the way that the drafts look like we wouldn't get the first draft of the budget until November 18. And then, you know, you have a second draft in early December just doesn't seem like there's a lot of time for the board to consider budgets or proposals, and then offer input in between the two. So I would urge that we maybe move things back by a week or two, just so we have more time for reflection. Thanks Chris. Anything. No. Okay, I know you'll have much more later on down the line as the process unfolds. Okay. Now, these are these are at least billed as as drafts. Do you want to vote on them as drafts or do you want, should we just approve them by consensus. If there, if no board member objects. Laurie what would serve your needs. And Brian I'm sorry, I keep on thinking. What do you need. I would. Oh, sorry. I would defer to Lori on this you were on the right track. I'm definitely go with the, the expert who's been here. Thank you. Okay. The budget timeline can be evolve really what we're trying to figure out is this what would that first draft entail and is level service still the theme that the board would like to continue with as you have for I'm not even sure maybe 10 years. Is that still the way you'd like us to start the budget process. Yeah, thanks. That's a great question. Does anybody want to weigh in on that question. Or should we just go for a vote on approving the, the budget process as Lori has laid it out. Steven look, and then Chris, I guess I what I would want to do is echo some of what Chris said, just a few minutes ago. If we're going to start with a level fund budget, then I agree with Chris we need to get it a week or two earlier than what the current timeline suggests. I'm trying to, as I say this I'm sorry Lori, I'm trying to, I'm trying to balance the board's need to make decisions in a compressed timeframe with not working you completely to a ragged edge but I'm wondering if there could be a level funded budget like a, I don't know, 2% lower budget both presented at the earlier timeline. Right. Sorry. So, I can do whatever the board would like I just would like to have it be a unified decision that everyone on agrees to so that we're not doing one year I did 56 budget drafts and it was a lot. I would appreciate it if the board would come to some consensus of whatever the decision is so that I would have clear direction. Yeah. Yeah. That's a lot. So, I guess I agree with Steven, let's have the level service a budget but I would like to see at the same time, what would, what would a budget look like doesn't that focuses on EST and multi tier system of supports. I don't, I don't want to lose that work that we've been doing. So, if I'm understanding quickly, we're looking for two for a level service budget, and a kind of what our druthers would be budget. Yeah, I guess last year we, the leadership team and, and us kind of focus on that work and I don't think one year is enough to to see results on that on that work so I wouldn't want to I know that there can be a lot of interesting new initiatives so I really feel like, and this is just my personal feel that I want to focus on on that on the multi tier system of supports, and whatever data we got from the continuous improvement plan meetings, all of the schools of the principles were meeting. So whatever Jen has for that to collaborate with with Brian would be, I think would be helpful what what is that number. May I ask, is it feasible, Brian and Lori to come up with a level service budget and an alternative of the sort that floor is describing. I would answer that I think it could be possible I mean I think I still need to understand the empty you know what the MTSS plan was from last year that you mentioned with regards to the CIP planning. I also am interested in finding out, you know, finishing the entry plan, and also trying to find out. If we do it do some sort of audit review, I'm trying to get the information from what was done in the past what's being planned in the past. Last year, what are some opportunities that folks are identifying from entry planning, and also having some sort of audit that would also inform the process but I think that would be probably more likely for, you know, not just next year but going forward for a few forecasting it for a few years out. Because I don't think you know you can do all that work in one year. Yeah. So I think kind of what I'm hearing floor say and I would assume this would come from the different principles to is basically budgeting for what the needs are identifying. So looking at what the schools have really identified are the needs of the students and the maintaining that trajectory of the work that had been identified is what I'm, I think I'm hearing floor say. And then what I'm also hearing from you Brian and you had mentioned at the retreat was basically taking a look at the way the systems are working all around and do we have the, the, do we have the instruction the way we want it do we have the curriculum the way we want it and do we have the supports from central office all the way to the schools as to where we want it. I think in order to plan the best, we have to know what all of those options are in a realistic way, so that when we know what the actual revenue is then we can make the balance decisions of what makes the most sense for our schools and for our kids, as opposed to grabbing the, the biggest pocket to where we can. So I think that's what I'm hearing. That's a very nice framing Diane. I could not have said it any better than what Diane just said I think I mean I think she really hit the nail in the head there. Yeah, it happens occasionally but not. This happens occasionally. Okay. So, how should we do this then. Do we want to send Lori back with this draft to say, okay consensus on moving forward, given the discussion that you're hearing tonight, and let's see another version next time with that work. Because I think in general. Sorry Brian, go ahead. Yes, Lori, let's ask Lori what she thinks she needs in terms of to be able to come back with something more specific so that we so that we're not going working across purposes here. And what does she really need from us to be specific about for next time. Some years the board has said you can only increase the budget 2% some years the board has said you can only increase it. 3% for example so and then some years it's been on equalized people so I think what I'm trying to figure out is is the board want to see the first draft as the level service rolled up. Yes, as a group except heard only part of this group speak, then it sounds like the costs associated with EST MTSS need to be incorporated. I don't have the answers on that I would have to confer with the leadership team, the CIP I would need to confirm with the leadership team and Brian's entry plan for the system audit. So it sounded like it would be a level service budget with those as like, you know, kind of subtotal with those as additional items to consider. Is that what the board is saying that everyone on the board would like, because I've got my answer if that's true. Well, let's let's, I'd like to hear from Kari. Before we answer your question. I was going to say something similar to that which is that I think at this stage we know that we want a level service budget but there's a little more work to do in terms of the board identifying other priorities. That includes what I've heard is Brian's reentry plan compilation and also our board goals is another piece of that which we're going to discuss more tonight. Great to kick it down the road. But I think we need a little bit more time and another discussion to identify priorities that could build on that level service version. Okay, so let's see. Stephen look, did you want to say something you're muted Stephen. The only thing I was going to suggest was a pause possible path forward. And that what we could request in the in a timeframe earlier than what is proposed here in the agenda, say by a couple weeks would be a level funded budget with just that. And then that gives the board the rest of this meeting and some other meetings to provide more guidance on what we're looking for other than a level funded budget. But Laurie, I think, to ask you for a level funded budget is as simple a guidance as you need that's very clear. So maybe be able to provide that to us. Prior to the 18th, and then on the 18th, be able to incorporate some of what the board will be. What Kari is talking about the board will be deliberating on and prioritizing more towards the middle of November more towards Thanksgiving. November 4. So I'd add that to it to bring the level service to the November 4 meeting. And Stephen, when, when you say level fund, you mean level service, is that correct. I mean level service. Okay, okay. Jonas. Okay. So, does that that sounds reasonable to me. We'll start with the level service while we talk about the priorities that will go into the, that is, Lori will start with the with preparing the level service. While we, the board discuss the priorities that will go into a more elaborative version. Is that am I hearing correctly. I'm seeing nods. I'm hoping nobody on another screen is taking their head vehemently. Jonas, please. But just that in terms of timing, would we be looking forward to this on the fourth or the 18th. There have been a couple of, you know, strong opinions about getting this a couple weeks earlier. I'd lean in that direction but I want, I think we need to give Lori a straight answer there. Right. Yeah. Lori, I can you do it by the fourth level service. Great. Thank you. Thanks. Thank you very much. Okay. Is that, is that all you need then. Okay. Yes. And then the timeline will just keep it moving. So. Okay. Very good. Thank you. Thank you very much. All right. Jonas. Do you have something more. No, okay. So, we still have a ways to go. Do you want to take five and just kind of power nap or whatever you do to recharge your batteries. Get a drink. Anyway, back at 816. See you all. Thanks. 816. If we haven't lost our. Our personnel. We're now on board operations discussion action board retreat follow up review of goals and next steps. Now, I noticed that we're allocating 60 minutes to this discussion. We don't necessarily have to go the full 60 minutes. We can just see how it plays out and. Can serve our strength for the remainder of what's to come. The first thing I just want to say was for those of you who are able to attend, you know what a, what an enjoyable, and I thought for myself anyway, very valuable event it was and many dimensions. And I really want to thank floor, and Michelle and Brian, and Nick, in particular, for sort of the organizational and implementational group. It was really nicely done. And for those of you who couldn't make it. We hope to bring you into the get you into the swing. Through the discretion that that's to come without necessarily having a take as long as the original discretion that we had. So, how do you want to proceed floor. Would you like to do the, you don't have to. But the review of goals. Sure. I, I guess. After the after the meeting that we thought that we would maybe go around and maybe I'm not understanding this right that we would go around and everybody would I kind of share. You know what were the highlights, not highlights, but you know what they thought of the meeting concerning the goals or share. Otherwise, I could summarize. I sort of wrote the three goals within those categories. Again, I could do, I could do that. Or we were going to start or I don't know if you wanted to start with norms. You know, like there's many ways to go or we are going to start directly with goals. So I'm not sure how we I was. Let's why not start sort of in start with the with the begin with the ending in a way where we wound up with the with the goals. And then we can talk about sort of both next steps and the some of the different, you know, inflections that people had on goals. When we talk about next steps, since we want to be kind of inclusive and broad minded in our approach. Okay. Is that okay with everybody so what what we had it was in educational and academic outcomes seem to be something that wasn't everybody's mind. And within that we we said to find equity audit the curriculum or or a curriculum or instructional audit, both both words were used a proven a student achievement. We close the gap in learning at every board meeting measure. So I'm, and then I'll synthesize those then long term planning, we talked a lot with the one team. So closing the gap was the greens, the green check in that category. So long term planning, we had the governance structure, a budget business manager negotiations, a level of trust engagement between the union and district, a superintendent evaluation, and what got the, the biggest amount of support was the committee as a board, a government partner with the superintendent is something that we wanted to work on in regards of the book that we read in other input. And then the other within a community engagement is getting community input. More often a covered concerns and safety in building capacity. Everyone's voice heard established trust in on on that one we decided that that what got the check was you know the covert concerns and safety so getting more information out to the community. We couldn't completely detach from covert as in our goals, as much as we might want to. My internet is saying that it's unstable so I'm going to ask a few kids here to get up. Okay. My internet is unstable I apologize. Yeah. We caught it. Yeah, and I have, you know, I don't know the soccer team and cross country team in my kitchen so it's to going around. I remember those of you who participated. Thank you for that rundown floor of the goals. Anything that that any of you want to want to add that you felt ought to be again highlighted brought to the floor. Yeah, I'm good with it. Scott, can I go ahead. Sorry, I'm sorry. That's okay my raise hand wasn't working before. I just wonder if tonight it would be possible. It seems like we're so close to really identifying and just firming up what our goals are. And then maybe even defining our norms. I feel like Jill brought up a really good point at the retreat that there was a lot of process. And there was, I'm wondering if there was so much process that day that we could really now speed along state our goals, because I would really like the goals to be what drive the admin teams. And with the budget timeline. So, I'm just wondering if that's a reasonable goal for tonight if we really worked at it and used everything we did from the day to just be really concise and clear. Thanks. I see Jonas has his hand up Jonas. Speak before we address Caroline's point. But I what I wanted to say I hope kind of addresses Caroline's point I want to refer back to what Steven said on Saturday about equity and that closing the achievement gap that that we see that is that's evident should be that goal. That that specific goal. And in terms of governance I think that's that's something that we have to do. And I think that the conversation around that should be about how we execute that, you know, who does that work who does that thought leadership and how that's structured. My recollection on Saturday was that Stevens, number one, number two and number three goals were all closing achievement gap. Do I remember correctly, Steven. Okay, I'm a car. I see Kari, please. Yeah, so I think I feel like there were so many good ideas. And I'd really like to sit with them and actually look at them on paper before we can really deliberate. You know, to to echo Caroline I think we need to move quickly but I think we also need to get specific. I'd hate to rush the decision since it's so important. One suggestion I have is, and I think I said this at the retreat is let's not try to take on too much. You can see from this meeting alone. There was a lot on our place and it's hard for us to move through even, you know, sort of normal business so in that spirit there were two, two that rose to the top was the education quality and the governance structure. And I think that we break, give those to two different groups to take a look at and come back with specific options for goals that we can consider next time. And as the chair of the Ed Quality Committee I would volunteer us to take on the that that set and bring you something next time if possible. Wonderful. It sounds like a fine idea to me. Joe. Joe, we can't hear you. Is anybody hearing Joe. Okay, how's that there there you go. Yeah, now. Okay, sorry. When my internet cuts out it lose I lose control from the computer to the audio and I have to go back to the phone which was charging elsewhere. Sorry about that. I was just going to say that process wise I don't I don't personally feel like I have the stamina to dig into the goals in a meaningful way and all of those details at the moment given all that we have in front of us. And I really wanted to just second curry's idea that we send that back to some small group work to then bring back I just think it's a little too much especially without I don't I thought we were actually going to send some work. I think we're going to send the agenda group to try to figure out how we get to the end of this process because we had left it so unfinished and I don't think we're really structurally prepared to dig into those goals at this moment. So basically the educational basically the educational quality goal that the achievement cap that that does seem to be a good fit for that committee, which we already have. I agree stood up. So, is there a consensus that that goal can go to that committee. Yeah, I'm seeing nods. I'm seeing thumbs. I'm very good thumbs in the right direction. All right, curry. You've got that one. So, how about, how about the other goals. The idea of having them go to a smaller group for further elaboration and development and presentation to the board for approval seems like a good way to go. Any suggestions as to how we actually Chris. Well, first I think we determine whether or not we're going to use the rice book that we read last year that had governance aspects to it, whether or not the board as a group wants to use pieces of it to try and develop a governance model or not. And then, and then create a committee, just kind of find out where the board wants to go with it and so that the committee, if it's created, has a basis for for proposing something. So you're calling for creating a another committee, a separate. Yeah, I don't think. It's a community existence that would deal with governance issue as part of their usual work. Okay. Yeah. So, shall we then pose a question. Does the board as a whole think that we should use the Patrick Rice book and the models discussed in it as a basis for developing governing a governance model to propose to the board as a whole. As a new board member I think we need some kind of intro or opportunity to hear the bigger discussion about it. I mean, we received it, but there's never been any kind of waiting into it. Yeah. I think I would volunteer to summarize that since the leadership team also read it with us and we were in the middle of, you know, towards the end of trying to have either a retreat or something together to work in and how to set that up. I'm happy to work with maybe the agenda planning group on on on this. That might be a good place for the students is we're doing the governing any, you know, setting the agenda and doing and doing that. I think we're in sort of present what we presented before to the other board members but it and also, you know, get Brian more familiar with that and see if it's something that we want to take. I think we also value on it. I'm not trying to speak for the leadership team but I felt like we all felt like it was a value for us as a as a whole. I would agree with floor on that but since Brian wasn't there is part of it I think having members of the leadership team were there in the ongoing book discussion, discussion should be part of that exploration committee as well. Just because I'm in that same grounding in the book itself. So the agenda group will as a, as a separate ad hoc add on to its responsibilities will deal with the governance question. Before presenting it to the board. Correct. Did I hear that, Jonas. I believe that group is supposed to meet next Wednesday at 9am. Would it be possible. Could we knock out the, you know, the regular agenda piece in about a half an hour and have a, you know, start to have a brief half an hour conversation, you know, including some of the leadership team. During the second half of that meeting to start talking about the book and how we move forward with this. Brian. Sorry, my computer. My cursor got stuck there. So, yeah, I think we can probably, I don't know if we'll be able to bang it out in a half an hour of the at the agenda so we might have to be a longer meeting, you know, it may have to be a longer meeting that's all for that that day. I think, you know, as long as we can get in some time just to talk about, you know, I think Jill's absolutely right that this is the venue for it. And then, you know, maybe schedule another, you know, another hour at some point before the next meeting to do a little deeper dive. Yeah, and I would love to hear more about it. I know, I know floor has charts and chart paper and everything else. So I'd love to see the chart paper. You know what though I don't think that meeting is calendar because right that would be the 23rd. And I'm not seeing it on my calendar and in fact Brian you and I now have a meeting that day so clearly it wasn't on yours either. Well, Jill that's because we haven't scheduled it. We haven't scheduled one because there's a two week gap between regular board meetings because September runs long. And we next one isn't. So, so, so with with that in mind, could we schedule an hour on the on the 30th to talk about the agenda for the for the meeting on October 7th, and spend an hour on the morning of Wednesday the 23rd talking about this governance thing and if we need more time than that and we'll try and find it before the next meeting. Yeah, Brian and I just have to reschedule that time but that's totally doable. We could find another time 23rd. I'm sure. No, no, I think that's fine. I think it'll be easier for Brian and me to reschedule than otherwise. But I don't see any of these on my calendar going forward. I'm not sure they go out anymore. I think they may be not there. I'm not seeing any of them. We had one for September. We have we had ones for September 9. And that was last one we had just haven't put it on the calendar since then. Yeah, I my work schedule is getting busier and busier so I got to get those blocked in so if we can, Brian, if somebody can get those sent out so they're blocked that would be great. Did anybody take pictures of all of those flip chart sheets we did so we can all look at them I would just like to see them again. I have pictures of some but we have all of the charts with Michelle and she's in the process of putting it we have all of the chart paper, and I took a picture of the last one. And that's sort of the one that I was trying to run us a run us by great. Okay, I just need to get my head back into it I know it was only four days ago but it feels like 100 years already so I just need to see it again. Yeah, to true. So, we're good then on the two of the goals that require a special seem to require special staffing out. What about the third one. Do we need to assign that to a to a group or are we going to be able to take care of that one. I think we're going to go directly. I think we didn't want to Steven. Anything we need to do or plan for I think it was an acknowledgement that the board is going to have to deal on a continuing basis with coven, and we're not going to make decisions. We're going to have to support and respond to questions from the schools. I don't think there's any planning for us. Okay, good. So, then, we have our mission. Missions. Are we good. Any further discussion of board retreat or show me move on. Caroline. I agree with Steven I don't think that the coven and safety one needs a lot, but I would love if we could even just get a sentence of where we even if we just summed up some of what Steven just said like we are committed to safety during this time of COVID and supporting administrators to support the school communities physical and mental safety some something along those lines that really captures what we are trying to say about coven and safety. I think it's a way to to one walk away with a goal that's articulated and to to be really clear to our school community what we see is our responsibility in this. That would be my preference is that we, you know, try to articulate it and then really actually vote on it. Thanks. Let me have something that Carrie was talking about during the finance committee meeting earlier, regarding the, the interest in the public, and another public forum on coven. It would be an actual demonstration of of concern and commitment to hold such a such a public forum, as opposed to, you know, a statement which is, which is great but I think actually involving people might might be useful as well. There's there's there's there's there's some appetite for that among board members. Yeah, I'm seeing thumbs. Great. So agenda committee should should have that on its radar as well. Can I just interject here, Scott. And I and I and I appreciate definitely thinking about doing another community forum. I just want to make sure that I also check in with my leadership team, because they're working extremely hard. And I just want to make sure we don't burn everyone out either. It's going to be a very challenging year. So I just wanted to put that plug in just to, you know, hear you totally. Yeah. Burnout is is a is a major concern. Looking at you in fact, among others. So, are we good then. Do we have enough to go on for to carry this forward. Let's move on then if there's no objection to the consent agenda. The minutes of I was 26 and September 2nd. Do we have a motion to approve. Jonas moves to Jonas moves to approve. Second, please. I just wanted to say that with Brian has something to say. I just wanted to say on page 22 of the minutes. My name was misspelled. So I was hoping that someone might just a motion to make that amendment. No, no worries. It's a lifelong reflection. No worries. And Dorothy. On the minutes for September 2nd, where I am quoted about the BS. BSBA funds. I think Lisa didn't hear me right or I mumbled that it should have been. It should have been installments instead of what the word that is there. I lost my minutes. I thought I printed them out, but I can't find them. But it's in the September 2nd. Meeting. It says installations and you're saying it should installments. Yeah. Thank you. Okay, thanks. And I have one as well that just brought home to me how much I mangled my attempt at explaining. My, my perspective in the very first paragraph of the same item 3.2 BSBA dues. My footnote turned into the headline. When I met was from the perspective of board interests, rather than interest based bargaining. That's what you picked up on Steven, Steven look. I meant to focus on board interests, which I thought would be familiar from what I don't want to say, because then that's what's going to stick in everybody's head. So, any other. Sorry, so Scott, where it says from the perspective of interest based bargaining, you want that change to from the perspective of board interests. Yes, Lisa, that's, that's correct. I think that's what I said, and then I went on a riff that I should never have gone on because it just confused things. Okay, thanks. Thank you. Any other changes to the minutes on either September 2nd or August 26th. If not, all in favor, please click your yes button. Opposed, click no. And I'm seeing all yeses. Great. Thank you very much. Now, for board orders. Does anyone happen to have them handy to make the motion. I can get unmuted here. I make a motion to approve the board orders in the amounts of 424,937 dollars, 87 cents and 795,396 dollars, 35 cents. That's the two. Wonderful. Thank you. I make a motion to approve those, I guess. Yes, thank you. Is there a second floor seconds. Thanks. And Jonas thirds. Great. Lisa, did you get that okay. Yes, thank you. Okay, great. Any questions. If there are no questions on in favor, please click yes. Opposed, click no. And I agree. The motion carries unanimously. And we come to personnel, approving new teachers, reservations, retirements. Let's see. This is on page. There's a new or a revised copy of the, of the, of the agenda. Does anyone have it handy. Mine isn't opening properly. I have it right here. Great. Do you want me to list each of them or just start for each grouping? I think if you, if you go through the new teachers first. All right. Do that one. All right. I make a motion to accept their recommendation of. Hiring the long-term substitute at Romney. Honey bean Barrett. Excellent. Is there a second. Chris seconds. All right. Any discussion. Her. Her paperwork is at the very end of the. Of the agenda packet. So if there is no discussion on in favor, once again, please click. Yes. Opposed. Click no. And. The motion carries unanimously. Thank you. So next we have retirements. Would anyone like to move the retirements and unless the retirees. I think that we accept the retirements of Janice Hood, Berlin para educator. Jane Boucher. Berlin teacher. Laura Garen you 32. You 32 food services employee. Did that, did that come out? I, I, I lost. I didn't hear lost to. Yeah. Okay. Great. Okay. Everybody got that. Good. Is there a second. Diane seconds. Great. Any discussion. This as I understand is all. Effective at the end of this school year. Is that correct, Brian? That is, that is correct. Okay. If there. If there is no discussion, all in favor, please click. Opposed click no. And once again. The motion carries unanimously. So one. The sad part. Is that correct Brian? That is, that is correct. Okay. So one. The sad part. Of this list. Would anyone care to make the motion? If no one makes a motion, does it not happen? I was thinking the same thing. If only. The motion carries unanimously. So we will reluctantly make the motion to accept Keith. McMartin's. Resignation. Director of. Technology. Thank you, Chris. Wendy, would you second? Reluctantly. Okay. Chris moves. Wendy seconds. Brian. Yeah, I just wanted to thank Keith. For his service to our district. And I just wanted to thank him. Especially during the last few months where I've gotten to know him. He's done an outstanding work with. You know, get helping us get our computers and technology set up for set up for our district. We honestly would not have been able to get to where we are right now without his work this past summer. And the start of the school year. And I just want to say that I also want to thank him. For, you know, also. Working. And I just want to thank him. For the opportunity. For the letter of agreement to help us out up to a certain time. It won't be forever, but if there is an emergency. He will come back and help us. And we did sign a letter of agreement. So it'll have to be, we would have to give him. Dual time to come and help us. There's a time, you know, there was a time where it does expire, but. Yeah, I think this is going to be a difficult position to replace. And so just letting you know, like, I'm going to be posting this pretty short, pretty putting this out there very quickly. And we may have to not just post locally, but statewide, regionally, even nationally. This is going to be, I think a, again, directors of technologies do not grow on trees. So I have to say. Thanks, Brian. Yeah. Keith, wherever you are. Thank you. Thank you. And this zoom. Chest board. Thank you very, very much. Given, given where we are right now in terms of our reliance, that's not, cannot understate. The value of the teeth has been to enabling us to continue with our work almost flawlessly. And seamlessly since March. And it's been in this manner and this calmness under fire from every direction has been just fabulous. And I'm going to miss him very much. But Keith, thank you very much for all you've done. And hopefully you'll, you have a bug in the system that will pop up your name every so often. Great. Thank you, Keith. I am here. Thank you all so much. And I just wanted to say, you know, thank you for the opportunity. It's been. It's, it's been a great experience. And I, you know, I think you'll be in good hands with the team that, you know, we've put together over the last. Couple of years. So. And like Brian said, that we do have a letter. So if. Worse comes to worse, I can't always. Come back for an assist. If need be. So. Thank you. That makes us feel about this much better. We wish you the very, very best, Keith. Thank you. Okay, everybody. Are you ready to vote on it? I saw that floor. All in favor. Please, however reluctantly, please click yes. And opposed. You have to be really cruel in order to click now. So. I'm seeing. Yeses. The motion carries that. Miss you, Keith. Thank you. Okay. Is that on personnel? If that's the case, then we have. Our traditional round. Two of public comments towards the end of the meeting. It's a. We have. Is that Korean. Stroudsburg's number. Am I beginning to recognize it now? Karen. Yes. You recognize it now. Okay. Two quick items with all the budget talk. I wanted to just put the reminder out there that I hope you will all keep in mind the feedback after last town meeting as to. What information was made available to the public and how it was made available. And then the second item I had brought up before COVID started. And then the second item I had brought up before COVID started. And then the second item I had brought up before COVID started. That you 32 opened in the 71. And graduated at first class in 72. And I certainly hope there will be some recognition and celebration of that occasion. And that's it. Thank you, Karen. Yeah. Okay. Budget information and. And the 50th anniversary of the first graduating class of you 32. Marked. And celebrated. As. In the way that we were once accustomed to doing. Are there any other. Members of the public who would like to weigh in before we. Go to executive section. If not. I would entertain emotion. If I could. Could I just say. Yeah. In response to what Karen brought up because it is too easy to forget. Last year as the town reports were being done. Was the first it became apparent that materials that generally are in town reports weren't going to the towns because of the merging. And I, I am. Brian wasn't here. I was asked to be in the town report. But it got to the point that. Right before town meeting, I was asking for those salary reports and things that used to be in the town report to have a town meeting because I was being asked why they weren't in the town report. And I want a conversation with town clerks or of some sort. That is not just some tables about our testing results, but actually about our budget and what it goes for. So I think that's a good idea. I think that's a good idea. I think that's a good idea. I think that's a good idea. I think that's a good idea. I think that's a good idea. Because I think people are used to having that information. Thank you. Yeah. That sounds like a, like a terrific idea. Can I just just also let. I know. I started working with the folks that had worked on last. Just as of today. I don't think this is related to the report that you're talking about, Linda, but since we're talking about reports. We're talking about what people were used to. We're talking about the community. About, about, about the district. It was like a little booklet that went out. So I know we're beginning that work, but that might be. That's not what you're talking about. Is it, Linda? That kind of replaced what people were used to. And people felt it was not what they were looking for. It was very pretty. And it said nice things about our schools. And I'm not saying it wasn't a good report, but it wasn't the kind of financial report they're used to talking about. And I'm not saying it wasn't a good report. And whether we're merged or not. So I, I, I definitely thought the report was very pretty. I'll tell you the truth. It was really good. I thought that I thought it was a professionally done. And I, you know, and I did see the votes last year. It was a two to one margin. You know, if it's not broke, why fix it? But I have to say, if you're saying, saying that there are other information that may be included or needs to be at least given. And I'm just going to say you know, I don't think that's the right thing to do. If you want to, if you're going to have to look into folks before they actually go to the town hall, I guess we can look into what that was. If you have, if there's anyone has a, maybe I can ask Lori, but I don't want to put it all on Lori. She's going to be insanely busy. But if anyone wants to send me an idea of what that was or what it looked like, I could start trying to go take. It's in every town report for the last 50 years. Okay. All right. So that. I think it might be helpful for the finance committee to critique that as part of the budget process. Yeah. So then because not every form would be the same as a single district as it was as separate districts. Right. It wouldn't be the same, but it could be done as a merge district. Great. First Dorothy then Jonas. Well, I'm talking about new 32 opening in 71. The callous elementary school. The building that it now there opened also in 1971 they actually move the students from the three schools. And I think it was in February sometime I remember moving desks and carrying stuff around. And then the first class started in the whole that September. So, cows is sort of celebrating as well. Wow, that's that this is a big year coming up. Yeah. Jonas. I just wanted to jump in really quickly on the thing about the reports, you know, you know, Brian, you may not be familiar with, you know, very familiar with town meeting but the town report looks like people are used to getting very dry, you know, black and white data, right and tables right like Lori, you know is so good at putting together. I think there's I think there's room for a glossy slick, you know, you know, publication pamphlet literature, whatever. But that I mean, remember that town meeting right that the town meeting is a government body. Right. It is a political body and it's there. People are used to getting, you know, that really, you know, government style packaging. And there's still a lot of hard headed Yankees around who appreciate that. So, how about a motion to go into executive session for a student matter. Hello. Sorry, Chris was that you. Yes. Okay, so moved floor seconds. Again we invite Brian and Steven. Wait, we're we're we are scheduled to go into executive session for a student matter. But I think we should also make a motion that we are that we are also going into executive session to discuss an employee matter. Correct. Good. Right. Yeah, the action will only be on the student matter, but we will discuss personnel. Brian floor suggested. As of right now, I would just bring me in and we can talk about it. Okay, so the board plus Brian. Keith. I mean, you know, this is where I don't know procedurally. The board requests that Steven be part of it. Is that something we have the right to request. Or is it something that we don't have the right to request. I do not believe that you have the right to request that that's a that's a I'm the only employee of the board. Okay. I would push back and I'd say we can invite in whomever we want to come into the executive session. And it's not a, you know, I think that's a board determination because it's our meeting. And it's also an employee. You're an employee of the district. You're an employee of the district. Yeah, I would, I would just say please be careful because you could be creating an additional personnel matter. I'm not a legal matter. So I would be, I would warn you that this could become more big. You could be overstepping. I think establishing that it's the board's prerogative, not not the superintendent's we can invite in whomever we want whether we choose to do so or not is another matter. Okay. Yeah, I think my, my understanding is that that Chris is actually correct about this, but I would, given what what Brian is saying I think it's a matter of just proceeding with all do caution that let's enter this one. Just with Brian, and then we can make, we can figure out from there. So Keith, let's just do board, board plus Brian. Scott Scott, are you making that determination yourself. I'm suggesting it. Do you want to do you want to have a discussion about it. Yes, I sure would. Okay. It almost sounds like we have to have that. I think we might have to have an executive session. That's the thing. How about if we, if we go into executive session with Brian, just with Brian, and then we can just proceed from there. Hang on. I beg your pardon, Chris, Stephen to hang on. Yeah, I think he would anyway. Okay. Yeah, he's tough one. Okay. Um, so Keith, board plus Brian, please. Into executive session. Thank you. Do you need a motion and a second for that. Oh, I blast. Yeah. We should have. Okay. I lost my place. Apologies. So all in favor of. Jonas. Okay, thanks. Yeah. Sorry about that, everybody. Okay. All in favor of going into executive session. Please. Yes. If you're opposed, click no. And. Okay. Now. Thank you, Lisa, for keeping me honest. Thank you. So now Keith, now it's okay.