 Thank you very much everyone and thanks to our patient public for waiting, awaiting our return. We're now on item, the welcome version of meeting and guests and whether you're from the district or from out or from the public without direct connection with district welcome. Today of course is inauguration day, happy inauguration day to all. If I'm the 59th inaugural ceremony in history of of the Republic, and I think it's nice to see that that the tree is strong, but of course it's only as strong as its roots. And that's us. And I think, as long as we're doing what we need to do, we can continue to supply the both the culture, the energy and the democratic soul of what makes this a great country. So, agenda revisions. Have we any. I'm seeing no, no indication. So we can continue to 4.1 student reports towns and that's us. Okay. Yeah. Oh yeah, sure. So, kind of a semi big piece of news is that this year is the year that you 32 turns 50. The you 32 Chronicle is doing a variety of projects to kind of commemorate this year. And part of it involves going through many stacks of student newspapers and finding relevant or interesting or historical articles that were published in years previous all throughout me 32s kind of history. I've been looking through a lot of them. And I'm excited to start sharing them with the community and remembering some of the pretty unique and interesting things that have occurred in you 32 history that I wasn't aware of. And now we have historical record of. So that's, that's, that's an exciting project that I hope you 32 Chronicle will be able to share with the community and that hopefully everyone here will be able to read about some of the history of you 32. And it's, it's coming to the end of the beginning of our new semester, the first semester ended last Friday and with the new semester sports have been able to start and we started practicing this week and specifically basketball I've talked to a couple people and they're, you know, practicing and doing a lot of offensive drills, as opposed to more contact should be defense offensive and hockey starting to get on cross country skiing and it's, we have a little Yeah, I'm back on more student journalism news, which is very exciting. Is that lots of you 32 students are taking part of the underground workshop project for VT digger. And they're starting to be able to share their personal journalism pieces with a wider audience and help keep the state informed about both local you 32 issues but also about they're also writing about larger state issues as well. And we're seeing a lot of great student journalism that is reflect student voice which is, which is always a good thing. So my wife is very bad I'm very sorry you can't do my face. But another really cool thing going on is we actually have a debate team with Montpellier High School and 32 combined and we actually competed at New England State like a level competition and Ella Bradley who is a junior from our school place 10th at a national level competition for that so that's a really big thing to be celebrating and our math team. They did very, very well and have set score on the team test. Yeah, I think. That's it for us. Thank you very much. That's wonderful. Any questions for Anna or towns. And I would just have to share my, my sympathy with Kari for having a debate champion teenager in the house that has to be keep you on your toes. Ella's our youngest and I think this debate stuff is some of the coolest extracurricular that kids can do, but I have to say after judging a debate tournament over the weekend. It's worse than being a hockey parent. It's so intense. Thanks. That's great. Thank you everyone. If there are no further questions or comments, we can move on to Brian. And I think a lot of this we go through quickly, although I know that we do action along the way. Yes. Thank you, Scott. And thank you, board. I have a few updates regarding COVID 19 update. And before I get into that, I do know today is inauguration day. We've had a, I know on January 6 we did have a very difficult time for many of our families and teachers and staff. And I'll talk a little bit more about that when we get into that part of the super intense report today, but I just wanted to acknowledge that I know that today is a big day. We're in addition to a lot of great topics that are on their board agenda tonight. There's also a big topic of our nation and our democracy is alive and well. And today was inauguration day. And I will have to say that as a university Delaware blue hen, I can now say that I have an alumni in the White House. Very happy with that. And, and also as a University of Connecticut alumni this have an alumni as the Secretary of Education in Washington DC. So just putting it out there. I talk I have some fond conversations with some superintendents who have mentored me over the years and most of them are from it have a Harvard background and they remind me that we still have a ways to go to catch up to them but you know, you got to start somewhere. So, so the just a few updates regarding the COVID-19 schools are schools are doing really well. We have a we did complete our January survey for January the surveillance testing and proud to announce that we've had zero positive positive cases in our schools. This is a great testament to all the work that our communities are really working to take care of each other. The second big piece is the and I had to say Anna took a little bit of my thunder talking about the sports but the but that's that's fine so the student the we are starting to resume sports this week for all sports, the speaking with the athletic director over at to applaud him and his leadership and his team over there. They intentionally waited for a later start date than what the even the state was recommending just operating out of an abundance of caution for our families and that's Hank Van Orman and his team over there. So I just wanted to say that they're putting forth a heroic effort doing that the they're staying late to make sure that our children are when they do come to practices now and they work and the practices have happened. They're making sure we're still following all the physical distancing they're making sure that they're falling at their base camp. They're going down to the fields where where the students are practicing and making sure that they completed the base camp app to make sure that folks are safe. So it's a very, very heroic effort there with the you 32 athletic department and led by Hank Van Orman. So thank you for leadership there. The other piece here is just to let you know the annual report is almost done like it's about to be go to press and be printed. This is a again because it's a covid year we're going to be mailing out the annual report to all registered voters in the district so they can have an idea of our district and what what the financials look like when they had so they can make an informed decision at the ballot box. And that is my information with the the three major ones before we get into the staff leave. I don't know if there's any questions regarding those. I don't see any Brian. Okay, so the staff leave. If you notice that the report packet there is a memo. We are trying to make sure we support our our heroic staff. The federal for FFC RA families first Coronavirus Response Act, which gave us the opportunity to grant emergency paid sick leave and emergency family medical leave, which happened from April 1 to the end of this last year December 31 2020 has expired and so there is new guidance but it's optional guidance and it's really says that we can voluntarily provide and expand this the leave that we've had last year in 2020. We can offer that up until March 31 but it's really on a voluntary basis and our district we get tax credits but because we're a public entity I don't believe we really need the tax credits. However, in my opinion we do need to support our teachers and staff in this area. And so if you look on page two, I'm sorry page for the packet but the second page of this memo at the bottom there is a recommendation for the school board to take a recommended motion. I hope that the board will consider it and be able to take that up tonight. And before I say that Carla do you have any Carla was very helpful in working on this with me. So probably have anything else. Just to let you know that this particular extension was done without a lot of fanfare and a lot of notice. Just so you know I've also looked at some other information additionally today that President Biden may be bringing this forward to try and re extend and expand the FF Sierra, potentially through September. There's no definitive or anything like that but it's something that's going to be brought forward to Congress and such. So there is a potential that we may have a superseding policy coming up at some point, but this is the current policy and we're asking that we just continue to extend this through the March 31 to our employees. How about before we go further, would a board member care to make the motion as as it's given on page four of the package. Chris is that. Yeah, it is. I moved to approve the recommendation that we approve it an extension of 10 emergency paid sick leave days and EF ML leave to full time employees per rated for part time employees unable to work remotely for circumstances listed below through March 31 2021 line for a total eligibility of 10 work days for the period April 1 2020 through March 31 2021. Thanks Chris. Any seconds. Or second floor. Thank you floor seconds. Further discussion. Chris is. Yeah, there's I have them. So whether we should if the legislation that car that you talked about, would you know if it would be superseding or just in addition to what we're doing here. From what I read in the HR dive, which is a kind of a forum for a lot of HR people. The information that I read on that it's saying that he wants to actually continue the FF CRA. So it would be the same but he may expand some of the coverage to additional companies like those that are over 500 people employed, and it goes under the 50 employee level, as well as maybe extending potential of the EF ML to 14 weeks versus 12 weeks. And making sure that the EPSL for the quarantining whatnot is still available. I don't know if that means they're going to change the number of days for the EPSL in the sense of beyond 10 days, but it spoke to trying to provide additional time and potential benefit that they didn't define. Okay. Thank you. Other other discussion. If there is none. May I ask that all in favor, please click yes on your reactions button and any opposed click no. I'll show your thumb. If you are having any difficulty with it. I'm seeing all the yeses. Okay, the motion carries unanimously. Thank you very much everyone back to you Brian. So moving on to the school's response to the events of January 6. So I wanted to let everyone know that this was a difficult time for the superintendent as well going through this because it's a very difficult time in our country's history and everything seems to be very polarized. I wanted to hear that on the media and then you don't realize it until I was able to send out a letter and I want everyone to understand as the superintendent when I sent the letter out to talk about the response. Our school's response to the events I was not trying to be political at all. It was what I was trying to do was just let everyone know that there are some students and some families that were having very difficult times during this it came to my attention. I want to thank all the members of the public and some of our staff. And that's why I sent that letter out and just letting everyone know that the principles of sharing lessons with their teachers teachers have been sharing lessons about how to put this event into a historical context. Again, not a political piece at all just a historical context. And so that, you know, again the goal is not to take a political side to this. Thank you for putting the letter out. I also did receive some information some some folks that were not happy with the letter thinking it was being political but I was just trying to make sure that the public understood how the schools are going to respond to the event. And give students an opportunity in a place to discuss and share their thoughts without picking a side or a political side on it just give letting them know that we were definitely addressing it. It's difficult for me as a superintendent, because either when you're something like this happens if you don't respond, you're seen as political. I mean that's how things are right now, and it's very unfortunate. The way the world is right now but I was very proud of a lot of our teachers and principals who stepped up and have been asking teachers to do certain activities in class in their classes around this event again putting into a historical perspective. Not as a as a political opportunity. Thanks for that Brian. Ready to move on. Yes, absolutely. So I'm proud to say that a major project did end. So we're very excited the callous air ventilation project is over. We're finishing up the punch list as we get there. So I know this is a big one and I'm very happy to say, and Lori Bebo with her with her wizard skills. We're going to be able to I believe fun make sure it's not even funded at the local level but with through the state funds through some of the grants so well. It's a big accomplishment. I see a cat gone. Woo. So I'm going to turn it over to cat because cat, by the way, helped lead this prepare a community for this work. This was a heavy lift for callous for the entire school community. And I'm just very proud of cat and her and her team over there. And that's a tough project to get a school ready to be on remote for a month, let alone a day. I'm in a day. I mean, it's a tough but a whole month. So cat. Yeah, thank you, Brian. It has been a hard but I think rewarding experience and a big believer that we can learn from both the good and the challenging in life. I do want to just point out though that this working to have folks in the building didn't just happen during that two and a half three week period. But I think it's important to just acknowledge Bill Ford and how lucky we are in Washington Central to have bill and on right behind him. I want to talk about our team of architects starting with John Hemmelgarten at Black River Design. John's amazing. His whole team is. I have to remember to acknowledge Roy Swain and as our engineer from color and Lewis. And then there are a number of teams that made things work Thomas mechanical Connor construction sheet metal specialties, select our electrician that a local company. I want to talk about Chris Teller. I don't know if everyone realizes it but we are a team for our buildings of two and a third, and we're down one so Chris has been making this magic happen on top of all of the extra that is being asked to folks who are working in our buildings to keep them healthy and safe. So I want to shout out to that. Amongst all of that we have some pretty heavy lift with remote learning remote instruction was a big task and one that we spent thanks to the board and the superintendent. We've had some time to really wrap our brains around and do it as well or as well as possible. I think that in order to do it well it takes a lot of reflection and work to think about what we need to continue to work on. I know I debriefed with my staff a few times and I surveyed families. And I, when I do that it's I'm looking to sort of confirm or deny the thinking that we have about remote instruction. One of the things that I feel like are confirmed and no surprise here is that there's absolutely no replacement for in person instruction. We know that but seeing it in a really real way every day. It just anything that we can do to stay safe and follow the protocols and the guidelines it's important for us to be doing it. By the way, I learned a key learning was that following a routine is super important that the solid components to robust first instruction is just incredibly important for us to be following that whether we're in remote or in person. There were some surprises I think that were interesting to me that with all of the work that we did last spring with shifting to remote learning. I anticipated that we had worked out a lot of kinks for how to have access to internet. And that is just not the case callus I know that you've heard this before, but no matter what we do or what specials are offered there are too many gosh darn park pockets in callus that leave folks uncovered especially for families who are still working from home and trying to have internet available for their kids to be working from home. In addition to that my staff that are sprinkled some throughout callus but also far and wide. So, being a robust approach to remote instruction requires access. Anything that this board can do to advocate with public services. We need to do that. There were some great opportunities that I noticed as well some real positives, not to go overboard with talking about what instruction looks like but in general I think at the elementary level you'll see that we often fall like a workshop model so that there's whole group instruction and then there's guided groups and then individual and during in person with COVID protocols, we have not been able to engage and turn and talk, or partner reading or buddy reading or small group work because it's too close. And when we went remote all of a sudden we got that back and we realized how important it is to really engage in in their learning so that that was actually a nice and wonderful surprise to see some things that I feel like I'm noticing that still really needs a lot of work. When we're in school and we're talking about there's no replacement for in person instruction. I think it that is not quite enough I think we also need to point out how important it is to engage in high quality first instruction. That's not a paper packet you can't replace what we're doing with paper packets that you send home. You need to be able to either in person or after the fact you teachers need an opportunity to engage in instruction and to offer feedback so that kids can grow and learn. And when we take that away by just doing asynchronous learning or not offering opportunities beyond a paper packet that gets lost. And I'm not sure that we have fully communicated that to families who are just saying, okay, I'm at home, and I just give me the packet or the instructions and I'll do this I'll be the teacher. It's a really different thing there's no replacement not just for in person, but for our teachers are teachers I know in Washington Central but I'm just going to talk about the rock stars a callus. They're amazing. And without that opportunity to offer good first instruction so much is lost. I think that that's not really fully been communicated in doing it over three weeks. There's no doubt in my mind. So I will end with, I am so incredibly proud of how much we've learned, and I'm going to try and make sure that we're sharing this with other our colleagues across the district should we go remote for anyone else. And I hope that we never have to do it again, ever. So please cross your fingers and everything else you can cross that we're going to follow whatever precautions we need to in order to stay safe and stay in person. And can and can I just follow up with cat. If you notice cat was very lively here. She's always been lively since I've known her since last July but since the air ventilation project has been finished. She seems to have a lot more energy, even, you know, even now so you know I'm sure we're going to get a lot more energy and callous with the fresh air. It's warm and fresh. Thank you very much. A lot of information there. Thank you cat. Anyway, Brian. Yes, so moving, moving on from callous moving to Berlin. So the town of Berlin just did a, I did receive a communication from Tom bedowski over at Berlin. They are interested in some land acquiring some land from our district. There is about 7.4 acres of land that they're interested. I did provide a map here for the board. They, a prop comprises approximately 3.8 acres of developed land and approximately 3.6 acres of wetlands. They have a presentation that they would like to come in here and meet with the board to give you an idea of what this is and what they're asking for. I know that they've been working on this project for the last 25 years and they're really looking forward to beginning the conversation with making this request. I did inform Mr bedowski that this is a this is a decision that the board will have to decide for themselves. This is a board decision. And I think he would, he would definitely like to send a delegation from Berlin to a future board meeting to discuss this doc this idea and get on our calendar sometime. I asked him how, when would you like to do this, you know, he's soon, but he doesn't want to also be. And I don't think he wants to be one of like a million things on our agenda when maybe an agenda where we have a whole less things to talk about because this is going to be probably a, you know, probably not a, I don't I can't imagine being in a gigantically along presentation but probably want to have questions and answers and with the board as well. Thanks Brian. So the info here is is like a first dose. Kind of. Yes, and we'll get the second one in a few weeks. Yes, that's the whole. Yeah. Okay. Great. Um, thank you. Questions so far. If not, we can continue. Okay, so sorry, sorry, I said Jonas. Brian you probably don't have this answer right now but when we get back to this in two weeks I'd be I'd love to know if anything like this has ever happened before in any of the previous small districts have we ever just done a quick claim. I don't think I'm using that correctly on on land just to sort of grant it to another municipality. I can look into that. Thank you. And you're talking about the five towns correct. Okay. So, I'm ready when you are Scott, carry on carry on. Okay, so the next document here talks about the curriculum review. This is a, is a, I will have I'm going to have Jen Miller also know talk a little bit more about this. I know she's been working feverishly at a feverish pace, as well. With regards to the prep work that's required to do a curriculum management review this is a major undertaking, lots of collecting documents and preparing for an upcoming site visit to happen in February. I will, you know, let the board know that I have received several inquiries about the, you know, again, I know we about the folks that are coming into our district, and they're coming from out of state, and I know that's raised some questions with some folks. And I will let you know that Elizabeth worth has also worked extremely hard in making sure that all covert precautions are going to be followed. We're having two people come to from out of state into Vermont. I'm told I did reach out to the Secretary of Education to see if this was permissible. The answer was yes, it's definitely permissible, as long as they're following the Vermont regulations and precautions. I then reached out to Elizabeth worth and Elizabeth worth has reached out to the Department of Health, maybe a Elizabeth Ken, you know, if she's here, if she maybe I can have her talk about it. Yep, there she is. Yeah, so I did talk to the Department of Health and they are considering they consider it essential travel so that they really aren't as many restrictions but they're following all the restrictions, as though we're not essential so they're both people to people that come to different states will be quarantining for two weeks before they come, and then they will travel safely note by car. One trip and do everything they can to minimize any risk and their their experience in the school sounds like it's going to be very minimal in terms of being in a classroom, two to three minutes per classroom. And not probably all the classrooms but they will be in all three of all the schools over the course of three days, but and they also will be doing the base camp the they won't be doing base camp but they have the sheet and they have the information about what the restrictions are what they have to attest to every day just in case they should be, you know, have symptoms or things like that they would then not be able to come into the school. And I know that we've and I know we've over communicated this with with them, and we've also communicated with our staff but we also want to over communicated with everyone to understand, because you know I understand that you know, we're still in the middle of a pandemic but they are following all the guidelines to a T they're going to be a face mask son at all times they're going to be wearing goggles, face shields in addition to their face mask, they're going to be getting a negative covid test within a week of the arrival. Daily check temperature check quarantine for the 14 days before getting to Vermont, no overnight travel, no airports, no dining in restaurants, while they're here or on the way there. They're going to be paying at the pump while driving here, hand sanitizers, and definitely doing remote interviews when possible. So there's definitely they're doing what we would expect them to do. So, I'm sorry. Just one more thing that the face shields and goggles some people were kind of concerned because they're going to look like aliens from out of space and, and the truth is the face shields and goggles are really for them, not for anybody else so if they're if they're, if they want to do that that's extra protection for themselves but it won't affect anybody else so they do not need to have, you know, where the goggles and face shields unless they want to. Quick question. Absolutely. What is the whole purpose of them coming and observing is it to kind of see how our learning is, or is it, I just want to see if it so it doesn't kind of distract the students themselves from seeing like foreign figures in our school. Yes, great, great, great question and what they're doing is they're basically again the observation data that they're coming in to look at the visitation I wouldn't even call it observation but there. It's really about dozens of data sources I'll have Jen Miller talk about what she's working on with the teachers, but the big thing here is, is what they're trying to do is come up with specific recommendations for our school district to look at how we manage our curriculum, how we implement curriculum, how we monitor curriculum, and see how closely the work of the district reflects the goals of the district. So we're not being we're not judging teachers we're not a they're not going to be judging teachers when they're not going to be asking us to judge teachers or anything like that so you know there are some misconceptions out there I just want to make this is really about just trying to see, you know, which here's what we want to do, you know, we, we have student learning outcomes behind me. This is what we're working on. And you know, what are we doing to continue to work do that work how are we implementing that work, and ultimately, how do we improve the district's capacity to do this work at full scale. Thank you. Thank you, Anna. I think you know, I talked a little about what it is, but I can also, you know, I just want to say, again, I'm so happy. Jen month, I don't know if Jen drinks had another cup of coffee but she's been working around the clock on this curriculum review. And I'm very happy with the effort that she's been putting in trying to get out there's a lot of moving parts here to Jen I'll turn it over to you to talk about all the stuff that all the good work that you're doing. So, one aspect of the curriculum review is a big review of our documents anything that we have that reflects curriculum instruction assessment practices for kids so Michelle SEPCA Melissa Teller and I have been taking the lead in gathering all of those documents and reaching out to the schools when necessary to ask their support to get the documents together everything from a history of board membership from the past 10 years around governance to access to our curriculum instruction and assessment site our local comprehensive assessment plan, all of our sources of student achievement data disaggregated in a number of categories, like race and ethnicity when we can disaggregate and free and students who qualify for free introduced lunch and students who don't students who have individual education plans and students who don't all of those so that has been one current heavy lift and we have just about finished that so they will be in the process of gathering all of those documents prior to coming to Washington Central. We're also enlisting the support of our teachers. Really at this point the teachers who address literacy math, science and global citizenship to submit assignments that they've given to students within the past two months. And what the standard and performance indicators are that they were addressing and to submit that so that they team can do an analysis of those assignments really thinking about what is the context. What's the content, what's the context and then what's the, what's the level of cognition or the level of rigor in those assignments. Thank you for the site visits. We have those three days we've shared them with you and they're in the packet February 8th, 9th and 10th are the three days. My next step is to actually assemble the schedule. They've given me a template to follow. I just need to figure that out working with the schools to make sure that we've scheduled those visits. And then also making sure that we've done some interviews. So I included in the documentation for you the list of folks that are groups of folks that they want to interview for you all as board members. It's important to know that I will reach out in the next few days, hopefully if my act is completely together to start to put to ask you for a 15 minute interview slot those can be conducted via zoom. And the other piece that I know they are working on that I have yet to see but we'll see soon and will support facilitating getting out there's surveys so they're going to want teachers and administrators and families caregivers to complete a survey related to teaching and learning also prior to coming and then should teachers or parents and caregivers want the opportunity to say more than they were able to say in the survey there will be opportunities for them to engage in interviews again via zoom during the site visit. We would expect having the site visit in the middle of February that by mid may we should get the report again ideally sharing some commendations and some recommendations and really creating a source of data and information for us as you all are getting ready to to think about the strategic planning process. Wonderful Jen. Thank you. Kari did you have something. No, yeah. Okay. Not yet. Okay. Anybody else. Otherwise we'll turn it back over to Brian. All right, Brian. Thank you. And I just want to reiterate that the curriculum management review. One of the big things being the person who moved his family to Vermont and I coming from working in Connecticut in New Jersey places like that, you know, local control is always a big thing in any district. But I feel like it's even a bigger thing here and I don't know in Vermont it's it's it's huge local control. And so the purpose of this curriculum management review is really to empower local control over over the over the you know the district so the idea is that you know we look at processes and procedures we look how we're doing things. We learn how we're maybe we can consider doing things differently here at the local level, because the last thing we ever want is someone from outside the district coming in telling us at the district, you know, here's what you need to do and you got to do it now. Right. So, so this this curriculum management review. Yeah, it might be it might be done by people from outside the district and outside Vermont. But the intention here is to empower the local district and local leadership to remain local remain remain low keep the control local at the end of if what my what I've seen in new places like New Jersey and Connecticut, if student and things like that are not going in a correct direction or upward direction. Sometimes the state does mandate certain things. And they start coming in and they you know they they start coming in with, you know, voluntary types of things right. They come in and say, Well, yeah, we just want you to try this out. We really want to you think about doing something something like this and then several years later, they're no longer asking you there. It's more of a direction. And we don't want that. And I don't think anyone wants that. And I will say that a lot of times folks think, Oh, it won't happen to me. It won't happen. That's not going to happen here. And I have seen places where it has happened. And the whole point here with this curriculum management review is to give us a look, you know, pretend we're a car, you know, we're much more than a car, but we're looking under the hood to see what's what's working. And maybe there's some things we want to think about doing differently or maybe not. Right. But it's, it's, it's an option that the local leadership leadership team, getting input from teachers, really starting to engage teachers. After this management review is conducted, and also talking with board members and community members about what they what they want for the district and I think this would be very helpful as we move into a strategic planning process, which I think is where the rubber hits the road. And, you know, now we got information. What do we want to do with it? Right. And I think that's the exciting part about the possibilities of what we can do here in Washington Central for our children. Thank you, Brian. Yeah, I think it's fair to say that we prefer to be captains or own destiny. Thanks. Any, any further questions on this, or shall we continue? I think we can continue. So I spoke earlier. I spoke at the end of 2020 and early 2021, which we're still in early 2021 about the state systemic improvement plan. And this is a, a. Well, you know what, I'm going to like Kelly talk about it. So Kelly bushy. She's been leading the work. I'm not going to talk about it. I'm going to like Kelly do it. Kelly. Earlier, and in your packet, you also have a memo that we crafted to explain all of this, but earlier this year, I reviewed the APR with you, the annual performance report specific to the Special Ed data. And so a couple of things related to the specifically around the state systemic improvement plan is it targets indicator three, which is the percentage of students on IEP's that are proficient in the area of math. And so this improvement plan with the AOE is something that is optional for us at this point in time. And it targets students on IEP's in grades three, four and five. And what that means for us is we have a systems level coach that will be coming and meeting with a group of us to look at our overall MTSS. And while this is specific to math, right, it certainly will have some carry out or carry over effect into other areas as well. We have a math coach that's available to us and actually Ellen Dorsey and and Carter and I met with our math coach yesterday to do some grounding with him to, you know, just to get him up to speed around what it is we do here in Washington Central, they fill them in about our math program in our coaching model and we talked about how it aligns with his approach to coaching. And so that was a very productive first step with this coach. We also have an opportunity to participate in what they call ed camps. And so folks, this is a, you know, a volunteer thing from people within our district can participate in these ed camps where it's learning opportunities and some professional partnership with people from across the state to get together and talk specifically about math. And then we have access to free professional development through the all learners network. So that's for all of our teachers across the district. Again, specifically in the area of math. We're, you know, as we're still in the planning stages of this we're putting together an implementation team. You'll notice in the memo I mentioned that Steven is on that Alicia, Ellen Dorsey, Aaron Boynton, and since I wrote the memo Jen actually has said she's going to jump into why not one more thing I guess. And we are putting together are looking for a classroom teacher and a special educator to join us in that work as well. Any questions about the state the improvement plan. I will just mention a couple other indicators work around other indicators that we've been doing to but Diana. I'm wondering, you know, again, these are things that got indicated and and in my role of the work I do often the this report doesn't always reflect the actual work. And so, to Brian's point of us owning our own destiny to I do wonder about any work we can do within our district. In terms of identifying what are the markers we know mean it's a successful experience and that our learners all learners are accessing. And so, you know, so I would be very interested in having us as a district explore what that looks like for success for all learners, and access for all learners, so that we identify what are the benchmarks that we're looking for. And we're making sure that our families are engaged and involved in these processes as well. And so, I understand we have to respond to this in a certain way, but I would hope just as the curriculum review is guiding some of that other, you know, general Jen at work that we also identify how we are making special ed be the best that it can be and providing for our learners. Yeah, thanks, Diane. We actually tomorrow we have our first official meeting with our systems coach. And we will be identifying specific goals that we as a district want to look at through this work. Right. So we are going to name what those are they're not telling us what we have to do. But we're going to, you know, inform that process and then the folks the systems coach is going to help us achieve our goals. You know, at this point it does really feel like it's being driven by those of us in the system that know our system right and know our data. And so this is actually a multi year project, but for now we've opted, and we've committed through the end of June, just to get a feel for what it is and to make sure that it does align with the work that we do here in Washington Central. And if we are finding success with it then we will likely continue into next year, but we only, we made a small commitment for now. Only five and a half months six months. So the other just real quick the other indicators that we've been working on. I know Julia Pritchard I think she's here this evening to but she's been working with the folks at you 32 around indicator 13. And I know the transition plans for the students in the year in which they turned 16, where we start looking at life after high school. And I know that Julia and the folks at you 32 have attended a couple of trainings and that Julia has had some work sessions with the case managers at you 32 on their Wednesdays. So that's important work that's happening. And then we also recently received, while we did meet the state targets for indicator eight, we received data recently, an indicator eight is the parent involvement. They released to us very some detailed data around parent responses to the survey that was sent out. And last week we looked at that as a leadership team. And then tomorrow I have a case manager meeting that I'm, we're going to be using a protocol and taking a look at that data. And again, while we meet the target there's always room for growth and improvement. So I think it's important for our special educators to have a deeper dive to see what parents are saying about the work that we do. And we'll be talking about some of the implications and ways in which we can continue to grow. And then lastly, next year Washington Central is in a, we're in the, in the queue for a monitoring from the agency of education specific to special ed. And they've changed recently what the monitoring criteria is and the things that were expected to report out on. They are want the, the first step that I've, the first piece to bite off is the, we're required to have some policy and procedure manuals, both for special education and then for our support staff. And so I have done some big borrowing and stealing from other districts other of my colleagues who are currently in this process and developing these manuals. And I, you know, took pieces of their work and made it relevant to Washington Central. And then just on Monday, I shared the first go of this draft with our support staff and asked them for feedback both warm feedback, cool feedback and what else might we need. Just while this is sort of an act of compliance for the agency. I think it's important that we make it relevant and helpful to our work. And so I wanted to get their input in that that happened on Monday. And so we'll come in, we'll be coming out with version two in the near future. Thank you Kelly. Exciting work. Yeah, any further questions before we move on. Thank you very much Kelly. Yeah. And yes, thank you. And Kelly, it's s sip. Is that the way is that the, that's the correct way of saying this new acronym. Yeah, you say s first s sip. Okay. Jen has the sip right the continuous improvement plan. Yes. Thank you. And we'll talk about that shortly, but and then of course, I know the board, I thought this was another nice thing in our district's hat here, what you're engaging families and parents and parenting in the time of COVID-19. Well, Kelly was Kelly wanted to put together a work to put together a workshop for parents and I'll let Kelly talk about that as well. Kelly. So as you all know, we hired, we added the school social work position last spring. Well, this is our first school year with this role. And so that's Jamie Spector and Jamie and I have been working regularly together to talk about what are some of the needs across the system. And one of the things that me, I personally believe that we've been missing is parenting support. And so Jamie put together the title that Brian just said parenting in the time of COVID or parenting in stressful times workshop. And it went out in all of our newsletters and went out through that the IC email blast. We had 28 parents sign up from across the district. And it was last night we held the workshop. And we had 14 parents show up. And we, which was great. I think it feel, I mean, that doesn't sound like a lot, but it felt really good to have that number of people there. And at the end of it, we sent them all the folks that were there, just a brief Google survey to, you know, get their input around what worked what didn't work, and then suggestions for future topics. So Jamie and I will be mapping out a plan and our hope is to have a monthly parenting session, parenting support topic. And so that's something that Jamie is already working on and reaching out to some of our colleagues in the district to collaborate with. So there'll be more to come about that. That's really wonderful. Thank you, Diane. I would encourage you to to look about not not only colleagues within our district, but agencies outside so that ways of bridging and definitely meeting those needs and getting that information from like the BBF assessment that we have and, you know, so ways of building those bridges with other agencies as well. We had one of the somebody on the feedback. No longer has students in our system, but came to see what it was about she was interested in the topic and she works for an agency, a partner agency, and has offered to work with us and has given us some ideas of things that she would like to do. So just before the board meeting actually I emailed her to, to continue that conversation. Thank you very much Kelly. You and cat are really showing how much high quality thinking is going into trying to deal with the situation that's sort of when everybody unprecedented is the hackney term but it's unfortunately true with the situation and trying to actually make it better for for families and for students and I can't commend you cat and all your colleagues who are involved in this highly enough. It's really good. Really important. Brian. It's almost like a breath of fresh air. It's, it's fun to talk about student improvement. Well, you know where it's still in this pandemic but it's just great to have, you know, have these conversations with folks who are ready and willing and able to do this work so. And that's my superintendents report. That's a, that's it for January 20. Wonderful. Thank you very much. Great. So we can move on to finance committee floor, would you like to take the lead on this. I think he's got it. So, let me just move my. So we just had one I just want to make sure that it was just that one. We had a budget meeting and that was the only thing that we were reporting in as today we haven't met again as a finance committee, but we did have a budget informational meeting which you all attended we did not have any members of the public. We had a couple of questions from community members, but other than that, I think it went well, and you will participate it so that's, we just want to make sure that people that were attending this meeting knew that the budget firm was recorded and it's available and also the slides are available in our website for the budget presentation. I mean, I have a couple of updates, of course, we can, we can talk about that when we move into board operations as we talk about the, the elections but we have another two other informational meetings coming up. And we will be sending information out to all of you before before they happen and our town meeting is happening on March 2. Which is really an informational meeting to is not we should not be calling the town meeting so it's an informational meeting for our district as a whole on March 1. I guess the question for the board could be, do we need to have another two informational meetings, or should we just have one we have publicize to other ones we did not have enough attendance so we could just do one. That would be the suggestion of the finance committee but I wanted to put that up to you guys and we can decide which date makes the most sense as we know what the load for the, if you would mind giving that responsibility to the agenda planning committee and the finance committee to decide which of those two dates in collaboration with Brian and everybody at central office, what date is best that's okay with you. We can do that by consensus. If nobody objects, that's what we'll do. And I hear nobody objecting. So that's what we'll do. All right. Great. Thank you. Excellent. So, I think the next financial bit is an action approval of the tuition. For next year. So would anybody like to make that motion. I'll bring it up and turn it to the page is 20. Hold on one minute. My internet is not the best today but here we go. So, so Lori do we need to read this three of them or just accept the tuition for. Okay, I'll just do that so full time program. I'm just looking for some guidance either from Brian or Lori. Yes. Set the rates as presented. Okay. Lisa, do you have that document because it has three different ones depending on. So, I move that we set the tuition as for year 2021 2022 as presented. That kind of page 14. Excellent. Is there a second. I heard somebody second. Was that Joe. Diane seconded Diane. Thank you. Sorry. Diane seconds. Any further discussion. If not, please click yes or show a thumb or otherwise signal your approval. If you approve. No, or thumbs down to indicate disapproval and I see unanimous approval. So the motion carries unanimously. Thank you very much. Okay, we're on the threshold of the, of the sip, not the s sip, just a sip. So, how about if we how about if we take five and come back I hope refreshed for for this on any objections. If not, I'll see everybody back at seven. Well, 746 according to my 747 say my clock just ticked over to 747. I hope everybody's feeling okay. I can't get to the yes button. I can see everybody's name and how they voted, but I can't get to a yes button. I don't know. Did you try. Did you try going to reactions. Reactions. Reactions. And nothing, I don't have it there either. Really, but that change is no yes button. It changed my. Oh, that's because I changed it. The reactions don't seem to do it. Wait a minute. There. Okay, I get it. Now I can go there. Right. Great. I clicked on it. I didn't see the whole bunch of things I could use. All right. I'll use that. And I'll always take a thumb. I know that, but sometimes I want. Okay. Great. Um, very good. Uh, so, Kari, would you like to, um, lead off on this? Sure. Thanks, Scott. So hi, everybody. Hi, everybody. Our information starts on page 15 and the ed quality committee. We're taking a little detour this month from doing our typical student learning outcome review. And so they can take a look at the sip with continuous improvement plan and see how, um, some resources are being deployed for improving student achievement. Um, and so staff board and community work, members worked on this quite a bit, um, last year and identified math as an improvement as the priority. And then each school has set a measurable goal. And in the packet, um, there's a full presentation, but I'm not sure how many of you have done it. Um, I'm not sure how many of you have done it. Um, I'm not sure how many of you have done it. Um, but in the packet, um, there's a full presentation, but right now we're going to turn it over to Jen, um, who's going to share a couple of the highlights from that presentation that's embedded in your packet is actually really, really dense. It would take a long time to go through every little detail. But if you have the inclination to know every single detail, click all those links because there's a lot of rich information in there. Um, and some concrete examples and then talk to you about next steps and see what questions you have. So I'm going to share my screen. I'm going to go. So the first thing that I want you to know is just to have the definition from our Vermont agency of education about what continuous improvement planning is. So that is lifted listed on the left. Um, and just so you know, even though we're working hard as one district, um, each district and each school within the district needs to have its own CIP. We worked really hard last spring to launch that so that everything was aligned and coherent across the district. Um, and we need to look at data in order to articulate our goals and determine our needs. Again, all of those links on the bottom there are live and you are welcome to, um, to explore that in more detail or ask questions about that. This particular visual did not come from the AOE, but what I like about it is that it emphasizes the plan. Do they say check here in AOE land? We say study the plan. Do study act cycle. And what we talk about is sort of small changes. So small cycles that once we are understand something that's going well, we're going to improve, um, you know, iteratively and we'll improve slowly, but surely over time. The AOE has determined that there are four phases in the way that they, um, envision continuous improvement planning. And those four phases are assessing our needs and thinking about change, um, testing out in those small plan, do study act cycles and, you know, piloting things. Once we determine what's working, um, then we would look at full implementation and sort of spreading that successful change idea. And then the fourth phase is sustaining. I think there are a couple of things that it's important to underscore here. The first is that again, those PDSA cycles plan to study act are small little cycles. Um, we have a change idea. We go for it. We, how did it go? And then we act and when we act, we either adopt it, abandon it or adapt it a little bit. So that's important to know. And, um, what else did I want to say about that? Oh, the other thing I wanted to say about that is that this AOE has not articulated a, um, a specific timeline. So last spring pre COVID, when we all got together at Dodie, um, about 50 of us from across the district, um, administrators, teachers, parents and board members, um, facilitated by the agency of education. We engaged in our comprehensive needs assessment. And then ultimately via zoom in, in May, we came up with our first change idea. We're now in phase two. Um, and I would anticipate that we'll be in that phase two for a while and that's perfectly fine. So I just wanted to underscore that as well. I want to exit the slideshow for a minute. And I want to show you a concrete goal. Some of you were asking, can, can we see exactly what it looks like? And although we've embedded it in some of those slides later, this is what that actual template looks like. Um, in terms of how we have filled it out. So I'm going to bring you to pages six and seven. And this concrete example, um, comes from callus. So as you know, if you've looked over the slides, um, in all of our elementary schools, we're focused on mathematics right now for our academic proficiency goal. But what exactly that goal looks like and what the change idea is, um, those things vary from school to school. So here's an example of a goal. So in callus based on the smarter balanced assessment, um, they had 42% of calluses students in grades three through six had been proficient. And as they analyze their data and thought about their context in the pandemic, they wanted to make sure that at least 50% of students are proficient. Now, 2019 is the last time that we've administered it last year. There were no statewide assessments in the springtime. So we're going to have to see what that is. They were saying specifically an idea to help them ultimately get there was to, um, look at another source of data and act on that data. So as you know, we adopted a math program across the system, uh, elementary into middle school last year. And we piloted across the schools, the diagnostic assessment component of that called I ready. And we are fully implementing that diagnostic right now. So. We administered that universally in grades one through 10 in the fall. We're in the middle of a window right now with elementary. We've brought kindergarteners on board right now. So K through six is in there. I ready winter diagnostic right now. And, uh, the middle and high school will do it, uh, starting in February. So really looking at, um, analyzing that data, thinking about targeted interventions. And then in callous, they also talked about the importance of establishing some consistency in terms of daily routines, um, grounded in some fact fluency. They're saying right now that, um, they expect to see an improvement in their winter diagnostic scores. And actually I was able to peek at the data a little bit today and another PD session. And indeed there are improvements in our winter data, which is exciting. And then the other thing that the AOE requires is, um, information about a funding source. And for those of you who've, who've been on the callous board back when there was a callous board in the past, you know that, um, we had had a math intervention. Um, or we had had a lit intervention position that had been funded, um, with title monies. And, um, and we were worried about the, um, whether callous was going to continue to qualify for title one. And so, um, we've done some investing in local money to support some interventionists as well. So we have a local, um, intervention of part-time interventionists funded with local money who is helping us, uh, do this work. So that's an example of a concrete goal from callous. Each of the principles, um, recorded a video for you all to watch, uh, limited to three minutes or less just so that you would hear directly from the principles about the current state of those goals, knowing that, especially in the elementaries, there's a lot of, um, a lot of repetition in those goals, a lot of consistency over time. But the ed quality committee thought that if you haven't had a chance to watch a video, that this would be a good time to see a video. So I am going to, um, work on showing that video. So the first thing I need to do is share my sound. And then we're going to take a peek at this video. And so this is an example from Berlin. Hi everyone. I'm Aaron Boynton, principal at Berlin elementary school. One of the things that we've been working towards to improve our math outcomes for kids is taking the time to look at iReady data and analyzing that data and then creating action steps both in tier one and tier two to accommodate students and to attend to those, um, weak areas that we were seeing in the data during staff meeting and during teacher common meeting time. Teachers are looking at data and we've been working more specifically in learning the iReady data system. Um, and analyzing through that method to, uh, see where, um, what, what areas in math we might need to reteach or, uh, look at instructional methods. Um, but also specific students that might need some additional support through our tier two intervention process. Students have the opportunity to, um, meet not only with an interventionist but also with classroom teacher. We this year have, uh, made sure that most classrooms have 90 minutes of math instruction. So students will get the full lesson during that block. Um, but then there's also teachers to perhaps use a math menu method where they can, um, pull students individually or in small groups afterwards to, uh, to reteach or to tend to areas that students might be struggling with. So this is one of a handful of, of, uh, initiatives that we have been doing here at Berlin to, um, work towards better math outcomes for kids. Thank you. All right. And then the final thing that I wanted to share with you is just some information about some next steps. So let me share that as well. Oh, my kitten just jumped on my lap and has discovered my headphones. So what we're doing right now is, um, is engaging in those PDSA cycles again for more details about, uh, more specifically about what's happening in the schools. You can see those change ideas that are embedded in the presentation. We're in the process of collecting data and analyzing it. We will look at, um, again, as I said before, a part of phase two, are we adapting this change idea? Are we going to abandon it or are we adopting it? And then finally, one other important thing to share with you is that we learned in, I think December that, um, our, some of our schools have been identified for equity supports, essentially meaning that some groups of our students who have been historically, um, marginalized are achieving at lower area, uh, lower achievement levels than students who have not been historically marginalized. We've known that, um, as we've identified the data, the state is now, it's part of the state's annual snapshot and report of card. They're really paying attention to it, which is a really good thing statewide. It needs to happen. What that means for us most immediately is that we need to analyze our data through those lenses. Again, and then come up with goals in each schools, continuous improvement plan, and in our district continuous improvement plan related to safe and healthy schools, identifying the reasons or, um, addressing, not identifying, addressing the reasons that our students have been identified. So at Berlin and callous, um, they have been identified because of student achievement gaps between, um, students who qualify for free and reduced lunch and students who don't. And at East Montpelier, Romney and U32, um, they have been identified. If you take the whole, all of those categories together and you consider historically marginalized students, um, versus the achievement of students who have not been historically marginalized or aren't, oh, don't, aren't part of groups who've been historically marginalized. Um, Dodie was not identified as in need of equity supports, but Dodie is identified as in need of coming forward as in need of comprehensive school improvement, which was really a springboard for our opportunity to engage in all of this work together last year. So that is my update. And Kari was going to share a little bit more about, um, the quality committee and seek some input from you all. Sure. Thanks, Jen. And, um, maybe just pause and see, were there any, um, questions, clarifying questions so far? Anything that you're dying to know about this? If not, we had, um, the committee came up with our, we just discussed having a couple, um, questions for your consideration and we don't really have time to have obviously an in-depth discussion, but we'd love to hear, um, if, if there are a couple of responses. The first question was, do our, um, SIP plans have the right focus and scope of achievement? Why or why not? Does anybody have anything they'd like to, to share on response to that? I know it's a difficult one. Um, let's see, um, maybe the, maybe the second question might, um, might be more challenging, but how might our CIP work inform next year's strategic planning? Anybody have any thoughts on that one? Kari, may I? Please, Scott. Um, I'm just remembering something that Chris said, actually, in a different context, but, um, it was characteristically insightful. And I think may apply also to this, the idea, um, that the process can often be as important as the product. And, um, my, uh, what I heard about the, um, the CIP process from, um, you know, snatches from those who are people who were involved was that, um, it was actually very affirming in a way. And that, um, a lot was, um, the feeling was that a lot went into it. And a lot came out of it just, um, the connections made the sort of the synapses that, that fired and all the rest. So, um, I'm thinking that in terms of the connection between the CIP and broader strategic planning, that this, this kind of, you know, approach of harnessing the process to, um, in some, in some ways, to be part of the product, I think, um, it makes sense to me. Thank you. That's a great point. Were there others Diane? Do you have your hand up? Yes, I do. Um, one of the things too is that, well, we have a huge tendency in Vermont to grab hold of initiatives, um, kind of wrangle them around and throw them away. And so what I would hope that we as a board would do is instead create this quilt of all this information we're getting and all this work that we're doing and put it together along with this curriculum review so that it's authentic and it's reflective and it isn't that we're just responding to what's expected of us, but we're instead taking control of that and making it what we need it to be. Well, thank you very much. Um, last thing I wanted to say is that, um, our next three reviews are going to be some of our heavy hitters. We're going to be covering math, literacy, and science in succession. And so, um, you are more than welcome to join our committee discussions where we're able to go a little bit more in depth. And we meet at five p.m. Right before the first board meeting of the month. Um, and please, please join us. If you'd like. Also at Scott. Thank you. Terrific. Hi. Thank you very much. Um, and thanks to all the members of. Of the education and quality committee. And to we're involved in putting together the continuous improvement plan. And thanks also for bringing us back on time. I, I, that was a nice bonus. Um, so we're up to a 5.1. Board operations update on election considerations. Um, Stephen has his hand up, but it's got. I'm so sorry. Thank you for Stephen. I apologize. That's okay. I just, um, I'm sorry if we wanted to, um, participate in that meeting, those meetings, how would we go about doing that? Um, I guess let me know, or maybe if it makes sense, I could ask, um, staff to send out the packet to all board members so that you have the link and you have, you know, as a good reminder, but then the link would be included there. Does that, does that make sense? Yeah, I'm just interested. Um, as far as I understand it, it's cost very little if not nothing. So yeah, sharing it around sounds good. Okay. Wonderful. Anything else before we move on? Great. Okay. 5.1 update on election considerations. Um, Brian, would you like to introduce this one? Uh, yes. Thank you. Uh, this is a, uh, something that's near and dear to my heart. Uh, having, having several conversations with different leaders in municipalities talking about, uh, making sure that we are aligned with having a same process for doing the elections. Uh, this is, uh, we're a new, uh, we're a new district. Uh, we have to make sure that we have the same, uh, ballot process, distribution process, uh, across all five towns. Uh, and so. Ultimately, um, I'm asking the full board, uh, tonight to determine the upcoming school election ballot process. Uh, and, and ultimately, uh, we need, I'm asking for a motion tonight from the board that will ensure uniformity across the, uh, the district. I know we have five towns. We are independent of the municipalities and how they govern their own elections. However, uh, it is, it is, uh, from what, uh, from my conversations with the, uh, folks at the secretary of state's office, it is crucial and critical that even though different towns may do different things within our, within our, uh, district, regarding their own municipal elections, we have a responsibility to have a uniform election process. And so I'm asking tonight, uh, for the board to consider, uh, uh, one of the, uh, uh, I think one of the options that many of the, uh, majority of the five towns are doing, uh, is what I would be, uh, uh, uh, putting forth, but, uh, it's ultimately, what, uh, it's up to the board to make that decision. Uh, right now, a majority of the towns are making, uh, uh, plans to send out all the ballots to all the registered voters, uh, for their municipal elections. Uh, and the question is, do we want to, uh, what, what, what is the uniform process that we want to do, uh, for our, for our voters? Thank you, Brian. Um, Floor. Yeah, I guess I, I could put a motion, uh, a start up motion and see if everybody supports that. So I'm a motion to mail school ballots to all registered voters in all five towns. So by our towns, not the school and we will, uh, uh, also, uh, participate in the cost. Uh, so, uh, the, the mail, any added weight to, to the mailing. Thank you, Floor. Um, sounds good. Uh, is there a second? And Lindy seconds. Lisa, were you able to get that, um, the, the motion? Okay. Sorry. I got the floor. I got the first part about, um, mailing ballots to all registered voters from all five towns. Um, and then I didn't get the cost part. I don't know if you want that to be part of them. I, and that was a question for the board, but I think it should be part of it because it would make it clear with the, the school, you know, the district will take care of the cost of mailing. The school ballots to all registered voters. Yeah, I guess of the extra costs incurred. Yeah. And just to make clear on the emotions that we don't want to be involved with us mailing them. It would be mailed by the towns and we can have more discussion on that after. Um, uh, so we have a motion. Um, and the second and Lisa, you're good now with emotion. Great. Excellent. So, Lindy, I saw your hand up and then Joe. Um, I would like to, I don't know if the friendly. Whatever that's called amendment or something to make sure it says that they would be with. The regular ballots. So there's not two mailings to confuse voters. So somehow that. The ballots are mailed together with the, um, The local ballots. One envelope one process is what I'm thinking. Um, I don't know. I don't know. I don't know. I don't know. The floor as the, as the. Yes. The only problem, Lindy is I think the motion, we're trying to stay away from actually telling the select boards what to do. We can decide what to do with the school ballots, but we can't tell them what to do. So we are assuming and our understanding is that all clerks. Most clerks. We're not sure about Berlin, but most clerks are on board. I don't know. I don't know. I don't know. I don't know. I don't know what to tell them. You see what I mean? So we can tell them what to do with the school ballot, but we can't tell them what to do with the other ballot. And it, you know, I guess by saying added postage, my hint to that, that that's just my only comment. That we're walking at them. My understanding is there's COVID money to handle some postage, how that's coming from the state's attorney. I don't know. I think you're right. I think they have to make the decision to give up. I agree with their select boards to mail ballots to all the registered voters. So I think the motion stands as. Floor made it and Lindy. Seconded it. So I first chill. And then Chris. Okay. I think I was double muted. Yeah. I was double muted. the governor just signed H48, which is a bill that is intended to allow the districts or towns to mail out ballots and it actually has some language encouraging them and some intent around the towns cooperating with school districts. So if people haven't seen that, I just wanted to note that. Thank you, Jill. Has everybody had a chance to become aware of H40? Great. Chris? I think Floor answered my question. I was just making sure that the town clerks who are on board because it will add some work for them in terms of collating ballots and mailing them out together if that's the procedure. Thank you, Floor. Thanks, Chris. Any other questions or comments? Do we need to address what people do with ballots? In other words, can they mail them and or drop them off at a place or is there another option? This may go back to Floor's point about the select boards and the towns as the actual operators of the election process will provide that. I think the idea is that it's supposed to be as much as these things can be uniform across our entire five town district. What that uniformity will look like, I don't know that we can say in detail, Floor. Yeah, for equity and COVID mainly, it's why everybody's trying to get on board with this. We have already from what we understand, all towns really use the same people to send their ballots. So it's just really a matter of giving them the addresses. So we're hoping that this will be enough guidance to get all of the town clerks, which like everybody said, everybody is on board. We're hoping Berlin will jump in too with their select board, with the new guidance. Like Jill was saying, besides at 48, it kind of gave some specific guidance today, which makes it even more clear that that's what they should do. Thank you very much. Any other questions, concerns before we go to a vote? If not, all in favor. Oh, sorry, Brian. Yeah. I just want to interject with that. I'm hearing everyone talk. I just want to make sure. I think the uniformity is how our ballots distributed. That's really what the uniformity is about. And so just to reiterate, there's different ways of doing it and different municipalities have that ability and it's their right to figure out how they want to distribute their ballots. However, as a school district, you're a governing body and you also have to have a right to make sure, according to the Secretary of State, the folks that we spoke to, to have a uniform way it's distributed. So if four out of the five towns say, hey, we want everyone to mail school ballots out to all registered voters, that they could do that and that might be helpful. But if one of the five towns says, well, we want to only mail ballots out to registered voters who request them. It's not at the municipal level, they're allowed to do that. But at a school district level, we would not have a uniform process. And that's what we're asking for. And I think this motion would be able to do that. Ultimately. Thank you for that clarification, Brian. Good. Are we okay? Are we ready to move to a vote then? All in favor of the motion as made by floor and seconded by Lindy, please click yes or show a thumb or otherwise indicate your attitude. And I'm seeing all affirmative thumbs and green checks. So the motion carries unanimously. Thank you very much. Okay. Now, moving on to 5.2, diversifying educator workforce on floor. Yeah. I was prepared to table if we needed it, but it looks like we have time. So if we have the energy, I'm gonna go for it. We said that people could ask clarifying questions. I actually had like a more concrete suggestion since we already, hopefully everybody had a chance to read the report. We had the presentation and we chatted for a little bit. I was thinking that we could set some priorities or... So here's my suggestion. I think we could, one, we could decide to incorporate the value of diversity into our vision, which we would help with our improvements improvement plan. We will help with the equity issue that we were dealing around our schools. Two, we could just put a very small goal, which we're already doing something that is actionable. I'm seeing poor Brian there. I promise I won't be bad. Not add more, too much work. So first thing, I think Carrie and somebody else have brought up the data. So we got her a little data right now so that it helps us review our hiring process. Sort of review all the hiring applications that are coming in. It's the perfect opportunity we have right now because we are gonna be hiring two positions. So we are gonna have some data and see where they're coming from. And with that research, a final way to improve our traditional ways of recruiting. So we already, right now, we were able to go beyond school spring. So two actionable steps would be gathered the data from the application that we're getting right now where they come from mostly. And the actionable goal was to research ways to improve our traditional ways of recruiting. And that could be, you know, not take too much. The bigger aspirational umbrella could be and could take more time to incorporate the value of diversity into our vision so that we can actually have equitable hiring practice that increase the diverse educator workforce for all students. So hopefully I didn't make it too complicated. So I'm open to the board not to have more than 10 minutes of discussion. What do you think? Sounds good. Diane and then Caroline and then Kari. So one of the things I'm wondering about that, I mean, that sounds like, you know, making it small bites that are actionable, but I also know that what I worry about is we did have a situation that to me requires us to be actionable in terms of some policies. And so I wonder about reviewing policies around, you know, around the issues of social justice and, you know, our bias and our discrimination against people of color and how we respond and what our expectations are. So I would hope that whatever we agree to, that's one of our action steps is to explore how do we do that? Yeah, I agree with that. I agree with that too. I was trying to stay small to not scare people, but yeah. Thanks Diane and Flora, Caroline and then Kari. I might have trouble phrasing what I'm trying to say, but I'm thinking about the entire hiring process and it seems like we have some really good ideas about recruitment, but if there was a way for each hiring committee to really look at implicit bias in the questions they ask and the way questions are asked and that the committee is run. And I sort of had an idea with a colleague outside of this district about putting together like a committee and I guess it's sort of reminding me of the specific committees that felt really good as a parent from this summer for reopening with COVID and each committee really looked at a different piece and so you would know who to contact who was sort of a specialist in that area. And I feel like if the district was able to design one around issues of racial inequities or something along that that could be a committee that people could really turn to to ask questions about implicit bias and it could go beyond the hiring practices, but in even curriculum things and lesson plans because I feel like things come up you know, day to day. My friend I was talking to was about to do a lesson on traffic stops and suddenly realized that that also brought up some inequities in just how that lesson was presented. And so I just think we could take this beyond the hiring practice, but even just within our hiring practice just having like knowing how we're going to really look through basically everything we do to start to finish with that guiding question of like where are the inequities in this piece that I'm doing right now? How could we do this piece better? So again, yeah, that's what I'm thinking. I don't have it totally all planned out, but thanks. But I expect you will. Thanks. Yeah, yeah, thank you, Caroline. Kari and then Stephen. I was just going to suggest that if we're going to get into collecting baseline data, I'd be curious to see some diversity measure if we're focusing on teachers here. You know, what is the diversity of the current, you know, current teacher workforce and then comparative? How does that compare to our student body to our community and to other districts? And I think that that would be helpful in forming if we're going to try to chart a course or a vision or a policy or maybe a target, then we're going to want to know where we stand currently. You got it for? Yeah, good. Thank you, Stephen. So I want to, I also want us to focus on what our board responsibility is as far as diversifying workforce. And I'll use, so I might be making this up because I'm not sure what our practices are within the SU on bringing candidates in and what the travel offer is. So, Brian, if I don't have it right, that it's just as a model. But for instance, if we don't offer travel money for candidates to come in to be interviewed, then from an equity point of view, not an equal point of view, not treating people equally, but treating people equitably, we may have to change the way we do things. We might have to offer people travel money to come for an interview that we wouldn't offer to other people, or we might have to make all our travel plans differently. It, equity is not just about finding people and interviewing, it's getting them here, it's making it affordable for them, it's making it worth their while to leave where they're at and take a risk and come to Snow White, Vermont and take a risk and take a risk with their families. So, I don't have specifics, but I think from the board, we need to assume some of the responsibility on developing equitable policies, equity, equitable requests of our administration in hiring practices, and not just hiring practices, but practices that make it safer and more worth the risk of coming in. It's different to hire a new principal from Burlington whose White has compared to hiring a principal who's of color and lives in Texas, right? It's a totally different situation. The only other thing I'll say, and this may raise some hackles, but I'll say it anyway, I think we may have to do some work preparing our communities, not that our communities are anti-people of color, our communities, this is my opinion, our communities are very strong on local people or Vermont people for jobs, right? We like people that we know, we like people that are from near us and it's not anything against people of color. It's just they're not very many of them local and there's not very many of them in Vermont. They have to come from away. They have to be flatlanders that we're willing to bring in. So it's just a, it's a bias that I think we have that we like local people and we like Vermonters. Like people that have our values and what we're want to do is bring people in that don't have our values. That's what diversity is. People that don't have our values. And we, I mean, we don't want horrible values, but they just do things differently than we do, right? We have to be willing to accept that. I'll get off my horse now. Thank you, Stephen, Flora. You're absolutely right, Stephen. That was one of the parts of the report sustaining the diverse force in the state of Vermont. It's a really huge challenge. But I was thinking that in, for purposes of getting us ourselves organized, maybe what I could do, if you're okay with this, I could possibly work with Brian and Carla on a very small proposal of how to go about it and to address both what Stephen was saying and Diane and I feel the same way. I have a suggestion about the implicit bias is maybe we could join forces with what U32 has been trying to do for a while. You know, sort of just, they're sort of adjusted as a part that they've been working on and the BLAM group and get ourselves involved in, you know, I know that I keep talking about retreats, but like that might be one of the most important retreats that we can do as a board and really get that, you know, that umbrella vision of the work that they've been doing. So we're not trying to add one more thing to, but we build on the work. I'm not seeing any of their faces right now, but if Stephen or Jodi are available, build on that work and we become part of that rather than try to incorporate something new, because I know they've been working on this for a while, I see Jodi. And I don't know if you have been following the conversation, Jodi, but I don't know if you have, if you think that's a good idea. I certainly love the idea of the board learning more about the work that we're already doing and restorative, I heard restorative and that perked me right up. And I do have a training coming up in the Feb break, which is from eight to noon, four days, but the first two days are what are basically what teachers go through in a convinced form online. So there's an opportunity coming up, so I can't resist saying that. Thank you, Jodi. That's great, thank you very much. Lindy? That cursor to work. I had a question, and I don't know if this is a practice or not in Washington Central, but when we are putting the nets out like we've done for the business manager and the director of facilities, is there any, does everyone who's applied, do those names go to the committee or is there a vetting where somebody's deciding, well, these 10 really don't meet our, and they may not meet the criteria. So I'm wondering what kind of vetting goes before the committee sees all the, maybe they see all the names, but somebody has already said, but these four don't have the credentials or do they only see the people who have the credentials? Well, I don't see Carly here, but I do know that when they do look at the folks that apply, they look at all the people that apply. So it's not just about people who have credentials or who don't have credentials. Yeah, my screen isn't working so well. Oh, there she is. Yeah, we try to look at all of the candidates and somewhat sort of rate them or look at their qualifications and then like here's your strongest ones and then as you work it through. So we do review everyone. Great, thank you very much. And I guess I have two questions or maybe there are suggestions, phrases, questions. One is, might it be possible maybe through VSBA to learn from the experience of other districts? For example, maybe the only thing worse than not having diversity in the workforce is getting it and then losing it in sort of a not good way and thinking of high-profile departures in Burlington in recent times. If we can learn from that experience so we can maybe overcome those problems. That's one. The other one, is there such a thing as an exchange program for teachers like sending one of our teachers to a city school and maybe getting a city teacher to come here for a year and maybe establishing, are there programs like that? No, not in Vermont right now. The group, the Diversified Educator Workforce is a statewide group. So all the data that you see there is from our state. But that is a good idea. So that would be a suggestion. We have, Burlington has a couple of programs where you can, as an immigrant, you can aspire to be a teacher, but it's mostly right now middle-aged men in Burlington, not a diverse that take the opportunity. So there's enough data that shows where the holes are is just coming up. But the biggest challenge is really what Stephen was talking about. So the more that we as a school can embrace restorative justice, bias training, we make our communities more willing to accept people that don't look like them and support them while they're here. Right now, it takes three to five years and people leave. So we have some great people in the state right now, like your head of librarians, Jason, who's part of this group in this recent years, he's probably seen worst bias in really anti-racist treatment of himself and his colleagues in Vermont than where he was brought up in the South. So I think that is the biggest challenge. So as long as we are aware of that and we own that and we can work in our communities, I think that is gonna be the biggest thing. We know that there's not enough diverse educators to come up, but it doesn't just have to be teachers. It can be like the positions that we're putting up right now. So if you're okay with that suggestion of coming back to you with a proposed plan, does that make sense? I think that was a question for you, Brian. It certainly does, absolutely. Great. It also makes sense to click the data that we're getting now from the applications so that we have a database for the current application pool and as far as suggested, collecting data on our current staffing levels as well. Cause the broader positions that we're looking to fill now, and I think there's three on this business management, technology director and the buildings director. Yeah, we just have advertised for two, yeah. But we still have another one. Okay, so they don't come along every day. So it's an opportunity for some movement forward. Great, wonderful. Caroline. I wanted to follow up on Lindy's question. I think it was a really important question and I wanted to make sure I understood the answer. Carla, when you said we review all of it, did you mean does the committee, every member of the committee get to see every applicant and their whole application packet? Yeah, I guess on a few searches, maybe I would say it's been somewhat reviewed, but on our larger ones, we try to make sure as much of the committee can see the applications. I think there may be some that do have screening that are done because maybe they're just not even anywhere remotely, like I can think of a time we had a superintendent application and the person barely had a bachelor's and didn't have any experience in the school. So that one was an automatic, don't even waste the time of the committee. So I think those are the only times that it's really like that. Thank you. Thanks. Chris, were you about to say something? That was a good comment. I think that the planning process that we went through for the superintendent's search that the committee did not get all the applications and that there was a, good, I'm blanking on our guide's name, Mark. Mark, I think did the vetting to only for what? No, we did the vetting on all of them, on everyone. On all of them, just the ones that didn't have, like Carla was saying, because we asked Mark about that. Okay, I thought there was something that he did not for because of lack of credential for being a superintendent. I made a wrong on that. I would never doubt the practice of Mark Andrews. So just to be clear, that's my opinion on that one. So anyway, wait, do we, do we want the process to be that all the applications are shared with the committee, regardless of like no vetting at all? Do we want to make that as part of what we want the process to include? Is this a job for the policy committee? I think it's a job for the board right now because the policy committee won't get to this while this process is actually already in process. I mean, we could certainly do it as a policy, but in terms of the applications that are coming in for these two positions now, do we want to have as a, not even a recommendation as a requirement that all the applications that come in are shared with the committee that is doing the review? Sure. I would, Brian. Yeah, I would think right now we're putting together the committee and we're seeing how many people are interested. We're also seeing how many people are applying. So I think, sometimes it's a process to determine how many people are interested, how many people are applying, how many people want to be on the committee, are there multiple spots for people to be on committees? So it's really an HR function for, sometimes you have a screening committee, sometimes you have a first round, second round, final round committee, that kind of thing. And that's usually typically a HR function that we do. So I think that with the board of ed, I think the idea, what I'm hearing is the board wants to make sure that there is a process where we're looking at diverse candidates, trying to recruit diverse candidates and trying to get folks that will bring us some diversity into our district. And I think that the idea here is when the committee or committee parts are created, that kind of those parameters are set, right? So I think that's typically what would happen. Diane? So I'm just thinking that as we're talking about gathering data, this would be a helpful learning curve for us to know how many applications are we getting in? And if we go through this process, it might not be the procedure or process we stick to, but this to me is a year of gathering information and we have these opportunities. We might as well put it through that process and maintain the data as to how many, if they do get vetted, what were the reasons why they didn't go through so that we can learn and be reflective as to what was the bias that was very present and potentially what was the implicit bias that we brought to the table. I would just say that sounds ideal. It sounds very ideal. I think you have to be very careful with someone doesn't get a job or doesn't get an interview. You have to be, there are some legal ramifications here. So we have to be careful of how we do that. So we have to make sure that people are vetted. People are given an opportunity to be vetted and but sometimes you have to be very careful about how to say, hey, you're not getting an interview. This person did not get an interview. They weren't qualified or, you have to be very careful in that area. That's all I have to say. Thanks, Dorothy. I saw your hand up earlier and then Stephen. I take it, I beg your pardon, Dorothy. I changed my mind. Oh, okay. Stephen? This is probably a question for Carla or Brian and Carla, but so I'm less familiar with public school applications and more familiar with university applications. But it would be my understanding. You have no way of determining someone's diversity by the application. In fact, it would be illegal to ask that. Yes. Okay. That's correct. So there's no way of knowing if diverse candidates are being eliminated because of any kind of a qualification or not. In fact, you would have no way of actually determining that you had a diverse candidate until you actually saw that. So, you know, this adds complexity to diversifying your workforce. But going back to the very beginning and what Floor said, a lot of it is expanding our recruitment to include areas of high levels of diversity and a technique we use at school at Norwich is to take advantage of connections to encourage applications, right? I know someone here, I don't know, someone at a historically black college and I can outreach to them and say, you know, geez, we really need a new chemistry professor. Do you have anyone you can recommend that type of a thing to enrich your pool? And again, that's using equity, not equal. You're not treating everyone equally. You're using equitable practices to try to increase your pool. So your pool has more diverse candidates. Thank you, Stephen. I think we have next steps, Floor. Thank you for taking that on. Are we ready to close out this topic and move on to the consent agenda? Any objection? Okay, so would anyone like to approve or to move to approve the minutes of January 5th and January 6th, 2021? I'll move to approve the minutes of January 5th and January 6th. Thank you, Jonas. Is there a second? Okay, if Laura broke down the second it had to happen. Thank you. Any comments, any changes? If not, all in favor, please show a thumb or click a yes, opposed, thumbs down or no. And I'm seeing all the yeses and thumbs up so the minutes carry unanimously. Thank you, everyone, and thank you, Lisa. Board orders. Mindy, I'm sorry, I always do this to you. I expect it, now it keeps me on my toes. Good. Which it's been a long day. I make a motion to accept the board orders in a total amount of 283,300, no, two, yeah. I gotta start again. 283,354 dollars, 38 cents. Very good. Is there a second? Just seconds and George close behind. Thank you very much. Any comments, questions? If not, we can go to... Before you do that, I didn't add them up but I'm thinking there is an error. I think it's 284,000 because as I add my hundreds, I have to carry my one over there. So there may have been an error when they were added. Should I do it? I can't do it fast in my head. I've been on Zoom since 8 a.m. No, no, yeah, mental calculations are not recommended at this, nor operating heavy machinery. 24 is not going to be the three carry the one. It's going to be 284,000. So I'll do the two individual numbers. Very good, okay. Accept the board order and the amount of 260,987 dollars, 58 cents and 23,366 dollars, 80 cents. Very good. And Jill, your second still holds, very good. All right, thank you for catching that, Lindy. I'm impressed. Okay, any further questions before we go to a vote? If not, all in favor, please show a thumb or click yes, opposed, thumb down, click no. Once again, passes unanimously. Thank you very much. All right, we can move on to the personnel actions. I do believe they're sure that page 42 would starting at page 42. How can we proceed? It looks as though we can do the new teacher nomination first and then move on to the rest. Brian? Yeah, I just want to clarify that the new teacher nomination, all these are for the 2020-2021 school year for the new teacher nominations here. So for the present, the current school year? Yes, the current school year. Great, thank you. For the Romney kindergarten teacher position. Great, so we're to disregard what it says on page 42. It's 2020-2021. Okay, thank you very much. Okay, anybody care to make a motion? I got it. I'll move that we authorize the hiring of Honeybeam Barrett as in the position at the Romney school as indicated on page 43 of our packet for the 2021 school year. Thank you very much. And Lindy, did I hear a second? Thank you very much. Any questions, concerns? Otherwise, Carrie is right out there in front. All in favor, click yes. Thumbs up. No. Thumbs down. All in favor, unanimous. Thank you. Next, I guess, long-term substitutes. Anyone care to make the motion? I'll move that we approve the hiring of Caitlyn Morgan at Romney Memorial School as a long-term substitute. Excellent. Second? I'll second. Thank you, Caroline. Any further comments? If not, all in favor, please click yes or show a thumb. No, you know what to do. And there are no no's. Thank you very much. All of you. Motion carries unanimously. One last action, new position. Anybody care to make that motion? Move that we. Yeah, go ahead, Chris. Move that we authorize the hiring of Kimberly Bolduck as the coordinator of early education expanded learning opportunities in, for the, is this permanent position, Brian? Or is it for the school? Yes, it's permanent. As a permanent, in a permanent position. Thank you very much. Second? I'll second that. Thank you, Janice. All right. Any further questions? If not, all in favor. Oh, yeah. Scott, let me just say that Community Connection is a great program that provides some great benefits to be in my family and it's great to see him in this position. Fantastic. And I know the benefits are widely shared. So agreed. Thank you. So all in favor, please click yes or show a thumb. Great. And none are opposed. So the motion carries. And we are now on, where are we? Sorry. We are now on public comments. So if any members of the public would like to make a comment, please ideally click your reactions button and raise your hand. Otherwise, perhaps, I mean, I have received a public comment from a callous resident named Richard Maisel. It's quite short, but it's in writing. And it goes, it actually fits very well in what Kat and Kelly and Jan and others have been talking about this evening. Richard is a retired educator from New Jersey, I do believe. Anyway, they're everywhere. He writes, in my conversations with teachers and administrators across Vermont and in districts around the country, there's a common expression of anxiety, uncertainty and fear. These are all indications of the trauma associated with COVID-19 and how it has created a new normal for our students and their educators. So while there has been an understandable focus on academics and an attempt to maintain the growth of all students, this progress cannot be sustained without a focus at the same time on the social emotional well-being of the educational community, including our parents. Recognizing and addressing this trauma as it is occurring is essential to our students' academic success. Students need to be provided with opportunities to express their feelings in a coherent way, to be given tools to successfully integrate the experience and to deepen connections with their peers, teachers and families. Providing these tools should not wait until this pandemic is over. I know it seems like a heavy lift for educators who are already immersed in the crisis who feel that they only have time to move from one crisis decision to another who are also trying to be responsive to the real economic needs of families which can run up against safe practice. But the point to be made is that addressing the social emotional needs of our students and educators now will make life easier, reduce tension and mitigate feelings of loss of control. For loss of control may be what is most terrifying for many. So I urge the district to make the ongoing affective fallout from the pandemic a priority, no less important than arranging for consistent academic instruction. I'm sure there are experts in the community who would be willing to support this effort, working with the district's SEL task force, teachers and administration. So I believe Richard may be one such, but I just put that out there as an example of how our people are actually looking forward along these same lines and that there's community support for this. Are there any other public comments to share? If not. So Scott, I would like to make a comment during the public comment session and it has to do with the in-service for Martin Luther King Day by scheduling the in-service for Martin Luther King Day. It seems to prevent folks from providing service which Martin Luther King Day is in our community. So just raising a concern about that and whether or not we should look as a district to not scheduling in-service. And I understand that they're important and essential, but not on a Martin Luther King Day which is nationally dedicated to as a day of service, not a day of, dare I say it, in-service. Thank you, Chris. Note has been taken, yes. Yes, I know we work on a regional calendar and it's very interesting, Chris. You read my mind, coming from out of Vermont, I was surprised that we have a schedule, a different schedule than other places. So I was very surprised that in New Jersey and Connecticut, for example, we always had Martin Luther King as an opportunity, it was an opportunity, you didn't go to work that day, it was a holiday, but you also had an opportunity to do service or focus on other things in your life and for your family. So that is something I would definitely attempt to bring up with our regional calendar, folks. Thank you, I appreciate that. Thank you very much. If there are no other public comments, we can move to future agenda items which are, I guess, the standard ones. Are we missing anything? Is there anything that we need to add to this list? Brian. Yes. Oh, sorry. Okay, I, sorry. And Brian and then Caroline. I was just gonna say, at some point, we're probably gonna have to add the Berlin Town Center proposal. And I don't know, I know what floor, I know we have the CVCC. At some points, I'm sort of, I think we're gonna have to bring them in as well with some of our work that they're working on. Yeah. Thank you, Caroline. A superintendent evaluation. I would think budgeting an hour for our next meeting in open session, would I think we might need an hour? And then if we end early, we end early, but that's what I would be requesting from the agenda committee is that we get an hour for that. Wow. Yeah. Okay. An hour is a big ask. And I'm basically an hour, here's how I came to it is, there are four board members in our committee and we don't have consensus. And so I really think to get, we're going to have very specific questions, but I think even with specific questions, I don't want it to be rushed. I would like to be off, I think it's going to be definitely more than half an hour. I'd like to think we could get it done in 45 minutes, but I really don't, there's, I think there's going to be three very big questions that will take time for discussion because that's what's really needed to have it be something that represents what the board wants. Okay. So I'll put that request to the agenda committee and they can shorten my time if they wish. We've got it. All the members of the agenda group are listening with rapt attention and we'll be meeting on Wednesday next to set up the board meeting for the third. So thank you. Diane. The Berlin proposal needs to be put on a future agenda item so that we map out time for it. Right, very good. The Berlin town center proposal, you mean? Yes. Great. And Dorothy? I just want to raise our awareness of act 54, which has just been presented as first reading to the education committee. It has to do with the new weightings, which will improve our equalized student grand list numbers. And it would be nice if as a board, we could support that act at some point. Of course, as individuals, we always can. But I'll try to pay attention to when it comes on the agenda for the education committee, but it's a, an act which has been supported by a large number of representatives. And I think we should all be aware of it. It was a kind of a long thing, but it takes two or three years to get it all in place, but we need to pay attention. Thank you very much, Dorothy. That's great. So I think it's age 54. Is that the House bill? Age 54? Thank you. Great. Anything else for future agenda? If not, we can move to board reflection. Lindy? I am thrilled that it didn't go as long as the minute said it was going to go when I looked at the agenda and got it. So this is making me very happy. Me too. And we have Kari and Jen and company to thank for that. They were very streamlined in their presentation. Other comments? Anything, Jill, process? How was it? I thought we had good process tonight. I would have made a comment. Happy to hear. Great. Excellent. Well, if there are no other comments or concerns or announcements, we can adjourn by a consensus at 906. And once again, happy inauguration day. Take good care, everybody. Thanks. Good night. Good night, all. Good night.