001have to wait for it. There you go. >> No, you don't. >> No. All right. I call this meeting to order. 603. Let's do that. Do we need to vote on starting? Everyone's forgetting that. Let's do it. Um, changes and additions to the agenda. >> Um, I just add a letter. Yeah. For you guys. I sent it to Beth and Christine. I didn't know if I was allowed to send it to everybody by email. I guess on email it's allowed. >> You c you can send it, but you can't People can't respond. >> Got it. Okay. So, I just have a letter based on our last meeting to submit as part of like public comment and just want to have a chance for people to edit it or vote on it and send it off.
002>> Great. So, I'll put that under items for discussion >> or maybe after Yeah. Or act 73 updates because it's sort of related. >> I was going to say I have it on my computer. >> Oh, yeah. Okay, that works. >> All right. Any other changes or additions. >> I think there'll be no unless Emily's here, there'll be no student presentation. >> I did not see Emily for today. >> If Rivet is here. >> All right. Thank you. >> Um, approval of October 7th meeting minutes. That was our one with our public presentation as well. >> Right. I move to approve the minutes of October 7th, 2025. >> I second. I'll say how was the director in favor? >> All in favor? >> I I >> All post I'd like to say that I thought
003that that meeting went really really well and I was really proud of us. I don't know if I'm allowed to say that right now, but I was really proud of us. >> We were moving on to public participation and announcements. >> Okay. I was really proud of us. I really no I really felt like that was really advantageous of us to like have a meeting and put ourselves out there and like collect data and be part of the conversation and be proactive as opposed to just like whining and complaining in our own houses. So thank you. >> We're still pretty good. >> I mean yeah we are still good at that but like not all not all boards are opening themselves up to having these hard conversations. So thank you. I appreciate that. And I
004would say the drama club's haunted house was amazing. They did a great job. >> So weird. >> And so >> if you want to if you ever want a creepy doll collection, this woman right here has the weirdest and creepiest doll collection I have ever seen in my life. They like gouged out eyes and like blood. It was >> It wasn't like something I already had. Okay, let's just I walked in. I was like, "Seriously, Beth, this is disturbing." Actually, >> lots of fun. Lots of fun. But they did a great job and we ended up the seventh grade class was not able to do their food fundraiser. So we kind of beefed up the drama club beefed up their kind of food selling too. So that was good. So overall it was a good
005event I think for the for the club. >> Looking forward to uh lunch with loved ones. It's my favorite thing. >> And variety show is coming right up on December 6th. So get your act in line. No. >> Get your act together in line. That's your >> any other announcements. >> Is there any public? >> Any public? >> We have not any public tonight? No, we have not one public. >> Um, all right. Then it's on toward administrative. >> We did >> administrative reports. >> I feel like the owls are really close today. They're usually Look at Christine. And I know that's not the owl, but like it's like right. You're looking good. >> I know. You look great. Especially >> There it is. >> Um Christine, you did get my text today, right? >>
006Yes. I think you should. >> Okay. Yeah. >> At that time, just get you're supposed to go. No >> good. >> Okay. You ready? >> I'm ready. >> Okay. Go. >> All right. Uh, so the first thing is just a continuation of our awareness celebration. We kicked it off last year with I mean last month with breast cancer and I got some of the most adorable submissions probably about 15 of them of like little poems um and uh works of art and stuff like that. So we're going to display them in the front when you walk in or have a bulletin board, but we're also going to put some in the um newsletter. So we'll vote on that. So just bringing that to your attention. This month it's Native American uh heritage awareness and celebration.
007So that'll be the next one that we kick off for for kiddos. Uh parent teacher conferences are coming are happening as we speak. Uh this is the first goound for me, but we made ourselves available. But um everything that I'm hearing thus far um there's been some good good participation. I know Michael uh attended one today uh in support of some teachers and so um I'm hearing just positive feedback uh about the how parents are feeling and and what they're experiencing, right? always open to anything else, but for me it's the first time and I've been there some good things. I put this in our newsletter and I just want it's the upcoming events. Um I know we mentioned one of the things that I I got some feedback was not always enough notice though
008it's out there and I know that but we're also busy as the reminder. So, I'm going to keep this in our newsletter and I may even at times send it um on its own just like hey for your own printout just upcoming right that and I think that's help it's even helpful for me um like I went through my own calendar was like oh yeah like this that what what have you um so I just wanted to bring that to your attention because a lot of some things that I've heard so there'll be that available for folks um all right next up so I just wanted to run down some things that are happening kind of from a 10,000 foot view and then sort of boots on the ground and kind of where I am.
009We've been running uh discipline reports. So, I kind of just list it out here and there for discipline, attendance, and for tardiness. And what we're doing is I'm running them once a week and handing it over to the SEI MTSS team to look for patterns um to look for data of self-reflection for ourselves. Um information where we're seeing are there places we should be that we're not um are there classrooms? Are there groups of kids? It's being teased out by time, uh location, event, uh the author, meaning what classroom is it happening, by gender. So, we're just taking a look at what are we seeing discipline-wise, what are we seeing for attendance, and where are ways that we as a group can self-reflect to say, "Hey, um, what do we need to do to change?"
010And so, I always liked as a teacher this information because for me, I would self-reflect in my classroom if I noticed that either class I may have been writing up as a referral or certain students. The self-reflection for me is am I engaging with students enough? Do I have enough activities, right? Am I just standing and delivering or am I getting involved? So, I want to use that data as a building to kind of search for those patterns and those ideas. Uh, and then attendance and tardiness just right to stay on top of that. And I know that's been a focal point for us and for the district. Uh, Michael and his team with the SEIS and NTSS and doing a great job of dealing with me and the printouts because I'm doing it once
011a week and I'm like, let's go over it, right? and I know we have a lot going on, but they're taking the time and it's much appreciated um to kind of sit through all of that. Just want to give you that heads up. Um I it was happy that we didn't have any students that were ineligible when we ran the report, which was great. Um what we did is we ran it two weeks before the actual in inility date so that we could have conversations prior to that. And I I feel like that was a little helpful. Um Harvest Fest out and back was wonderful. That was the first time that uh I was a part of that and I said this to the faculty that was probably singly one of the best days I've
012had in education. Like it just across the board that big kids with little kids and little kids dressing up and the and the work and the activity and the commitment that went into that was fantastic. It was learning outside the classroom um and building relationships and that's what we're doing, right? So, uh, hats off to everyone involved, um, Tina, to to classroom teachers and kids that just put the time and effort. So, I just wanted to note that winter activities, we've started to have the conversation. Um, so we're we're it's again my first, but the skiing um, and the aquatic center. I actually put my hat in the ring for a cooking um, one for those kids that maybe want to hang around. So, um, we're hoping to have a cooking class or activity for
013them during this time. >> Smell good in this. >> So, um, so that's that's I had my first meeting for that and that went really well. Uh, PTO is sponsoring a dance. I believe it's next Friday. Um, so just want to bring that up. I think it's a five. >> Yeah, one or something. >> Yeah. Can I pause really fast about interactivity? So, this will be the first year that ski passes are not provided. >> I talked to John actually who told me otherwise. They got a grantation. It's going to be stat incredible. But can I actually piggy back and have a different question? >> Yeah. >> Uh so last last year was six weeks between coming back and February vacation this week. This year it's seven weeks. So when we had talked about the
014cross country meeting um we had mentioned um Linda wasn't sure if they were going to start first week back. Yes. >> Or Yeah. So what's >> So it got dictated I think a little bit in regards to Let me just pull that up. Um, >> are you doing cross country skiing on Wednesdays? >> No, >> we can chat later. Okay, it's a sidebar. Good. Okay. >> Didn't want to host any groups the week of President's Week, >> correct? Okay. So, we might have to end up not going during that week >> and that's the week before vacation. >> So, the first week is vacation >> that first week back >> and then Okay, cool. >> Yep. That's the plan. So, that's Thank you. That was the email that I was following up. the state. >>
015All of the regions, all the areas across the state agreed to the same vacation schedules this year. >> Oh, >> trying to get to a statewide calendar. >> Oh, okay. >> Yeah, that's why. >> Okay. I'm sorry. I didn't mean to derail you. I just I hadn't heard that about that's amazing. >> Just had that meeting to know that for our community. >> Yes. Oh, absolutely. >> Thank you, Burn Foundation. >> Yes. Yes. and Sarah and John Burn Foundation on here again for something. >> Um, lunch with the loved ones, you just mentioned that. Um, it's gonna be my first time. I just kind of bring that up because that I'm looking forward to kind of see what looks like. I'm looking forward to that. Um, the food that's available during the day. I is
016everyone aware it was in the newsletter. The baskets, it's amazing the kids. Um, it's so popular and and so incredible. We actually have to put a schedule in place, I think, because we just have hordes of kids coming in and grabbing and and we want to make sure that everyone has an opportunity to to get to it, but also eating at the right times. And what I mean by that is a kid grabbing a big bowl of something and heading into the gym where they can't eat it or going into instrument. So, teaching them the times that they should, right? Um, >> where's the food coming from? >> So, that's through a grant as well um through Ian and and our cafeteria. It's in all the schools. Um, and they stock it. It just kind
017of depends on how, but there's every there's all fresh fruit and vegetables. Roasted, um, squash, uh, peppers, apples, oranges, uh, grapes. >> All fruit and veggie stuff. There also is a refrigerator that's put there so that we can keep Yep. keep things full. Um, kiwis. I had bins of kiwis and stuff. Just all things. And the kids are learning. >> Yeah. My daughter was talking about she's like, "Mom, there's like fruit and vegetables all the time." That's what she came. >> So, where did this come? Like, how did this happen? It's a grant. >> Yeah. >> But like when when did this >> So, my understanding and you probably talk more about it is I spoke with Ian. sat down and there's a grant for all the entire district that he has and he and
018I don't even he he's working hard to even spend of all >> the fresh programs. Yeah. >> And so it's a federal grant federal grant. >> So and it's yeah still going and well in yeah >> well in I mean he said it will be >> awesome >> and you get a certain amount of money depending on your training. Yeah. >> Cool. >> The presentation is making a huge difference. The way he's presenting with fruits and vegetables very >> and I think that makes a difference because we've had the grant before and it >> Yeah, >> we used to deliver fruits and vegetables classrooms on trays and >> this is much better. >> That's so coveted now. >> They grab them and go in the sorry. >> Can they grab them and go in the
019afternoon if they want to? kids, I believe. So, >> it's all it's still out there now. Like, there's still >> on the way out of school. I saw some >> Yep. >> are um the little kids able to access it like it's not hoarded by just giant. >> So, they also have bins um that they can come and collect stuff and bring to classrooms. Yeah. So, we also have kids Yep. And we also grab some as well and put it in the office. So, when there's something out there they can't find, we probably grabbed it a little earlier so that we can make sure that we have some extra stuff. The whole food situation here is pretty impressive. It's actually like on my list though to talk with the kindergarten teacher about because I'm realizing
020like how many times a day are you guys feeding her? like it seems like a lot but I just like understand but >> too amazing. >> Yeah. He's about to um Ian just put this aside but related he's um you know we've been in conversation about SNAP benefits going away and how we were going to try to support families and so he has um resources money enough to uh what he's going to try to do is um we're going to do some outreach. It's available to any family, but um a couple times a week there'll be fruits and vegetables and maybe some perishable snacks that families can pick up a package a couple times a week and take home. So that'll be my newsletter this week. >> Yeah, you could reach out to the Heartland
021food shop. I mean that's probably >> Yeah, I believe the state of Vermont um has a good job >> is going to close the gap cover the gap. Um but I think there's a week or two where families like there's a delay in payment. So anyway, sorry. >> No good at all. Um the the next starting to look at a schedule for next year. So I just kind of throwing that out there that we have to take a look and kind of see, you know, where we are with different class sizes coming up, class sizes. So that conversation has just started. >> Uh the leader in me, which is what we're just talking about. I just want to again sort of promote um the great work that's going on with with uh all the students
022and the time that the olders are putting in and the uh reception they're getting from the little kids partnership is fantastic. Um >> are there any classes that are single class classes like the eighth grade current eighth grade >> only? Yes, the eighth grade. >> Um the next thing next whole thing will be quick. Uh, Minga is uh, a new online pass system for 4 to 8 that we've been working on. Weatherfield uses it now. Uh, so the idea is and what we'll do is we'll have a kiosk computer in each of the rooms that only will log in to Minga and when you need a pass to go somewhere, you log in and it tracks where you're going. Um, there's a number of features and things that are great. I think overall the data
023collection for for a few things. One, uh, if I'm noticing that Mr. Schaefer for instance uh is always getting a pass out of math at this time during this day. What's that information telling? Right? Behaviors information. So uh to look at that are kids meeting up like whatever the case may be. Um it's also good for if you have situations where kids shouldn't be in the bathroom hallway to type of thing like if you're doing investigation or what have you. So, you're able to actually block uh or allow certain amount of passes a day, whatever the case may be. Uh so, I think that that is another good feature for it. Let me try to think. Um counselors, if they have a case load and they have meetings that are coming up, they can actually
024program in where your passes will pop up electronically at the times for kids or speech and language or whatever as reminders for kids and teachers. So, um it's the first year we're trying it. I've used it in the past. I really liked it for a number of reasons. So, we're we're taking a look at it for this year to see what that looks like. >> Is it happening now? >> It's a it's about to happen. So, we've been working on the onboarding. We had to do some PD on it. Um they had to upload everything. It has been working with them. We just had the last meeting today to start the roll out phase. >> And each child accesses it through their Chromebook or teachers. >> They can access through their Chromebook teacher. So, if
025you're a student, you can access on yours or I can issue you a pass, but we're also going to have like a standalone kiosk where a kid can just go over and sign out and then sign back in. Another great feature is it'll have a dashboard that we'll have on our computers as an administrator or in the main office and it will tell you if a pass uh a student has been gone longer than the threshold. So, let's say 10 minutes to the bathroom, whatever it is. Uh, and they may call up and she's like, "Hey, you might want to go past school bathroom. We're missing somebody." And they may have gone back into class and forgot to sign out, but it's a good reminder and a good to kind of be like, "Hey, just
026making sure we're where people are." Uh, science fair. So, this is something new. Um, this was born out of uh doing some of my observations now and actual research goals and um projects for faculty and J. D. Martin, our science teacher, was talking specifically about uh increasing the vocabulary. That's one of his goals and sort of exposure to kiddos and how can we do that? So, out of that was born a science fair. So, we're going to do a science fair alongside our geography fair that we have um which I'm finding out more about. But the caveat to this science fair is it can include as many kids as it want it wants, but it has to be a middle schooler and an elementary student so that they partner together and work together. Um they'll
027have to submit something, right? Just making sure they're doing the things we want them to do. Um but they'll have to submit it and then it each step along the way it'll have um some u sheets for them to fill out like what's your thesis, what's your how you're going to do. So kind of guide them a little bit. But what I really want in that in continuing leader in me is to have the bigs work with the littles in some sort of sizes. So >> So like six, seven, eight plus through five. >> And yeah, >> are they paired up already? >> So they do have some pairings already that they're working with. So we can go with that or we can look at um because I think they're going to do the same
028thing with geography. I think geography is going to take this model on and work with kiddos. So the eighth graders will kind of start this and like I said if we're an eighth grade we can be together but we've got to call somebody >> and what if like what if a third grader say wants to do the science fair but their buddy doesn't >> then we'll find another one we'll find somebody yeah and they and all teams all groups will have you know and I don't expect everyone to do it but we'll see what happens but each of them should have a uh adult mentor >> right and could be just like are you on task what do you need those type So, it'll kind of be a whole group effort with the concentration proposal
029with student pleas. >> Um, so that science fair, I'm going to jump down book vending machine. I just uh sent out a proposal um for money for a book vending machine, which I've used in the past and I really love. You can decorate it and it's just a giant vending machine that dispenses books. And with our Kotcha Veian good cards, I would love uh when the student receives, they can get a token to get a free book, but we'll also look at other ways that kids can earn tokens. Um within the grant, the machine's about $6,500. Within the grant, I also ask uh for probably an extra 1,500, which should stop books for two years, right? That should be enough to have. and then if and where we are whenever that is to see if
030that could be part of the budget where for $500 we'll be able to stop the the machine uh for the year. And the last thing is the data which I think we we'll touch on a little bit. >> Um for me looking at data some questions some thoughts for that I am going to ask uh or or pursue is um I'd love to see a a robust summer program and I'd love to see it and I find that popular, but I'd love to see it within our buildings. And the reason for that is our teachers and our faculty know our students. So, I'd love to see it get more participation that way. Um, but something that concentrates as an interventionist uh in the LA and the math area with some other fun activities and things
031that we can do. Um, I'd love to see after school tutoring. I'd love to see a concentration of tutoring. Um, not just a homework club, but something that has meaning and purpose. um whatever that looks like 45 minutes, half hour, but have certified people that are tutoring kids and pushing for that intervention. And then a math intervention is at the middle school level. It's something that I'd like to pursue at some point. We don't really have one and I'd love to see some of that. U math intervention now. >> So at the lower grades, we we have some intervention, but at the middle school level, Yeah. So I'd like to see >> we have reading intervention. >> Yeah. So that's that's right. That's the news and action. All pictures of our kiddos working with kiddos
032uh and adults and stuff. So we have that down by the library. And uh you can't help when you walk past them just to stop and take a look and see smiling faces and stuff. So I got to chat with you. And there's our robust food program. That's what the kids see in the morning. There's now a fridge in there. But that's kind of what it looks like. >> Awesome. Are kids eating skins of bikini? >> I do. >> Yeah, I do. >> You just have to have to eat those skins. >> All right, >> I'm gonna go next and then we're going to dive into the data reports for the month. Um, >> start there, William. >> Great. Yeah. So, uh, just to kind of tack on what he's what is saying, you'll see
033some some of our, um, behavior reports later tonight. Um, it is something that we've taken on as a goal across the supervisory union. And, um, one one thing that, uh, happened this month, it was bully bullying prevention month, and Frank brought the administrative team a great idea, which came to fruition rather. um quickly >> pretty good. We did a anti-bullying video with kids and >> um mostly kids speaking and um it was shared out. So, have you all seen it? >> No. >> Yeah. No. >> Oh, >> okay. Make sure you get it. Um it's on the website, but we'll send it out. Um the other thing that we that we've been doing is diving deep. Well, now that we have a really robust system to look at the data and we've been trained on
034it and we know how to use it well, um we've been digging into the data and during that process, um we found that we needed to tweak the system to really get at what we what we needed. So, that was an adjustment, but I think we've got it um pretty close to where we want it. Um and so this past at the end of the month all the administrators brought the data to their teachers in in grade level teams. They dug into it um to look for trends to look for students who might be um appearing a lot in the data and you know meeting about what we can do to support those students. So I think um it's it's having an impact continue to have an impact but it's been a really collaborative process
035which feels good um having administrators together at the table noticing things together and talking about strategies. So that is work that is ongoing this year. Um absenteeism is another one of our goals. I won't read all of this to you. It's going to be in the newsletter on Friday. I just wanted to bring your attention to it. We have um purchased another plugin for powers school. So our MBA is our behavior plugin that goes along with our powers school um system. We now have um MBA attendance monitor which uh will allow parents to log into the system and um call their student out for um an for an excused absence, a doctor's appointment or whatever. Uh so that you don't have to call the school, you can still call the school. Uh it will also
036give alerts to parents when students are tardy more than two times. We do this is a more of a problem later middle high school kids not getting to class on time. So it will alert parents um >> because it alerts now if for absent >> yeah it's an alerting as well. >> Correct. So that if by just working with the system what it does currently is a daily attendance. What we're looking to do is what's called meeting attendance, which means per class. So, we've just had that, I think, switch flipped. So, that now we can do >> it's new. People have access to it. We're going to announce it um soon. Um but you'll see later in the report that we can run attendance data as well. >> What is what is the attendance policy
037>> for sake? >> Just for like so like >> we don't have policy. Do you have do you have do you have one in the high school about like if you don't if you miss this many classes you don't get credit? >> I believe there's something to that effect in high school. >> Okay. Is it followed? >> Um so I know that >> ours wasn't followed for >> I think we're working on that. We're working on like following up when we redid the behavior matrix this summer we put in there you know cutting class is an issue for class is an issue. So real kind of strict guidelines on it and what happens if you party this many times or cut this many if you cut a glasses the consequence. So it's about getting um
038getting the reporting mechanism to work correctly and then having the follow through on kids that are not following um or not showing up to class enough. But I'll follow up with Kate on that. And for you know for here it's K through eight. Yeah. Do we like is there like is there an attendance policy? >> So again it's more of what we have in place as a protocol. So for two at for two parties to a class um in the six seven eight because the four five sort of low cost um type thing there there according to the matrix is a disciplinary consequence for that and so and that's what I was saying is when we went in to look at that what we noticed at least here in Hartland we were able to only
039manage uh tardy to school y >> by daily. Now the the switch that needed to flip was what they call by meeting which means by class and so I actually just got an email earlier to check it. So once that's in place then teachers will take absent you know absent tardy whatever type thing then I will run a a report uh once a week on Fridays for for the Monday MTSS meeting to say okay so and you know so and so was late twice too what's the consequence so and then we also have an attendance meeting that's looking at parties to school and absentee so that >> three five seven triggers a response whether That's for the nurse, the counseling, the admin or what have you. We have those things in place so that we
040can that meetings up about support. Got it. >> Right. What do we do to help support to get your >> many of the absentee issues? >> Correct. Correct. Right. And so when you do that wraparound and you're getting to that, you know, seven to 10, what do we need to do now? Support. >> Yes. want a ring on it, right? >> Um, I just wanted to let you know that the auditors were here in October. I shared this at the SU meeting, but I think it's important to share. Uh, we had no material findings. Yay. >> Again. Yeah, I know. It's pretty incredible. >> No one's embezzling anything. >> No. Um, we'll put the reports up on the website when they come in. >> Yeah, it it's um I feel very fortunate to work with
041the um business department that we have. They are thorough. Um, they do the the job really well. I don't worry. I don't have to worry about our finances. Um, Deanna um is the controller and she uh if we're off by a penny, she is hunting it down. So, it's pretty imp pretty impressive. And the auditors were very complimentary of um you know, she had everything ready for them and when they had questions, people were available to answer. So, that is very good news. Um, just to bring this to your attention, I'm not going to read you this report, but I want you to know that it is out. It is on the A website, which is uh the preliminary findings and recommendations from the Commission on the Future of Public Education, and they are continuing
042to meet. I believe they met um today, Tuesday, yesterday. I believe they met again, and they were going through these results because this report is due to the legislature in December. So, um, there it's it's worth a read. It's not that long. Um, it's not in final form yet, but >> the other thing, uh, just I'm sure you've heard, but I want to just say it out loud. There are three map they're not all maps or there a couple of them are just plans really or proposals so far that are being discussed. One is around CTE which would um be I think would be 13 CTE districts for supervisor >> technical that's >> career tech center >> yep there is a plan or proposal for EOSE which is cooperative educational services for the regional areas
043in the state the five um regions and with that proposal there are um there is talk of strategic mergers. What what that means, I'm not quite sure where it makes sense. I guess people would merge. Um that is um the board of cooperative educational services. They exist in a lot of states. We do have one actually all voted to be part of the first Boseies in Vermont. And it's a way for things to be streamlined. Like for example, um if you're in a Boseis, you could run all of your payroll out of it. You could order all of your supplies out of it. You could coordinate all your transportation out of it. Um typically um they are OC's are really supportive of special education and special education services and special education um uh needs like
044um psychological testing. you can run all those things through a bow season and it and it is cost effective. So there there is one plan that um involves both season and then the last plan that that's just kind of evolving right now is around strategic um comprehensive regional high schools and um I don't think there's enough information in that plan. I know that plan splits up. Um I can tell you >> our supervisor reunion. I know Heather Heather said that she she had a meeting last night was going to report some of what she found. So Heather, you want >> Oh, right now. Yeah. >> So last night uh Mountain Views, which is the district I teach in, they um they called and had Rebecca Hulcom there and they also had Alison Clarkson and Charlie
045Kimble. Um, and the meeting started out with Rebecca sort of explaining all all of these things. And I just want to like let you know that when she got to number three, which is this strategic regional high school, her words were this plan was just halfbaked and it's really actually not even on the table. And what the what they were doing was they just asked um like the group to create a map where if they did strategic high schools where only where you only had to drive 30 minutes what that would look like. And so somebody put together this map and was like here's what it would look like. And then they just floated that out. and she said she feels really bad about the anxiety that was caused by this and all the craziness
046that happened because of it. Um, but her exact words were it was just a halfbake thought process to think about like what that would look like. So, this task force is doing their very best. It like I am glad that I was there. That was actually not the purpose of why I was at that meeting, but um I'm glad I was there to listen to her because she is she's pretty great and her words were like very uplifting and she was very very very complimentary about the fact that like the district that I work for, this district and Hartford have already started a conversation about like number two um which she felt like was the best idea out of all three of these like this idea of like if there are mergers that people can
047do and are all willing to all go in on doing it like strategic mergers was the you know the word um and like the fact that like these three districts have already started she's like we are like we've read your letters we read everything we really appreciate all of this and like we're we're looking you know to do this and she said our job is to literally give out maps like we're not we're not here to fix the finances or anything else. Just give maps and like then you know then our hands are are clean like we're done. And so she spoke very strongly about how this timeline is crazy and how like I she has no idea how this is going to happen especially with like legislature and how this is supposed to pass.
048So, um, it gave me a different perspective. And so, if any of you want to hear all of this, it, you know, it was a recorded board meeting. Please go and listen to her. Um, and the questions that were asked and just her explanation of everything was, it made me feel a whole heck of a lot better about the state of education. Yes. Love it. >> Was this mass hysteria around the email that was sent to Woodstock parents with maps included in them? Oh, yeah. >> That I So, somebody that I that I work with was like, have you seen these maps? Like, these are crazy. I'm like, I don't even know where you got this map. >> And the whole thing was like, this seems like they're like >> almost fear-mongering. And I could
049see why people would be like, oh my god, this is crazy. Because even I looked at the map, I'm like this it didn't make any sense to me. >> But isn't it >> Sherry did my my superintendent. But I have to tell you >> I as much as I was like oh my goodness this is horrible this map. I am so thankful because you know what it got everybody riled up. Everybody is in this conversation now because nobody wants districts broken up. Nobody wants this that and everything. And so like as much as and maybe maybe that was the plan, right? I don't know. But like I'm glad that map got leaked out or whatever. I mean, it was purposely put out there. >> It's not secret. >> Yeah, it's not secret at all. And
050I'm glad that it got put out there because like look at how fired up everybody is now. We're like, what are you doing? So get everyone involved. I I I put the um report from the commission and the links in my newsletter on Friday. Not not to rile people up, but people need to be informed. >> They do. So, and there it's a lot to look through. Sure. A lot of people have time to look. It's a lot. It's a lot to look through. >> So, that's great, Heather. Thank you. >> Yeah. No, I I encourage everybody honestly go to the Mountain View website and watch the meeting. You can also watch a really great speech by me later on. >> Awesome. >> So, we're going to move on to the data report. Switch my
051screen. Do you want to talk about our letter now or would you rather receive that for discover just while we're on the topic of act 73? >> That's fine if we're if people's minds are better focused that way. >> Um so we met obviously October 7th and told everybody that we would be submitting a letter. If you look on the AOE website there's just you know streams of public comments like links to people's name and there's several school boards and so I think the idea here would be just to submit this. So, is it possible if I can you pull up what I emailed you on there so people can read it, but I'm happy just to also read it aloud? >> Um, so to the members of the Vermont School Redistricting Task Force, on
052behalf of the Heartland School Board, we are writing in response to the ongoing discussions regarding redrawing of Vermont's school district maps. At our public meeting on October 7th, we invited residents to share their perspectives and priorities concerning the future configuration of school districts. We heard clearly from H Heartland residents that maintaining meaningful local governance is a top priority. Hartland values having a voice in decisions that affect our children's education and supports a redistricting plan that uses supervisory unions as opposed to districts to maintain that local input. While we are committed to partnering with our neighboring towns to build sustainable and high quality educational opportunities, we recognize the logistical and financial barriers to creating a large re regional high school. In the absence of such a school, our residents want the ability to identify local educational
053opportunities that serve their particular children's and families needs. We appreciate the thoughtful and complex work of the task force and hope that our community's perspective can contribute meaningully meaningfully to your deliberations. So I think the two things I tried to capture was governance and I tried to capture choice without using the word choice because no one wants us to use choice. >> It's good. >> That's great. >> Okay. So if you guys are all comfortable with that, I think we can put it on letterhead and submit it. >> Right. Okay. And I don't know if you guys I don't know how it works in terms of admin adding your names to things, but >> I don't think we >> we're we're cool too, you know. >> We are school board. >> Some of the schoolboard
054letters I looked at had admin on them and so but I don't >> I'm not opposed to >> How did you send it Hannah? >> I emailed it to you. >> Sorry. I had to like forward it to my work email because I can't get on. >> So, we can get this we can get it on and get it broken. >> Yeah. >> I've seen them. >> So, and thank you so much Hannah for >> get it on letterhead. >> Okay. And then just I just feel like that I just want to make sure that if anybody from H Heartland looks they know that we like actually used that to inform and it seems like >> most strongly about Yeah. I don't know how much it'll impact. >> Okay. >> All right. Here we go.
055All right. So tag team maybe >> this is the um these are wildly important goals and this year we're measuring um three with dibbles which is the screener we selected under um the literacy law act 139 that we're required to have which is a great screener by the way um you pick up any information that helps us um and then we start um assessments for other assessment tools. So >> although I was finding with some of my students it very their scoring does vary significantly on the topic of the reading and so we had significantly higher scores when students were like read a something about trees and foliage like they knew >> and then there was another one about >> they knew it was about oceans something or other and it was something that like
056was much more farther a field from anything they would know like what can you do it's also like if it's the topic of interest when I was a teacher like if it's a topic of interest like I always >> uh although that's what speaks to like the bias of like IQ testing too like that it's like so cultural >> and it's always important to remember it's just like a snapshot of a day that was breakfast >> all right so these are the dibbles um these are the dibbles scores from the beginning of the year And all the students in um intensive support in the red uh by law they their families get a letter letting them know that they are in need of support and then >> intervention is planned. So can you see it?
057Is that just boys? Is that what it >> No, it's not. >> I know. >> Yeah, it's not. >> Just the boys. What is it? >> It's not just >> beginning year. Very good. >> Come on, man. >> Beginning of year. Oh, well done. >> Well done. >> So, um that's where we are. We will obviously still we'll update these in in mid yearly see good amount of progress. A lot of these kids are just coming to school, so it's their first time being assessed and they get better. >> How often do they do this? >> They're both three times a year. >> Three times a year. Okay. When is it? >> Uh and January. >> Yep. >> All right. Star reading. So these are from year to year. And as you can see there's
058um uh the percentage of students proficient at or above benchmark which is proficient or above in green has increased slightly from last year to this year knowing that um this is schoolwide and you're not dealing with the same exact same children but it does give you information and it's moving in the right direction. So, and then it's then we break it down by um grade bands 35 which um it was a quite a quite a um impressive jump last year to add Frank. >> Uh no, not not for this one. >> Okay. >> 68 um a decrease I think again it's not the same students but definitely something to pay attention to. You know, I'm thinking that maybe with some consistency with ELA and that realm having those kids for three years, right? And with
059in the great teacher that we have >> um let's say August just if that continues. I think that does have impact when you're going from teacher to teacher from different way. >> So, >> and we have not had consistency for the past few years since middle school. >> Yeah. But um I have a great a great PLA teacher currently. So this is awesome. >> All right. And um math you can see we pretty much stay the same. Math is definitely a focus for us to be a cell for the need for that interventionist. >> Yes, >> that's where that came out. >> Yeah, >> this is schoolwide still. Um this is uh not great and you know >> what are you using again? We are using square. Um >> and we are we have built
060in I know um last year at Windsor one of the strategies we used um in middle school and high school math was to implement a spiral a spiral review which is a review of all of the skills you know consistently every day um which increased the um Windsor middle school and high school math scores by a significant amount. So we are implementing that across BSU and um we'll anticipate that that will also help improve scores. So >> So with our math scores is our eighth graders in this or are they ended up being in like the high school since they're in geometry? Do those geometry kids get measured? >> Algebra. >> This is just Sorry. >> This uh this is >> there's no middle school. >> Yeah. >> Schoolwide art. when they take the star
061assessment the algebra kids um don't take it here correct >> I don't since I was I don't know >> it would just be interesting because those you would think those would be higher achieving >> me those possible to take them here because they would certainly have to take the ALA here >> you think they take them here >> I think they do make sense if they do but I don't >> okay >> how many are going over for four or five this year right >> but there was a whole class of them last year >> it's just such a only >> okay find out uh so that's schoolwide >> this is grades one two so a decrease and it's not apples to apples but um 21% position in math is something to um focus on
062it's not a that's not not a high percentage of kids who are conditioning math. >> And this isn't breaking down like the weak areas specifically. >> It can the teachers can dig in. Yeah. >> Yeah. >> But that's sort of again thinking about a robust summer program tutoring after school and that intervention is sort of like looking at the state of the conversation kind of getting that started and see >> I feel like Eureka is fairly new. Eureka Square that Eureka was in place for a long time. >> I think it's, you know, conversations that we've been having with >> and I'm not saying it's the curricula because that's >> Well, there are lots of factors, right? But one thing that we're really working on is um in our professional development time, their grade level
063teams coming together to talk about the curriculum and um to make sure that we're all using this, you know, same assessments and not just pieces of it, but >> um so those conversations are happening. So that impacts the data as well. Um 35 pretty consistent 68. Um Frank, any hypothesis here? >> Uh I I I don't have time, but I' I'd love to jump and I think something to build on when we talk about um where we want to see that intervention and not having some uh middle school. I think that makes that number digital vaccine. >> Um so we we break it down by demographics. So this is um reading free and reduced on the on your left and um nonfree reduced on the right. And you can see that um >> I just
064love it. the door knob. >> Exactly. >> Uh so you can see a slight gain in the um nonprof. So closing that gap is is is has been a consistent challenge for decades across the country and we have not um successfully closed it. Are you still laughing at me? >> No, we're we're we're looking at the next one. >> This is math. >> And again, a pretty large gap between um free and reduced students or students who qualify for free and reduced and students who don't. So definitely something to focus on. These are students um on IEPs and the proficiency rate. So slight increase but >> Yes. But that's also why they're on. >> That's also why they're on an IP. And you know when you think about the data of students on IEPs, you
065know, know the goal is to get students off IEPs and when when they do come off IEPs, they're not represented in the data anymore. So yeah, but um this is math. So a pretty, you know, not that this not that the percentage of provision is great, but there has been growth that realm. >> Um so here's the attendance data that we were referring to in the reports we're getting. Now >> Christine, can I ask you one more question? So I remember at the the SU board meeting I brought up the question about STAR with you know like timers and students knowing about like the you know hitting the button that reads the questions to them like are students accessing these things >> and you know like um how the testing like how things are being
066set up and things like that. Um because a lot a lot of this does matter and you know like >> watching for students who are just going like this. >> Yeah. And being like nope we got to do this again. Yeah. >> Um >> so yeah. Is that like >> Yeah, it's definitely um on our radar. Um I know that question was asked and was going to look into that. I think she said all students had access to that um ability to >> to read to have. >> But are they like that's that's the thing is like right are our are teachers being like no like >> but it is a setting. So I mean the the administrator has to go in let it be the classroom or the teacher to have unlimited time and
067have them read to you. >> You got it. Those are things that are automatic. >> And like we've found that like students who do the STAR test, they'll do the reading and then when they get to the math and they see, you know, reading words, they're all all of a sudden like they're done. >> And so if they know that they can just put on headphones and >> hear it >> and like it's acceptable and it's not like weird and teachers are like encouraging it, actually makes a difference. >> It it will it will make a difference. Um, so because it's there, why not use it? >> Um, I I'll I'll check in with Bridget on that as well. >> Do they all take it at the same time in a classroom or are they
068doing it like station for the most part take it at the same time? >> Yeah. And within a classroom, you have your classrooms, you have it broken down into those that may have accommodations is a little different. >> Yeah. >> How does it work for the littles with the computers? Like there's starts. >> Okay. >> Yeah. >> So, >> for ELA, it's it's individual. >> Um, for STAR testing, I think um I think we agreed think back for a minute that >> one two. >> It's one two. So in math it starts at we don't do kindergarten in math and star um we are looking >> they start yeah not not in the fall um when uh so we've we've we've made the decision to use dibbles um for ELA and it's dibbles um oh
069gosh the online a type of dibbles or type of >> Yeah, it's Yeah, we moved to dibbles. Um, so the teachers still work individually with students, but it's an online um it's not >> it's online scoring. Yeah. >> And so they're the kids not manipulating. >> Correct. The kids are not. So it's a more accurate assessment. >> I just wonder with the one two if that's the rule too. >> That's interesting because our school doesn't we just start start at third. >> Third. >> Yeah. Well, well, we're looking at moving to um >> and they get panicky in there a different math screener which is um when I think of the name >> universal number screener >> um it'll come to me but we're looking at changing math to um the early so that's great
070to early just for that reason too. So, >> okay, this is our attendance data. You're at 97% um student attendance, which is great. Yeah. >> So, you can see I don't know. This is tardy excused and tardy unexcused. And that's mostly >> at the beginning of the day, Frank. >> Yeah. I wonder what percent of those are before 8:20, right? >> Yeah. >> But it's so interesting the difference between ties on middle schoolers. Is it just because they're getting their own bus out the door >> and they're not relying on their parents? >> I would say >> Frank has a great uh plan that he's running the data weekly. >> So, um sorry find out what that double screen is. She's a >> I think just looking at attendance sessions looking to to do that.
071I think the activities and the leader the things that we're doing >> are not only keeping kids but wanting to come. I just I really think the morning meetings and things that we're doing I think really helping the celebrations because kids are getting like kids this week like we haven't had a meeting because we had something last week. when are we having that meeting, you know, to celebrate or to talk about caught you being good and the work that's being done with Peter and me and and um just the groupings I think really is helping kids be excited about coming in and a purpose and a place. >> This is middle school. >> Yep. >> And then um this is the some just a kind of a overview of the behavior data. This is a
072piece of what we can see and what staff can see, but these are um average logs and staff and um both certified staff and support staff are able to log behaviors. >> What's the system that you're using to log behavior? >> It's uh MBA behavior plugin through power school. So we've got um this is the average logs per month in the elementary and the middle separated. >> Yes, it does. >> Yeah. October's data I will say um when we ran it it was not the whole month wasn't over yet. So >> still there was still a week week and a half. >> There's still time. >> Yeah. Still get someone under the water. Yeah. I mean some of the things that we um have >> well these are where these and and staff can dig
073in to their own classroom data and see where um where the most incidents are happening classroom playground in elementary um >> I want to know what's happening at 11 p.m. and 12 a.m. Those are those are user error. I'm putting in what is going on here. >> Most incidents. >> Yeah. Right. What is >> hallway, playground, classroom time of day is typically around lunchtime. >> Yep. >> Those are those unstructured times. Um these are incident. Well, I think she these are mixed up a little bit. So, >> this is by time of day, but she there's the location there. So, just forgive us. This is time of day, location. Okay. So you can see how it's flipped. >> Are teachers consistently using this or are some using it more than >> we're working really hard.
074>> Yeah, I I will say to to give the teachers a lot of credit, we've emphasized it um that this is the reporting system, but I I think to be honest, when I run this report, I do put administrative response on there just it says, you know, follow up, whatever. And I I think for a teacher to see that and for us to self-deflect as administrators to show, okay, hey, we need to pick it up also, we're asking them to write in and put these log entries in and we need to make sure that we're being consistent in this response, right? So it holds everyone accountable and and that was how I presented when we sat through a meeting was you know looking at Michael and myself and saying we need to do a better
075job and look at the responses where our and even if our follow-up was there we didn't report it which means you're not hearing back from us right that's a communication thing that's what that helped us so yes I think the teachers are using it um and I think as we this process starts to mature we start to understand a little bit between what is data collection versus a need for a response, right? You throw a pencil at me, that's probably a data collection, a conversation might not need a a response, but if I have three of those in one class in the future for us now where you can kind of turn it into a minor to a major um that data collection before, if you didn't do that, right, then I'm like, well, that's
076the first time I'm hearing about it. or as a parent, right? I shouldn't be the point of the sphere of first impact. When I call you, you should have heard from somebody if it was a third or fourth time up in. So that's what we're holding each other accountable and supporting teachers. >> One of the things we noticed when we were digging in was I mean we worked really hard on the behavior matrix with outlined specific behaviors that happened. They didn't necessarily align with what was in the um app itself. So between that like every behavior that's in there is in the behavior matrix. >> Are you also so and this is just a conversation for my own interest but like we have students that are like the high highf flyierly or behavior kids >>
077that are on behavior management plans maybe IEPs. Are you still collecting that level of data on them even if they're having like other >> depends I mean if if a student's on a behavior plan there's often a individualized data collection going on with that student so not necessarily but sometimes >> Yeah. Yeah. It it depends. I mean, we've just been struggling with trying to figure out how are we because I mean, I have some students that like I could be spending an hour and a half a day putting in insurance, you know, like >> Oh, absolutely. Right. You can go through. >> Yeah. How how are we balancing that? >> Some of it might be you collect something. Let's say you have a kid that you have that that behavior plan data collection. You might
078have all of that at the end of the day and then create one log that will help capture what that >> I can't remember what happened at 8:15. >> Yeah. No, I get it. That's fair. >> It's hard. People are doing a really good job. And as Frank said, at the administrative level, when a report when a log comes in and it's a minor, there is no there's really not an administrator response. But if it's a major, the administrators um they've all agreed they will put their response in and it gets sent back to the teacher. So there's follow through, which is great. >> Um this is subtype. These are going to change the next time you see this because we changed the codes to match our matrix. But most of the um infractions were
079defined disrespect, disruption. There's some physical contact or unwanted aggressive behavior. That could that doesn't mean fist fights, drop dead, you know, fighting, but >> you touch somebody. Yeah. >> Um >> middle school as well. And that is the last slide in the data report. But you will um we'll bring this back to you again mid year and at the end of the year so you can see our progress >> and I'm happy at any point like because I'm running them weekly, right? Like I'm just kind of doing them and so if if there is a question somewhere along the line that you'd like to know, I'd be happy to just run a smaller version of that if that answers questions that you might have. A lot of times when you dig in you find that
080there are a handful of students creating a lot of the logs and that is information where um that you can take and look a little deeper and put sports in place those particular. >> Yeah. I mean I know Justin without saying but I Michael and I actually have a schedule of places we are at certain times because of the right like he has his class that he goes through at whatever time and I have mine. Um, and sometimes there might be a quick conversation about parent meetings like hey can you take my nine o'clock walkthrough in this class because you know and it's it's supportive of everybody and so yeah >> and somebody asked about already like certain teachers putting in more because like some of those are like sort of um subjective right disobedience
081like like trying to be more consistent. >> Yeah. Disrespect is really hard. Yeah. >> Yeah. >> Some people Yeah. What do you some people like to just control or take care of on their own versus >> Yeah. I mean that's always something. It goes to class management, it goes to threshold, it goes to a number of things. I remember as a teacher I never I always kept everything within my own and I called for administrative support. were doing three people showed up and it was only because like a window fell out and I just needed someone to come but everyone showed because you normally so you get to learn that as administrators is working and the communication part of it really that's what it is like hey I saw that you wrote this up to
082you me no I got it but I wanted you to make sure that you're aware of it right so maybe you can walk by and so it it helps increase the communication we should be having >> act 73 updates >> well I the letter and and Heather's uh update. That's all we have tonight. >> Onward budget discussion. >> Preliminary. >> That's not that's not too deep. So, um, we can share that, uh, Larry and I have been working, um, to look at our numbers to make sure that we are in compliance with class size and minimums, which go back next year, and I'm happy to say that Heartland is in compliance. So, yes, >> that is good news. Um, and I think preliminarily Frank has met with Larry >> and your budget advisory committee is
083in the works. >> Yeah. Um, I have I ask for feedback. So, I send out a little survey to to the teachers sort of like wants, needs, you know, the wish list type stuff. What do what don't I know? What do I need to know? Like, everyone wants to share past history, the, you know, conversations they had. So, um, it's hard when you've been here two months, um, to take a look overall sort of globally, but I do know again the interventionist that comes out of the data that I was that I was reading, you know, knowing that we have different class sizes, a schedule, algebra, like all of that stuff. So, uh, it's hard to kind of step into that and and be as, uh, fluent as educated as I want. >> I don't
084know what you don't know yet. >> Yeah, I don't know what I don't know. I know I I can tell you that I I do have like a little wish list coming but it's going to be for u you know as as we I start to understand more and see what where we're going that places where I feel um I'd like to bring some things forward to say this is what we're looking at and this is what I think we need or subract >> I mean the one with this small class size our tuition dollars are going to drop compared to >> yeah they are a bigger class leaving and a smaller class entering >> so that'll help a little bit but as I'm looking at the budget book. I mean, we're looking right now
085at a 4.54 increase. >> That's where really no changes. It's just >> Exactly. When I look at that tuition sheet in that budget book, it the numbers look like they're pretty much the same as the yearbook or last year. >> Depends how many are graduating and how many are going in. So, it could have been a small >> Who said the eighth grade though this year for next year's budget because that's what's going off or those numbers. It should be smaller than what it is, right? >> It depends how many they graduate. So if it's offset by how many 12th graders are leaving and how many nth graders are entering the system. >> Oh, okay. >> So if it's a similar a similar number, you're not going to see a lot of cost savings. If
086it's a if you're graduating a really large class in 12th grade and sending all smaller, you you'll see students, but that should be in there somewhere. >> Yeah. So that's preliminary. Um I think last year the board um gave some guidance around trying to stay under the the threshold which is still a threshold and we didn't make it. >> We didn't and I would say I think that's still guidance we would like to try to I mean I I'm not want to speak for everybody but whatever we can do but yeah >> I also want to see a >> quality. Yeah. Okay. Do we have a th like has anyone named the threshold yet? >> Like state done anything yet? >> So that's 4% or whatever without going over the threshold and then paying >>
087I don't know >> double that. >> Uh nobody know what that number is yet. We should know soon in December. >> Yes. 4.5. >> But is that 4.54 saying that's 4.5 more than last year? >> Your budget less than last year. >> That's it. Yeah. >> Oh yeah. Yeah. >> That's really to be honest with you going through that. >> That's the four%. >> Yeah. I mean if you go through just it's it's >> salaries are 4.8%. >> Last year we were okay too but then once they put in the threshold then every dollar we were paying over 185. >> And then they slashed it. Remember remember near the end all of a sudden they like >> here's a little money. >> Yeah. They're like, "Oh, by the way, we're going to bring it." >>
088Insurance is is up 6%. So, we're >> last year we did we have we had fewer staff, but our insurance costs were more. >> Yeah. It depends what plans. >> So, um so the budget work is in the works. I don't um Frank sent out a survey to staff. I know in the past we've had a budget advisory committee made up of community members. >> Yes. >> That was helpful last year. >> Yeah. I have that on the ready to send out in a nice little thing. Um Larry gave me times that he was available >> um because he was meeting with folks, right? >> Yeah. So I will >> you want to get that? Yeah. >> On the dates we were we were I was at a Scott meeting board meeting last night. So
089>> the plan is to bring the draft budget to the next meeting December. So you want to schedule those meetings this probably meetings. So, >> so we'll plan to come back next month with >> I mean you can see the budget. It's draft in draft form. The budget book is live and they already sent you all that email but that's a starting place. So mentioning an interventionist at middle level that's not in there. >> No. >> Yeah. Are we not adding a fourth grade teacher then? >> That is not reflected in that budget. That's just >> maybe Frank comes to us with that. >> He can have a plan A, a plan B, and a plan C. >> We have like plan. >> Remember Hannah's plan? >> Yeah. Hannah's plan. Hannah's plan. Let's just cut
090it all everybody. Just cut everybody. >> Cut the teacher's health insurance. >> Cut it all. with additions or cuts or whatever. >> Yeah, I have, you know, after a way to try. >> It's weird. >> So, different. >> Do we have a PE teacher yet? We don't uh at this time if you know anybody I've made calls to schools >> um we have somebody that was interested but um graduated in December >> from Norwich but has decided to wait to take on full-time employment until next school year um but is interested. It was just >> I know. >> I I Yep. kind of went through that as well. And >> um >> Craig is making it work for now. >> Yeah. >> Who's the who's the parents have been doing something and stuff? >> We
091have a we're splitting um the time so it's not just one person so that they still can carry on some of the other duties that they have. So one person taking middle school, one person taking elementary. When they're not doing that, they're in classrooms. still being able to >> um right. >> Yeah. >> Um do we next agenda on hearing budget? >> Yes. >> Student report. >> Yeah. I will work on getting a student report. Yeah. We've been in conversation. >> Can we keep 73 updates on our Okay. >> Yeah. >> And we're meeting our date is December 2nd. >> 2nd. Thank you. He's turning 15. >> Oh, cake. >> You don't have to be here. >> You don't think >> he's actually be really upset of me that I just announced that in >>
092congratulations. If you're fabulous, go. >> Yeah. I think uh I think the big focus will be the budget. >> Budget. Yeah. >> Yeah. Okay, we do like an ABC plan and a hammer plan is like just about everything. >> Me and a family out there. >> I know. Adam's like >> he's so cute. >> He's just enjoying the meeting. >> We have an executive session. >> All right. >> So, I move to end tonight's meeting. Second. All right. I call this meeting. >> Oh, we need a vote. We need a vote. >> Who would like to end this meeting? >> We areing at 7:17. >> Thanks, guys. >> Yes, we're still doing Nordic Rock. That was okay. What date? >> Um, to be determined. I have a heartland trail meeting tomorrow. >> What date? What
093are we dating? No, the votes. >> Oh, yeah. Yeah. >> I think we need to do more making sure families know