001recording further and further down. >> Okay, you're set. >> Welcome to the SDSQD SB Usd meeting. Have an agenda that's full. But first, we would like to start with the pledge of allegiance if you would like to join us. >> Pledge allegiance to your father. United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Our next item on the agenda is public comment, but public comment is limited to items on the agenda. So if we have any items that from the public I just want to say I'm here to the union room we're more of a visible Rene anyone Mary Ellen is here but I don't see her hand >> no I I don't have anything to say >> thank you thanks
002all right then we'll move right on to the consent agenda and in the consent agenda minutes from March 17th March 24th warrants three no retirements resignations uh three resignations. So I will need a motion to accept. So I have a question about the minutes and I don't know if I do that before or after somebody makes a motion. >> Uh we typically make a motion and then >> I'll make a motion to move it. >> Thank you Jeff. >> I'll second. >> Thank you Glenn. Discussion. Um, I did email and I don't know if this makes a difference or not. I just wanted to capture it correctly. When we um the nomination for Glenn, I think it was for Glenn, it was one of the nominations they had put me down instead of Cindy. And
003I don't know if that makes a difference, but I just wanted to make sure that that was captured correctly. I did send an email. I don't know if it was changed or not. >> Okay. I can't remember if it was for you or if it was for Glenn, but one of them had me as the second um instead of Cindy. And I just wanted to make sure that that was captured correctly. Thank you. >> Sorry. I just want to make sure Cindy seconded. >> Yes. >> I mean, I'm fine with it. That if it's not changed, I just wanted to make sure it's captured correctly. It needs to be changed. Any other items to discuss? Hearing none with that change with the um change that Stephanie pointed out I ask that all those in favor
004of accepting the consent agenda um share by saying I oppose. Good loose following at finance and Renee, are you also chatting with finance or is this is this our donation? Fabulous. Um there is a donation that is here that we need to um accept should we choose to. It's from the Vermont reading partners and it is four ran out. Need a motion to accept the donation. >> Thank you. Second just for the record. >> Uh 3,915.72. >> Second. >> Thank you. Any discussion on our uh donation? >> Hearing none. All those in favor signify by saying I. >> I. Oppos. We are up to the radio equipment rental agreement. >> I'm sure read that. >> I would love that. you. >> So, this is a uh a rental agreement for the two-way radios that uh
005maintenance buildings and grounds crews use. Uh the goal here is to put everybody on the same radio so that they can communicate between each other. Uh we bring this to the board because it is a more than one-year agreement. It's a two-year agreement currently. And so uh the ask is that the board approves your chair to initial in nine places and sign at the bottom to make that official. >> So we need a motion to um have this two-way radio contract for two years. >> Ask questions first. >> No, we motion then we ask. >> Sorry, Gen. >> I'll make a motion. >> Thank you. We have a second. >> I'll second it. Thank you. and discussion >> when what are the radios? Why are we renting them as opposed to buying them? How much
006is the lease agreement? It's the money factor in the lease. of those. >> So the rental for us is just so that my understanding and Rene can is that not wanting to own equipment that you eventually replace. Um and also the rental rate is 156 per month. Uh and again I think the the the reason for this Glenn was that everybody on crow on the crew would use the same radio. So these are basically your radio >> it's same channel abilities if I understand the part of my acceler. How many radios do you get for 156 a month? >> It is four. Why did I It's more than that though. I thought we just closing the distance between them. four radius >> operations that haven't told that much about it. I know that basically what
007she's trying to do is get everybody on the same platform not just in the UED but other districts as well. So all of our crews >> been communicating and we wouldn't she would have just gone ahead and did this but the company would not allow us to just do a one year. They require the two-year and I said we don't have the authority to do that so we had to bring it here. It's only four ideas. Yes. Sorry, I shouldn't. >> It's not, you know, that's a reasonable way to pay for that. And it does also give you the opportunity to get the latest tech should you choose to renew. >> So, you get four radios for 156. There's Is this just for one school or for all? Is >> this is I would assume
008that I know that these radios are being used at the high school. There are probably folks working on the elementary school level as well. She's purchasing four. There's I should be clear. This is four for the elementary. There will be a similar contract but for the MAU. So you must need four for staff that serves this school district. >> It's a maintenance crew. Yeah. So they serve all six technically seven campuses. >> Tomorrow will have the same contract. We have to go to them because it's a two-year deal. and their number will be filled in to make sure that everybody who serves the MAU builds these grounds operating out of the same. >> Every teacher has one of these radios. So, everybody in our school has >> and every ESPs there's there's many many >>
009and they're all rented. >> I don't know how that's pay for, but I do know there's more than just four. There's a ton of them in our school. Everybody has their own. Like, you can't go anywhere without one. >> Well, it's a huge safety issue for everybody getting in contact, especially this day and age. If a schoolbased or purchased the maintenance ones are going to go through this agreement cut >> and if there's a one-year we don't have to do this right >> correct >> so that's question >> great comments great discussion other questions or comments >> they're good questions that we are great question those are the minutes what Y >> then you'll be ready for tomorrow. >> I will too. >> You have my uh nod today. I will be >> Oh. All
010those in favor of going forward with this rental agreement at $156 per month for two years. Signify by saying I. >> I opposed. No hands. Great. So, we are up to >> superintendence report. >> You good? >> I was going to scoop, but I don't. >> You're good. >> Okay. Wish me luck. >> You're You're Look at me sharing away. >> Uh, so it tonight's purpose I want to share some student achievement data. This board and other boards have discussed this. This is part of our work. This is a part of what we're responsible for moving kids forward. So this evening uh I want to cover uh I'm providing you a snapshot with the hope that we come back in May. whatever conversations or questions that we have as a result of this short presentation,
011come back and talk to you. Because what we're doing is we're going to show you where kids were at winter of as part of the plan uh the planning process in every building and really boards as well is that teachers, administrators will take this data and say, "Okay, how far are we away from the goals that we set for ourselves? What do we need to do next year to improve? and what resources do we need? So that informs things like accountability. It also informs things like, you know, the right interventions in place. Do we have the right programs in place? So I'll go I'll go school by school. Um for those who are watching, uh we will be posting all of these. Uh I did Arlington last week. I'm doing elementary school board this evening.
012I'll do MAU tomorrow night. We'll come back from spring break which is next week and we'll do an SU presentation as well. All of these will be posted on the website so folks can go back and take a look at them. And if you encounter folks in the community, hey, I missed it. I'd like to see it. Again, we're trying to be really transparent putting anything that we share with the board up on the website so folks can check it out. So, um data used in this uh this is elementary level. So, FastBridge, MAP, uh, VTCAP, it's a whole lot of acronyms. Uh, but FastBridge and MAP are used to map growth over time for kids. The snapshots that we're showing you is from winter of 2025 to the winter of 2026. So, a full
013year. Obviously, a calendar year doesn't line up with the school year. So, um, but we wanted a bigger snapshot. VTCAP is the statemandated proficiencybased uh test that kids take around this time of the year. We don't usually get the results until late this year. It even came out a little bit later um most current year but um and then u there also most of the schools have a goal around supporting kids for social emotional learning and that is a uh survey that is taken uh and so I will explain those too but I'm happy to go through slides and interrupt me as we go if you see something you don't understand hey Tim I got a question do my best to show you that. All right. So, let's start with Bennington Elementary. Um, all the
014slides should look the same as far as format. So, Bennington Elementary, you can see the address there. The bottom left corner where it says academic proficiency, this is a a snapshot from the state's report card. So, this is what you find when you go to the agency of education. You pull up individual schools. The little graph to the in the lefthand corner will show you performance of the school over time. So 2023 23 24 25 approaching uh not meeting in this case Bennington Elementary was approaching in 2020 22 to 23. They dipped down to not meeting last year and then they came back up to approaching. Folks asked me in the first presentation. So, I'll answer the question for you folks in case you have it in the back of your brain. Hey Tim, where
015is Vermont on that scale? Vermont as a whole is at approaching. Um, so I just want to give folks some context as I look at that. On the right side of the slide, what we give is uh there are three columns. Uh the first column, what we did was every school has what is called a continuous improvement plan. These are goals uh that are set and revisited on a yearly basis. Uh they're usually much longer in length. So this is our attempt to shrink them down to one sentence. Um but what we wanted to do is list the goal for this school. The column to the right is within that goal, they had a a number or a percentage. We wanted to put it right there so folks can see it. And then the last
016one is okay, snapshot winter of 2026. Where are we toward that goal? Any questions about that folks? Okay, I'm going to read through the the um improvement goals so folks can take a look at that. But I should put my glasses on first for that'll be frustrating. So the first one under Bennington Elementary is do we have most of our students at low risk for internalizing behavior? So what you're looking for is you want to see a number above 60%. You want to see that a majority of the students at Benl do are not at risk of having internalizing behavior. Internalizing behavior is kids shutting down, putting their head down, uh being isolated, not engaging. Uh and so the goal is you want at least 60% of the students been out not being identified as
017having internalized or being identified as a low risk. So you can see that they have 52%. The goal is 60%. Next one down is do we have most of our students scoring at a low risk for externalizing behavior. This can be hyperactivity. This can be uh aggressiveness. Look again we're looking for at least 60% of the kids not being sorry being identified as low risk. So it's 56%. Again moving toward the goal. Uh the third one is are most students leaving third grade with foundational literacy skills? This is a a proficiency uh measure for those who've seen this presentation for before. This growth tim measuring proficiency in this case this is proficiency. It is a measure. It is measured by um fastbridge and a core phonics measure. And really what you're looking for is when
018kids are leaving third grade and that's a key grade marker for being able to read at grade level. We want to see at least 65% of the kids reading at grade level when they leave third grade. So that's 49% right there. That's a proficiency score. The last two columns are growth. Are students meeting or exceeding their growth rate in ELA at least 65%. It's 44%. Are students meeting or exceeding their norm growth rate 65%. Benl is currently at 47%. Just for clarification for folks who might be watching, proficiency is we want to see you at this level. By the end of the grade, you met proficiency. You're not at proficiency. Growth, it takes a different direction. Takes a snapshot of where a kid was when you took the original um assessment. MAP is a longstanding
019measure. Uh those of us who've been working in the school district recognize it. It norms it against kids across the country and they say okay if you are with a really effective teacher the next year you should grow this much and it can it can even account for kids trying to catch up kids who might have entered third grade reading below grade level. You can even measure that too. So what we'd like to see is you know at least 65% of the kids meeting that growth rate and you can see that the number is currently at 47. Each one of the schools as we go through these slides and again feel free to interrupt me. Um their CIP goals will be written in slightly different ways and that's because schools work off of a set
020of district goals. The district has a CIP set of goals. Those are good through June of 2027. But underneath that schools identify their own goals, what they're looking for. So just in case folks are like, "Well, that looks a little different than what I saw." Um, sure I don't hop over anybody here. Sorry, I did hop over. Define CIP or stretch out that acronym. Uh, continuous improvement plan. Sorry. Right. Pal being next threw me off. I thought they were an alphabetical order. Okay, so this is Pel and you can see again in the lower left corner that would be the profile that's posted on the state uh report card. You can see that over the three years panel has been approaching. Then you can flip to the right side of the screen and you can
021see here are their continuous improvement plan goals listed. Um theirs is do we have and again they're written slightly different. The other one they wanted to see we want to see more than 60% of kids at at low risk. This one's a little bit of a flip. This one says do we have most of our kids decreasing and internalizing uh risk factors. So are fewer than the goal was fewer than 16% of our kids have a risk a high risk of internalizing behavior. So I like I said the questions flipped a little bit but schools get to write their write their goals in their own language. You can see that the goal is 16%. I want to say uh folks looking at the 28% as the actual 16% is a very high goal. Uh so
022and I want to applaud Powell for doing that. Uh and they they have some work to do still but 16 is a very uh that will be a challenging number to reach but they're moving in that direction. The next goal is uh similar in that you want to see fewer than 8% of the kids identified as a higher risk for externalizing behavior and they're at 13%. So you can see they're closer in that goal. Uh their third goal are most students in the second grade leaving with foundational literacy skills. They want to see at least 70% they're at 64%. Uh and then students uh that again that's a proficiency score but you can see they're getting pretty close to that. The next goal down is are students in the fourth grade exceeding their growth rate.
023So again we're jumping back to map. You want to they want to see at least 52%. Uh it's 45. I did ask the question uh of the data team. Hey, they're really close uh with uh ELA, but math seems to be a little bit farther stretched. They did remind me that the curriculum for ELA has been in place for longer uh as a district. So, teachers may be a little bit more familiar with it, a little more comfortable with it and starting to see the impact a little bit sooner. So, um any questions about Pal? Right. Shaspberry. same format. They have three goals. Uh sorry, you can see in the left corner they are approaching over the three-year period of time. Uh their first goal is do we have most of our students most of
024our students will be considered low risk for internalizing behavior. They'd like to see at least 70% of the population rated as low risk. They're at 65%. uh our students and then they have two uh map related growth related rates. Our students meeting or exceeding their growth in ELA. They'd like to see at least 50%. You can see it's 61%. And students are meeting or exceeding their norm growth rates in math. They'd like to see 50%. And they're at 56%. So Shaffbury at this snapshot is exceeding their goals. And so as part of that process, they'll revisit their CIP goals and they will reset goals come the fall. Woodford uh same format. You can see in the left the profile last two years they've been approaching they have four goals. Uh do we have most of
025our students scoring at at considered low risk for externalizing behavior? They'd like to see at least 60%. They're very close at 58%. Are most students uh leaving third grade with proficiency in their foundation literacy skills? They'd like to be at 65%. They're at 46. I will say I need to state the obvious that Woodford serves a smaller population. So, one or two students can have an impact on that. uh we can do a deeper dive if folks would like to see like hey we're doing does Woodford have all the supports they need do we need to look at something but just let folks know that uh and then the last two goals are growth in math are students meeting or exceeding their norm growth in ELA they'd like to see at least 68% and you
026can see that they've scored a 73 which is quite impressive our students meeting are exceeding their normed growth rate in math 65% % they're at 46. And again, um I would one remember that uh the math curriculum has been in place for a shorter period of time. So I would say that teachers are learning, tweaking, making adjustments and so uh I would anticipate growth continues over time. Any questions around Woodford? All right, Molly Stark. Poly Stark is uh same format. You can see that they are uh currently not meeting uh the performance standards. They are supported uh by a school-based teen and also have resources available through the agency of education. Um they uh it's an intensive process. Uh and we can talk a little bit about Molly Stark. um as we move forward, but
027we should also look at their four scores and take a look how are they're doing. Uh do we have most of our students identified as low risk for externalizing behaviors? You'd like to see at least 60% of the population. 32% of the students are considered low risk. Are most students leaving third grade with foundational literacy skills in place? They'd like to see at least 50. They're at 34. The last two scores are MAP related. So, our students exceeding their normed growth rates in ELA, they'd like to see 50%, it's at 25%. And our students meeting or exceeding their norm growth rates in math. And again, their goal is 50% and they are currently at a 27%. >> Questions? >> I just have a question in general for all of the schools. How is the um
028externalizing and internalizing behaviors calculated like the high risk and the low risk? Is every student evaluated by their teachers or is it just people that like act out or then considered high risk? >> No. So teachers teachers do the survey um a period of time get to know your kids and then you just observing in the behavior. Okay. So staff participates. >> I just didn't know if it was like if they get like a report on something that that is then tracked or if it was for all students. >> No, all students. >> Okay. >> Good question though. Um we did my start. This is monument. Uh you can see Monument has been approaching over the three-year period of time. Uh they have a goal for they'd like to see a percentage of kids over
02970% of the kids having a low risk for externalizing behavior. That's a very lofty goal. Um I appreciate them. They're at 57% of their students are considered low risk for externalizing behavior. Are most students not at risk? Uh this is um they are trying to say fewer than 15% of their students are uh at risk at not uh meeting their their core literacy skills. You can see it's at 30%. There is one caveat. I wrote myself a note I believe because uh this is I asked what grade are we talking about? This measure or monuments is grades one and two and students in third grade who are considered at risk of not meeting their third grade goals. So this is a goal that I would say is a progress goal. And so you still have
030your first and second graders who are moving toward third grade efficiency. uh so they could be making that progress but right now they're not at that goal. And then the last one for them is are students meeting or exceeding their normed growth rates in math? This is a math score at least 65% and you can see that they are currently at 58%. So we have shared this with the principles all of them have seen this uh they will um as a normal process of the school year they'll go back to their teams and say this is where we are set goals for themselves for the 26 27th school year come back and ask and uh us as a board as an admin to say hey this is the resources that I think we need u
031part of the you know a yearly process But again, my this is a snapshot. Happy to take any questions. Can't guarantee I will answer them in the moment, but it will give me homework to come back in May if the chair uh would like me to and dig into some questions for folks. I do want to know if they intend by the end of the year to look at these goals and then set the new ones as part of their last two days of um in service. >> Um my my recollection of that is it won't be the LA it could be you could be doing the work during the last two days. It won't be due before you go home for the summer. >> Sure. Um if not then when would that time be
032ex? >> We are responsible to come back to you folks in the fall and say these are the goals for the the CIP goals. Yep. >> Okay. I asked a heavy question. It came from like the last meeting and then it kind of rolls into this. I know Barry Mer asked about you know breeding scores in Mississippi and Vermont. So, I'll jump on that because I can answer the question now. Um, so Mississippi, you know, they did, you know, 10 years ago, they started a reading program and it went from really the 48th state in the nation for reading scores to one of the top five. Um, Vermont just instituted a law last year, act 139, which addresses a lot of these K through three goals um for reading. Um, it basically says that if
033the students are behind, they get services and letters should be going home to parents. Um and they should be addressed to phonetic awareness, you know, phonetic awareness, phonics, fluency, vocabulary and comprehension. Um if a students below grade level, you know, they should be going home. There's a template that state and you know there is guidelines for this for those parents who are those kids who are behind which is you within 30 days of the screening a letter goes home and it should say what the school's going to do to address the kids who are deficit. um it should provide resources to the parents and it should so and the school need to show proof of progress and if this is not happening there are next steps that they recommend. Um so it's first year so
034I'm not going to ride this too hard now but you know is this happening or school because it is state law. >> Yep. So, you know, you know, I haven't heard many parents getting letters, but looking at these scores, we have a lot of letters going out, you know, K through three. So, just put that on your bench back page. And I think Melissa Sen is aware of it. And so, I mean, she's probably on it. It's a big lift to go from nothing into something. So, this year one's done. So, I'm sure the state is still digging through >> and I also noticed that it has early ed grade five on each or grade six depending. >> So, what measures are being taken and to identify which students are kindergarten ready? >> Are they
035ready to start at that level when they walk in the door or are they starting at a lower level and we have to patch them up to to to start that can learn. >> I have some general questions about the continuous improvement plan if you could provide some background and I apologize if I missed this and but um how often are these schools reset every year? >> So the the school district sets uh The SU has a continuous improvement plan that encompasses three years. Third year will be next year. So 26 27. So next year we will be sitting down examining and then they'll reset the goals. And schools are operating with like you have schools you have to have an ELA school level, you have to have an ELA, you have to have a
036math, you have a have a social emotional learning. >> Yep. >> Goal. >> Okay. >> Uh the SU may also say we want a scienceful. Okay. The high school has to address that. And whether or not you've set these goals and where you've set these goals, are these metrics being tracked? >> Absolutely. >> Can we see that raw data? And is it the same year after year? >> What do you mean? Basically, >> we see the approaching exceeding meeting from the previous three years, but that's only relative to the goal that was set. And the raw data on the in the right hand column should be the same comparison year after year and it would tell you where a school is trending. Is that correct? >> I think it is though, isn't it? Don't they
037have a three-year? I >> mean, I think the Well, I we I don't think we see that here. What we see is the performance based on the goal that was set. Um, which brings me to another data question about what is the threshold of not meeting, approaching, needing, and exceeding. Yep, >> it was a while ago, so I can't recall, but there was um maybe two years ago when this kind of came in the all of the principles came to board meetings month after month and did presentations with a lot of that data. Yeah, I mean I I can't remember exactly what was ended at this point, but there was a lot more data in those presentations. So, we may have gotten it at that point, which might be something that he could potentially find
038minutes. So, probably October, I would guess. >> That'd be great. I'd like to see. >> And just the other thing, and then it's always my pet peeve on the growth score, >> um, which is mean or exceeding norm growth. Yeah. Um, >> just because you're meeting or exceeding norm growth doesn't mean you're actually doing well. um you know and I can use my child as dyslexic student her goal is to read 10 words a minute and did she show growth from six words to 10 words a minute? Yes. In the third grade is that significantly below? Yes, she's at the negativity. She's at the zero percentile you know first percentile nation um because she should be at 80 percentile. So growth doesn't always match up with >> right you know how you're doing >> right
039with gray it doesn't >> if my hair is growing I'm not going to have a full head of hair. >> Um Oh man, steal that. >> I say is there >> is it make a big difference? No. >> And it and both of them Jeff. >> I'm telling you, man. I'm writing that one down. That's good. Jeff makes a good point and we actually had that conversation today like so if you are serving a community where you know you got learners to to um Sy's point you got learners coming in may not have been read to as much and they're not reading coming into kindergarten and you know they're behind you um proficiency can sound a little bit like a drum beat. They're not proficient. They're not proficient. Yes, we know that and we're trying
040to catch up. growth allows you to say, "Hey, had this teacher in front of them for the year and they helped him grow this much." >> Um, which is a celebration, but it's not it's a balance of the two. You're not proficient as as a full head of hair would say you are. And you know, the growth rate is your hair is actually, you know, still needs to be clipped. So, um, I u might know this. Um, so it's a good point for Jeff. I tend to be and because Jeeoff and I have had this conversation, I tend to be somebody who probably focuses on growth a little. My bias is a little bit to growth because I want to encourage teachers and I want to encourage kids. I was the principal at the middle
041school at nine for nine years and you'd have kids coming down the hall. Hey Mr. Payne, I went up 12 points. You know, like middle schoolers could figure out what their growth was but jumps right to hold his account. Yeah, but they're still reading a grade level below you. So like you got to keep going. You got to jump ahead. So >> those low readers because you know they're still showing growth but that gap's just widening. >> Sure. >> You know because they should be going 40 words a year and they're going up six. Yeah they do growth but they're >> that gap is now a jump with their classmates. So >> that's always my pet peeve. >> And the and the goal and the discussion we had Bill for that today is but what
042kind of goal what kind of growth is it? As Jeff said you grew 2%. But what they needed you to do to catch up to your third grade peers was 14. >> Yeah. >> That takes a really effective teacher, good set of interventions, a consistent program. And to we got that question at the public comment. We have one person talk the Mississippi miracle. First of all, Mississippi doesn't like being called a miracle because it's been a 10-year plus project. >> They focused on a curriculum training coming back to the same monitoring system, you know. So there are benefits. There are a >> debate on the other side they hold it back but you know you can have that >> but it also was that the state of Vermont's also you know took 10 years to
043get a bill through getting shot down shot down and finally went through in 2024. So >> you know we'll be 10 years behind the city right? >> Yeah. So >> any other questions for folks? I'm happy to form the next presentation based on that. Would >> you like to add anything else to your >> I'm all good. >> Yay. Um I skipped over policies before because we didn't we don't actually have any policies, but we did have a policy meeting. So >> update on that. Uh we met on Monday, April 6th. Um we had an ambitious agenda, five policies to be discussed that day. We got through library material selection and substitute teachers and that's about as far as we got because the conversations are lengthly spirited and rightfully so because when we're looking to
044set a policy we obviously want to get it right. We want to take in everybody's you know input into um the language and the effect etc. So we really try and really pay attention. We do have a good group. We're up to six. >> Yeah. Um, Superintendent Payne being there as well, you know, just brings another layer of uh >> Oh, I to help, you know. Well, yes, Joy, if I can pause. It's like, oh, let's go. >> But he's able to put it in practical terms of what the school may or may not need that we might not have the insight on. So, we find that helpful. And going forward, we have future con uh considerations that are large as well, covering things from drug and alcohol testing, tobacco prohibition, employee harassment, optimum class
045sizes, and educational fires and records. I'm sorry, files, not >> fires. So with that, um, that pretty much sums up our policy meeting for April. We have another one at the beginning of May >> and we'll be happy to report on that then. >> Fabulous. Um, and I will say when the policies do come here, it's so important that everyone reads them, looks at them so that there is if there is something that looks a little like you don't understand it or it is a little confusing that we can send it back to the policy committee so they can um make sure that everyone understands it that it's as easy to read and understand for all of us as it would be for anyone else looking at it first time. So, thanks. >> Uh, do
046you want to do SPSU? Um it >> was a reorganization week. >> Yeah. Basically all we did was reorganize. We talked about um couple of >> Board retreats which for this particular board where Sandy and I are going to work work on what that's going to look like. Um I don't know that we talked about it then but I think it's pertinent to mention here that we still have the best educational use of uh school facilities going on and operating on the report that we got NASDAQ that's kind of I don't want to say on pause but with act 73 and it's daily and sometimes hourly changes we're going to be kind of remiss to cast a full fullon suggestion to the boards as to what to do with all of our facilities until we
047actually know what the laws are. >> That being said, is it possible to to gather the group at least one more time to get a >> I would think over >> we'll get together one more time before the school year wraps >> because you're right. You're absolutely right. with the changing um pieces happening, it may not it may not be what you're recommending, but Google's recommending. >> We certainly don't want to be in violation of any law, too. So, you know, any directives now could could have the potential to need to be undone. >> True. So true. Thank you. >> Yep. Um moving to the chair's report. Um tonight is our voting ends at 7. Um there's still time to get out there and vote. If you haven't vote, please vote yes. Um we'll certainly
048learn of the outcome. Um regardless of the outcome, I want to especially thank Tim for all the work he's did in sharing with our community in letters, in meetings, um just uh in the grocery store picking up bananas wherever he was. Um he uh has been great to get that word out for us. Um also especially happy that he gave us this ballot language >> um cheat sheet to help us um navigate this difficult um state funding um piece. And certainly thanks to all of you who made it to a board meeting or chatted with your community members or wrote a letter. Um Karen and I had a good lovely time at Shaspberry um where we were very well welcomed. Uh they were very kind to us, listened listen to our please um shared we
049shared why it was important to um pass this budget. Um and they I thought they were very respectful. Um recognizing also all the schools that allowed us in and gave us time during their meetings. Um, I have to say that I was probably the last school that I did get into um was Molly Stark and they were very kind to me and that they they showed a lot of warmth and compassion knowing that um I had done so many um meetings and they were just very cordial and caring about our budget and understanding why and the importance of it. So, thanks to all of you and to to everyone out there who was playing a part in helping us get this this board um budget through. Um I am hoping that we can do a
050board retreat on June 20th and I couldn't remember Jeff that was the day after. Oh, pass on me. >> Um, if the board agrees, um, Brent and I are working on a um designation, it'll include uh professional development, annual goals. Yeah, it is. It is a Saturday. It tends to be longer. It's a little bit longer. Um, so what we're hoping to do is to create some smart goals. Um, maybe they'll be with student achievement. Um, it's not typically in your regular meeting place. It's something a little bit away. Um, we'll definitely have food available and it's typically four hours, but sometimes it could go a little bit longer. Um, you can email me if that date does not work out for you, but if it does, then we'll at least move forward. I will
051um chat with both Cindy and Chris and I'm hoping that it'll be um a good time for them as well. >> I may be out of town that day. >> Okay. >> A work obligation already that I mean that's that's up in the air at this point, but if it works for everybody else, it's >> certainly would love to have you there. >> I may be able to like, you know, something with that as well. I don't know. >> Okay. >> Did you say June 7th or 6? >> 20th. the 20th >> 20 not 26 or anything. I think I should add a six. >> Okay. >> Tenatively. Yes. >> Um and I do have some committee assignments. Um I've spoken to most of you. I didn't know Bill if you had a preference, but
052um Karen and Cindy will um take over our food service advisory committee. Um Chris will remain on the teacher negotiation um committee best use of facilities. Glenn um and policy Cindy MV when you serve as a policy committee meeting for MAU or at least that's what was in the last meeting notes. Um so I don't even get double duty >> nor do I your information. Um and the last thing uh to share with everyone is that the first week of May, May 4th to 8 happens to be um National Teacher Appreciation Week and the National Teacher Appreciation Day is actually on Tuesday, May 5th. Um it's that time where we get to honor our educators for their dedication and recognize all the work that they do and the time that they spend. And on on
053behalf of this board, I'd like to extend our gratitude to the teachers for their work um and for their dedication and their ability to inspire and support and guide our students every day of the school year and also as part of our larger community just great people. That is my chair's report. Um, we have an FYI, which is a budget status report to be posted, treasures report to be posted, and the audit and management letter, which is 95 pages long. Um, and I can sum it up with by sharing that we are in compliance. But if you would love to read all 95 pages, you are more than welcome to do so. And with that, I ask for a motion to adjurnn. Thank you, Seth. Can I have a second? >> I'll second it. >>
054Thank you, Jeff. Any discussion? All right. All those in favor say I. >> Thank you. See you next month. >> I did. >> It's actually um