Hello? Are there any agenda revisions? I think we're going to be hiring one more. Hiring approval. Someone that's already been here for a one-year non-media approval. Okay, so we'll just add that under 5.3. Yeah, it's just another person. I'll actually start that. I have the non-formates. We'll tell you more about them. We'll get to them. Hey, Karen. Can we do out a green team presentation? Yeah. I don't see them. I think they've rallied out. Oh, okay. So they may come. They may come late. They may not come. All right. All right, I just want to say I'm going to apologize. I'm going to put on my dad hat. So I'm going to have to shortly and go watch my daughter do one of her events. And then I'll get that done. Bill's on call. Okay. 1.3 is public comments. Would you like to make any comments? Sure. So I'm here again, once again on the white table. And at the last meeting, you agreed to consider the issue again. So I hope you are going to be doing that today. And I still feel pretty strongly that having an independent person at the math table not a mix up of the different teachers coming in. And I also, I heard some sort of through the grapevine that some administration weren't happy about the decision of the board. And I guess I just want to say about that, that I hope you will keep an open mind. That, you know, we come in here, I don't know a whole lot about how school boards operate, how administration is operating. But we come in here when our concerns that we think are affecting us as parents for our kids. And I hope that you won't make a decision until you've heard all the information. So that's what I'm really hoping for here. Whatever you decide, you know, don't assume an outcome, please. And I think, I guess I thought I wanted to say at this point. Thank you. Thanks. First of all, I appreciate that Kari, like, you and I had a quick conversation, but the fact that the board doesn't want to be micromanaging administration for all the reasons that are out there. But I think occasionally, sometimes, it's good to hear that, you know, and I know there are lots of great teachers and so forth, but occasionally it's sometimes good to hear from the folks saying, hey, this really is an important person. And we know that the administration has tough decisions to make, but we want to make it clear that this is a special resource that we hope you'll think again about. And I understand the constraints you're working under, but we think that's our job as parents to come and make that plea to you guys, and hopefully you'll hear from us. Thank you. I'm Collin Mintersmith. I was a senior last year, and I used Jim pretty much as much as I could. I thought he was one of the most important teachers for me. He was the only teacher I actually made a card for when I was leaving, so that's really his name. He was always nice to have like the same face whenever I was learning to fix the math problem and he didn't make it much about strictly learning everything you need to know, just like boom, boom, boom, boom, now without. He was more like, come on in, you know, joke around a little bit. Let's figure out a problem in this nice, calm environment and make it feel safe, and it was just perfect for so many people. I don't think I ever heard a bad word about Jim, and I don't think any other math teachers could say that about themselves. Great, thank you. So, we don't appear to have a green team, so we'll see if anybody shows up. Right on, oh, I'm sorry, approval of minutes. Is there a motion to approve the minutes from table three? I'll move it. And Karen, any comments? I have one at the bottom of the first page, which is page eight of the packet. There's a sentence that reads, Scott Thompson had asked under what circumstances would the board reverse an earlier decision regarding the budget? I recall Charlie asking that question. No, it was actually me. It was you? No. Okay. Charlie would have asked it if I hadn't asked it. Great. Sorry, I misremembered you. Any other comments? All those in favor say aye. Aye. Any opposed, let's see. Okay, so that passes. So we're going to move on to 3.2, the budget process. I ask that we add this to the agenda so that before we delve into the specifics of the White Table, we give some thought to the process that we use in our right of making these decisions. So just as a reminder, back in November, December, we were after the initial meeting by the finance committee. We got some information and we basically established our parameters, what we were looking for from this year's budget. And basically I think the one parameter that we set explicitly was that it come in under 3% in terms of expenses and communities. Knowing that we're probably going to see a reduction in students and that would mean a greater increase in terms of per-people expenditures. I think it was probably implicit. It certainly was in part of the resulting discussions of what impact would this have on student learning outcomes. But essentially we set that one parameter. And then not being experts in education, we asked the administration to create a plan and budget that conforms to that. That's when we got back and we approved that and sort of made our way until we started hearing from teachers, students and parents that weren't necessarily happy with part of our decision. Asked us to reconsider and that's where we are now. So I'd like us to... I guess it was your question that got me thinking about this, which is under what circumstances would we reconsider this? And I don't have a good answer for that. We haven't done that. It's not been our practice for the six years I've been on the board. And so I kind of struggled with how do we do that? And I've got three things I'd ask us to think about as we go into this. One is if the criteria for the decision here is public support, teacher, student, parent, I'm glad that that support exists. I think it's... I don't know Jim, but it sounds like it's really wonderful. Are we being fair to the other people in the other positions? Because we didn't broadcast that they're being reduced. We didn't invite comment about them. If we got that kind of feedback, I don't know exactly what we'd do with it, but I just have a concern about that type of criteria. And I'd just ask us to consider that. Secondly, I think we have to think very carefully about undermining the authority of our administrators because we basically asked them for something they provided it and now we're reconsidering that. And so I want to be very careful that we're not setting them up to... and future boards to get pushback that all they have to do is pushback and then the board will reconsider. That puts our administrators in a challenging position, potentially. Really carefully think about that. And the third thing I think that we should think about is that I don't think that this is a question of if this position will be reduced, it's more a question of when. Given the trends of the school as they say, we're going to see reductions over time and we're going to accomplish our top priority preserving classroom teachers. This is the kind of position that we're going to have to look at. So I think one of the things that we might want to think about is asking the administration for a longer term plan that we would get to review and potentially approve that will provide context for these decisions in the future so that we have an understanding of how is this going to happen. How is this reduction in expenses, personnel expenses and other expenses going to happen over time because this is a multi-year process that we're a part of. And I hate to see us sort of making decisions in a heresy-jerky sort of one year at a time fashion if we can avoid that. So I think that's something that we might want to think about after we conclude this process is asking for something that provides that longer term content. So those are my thoughts. I'm going to open it up for discussion. Other people want to talk about the process before we get into this. Perhaps we should also, I mean if we're talking, you introduced your three considerations all of which I think are sound with reference to the expenditures. So perhaps as part of this process also would be useful to know how much the white table with Jim costs. The other, it's a strange sort of situation we find ourselves in. Carl, last time Carl, you were talking about which is that this is about positions, not about individual people. And I think in a sense that's true but in the reality of the life of the school and how student learning, the individual turns out to be pretty significant. So I guess we have to kind of straddle that dilemma of position versus person or position and person together. And then of course just student learning. If I think the value of this position person or person position or whatever kind of American we were talking about the value of that for kids kids actually learning math. And not just learning it to do well in the test but learning it for life in a way so as not to be mathophobic by the end of the experience. The relation is what you both said. What I heard you say, Gary, are courage. I see what I get your point about certainly supporting that. I was pretty moved by the support of the students and I'm eager not to put an end to that. But it is a fun issue, isn't it? In one hand it's sort of a lack of a better word, populism. You know, the force of a lot of people getting to better and one idea pushing it hard to forward their goal. And the other is the role of people who are trying to balance that against other interests that may not be as well-organized or as vocal or both. But at this point, keeping an open mind, at this point I feel as though the support of the students trumps the other considerations because I really feel strong. I feel that there's a danger that we create a sense of futility or cynicism amongst students if they don't feel that they can have some influence on the choice of future lives. That's got even strings. So I hear you loudly and clearly, maybe that's where that longer-term plan can come to bear. If the students participate in creating that plan, maybe you'll require these buy-ins. Any other thoughts? So I agree with everything you said, Kari. My question is, so what about that parent who's paying for the chemistry here or the physics tutor or the foreign language? I mean, how does that come into play? There is no white table for the chem tutor or the sciences or for the foreign languages or for the arts or for any of that, for English. And it is a matter of when. When is this going to happen? When are we going to hit a population balance where we're going to say, wow, we didn't need that big fancy track out there? I mean, because the kids are actually participating in cross-country or the gym class is so small that they could use another facility like that.  I think we agreed on that budget. We said it worked. All right. So, man, we should shift into the next topic which is getting more into the specifics. What we approved last time I believe was asking the administration to present a more detailed plan of how the function would be fulfilled without that position. So, the model that we're following is similar to the model that the English department has done for the past two years. So, the English department is teaching four classes and then they're conferencing with kids for the fifth. So, every teacher is contracted really to teach five of the eight blocks that we have. We also have a provision in their contract where they can teach an additional assignment for one semester called the sixth assignment. And so, with the English department, what we had worked is that they would do four classes which was the same number of kids that they were teaching in the five. But though we used that extra time to conference with kids more individually or smaller, usually number two is what I've seen. So, we looked at that same model for the math department. So, our math department reduced the number of courses that they teach, sections that they teach, not courses, but sections that they teach.  So, the way that breaks down is that six of the eight blocks would be able to be covered by the teachers that are there. That's the equivalent of 1.6 teachers. So, 1.6 FTEs to cover the math white table. In addition to that, the math department already does two full positions worth of interventions in the middle school and algebra and geometry classes. So, we have, when we talk about the commitment of our math teachers to interventions, we're talking about 3.6 FTEs is what we commit already to those interventions. So, those teachers would be, you know, each semester, the schedule would change a little bit from semester to semester, but the way we've got it planned for right now is that the same teacher would be there, the same block for the entire semester. So, say, the third block on Blue Day, I don't know which teacher that is, but there would be one teacher that would be there all semester on that day. And the same for all, but two of the blocks during those times. They're looking at those two blocks as being, one of them is when all, there's three algebra two classes, which is the highest use of the white table this year, or by algebra two students. There are three classes during one of those blocks. They feel like being at the white table during that block doesn't make a whole lot of sense when over 50% of the kids who come would be in class. So, that was one that would seem reasonable. And then the other one was the lowest usage time is block one. And so, they were looking at that as well, as being the two that they would recover during the time. I would say that, you know, when we think about departments as a whole, the math department has the most FTEs of any department. It's 10.6. The English for Literacy is 10 FTEs. Science is 10. Global Studies is 8.6. And World Languages is 5.4. And then Special Education is 10. And VACA is 7.8. When you look at our numbers across the school. So those are the number of teachers that we have in each of those departments. I would say that these are some of the things we looked at. You know, if you were to say that we should staff the white table with somebody other than the current math faculty, then we are over staffed in our math department because every one of those teachers that's teaching four should go to five because they wouldn't have that assignment contractually. And then we should reduce the number of math teachers that we have. So we would essentially be eliminating a... In this case, we would be eliminating a newer math teacher for a retired math teacher to staff the white table. I mean, that's kind of how we looked at it. We looked at the model that was working for English and that our role in fellow, Alden Byrd, has really been working with a lot of our teachers around is the idea that we conference with kids, that we don't just have just a drop-in kind of model, but that we actually schedule time with kids outside of class who need support. For our math department, the freshman and sophomore math classes don't need that because they already have the students who need support. The majority of students who need support already have an algebra lab or a geometry lab. So they already have the teacher for two math blocks essentially during the course of the eight blocks. And so when we look at how much intervention we provide for reading and how much we provide for math, they pretty evenly split until you throw in the math white table and then math has almost twice as much intervention time as the reading does. So, I mean, I think these are all things that we thought in the administration when we thought about how to staff the position or what to do with these kinds of staff. This is an old test, not that I may not apply anymore, but U32 has always sort of been thought of as pretty strong in the arts in language, English and here in the math and sciences. And is that still the performance test evidence of weakness in math? In the same direction, yes. So would that be a reason maybe for supporting a little higher FTC and FTE rather than math? Well, we do. I mean, that's part of the number of interventions that we provide in math are higher than the number of interventions we provide in our reading and writing programs already. An additional position on top of that would just add more to in terms of the support. Oh, the measurements you were doing were without the math? Without having the position to math white table as a separate position. The 10.6 FTE is without white table. Correct. It's with the teacher staffing. Got it. How long has this model been in place in English? This is the second year of that model. And we don't have that kind of tier two support in science? The kids will seek out their science teachers during callback or before after school is the way that they get support there. Questions? This is a really fascinating case because you just made a very strong structural argument I think. And if I didn't know anything other than what you have said I would say that however there's a pragmatic mention to this that seems to be very important and I mean I have I don't know, did you have a chance to see Ginger's why Jim at math white table matters to us? Did you see this? I've seen others. I have petitions on my desk. I have emails from parents and students. So Scott I would just say this is for me making this decision has to be on the business side because there are other people who are reducing in force that have no one who has ever come here and spoken for them. And so if it's a popularity contest for who we keep in the school I said, you know He went. I don't know how to answer that question. I hear what you're saying. I don't think it's a popularity contest. I value the input that the community has brought here. I'm sure they like Jim but I'll think it's because they like Jim that they're saying that this is such a so I would not characterize it as just a popularity contest. Although that's always a concern. When I when I sort of try to understand try to get a sense of what people were saying what this testimony actually meant that was one of my questions. Is it just because he's a lot of like Mr. Chips or something or or is something happening that's important to learning? And when I it seems the evidence to me the personal testimony not just from parents and former students alumni but present students students not only who use the light table but students who are classmates and friends of students who use the light table are the the unanimity of opinion is really quite striking and I think it's it's impossible for me anyway to ignore the business argument structural argument is compelling as far as it goes but I just have to come back to what we're here for and if kids are learning math if there are kids who are learning math who would not otherwise be learning math as well or as successfully then I think the presence of this resources on a pragmatic basis is justified and I would even if it's structurally problematic or ungainly or the work chart is not pretty or whatever it might be if something works my inclination is a stupid hat to figure out some way to sustain it and build around it and because as we all know I think you were saying Karen last time who knows Jim is a retired teacher he might he might decide that Vermont winters are too much for him but I think my own sense is that when you've got something you try to try to get as much value as you can so one of the issues I have is most of this emotional outpouring is thank goodness for this this worked for me and I know there are certain ways I learned or something worked for me but that doesn't work for you or for you and we don't know that the 10.6 math teachers doing the same thing being present at the white table where I can come say hey help me out with this I'm not getting this algebra 2 problem can you help me through this having that same space with those people we don't know that that won't be just as helpful because it hasn't been tried right we do not know that that won't be just as good just as helpful if not more so more personalities well yeah and you know so Joe Bob teacher didn't help me but Christy teacher I understand how she explained it different I don't know I'm just saying we're acting like the solution that has been given to us from administration is doomed to fail it's not going to work it's not that the white tables shoved in the closet they're keeping the fundamentals have come up with a solution and when I understand going down to each of them would only be teaching for yeah we're cutting a highly trained math teacher what kind of teacher then to have someone at this table right unless we say we're not cutting no well I think the kind of the kind of thing when I talk about being pragmatic and sort of recognizing when there's a resource of unusual value that one is lucky enough to have and trying to realize as much of that value as possible rather than if we think about the strategic approach that you're talking about I could see I apologize because traveling all over your turf but you can just say it I'm okay thank you Stephen I could envision for example having because Jim is a veteran teacher himself he's a power right now because he's retired and basically is doing this for fun and I guess a little bit of profit but potentially as a member of the math faculty you know as both a senior and a junior member he's potentially a resource to help some of the teachers maybe teach better because what I understand from from Lucy and Mia and your compatriots is that Jim really knows how to explain things how to get it across he could be like a coach he could work his own transition out of U32 by helping train up perhaps the other math teachers helping to expand their repertoire of math teaching skills I don't know it's just totaling it's the kind of thing that one could do with the resource just in theory friendly but nevertheless I agree I hear you love him clearly but we don't know if it will succeed what we do know is it's succeeding now and there's a risk that it won't work as well and the position is that it won't work as well because of the response that we've gotten from students in regard to the relations with the other teachers one of the things I really like about having Jim here a guy that I don't know at all is the fact that it breaks the homogeneity homogeneity a little bit of the school to have somebody a little different not quite a teacher somebody different and I think that helps the culture of the school to have more of that rather than more of people all graduated with the same degree degrees all sort of yeah I'd like to see greater diversity and I think this provides it especially when you consider the range of responses that students have to various teaching types you're right one teacher Jim works well Bob works well for one person or Christy works well for another that I would argue would suggest supports the notion that we ought to keep stated Jim as yet another one another person who may reach students who are not otherwise reached then George's argument then we need a white table for science we need one for almost every category can I just point out one other thing is that now we're going back to the person instead of the position and I think we just need to but I'm willing to do that I strongly believe that I do not put business ahead of education that's one of the reasons that I understand the legislature shows people are denominates superintendents as chief executive officers but we don't train people we educate people and that means critical thinking and it sounds like what happens that the math team so not every subject is the same and what you're saying is one for one for one like science and English have to have one white table that's just not true math is a whole different beast I know kids who have broken down that's not the same as all the other subjects you don't need a person for white table for biology because they can work it out with themselves or with your teachers easily but for Jim he has a whole other perspective to math a whole other attitude towards math and I don't think he's here for the money to be honest his kids each make very good money he's talked about it a lot of times in class I think he would do it with everyone he enjoys this thoroughly and that's something you can't bring in from this highly trained math teacher right like you need to be highly trained and every student would rather have a highly trained teacher than a highly trained mathematician I get it there are teachers who got it and teachers who don't I totally get it I just want to say again from my perspective I'm really uncomfortable I don't see it as our role I think that I know we're near an expert in education being on this board for six years I'm surprised how little I know about education but I do know that we've hired some excellent highly trained very experienced people to make these decisions for us and if we can articulate why it's a bad decision before the decision is made then we shouldn't really be worried about it I feel like we're going for separate bounds saying it was a bad decision after the decision I'm not saying necessarily it was a bad decision just in light of information that has come in I think it gives our role definitely not to second guess for micromanage or in any way constrain the excellent people that we hired in fact my aim is to enable as much as possible enable the highest performance possible and to be just sounding board and to relay concerns that we pick up and try to form together a greater mind in order to to make call to questions we don't have a motion on the table right before we do that I just want to make sure you have anything you want to add at this point well everybody I think is making valid points I'll say that some I agree more with than others but I think I wasn't at the last meeting but the meeting prior I believe I said something to the effect so many of the teachers were here and students were here as well to me that was very impactful to hear directly from me the other thing is math is unlike many of the other academic subjects in the school in the sense that for I can't remember exactly how long I've been on the board but quite a long time and we've struggled the school has struggled and nationally we struggle with math it's different than every other academic subject so in my mind if there's an additional support and I know we have additional teachers in the school I think is doing everything we're doing everything we can to support math my personal view is having additional supports even beyond what we already have in place is probably a good idea with respect to math because the numbers come back and and so that to me means that we should err on the side of let's try to do whatever we can conceivably to help the kids achieve in math so just one other thing too I don't see the equivalence between a full-time FTE math teacher and a very part-time white table person from a budgetary perspective they're not the same thing Jim is not receiving benefits oh yes Jim is a full-time employee with benefits okay so I'm sorry about that okay so maybe there needs to be some looking at what that cost is but the other I mean in keeping with kind of my argument already I would say if we need an extra teacher we should have an extra teacher in math and if it's a white table position then it should be the white table position I mean that's kind of where I come down on that so I'm not sure I have anything new to add I there's a piece of me that's intrigued by the argument of when we're going to write size whether we're going to write size I mean there's an argument hey bargain great teacher who wants to shake the stick at that but if that bargain great teacher is short-term and is going to be in the place of a longer-term permanent full-time teacher I don't think that's an appropriate choice to make so I wouldn't say let's turn the math department by a full FTE so that we can keep a beloved and successful white table position there's a piece of me that you know it's working I don't want to take away something that's working you know if it's working don't fix it but like Karen says we don't know that it won't work the other way and there's actually I'm going to go all the way back to Scott's question the other week is when would we as a board change our mind about something that we get I got no qualms changing our mind when we've gotten new information to act on I don't have any qualms about that at all I'm not sure I really feel like we have new information to act on we may have gotten more information since we made the original decision but I'm not sure it's really new information nobody said to us Jim's not the best math teacher we didn't know we were letting go of somebody really good when we made that decision originally and I think the argument the sort of fairness argument of other staff that have been let go I don't know how I think we would be a really solid justification for doubling back on one person one person being left versus the other seven pretty hard I think we'd be a really solid explanation of why and I'm not sure we could muster that but I'm not sure it makes sense with our longer term goal of exercising the school and yes it's a crummy position to begin to have to make these kind of calls you know the soft part of me wants to say hey great teacher hold on to me you know just cling to him for another 3-4 years until he's ready to move to Florida or whatever but if that doesn't work with our if that doesn't work with the staffing of our math program longer term I don't see how we can make that choice back to you Karen I guess we're having lovely discussions you said call the question don't you want to make a motion are you going to do anything or we're going to do something there's plenty of great ideas we'll keep you I'm sorry I'll second I think we've all thought about it long and hard and not every position I've heard so far has got integrity so let's do what we can there's a motion and a second discussion how would it work that though do you want to do we retain the current staffing current staff thanks Matt Matt and I assume implied in that is that we would have to figure out the expense some other way and for our knowledge it's what we're talking about $40,000 maybe a little less non-personnel since we're past the risk we're past the risk stage unless there's a personality left is it possible to put it from I'm blanking on the name not the reserve but the fund balance the board would have to approve that I wouldn't recommend that I would recommend that you direct me to find it within the existing budget would you have anything in mind no I mean that decision doesn't need to be made to me and it's not so much my business more discussion everyone clear on the motion all those in favor say aye aye that was three all those opposed in name name three so the chair will break a tie by voting that what do you and we're in a seroton position to be in that's where we'll pay the big bucks okay let's move on to 3.4 proficiency based graduation assignments we just introduced this we had to ask for this obviously the topic of great importance and some confusion and so we wanted to get a little bit of refresher on what it's all about the currency of things so I wanted to make sure that everybody had the book so I think at some point in time we have handed these to everyone but this is really a great way for if you spend a few moments with it for you to be able to talk to others about it I think there's some pretty straightforward things that would maybe help you as a board when people ask you questions about it kind of one of the biggest one of the biggest pieces of proficiency based system is that we are no longer depending on time in a seat to determine whether or not somebody is ready to graduate it's now moved and I heard it explain much better is that students have to demonstrate as opposed as opposed to the past where they just participate so they just have to demonstrate an understanding let's make it clear we're changing 120 years of thought and how students demonstrate their knowledge and it was in the past you sat in a class for what's considered a Carnegie unit of time which is 120 hours that gives you a full credit of as long as you've got at least a D in the class in the way that our system is defined differently in other schools it can be a C in other schools or something different but it was always 120 hours now what we are really trying to do is create a system where our kids learn, our student learning outcomes are the guide and the standards that are associated with that that's part of the booklet to show you which the student learning outcomes that we have but we're trying to make sure that kids can show us that they know something before they leave so that they're ready for both college and career and I think that that's kind of the heart of what a proficiency system is our theory of action that we have used in our implementation plan for all of the work that we're doing as a supervisory union said that we needed three things we needed clear learning outcomes we needed high quality instruction and we needed a balanced assessment system all of those three things are part of what we do for a proficiency based education system now I think that okay so there's clear learning outcomes high quality instruction and a balanced assessment system and so the work that we've done over the past three years as a staff has been to try to to do those three things to create a system that's built on proficiency it's messy I mean there's just no two ways about it our kids are not always clear what the learning targets are the assessments are being built along the way and there's always the argument is all of these things should have been taken care of before but there's no way to move to a new system while you're educating kids in which you don't do some of the work while you're doing the work and so I think we're in I mean I think it's I refer to the kids on some of this is that what was really confusing three years ago is less confusing now because our teachers have been doing it for multiple years now the kids are starting to see it in different ways the seniors are just happy that they're in the system they're still credit system as they go out but but we're starting to see I think a good example is I sat with a parent and kid the other day and we looked through where they were and the student had already shown that they reached advanced levels of performance in their math classes some of their science or their math standards some of their science standards they've met their they've met several in like PE and health so they were completing those and so now what's left is this kid moves into senior year they need their artistic expression and they need to do a little more work in their science and you're given how they're doing right now that they're going to meet their literacy standards in their 11th grade year so that's what we're really saying and then the question that the parents ask me which I think is a really great question is he ready both for early college next year and we can look at it and we can say he's proficient at worst in most of his stuff and most of his graduation standards and so that's to us means that he's ready for college now he won't have quite everything but that's okay in early college course you've shown us that you're proficient in college level work which means you can graduate I mean that's kind of the discovery and so I mean there's a thousand little details that our teachers and our students are working through on all of this but I think the message that we're starting to see now is that our kids are starting to understand that they have to do something to be able to graduate and we had a lot of kids in multiple different areas who may have just gotten by with a D in something and so that D is no longer really a valid grade anymore and we want to make sure that you're prepared when you leave U-32 so that you don't have to take remedial courses that you can begin a certificate program that you can enter the workforce with not a skill so that you're ready and able to do those things and that's what a proficiency system really is built on we've got into head first but I defer to you guys I mean we have a celebrity when it comes to proficiency if you listen to the podcasts but I haven't yet Kari's one I don't know what would you guys add to well I'm in the grade that is graduating first getting paid yes oh well funny you say that Stephen because I remember a ninth grade presentation you made to us where you said you would not be the getting paid I think you missed something no but well I was actually just looking at proficiencies in IC which were made available to us this year and I would say that it is more clear now than it was three or four years ago but it still seems very it still seems fuzzy I guess and not completely clear and especially like because it I think what makes it most confusing is that it differentiates between class to class so some teachers do it differently than other teachers and some teachers are going to completely transform the class system and completely transforming to proficiencies and making their class fit to proficiencies but some teachers are using new grading system and new classes and trying to make proficiencies fit to the old system and those are the classes where it's not working out as well but also there are different ways to go so for science and math it's harder in some places and easier than others but then English it's easier and harder than others the whole thing seems a little and it also a lot of kids say that they're like oh we're not going to get into college we're obviously not a valid worry but it does seem because for us it's hard to understand our final grades so I think in that sense that's why kids are worried about how others are going to see it because you yourself can't understand how you're being assessed by your scores then it's hard to understand how somebody else is going to understand it so in regard to the elements of the program which are clearly outcomes, high quality instruction and balance assessment do you feel like those are being achieved sure what is clear is learning outcomes high quality instruction and balance assessment those are kind of hard things clear learning outcomes yeah I would say that I've seen all the standards I'm looking at all the standards right now I know what all of the outcomes are I think what's confusing is how you achieve them sometimes and then how you're being assessed on achieving them because sometimes it falls to the teachers the teacher gets to the side in some places and sometimes not as straight forward so in math it might be more straight forward because it can be clearly seen whether you were able to answer a question or not but in English it might be more inferential as to whether how you were analyzing the book and in what ways so do you think that those two areas the clear learning outcomes and balance assessment do you feel like those are areas that are improving as we get more and more familiar with I'm not sure what balanced assessment entails but will you talk to cross disciplines which I thought was kind of interesting I don't know if that's I'm sorry questions are good yeah yeah I think that that's because it seems like you have to fit positions in so I perform differently in each of the subjects because in some places it's easier to get the four because it's what I'm better at but also because the teacher grades it differently than as to in science where it might be harder or in math because those are subjects where I struggle but it's also not as clear or harder to I think there's definitely more discrepancies because I get gridded with proficiency in some of my classes in things like English and foreign language less cut and dry than like math and science so math and science is more like did they answer the questions did they like maybe do the extension to get the four but like in English reading a paper is so subjective to the teacher so it's much harder for teachers to be consistent not really like through and in fault of their elder just needs to be more consistent requirements for those classes I mean I would argue too those are age old problems that's not that's not really the new problem I think that one of the things that we've tried to declare learning target piece is that what does it mean and part of it too is that we don't have a tremendous amount of what we call exemplars you know what does a four level paper look like because we don't have or we haven't had in the past a whole lot of those kinds of discussions around we can give you some of Scott's thoughts what and so so vocabulary use would be high sorry sorry I didn't take my one moment but I mean I think that that's the thing is that they're correct on that the confusion is some of the same areas that were confusing before but we didn't really acknowledge that they were confusing in the old system your D sometimes came from turning in homework from participating in class and being nice while you were there and those kinds of things were they're important but not necessarily important to show that you understand the content of the class and so those yeah so another piece of this is separating out the work habits what we call the transferable skills from the content knowledge and I would argue that that isn't our choice of pulling those two things apart and holding them equal in terms of their importance is one of the defining characteristics of the way that U32 has approached proficiency because other schools have approached it to where we keep the old grading system around content knowledge and will evaluate your transferable skills separately you get your old grading through the content you do the right thing around transferable skills in terms of demonstrating that and then you graduate that's one of the ways when you talk about the differences in how schools approach that which means that what's the standard of performance that you're asking for in the content area isn't necessarily changed when you keep the old system of grading there's still a fair amount of the content knowledge being in the ABCD F system most schools we use E here but in that system if you still grade that way in the content knowledge you don't get to those three questions of are you making it clear are you working on your instruction and are you assessing the students in multiple ways that's what a balanced system means but you can demonstrate in multiple different ways as to how you can learn something and that's the idea that a paper for one kid may be a video for another if the content can be demonstrated through both of those things equally well then we shouldn't look at the assessment of those things any differently did you demonstrate that you knew the content through whichever medium that you used some of the old system is do the paper or do a video or do and the variety wasn't necessarily there because the grade was about the product and completing it not about the content that was within that product I think that got a little confusing but no I have a question so this was yet another mandate from the system proficiency yes and my understanding is Maine also adopted the system and then pulled back so are there other states is this part of a larger so many the northeast has been particularly robust in this in changing some of the rules around graduation so I know in Connecticut where I came from before they changed the state law so that they also have the option of demonstrating let's see they called there's competency New Hampshire is in a mastery New Hampshire similar for New Hampshire it came through it came through legislation it came through state court regulation through the state department regulation and competency based and that all high schools I think they were last year all high schools had to graduate competency based system last year I think it's the same with Rhode Island's a year away a year behind ours and they call theirs competency they're mastery based so there's four different terms that are used for this standards based, competency based mastery based and proficiency based just depends on which state then this is the normal education each one sells a different book there is a movement at least in the northeast one more question how will we know down the road looking back if a student graduating from U32 under proficiency based actually knows more or has more skills than under the old system so for that we would probably need an external measure of some kind so things like I mean there are the national standardized tests so the SAT, ACT, the SBAC, those are ways that we measure proficiency so the SAT is trying to move that way the ACT is probably a little bit better because it's subject area I'm going to argue that they can't assessment's been a year in my master's work and we're going to get into what we call depth of knowledge and how deep we are the highest way and this is the way Charlie talked about applying your knowledge and being able to communicate it and critical thinking and problem solving which are all our transferable skills that can be measured in an authentic classroom assessments it's really hard to measure those on a standardized test so do you have any thoughts about my question you will not be able to do comparables across because we didn't have those before we'll be able to measure going forward make better assessments for common assessments and that's one of the things that I've seen in my time here is we just started having common assessments across classrooms not even cross graded just across classrooms so if you're taking algebra one in one class and one in the other until what three years ago Stephen or it was it's been just shortly that they have aligned the assessments so if I sit in this teacher's classroom and this teacher's classroom we're using this common assessment not all the formative should be what you need to know and what I'm doing in my classroom today doesn't need the same but there's got to be some common assessments across to understand are the kids in this class in this class able to do the same thing and I would say the other standard of measure that we might want to use is what are our kids doing in four years and six years and how do we get at that data there's the national clearing house data around college but what are our students doing were they able to move through programs beyond here are there more opportunities for those kids for those that go straight into the workforce are they earning better livings as a result of the work that we do here we didn't really measure well before but I think are the important measures of whether or not our graduates are successful I'll carry out that in theory at least to a little bit different populations of students are going to benefit from this differently to my mind proficiency based serves the student that struggled more under the old system the D student is going to be served better by the proficiency based education because we're not going to let them slip through the system any more and so that means if we did have mechanisms for measuring how did it work ten years ago just how did it work ten years from now you know a Lucy might not show any big change she's going to come out of here with the same proficiencies regardless of how we measure it they're going to see you to my mind yeah I have a couple comments first of all you know that you can delay proficiency for earlier there's no requirement that you have to have it for graduating seniors next year the AOE has made that very clear so if you wanted to delay it I'd be all for it I think that the rollout was really rough you're getting rid of a whole semester of grades for the ninth graders next year so I hope that you're aware of that that the board is aware of that that you are not locked into next year as the first year for using it for graduating secondly the Vermont legislature had a professor from UVM come in to talk about proficiencies she's a teacher of teachers and she indicated that if you want to have a robust proficiency based system then you have to actually have three things you need to have a personalized learning plan you need to have flexible pathways you need to have proficiencies based assessment and all of them need to be equally robust at U302 they're not the PLPs are not at all robust the kids take them they write in whatever baloney they have to write in to get out of TA we know what you really were about and so I really you have talked about proficiencies for the past 15 minutes and not once did anybody mention PLPs and not once did anybody mention flexible pathways I really think that if you want to do proficiencies you got to do it right and it's not going to work if you don't and so it's a little I'm kind of surprised you're talking about proficiencies four years after you started doing it I'm wondering why this wasn't brought up I mean I suspect it was brought up but what we're talking is that it's just starting rather than where are we and how is it going it sounds like you're still getting up to speed on what proficiencies even are and yet for four years our kids have been in the midst of it so I would certainly ask that there be more work on this both for the students for the personalized learning plans if you want to keep doing proficiencies and that you really do a much better job of communicating with parents what's going on you know for a while Steven sent out some emails about proficiencies when they were going through a lot of charm oil over it which was great but then it sort of stopped and we haven't gotten anything in a really long time and we don't get regular updates on how things are going there were a lot of problems with the website we had teachers who weren't putting anything in we had stuff on the website that was not accurate and so I hope that you as a board really delve into some of those because this is actually what people care about what students care about what parents care about when it comes to how the kids are doing in school and for a long time for at least two years maybe even three I didn't even know how your kid was doing in school because the website was so difficult to navigate I know Steven's heard all this current sales before and he's heard it from a lot of other people too so this isn't new to him maybe it's new to you but it has been really problematic and I'm not opposed to it I think what Carl said is accurate that it could be a really good system for kids who struggle and I think that the pushback is coming from parents and kids who do well in school because they succeeded on the deal program and I understand that but what I'm asking you are going to do this program and you really need to make sure you're doing it right and don't force it on families and kids before it's ready to see what I mean just to be fair some people haven't been on the board very long and are learning and Charlie's just sort of he doesn't have a kid in the current school like I do so I'm learning from the being thrown off the box being thrown off the box you have 30 years so that's where it can seem like there's less knowledge about what's going on than there really is we haven't talked about it we haven't talked about it in a few meetings alright any other thoughts before we move on if I can offer one thing so Jennifer's exactly right so the multiple pathways the personalized learning plans those are other things that we can bring forward to talk to you guys about because they are important pieces because there were actually two pieces of work so a lot of what we just talked about was the educational quality standards which set the proficiency work and the other one was Act 77 which said the personalized learning plans the multiple pathways were the way to go without all of this and so there's several pieces of legislation and rule making that prompted a lot of this work and set these dates can I get the last word oh my goodness what a responsibility there's one aspect of this that may relate to some of the anxieties that parents feel which is the basic effect of this tends to be grade learning that as you were saying the student who passed with a D is no longer going to be able to pass and the student who maybe got A's under the old system may not get fours under the new system fours are really hard to get so and that's a very interesting development because typically it's a kind of elite move you know your public high school A's are worth nothing but C's they're a co-editory prep school kind of thing but and that's in some ways that's good to just continue what seemed like the forever trend in grade inflation but I think the anxiety that come from the student's market value is measured by a grade point average is now lower than it might have been under the old system and yet I guess the exchange rate it's not commonly realized that this is what the exchange rate is not so even though I know colleges are saying oh proficiency we understand that it's not going to make a difference I think that there may be some justification for maybe trying harder to help those kids who are going out and deliver higher education market so maybe a good topic for the materials that we're preparing and what we're preparing to do is these kids enter the market for colleges because we do have a plan that we're bringing together which we just have to finalize before we share but now I have a deadline because you guys aren't meeting a whole lot we'll come back to that at the end of that okay so I'd like to pick up the pace here a little bit 3.5 is the board retreat so this is traditionally the time of year that we would be planning for an offsite meeting to consider our work plan for the future year given the circumstances is there any interest in doing that anything like that this year I might not exist there's no way 2.6 is the annual financial management questionnaire on page 12 yes I will this started around 2012-2013 from the state auditors agency and that every year the government schools had to join I think municipalities did but I know schools had to join some other government as these state auditors to go through that's reviewed by our external audit and affirms that the way that Lori fills this out every year as to what we do and how best practices in our financial management we have to present it to boards every year and the chair signs off that we presented to you for any questions I'll tell you as in other years you ask me what's changed I'll just go to the right to the answer which is nothing has changed from the previous years you've seen this during our financial team get high marks on the criminal system similar questions to what the auditor would be asking it's a self-assessment that we do just one question how deep is the bench in Lori's shop so we are finishing a we had a consultant come in that the executive may approve for looking at our personnel structure and central office of finances for financial resources and we're short the staff we should have a court for the size for the number of organizations and sizes that are close to us any other questions acknowledge that we reviewed it alright thank you 3.7 is board observation opportunities this is the time of year where there's a lot to observe I'll send these out to the board members as well just so that you have a copy but just as a quick note on May 9th through the 11th we actually have the Allstate Music Festival here at the school and it's not just our students but it is certainly a showcase of talent from Vermont I highly encourage it my own child participated in it her three years that she was here so I attended I think it's a great event May 9th through the 11th there's a lot of things on the calendar it's just fantastic we have June 3rd is the high school concert June 7th is dance 32 and the spring art show on June 7th oh I missed a May day May 17th we're going to have a cultural diversity okay I don't know are you going to speak to that a little bit in the student report I'm not going to student thunder and then mentor and I I'm pretty sure June 17th May 15th mentor night is May 15th mentor appreciation oh I'm way off on that one May say it again 15th we also have decision day coming up but I saw it twice on the calendar so I'm not sure which one is right so I reached out to Lisa and we'll have that on whatever student sends out to you it's either the 24th or the 30th what is that exactly it's an assembly where all of the seniors get to announce what they're doing next year you don't have to I was basically we usually have somebody from faculty say a few words about the decisions they made and then the kids tell us what they're doing next year they get to celebrate in my youth the gong show it's quite a different show the show is made I'm struggling not to make an age joke so we'll send out those things so that you know where they are the board is certainly invited to any of those events and there will be branching out and pilot presentations in the last few weeks of school as well okay question so reports to the board 4.1 essential Vermont career center so I would just offer that there's a meeting coming up but they just had a planning meeting it wasn't us so there they had it yesterday that's why I don't know too much detail you should not have been at that one they are discussing the possibility of moving to a full day program and so that was the beginning of some of that discussion but there will be more talk at the the big board Monday afternoon 4.30 is there anything for me to do on the summer month I thought that was the answer yeah okay on the policy okay good how about students so on Monday one of the seniors named Max Sable did a climate change presentation it's like this project is working on through branching out I think all year or a semester about climate change and the implications of it so that was pretty widely determined and on that train of thought also also on climate today there was a climate rally youth climate rally today at the state house so it was a field trip or you could go on your own too there was a decent number of U32 students attending that and then also as I'm sure all of you know spring sports excuse me are well underway now that the fields are mostly dried out things are growing a little bit more than they were last night at the school there was a film presentation of downstream about the trauma implications of children who have parents were incarcerated and then also a lot of testing is happening right now this week the tests are for you should talk about it as juniors on Monday and tomorrow for an hour and a half in the morning have to take a standardized science test the state science test state science test and then next week the AP tests begin for two weeks so a lot of kids are going to be sitting here actually do you want to say that next time? oh yeah and then I think it was last week that I went on to YouTube so last week Mio was in formal but I with Bill and Steven about ways to increase student voice in our community which is sort of never ending issue but we came up with potential ideas about students feeling opinions and solutions to like policy proposals in our school like there are several things in the works right now that directly affects students so the three of us talked about how we can get their input in a structured and effective way because we don't really have a system in place right now that is serving that role yeah and then Steven mentioned all states and on May 17th ginger and I have been planning diversity day which is going to be an all day event studying cultural so we wanted our goals to bring cultures to the school and education and awareness around cultures especially ones that usually are misrepresented or we don't often hear a lot about and so in the morning we changed the schedule around so there's going to be a band in the morning where we have different people coming into workshops and they're going to be different movies playing discussions going around and then there's going to be another band in the afternoon that will have the same sort of events and it will be different activities but the same kind of things and then in the afternoon or at night from 5.30 to 7.30 we're going to have food and music I'm pretty sure outside it's going to be for the entire community not just the school what day was that May 17th I'm sure if you guys wanted to come to the workshops and stuff in the morning during the day 9.30 and 1.20 yes do you have the email any questions yeah I just had one question on the movie about the incarcerated parents was that shown during the school day no that was after school it was available to any it was more of a community event just a school event my mom won do you know if Max Cibo's presentation was recorded it was yes our students who are editing it together to do we sold it we sold it well but we had he gave the presentation twice the first presentation was to the 10th, 11th and 12th graders the attendance was about half of the auditorium was about what we had the second presentation was to 7th, 8th and 9th grade packed auditorium this is no small feat for a senior to stand up in front of almost every one of his peers and give a phenomenal presentation it was great it was a teacher it was wonderful faculty sometimes skeptical of what's going to happen because you never know walked out of there saying that was really well done he demonstrated everything that we ask of a kid when we want them to show that they know how to present information to others and so he did a great job I've got to also watch some kids, 7th graders present their food truck project yesterday so they had this project that they did and it was under the guise of being shark tank they basically all presented to their core and then two of those presentations were moved forward and a few faculty and myself got to be sharks, which was fun it was going to have a little big fellas and they presented so the two groups of five students presented their food truck and they talked about what they would serve they had a menu, they had a budget they had exactly how much money they would need from the sharks and the amazing thing they covered them with questions they had ten minutes to question them and there was no cause we did not take anything on them and they were just thinking on their feet and it was wonderful to see the thoughtful responses they had and they were quick and they brought in the economics terms that they've been using it was really awesome just to see that happening with 7th graders and I know the night before the 8th grade also from Portos to parents as an authentic audience so it was a couple of other examples just this week I would say the student learning outcome that that shark tank was the economics part of global citizenship we're getting better economics is an area we identified as not teaching a lot of as we started looking at our learning outcomes now we're getting it earlier okay, why don't we move on to 4.3 administration I had a talk to no I think you did most of the beer part I don't know if Jody had anything to add about the shark tank I want to add Lucy touched on it I've had probably three or four student groups this year that have talked to me and talked about policy issues and how they move those forward to the board and that really spurred a piece my work with up for learning in Vermont previously when I was curriculum director I did it with LVD and I did work with getting student voice and I know Steven is going to be talking with her they've worked here with our GATS with the GATS program we've had before but I think it's really important to have student voice in on those and I think we all agree on that from the tenor I've always heard of this board and so one of the things that I wanted to know when I asked and I heard Steven were having this discussion is you know it's kind of random right now and I don't know what the priorities are of the student body and I think Lucy you said something really nice I don't know how many students would want to get into that conversation but I said I'd like to make it available in a way we have and talk about some of the pressing things for the students and try to try to get that to the board we tried to like generate ideas about how that would happen because right now we don't have like a group that's like solely focused on student voice like you think oh it might be student council but they do more like community stuff like community service events and stuff so we talked about some sort of like committee that could be formed by peers but then we ran into the issue of okay like everyone who is on that committee is going to be like a super high-flying motivated student who might have a differing opinion and perspective from people on it so that we sort of explored options regarding that and we talked about potentially having like it sounds boring for teenagers who would give it a better name but like a forum on like an issue where people could come and share what they thought about it because that is a way that like theoretically the minority or just less involved can get hurt on issues diversity and inclusion yeah so that's big piece I know I you've seen in my reports I include the stuff from the transition right, is there is there any update on borrowing we think we have a solution that we'll be talking about tomorrow night we have a short term solution and then there will be loss of revenue because of that that's programmed in the budgets already but we'll be able to solve it that's the good news and that's why it's got you and Carl so I shouldn't send that we need to practice from last week and send out that packet so you all see it but there was memo in there showing you what the borrowing amount is and I think there's a solution to paying for it from the return level any other comments on transition it's it doesn't have to check me on finance there's a report on page 19 but I don't think it looks very different from the last one it hasn't because we're still we're in the midst of shutting down the system right now because we always do they need to say what they need for the rest of the year can't access money but we need to get that especially this year with this transition of making sure that we have an accurate account at the end of this year exactly I hope not I hope not any questions about the financial report executive committee our only focus has been the search process for an interim superintendent and we will meet tomorrow to hear a report on what our searches yielded so far we did hire a consultant and marketing and hopefully they don't get some good news from anything else 4 o'clock just making sure thank you very much before I forget I know that there's a whole lot of things that we have to do as a board but one of the things that I would love for this board to do the final act is to recommend to the new board that we have student participation because the new board isn't necessarily geared towards that thought because there's a thousand other things that they're going to be thinking of but this is the only board that truly has student representation on it and if you guys could recommend it to the and we actually talked to Lucy about that we talked to Lucy about that and she said is there a way to get representation of a student from every other and so it's a lot I mean as we all know there's a lot of board ads that represent boards I mean you guys know the value but people who've served on the elementary boards it just may not be in their consciousness to think about I suggest that one of us draft a recommendation and bring it to the next meeting could one of us just recommend it I'm sure yeah we could do that once you know once we get there I'll take care of getting them I think it's an excellent idea I don't anticipate I don't think there'll be any problem thinking about it I just don't want us to freak yet you know like it's one of those things you won't let us thank you for writing did you have that policy committee sorry it's okay we'll move into the action agenda item approve the ESP contract for academic year 2019-20 as negotiated by the negotiations committee Carl I'm sorry I didn't hear that I was making a note about student representation still we're being asked to approve the ESP contract we like it was that sure so the negotiation committee worked with the ESP associations and settled at a 3.5% increase for a one-year contract the same health changes as the teachers did which changed from 80-20 but also there wasn't any money change for the employee or the employer because we increased the amount of health care to 100% of coverage so that it would be easier on the paperwork for taking care of all 30 questions and there were there were some changes in recognizing health job positions behavior preventionists and personal care attendants 3.5% is there a motion to approve I don't know if they'll be approved second questions discussion all those in favor say aye opposed abstain then approve the non bargaining contracts so I would recommend to the board that this is for folks that are administrators and then we have some admin assistance because of the information they have they are not in the bargaining unit and so as folks that supervise or that or admin assistance for your administrators that are your assistant principal associate principal I'm seeing Amy's position and my director directors that they receive 3.1% because they would be comparable to what teachers increase was that our other directors for buildings and grounds food service for those two because they supervise folks that are ESP they get the same increase as their ESP the folks that supervise it which is 3.5 you've heard that earlier is that clear do you want to make that motion I'll move that discussion all those in favor say aye opposed that passes 5.3 approve hires so age 24 is a combination for Brennan Lynch Brennan Lynch was a one year faculty in the math department this year filling in for Kate McCann who has been on leave Kate is returning at the same time you approved Kendra Christiana's resignation because she's moved last meeting and so we're just moving that she bring Brennan full time this is a should be an easy one for us she's been with us for a year she's very good and we want to make her full time and then there's a second one from Mark Brown who's been with a one year Walden was out on his Rolling Fallon show but you will see in a minute for accepting David Davis Raising Nations David Davis is moving on to another opportunity essentially we're asking you to make our two one year appointments permanent appointments for next year to fill in for two people to release it works out beautifully for them and for us so is there a motion to accept those two? yeah we're not how many we're not actually approving it we're just sort of you have to approve it because due to your license positions the board has to I have to recommend for non-licensure I can go to higher thank you okay any discussion? all those in favor say aye aye does that pass this? and on page 25 we have the bids for the kitchen to load it and understanding is that we need a new load or we can't have a needs for this operation next year that's correct unless you shut down the kitchen looks like we received two bids and one of them is quite a bit lower than the other yes can you imagine which one we want to award to would be the alliance mechanical bids for $93,982 we've done business with alliance? yes we use both of those Thomas and alliance and that includes the whole system the ansel system and all the get it out not in the kitchen not in the kitchen so it seems like there's a huge difference between the two it's almost like the other company didn't want the job sometimes they take a chance that they're the only bidder we're at the time of year when you get big fluctuations almost everyone's booked from now until the end of this calendar here some of the other schools have talked about doing some things with their capital fund can't get somebody so we were on the edge of this one going out so there's a recommendation to approve the alliance bid, is there a motion to accept that recommendation? second that would be fine $93,982 $93,982 any more discussion? all of them say aye please aye those abstentions that passes and then on page 26 we have a resignation from David Davis that's great for one year he moved here because his wife got a position in Vermont they moved from Colorado they'll now be moving to New York City with our job change now so he's regretfully it was a trailing spouse is there a motion to accept this recommendation? second Carl he doesn't remember work all those in favor say aye aye those abstentions that passes and there's no retirement is there a motion to approve the board orders I have one question for $49,152.98 and a second for $150,725 40 cents is there a motion? yes sure so, yeah, questions I need to see them to remind myself what I was asking about so there was a line out of one there from Goldman Corral for like a grand trip a grand trip of Washington DC worst meal you'll ever have is it how many New Jersey children fight? no, it's coming out of DC the kids oh yeah it's so rough when you get on the bottom you let that sit there for days the kids love it so that's the A3 trip my question was $11,290.25 to American Airlines that would be the Peru trip Peru trip the community bank line below it the amount is off by 70 cents it's $11,290.25 to American Airlines it's $11,290.95 from community bank I don't know I can't help you it's just somebody got a gun ball it was a wire typo there was a little charge of 70 cents or something I didn't have to ask how are you? I'm not that worried about this I was curious any other discussion about the board members? all those who better say aye aye that passes if everyone signs it that works to me future agenda items we have everything in June June 5th June 5th is the first Wednesday which is going to be a carousel meeting the SU and all the boards we haven't done the past 3 or 4 years June 5th let me get the exact if I'm looking at it it's the first Wednesday June 5th so theory is a shorter meeting we have one agenda item already I'll bring some information about the materials that we're using to help kids get into college and under the proficiency system that's great may I also remind the board June 14th graduation we always ask that you hold time before the graduation for the potential for an emergency meeting because we we have had we haven't had my time here so we have had but there has been a need for an appeal by family if their child is not able to graduate it hasn't happened while I've been here so hopefully we're not going to have it this time either there's always that so it could be a discipline issue it could be an academic issue we'll try to make sure that neither one of those happens but just to remember that we hold that time before graduation at 5 o'clock yes I would say 4.30 but I would make sure Chris that you can get our employment sent to you with that time and you usually have full time to the senior awards if somebody will give Lucy her it's usually the chair that does that oh we'll sit down not you Mike that's true I need to be at the Montpelier graduation the same night so I will not be here for that for the promise I suppose I could run up here if we needed me for emergency hearing but you want to know if our members can't be here Leslie will coordinate that they're going to be about graduation so she'll send out a note about that if you have a student you would particularly want to have all right for communication you can be pretty short of sweet for the next one got something great is there any other business did everyone get the newsletter yes thank you okay so we're in German so I can send this to 748pm


Judo is a Japanese martial art that was established in 1882 by Jaguro Kano. It is derived from several traditional jujitsu styles such as Tengen Shiryu and Kitoryu. Kano had learned extensive free sparring or randori early in his training and he began to develop a Jujitsu style that focused less on strikes and weapons and instead placed an emphasis on throwing techniques, joint manipulations and takedowns. He wanted to make his style distinct from other jujitsu systems so he named his art Judo which means gentle way or gentle method. He also founded the Kodokon, the governing organization that oversaw the teaching of Judo. Judo became one of the widest spreading arts in Japan and stands as one of the most popular combat sports in the world. In addition to establishing such a prolific art, Kano also created the colored belt system, the Kyudan rankings and implemented the use of dogi as a traditional uniform. Talk about being on the roll.


Your coca-cola bottler presents, Claudia, based on the famous play and novels by Rose Franken Brought to you transcribed Monday through Friday by your friendly neighbor who bottles coca-cola Relax and while you're listening refresh yourself. Have a coke and now Claudia Mama? Where are you? I'm here in the kitchen. Why? Oh, I just wondered. You want something? No You're going to be long? But then I'm making a dessert. What do you want? Nothing. Where are you? What are you doing?   What? David's off hunting with Jimmy Men make such an important business of the things they do with men I suppose when barbie grows up he and david will be off together all the time on men's business Just what do you include under the heading of men's business? Oh Fishing hunting David walking off the fields with one 12 year old boy and one 22 rifle hunting expedition He's sweet, isn't he Jimmy?  I didn't mean Jimmy. I meant David Forgot you have a single-track mind Yes, David's very sweet too I'm going to have a lot more sons Because David's sweet What better reason? He's wonderful with boys Be a great waste if a whole lot of boys didn't have him for a father See I'm going to make a career of it for him It's awful for a child not to have a father, isn't it? It's always a tragedy Never easy Mom, it must have been awful for you With me after father died. It wasn't awful. It just stopped being wonderful I wish boys and men didn't feel they had to play with guns They're dangerous. I think you can set your mind to rest with David He's quite a competent man, you know, and he has after all been through a war Anything can happen with a gun anything Anything can happen anytime walking across the street driving to the station I learned that lesson with David's accident If people didn't feel they had to kill things The world would be a better place to live in Even little boys can be made callous to suffering And begin to think of guns as the way to settle Now try for the big red tomato in the middle of the can again, Jimmy Only this time I aim just a little to the right See there's a crosswind blowing and just a hair high to compensate compensate for the distance And keep my eyes open Yeah, yeah, now this time squeeze Squeeze don't pull the trigger but squeeze it Slowly now slowly squeeze I hit it All right now load up and try again Okay All right All right now take your time easy does it Eyes open squeeze Let it rip I hit it again Now go over there and look at it I have an idea you'll find two holes right in the middle of the tomato How about it Two holes right in the middle of the tomato Here look Mr. Norton right plum in the middle of the tomato That's all right shooting isn't it Right plum in the middle of the tomato is the best shooting there is Jimmy When it comes to a bullseye there isn't anything better than the best With a good rifle like this good rifle up along with my dad I guess that made it easier Yeah it's a fine rifle my good gun never hurts but it's the marksman behind the gun who hits the bullseye I mean I'm a marksman One of the best and David Norton will give witness and testimony to the fact anytime you want it Now how about setting up a can again and trying some more shots Oh gee Mr. Norton just shooting at a tin can that's not hunting anybody can hit a tin can You weren't so good when you started this morning But I hit the bullseye twice after you learned me how to squeeze right and keep my eyes open Gee look up there on that branch that robin You don't shoot robins jimmy I bet you I could hit it no bet jimmy I'm sure you could but there's certain things that a sportsman shoots and Certain things he doesn't and robins isn't one of them. No No, no sportsman shoots songbirds A sportsman shoots either what he has to eat or can eat or destructive animals. Oh Well woodchucks are destructive I suppose you could call them destructive but not very There's a woodchuck hole right over there by that stone wall if we walk careful We might catch him out of his hole, but we're careful All right jimmy careful does it Where right beside that big stone?  He is He looks awfully small to be Dangerous jimmy Don't make a noise or we'll lose him Of course you you might let him grow up a bit more. He's great big now. They don't grow much bigger than he is Now we'll be right quiet Eyes open Squeeze Oh, that did it. Oh, gee flip flop right over his back and into his hole. You scared him Jimmy I I didn't see that branch. It was clumsy of me. I I don't know how I could have stepped on that branch Hunter's got to be like indians. No noise at all If we'd been out after a big game, he would have lost it. Well, it was a small woodchuck and we lost it anyway How about going back to the tin can and we can get some real shooting in I'd be sissy to shoot at a tin can Hey, there's another woodchuck hole just up the wall always With your knowledge of every woodchuck's address in the county I don't know if they'll be grateful to me for teaching you how to shoot straight Now this time it won't make any noise More careful All right. I won't make a sound Look over that away I don't see anything Just under that blueberry bush. See it's white tail. It can even see its nose wiggling Yeah, I see it now. It's a It's a little cotton tail rabbit Don't move this time. Rabbits is scary.  No, he wasn't a very big rabbit and you did everything all wrong But I'm afraid you hit him anyway. He fell over behind that turf grass It was sort of an accident I didn't deserve to hit it I won't share the rabbit up too much Now come on. Let's go to it. Do we have to? Yes, jimmy a Sportsman doesn't kill game and leave it in the field he shoots what he can use and no more but he uses it There there he is He's moving. He isn't dead. No, he isn't jimmy.  Maybe he won't You look at a mr. Norton. We'll both look at him jimmy. That's another lesson A real man never starts anything. He doesn't finish He's such a little rabbit. He was big enough when you aimed at him Look here second jimmy Now you didn't hit this rabbit Now that's an old wound somebody else shot it It's been hit by a shotgun pellet here in the leg Gee that's good. Is it good? You tried to shoot it I I didn't really try I I closed my eyes and jerked the trigger Why?  Say mr. Norton What do you think a hunters who shoot a rabbit and go off without finding and seeing if it's hurt or something? Do you know what I think jimmy? I think you've got the makings of a real sportsman in you I think you're a boy your dad would have approved of Will it die? Do you think? It's not badly hurt might pull through You could doctor it up. Maybe and I could nurse it and it'd be all right again And I could keep it for a pet. Yeah, she might live Look jimmy if you keep a rabbit for a pet It's going to spoil any fun. You'll ever have hunting rabbits Oh, who wants to shoot rabbits? Oh, I'll carry mr. Norton. I'll luzzle him inside my shirt if you'll carry the rifle Hey mama the mighty hunters of return Where? They just crossed the lawn to the door. David was carrying the rifle and jimmy was carrying Something it's natural for men to kill things.  Hi. Hello mama. Hi mr. Norton. Well the hunters have returned. Welcome home There's a pot waiting on the stove. What do we eat venison wild boar caribou steak? No as I live rabbit Rabbit stew claudia. Where did you put that bottle of iodine one of you hurt yourself the iodine's here and then hooked up But I've given no casualties nothing to worry about. I brought home a rabbit. It moved. It's alive somebody shot it Here's the iodine some bandage and gauze. Who's hurt the rabbit mama Look jimmy take this first aid material and the rabbit and you'll find fritz out in the barn He's very good at fixing up animals. She thanks mr. Norton and thanks mr. Norton Mr. Norton learned me a lot about hunting. He's a real sportsman.  There's such a small rabbit Well, it's uh It's a long story I'll uh, I'll tell you all about it when I get cleaned up I Have a sneaking suspicion There's more to this than meets the eye It is the wisdom of women claudia to let a man tell his hunting and fishing stories in his own time in his own way Just pray that he doesn't tell them too often Waiting for parcels waiting for service any kind of waiting is irksome even though you have time to spare That's why so many department stores and beauty shops have installed coca-cola coolers If there's a cooler handy you can drop a nickel in the slot get ice cold coke and wait refreshed Say mr. King mind if I interrupt you a second. Oh not at all jimmy What's on your mind?  Is that it? Yeah, I guess so I decided that once for myself too. You did that's good That mr. Norton. He's got a right idea. I'm glad you agree with him. What a swell guy It must be great to be like him always know what you're doing Oh, I wouldn't say that david always knows what he's doing By jimmy there are times when claudia has him pretty rattled really well monday for instance A short episode at a second hand car lot rattles david plenty But then I I don't blame him. It's a pretty rattling experience boy I'll sure be around to find out what that is. Oh, I got to go home tomorrow So long mr. King. So long jimmy. Yeah good hunting Every day monday through friday claudia comes to you transcribed with the best wishes of your friendly neighbor who bottles coca-cola So listen again monday at the same time And now this is joe king saying olive wire And remember Whoever you are whatever you do wherever you may be When you think of refreshment think of coca-cola For coca-cola makes any pause the pause that refreshes and ice cold coca-cola is everywhere The parts of claudia and david on this program were played by catherine bard and paul crab three And the entire production is supervised and directed by william brown maloney And now here's a word from your friendly neighbor who bottles coca-cola