[0:00] May recorded. Okay. Where are you?
[0:02] Replay. Welcome to the July,
[0:05] June 9th school board meeting.
[0:07] We'll go around and introduce ourselves.
[0:09] Erin Barry, representing Marshfield. Sarah Andrews.
[0:13] Pinfield. Jenna Osman. Plainfield. Ken Padilla Plainfield.
[0:17] John Burkes, central Supervisor, unit Unit.
[0:21] Stephanie Sing, middle. Rachel Hartman Elementary, Ms. Law.
[0:25] I'm Smith Rugs. I'm with RR Rsmith and Company.
[0:28] Matthew Yarnell, foster Superintendent.
[0:32] And online we have Rita Beza. Is that true?
[0:36] Come not to be there at the moment.
[0:38] I don't see Rita yet. Here. The,
[0:40] We do have Mike here.
[0:41] An ASA Bear. That's right. Who's known as Jason in Mac.
[0:44] Caledonia Chronicle is coming in in a few minutes
[0:48] coming into this building.
[0:50] Yes. Okay. From the journey. Yes.
[0:52] So anyone from the public
[0:54] or online that has any comments about anything
[0:57] that's not on the agenda?
[1:00] Nope. Okay. Consent agenda
[1:02] and approval minutes of the May 12th meeting.
[1:05] I move that we approve the consent agenda
[1:07] on the May 12th meeting.
[1:08] Thanks, Jana. Second. A second.
[1:14] All right. Before we go into reports,
[1:17] I just wanna look at the board business is, I have one
[1:20] to add about the teacher appreciation lunch.
[1:23] Okay. That's coming up.
[1:24] Does anyone else have anything they wanna talk about
[1:27] that's not on the board business?
[1:30] No. Okay. And then let's start
[1:32] with our superintendent report.
[1:35] I hope, did everybody have a chance to have access to it?
[1:39] It worked and everything like that. Okay. 18.
[1:44] See if there's any highlights in here. 'cause we know
[1:46] Legislative update to today
[1:48] that you know about. Just touch on that.
[1:51] You're asking a great question.
[1:52] So we were just talking briefly off the line about timelines
[1:56] with regards to Hi Rita, timelines
[2:00] for study merger committee and,
[2:02] and how those are all put
[2:03] together and things of that nature.
[2:05] Each district that's in a, in a merger committee
[2:08] or merger group needs
[2:09] to have one representative from their board.
[2:12] And we've got until September 15th to make that decision.
[2:17] If we choose to look at a different merger committee,
[2:21] it just takes the vote of the board in
[2:23] a board meeting to do that.
[2:25] And from all arrows
[2:28] and pointing in the same direction of
[2:30] what I've been hearing from people is that we just need
[2:32] to ask the facilitator of whatever group that we would like
[2:36] to choose to be a part of,
[2:38] we would then be granted access to that committee.
[2:41] We can only be a part of one,
[2:43] but it, it doesn't say anything in the law about
[2:45] how many times you pull yourself out of one.
[2:47] So you might, you know,
[2:50] Go fishing.
[2:51] Yeah. So I'm saying now the, the,
[2:53] obviously I think there's some drawbacks with phishing is
[2:55] how serious of a partner are we when we get to
[2:57] that third chance, second chance, or what have you.
[3:00] As, as well as
[3:02] how much time is left in the actual study committee.
[3:04] Since there's only one year, we, we want to think about
[3:07] how much time in good faith effort we can as a,
[3:10] a district put in to the conversations
[3:13] and be able to be a part of those conversations. I guess,
[3:18] Do You know when, so I know by September we have to,
[3:21] you said we have to have a board member selected.
[3:25] Yep. Do you know when we have to, would have
[3:28] to decide which group?
[3:30] There's not a time. Yeah, it's a great question.
[3:31] That's been asked many times by many people.
[3:33] There, there has not been a timeframe of when you can just
[3:38] like, you have only until November to pull out,
[3:41] or January, march.
[3:42] There's been nothing like that.
[3:44] So I think there's some common sense to that,
[3:48] but there's also challenges to that.
[3:49] The common sense being, you could be going down so far down
[3:51] that path and you're just finally like, this is not working.
[3:54] We're kind of banging our heads against the wall here.
[3:56] We wanna try somebody else. Right.
[3:58] But that could be late in the process,
[4:00] but it's still the right decision to go with.
[4:02] But assuming, I'm just thinking about like community input
[4:05] and sort of like timeline for us for how, like when we get
[4:07] that, but assuming if you have to have someone assigned
[4:10] by mid-September, studies are gonna start
[4:13] October shortly.
[4:14] Yeah. Right after that First meeting. October mm,
[4:16] First week In October 1st.
[4:18] First meeting will be in October. Okay.
[4:20] So probably our goal should be by September when we choose
[4:24] a person to be representing us. We should also,
[4:26] I would offer that, you know, d
[4:28] and the board business is possible gathering
[4:30] of information from the community.
[4:32] We'll talk about how then Yeah.
[4:34] And then maybe put on a retreat,
[4:35] which is in August retreat, choosing someone.
[4:38] Yeah. Great.
[4:41] I think that's the most UpToDate
[4:43] information I have at this time.
[4:44] Thanks. Yep. Any questions of the superintendent
[4:47] or of the assistant superintendent report?
[4:53] Just, we had talked about Patty coming back about Yep.
[4:58] Of course. The third grade literacy performance.
[5:00] Do we, is there a way
[5:01] to get it broken down for just Twinfield?
[5:03] Yeah, we prob Well, you know,
[5:04] depending on the size of the cohort, maybe not. Right.
[5:07] That's 33rd Grade. We should be okay then.
[5:10] Good. Yeah. Great.
[5:13] Maybe she can just email that to us
[5:15] or should we have that at the retreat?
[5:17] If you'd like to. Yeah. Tell you what,
[5:18] why don't you email me exactly what you want.
[5:22] I'll communicate with Tabby
[5:23] and we can have it at the retreat.
[5:25] Okay. I can just briefly chime in here that the, if
[5:29] She's working or not.
[5:30] Okay. She's on vacation or having a wife.
[5:33] Can you hear me? Yep.
[5:35] Hello Matt, can you hear me?
[5:41] Anything else? If not, we'll move on
[5:44] to, let's just check in.
[5:46] Rita, can you hear us? And you're able to kind
[5:49] of chime in if you have a question.
[5:56] Yes. Sorry.
[5:56] Can you hear me? Rita, can you hear us?
[6:00] Yeah, can you hear me?
[6:05] Hang on one second.
[6:07] I can hear, you
[6:09] Can see you got a thumb up.
[6:11] Thank you. Okay, good. Just wanna make sure you can hear
[6:13] us. Can
[6:15] You give us a, can you hear Me?
[6:17] Yeah, just keep us updated on the score. Okay.
[6:20] You got it? Can you hear
[6:21] me? Okay? Great.
[6:26] Thank you. All right. Moving on to the principal's report.
[6:32] Wrapping up, doing things.
[6:39] I loved your girls on the run report. That was so awesome.
[6:42] That was really great.
[6:44] They went big. They had a really good
[6:45] Time.
[6:46] They like that they went big. Yeah.
[6:47] I need to shout out both third grade teachers
[6:49] who were there at the finish line.
[6:51] It absolutely made, I'll say the girls day,
[6:54] but it might have made my day as well. Nice.
[6:57] That's great. I Glad to hear that.
[7:00] And just as you're leaving the building,
[7:02] check out the artwork that's in the hall.
[7:04] I did, We have several events this week.
[7:08] A couple music events and then a middle school dance and
[7:12] Right.
[7:13] Kinda a dress up Laurel. Formal. Formal.
[7:15] That's what I thought. I like
[7:18] that tongue twister there. Alliteration of appeal.
[7:20] I feel proud. Our kids have done
[7:25] amazing work and it's nice that we get to show up.
[7:28] And it's tomorrow night five 30 to seven? Correct? Friday.
[7:32] Friday
[7:33] 37 30.
[7:35] And Then on Thursday there's Bring your
[7:39] family to music event.
[7:41] Oh right. And
[7:45] then the middle school dance.
[7:50] 11 seven. It is seven. Yeah.
[7:52] And then Saturday is the good graduation. So bam, bam, bam.
[7:56] We're gonna do 'em all this week.
[8:02] You think we could just adjust the agenda for
[8:04] We will in just a moment.
[8:06] Welcome. It starts at one. What time do people usually come?
[8:10] 12 30, 12 45. Somewhere in there. 1230. 1230. Okay.
[8:15] It's busy. Yeah. And it's in the gym. In the gym.
[8:19] Okay. We'll have seats on the court
[8:22] and also up the beachers.
[8:24] Fabulous. For graduation.
[8:28] Any quick questions of the principals?
[8:32] If not, we'll welcome Asa, who is spotlighting this evening
[8:35] as our honorable mention presenter.
[8:39] Who do you have? What's going on?
[8:42] So
[8:48] I did Hannah Newton
[8:50] and started out, I,
[8:56] so I had just walked into the office
[8:57] and was like, all right, who am I doing?
[9:00] Which led me to think that I feel like it should be more
[9:03] of a staff spotlight than an honorable mention
[9:06] because I feel like, like having it not be someone I knew
[9:12] and a random person, it didn't make sense
[9:13] to me as an honorable mention.
[9:15] Only because like, I don't know them.
[9:17] It was like, it was good to like meet someone new
[9:20] and have it be like a, so that's how I kind
[9:23] of thought of it in my head.
[9:27] And it was kind of a cool like twist of fate that I
[9:33] ended up interviewing Hannah
[9:35] because I only made it
[9:40] through ninth grade in school.
[9:42] And I'm someone that met
[9:43] with behavioral interventionalists a lot
[9:47] and it was one of the reasons why I am,
[9:53] why I want to be involved with my kids' school is
[9:57] because of a lot of things that didn't work for me.
[10:02] Just, I swear this is loading. I have my interview.
[10:11] Are you connected to the wifi? I think it's like a guest.
[10:16] We just slid
[10:24] What's Hannah Newton's official title?
[10:26] Behavior method? She's, yeah,
[10:29] she works primarily with middle high school.
[10:31] Okay. And has been stretching her wings with tiny humans.
[10:36] I like that. Stretching humans.
[10:38] You hear that she's getting that little kid
[10:40] and the older care,
[10:42] Because we implementary interventionists as well
[10:46] and we don't have one now she's doing both
[10:48] or just she teams with Nikki quite a bit.
[10:51] Okay, cool. There's just been more. Okay.
[10:56] Recent three months. And
[10:57] If we can help with the, when they're younger,
[11:05] If you can't find it, I will find it.
[11:07] You have a path to present
[11:10] to us at the retreat if you want True.
[11:12] To be a silly drive down right now. But we can push it on.
[11:15] If you guys wanna skip to the next agenda.
[11:17] I can figure this. Done.
[11:19] Done Student services report
[11:24] and we'll talk about anything on this page.
[11:32] Is there any stress around not receiving this id,
[11:36] id or B grant,
[11:37] IDB grant will be reviewed.
[11:38] We've not received Or grant, I don't think that's an no.
[11:43] Not that
[11:53] medical or making skill based services
[11:57] really is gonna benefit the su.
[11:59] Yeah. I'm just gonna double the amount of revenue we have.
[12:03] Yeah. From like two, two
[12:08] and half to 500,000 if you hadn't heard.
[12:11] No, I hasn't done what? Yeah. Yeah.
[12:12] Ellie and co-director sat in on a, A training on that.
[12:20] How about the pre-K?
[12:21] The A OE is opening up applications and we've applied.
[12:25] But does that mean there'll be more bodies in the school
[12:28] or that our staff are gonna get more training?
[12:30] More training. Okay. Hmm.
[12:33] Or goal is to have a, a good MKSS process.
[12:35] pre-K through 12 and then the state
[12:37] offered this as an opportunity.
[12:39] Welo on.
[12:40] Okay. Alright.
[12:45] Student services report. Moving back.
[12:48] I'd say learn about Hannah Newton.
[12:51] All right. So the first question was,
[12:52] what do you enjoy most about working with
[12:56] Students?
[12:57] Building connections and being someone they can
[12:58] talk to and seek guidance.
[13:00] Whether that's for stuff at school or at home
[13:03] and being a person they can come to.
[13:07] Question two. Can you describe a moment when you felt you
[13:09] made a meaningful difference in a student's life?
[13:12] A Few weeks ago, middle school
[13:14] and high school did a mental health training slash
[13:16] suicide prevention training.
[13:18] One of my middle school students wrote me a really nice note
[13:20] thanking me for being there for them.
[13:24] How do you build trust
[13:25] and positive relationships with students?
[13:27] Being patient and understanding
[13:28] and making 'em feel important and validated.
[13:30] Also giving 'em structure.
[13:33] How do you collaborate with teachers
[13:35] and other school staff to help students succeed?
[13:38] We come up with behavior plans
[13:39] and work with teachers to give positive breaks.
[13:42] I also have a space in my room
[13:43] where if students can't be in the classroom, can't focus
[13:46] or do their work will come to me
[13:47] and I will hard alleviate some of that stress.
[13:50] What is one challenge you faced in your role
[13:53] and how did you overcome it?
[13:55] Not taking things personally.
[13:57] Remembering I'm not the problem.
[13:59] Whatever is going on with my students is beyond me
[14:02] and they're all going through their own problems at
[14:04] home or with themselves.
[14:07] How do you encourage, encourage students
[14:08] who are struggling emotionally talk to someone.
[14:11] There's always someone here that wants to talk to them
[14:13] and wants to help making sure they know they're cared
[14:15] for by everyone in this building.
[14:18] What qualities do you believe make you
[14:21] effective in your role?
[14:23] Patience and empathy. How have your students taught
[14:26] or inspired you over the years?
[14:28] To be myself and not take things so seriously all the time.
[14:33] What do you think is the most misunderstood
[14:36] aspect of your role?
[14:38] That I can be everywhere at once.
[14:42] How do you continue to grow and develop professionally?
[14:45] Getting feedback from the kids that I work with.
[14:47] Also taking part in professional development, both online
[14:50] and collaborating with folks that have been in my role.
[14:52] Nikki has been a really great resource
[14:54] to go to for help and guidance.
[14:58] Is there anything that staff slash administration could do
[15:00] to help you to continue to develop
[15:03] more support throughout the building?
[15:04] More backup slash help.
[15:06] Creating hard lines and boundaries for students.
[15:09] What motivates you to give your best each day?
[15:12] The kids they need me
[15:14] or at least a strong person in
[15:16] the building to be there for them.
[15:18] What message would you like parents,
[15:20] students in the community to know
[15:22] about the work that you do?
[15:24] Hmm. That their kids are cared for
[15:25] and that they have someone that is there for them
[15:27] and supports them a hundred, 110%
[15:29] and is always looking out for their best interest.
[15:34] And that was my interview. That's
[15:35] Great.
[15:36] Excellent. You asked great questions.
[15:37] You did really great question.
[15:44] Thank you. I'd love
[15:45] to have you stick around for just a moment.
[15:47] Get rid of this sheet. We move on to board business.
[15:50] We're gonna do number E first, the board retreat agenda
[15:53] so you can get any input from a sub.
[15:57] So I just kind of mocked up something to start with.
[16:03] A retreat theme possibility is celebrating Twinfield
[16:06] and what we have here right next year is really gonna be
[16:08] about highlighting what we have going on
[16:12] and come conversing with our neighboring boards
[16:17] to talk about the future.
[16:18] So how thought that would be good place to start.
[16:22] And then we'll just kind of, it'll be a full meeting.
[16:27] We'll be a Zoom for the public and in person.
[16:30] So we'll do our introductions.
[16:31] She's a facilitator, scribe, and time check.
[16:34] So Sarah Lyons from Public Assets.
[16:37] I met at a Jacob with presentation a few weeks ago
[16:40] and she offered Jack and Janet his last name again.
[16:45] Hoffman. Hoffman who used to be the chair of this board.
[16:48] What do you think? 30 years ago? 2020? I don't know.
[16:52] You don't know? Okay. Maybe 20.
[16:55] And I had asked her, you know, what
[16:56] would the presentation be?
[16:58] They had started to talk about the foundation formula
[17:01] and how it wasn't what they were pushing
[17:03] for in the legislature,
[17:04] but they didn't really go into exactly what it would be
[17:07] because I didn't know at that time.
[17:10] So Sarah wrote back as to what exactly we can compile
[17:13] that is specific to Marshfield and Plainfield.
[17:15] I can't say with certainty before today this meeting,
[17:18] but we have discussed pulling together per pupil spending
[17:21] property income rates for the last 14 years along with
[17:24] what has happened with property values
[17:27] and kind of matching them to just see
[17:30] how our budget has gone.
[17:31] You know, we're gonna really find comb our finances
[17:35] as we talk with other boards and sus
[17:39] and so this would just be kind of a breakdown of
[17:42] where we're coming from so we all have the knowledge
[17:46] before we go forth and really kind
[17:48] of create whatever the future's gonna bring.
[17:54] So do we know that that's how it's gonna be?
[17:58] That we have to know that
[18:00] They're gonna be asking us for
[18:01] that information? Probably.
[18:03] Okay. I think it's a good place for public assets
[18:05] to start, is something
[18:06] that Sarah offered when I spoke to her.
[18:08] Yep. We can also ask them to talk about other topics.
[18:13] So no, I think this is important.
[18:14] Yeah, I mean I think this is important if we're gonna
[18:17] understand to really understand deeply,
[18:19] because I have a, I have trouble with it every year.
[18:23] Whatever. I don't mean everything
[18:27] Keep, they keep changing the methodology Yeah.
[18:30] Over the last five years.
[18:32] Sure. And, and how that helps
[18:33] with our negotiation with other schools.
[18:36] You know, what does that mean?
[18:38] Does it mean that this is what we bring to the table,
[18:41] you know, and,
[18:43] and this how kind of the,
[18:48] how flexible if then, you know,
[18:50] our per pupil spending has changed based on
[18:52] what the state has done, but also what we're doing here
[18:55] and then how with the CLA, you know,
[18:58] and the property tax a values changing, how has it affected
[19:03] how much percentage we've gone each year.
[19:06] And so it's really just, you know, if they brought
[19:08] that chart and we saw it, we could ask Jack to also
[19:12] talk about something else.
[19:14] If you have something in mind, tell me now
[19:17] so I can write it back to Sarah.
[19:18] Well, I'm also interested in, I don't know, I,
[19:22] I'm interested in what our current goals are
[19:24] and are we revisiting our goals to identify whether
[19:28] or not we need, need to make any kind
[19:30] of adjustment given what's at our door right now,
[19:34] which is this whole level of change.
[19:38] But the current goals of, to as a whole,
[19:41] the board, our board.
[19:43] Okay. Our board goals and what is it that we need to know
[19:46] and be able to do in order to satisfy,
[19:50] You're asking the right question is
[19:51] what do you guys wanna focus on for the year one?
[19:55] One suggestion I have is as we build the, the budget, what,
[19:58] what are some of the core things
[19:59] that you guys wanna focus on for the budget?
[20:02] You know, is there changes to, to staffing?
[20:04] Of course it's a conversation with the admin team as well,
[20:08] as well as John's expertise on where we're going with
[20:13] the oh, the cap, the excess spending threshold.
[20:17] And you know, I'm assuming it's a goal for us
[20:19] that we would wanna stay under the threshold.
[20:22] Yeah. But those are the kind of things
[20:23] that would be important I think, to discuss at
[20:25] that meeting as well.
[20:27] It could happen later, but if we've got time there
[20:28] to reflect on it, think about it
[20:30] and go, if you think about it, the,
[20:33] and I think we've said this before,
[20:34] the the budget is a financial plan to bring to fruition
[20:38] what you wanna see in the school.
[20:39] So if you think about
[20:40] what it is you wanna see in the school, whatever it is,
[20:45] you know, I know Hannah just talked about what she's looking
[20:48] for in support for the school.
[20:51] I'm sure our, our administrators
[20:52] and teachers have some thoughts on ideas and maybe,
[20:56] Yeah.
[20:57] The other, that other thing is, I would like
[20:59] to hear from both of you about what you think needs
[21:02] to happen around diversity and inclusion
[21:04] and equity or in a good place.
[21:06] Is there a ground firm? You know, where do we need to go
[21:09] to strengthen students school?
[21:13] Well, if you look down there is that superintendent,
[21:15] principal update and then some topics
[21:17] to talk about with them.
[21:21] Just kind of a little bit off topic,
[21:23] but along with, with the public asset presentation,
[21:29] someone asked me like two months ago, you know,
[21:34] what our staff to student ratio was five years ago,
[21:37] 10 years ago, 15 and 20.
[21:39] I had no idea. So I sat there and we looked it up together.
[21:41] We pretty much been consistent. Yeah.
[21:43] Throughout The last like 25 years. You
[21:46] Gotta feel pretty good about that. Like
[21:47] Impressive.
[21:48] Haven't changed up or down
[21:49] Even more than 25 years.
[21:51] Yeah, I, as far out as we went.
[21:53] No, I'm just saying my son is 45
[21:56] and he had a graduating class of 25.
[21:58] But I mean like the, the, they were assuming
[22:00] that the staff to teacher ratio had gone up significantly
[22:04] because our budget's gone up so much.
[22:06] But it's really, that ratio hasn't meaningfully changed.
[22:10] Yeah, yeah. Minus one or two over the years. But that's
[22:15] Good to know.
[22:16] That's very, have that information like
[22:20] Some of that maybe presenting some of
[22:21] that stuff to the public when we
[22:24] Yeah, do, yeah.
[22:25] That's good. I I think also the non-negotiables, I mean, so
[22:29] that the public really understands what's happening
[22:31] with healthcare and those kinds of high cost issues
[22:35] That we don't really, We have no control over
[22:40] C we don't have any control Over.
[22:45] Anything else that you'd like to talk about at the retreat?
[22:49] I guess I wanna just like talk about that the, the,
[22:52] the merger merging idea and also people coming to us.
[22:55] So like I feel like that may be,
[22:57] haven't been talked about enough of like we're talking about
[23:00] where we're going, but I'd like
[23:02] to make sure we're talking about people coming here
[23:05] and does anybody kind of knocking on, well,
[23:07] well we can invite people to come here.
[23:10] I just wanna make sure that's not getting
[23:11] lost in the conversation.
[23:12] That that is a part of the, part
[23:15] of the possible I think idea.
[23:17] That's a very good point and I, I think that, yeah, I, I,
[23:21] you know, that might be part of the, one
[23:24] of the agenda items is the communication plan for us
[23:27] as we go through the merger study.
[23:30] How, who and how are we sharing information
[23:33] with community members
[23:34] and as well as only sharing it, hopefully receiving
[23:37] as you said and input from them as well.
[23:40] Yeah. I don't know if this is its own topic
[23:44] Necessarily, but just I really, I really like the theme
[23:47] of celebrating twin field, both
[23:50] for the retreat and for the year.
[23:52] Because I think it's really important as we have
[23:56] conversations about the future to highlight
[24:00] both what we have and what we celebrate
[24:04] and what is amazing about twinfield.
[24:06] 'cause there's lots on that list
[24:09] as we are having these conversations with other schools,
[24:13] districts, whatever, about whether it's influx of kids here
[24:16] or students leaving here
[24:18] and like, so that people can really see the full picture
[24:22] of what that means, right?
[24:24] Like obviously if we had a bunch of people come here,
[24:27] students, that's gonna change
[24:30] the very small community that we have.
[24:32] But, so just celebrating the things that we have,
[24:34] but also looking at how bringing students here
[24:38] or sending students out could also be beneficial.
[24:43] So that again, we have like the full picture
[24:47] because I think this, the conversation that, you know,
[24:52] feels very divisive,
[24:53] but I think if we can be looking at the whole picture,
[24:57] I know hopefully that can help.
[24:58] Great. You'll be leading
[25:00] and facilitating that session
[25:02] during our discussion. Thanks ra.
[25:04] I'll think about it. That's kind of under the,
[25:05] regarding twinfield options.
[25:07] Like what are our options in out and Yeah.
[25:12] Oh yes. Who do we wanna talk to
[25:14] and who do we wanna invite in or who do we wanna seek out?
[25:16] Yeah, it's all of that. Right.
[25:19] I like what Sarah said, you know, about
[25:22] who are we inviting in, you know,
[25:24] because when we think about options,
[25:26] it feels like it goes out.
[25:28] I think that also is in the divide, right?
[25:31] If we stay with CCSU, we try to invite cabinet in, right?
[25:35] Which is what we did with the conversation.
[25:37] However, if we do go towards central Vermont
[25:41] and join a bigger SU there, then we're on the outskirts
[25:45] and I don't know who we invite in.
[25:47] Right. And so that's gonna have to be part
[25:50] of this conversation too, right?
[25:52] Feel like there should also be the, if
[25:54] that's the direction we go, there's like, there's the fact
[25:58] that Marshfield
[25:59] and Plainfield might not wanna go in the same direction.
[26:02] That's possible too. Is that an option? I
[26:06] Don't think they can take.
[26:08] Yeah, I don't think you can separate at this point.
[26:10] It's almost like there's a moratorium.
[26:12] We can't dissolve Glenfield.
[26:14] I don't think so at this point.
[26:16] I have an excellent campus and building where that,
[26:18] I won't say if we were mer like if we were
[26:20] merging though and leaving,
[26:23] It wouldn't be though.
[26:24] Everybody in the building. I don't think it would just be
[26:26] middle and high on maybe just,
[26:28] Yeah, I think a big part of Act 73
[26:32] and H 9 55 is still like local elementary schools.
[26:35] Yeah. So that's, that isn't a change
[26:38] that most people are talking about,
[26:40] Right?
[26:41] Yeah.
[26:42] So local elementary,
[26:45] I think they say, was it centralized?
[26:48] I'm trying to think of central, regional, centralized,
[26:50] middle, and then regional high schools.
[26:52] Yeah. Yeah.
[26:54] I wonder if there's the school choice option for students
[26:58] who didn't wanna go to U 32 or Ular, wherever.
[27:02] If we, if we merge in that direction,
[27:04] that would be an appealing to give up a spot
[27:08] that U 32 might be an easier thing for someone
[27:11] to do school choice wise.
[27:13] I'm not totally either. Yeah.
[27:14] This is all great conversation, right? Yeah.
[27:17] This is what we're gonna talk about at the retreat.
[27:20] I'm proposing Saturday, August 15th. Nine nine. Go.
[27:24] I, I'm going outta town that weekend.
[27:26] That weekend you're going outta town.
[27:28] All right, what's your next proposal?
[27:29] I, I guess I assumed
[27:31] that we would do the retreat on the same time as our fifth.
[27:34] We had talked about that, but I think
[27:36] that this warrants a little bit longer.
[27:39] Okay. Could you, could folks do that Tuesday
[27:44] but make it like Tuesday the 11th?
[27:48] I got something I
[27:49] Already have.
[27:50] You have something now? Well, Tuesday 11th I got,
[27:52] we we already have a board meeting scheduled there.
[27:54] Two, six to eight. So that's okay.
[27:56] I've got two board meetings on the 10th
[27:58] So I could do a longer meeting on that day.
[28:01] Other people could get it. Yeah.
[28:03] So if we stuck to the 11th
[28:04] and we did, can we do start at four?
[28:08] Yeah, I could do that. We can start whenever.
[28:12] Rita, can you hear us? Would could
[28:15] you do a four on a Tuesday?
[28:17] Four o'clock? Yes.
[28:21] I think that should be fine. Thank. Sorry. Great. Thank you.
[28:26] Not be able to do that. I want you there.
[28:29] You said nine to,
[28:30] what was the originally, you said nine to one.
[28:31] I think it said four hours. So we said four
[28:35] to we start at four, right?
[28:37] Yep. And we'll have dinner at six 30.
[28:40] Maybe we'll make that six
[28:43] and then then shut
[28:47] with superintendent principal.
[28:50] Katie shared with me today that if you folks want meals,
[28:53] please pick a restaurant so we can get stuff
[28:58] Set for there.
[28:59] There's the dinner place right there. Right
[29:00] There Is if you'd like to do that.
[29:02] Three parents? Yeah.
[29:03] Okay. Oh, they're great.
[29:05] We know disagreements
[29:07] because we would be going to
[29:10] the central office in the big community.
[29:13] A sushi sandwich is really best.
[29:16] We'll have Katie send us the menu and we'll all choose.
[29:21] So if our theme is celebrating twinfield in the
[29:24] discussion, I think everyone should come to the meeting
[29:29] with what Twinfield means to them in normal discussion.
[29:33] That
[29:39] visual.
[29:40] Can I go on agenda if I don't forget?
[29:42] Yeah, that be reminded. Oh yeah. Yeah. I don't
[29:45] Know.
[29:46] It's just idea
[29:48] It be part of the introductions, you know, just answer.
[29:50] Simple. Good. Alright, anything else about the retreat?
[29:57] Alright, well thanks so much for running down.
[30:00] We we'll use that career center, but
[30:02] Are you going over anything But think idea of,
[30:05] you mean the high school we or on the other side
[30:09] Capitalization of And if they build on the supervis,
[30:14] Talking about the last meeting with having supervisory
[30:19] That's, that's worth Like separating out the policy.
[30:22] That's one Tonight we're not having a
[30:24] Conversation about that.
[30:25] Okay. Yeah. Thanks for asking. Yeah,
[30:29] Built into, Still
[30:30] Wait for Clayton to Have, right?
[30:35] Make sure. Thanks for
[30:38] Showing Guys
[30:43] 30 share Aaron.
[30:46] Aaron, just to quick confirm, which Tuesday?
[30:50] Tuesday, August 11th. It's our board time.
[30:54] The second Tuesday. Yeah.
[30:57] Thank you. That the Supervis union office? Yeah. Got it.
[31:07] I'd love to check in with either Samantha or John.
[31:12] Do either of you need to leave earlier than the other
[31:15] Or Ken? They kind of tied to the hip.
[31:17] They're do. All right then. I'm pretty flexible. Great.
[31:21] Then John, I'm gonna, we have for you Aaron, I was wanna say
[31:24] what we were saying was making sure
[31:25] that in the conversation, which I think will be in here is
[31:27] the conversation around the tech.
[31:30] I put it down, this will work just with a fair call out of
[31:35] that's a piece of the puzzle.
[31:36] Yeah. We'll lose or gain.
[31:39] Did you ask? I already made you,
[31:40] but you gotta share I think, yeah, theres,
[31:42] why don't you send me a request to share
[31:45] And we not have, no, there's a St J career
[31:50] just making is a whole different,
[31:51] there are different programs in one of our six students.
[31:57] Well it's not happening tomorrow. Yeah,
[32:05] this are you presenting together as well?
[32:11] Samantha's gonna present the re the audit results.
[32:13] Oh and then I, I have a couple of documents
[32:16] that I can put up for clarity
[32:17] for John when he's going over the tan
[32:20] and district cash flow. Great.
[32:22] And Samantha, we just haven't met you before.
[32:24] If you'd introduce yourself. Yeah, of course.
[32:26] My name is Samantha Les.
[32:27] I'm one of the Vermont based audit managers here
[32:29] at ER Smith and Company.
[32:30] I actually live right down the road in St. John Bay.
[32:34] So I've doing this for about nine years.
[32:37] We are a main based company
[32:39] but we do about 70 to 75%
[32:41] of the school districts in the state of Vermont
[32:42] and about 50 to 60% of the towns in cities.
[32:46] Oh wow. So we have a handful of nonprofits
[32:49] and Indian tribes, all that kind of stuff.
[32:51] So we're very, we're very busy. Okay.
[32:55] So I am going to kind of take you
[32:58] through your FY 25 audit.
[33:00] I've never spoken to you guys before.
[33:03] So John and I are hoping that this is the beginning of
[33:07] a good tradition of getting together with the board, kind
[33:10] of talking about what we do and and how we do it
[33:12] and where things stand at the end of your fiscal year.
[33:16] Ideally, obviously this would happen a little bit earlier
[33:19] than just before your next fiscal year is about to end.
[33:22] But you know, timing isn't always on our side
[33:24] so, so we're here now.
[33:27] So I'm just gonna take you through this.
[33:28] I'm gonna explain kind of what your responsi
[33:32] responsibilities are as clients
[33:33] and what the SU's responsibilities are,
[33:35] what my responsibilities are and what my team does.
[33:39] And then kind of take you through your finances
[33:42] for the FY 25 fiscal year.
[33:45] So start things off what your guys' role is as the client
[33:49] and primarily when I say your guys',
[33:51] I do mean supervisory union's office just
[33:53] because that's where all of your answers are held.
[33:57] So you guys are responsible for designing
[34:00] and implementing a system of internal controls.
[34:02] So basically how paper moves through your business office,
[34:05] how paper moves through your school.
[34:08] You are required to comply with certain
[34:13] regulations in accordance with gap,
[34:16] which is generally accepted accounting principles
[34:18] and also GSB,
[34:19] which is governmental Accounting Standards board.
[34:22] They're boring, there's nothing you really need to know.
[34:24] It's just basically how we present our financial statements.
[34:28] You guys are responsible for making sure
[34:30] that we get all the information that we are requesting
[34:33] and providing us with all that in a timely manner so
[34:36] that we have enough time, you know, to, to do our audit
[34:39] and to present you guys with something in the meantime.
[34:41] When you say you guys, you mean John? So yeah, supervisor.
[34:44] Yeah. Okay. Yep. Calling you out there friend.
[34:51] So what my responsibility is, lemme sure that switch
[34:55] what my responsibility or what the firm's responsibility is,
[34:57] is to obtain an understanding of those internal controls.
[35:02] So we have to understand how paper moves
[35:04] through your business office, how bills get paid,
[35:05] how money gets received and all
[35:08] how your bank reconciliations get
[35:09] reconciled, all that kind of stuff.
[35:12] We do test some of that.
[35:15] So we will pull certain samples just to make sure that
[35:17] what they're saying they're doing is,
[35:25] is actually what, and then
[35:26] that allows us to form an opinion.
[35:28] The opinion that we form on your financial statements has
[35:31] nothing to do with those internal controls.
[35:33] Those are simply just so that we understand how things work.
[35:37] The basis of the opinion on your financial statements is
[35:39] solely on the accuracy of your year end numbers.
[35:44] We do make recommendations
[35:47] for journal entries if we feel like they're
[35:48] necessary to your books.
[35:50] We make recommendations on if we feel like there are areas
[35:52] of your internal controls that could use improvement.
[35:55] We do make those recommendations,
[35:56] which we'll talk about towards the end.
[35:59] But that's pretty much it.
[36:00] We prepare, we put together your draft financial statements
[36:03] so that 60 page document that you see is prepared by us.
[36:08] So reviewed by John and his team.
[36:11] So yeah, so the good news is,
[36:15] is that Twinfield received
[36:17] what we call an unmodified opinion.
[36:18] So that's the highest opinion that we can give.
[36:21] It basically means that we believe
[36:22] that your financial statements are fairly stated
[36:25] but there's no, there's no material
[36:26] what we call material in misstatements.
[36:29] So we feel like they're, they're pretty accurate.
[36:32] So I'm gonna go through these as much as I can
[36:36] 'cause there's a lot of information and I'm just gonna
[36:38] hit on the key bullet points.
[36:40] So this is your balance sheet comparison
[36:42] over the last three years.
[36:43] On the far left hand side, you'll see your cash balance,
[36:46] that middle column, the orange one is your FY 24 cash
[36:49] balance and the green column is your FY 25 cash balance.
[36:53] When I'm talking cash balance,
[36:56] I am not necessarily talking about what's sitting in your
[36:57] bank account, I'm talking about your general ledger.
[36:59] So that's taking account, you know, any outstanding checks,
[37:02] just like you would reconcile a checkbook at home,
[37:04] any outstanding checks, any deposits that haven't made it
[37:07] to the bank yet, all that kind of stuff.
[37:09] There was a significant increase from 24 to 25.
[37:13] Couple of factors you guys
[37:16] took out about $200,000 more in your tan in FY 25
[37:22] than you did in FY 24,
[37:23] which allowed you a little bit more cashflow in your bank.
[37:26] It allowed you more opportunity
[37:27] to get some interest back on those investments.
[37:31] And then you underspent in a couple areas,
[37:33] specifically school instruction
[37:35] and we can talk about that once we get to your, your expen,
[37:39] your expenditures, your year to year of liability balances.
[37:44] There's a little bit of a fluctuation.
[37:47] These are primarily caused by those SU assessments.
[37:51] So I've explained this to the other boards as well.
[37:54] The SU is not a taxing entity.
[37:56] They can't collect property taxes,
[37:58] they can't take loans out, they can't take bonds out.
[38:01] So their job is to base their budget off of
[38:04] what they feel like your school is going to use
[38:06] of their services and bill you for those services.
[38:09] At the end of the year, they do what we call a reassessment
[38:13] and they basically give you back anything
[38:15] that you overpaid them
[38:17] or they bill you for anything
[38:19] that you have not paid them for yet.
[38:22] So those are, it's fluctuating.
[38:23] It goes, it's year over year.
[38:25] It depends on, you know, staffing, anything like that.
[38:29] How you guys use special ed, transportation,
[38:32] the central office, all that kind of stuff.
[38:35] And then there's an increase in your fund balance.
[38:36] And the next slide, we'll go a little bit deeper into your
[38:39] fund balance before
[38:40] We go on how, why is our, what did our assets double
[38:44] This?
[38:45] So it's primarily because of your cash balance. Okay. Yeah.
[38:48] Primarily 'cause of your cash
[38:49] balance. So yeah,
[38:54] There was a, that was a good question to catch that.
[38:56] Yeah, that was good. That's fine.
[38:59] Matt, you ask that question. Stay as I
[39:01] Can through any of this with any questions.
[39:04] So your fund balances,
[39:05] so we have five different categories of fund balances.
[39:08] So nons spend bill is anything
[39:09] that we can't convert into cash.
[39:10] So think if you have food service revenue,
[39:13] if you have prepaid expenses.
[39:14] So money that's already been spent
[39:16] for the next budget period, restricted as anything
[39:19] that the state or federal government has restricted
[39:22] or has certain contingencies on that money committed
[39:26] and assigned are based on how either your townspeople
[39:28] or the select board chooses
[39:30] or school board chooses to allocate certain funds
[39:33] that are left over at the end of the year.
[39:35] And then unassigned is anything that is not already tied up
[39:39] in for other things.
[39:41] So again, you guys had a significant increase in your fund
[39:44] balance from 24 to 25
[39:47] underspending in school instruction.
[39:49] There was an underspending in a couple
[39:50] of other areas I believe.
[39:53] And then that, that large cash balance, so you guys have
[39:57] that cash was heavy this year.
[40:02] So looking at your revenues,
[40:03] your intergovernmental revenues are gonna be all of your
[40:07] education, property taxes, all of your education spending
[40:09] that you get from the state.
[40:12] The increase year over year is fairly consistent with
[40:15] what we see with the rising cost of education
[40:18] and the state support that you guys are getting back.
[40:20] Pretty consistent. Nothing to be shocked about.
[40:23] Nothing stood out to us. Charges for services went down.
[40:27] It could be as simple as participation, you know,
[40:33] services that aren't being utilized, anything like that.
[40:36] I believe actually I looked this morning, it had
[40:41] to do with some tuition I think for
[40:47] vocational for the tech center, maybe interest income,
[40:51] pretty steady increase.
[40:53] You guys are always really great about putting your tan into
[40:55] an investment account to get that interest money back.
[40:58] You're on behalf payments. Can
[41:00] We go, is that the only reason of for the increase
[41:02] because we put it in a,
[41:04] Yeah, so one of the things, one of the things
[41:07] that Mike Esti, the previous business manager was really
[41:09] good at is when he took all that tan money
[41:11] that you guys received, he put it into an investment account
[41:14] and he pulled it out as necessary to cover payroll,
[41:18] ap, all that kind of stuff.
[41:19] So it sat in a high interest savings account
[41:23] for primarily all the year.
[41:25] And then once that tan is paid off at the end of the year,
[41:28] whatever was left over, he would move back
[41:30] into your general fund checking.
[41:33] I did like that. Yeah.
[41:37] So you're on behalf payments.
[41:39] This is something that is strictly state.
[41:42] It's for the state. It is not anything that's dictated
[41:44] by the school district.
[41:46] It's just for reporting purposes.
[41:47] It's for your teacher retirement.
[41:49] So you'll see a counter set
[41:51] and expense on your financial statements
[41:54] for the same amount for your on behalf.
[41:56] It's just something that we have
[41:57] to report for the state level.
[42:00] But again, as far as increased decrease, pretty consistent
[42:03] with teacher retirement and all and benefits increases
[42:06] and all that year over year.
[42:09] And then you're miscellaneous revenues,
[42:10] that could be anything from I think athletic gate receipts.
[42:15] There was a couple of prior year things
[42:17] that were booked back.
[42:18] One of the things that we do is we have like a unit
[42:23] of measure a, a measurement date.
[42:25] So if anything is kind of received with outside of
[42:27] that measurement date, it's usually 60 days
[42:29] from the end of your fiscal year.
[42:31] We typically don't want you to go back and move it,
[42:33] but like back to your previous fiscal year,
[42:36] we would just prefer you to keep it in the current year
[42:39] depending, obviously depending on the amount for us.
[42:42] But usually it's not, it's not a lot.
[42:44] So that's usually what makes up those
[42:45] miscellaneous revenues.
[42:49] And then this is your budget actual,
[42:52] so you guys actually came in over budget for your revenues
[42:56] primarily in intergovernmental.
[42:58] Other is going to be that tuition for the tech center.
[43:02] There was about I think 8,000
[43:04] and there was something else listed in that $12,000.
[43:07] But primarily a lot of it was 8,000
[43:10] for some tech center revenue.
[43:12] Then this is again prior your revenue
[43:15] that just wasn't booked back to the previous year.
[43:17] Interest income came over and then your charges
[43:19] for services was, was down from
[43:21] what you originally booked to before.
[43:26] So these your expenses.
[43:28] So as you can see your school instruction, there's kind
[43:32] of a hiccup, there's a spike in 24
[43:34] and it goes back down in 25.
[43:36] But again, you know, it's pretty consistent.
[43:39] There's nothing that really sticks out to us.
[43:42] You know, with staffing turnovers
[43:43] and all that kind of stuff.
[43:45] We expect to see rising costs in just cost of benefits,
[43:50] salaries, health insurance, all that kind of stuff.
[43:52] Special education had an increase, you know, there's need
[43:55] that every school has needs and,
[43:57] and the more you can kind of
[43:58] what you were talking about earlier, the earlier you can
[44:00] intervene on students with special education, the better.
[44:01] So that definitely could be something
[44:03] that happened there. It would
[44:06] That yes.
[44:07] Account for the differential
[44:08] between the school instruction and special ed. So
[44:12] Some of that it could, yeah.
[44:13] And the next slide will show you that diff Yeah.
[44:15] What that difference would be administration, again,
[44:19] pretty consistent considering, you know, staffing,
[44:22] salary increases, benefit increases, all that kind of stuff.
[44:25] Pretty consistent across the board.
[44:27] Nothing really out of the ordinary or out of the norm.
[44:31] And you'll see that offsetting on behalf payment
[44:33] that's dictated by the state.
[44:39] So yes. So like you were saying that under
[44:41] that over expenditure in special education did offset some
[44:44] of that underspending in school instruction
[44:50] and then your transfers to other funds is another one that
[44:55] was overspent and that was due
[44:59] to mentoring.
[45:01] You guys have a mentoring program, so there was some monies
[45:05] that needed to be recouped in that fund.
[45:07] So we had to move that.
[45:08] And that's what that transfer out is in is.
[45:12] But that new teacher mentoring,
[45:15] So the a hundred eighty four five Yeah.
[45:17] Is a budgeted transfer
[45:19] of a hundred thousand dollars to your capital projects.
[45:21] And then you have a four
[45:26] Mike, you might have, or John might have to,
[45:28] I, my question is what the difference between the budget
[45:31] and the actual transfer to the others?
[45:33] Is that you're saying that's all for the mentoring program?
[45:36] No, no, no, no, no, no. Nope.
[45:37] That 2 29 is a combination of
[45:39] that a hundred thousand dollars
[45:41] for your capital projects transfer
[45:43] and then it is like $45,000 for, it's called a,
[45:47] you guys have a s sinking fund.
[45:48] Yep. Which is I think is ending year.
[45:52] Actually it was actually paid off in March.
[45:53] Yeah, we get some interest
[45:55] That too.
[45:56] So, so, and very, very few schools have s sinking funds.
[46:00] I, it is a weird practice that we don't really deal with,
[46:03] but basically you guys, it's like a savings account.
[46:05] You put your money into the bank account to pay
[46:07] where things pay off this bond
[46:09] and then at the end of it you pay the
[46:10] entire bond off all at once.
[46:11] So, but you were in the interest
[46:13] on it too, so that's kind of nice. Yeah,
[46:14] They did pretty good on it too.
[46:15] Yeah. Yeah. I'm shocked. But,
[46:18] But yeah.
[46:21] So now is where I tell you where the areas are that we,
[46:24] I think you can improve.
[46:26] And you'll see here this is quote unquote,
[46:28] it's in a repeat comment.
[46:30] So I've had this conversation with Mike
[46:31] and Jesse since we've done,
[46:34] we started doing your audit in 2023,
[46:37] your student activity accounts
[46:38] are considered special revenue funds.
[46:40] So they are technically property of the school district.
[46:43] With that being said, right now,
[46:44] you guys maintain your student defense at your schools.
[46:48] What our recommendation would be is that that practice
[46:51] and that process be moved to the central office as a method
[46:55] to have more oversight.
[46:57] So bills, receipts, all that kind of stuff should run
[47:00] through the same process as anything else With that.
[47:04] Just us or is that all the school?
[47:06] All school district. Okay. Yep.
[47:09] With that being said,
[47:12] the reason why it's repeat common is Mike
[47:14] and Jesse had no, no urge desire to deal with it.
[47:19] And I totally get where he is coming from.
[47:20] It is much more, as principal, I'm sure you understand,
[47:23] it is much more flexible to have
[47:26] that money sitting in house, being able
[47:27] to write a check when you need it,
[47:29] rather than waiting two weeks for an AP run.
[47:32] Right. So I cannot, like this is my famous thing.
[47:35] I cannot tell you what to do. I can
[47:37] only tell you what I think is best.
[47:39] Best. So that is just the recommendation.
[47:42] I will say we find, we find, we didn't find any issues with,
[47:45] we've never found issues with your student activities,
[47:47] but student activities is one of the number one places
[47:49] where we find hiccups When we do our testing for them,
[47:52] we test 'em just like we would anything else.
[47:56] So yeah, that's really the only recommendation.
[47:58] I know that, yeah, go ahead. There would be
[48:00] A significant amount of savings too.
[48:02] Or you're just saying there's just space for hiccups.
[48:05] Oh, there's space for hiccups.
[48:07] I mean, like when I say hiccups, I mean like mistakes,
[48:12] people being paid out of it.
[48:14] That shouldn't be one of the big things is rest being
[48:15] paid outta student activities.
[48:17] Technically referees shouldn't
[48:18] be paid outta student activities.
[48:19] They should be paid outta the general fund.
[48:21] Paying sales tax should be paying sales
[48:24] tax, things like that.
[48:26] There are think we found,
[48:28] we have found worse things out of there,
[48:31] But not here.
[48:32] New. Not from here. Right.
[48:34] Not from here and not from any
[48:35] of the other schools under CCS U.
[48:40] Okay. But if you ask anyone in my firm, in our firm that
[48:46] would tell, ask if you ask them what their number one area
[48:50] or the issues, they would say student activities.
[48:51] Yes it is. Yep.
[48:53] We did this at OSSU where we brought it under the auspices
[48:57] of the finance department and
[48:58] that really does tie the school's individual hands.
[49:01] But the schools were also for time period, allowed to use
[49:06] debit cards and spending cards.
[49:07] Things of that nature were tied.
[49:08] So there's some flexibility with that. Yeah.
[49:10] So there, there are trade offs.
[49:13] There are absolutely, there are trade-offs
[49:15] and I mean we look at, part
[49:16] of our practice is we look at all the bank accounts,
[49:18] the bank statements for the student activities.
[49:20] We do pull samples, we do tests,
[49:22] we do all that kind of stuff.
[49:24] But just as a method of practice, the way that we have
[49:27] to present student activity funds in our financial
[49:30] statements, technically they're a governmental fund,
[49:33] so they should be treated like
[49:34] every other governmental fund. So
[49:36] Does that mean this is probably
[49:37] Stupid's, like there's No petty cash.
[49:40] I don't think you guys have petty cash.
[49:41] I'd like petty cash. We don't have petty
[49:43] Cash. Pay cash. Yeah. I don't think petty don't
[49:44] Petty.
[49:45] Somebody comes in with a package and we owe $5. You know,
[49:49] That would be, I, if that wasn't for student activities,
[49:54] that would probably be an issue.
[49:55] I've never seen it happen here.
[49:58] Seen it happen probably a couple other places. Okay.
[50:00] But yeah, we wouldn't recommend having petty cash.
[50:03] We wouldn't, that's like petty cash is just a
[50:05] bad road to go down. Who
[50:07] Is decision?
[50:08] It's like milk money getting selected and into sister.
[50:09] There needs to be, whose
[50:11] Decision is this?
[50:12] It is the board. Okay.
[50:14] Yep. So,
[50:15] and I've had the same conversation with everyone,
[50:18] all the other boards Yep.
[50:19] That I've spoken to. I know John doesn't
[50:23] really have a desire to do it.
[50:24] I don't blame him,
[50:27] But, and it's really not a John issue.
[50:29] It's really taken away.
[50:30] Exactly. The freedom for the school
[50:32] to be able to have some flexibility.
[50:34] Exactly. That's actually correct. Yeah.
[50:35] We're, we're already doing this for all the other ones.
[50:36] This is more an issue of, it's
[50:38] Just us.
[50:39] No, it's every school district that we have in the U.
[50:42] We'll just say it's, we can run it like anything else,
[50:47] but it would take two weeks to get
[50:48] checks cut and things of that nature.
[50:51] It is, I totally understand the reason for not wanting
[50:54] to move it to the central office,
[50:55] but I wouldn't be doing my job if I did not
[50:57] give you that recommendation. Yeah.
[50:59] You just have to basically bring
[51:00] up the potential. Exactly.
[51:01] Yep. Exactly.
[51:02] I would say even more so
[51:03] because of the uncertainty of this district necessarily,
[51:07] in which way we're gonna go if merging needs to happen.
[51:10] Right. How much more would we want to move
[51:12] to central office than keep in-house Yeah.
[51:14] As well. Yeah, absolutely.
[51:15] And that could, and that's a really great point.
[51:17] If you guys happen to move to another school district, su,
[51:22] that would be just an added layer
[51:24] to move from the central office to,
[51:27] Right.
[51:28] I don't know how much more tangling
[51:29] next year we should get into.
[51:30] Right, right. Now this could be a,
[51:32] This could be a nightmare for
[51:33] You.
[51:34] I don't think, I
[51:35] Don't think my life is, you know, this job is a nightmare.
[51:40] I shouldn't worry about you. Yeah,
[51:42] no, don't worry about me.
[51:43] I'm fine. I'm fine.
[51:45] And if this is the worst, if this is the only comment
[51:48] that I have to like, yeah.
[51:49] Present to you guys, this is a good day
[51:51] for me. This is a good day
[51:53] For, you're doing good.
[51:54] Yeah. Can someone just Sure.
[51:55] Quickly, when we say student activities, like
[51:57] what falls under that category and I have is guess,
[52:01] So You could, sales.
[52:02] Sales, I would imagine tickets,
[52:03] Like Athletics is a big one.
[52:06] I don't know specifically for this school district.
[52:09] I don't know what exactly goes into your student
[52:10] activities. Lot. Field
[52:12] Trips, Fundraising.
[52:14] Fundraising, Carnival field trips, accounts,
[52:17] and then those class account can access for field trips.
[52:19] Yeah. Okay. Or other class celebrations, things like that.
[52:22] So it's, it's kind of like smaller scale. Yeah.
[52:25] More last minute.
[52:26] Or not last minute, but not two weeks prior sometime. Right.
[52:29] Even though we have things planned, they can Yep.
[52:31] Pay for field trips out of their Absolutely. Accounts. Yep.
[52:34] For dances or like 50 bucks
[52:36] to cover donuts at the orchard, right?
[52:38] Yeah. That's what, yep, yep.
[52:40] Yeah. As opposed to trying to do a purchase request
[52:42] through us, be able to do it through Burt's, which Right.
[52:46] They may not take purchase requests,
[52:48] so then we gotta cut a check.
[52:50] So that's why we, if we had a problem, if we had a problem
[52:54] with it, we would take it in house.
[52:56] But we don't Right.
[52:57] At this point we have not seen a concern where we go,
[53:00] we're taking this away from you.
[53:01] Exactly. And that, that if there was a concern,
[53:04] I would push more for them to say, you gotta take it.
[53:07] No, no, no, no, no. If there were a
[53:09] concern, I would be pushing.
[53:10] Yeah. Right. Because my license is tied to how, you know,
[53:13] fraud and everything else.
[53:16] We, if Matt had a concern, I don't give a ****, whatever.
[53:19] I think not
[53:21] So.
[53:22] Yeah. But yeah, if this is, like I said,
[53:23] if this is the worst thing that I can, worst means I,
[53:25] this is a good for this is, this is easy. Good,
[53:28] Good. I'm glad. Yeah.
[53:29] Yep. I agree. Excellent. Thank you.
[53:32] No problem. And then this is just a disclosure,
[53:35] but any questions?
[53:38] Guess maybe more for the principles,
[53:40] but the, the discrepancy
[53:42] and the spending for education stuff.
[53:46] Yeah, it's mostly an instruction.
[53:48] We have several positions we didn't bill Yep.
[53:50] Over the last few years because we were unable to, so we
[53:54] had an excess in what we had budgeted for to
[53:57] what we actually were able to spend,
[53:58] which is why timing was lending.
[54:01] But when we paid for all the paving, it was actually out
[54:04] of extra funds that we had for not filling positions.
[54:09] So a lot at the end of the year, if we have extra funds,
[54:11] they've typically been put in our unrestricted river reserve
[54:13] and then we can board has permission to either
[54:17] or the board approves where it goes from that.
[54:22] That's, that's mainly it is we've underspent in some areas
[54:25] and then not the positions. Cool.
[54:27] Which is a very common scenario that a lot
[54:30] of schools these days are in. So
[54:33] It's unanticipated.
[54:36] Yeah. We keep trying
[54:40] 80% of our budget's, you know, comp
[54:42] and benefits, so we're not filling those positions.
[54:45] Yeah. Thank you so much. Of course.
[54:49] That was great. Do you
[54:50] Have any other questions?
[54:51] One more. When's our next audit?
[54:54] That's pretty much About this time Next,
[54:56] Ken tell you that your
[55:01] preliminary planning has started, John
[55:05] and his team have started giving us the preliminary
[55:07] information and that is being worked on by a team
[55:12] of staff auditors as a training
[55:14] purpose for training purposes.
[55:15] So, oh, I have not taken a look in any of your stuff yet,
[55:18] but a team of very capable
[55:21] young accountants have been looking at your stuff.
[55:23] So, but typically it happens at the end
[55:25] of the school year.
[55:27] It'll happen after June 30th. Yeah.
[55:29] So what will happen is we'll go through a lot of our job is
[55:35] shockingly enough, a lot of our job is a lot of paperwork
[55:37] and a lot of, a lot of analyzing your numbers
[55:42] and going through
[55:43] and seeing any trends that look outta whack.
[55:47] And so that's probably 70% of what we do.
[55:50] So we make sure all your numbers line up
[55:51] to previous year's audit, we make sure your budget is okay
[55:55] and that it was voted on appropriately
[55:56] and all that kind of stuff.
[55:59] Make sure some of your numbers balance out
[56:01] that your cash is being reconciled.
[56:03] And then we do a lot of analyticals
[56:05] and we kind of make a plan for what's best to move forward
[56:09] for CCSU in all of its districts.
[56:11] Wow. Yeah. At that time, John
[56:15] and I will meet, we'll talk about the best time to
[56:18] do an onsite, a field work where myself
[56:22] and a couple other of staff members will actually come on
[56:25] site and do some actual field work.
[56:28] And then typically that's, that's it.
[56:31] So we're a training site basically. Yes.
[56:33] Because we're so good. Yes, yes. We'll go with that.
[56:36] Yeah, that's great. And this report is what we would share
[56:40] with other districts in the committee.
[56:42] Yeah, this definitely would be one of the things
[56:43] that we would be Okay.
[56:45] I like it. Yeah, I
[56:46] Be putting this on the website too,
[56:47] Just once it's finalized, it's public knowledge.
[56:50] So yeah, everything public, everything that we give you
[56:53] after it's finalized with public knowledge
[56:55] Gold stores around it, we can, we put rainbows,
[56:58] unicorns. Yeah.
[57:01] So hopefully, hopefully for your FY 26 audit,
[57:05] I'll be here much sooner than May or June.
[57:10] But you know, with Mike
[57:12] and Jesse leaving John kind of getting his feet wet, all
[57:15] that kind of stuff, it just timing wasn't in our favor, so,
[57:19] Well, we're glad you get
[57:20] to end the SE your season with us,
[57:22] right? Yeah, with the star.
[57:24] Yes. I've got one more board.
[57:26] Well, I'll get two more board meetings.
[57:27] One more for you guys this month and then hopefully
[57:30] The Cabo Ca.
[57:31] Yep. Ca, yeah.
[57:33] Yep. My hometown. Yep.
[57:35] Yep. Yes. Well that was really informative.
[57:37] Thank you so much, Samantha. Interesting.
[57:40] Yeah, absolutely. Like I said,
[57:41] if you have any other questions, feel free to reach out.
[57:43] I just ask that you reach out through John.
[57:45] Yeah. All right. Thank you guys so much.
[57:47] We're gonna put you on speed dial.
[57:50] They travel still. Thank You.
[57:53] She was great. John,
[57:54] we'll go right into you on the tax anticipation note.
[57:58] Yeah, I'm gonna be covering up B
[58:00] and c, the tax anticipation
[58:01] and the district cash flows,
[58:05] as you mentioned, we're coming up on year end
[58:07] and we're gonna be reapplying for a tax anticipation note
[58:10] with the sum bank.
[58:14] We're gonna be increasing from last year
[58:17] because the budget went up
[58:18] and I'm putting in a little bit
[58:19] of a risk amount in there just in case we need it.
[58:24] I'm taking a different approach
[58:26] and I've gone over this with all the school boards last far.
[58:31] Mike had a process, and again, I'm not,
[58:33] that was his way of doing things.
[58:35] He used to take the full amount of the tan,
[58:38] put it into an investment account,
[58:41] and then he would earn 4.15%
[58:44] interest on it for the full year.
[58:45] That's basically taking your full amount of your tan,
[58:48] throwing it into an investment, moving the money back
[58:50] and forth whenever the cash needs were required.
[58:54] However, on the opposite side,
[58:57] you were paying 3.95% on net 10 for the full year.
[59:02] So my calculations for FY 26,
[59:05] and again, I'm not putting anyone down,
[59:06] I'm just saying this is how it was.
[59:08] You'll earn $48,638 in interest from the
[59:13] money in the investment account.
[59:15] But when we pay off the tan with the subject bank as
[59:18] of six 30, at the end of this month,
[59:20] we're gonna be paying $46,294.
[59:24] So technically you made about $2,394 altogether.
[59:30] I look at that as you're actually losing money
[59:33] because you got labor involved, you get people moving cash
[59:35] around and we, you really make
[59:39] your money is in the cash flows
[59:42] that come in towards the last quarter of the year.
[59:45] Your chances of using this tan between July
[59:49] and September, that's usually
[59:51] where your deficits are at this point.
[59:52] However, when you get into October, November,
[59:54] and December, that's when the state
[59:56] starts sending the money in.
[59:57] The town starts sending the money in.
[59:59] That's when you get a surplus.
[1:00:01] That's when the money goes into
[1:00:03] it's illustrated right there.
[1:00:05] That's where the money starts going into the investment
[1:00:08] accounts, which will earn interest
[1:00:10] on That's where you need the tan.
[1:00:12] That's exactly correct.
[1:00:14] Now the tans are set up for a specific reason.
[1:00:18] They both working capital usage.
[1:00:21] When you're low on money, that's when you go to borrow it.
[1:00:24] I'm not a fan of taking borrowed money
[1:00:26] and not they not tax payer money.
[1:00:30] My own, I would do, but I'm not a fan, a fan
[1:00:32] of borrowing money to go make money
[1:00:34] because the state only allows you to make a certain amount
[1:00:37] of money on your ra, on your, on your investments.
[1:00:41] And what happens is
[1:00:42] because your interest expense is as high at almost as high
[1:00:46] as the investment interest, you're not really making money.
[1:00:49] So it's better to use it for the working capital.
[1:00:51] So that's what I'm recommending that we do go
[1:00:55] with the traditional tan and go forward with that.
[1:00:59] So again, I'm not knocking the way it was done in the past,
[1:01:02] however, we're we're kind of returning back to where it was
[1:01:06] in 2020 and 70%.
[1:01:09] And yes, Samantha didn't mention the 70%
[1:01:12] of our clients are actually on this traditional 10
[1:01:14] and they use it for working capital only.
[1:01:16] They don't invest it. So,
[1:01:19] And you guys talk a little bit about the
[1:01:20] sweep account and how
[1:01:21] We're able to Yeah, the sweep account,
[1:01:24] basically the way we're setting up the checking account,
[1:01:25] which is again, it's gonna take some
[1:01:27] of the human element outta the process sweep accounts.
[1:01:30] Basically this, we put the money into our main checking
[1:01:33] account and we have a high and a low limit.
[1:01:35] When we hit a low limit and we need money, it will go
[1:01:38] and borrow for it.
[1:01:39] When we have a high limit, it will take money out of that
[1:01:42] and move it into an investment account.
[1:01:44] It does it automatically for us.
[1:01:45] So, so it'll take a little management to begin with
[1:01:48] until we've got building up some of the algorithms
[1:01:51] and how the, how the cash flows are working.
[1:01:53] But I Can you say what the ceiling is
[1:01:55] or how is it I, what I'm doing right now, to be honest,
[1:01:58] is I'm going back, I, I had some issues
[1:02:00] with the last 12 months.
[1:02:02] I, I'm going back to our actual cash flows, our payroll,
[1:02:05] our payables, and I'm gonna do like a monthly trend on
[1:02:08] that and see what the highs.
[1:02:09] That's a very good question
[1:02:10] because that's what you have to do.
[1:02:13] Okay. But the point I'm trying to make here is
[1:02:17] this is simpler, it's gonna be easier to use
[1:02:20] and it's, it's a more efficient use of the taxpayer money
[1:02:24] and for the school's
[1:02:25] Needs fewer opportunities for mistakes
[1:02:27] or somebody forgetting to transfer cash
[1:02:29] and things of that nature or getting the wrong number
[1:02:31] and going into the wrong account
[1:02:33] and saying, well I really meant to have it going X or Y.
[1:02:35] So takes some of human error out
[1:02:37] and still has a good decent return on
[1:02:40] money when it's in a high level.
[1:02:45] How would you like us
[1:02:46] to state the recommendation if we made a motion?
[1:02:50] The tanam amount, The tanama basically we need to,
[1:02:53] the TANAM amount's gonna be for Winfield is
[1:02:57] 1.414 $1,414,447
[1:03:02] is the tan recommendation
[1:03:03] Put up here on the board.
[1:03:08] So I'd like to make a recommendation.
[1:03:10] Recommendation for the 1,000,440 $14,447
[1:03:15] tan amount to be put into
[1:03:18] the FIC bank. Is
[1:03:21] That correct?
[1:03:22] Yeah, you could just say, I would say give authorization
[1:03:25] to take out a tan in the amount of Yeah, exactly.
[1:03:27] Yeah. Authorization to, yeah. A
[1:03:30] Tanam motion to authorize a tan
[1:03:34] of
[1:03:34] $1,414,447 a second.
[1:03:42] I'll second it. Thanks Jenna. All in favor say aye.
[1:03:47] Aye. Aye. Opposed?
[1:03:49] Thank you Rita. Okay,
[1:03:53] Any other questions on that or
[1:03:55] Don't we have to also
[1:03:57] We'll sign, you'll have signatures, you'll
[1:03:59] Get digital signatures.
[1:04:00] Yeah, you'll all get an email.
[1:04:02] I knew where you're going. Saw that hand go up for that
[1:04:04] Sentence.
[1:04:05] Yep.
[1:04:10] Just say the name of the different
[1:04:12] system you're using this time.
[1:04:14] Sweep account. Sweep account. You're using a
[1:04:15] Sweep.
[1:04:16] Yeah, it's called an insure sweep account.
[1:04:18] And the way, the way it works,
[1:04:21] I won't get too much into the weeds here.
[1:04:23] Yeah, I know. Basically the FDIC ensures 250,000 bucks
[1:04:28] and what will happen is, is they will take that chunk out
[1:04:30] and they'll keep it under that
[1:04:31] and put it into different investment accounts when we have
[1:04:34] that And what will happen is that's well under the FDIC
[1:04:36] so it's, it's kinda like taking it, putting it back in,
[1:04:39] taking it and putting it back in.
[1:04:41] I'm not anticipating using much
[1:04:44] of the tan based upon the cash flows
[1:04:47] I've seen with Twinfield.
[1:04:49] It's one of the better managed solutions.
[1:04:51] Well here's the other thing to think about is
[1:04:53] that we've had Some cash behind
[1:04:58] and eventually it'd be nice to get to the point
[1:05:00] where we have such a cash reserve
[1:05:02] that we can just use our cash reserve
[1:05:04] and not worry about a tan there.
[1:05:05] Our districts out there that have that cushion from one year
[1:05:08] to the next and it's just in the savings
[1:05:10] account so to speak.
[1:05:11] And we can use that to cover.
[1:05:13] But having that tan there, it's like insurance in a sense.
[1:05:15] If you do go below it
[1:05:17] and you, you're like, oh man, I'm not buying gas this week
[1:05:20] we we're able to tap into the can to be able to get the cash
[1:05:24] to cover until that new influx of revenue comes in
[1:05:27] and we pay it back down.
[1:05:32] Excellent.
[1:05:36] District cash flows. That was it.
[1:05:38] That was it. Yep. We had it up there. Technically
[1:05:40] A tan is a cash flows.
[1:05:41] I'm sorry, I kind of confused that term.
[1:05:43] Well you were explaining when the revenues come in
[1:05:45] and the reason for the tan,
[1:05:46] that's part of the cash flows there.
[1:05:48] So.
[1:05:50] Well thank you so much John. Thank you.
[1:05:55] Let's go to new hires. I'm curious. Great. Yeah,
[1:06:00] I have two new hires to bring to you.
[1:06:04] J Levine applied
[1:06:06] and interviewed super well for a secondary interventionist.
[1:06:10] That is a position that was gone
[1:06:12] through a couple different configurations trying
[1:06:16] to find someone to help support our students with
[1:06:21] and by shifting it to a broad academic interventionist,
[1:06:24] we were able to score some people
[1:06:26] with a special ed background.
[1:06:28] Nice. Of Which Judd is one of them.
[1:06:30] Excellent, excellent. This is Justin Ferman.
[1:06:34] He, that's how the position started. Okay.
[1:06:36] Judd is going to help with reading
[1:06:38] and math from not high school.
[1:06:41] He's in kind of a funky position
[1:06:44] where he is officially retiring
[1:06:46] so will be joining us part-time.
[1:06:50] We are going to load his schedule heavy
[1:06:52] at the beginning of the year.
[1:06:53] He'll be working with our staff as well as our students
[1:06:57] to build up systems that support kids in class as well
[1:07:01] as providing some pull out services
[1:07:04] and then fading back throughout the year.
[1:07:06] Is it just a one year hired?
[1:07:09] That is what Judd is able to get right now. Okay.
[1:07:12] Because of that, the contract that we're offering
[1:07:16] to him is a long-term sub
[1:07:18] and the position is still posted online
[1:07:22] and if we find someone who is able to
[1:07:25] do the job full-time, we will make that switch.
[1:07:28] It's a good, how do you wanna say?
[1:07:30] Interim decision to still fulfilled the needs but leaving
[1:07:34] and open to that if you can find something that can
[1:07:36] do everything a good win-win. I think there
[1:07:39] Because he has a special ed license, so.
[1:07:41] Yep. When you say load, load his schedule heavily,
[1:07:45] like full-time essentially at first or, yes.
[1:07:48] Okay. Yep. Does he have any like hard lines of when
[1:07:53] like four days starting in November?
[1:07:56] Like is it gonna be mapped out
[1:07:57] or you're gonna kind of work with
[1:08:00] A little bit of both?
[1:08:01] Yeah, he'll start day one with us. Okay.
[1:08:04] And start four days a week
[1:08:07] or I think the first semester is how sugars out.
[1:08:11] And you say he'll be doing professional development also.
[1:08:14] I did not let you know he will Jeff,
[1:08:16] That One.
[1:08:19] This gentleman will be working under a threshold of
[1:08:22] how much money they'll be able
[1:08:23] to make since it They're a retiree so that, yeah.
[1:08:27] So they can use 'em, they can stretch it out,
[1:08:31] they could compact it,
[1:08:32] but that amount of money that that person can earn
[1:08:35] for the year we, for them they need
[1:08:37] to stay under that threshold.
[1:08:38] Got it. Unless you're Joanne Canning
[1:08:43] Now if he wanted to, which doesn't sound like he wants to
[1:08:46] and that's says retired, he can go to the retirement system
[1:08:50] and say freeze my retirement for this year as of July one.
[1:08:53] Right. Then they could work full time.
[1:08:55] It just kinda like puts it on pause.
[1:08:56] Does it sound like they wanna do that?
[1:08:57] I don't blame them. There you go.
[1:09:00] I do wanna note that, yes, he is officially retiring
[1:09:03] and has started talking with me in March
[1:09:06] because he wants to be here.
[1:09:08] Cool. Reporting.
[1:09:10] That's awesome. Excellent.
[1:09:12] Do you know where he retired from?
[1:09:14] London. You know him?
[1:09:17] No, I just read the, oh,
[1:09:19] there a personal connection to Twinfield.
[1:09:22] What's, what's the desire? He is local.
[1:09:25] His kids went here. Oh cool.
[1:09:28] I think Rachel and I had them in class.
[1:09:31] Another officer in college doing wonderful things.
[1:09:35] Yeah, because you would've had him young.
[1:09:39] Is there a motion to hire Jed Levine
[1:09:41] as the second interventionist?
[1:09:44] Yes. Do that motion. Alright.
[1:09:47] Sarah's got a motion. Do we have a second?
[1:09:50] Very well verbalized there.
[1:09:53] Talk much Not good now. Yes, Phil.
[1:09:55] Andrew will be the second. All right.
[1:09:57] Everyone in favor say aye. Aye. Aye. Anyone? Aye.
[1:10:01] Thank you Rita. All right. So please extend to Jed.
[1:10:05] We're very appreciative that he is coming back in.
[1:10:10] All right. Your band music teacher,
[1:10:12] Giovanni.
[1:10:13] Roberto is also someone who is seeing the good work
[1:10:16] that we're doing in Twinfield
[1:10:18] and reached out when he saw the opening, came
[1:10:21] and met with me and Jane has kids in the building.
[1:10:25] So was hearing what's going well, where there's area
[1:10:27] for growth and he is coming in with
[1:10:32] a unique experience and background.
[1:10:35] He is a professional musician who has been playing gigs
[1:10:40] with different music educators who keep poking at him
[1:10:43] to do more than the lessons that he's doing right now.
[1:10:47] He did one year, I believe, in a classroom in Colorado
[1:10:52] and is ready to dive back into
[1:10:55] teaching the instruments at Twinfield.
[1:10:58] Wow. That's a racist. Yep. Very cool.
[1:11:02] And I poked in all the band cupboards this afternoon
[1:11:06] and he is already making mental notes
[1:11:07] of, well what if we do this?
[1:11:09] What about this? Oh this is weird.
[1:11:10] Where'd this come from? Excited.
[1:11:14] What do we have going now for music and band?
[1:11:18] She's leaving. She's leaving? Yep. Okay.
[1:11:21] What about the person who's doing a theater?
[1:11:25] The unicorn that we hired Last year. Okay.
[1:11:27] So there will be no theater next year?
[1:11:29] No, no, no. Okay.
[1:11:33] My middle school kids are making sure
[1:11:34] that that is not going away. Yeah,
[1:11:36] I can imagine It's going to look different.
[1:11:39] Mel came in with that experience in her back pocket.
[1:11:42] Giovanni is going to learn how to do that.
[1:11:46] Our French teacher Nick Madison also
[1:11:49] has experience with theater.
[1:11:50] Nice. So she and Giovan are gonna do singing together.
[1:11:55] That's great. Great.
[1:11:57] He also has a lot of technical experience
[1:12:01] with like running different performances.
[1:12:04] So we talked today about shifting one of our practice rooms
[1:12:07] to a recording studio
[1:12:09] so kids can record not only their music but podcasts
[1:12:13] and other presentation types for classes
[1:12:15] beyond just specific,
[1:12:17] You know, that would be an interesting partnership
[1:12:19] with Jody, you know, to talk about what we offer
[1:12:23] that provides that kind of support to
[1:12:27] possibly get support from, you know, CBCC. Yeah,
[1:12:32] I appreciate that.
[1:12:33] And I'm laughing 'cause Rachel has been playing phone
[1:12:35] and email time trying
[1:12:36] to get their preschool person
[1:12:37] connected with our program too.
[1:12:39] Yeah.
[1:12:40] Oh good. 'cause right now we're doing capstone
[1:12:45] and he's, do we have a motion
[1:12:50] for Johnny tto?
[1:12:52] I make a motion chair
[1:12:54] second to Sarah.
[1:13:00] All in favor of hiring Johnny as the music teacher say aye.
[1:13:03] Aye. Aye. Aye. Anyone opposed? Great.
[1:13:08] Please extend or welcome to Johnny Rivera.
[1:13:11] You said something, a different first name. Sorry.
[1:13:13] It says Johnny here, but you.
[1:13:15] He has been sending me emails signed
[1:13:17] to Johnny and Giovanni.
[1:13:19] So today before he left the building, meaning pick one
[1:13:21] that we're going with and he is one with Giovanni
[1:13:24] Giovan.
[1:13:25] Mr. So beautiful.
[1:13:27] Giovanni Rosata more beautiful isn't it?
[1:13:29] Yeah, it's got Ring toy.
[1:13:33] He'll be working with a licensing program,
[1:13:38] build up his repertoire and experience
[1:13:41] Is the licensing program.
[1:13:44] There's a couple models out there right now.
[1:13:46] Do we know which one he's gonna be using yet?
[1:13:48] He is looking at tap or peer review has music Bachelor's.
[1:13:53] He does have music. Bachelor's, that's right.
[1:13:54] Okay. Well peer review.
[1:13:56] Will it be a mentor also
[1:13:58] Would all of our new hires?
[1:13:59] Yes. Yeah.
[1:14:00] Yeah. I know just from my limited experience
[1:14:04] that very limited experience.
[1:14:06] Music is a very challenging area to get certified in.
[1:14:10] So it'd be interesting know CAP
[1:14:11] or the peer review process would be
[1:14:16] which ones to get the higher success rate I guess.
[1:14:18] Yeah. Music's tough getting certified
[1:14:21] and there's a lot of pieces to it.
[1:14:24] Does he have a preference?
[1:14:25] That's where I kind of, I was leaning
[1:14:27] because they just kinda hold your hand
[1:14:28] right through it. Yeah.
[1:14:29] I'm sorry. Do you know what? Does he have
[1:14:30] A preference between tap and peer review?
[1:14:33] He is digging into both. Okay.
[1:14:36] Nice thing about tap is it's program you follow
[1:14:38] what they kind of guide you through.
[1:14:39] Whereas peer review a lot more loosey
[1:14:41] Goosey.
[1:14:42] Goy goosey. Yeah. Or you could also do it in two weeks.
[1:14:45] No, with a music program.
[1:14:48] All right. Anything else to be said about the new hires?
[1:14:51] Do you have one position left to hire for third grade?
[1:14:56] We just third grade. Okay.
[1:14:58] But that's the only one, right? What did you say, Rachel?
[1:15:00] Third grade. Our long term stuff.
[1:15:04] And I also brag really quickly about our
[1:15:06] home to school coordinator.
[1:15:07] Yeah, yeah. Maria Amador is going to be joining our staff.
[1:15:12] She has been connecting with families already,
[1:15:14] just supporting new families into our building
[1:15:18] and she's so cool. Thank God
[1:15:20] I don't, I think I missed this entire,
[1:15:24] Why don't you talk about the Yeah.
[1:15:25] Administrative role that we
[1:15:33] Another Way to do it.
[1:15:34] Yeah. One of our admin assistants left this year
[1:15:38] and instead of replacing her in that position,
[1:15:41] we looked at the roles and divided them between Ella
[1:15:46] and Dei and that freed up a position that we reconfigured
[1:15:51] to be home to school coordinator.
[1:15:52] So they are an administrative assistant,
[1:15:55] but their focus will be in the homeschool field.
[1:15:59] What's her background? Does she have a social
[1:16:00] work background or?
[1:16:02] She is a writer. She is is social organizer.
[1:16:05] She is working at Harvard right now connecting families
[1:16:09] with resources in the community.
[1:16:11] Fabulous. Which is exactly
[1:16:12] What Fabulous.
[1:16:13] That's great. Maria Amador,
[1:16:17] Full-time.
[1:16:18] Amador? Yes. Okay. Maria,
[1:16:21] Is that the old, our previous French teacher's name?
[1:16:24] Nope. Morgan Amador lives in Tust now.
[1:16:27] Oh, okay. That's a good memory.
[1:16:31] Well, she like to know,
[1:16:35] I'm curious just like for future stuff, just
[1:16:38] 'cause I feel like I like missed.
[1:16:39] Yeah. Like I'm wondering if we could get like some sort
[1:16:41] of like, I didn't know the music teacher was leaving.
[1:16:43] Maybe I missed something.
[1:16:44] Or maybe I'm just not in the school as much as you are,
[1:16:48] but if, or like somebody's leaving or we hired this Yeah.
[1:16:51] You know, new or like
[1:16:53] The monthly position being great.
[1:16:54] Think monthly. I think the principal reports in the
[1:16:55] place where we should put that information. Yeah.
[1:16:57] But this would be helpful. Like I, I'm no opinions on,
[1:17:00] you know, it just would be helpful information then.
[1:17:03] No, Kim and Katie, she sent the
[1:17:07] Yep.
[1:17:08] The information but yeah. And
[1:17:09] Embedded in the, I think what it would've been, I,
[1:17:12] I think part of this is timing
[1:17:13] between the last meeting and this meeting.
[1:17:14] Right? So if during the last
[1:17:20] month when we had our last meeting, if, I don't know
[1:17:23] where they were in their timeframe of when people
[1:17:24] resigning and things of that nature.
[1:17:26] But I know that it has some part
[1:17:27] of the impact and we can get it out to you.
[1:17:29] But otherwise, I think the HR information much
[1:17:31] Of impact.
[1:17:32] It's also like just folks in community also expect us
[1:17:35] to know all this stuff
[1:17:37] and so they'll be like, what's happening with this?
[1:17:39] And I
[1:17:40] Me find out for you. Yes.
[1:17:42] Yeah. If we, if there's an easy way to know. Yeah.
[1:17:46] I believe we posted that, the open positions that we had
[1:17:49] knowledge of in last month's report and
[1:17:54] We're Going fast right now.
[1:17:56] Cool. That's reasonable.
[1:17:58] I'm very excited about the home to school coordinator.
[1:18:00] She's so good. She C Perfect.
[1:18:04] She is in Harwick. Cool. Great.
[1:18:10] I'll pass her on the way here.
[1:18:14] That kind of smoothly goes into a possible gathering
[1:18:16] of information from the community.
[1:18:17] Think the possible is yes. But how do we wanna do it? Okay.
[1:18:21] Yes and yes. Yes.
[1:18:25] Andrew, I think you Yes.
[1:18:27] Put that on there last month though. Did I? Yeah.
[1:18:30] Put that too.
[1:18:32] I mean, I want it to happen and I,
[1:18:34] I, I think I'm still
[1:18:39] grappling with the best way to do that.
[1:18:41] I was thrilled that we had such a great response to the
[1:18:44] survey we put out last summer.
[1:18:48] I mean, I think conversation is important as well.
[1:18:53] Just knowing, I mean with that last survey,
[1:18:56] I forget what the question was.
[1:18:58] I at least one of the questions, it was like
[1:18:59] 40% of people were like undecided.
[1:19:01] Like I don't know what's, you know, which speaks to
[1:19:05] Conversation We did.
[1:19:07] So I,
[1:19:08] I don't know.
[1:19:09] How do, how do we get people?
[1:19:12] What if we had a homeschool coordinator?
[1:19:15] No, but we need them to start tomorrow.
[1:19:18] I actually have feedback from one of our staff parents,
[1:19:22] community members, all the hat.
[1:19:24] Awesome. She appreciates like the reach out
[1:19:29] that you guys as the board are doing.
[1:19:31] And I acknowledge
[1:19:33] that sometimes you're not the right people.
[1:19:36] So again, she didn't gimme a list.
[1:19:38] But leveraging different leaders, so within the community
[1:19:41] that connect with a wider range
[1:19:43] of people for different groups.
[1:19:45] Well it might be nice to have a forum then
[1:19:47] and invite those people who can answer those questions that
[1:19:52] are outside of approval.
[1:19:53] But it would be a collaboration of us
[1:19:55] with those community members.
[1:19:57] And we could have a dinner,
[1:20:00] We could have know high school students
[1:20:02] facilitate some of those conversations.
[1:20:04] Sounds good. Yeah. Write that down.
[1:20:07] I'm not gonna, when when do we think
[1:20:10] Erin's writing that down In the fall?
[1:20:13] Well fall but it needs to be pretty fast.
[1:20:17] Well we need to know who they wanna meet with, who want
[1:20:20] that person for example.
[1:20:22] What are the, who are the resources, what are the resources
[1:20:26] that would be beneficial for them
[1:20:28] to wanna make that connection?
[1:20:30] In other words, like community members to leverage.
[1:20:33] Is that what you're thinking? Do they have any thoughts?
[1:20:36] Maybe you wanna reach out that person.
[1:20:38] I can go fishing. Yeah. Thinking
[1:20:40] About All of the people who are coordinating work on
[1:20:43] the playing field press center.
[1:20:45] Like there are some strong voices there.
[1:20:49] So there's a plan for possible rec centers.
[1:20:51] I know you mean the rec committee.
[1:20:55] Rec committee rec. I
[1:21:02] Start that rec, I mean tables at each
[1:21:04] of the farmer's markets this summer you're gonna hit,
[1:21:07] you know, folks that are connected to Twinfield
[1:21:10] and those that aren't but are still in the community
[1:21:11] and should know what's going on.
[1:21:13] Yeah. Yeah.
[1:21:14] I mean I'm certainly happy to, I don't, I mean I think,
[1:21:19] gosh was it, I feel like it was
[1:21:20] before I joined the school board.
[1:21:21] I think people were doing like coffee at I know
[1:21:25] somewhere Patrick and I did a couple of them.
[1:21:27] Yeah. I couldn't go.
[1:21:30] But I don't know if there's,
[1:21:31] I think farmer's markets definitely coffee talks.
[1:21:35] We could plan the time.
[1:21:37] Yeah, I know that I have a handful of markets I can get you
[1:21:39] to summer but not many.
[1:21:40] Right? Yeah. As well.
[1:21:43] So I'd be happy to do some coffee talks. Okay.
[1:21:45] Because I, because I can't do most of the just
[1:21:48] polling of the community.
[1:21:49] Hey, how do you wanna, yeah.
[1:21:51] Come talk to school board member. What are your questions?
[1:21:54] You know, what are you thinking? Just to try to gather.
[1:21:56] You can hit the crowd on the other end of the day
[1:21:58] and do playing field positive pie.
[1:22:02] Yep. Sounds good Right now. Yeah.
[1:22:07] We'll invite you now. I have no idea.
[1:22:09] I don't go every place. Much know there you see a lot
[1:22:13] of cars, there's people there, so,
[1:22:15] and I mean I'm, I'm happy to go to farmer's markets sometime
[1:22:20] and just have a clipboard.
[1:22:22] What are your questions? I wonder if there's a way
[1:22:25] to loop in the librarians at all.
[1:22:28] Even if it's just like here, the paper form or I don't know.
[1:22:32] Well that's a good idea. Or there's a QR code code, right?
[1:22:34] Or that's a good idea.
[1:22:36] Would it make sense to have like our September
[1:22:39] school board meeting be a bit of like an open discussion
[1:22:44] and make sure that we're like really putting the word out
[1:22:46] to invite community in maybe.
[1:22:49] Or would we not be ready for that? Or maybe October.
[1:22:52] September's still fine I think. I think the issue is is us
[1:22:54] having meetings, people don't show.
[1:22:56] I think we've gotta go to them when
[1:22:57] they actually are already here. So
[1:22:59] There's back to school.
[1:23:00] But what are we, yeah, yeah.
[1:23:01] Are we collecting, are we trying
[1:23:03] to gather information
[1:23:04] of Might be. It could be little bit of both.
[1:23:06] I think so. I mean we've got decisions we've
[1:23:08] Gotta make.
[1:23:09] I think we have another Google survey
[1:23:10] and that could be a QR code at libraries
[1:23:12] and also something we have with you to go
[1:23:15] to different venues around markfield.
[1:23:17] But then also, you know, conversations how
[1:23:20] to table the farmer's market.
[1:23:22] Yep. School board member here. What do you wanna talk about?
[1:23:25] I like the idea it happens.
[1:23:27] I like the idea of having a QR code too.
[1:23:29] 'cause even if it's like, hey, you showed up
[1:23:30] and you talked to me, would you be willing to quickly
[1:23:33] put your bullet points in this, on this Google survey?
[1:23:36] Like yes, I'm making notes of them,
[1:23:38] but we want like one place where everything is housed
[1:23:40] or do you mind if I, you know, type it in
[1:23:44] and paraphrase here's what I would put in.
[1:23:47] 'cause I think being able to have yeah, able have
[1:23:51] that in one place would be really feasible.
[1:23:54] Instead of, you know, deciding who's gonna go
[1:23:56] to what Farmer's market.
[1:23:57] Let's just each take three opportunities this summer
[1:24:02] whenever it fits into your schedule
[1:24:03] to either hold a coffee talk
[1:24:04] that's promoted on front porch forum
[1:24:06] or go to a farmer's market or some other event.
[1:24:10] How that then you can just decide what works for you.
[1:24:15] And I'll let the front porch forum notes know
[1:24:18] that there will be school board members about town
[1:24:21] find us and talk to us.
[1:24:24] Yeah. Would you,
[1:24:27] Would, Would having the QR code be something
[1:24:30] that we could do sap?
[1:24:34] Yeah. Or hopefully not.
[1:24:36] So we have it on a clipboard and Right, right. So or link.
[1:24:41] I got it in the next,
[1:24:42] in the next week I'll mock up a Google
[1:24:44] survey and you all can look at it.
[1:24:46] Okay. And then just write to me
[1:24:47] and we'll find out what questions we want.
[1:24:50] Definitely
[1:24:54] Thinking if we are able to, we can get it
[1:24:58] before the end of the school year.
[1:25:01] Parents there. That's Tuesday. I know
[1:25:04] I can't.
[1:25:05] No, no, no. I'm saying if the survey,
[1:25:08] Do what?
[1:25:09] Survey? Print out a QR code
[1:25:10] and send home in every backpack or
[1:25:11] No, no, no.
[1:25:12] Just to go out on Parents Square. And I guess maybe we send
[1:25:14] that parents square things after school's done.
[1:25:15] I don't know. But we can do that. But okay.
[1:25:19] I know if parents are checking it, I get it on my phone
[1:25:21] but I have no idea what the standard,
[1:25:24] I'd love to have it back before a retreat.
[1:25:26] Yeah. Just a public input collected. And what does it say?
[1:25:29] We can review it then. Yeah. Yeah.
[1:25:32] But also, yeah, good money.
[1:25:33] The most time possible for people to fill it out.
[1:25:36] Yeah, it all summer. Yep. Agreed. All right.
[1:25:40] Policy review. We have F 23 capitalization of assets
[1:25:44] and C3 transportation.
[1:25:46] So F 23 is an increase from $5,000 to $10,000
[1:25:50] for per the federal regulation update.
[1:25:53] So we need an update our policy there.
[1:25:55] And the seat three three transportation is just us two.
[1:26:00] It just, and it's been two years I think since
[1:26:02] we've done this one.
[1:26:03] And we just would like to have it updated
[1:26:06] and there's no language change.
[1:26:08] It's just, we've looked at it, it's time
[1:26:10] to update it in the sense of been approved as of 2026
[1:26:14] as opposed to 2023.
[1:26:16] And this one, I'm assuming
[1:26:18] that we still wanna provide transportation for kiddo.
[1:26:20] So if we, when we approve that one, we would approve it
[1:26:24] with the notion that we want
[1:26:25] to provide transportation for our students.
[1:26:28] As opposed
[1:26:29] What?
[1:26:30] What does it say in our current one as far
[1:26:32] as this resident only or including non-resident students?
[1:26:36] Or is that new language?
[1:26:37] It it should be the exact same Everything all we're doing
[1:26:40] is there's the
[1:26:41] But what does it say?
[1:26:42] An hour? It says here options.
[1:26:45] Oh yeah. We currently, we provide transportation
[1:26:48] so we wanna be, it is the policy of the
[1:26:53] twinfield to furnish each legal pupil
[1:26:57] specify resident and or Well
[1:26:59] That's what I'm wondering.
[1:27:00] What do what, what is, what do we say now?
[1:27:02] Do we say we do resident. Resident or including
[1:27:04] Non-resident? We do resident.
[1:27:05] Okay. So the non-resident means someone potentially living
[1:27:09] Outside.
[1:27:10] Outside of, yep. But we don't wanna stretch ourselves out.
[1:27:12] Okay. Go to Danville. Pick up a kid.
[1:27:15] We accept this. Yeah, both of them.
[1:27:17] The trans, well yeah, both of them really.
[1:27:20] But I didn't know if you wanted to do it separately.
[1:27:22] You probably need to do separately
[1:27:23] just for the transportation one.
[1:27:24] The transp. I'm talking about the transportation
[1:27:27] one specifically there six.
[1:27:29] All right. We have a motion. Forti. Do we have a second?
[1:27:31] I'll second. Thank Cameron. All those in favor say aye.
[1:27:36] Aye. Anyone opposed? All right. That C3 has been updated
[1:27:42] And that one for us to provide transportation.
[1:27:44] Just to clarify for the record. Yeah. Okay. There we go.
[1:27:48] And did we do the F 23?
[1:27:52] I'll make a motion to increase to $10,000
[1:27:55] for the F 23 capitalization of assets.
[1:27:58] We have a second. I'll second that.
[1:28:02] Everyone in favor say aye. Aye. Aye. Anyone opposed? Great.
[1:28:07] Have updated that one. Thank you. You're welcome.
[1:28:11] The last thing on our agenda is the teacher
[1:28:13] appreciation lens.
[1:28:15] So it is Tuesday, June 16th.
[1:28:18] The teachers will come in at 1230.
[1:28:22] I ordered the letters from Taste Vermont to say summer
[1:28:26] of like a charcuterie board in it time last year place.
[1:28:30] Gorgeous. Where did you order? Where? I picked it up.
[1:28:32] Want me to pick it up? I love you to pick it up again.
[1:28:34] Thank you. That will already be paid. Okay.
[1:28:37] There's the invoices already out there.
[1:28:39] And what time is there? Doesn't matter.
[1:28:43] I would say have it here by noon. Okay. I work.
[1:28:50] Is there anything we can do?
[1:28:51] We need drinks and vegan desserts, plates, large and small.
[1:28:57] And a vegan dish. I'm gonna make
[1:29:02] two big salads to go with ACU board.
[1:29:05] And then also this chickpea sheet cheese
[1:29:07] and cherry tomato, olive oil roast that
[1:29:11] could go on the salad.
[1:29:12] And then I was gonna get two roasted
[1:29:14] chickens and just cut it up.
[1:29:15] Nice to make a chicken salad because Summer cicu so much.
[1:29:19] Yeah. And then there's a cake at Birchgrove
[1:29:22] that I ordered for everyone.
[1:29:24] Okay. So we need a birchgrove pickup, a vegan dish.
[1:29:30] The drinks and plates and cups you could get anytime
[1:29:32] and drop 'em off to dei drinks like seltzers.
[1:29:38] Fall and spring. Okay. Fall, spring.
[1:29:40] That's what we've been doing. I can pick up the cake
[1:29:43] assuming it's different.
[1:29:44] I don't know. Where's the other,
[1:29:45] where's the summer coming from?
[1:29:46] It's different. The cake's. Birch Grove on Elm Street.
[1:29:50] Elm Street. And anytime that morning they're open till noon.
[1:29:54] That at if Fox would be willing
[1:29:59] to Oh for making a vegan cake is sure a small one
[1:30:04] because I got a big, I don't know, there's a handful
[1:30:09] of vegans and I just wanna make sure we've
[1:30:11] done like cookies in the past.
[1:30:13] But it could be cake. Well I guess if it's,
[1:30:18] I was thinking Kate 'cause you said
[1:30:19] cake for the other folks.
[1:30:21] Yeah, that'd be great. Like some vegan cupcake.
[1:30:25] I can, I can make that. I'll make vegan cupcake.
[1:30:27] I'll make like 12 of them and hopefully that'll be ship
[1:30:32] and we'll just label 'em and that'll be okay.
[1:30:34] Cool. And you're going virtual
[1:30:36] and then I'll get four packs of seltzer.
[1:30:39] What the eight, how many?
[1:30:41] It's 80 people but maybe 60. Come 65.
[1:30:46] Yeah. We're also just whispering in the corner.
[1:30:48] I think we have more gluten-free people than vegan people.
[1:30:51] So maybe not a vegan thing but gluten-free.
[1:30:54] But the tomato chickpea sheep cheese will be able
[1:30:58] to go for gluten-free.
[1:30:59] That sounds real good. Yeah, it's really good.
[1:31:02] And dessert wise, the cake.
[1:31:06] That's not I, last time I got this cake,
[1:31:08] it went to the last piece.
[1:31:10] I ordered the same one. You're free.
[1:31:14] People thinking of gluten-free dessert option. Yes please.
[1:31:17] I'll, I'll do a gluten free thing. Cool.
[1:31:19] And then we won't worry about vegan dessert.
[1:31:24] Maybe we can just get one. One bag of vegan cookies.
[1:31:26] There's the Mexican like cookies.
[1:31:29] There's a brand new brought last year.
[1:31:31] That's what remembering and gluten free.
[1:31:37] Gluten free probably when you're getting drinks.
[1:31:44] A bag, a vegan bag of cookies. Okay. Six five.
[1:31:49] I'll get six cases of seltzer. Okay.
[1:31:52] And then so like plates can just get big.
[1:31:56] Sorry, get big. And then it's small for the cable.
[1:32:00] So like we need both like a 60 to 70.
[1:32:03] Do we have here, I'm sorry,
[1:32:07] what do we have?
[1:32:09] Cutlery That's plastic. Cutlery, plastic.
[1:32:15] Use that use. I do use it. It's easy.
[1:32:19] Get rid of it enough.
[1:32:24] Plus the, I think if you're getting the big ones,
[1:32:28] you could get a juice, some berry juice.
[1:32:33] Apple
[1:32:37] place to keep cold.
[1:32:39] There's plates too. Or do getting, you're getting plates.
[1:32:42] Sarah bring ice. Okay, I'll have Janna bring ice. Okay.
[1:32:45] Janna, would you be open to bringing ice as well? Yes.
[1:32:48] Ice and food. Ace and, yeah. Beautiful food by noon.
[1:32:52] I should be here by noon.
[1:32:54] Yeah, kids get out at noon
[1:32:57] and well, I'll be here by 12 maybe 1132.
[1:33:00] 11 30, 15. I'll be more practic. 11.
[1:33:03] She'll be here at 8:00 AM everyone Rita, can you hear me?
[1:33:08] Yes. Would you be able
[1:33:12] to make a vegan side dish
[1:33:16] and then there vegan egg.
[1:33:18] Yeah, vegan egg free. Great. Thank you.
[1:33:25] Yeah, I'm gonna bring some plastic. It's today.
[1:33:30] Today. This is next Tuesday. So there's plenty
[1:33:32] of plastic cutlery and napkins in Didi's stash.
[1:33:35] Okay. Do you wanna do,
[1:33:40] do you not have anything else?
[1:33:42] No, I'm picking up the food and bringing, oh, okay.
[1:33:47] Oh, I was, I thought if you didn't have anything you could
[1:33:50] take the plate.
[1:33:52] Doesn't really matter. We're getting as far as getting
[1:33:57] school, being over and getting reimbursed for things, is
[1:34:00] that still gonna take longer
[1:34:06] or the still up and running?
[1:34:09] I don't think check they be
[1:34:11] A problem if you decided to do it internally
[1:34:12] and have 'em go through the su,
[1:34:14] it take a whole a lot longer.
[1:34:15] So if we be okay
[1:34:18] There's, thank you.
[1:34:21] In the cafeteria. There's an ice chest there. Yep. Okay.
[1:34:27] Inside the kitchen or inside the kitchen.
[1:34:33] Alright. We won't get the back ways to break in. Understand.
[1:34:38] I will need to all just on Monday day. Right.
[1:34:43] I would love it. Just put it into do.
[1:34:48] Feels like that. Little catching.
[1:34:54] Bye bye. Have a great rest of the week.
[1:34:59] Are you two going to the middle school dance?
[1:35:02] I went to the last one and know it was a joy to be whole.
[1:35:06] Good Going again. Great. How fun. They're adorable.
[1:35:10] They would be adorable. That's so cute.
[1:35:13] That's five minutes. Come in here tonight just for you. Ooh.
[1:35:16] We'll see you with the rest of the week. Okay. Thank you.
[1:35:18] Bye. I'll be there. At least I'm better. Okay.
[1:35:22] Shaking hands. I hope I won't be here on Saturday.
[1:35:27] Anything else for the, just quickly, what about,
[1:35:31] I guess I can just leave the cupcakes,
[1:35:32] but they probably will get a little sad
[1:35:34] overnight in the refrigerator.
[1:35:36] There's a staff in refrigerator.
[1:35:38] They'll get sat in their refrigerator. That would be nice.
[1:35:42] Cold. They'll get what in their refrigerator.
[1:35:43] I think they'll be happy in the fridge.
[1:35:44] Yeah. Sad. I think they'll be happy in
[1:35:46] The fridge.
[1:35:47] Okay. But they do not touch that.
[1:35:48] That's the only issue. Ryan?
[1:35:49] I think that their happiness
[1:35:50] level will be fine in the fridge.
[1:35:52] That fighting off the unwanted,
[1:35:55] You label it The barbarian
[1:35:59] Not for you.
[1:36:00] Especially if I, yeah, I meet with them on Tuesday so,
[1:36:03] and I know where those will be.
[1:36:04] So it'd be best if you put a sign
[1:36:05] there to remind me not to eat it.
[1:36:08] Not even a morse anything.
[1:36:11] We can have aa do have a job for him now.
[1:36:15] He can help with the schlepping. Schlepping. Yeah.
[1:36:19] We have to set up official sch.
[1:36:23] What time Aaron, should we come to set up by 1130?
[1:36:27] Let's do that. Yeahm gonna be here at 1115
[1:36:29] because I have to.
[1:36:32] Will Andrew pick up? Let's say goodnight.
[1:36:35] Okay, I have a motion to end our meeting. I second Jana.
[1:36:38] Second. Everyone in favor? Aye.