Rochester-Stockbridge Unified District - Special Community Forum September 15, 2026 [RSUD]

Um, we're going to go ahead and call the meeting to order at 603. Um, thank you everyone for coming. Um this will be a good uh review of the survey data and that we looked at and discussed and uh there was a lot of um comments that were brought up during the uh survey that uh we were really wanted to dive into and address and so we'll be able to go through a number of those tonight and kind of uh see what that survey data produced. Thank you. I turn it over to uh >> Hi everybody. And it's good to be back. Dave Darusi, uh, consultant from the New England School Development Council. Uh, been working with the superintendent and the board and the district really since March. And, um, we're coming to the end of the project that we were brought into complete. So, tonight is, as you can see, it's a survey review and a dialogue. And I can tell you how we got to this point. So, I have some co-presenters this evening. I won't be doing this alone. And um way back in what seems like forever, July 27th, there was a survey that went out to the community and the board based on one of their earlier board retreats said, "We need to get more information from the stakeholders in the community." So they put out a survey with really five basic questions. As you can see, for those of you that are new to this, the suggestions for increasing how can we get increased academic and social emotional supports. What are some of the best ways to communicate with all stakeholders? Uh the district reconfiguration options. There were options bouncing around out there. Nothing was really in stone. Um criteria for evaluating and reconfiguring the options. The board thought it would be good to hear what kind of lens would the community and stakeholders want them to use as they begin to develop those options. And the last question was any additional comments or suggestions. >> Can I just interject? >> Yes. >> We came up with these based on the first meeting we had here with the community. >> Yes. >> So that wasn't just out of our heads. Nope. >> That feedback was brought to the uh you had a board retreat and that information came to this. Thank you. So what happened? We took the survey. You had 107 participants. The school board got all the information. Myself, my colleague Chris Malone, we break it all down. And then on September 1st, Chris and I met with the um school board on a retreat. These slides are made. This presentations are always available. So once I'm done with it, I give it to Lindy or Jamie and they post it. So you don't we'll have it all. Yes. So we had that meeting and before I jump to that slide, what happened was as I started to put the information up, Chris and I, we noticed a natural dialogue started to happen. So, the school board was engaged in some of the responses, engaged in the questions, and halfway through the process, I basically looked at them and said, "It's obvious you have a story to tell about the work you're doing." So, they're here tonight to help the stakeholders, the community better understand exactly where you are as a district right now. So, what you'll see now is I'm going to jump in and out. They'll come in and out. So, it's going to be kind of a group presentation here. So, here's your the survey breakdown. As you can see, Rochester respondents made up 56% breaks down that way. And overall, local and area residents made up 70% of 107. So they that's based on that survey. They saw that we discussed that a little bit. Then five common themes emerged out of all of this. And this is where we're going to kind of co-pro present this because as they were examining these major themes, that's where the dialogue started in the room. That's where the principal and the board and Jamie the superintendent like, well, we're doing some of this stuff already. And what we decided to do was give them the opportunity to share what they're currently doing as a district moving forward, the process. So, out of the five, here's where they kind of jump in with me. One was all about academic quality and individualized learning. And there is there are items to be talked about in that area. >> You want me to jump in? >> Yeah, sure. >> Okay. This is >> happy to. So, I think uh one of the questions that I saw really clear is right, we do a lot of multi-age classrooms. How do we meet the needs of every student in a multi-age classroom? Especially uh we see this with our direct instruction curriculum which is our early literacy program which happens K through three in what's called reading mastery and then also in spelling mastery which happens K through six. And how we do that is we work with a literacy coach. She's local Jeanie Fineberg. And um we place test every kid. So we find out exactly where they are. It doesn't matter what grade they're in. Then we create reading groups and we have overlap in our schedule throughout the day. So if you're a first grader and you're ready to read on a second grade level, which we've had happen plenty of times, they would go into the second and third grade classroom for the 30 minutes of literacy instruction in that reading group. So they're practicing reading fluency comprehension and then they have things they'll go back in and work on with their grade alike peers. So that is super explicit to how we do that. Um so it's really meeting every kid where they're at. And same concept with spelling, right? So who like memorized the spelling list or hated Thursday nights were not fun in my household growing up. JUST GOT TO THROW THAT OUT THERE. OKAY. Thursday nights were not for fun. Um, so we use a spelling mastery which is also tied into direct instruction. So it is the same sounds they're learning in literacy is how they're learning to spell through morphographs, right? And we place test them and then it all builds on each other. So I was doing a placement test the other day with a kiddo and they're like, "I've now spelled friend for you four times." Well, that's the point, right? like that was the hard word to start and now it should be the easier word as you progress. And so >> I want to interject. I taught spelling mastery for like 25 years. I was the worst speller in the world. >> Spoke to me. >> I can spell anything now. It's the best program. >> I I recommend it for any school because you're not taught the 10 words, right? You're taught how words work. >> Yep. It's It's true. I was like, "Oh, this would have been much easier than Thursday night in tears in the kitchen being like, you have to know the 10 words, right?" Um, and so, and it's not like you're writing it five times over either. It's using it in a sentence. It's using it um out loud. You're practicing writing it. You're identifying it. You're learning uh what sounds like joy versus join. Both are the oi sound in the middle. But how do you know how to use an OI versus an OI? So you're learning lessons like that. That is also an area. It does not matter what grade you're in or what your classroom is. You go where there's overlap. So we see that to make some of that, right, is to make sure we challenge everyone and give them what they need. And also so some poor teacher doesn't have 25 groups even though we only have like 12 kids in a room. So there is ways to make that um happen. We also utilize direct instruction in our literacy intervention program through what's called corrective reading and that focuses specifically mostly grades three through six. If there was um just some gaps in some of those foundational skills, we're seeing the need for that to decrease tremendously. our number of kiddos in that program has decreased which has allowed us to implement what's called EEL in grades four through six um and that is heavy on reading comprehension and writing okay and again it uh interweavves so right now all the fourth and fifth graders are reading espirons of rising and they are learning about different human rights okay um they're learning how to be able to summarize a text and write about it, maybe begrudgingly, but they're learning about it. And they're also learning to how to have those discussions back and forth about a text, okay? And use evidence, which I think is a key piece of the instructional tool to be able to um back a statement, right? like what gives you an example from the text that tells us that that's what the character was thinking or that's what they were exper classroom because they're talking about a vineyard but they're learning you know why does what does a vine look like what's the comparison to human body so lots of connection there and it alternates between kind of like a social studies theme and a science theme. So, there's a little bit of overlap as well there. Okay. Um we in math we use what's called bridges which is a math program. It's preschool through fifth grade and then we use what's called connected math for sixth grade. So, one of the common themes you'll see is frequently programs, all right, and even our standards tend to be grouped in what's called like a K through two strand, a 3 through five strand, and a 6 through eight strand, which is why you're going to see some of these uh tools kind of start to separate themselves out a little bit. What else we got on here? Uh we do provide reading intervention four to five times a week for any student that needs it and math is about three to four depending on the kiddo. We don't have as high of a need currently in math. Uh and a lot of that just has to do with we've implemented the math program a little bit longer uh than we have the literacy program about a year longer and we're seeing that difference. We're offering full day preschool for our three and four year olds and seeing the benefits of that, right? Like I know it's probably hard if you're the drop off person for our three and four year olds, but what we're seeing is their readiness for kindergarten. Um, and I think it's a huge benefit when the room is like here it's right across the hall. So, they know and they're super aware probably most more so than you are as a parent. Whereas in Rochester, it's like right down the hall. But they're ready. They're probably more ready than you are, right? As goes frequently, no matter what they tell you. All right. We um do use our common professional development time to work as what's as Rochester Stockbridge Unified District. We've spent a ton of time last spring really focusing in on what's the best programming offerings for science and social studies. Um, so here's my little sales pitch back here. I have for folks as much or as little as you would like to pick. Okay, there is we have opted to use what's called mystery science which is a hands-on connected to our national science standards and that's printed out by grade level so you can see what folks are working on. There's a little literacy overview along with some data. Uh there's our new social studies program that we're using that's called inquire ed and then there's all of the bridges math overview for you. So please help yourselves. Also happy to share those digitally if that would help folks. Um but we really focused in on folks were teaching like butterflies. That's always my example all the years. And don't get me wrong, butterflies are fun, but maybe by the time you're a fifth or sixth grader, you're you're done with butterflies. Um, and so we were looking for something that allows some connection. All right. Hands-on learning experiences, ties to some great field trips that we've been taking. Like we have a partnership where the kids last week just went snorkeling in the light river. So, you'll find a lot of our older kids right now. We're really into the watershed. um but how what line aligns with some of the experiences we've already provided and is meeting those standards. So that was a majority of our professional development this past year. We have continued literacy instructional coaching both at the fourth through six level um and at the K through three and intervention level and that happens about once a month roughly. Um, and that is I get to know what's shared, but it's a great opportunity for teachers to have someone else professionally that can really hone in on just that one thing. Um, and they're great resources for folks as well. >> Yeah. >> So, and also all these new these new programs are like two years you've been working on or three years. >> Yeah. So, let me back up. So direct instruction we started >> this is year five >> year five K through six year five everybody in both buildings um e for four through six this is year two okay spelling is also year five bridges is year six >> going into year five >> going full years >> yeah four full years um and then the mystery science and the inquire ed is new fall to us. I think that's everything. >> Thank Thank you. >> Yeah. Any questions about the academic piece? Am I missing anything? >> I I would just say that we're our local district results are still embargoed by the state, but we're excited to release those to all of you. Um, I'm hopeful that the SU will be able to release theirs in October and you'll get your district results in November, but in general, it's promising um in both literacy and math in regards to comparing the state average, but um just yeah, I guess I shouldn't go into two, >> but stay tuned. you guys. >> Number two, um so we had a lot of comments about behavior and social emotional support for students. >> Um I I want to say to begin with that nobody's perfect and there's always room for improvements, but we do want you to know what is happening, what has been what has been implemented to to to do better. So, um, this year we have a 0.8 FT school counselor. That means that they're available four days a week, two days down here and two days up in Rochester. Um, we have one point 1.0 full-time school clinicians. So, if you're not, that's not a doctor that takes your temperature. That is someone who deals with mental health of children. Um, we have uh one full-time general behavior interventionist from the Clara M Martin Center. They're both from the Clare Mont Center. We now have a full-time nurse between the two schools. Um, we have an on-site pediatrician to serve students. How often do we have >> Right now? It's one time a month. Okay. >> Uh, it's a partnership with Gford. >> If there were a need to go more than that, we would be able to go more than that. >> We also have HealthHub providing restorative and preventative dental care. And um there has been common professional development in social and emotional learning. So just to be clear about social emotional that that could be as simple as teaching kids to take turns or it could be as compliment as complicated as regulating a child's behavior or teaching them the skills to regulate their behaviors. Not everybody always knows what that term means, social emotional, but it it could be very simple or it could be more than like naming your naming your feelings and using that to check your behavior. So, um it's, you know, there's a lot of adults that don't know how to do that. So, it's it's a it's a pretty good process that they're learning how to do this step by step by step. I just would like to add I think what's important here is that a lot of these items are are notes and comments that came out of the survey and and so this is our second year with um the the counselor and last year it was three days right and this this this year it's four so these are these are steps that have been taken in the last couple of years um and just a lot of comments have been made in the surveys and I think people weren't aware ware that there was someone here in that capacity. Um, so it's it's been a really positive step over the last two years. Okay. So, we had five in all. Here's common teams three and four. um so one of the pieces of feedback was how much turnover we had and how to keep high quality educators here and I'm really excited to share that we've had the lowest turnover rate this year in the district uh that we had as a district in a long time and um the lowest turnover rate overall in the White River Valley Supervisory Union and that's just really exciting also about teachers were really excited to hear how uh how concerned you were to ensure they were getting the highest pay. So, thank you because I don't think that's a common thing nationally or even statewide that concern. So to share that out at the leadership team meeting that there were people advocating for that. They were like, "Well, make sure they know that we have a new collective bargaining agreement that brings our salary. We're now in year two of it. Um that brings their salary much more competitive to the areas around us. Right, Jamie? Am I getting that right?" >> Yeah. So, you got this next one. Thank you very much. Appreciate it. Uh also because I wanted to highlight you as well in it. Um anyways, um so family communication, community engagement, that's been a big topic that we had seen in these surveys and uh we just wanted to highlight that we're the only board that does these streamlining communication efforts through front page uh forum and that's through the effort of Robin um writing synopsis of oh sorry I skipped ahead the board is committed to sharing the synopsis of the meetings um but I just want to highlight Robin's doing all this work and They're amazing. We found out last night we're the only board that's doing this. Um, so because sometimes our draft minutes get approved much later, we're trying to get them out as quick as possible. Some >> some idea of what happens. >> Correct. Um, and the WRV US uh newsletters that Jaime's always sending home, our emails, the coffee conversations are going to continue going forward this year with Jamie being available to speak to our community and development of a new letter to reach out reach stakeholders without children in the district is something we're going to be working on. Um, and just as a parent, uh, I just wanted to highlight in appreciation of Lindy's leadership and the staff for pumping out all the newsletters for us to, uh, know what is going on in the classroom, in the school, whether it's a school counselor, Mrs. Brun, outdoor ed, uh, their home room teachers. Uh, it actually gives us a conversation to have with our kid who is like Fort Knox and won't provide any information of what's going on inside the school. So, we really appreciate that, Lindy. As parents, >> I want to second that. Clone her. Whatever you need to pay her, keep her. Like, totally appreciate that. And anytime I've reached out to you directly, you've been so helpful and responsive in in a very quick amount of time, even during the busiest times of the school year. So, just seconding what you're saying all the good things about. Oh, if anyone doesn't know, John, I'll just add one to that. Uh, one of the pieces that came back in the surveys was there were a lot of people who felt that they didn't have access to the information, whether that's minutes, >> numbers. >> Oh, is that is that >> number nine? >> My Well, never mind. We'll save that till number nine. >> Looks like you got nine. >> I'll do nine. That's great. >> And the last theme right here was around program design, enrichment, and district structure. So, that came under the survey. And here's some talking points to that things you already have currently in practice of things that are on the way to becoming practice. >> Yeah. I just a couple things I just wanted to point out that I don't know if the district fully realizes is is that you are a host district for the cooperative diploma program for through the Vermont uh learning Vermont higher uh sorry BTV BTV Vermont virtual learning cooperative the other one's different um it's an another education acronym but so we are able to have students enroll around from choice districts that then are provided full virtual learning. We are the host district for them. So those are tuitioning revenue for the district. Libby and our school counselor over you know goes to meetings and and we serve as the liaison to provide wraparound supports for the student. But through this partnership, students can travel through our SU K through 12 and have a virtual learning experience of which sometimes we'll have students that is their pathway within the SU. But for an student, as an example, that might live in a fully non-operating district like Granville Hancock, they can enroll for through BTLC, enroll in your district. you get to then charge the tuition dollars and then we serve as as the the home school for the students. So, I just wanted to point out that's something we added three years ago that is revenue increaser for the district, but also does just provide some more flexibility for families in general. Um, and then the other thing that I just I I wanted to point out is that the SU all had capstone projects happening last year that are aligned to the characteristics of the portrait of a learner for our students um WRBSU wide and you just launched the last year. I talked to your capstone coordinator. I think you're going to see capstones becoming a greater and greater depth of students being able to show what they know, understanding, and can do outside of just traditional um state testing. And so we're looking forward to have a celebration in the spring that kids work on display. I think that you're going to see year-over-year. You're in year two. Some of our districts are in year three and four. Example, I you know, it starts to really build upon itself. I just I wanted to highlight as we start to think about how we personalize learning for your students and making certain that there's relevance and rigor that is one of the ways we're trying to get at it via our capital projects and we continue to budget the board continues to budget invest and we continue to search for world language teachers. if you know anyone, please send them our our way because we along with many districts across the state that there's just a shortage um even at the secondary level in regards to world language teachers. But I know that we continue to be committed to wanting to add that um if you find someone that has an interest and by world language it does not need to be a specific language, right? We want to expose our kids to world language in general. So we good. >> All right. So question two on slide N was all about what communication outreach would stakeholders like this and as you can see by the breakdown email came out strong at over se just between 72 and 80% front porch forum which I got an education on when I had the board retreat to understand what that was. So this gives you a basic breakdown. So based on survey results, you can see where you've got your three major. This is neck and neck school board, municipality websites, front porch forum, and emails. >> My turn. >> There we go. Great. Um, so yeah, we had a lot of at all the meetings, it's it's been a consistent theme that um people didn't feel like they had access to whether it's the minutes or whether it's some of the survey data and and the such. And so we've had a conversation about how to best provide that uh to the community and we went back and forth on whether or not it's possible even to push emails and and uh honestly in regards to budgetary items and whatnot this the supervisory union we need to have another position in order to do that. And so what we've opted to do is to uh work with our town clerks and we're going to have links on the uh town clerk sites on the town sites in regards to schoolboard meetings and minutes and other information that will lead you directly to access all of the documents that are being posted in regards to meetings and and ongoing agenda items >> in Rochester. It will be in the weekly the weekly bulletin. there'll be the the regular meeting and then there also will be the link to get to the school board our school board site. >> Great. So, we'll we're we're in the process of of refining that and letting everyone know where to access that, but we think that's going to be the most appropriate. So, we'll have it on the town site, we'll have it on the school site. Um and um if there are specific items that the community wants to have listed there, please let us know. But we're trying to make sure that everyone understands how to access all of this information um as we continue to go forward and this is a a work in progress. So we'll continue to work on that. So question three was some of the potential or thought bounced around ideas about uh the reconfiguration of the district and this you can see the breakdown based on this is my preference to I'm opposed to this and this took up a lot of time in our uh board retreat because with all the discussion with all of this it's inconclusive. There was no one jump out and say this is leaning this way. This we're all it really was inconclusive data because their margins of error are so close between where we're in favor of it. Yep. >> I was just going to ask you toggle back to that graph please. So the way we kind of look at this is if you take this is my preference and I'm somewhat supportive. >> So let me go ahead David. Yeah, let's step back. So um and Jamie might jump in at at some point here. So um we're in the midst of looking at different potential configurations of the two campuses and the structure of of classes. And so to that extent with no agenda and with no uh preconception was to propose some questions to the community about potential options to consider. And so one of those was to the two schools with single grades because one of the overwhelming um themes that we received back was um desire for consideration of single grades versus multiclass grades. And so how does one go about accomplishing that? And so one would be to say we have two schools with single grades with prek through second for example on one campus and three through six on another for example. Okay that's the top line. The second is continue with two schools prek through through five. There was consideration to give our sixth graders school choice to opt to go to a different school just as a consideration. And then the bottom line is continue as it is with pre preK through six in both schools, which is currently what we have here. So the desire was to see if there was an overwhelmingly or at least a majority um of opinion in regards to any of those three options and not to suggest that those are the only three that are being considered. Okay. Um, but to David's point, when the information came back, um, we're literally within three, four, five percentage points of yay or nay of each of those decisions across the board. And so there was no conclusive um decision by the community on which of those options to consider. So we're as a board in the midst of those conversations. Now, I think anyone who had attended before, we had had a hopefully November time frame in regards to um coming up with a proposal for the communities. We in our meeting last night, we think that's aggressive. Um so, we're likely looking at first quarter of next year. Uh but just know that we'll be continuing to reach out to try to look for options that are appealing to the communities in regards to how to move forward. And I think Jamie gives a good segue in regards to maybe why we're considering that with some of the new legislation. >> Yeah. I mean, >> for those who aren't aware, and so folks know, and it's it you'll see it in the minutes and it's in the board packet from last night. And just so folks know, when you click on the RS board page, you'll you'll get a thing that says 2627. You click on that link and it lists every meeting. When you click on that folder, you'll see an agenda and then you'll see relative policies and board materials. You click in there, you get everything the board members get. Okay? And so you'll see three tax sheets that were provided to the board last night. The board requested that we cost out just so they even knew what it meant financially in regards to if you were to tuition out sixth graders as compared to the budget that you just passed. So you'll find that sheet in there and then they they cost out because I think it is really important that the district continue to remember that you educate currently right now 21 or 22 tuition students. That is a major uh revenue generator for us. Um and so that equivalent in revenue pays for four to five teachers depending on where they are in the salary for your district. And so they cost out if you we were to remove all that revenue just because if you were to do some certain configurations that certainly could possibly impact travel patterns because the majority of your revenue uh comes in via Grand Hawk. >> Yeah. I was just just going to say for anyone who's not familiar that's kids who are in Granville and Hancock primarily coming to school and if there are changes made there's the potential of losing some of those students >> and then the final thing you ask question >> yeah when you say 21 that K through six >> yes >> okay so not just six >> 21 at district >> okay >> yep Um, and so one of the things that the board's also continuing to wrestle with is ensuring that we are best suited and in compliance around the minimum class sizes that were provided via act 73 and then were extended by a year in act 170 that was passed last year. Lindy, every month we report you'll see that your class sizes are in her monthly report in regards to configurations. We are in compliance other than when we are in compliance other than we are one of the things we are vaccinated with is that in Stockbridge you have a four five six cohort the law talks about only allowing for multi-age classrooms. You can't use three. All right. So we would have to have a subset of one of those cohorts either four or six. You couldn't say four or five six meets this. All right. The other thing that we are looking at and I want to remind everyone is that that is a average of a school over three years. It doesn't mean you have to be in compliance every time per classroom or cohort. It's an average of that school building over 3 years before the secretary may recommend closure of the school. So those are all things the board's taking into consideration and conversing about. Um, and so I think that that Jesse, that's what we're moving to in regards to >> Yeah. Thanks, Jamie. Because I think we all agree, I think as most people would, we want to make sure we have a school here, um, and that our kids can attend here. So, we have to be forward looking in regards to how to address um, the changing legislature to be compliant. >> Jamie, you want to talk about what we can do and what we can't do? >> Sure. or we answer that question. >> I was going to see if it came up but u so u depending on how the communities and the board decide to move forward there are some different options um in how we proceed. So if for example we have articles that require us to follow certain rules and regulations in regards to making decisions. So if for example we were to alleviate a a grade be that kindergarten first, sixth, what have you. In this case it was consideration for sixth that needs to be voted on um by both towns >> by the district. >> Yep. By the district by both towns and then also approved by the board of ed. >> Okay. So if that decision was made suggested by the community, supported by the board and voted on by the board, that would involve community involvement for a vote. Okay. If Joan, one sec. If there was, and I am not in any way suggesting that this is the case, if there was a movement to close either of the campuses, that requires a a unanimous vote by the board and also votes by each of the closing the community that would be closing the town. Okay. So, in both of those scenarios, those are um vote required items. If we decide as a community to change the structure of our existing classes, that is a board decision. And so don't think that we're going to do that if it were to occur without people's thoughts and input, but that is not a town vote. That's a board vote. And so we've had questions in the past about how that process would work if there were changes. And so just in transparency, those are the three major categories in how changes would be implemented by vote. Joanne, >> um, so you first said we decide to get to not have sixth graders in the school, the town would have a vote. Is that right? >> Yes. >> Okay. It's um Okay. So would it be a a cumulative vote or would each town vote or How would that work? >> It would be the dis district district vote. So, it would be both >> backwards with a lot less votes than than Rochester. >> So, and also it needs to be um voted on and approved by the um >> educate state board of education, >> right? But again, it's not necessarily like one town votes and not just, you know, each. >> No, it would be a district vote if we were to decide to tuition the sixth grade. >> Yeah. And let's be clear, that's not something that we're suggesting. We're posing questions and considerations. >> Okay. >> Yes. >> Katie, I'm sorry. Katie was first. >> So, do both votes by the board either to reconsider or to have to be unanimous in those situations. Does it have to be unanimous? >> Closing a school has to be unanimous. >> Not the sixth grade. >> Reconiguration. >> Yeah. >> Refiguration. >> No. Well, we didn't talk about the other option for sixth grade which >> I'm sorry and we we've had various conversations and the the the other consideration for sixth grade is if we move to single grades then sixth grade would be its own cohort and then it wouldn't we wouldn't have the consideration about compliance. Okay. So, >> or even if we did move to single grades make sixth grade a single grade. >> Sure. that I think that's >> and again it's a lot of you know ideas and u brainstorms being put out as some possibilities and what would that look like >> and what would it cost >> right y so that would >> be a permanent decision or will it depend yearbyear on enrollment through the grades >> the decision to tuition our sixth graders would be a permanent decision that would be we would need to look long term to see if that was what the district would be the most viable option if that's the way that we would want to go. Once the state board approves, the state board would have to approve to tuition. >> We have to have a whole another bill in the state. >> Same thing as if we wanted to bring sixth, seventh, and eighth grade back into the building. We would need the state board to approve that and our um the district voters would need to vote on that as well. So >> yes, Joanne, >> would it be choice for the sixth graders? Would they win? >> They could go anywhere. >> Correct. >> Because that is the um that is what our 7th through 12th graders. That is the option. >> That's if there was sixth grade, >> right? >> If it was a single grade, sixth grade, it would be sixth grade would be in one building. So they'd all be in one building. So they'd all be like a bigger class. >> Okay. Right. So if if we divided up the two schools and prek through whatever is at one school >> or even if it was K to five in both schools sixth grade would be if we did that that would be sixth grade in one school. >> Sorry I didn't mean to interrupt you. Um I just the reason that we even started discussing this was because of some comments that were discussed about the you know the difference between a fourth grader and a sixth grader being in the same classroom together. And you know, would it be better for our sixth graders to maybe have a straight sixth grade? Again, it's it's a brainstorm. It's a thought. We need to just think through it and what is best for our kids. All right. Just a question since we have Lindsay and her brain in the room around one of the options that was among the top three about two schools single grades with prek through second on one campus and the other students in the other school based on the um achievements that we're making strides with different u subjects and different tweaks to the programming and good educational outcomes as a result. especially some of those that are very new and the like direct student interventions that you're touting as being like really successful for our kids, especially with small numbers. What happens if you got prek through two in this school, but my kid reads at a fifth grade level at that point? So, I'm just asking question, not putting it on the spot, but it's sort of like >> flagging that some of the things that do seem to be working in our favor and momentum, the gains we're seeing, >> you know, if we're looking at these scenarios with a, you know, critical eye or skeptic's eye. That's one of my questions and just lighting it for everybody. >> That's a very good point. Absolutely. And you know, that was one of the exercises that um we were hoping to to gain out of this is that we could make a a decision. If we're going to do multiple grades, then let's do it and let's do it really good and let's have a plan and that's what we're going to do, you know, >> but would not every year be kind of well, what are we doing this year? >> I agree. I think that consistency and like managing expectations across the board, not only for us, for our kids, for the educators and I think that goes a long way and you guys know more than I do about it, but in retention >> of like really high quality staff and keeping them >> because if we can hire somebody with their expectation that they are going to be teaching multiple grades, >> Yeah. >> then, you know, they know what they're coming into that we train them for it, they're trained for it. So, Yeah, they just improve each year rather than like having to >> start from scratch and like, you know, re start lesson planning from square one rather than like tweaking, building, and adapting based on what they know of our kids. And so I I think that there's something to be said for that as well. >> Thank you. >> Lindy, >> could the interventionist do an accelerated block? >> Oh, absolutely. I mean, I think there's opportunities like that. But I think the system we've worked out right now, right? What we have is the best part of this reading program in my opinion is the fact that we put it exactly where they are, right? What level are they reading at? What level are they comprehending at? And we're able to create that overlap in our schedule. Not to say that we couldn't do it a different way, but that is how our staff has looked at the schedule every year. We've made it since we've made that switch. >> Yeah, I do. Um, one of the things we didn't add that we should have is I think you're looking at your um historical enrollment data we've got we were able to land on and I think really um able to project out that where we're at right now with the multi-age classes we're going to be able to maintain. For a while we were having some bubbles come through and seven years ago we had some multi-age and some straight grades that were just much less predictable specifically at Rochester in regards to your cohort size. It's been more predictable here in Stockbridge. Um but I think finally we've got the staffing at the right level in Rochester where what you just said is absolutely correct that the teachers know that this is now their assignment and that they're not going to have to change assignments moving forward. Um now listen we have an influx of students that's a great problem to have and we will rebound if that's the case but um it seems to be based on population projections of which um we've had an estate capitalist with here the last um several years is that we seem to be stabilizing and that these seem to be the right size for >> so with direct instruction if a kid let's say like kindergart and victory level. >> Yeah, >> they're not tested, right? They're not included in a cohort of victory testing scores. >> Correct. They test within that >> for the academic achievement. Yes. Count it as no chronological grade. How many sixth graders are there? >> Uh, four in Stockbridge and five in Rochester currently. >> Perfect segue into the next question. Another question. Okay. >> Also, are there any other opportunities? Like when I was in school, you could take like an AP English class with computer screen. Not that I'm advocating that they're all on screen, but I think the other concern is that our sixth graders aren't really up to speed when they enter middle school. Um, I'm not saying that's my concern. That's talk that I've heard from other people. Uh, so I'm just wondering like how can we boost them to help them? Um, like we were saying a kindergartener can read at a fifth grade level. What if the sixth grader is reading at an eighth grade level? How do we take care of that? Or how do we take care of them if they're reading at a third grade level and they're moving on to middle school? >> Right. I'm just saying reading. I'm >> Yeah. No. Great example though. Right. So there's literacy intervention for those that are reading math at their grade level when you're in sixth grade. And then we do a lot of challenge by choice, right, to help push those higher. And you know, graphic novels, you've probably seen a lot in your household. We try and they're great, but we try and redirect to something that's right. It's important to be able to read, >> right? That's important. So I would say the biggest difference is we have folks in those upper grades and here um she previously taught at the middle school level. That makes a huge difference, right? Folks who come to us to be that sixth grade, fifth grade teacher who have been at the middle school level. So they know what that and that is something that I look for when I hire and that's what we found. So it's definitely helped >> boost that >> concern and Mr. Hurley. I feel like we've kind of graduated to a new level with those two teachers and we just need to have the community kind of catch up with where our kids are at. I don't know how to spread that word any >> You're right. We did identify a gap though. That is why we switched to EL2 is the EL instructional materials is because we were recognizing we were having concerns about rigor in regards to ELA not just in your district across DSU and explicitly to strengthen our approach to to expression writing. We needed better materials for our teachers in order to scaffold and push our students forward, but also scaffold for our kids, like you said, that were struggling with writing. And so my hope is that we really landed on strong instructional material. I think that we piloted this in a couple of districts prior to implementing it across the SU. Their data looks really strong. I think our kids their their competence in writing has grown a great deal. But in addition like let's say you had a sixth grader who was really high achieving in math. That is where I would look for Lindy 2 to work with the families in your council to create pathway in case they wanted to access a course via BTBLC. That partnership opens a bunch of seats to the kids including it could be world language. >> And I and I can also how do we capture the social group like some of our kids are already where you're behind like they don't just start they don't right and I don't know that um and also it seems like the program is like a threeear rotation so our kids kind of come into it in the second year and hard to navigate that I >> I think one of the challenges and and I'm not trying to speak for the board I just we've had this conversation is that based on the schools that your students are choosing, we it's actually quite split. So you have your primary two of your middle schools actually start at seven and then two of your middle schools start at six. Um and so being middleberry, right? >> Middleberry and and um Unified District. Yes. start the middle school in sixth, but you have Sharon Academy that starts in seventh and you have um >> Woodstock >> Woodstock that starts in seventh and Rand. >> Yes. >> Those are pretty much your top five receiving districts. >> Randolph's decreased a lot over the last few years, but they do start. Every now and then you have a student that goes over the hill to Rutland. Not certain. >> So it's town school is where they would go in their major week. So they're jumping in kind of towards the end. No middle. Um and then high school was >> but do you know the boards talked about that because we firm that as a concern? >> Absolutely. >> Yeah. >> Which is which is something that we should like make clear. We read every comment on every survey. We spent a long time reading every comment on every survey. So if you had something to say, we did hear it. Please >> good. >> So everything we just talked about led into question four. The board asked in that survey. So if we are going to look at these redistricting, reorganiz reconfiguration, what would you suggest that stakeholders they use as a lens? So what came out of all of the comments was they should be focusing on student learning, well-being, safety, academic opportunity. They should be looking to for protection of current and future school choice options, enrollment by grade, class size, viability and instructional models, transportation time, reliability, family accessibility, staffing quality, workload, recruitment, retention, supervision, equity and special education, mental health and behavioral supports, short and long-term costs, taxes, maintenance. again, sustainability, your act 170, how that's all related into what's going on statewide, effects on parent involvement, town, community, identity, and the last one was please be transparent with data, the assumptions, decision making pro process. So out of all that data, they asked you, the stakeholders, how would you like us as we begin to dig into this, what lens do you want us to use? And I think this was a big discussion point that night and um really let you talk about the idea of the board took this to the level of serious where every year's develop goals and we're going to really look at those suggestions and help them build goals to move forward to support the district and the work ahead. And then the last question was any other comments people might have or suggestions. And again the takeaways out of all of it was respondents focused on student opportunity stability long-term school viability. Most asked for earlier, clearer and more frequent communication. And then it's even in the comments the views on the configuration were really all over the place. So the board I put final thoughts you may they may want to share what they were thinking through this they had a great retreat on the on the first they really buckled down they worked hard and um I we all felt and I agreed with them this meeting should be here's the survey they heard you and here's some things that are going on that I always refer to it tell the story of what's happening and I think they did a great job I we had a zoom meeting in between first and today they showed up. Jamie, Lindy, always a pleasure to work with, but I leave it up to you to close it out tonight. So, feel free. I think we just open it up to questions on on anything that was was covered or items that weren't addressed that you'd like noted. And um you know, we'll do the best to address it, but understand there might have to be followup if there's anything specific. So with inconclusive information about kind of what the configuration looks like, what happens now? What is next? >> Yeah. So I think we're talking about over the last two meetings, we've been talking about different considerations. Um, you know, I I can I'll speak for myself as a board member. You know, I I was initially more uh leaning towards uh school choice for sixth grade, but after conversations that we've had and input from the community, I've sort of come back to saying, well, maybe it just makes more sense for our kids to have their own individual sixth grade class and then go towards their respective schools at seventh. Um that's I'm sort of coming around to that. So there are different I think we're all working through the the information and the opinions that are coming from the community. And then we're going to Jamie and Lindy and asking for tax sheets and how those all budget out and asking opinions um of both of them about how staff might feel if there are transitions and we don't want to lose staff. So I think there's just a lot of moving parts and we have to talk amongst ourselves amongst the input and then it's our hope to come back to you all at some point later than November probably first quarter >> with a couple of different options to consider uh once we've worked through some configuration and budgetary items. So just to follow up, the taxes are what you went over last night which was kind of just a general synopsis of the information. Is there going to be like forensic accounting done for like bus routing and like actual deeper information? Is there a budget for that? So, just to speak to that, because um we don't want to tax our staff with doing a lot of unnecessary deep diving um into every single option that anything that we do become more serious about, we will absolutely have full accounting for exactly what it would look like, what the what the staffing would look like, what the busing would look like, what um that cost would be. Um but it does not make sense to ask for that deep of a level for every single option out there. >> So for the the tax sheet is it's a general idea just to even say okay well how far would that move the needle if we did something like that because yes that that's not the final number. There's a lot more things to consider. um a lot more thought needs to go into it, but it's just a general idea of is that uh would you want to look in that direction, >> right? And Katie, were you on last night when we went over the sheets? >> Um I was late to >> Yeah. No, it's all good. No, I mean I I think for as one example there, right? I think we asked we asked Jamie and Lindy to present something in a wor what I would consider a relatively worst case scenario, which is we lose all kids from Hancock and Granville. Okay. and and that would be a significant impact to our tuition cost here. We and and what does that look like and how does that affect the tax rates and that's and that's not with all the micro data of course that's very macro, right? But that's a worst case scenario and and so I I think we're getting those pieces of information to give ourselves um some data points to see what's even viable, right? we're going to be able to come back to the towns and say in a worst case scenario where we lo lose 21 kids, here's the changes to the tax rates, right? From my own opinion, we still were comfortably below the state cap. And my primary concern in that scenario was that we'd actually be above the state cap. Um, so there's moving parts, but that's what we're trying to work through. >> Yes. Could the board speak to was that the board's request that that scenario was evaluated by Jamie and Lindy losing a Granville Hancock? Uh yes that was >> like >> what led to that ask because I don't think that was was that borne out in the survey results or was that I was worst case scenario but >> there was there that was there was lines in the comment field that alluded to um some configurations potentially allude that Hancock and Granville would not participate anymore >> and so you know we just it was a a place to start well what would that look like? Okay. So, that feedback came through the survey respondents to you guys. Okay. >> No, that's perfect. >> Very clear that they really didn't want any changes at all. >> Right. >> I have a followup question to that. Were there How many counts were there from Hancock Granville residents about that specific um resistance to traveling further? >> Well, the uh survey was anonymous. So, um I don't believe we have the data to link, do we? >> Yeah, that was an option. >> Oh, yeah. By town. I think he showed it in the earlier. What how many >> responses? There weren't many. There were like three >> from Granville Hank. >> I think it was 20% of the of the total. So, 20 surveys came from >> But I don't see why a parent might say, well, their older sibling is already going to middle area. So, if we're going to go that much further, why not just my kids together? Right. And an we've also just heard that in conversation with people >> um expressing that concern away from the important conversation. I just have another board that started that set for that. >> Thanks K. But no, I just feel like there were black box kind of in a lot of the conversations and I was just thanks for unpacking that a little >> and I think the reason for the focus is they're they're our largest tuition. >> Yeah. >> They're our largest revenue source and people are >> Yeah. And we >> are leaving our schools to go there. But we already >> we also and in the surveys I mean we have people from both our communities who say I'm not sending my kid to Rochester and I'm not sending my kid to Stockbridge and we're what 9 miles apart right I mean so I mean these are the things we're trying to balance right and and um but yes to answer your question it came up in the surveys and in conversation >> and can add a little bit older that survey went out when the assumption was that we were still providing transportation from our communities over school and currently that's not happening. So, but they're making it work there or there >> some but we've also had some kids come back come back because of that. So it it's just that's almost its own separate survey question, right? Like what is a feasible in your house, right? Because we provide >> our bus route currently >> is not just a random stop at hand, right? Like we go all the way to post office at the bottom, you know, talking about 125, please come back down. So we do offer a more explicit uh than just like two drop >> and I think that does speed up. So I think >> when we're ready to really get specific >> there be there needs to be a lot more lot more conversation if that was an a avenue that we need to pursue more. Absolutely. >> Yes. So, how will you get your say first quart whenever this comes up like January, March, how will you get this information out to the public when you make quote unquote make a decision? >> Well, >> or am I not is there no decision? >> Yeah. Well, I I think going back to the communication piece, right? And and this is um um I I think the community needs to have a certain amount of ownership, right, in in regards to this process. And and so the minutes um all of those discussions, the data points that we have, those are all going to be available in the places that we said they would, right? So they're going to be available on the town site, they'll be available on the school site, there'll be a link uh put in front porch forum. So the data will be available and and you know I can encourage people to participate in in schoolboard meetings. >> So there but like tonight's meeting there was a flyer that was put together that said come to the forum meeting all those >> I feel like there should be a followup flyer like there was a survey. This is what was found that we're closing the book. This is the end result kind of situation is sort of what I'm asking for. So I I believe I mean when if there was any large decision that the board needed to make at that time the board could uh decide to bring it back to the community for a advisory vote. Meaning you don't really get to decide yes or no but we would want to understand and where the community stands on on what we're thinking about doing. I'm not saying the board has to do that, but that is a conversation we've had already that we know that that is a possibility that we can do. >> Well, and I've been to a lot of the meetings and a lot of the conversation is if it's if it ain't broke, why don't fix it, you know, kind of thing with the exception that we can't have four, five, six all in one classroom. So, from what Jeie said earlier, something has to get there kind of regardless. >> If there Yeah. If if there's a decision made in that area, we will certainly let people. We have to let the teachers know by a certain time. Absolutely. >> So So you know, of course, we would let people know because it would only be fair to say like I I go to the meetings, I get the print outs. I'm more talking about that people just aren't doing any of that and like I >> But that we can't be >> can't make them do it. I will share it has not been beyond me when when I first started feel like I'm telling a story but when I first started right and Amy can attest to this and Bill can attest to this we teetered on having these types of conversations and it resulted in the merge on both right and that ended up with like having to be out at the code pick up to really explain what that meant uh not just relying on word forum not just um like using letters to the herald like I think we would explore all those avenues and make sure that a lot of different ways yes it's helpful to know that but that works forum helpful that email helpful but sometimes face to face right like I know I a lot of emails >> right and that's okay >> I I know the text is better for some like I do think there's just lots of different apps that we could use one at a time >> and not just show. >> Exactly. Please show them back >> and thank you. But you know, and we did hear through that survey that communication is something that the community really values. So, uh, we definitely are taking that and understand that and are working to >> Well, that's sort of what I'm suggesting is instead of have it buried in a link on a minute, you know, like we talked about it and here's what happened. I feel like it would be really great to have some kind of conclusion of the survey that goes out to the public separate from the meeting. >> I hear you when it comes to a conclusion. Absolutely. >> Can I just ask for a clarification because I feel like I'm hearing some of these configurations there would need to be a town vote and then a board vote in it. But now I feel like I'm hearing something more like the board's going to decide something. So can you clarify what >> we haven't decided anything >> right but I'm hearing there's some kind of decision again what the decide to vote is that what you're wondering I'm wondering what is power >> well I I just so the last comments it sounded like they were saying that oh we'll let you know what's going to happen because we have to tell the teachers what's going to happen so it sounds like I'm here for some decision that's going to be made. But I was also hearing that it did have to be a town vote on some of these configurations. I'm just clarificate what kind of scenario you were just talking about when you were saying there's going to be some decision and teachers have to come forward. >> No, I I'm saying if we made any if we made any decision about sixth grade, >> right? Wouldn't that have to have town in some >> No, only if it was going away. If >> you were sending them out to school. >> Okay. >> Right. So, if we were going to do just a straight six grade classroom in one of our buildings, that could be a board decision. And >> um yes, and again, we're >> that doesn't uh eliminate the option to get um share that idea with the community and get a community advisory >> vote. And I think um >> you know, that's something the board is going to seriously consider where whatever we end up with. I mean, there are examples in Vermont, all over the country, where communities felt that the change being proposed by their school board caught them by surprise and they didn't have an opportunity to. And and I hope what you've seen tonight in our process of having a task force and having these community meetings is that we're here to listen and share, learn, and hopefully come up with something that's going to not only help our students, but uh strengthen and sustain our school community um partnership. And if we don't have a school, we're not going to have that partnership. So, we got big stakes here that we've got to take care of very carefully. And I think we really believe in uh listening to um you and the broader electorate as necessary. >> So um the survey results came back with a lot of things that people were interested in learning more about. I thought we need to be focused on more which the board had answers to of things that are currently being done and things that are currently part of the way the school operates as like a response. So just like that information wasn't necessarily getting through. I'm just curious because whatever decision you make, will you be very clear about the metrics you're going to use for evaluation success on whatever configuration this is prior to the decision being made so that the you know people can be like okay this is this is the goal that the board is these are the goals the very clear and direct goals of this decision and why we made it and this is what we expect to get out of it. >> Absolutely. >> Yeah. Okay. So they'll be like >> absolutely >> thank you for hosting the survey. I I don't want to come off like the board is the board because I do feel like you guys have been very open and honest and there is no decision that community members are like the board is doing this like go to the meetings talk about it you know so I >> and there's people in the room so >> I just question it's unfortunate that surveys inconclusive um how much did it cost to have the um the NESC come in and do this whole review. I'm just curious. I will have to engage that. I don't know that all this um transparency that would be a easy question. >> Uh it was something contracted at level. Wouldn't the school board know that? >> It's not in your budget. The board doesn't have a budget. >> The board doesn't have a budget. Yeah. Um but typically the way those flow within our school is it either comes to the office then we approve them to whatever line item that goes to >> Well, we can absolutely get that information and get it out. So share it. >> Well, yeah. I mean it can be I mean is every school, every district doing this or just ours or I mean it seems like >> Bethl and Royaltton did already, right? They did >> right. not using this group. They use someone local. >> Oh, they have a local person. Why did we choose um to go? >> We tried to use the local person as well. >> Two years ago and that basically the back more on top of that. So I've done this actually twice or still inclusive. >> Okay. But we have to explore these options based on the new legislation. >> Sure. I understand. >> You know, the governor really is pushing for things that >> are kind of >> jumping into local control like >> that are making problems for local control. >> Yeah. >> Which are what explicitly? >> He doesn't want us to have local control. >> I know. But understand if we're making these decisions about specific things that the governor is saying are going to happen, it would be helpful for for us to know these are the things that are going to happen and that's why this is driving this conversation, not just like this is the best interest of our students. We're trying to be the best thing for our students for it to be very clear and transparent. But the governor's ultimate goal is to have seven >> regions. I understand all of that. I'm as a board if you are making decisions about our kids and their educations based on information that's that's coming down from the state. It shouldn't be this page conversation about what's the best interest of our children. If in fact we're trying to fit into these like this guideline from the state, it should be very clear that the guidelines from the state are what's driving this conversation and we therefore need to do everything possible to fit into those boundaries to keep as much local control as we possibly can. So the law is that there is minimum classroom sizes. Yes. So what I'll share about that is I hear you because it's not my favorite way to make a decision. I like to think that the decisions I make have kids successes and not kid consequences. That's my ultimate goal and I like to think about 90% of them are there. But if you ask the kids that may not be right and so where it gets tricky is truly the sixth grade cohort. Okay? because within the class size minimum that jumps up higher than what um a first and second grade. So we do need to look at that differently but still make sure it potentially still make sure it allows for the most successful opportunity for our kids. Right? So in Stockage that means we have three grade levels together and that's not something we can do within the confines of the law. So, what is the way to create the most successful opportunity for our kids? >> Yeah, that's a very clear and direct way of saying we have a problem. Let's address this immediate problem because otherwise we're going to be like we're going to be penalized by the state for this. That makes much more sense than like I don't know if it's the best social emotional, you know, like that also is true, but that is a very clear and direct way to address a concern that is like you have an immediate answer to it. Like kindergarten is an optional grade. Why is first grade not with second grade? third grade is not fourth grade. Fourth grade, you know what I mean? Like why is kindergarten and first grade together in one classroom and kindergarten is optional to Vermont. Um because originally it was preschool and we can go way back. Originally it was preschool and kindergarten that were together and that is there are huge uh like differences between preschool and what we're asking for. That's not what I was doing. There always is in multi-age. Like the honest answer is there's always large gaps in multi-age. But when you have the right instructors who believe in the multi-age systems, which I believe we truly have at this point, and as Jamie mentioned earlier, we're finally at the point where our, you know, most class sizes are coming in right around the same. So we don't have to do this constant shift to teachers that allows for that continuity of education. So I hear you. >> But clarity of the sixth grade book is extremely helpful. >> Yeah. >> I mean that's what I was think right sixth grade is that what is the I don't have an answer right there. >> If there was a clear answer we said this in our word. If there's a clear answer everybody would be giving sixth grade their way. There wouldn't be some schools where sixth grade's in middle school and some where it's in elementary school. Right? there would be a very clearcut way statewide. So not >> so could you send out a followup survey with just a couple of targeted questions around these are the scenarios we're exploring vote >> for like >> yeah I mean if that's really the crux like or at least the most >> immediate problem that needs to be resolved in terms of the configuration question um you know maybe that's a way to quickly it seem I don't know how quick it is to put out a survey right But narrow down the options. Like if you give everybody every option under the sun, then you know what you put out is what you're going to get back. How you design survey matters, right? So you let everybody and their mom come in with every scenario under the sun that they would like to see play out of, you know, left >> inconclusive results, right? So it's time to be targeted in the information you're asking. I think >> ask somebody to design. >> Yeah, in that Yeah, in that in that sense. And I did get this question from several people in Rochester because I was like bugging people at in farmers market and if they were >> and and they said to me, well, why am I taking a survey? I don't have kids in the school. And I said, because you're a taxpayer in this town and you care about the future of our school. Um, but in the case of sixth grade, it may be better for the board to survey parents and teachers rather than the whole community because you're really a stakeholder. >> Well, it depends. Are we focusing on the tax dollars that it takes to send the six? >> Yeah. >> I'm I'm Yeah, if if it's a matter of going away, that has to go to the whole town anyway, >> right? Um but but in terms of doing a one six >> yeah once we >> um you know and it's part of the bigger picture of it's where are we going what are we trying to do with our schools? um how are we um how are we going to comply and you know how are we going to succeed in in what we're doing and succeed in in educating our kids and what's the best way to do it and that's why it it it is a good component and we've started to look at it but we need to look at it in a bigger picture we need to get have a higher view of the whole system um >> and we want to hold up our successes we want to say hey we're we're do we are making progress No one's perfect, but everyone's we're we're making significant progress. >> One more question of you guys before we go. Like I listened to the board meeting from yesterday. I listened to the recording. I couldn't be there, but um it was really interesting to hear kind of the discussion around the next steps in terms of the merger study committee. Sure. >> And you and uh Jesse representing um the board there. I just am curious. I know the timeline is pretty short in terms of like when things are going to start kicking off and ramping up for those meetings and input into that process and I'm just really interested in how that dovetales the intersectionality with this conversation and these community conversations that we're having and that process. The things that I don't want to be lost which are evident in the survey results. So, I just want to highlight again, school choice as it exists now for many of us matters as much as anything else. >> And I'm not saying school choice in a new newly configured system wherein we lose the opportunity, I'll be frank, for our daughter to go to Woodstock, especially if they're getting a brand new campus in a time frame that she would benefit from greatly. Like, I don't want to see that go away. So, >> absolutely. in terms of the people that we're sending to to represent be, you know, be there and and uh communicate hopefully in two directions. I know the public can participate in those meetings which we plan to do, but um I just want to make sure that, you know, we're being open and transparent in that, you know, communication because I know it's quick. I know there are going to be a lot of things. It's momentum is building. I know it's going to start to ramp up and I just want to make sure that there are opportunities for us to continue the good communication that we've started through the board meetings through these conversations and factoring in that new process which is you know just got a life of it of its own almost it seems already. So, >> so, so we haven't attended any of these meetings yet and and know that we're you're representing people of our towns. So, we're, you know, you're our constituents. We were voted into this position. So, we're representing your your best interest. I imagine that during each of our board meetings, we'll have a report out on what happened at the meeting. So, that would be part of that. And one real nice thing about uh this process that we've just been through is that our board members can go into this murder study committee knowing the will of of the constituents, knowing the will of our district that um so that has brought some some good helpful information. Absolutely. Um it is important that we um uh what's the word that they use that we um we We participate in good faith. That was it. That >> language is in there. >> That language is literally in there like in law. So um so that is going to be very important and for everybody to know as we're going into this process that um we can't just walk in there with our um immediate wall up or anything. We have to participate in good faith. >> There's going to be some definition or side words said around what that actually means. Right. I imagine there's going to be a lot of discussion about what >> Sure. Okay. >> Better you than me, but good luck. >> I um I'll speak for myself, but I believe I'm speaking for all our colleagues on the board here. Two things are primary and we're going to take to the end of the earth. One is to keep our community schools and the second thing is to keep school choice. And uh at least for Stockbridge, we've done surveying that shows overwhelmingly the town wants both. And so uh I think um and the more everybody else can chime in so the people hear us in various ways u but please don't have any doubt about those two priorities. We have a lot of other priorities is making sure that students get the best education and social emotional learning. If you look at the record, it isn't like we're digging out of a hole. We're in a very good position. It's the question is how do we keep it and strengthen it? And that's what brings this all together tonight and our other meetings. Um that's one reason why we're on this board. >> Katie, >> I know that the board and actually overall um has membership to the RSCA and I'm just curious given over 90 other towns that benefit from school choice throughout the state. I'm curious, has there been direction from the R, that's right, the RSCA, right, RSCA about how the rural school community alliance is positioning these communities or representing these communities in this conversation? >> Um, we know that they're going to be at each of these meetings. So, there'll be representatives from there at each of these meetings. I don't know that they've made a statement in terms of school choice. I can't imagine they would be against it because they are small schools. >> But as we are you pay for membership to them, right? >> Yes, we significantly less than what we paid before for the school board. >> Yeah. Yeah. I was curious to hear from them heading into this if they have any directional advice for people on this topic. >> Come back to with that feedback. Find out. Absolutely. Keep keep that information flowing. Okay. Well, if um there's no further questions, I thank you everybody for coming, for participating, for your questions, for your um listening. Um I really appreciate the involvement. So, thank you so much. >> Thank you. >> So, make a motion to adjurnn. All those in favor? I