twenty first century skill development principles worked out on creation communication skills personal responsibility efficiency and organization ability to find information an opportunity to work with others other students on projects abilities to make learning personal to their interests and r calendars home as an organizational tool for both the teacher and the students they can go on to find out what their signs are they can go and find out what rubrics they need to do for assignments so if there's communication devices that can communicate with each other they can provide comments on each other's work so there's a lot of collaboration that goes on with this this learning what was called the now a muscle learning management system  see the next day and so on and so forth if we go to her french for class which would miss what we can see assignments test quizzes  it's also more effective on having all of the assignments in one place and every single teacher uses that i'm in the past with such sites and the home works everywhere if you go to find all the different websites but for a hundred pages or so it's a lot more efficient to look at the laptops as well to see what they've been searching and stuff so we've told them we had it and information at the beginning of the year we had a hundred parents there to go over the expectations they've signed a contract they created their own contract for our home expectations in terms of uses when to turn it off when they're when it goes away so they have their you know we didn't want to create the contract for home in terms of what we didn't want to invade that space so they've created their own contracts for terms of usage but there is expectations you know what's what's being searched there is expectation in the mail use and things like that but we're trying to give them their real world experience because we all know that we all kind of surf around at different times i only probably shouldn't be hand more we're working with our students on that and ali has a great little system you know it's not high tech but she's got out an open clo and your choice little sticky things a red green yellow so when she's got the open up there on the stock on the board students know they can have their laptops open when she's got a close the expectation that goes all the laptops are close when she's given instruction and there's a choice time that's why you can have it open and sorts of little tools that she's developed to kind of monitor in the classroom expectations in the school so yeah we're running into little things but i mean i don't have a percentage every student has their right to do that not every parent has chosen to do that some parents have decided that we have to be the access at home and we don't want to be a liability  taking it back and forth some parents have talked to us about their students not feeling comfortable with them at this point time that developmentally they haven't they're not ready for it and so they want to be able to monitor a little b or so and they do have access at home so there are some choices that the parents have made but every student has the right to take it home as long as the parents have agreed with your expectation that they're going to be using it large learning areas and there's pictures and by talk about and maybe i also do want to acknowledge that last year we worked with a school design class here  been individual learner centered and you know we've talked a number of times at the board meeting about you know the twenty instruction where kids are doing eighty percent and teachers are doing twenty percent so creating a space that allows for that a i guess by by that format learning commons really trying to create a space for teachers from get away from that you could go back to that first picture you know you can begin to get an idea of how they want to pursue pieces of information and how they learn best in align the activity with their learning their learning strengths so you know creating a smaller or larger spaces depending on  young person is in wants to do i think the other and then you know the the social piece there is an element of developing this smaller area for kids and go to that third the second picture might so having kids work in smaller groups with an access point in the larger you know with a larger screen so that you know if you look at that picture you know there's five kids all have their independent laptops all were looking in working on different pieces to this project but the common piece was was shown on that large screen you know so using a variety of formats they were having a conversation arguing about a time frame of a geological time frame and having to put various pieces of information in their evidence or what they wanted to put on that time frame is combining all that information into one document so they were on a google doc and arguing and debating about the importance of pieces of information in what should go on there and how to represent that information so you have paraphrasing summarizing and analyzing information all right there for those kids and you know they were all on there to kind of lock up say no no this you know throwing it up on the screen a defend your your logic and having them practice that over and over again is very important in the middle school level again i didn't get addresses the learning styles for kids and also the that instructional format and then i think the last piece you could go to that third picture you know one more down like the flexible so that is the back side now of our library and as you can see it's a bit of disarray and i apologise for the photography it's me i'm not the best a talker obviously but you know that the furniture is all flexible it's everything's on wheels the chairs are on wheels and you can break down in reassemble both of these areas in a matter of minutes you know today we had a k twelve administrators meeting in that area and i you know set up a meeting for twenty adults plus or minus about five minutes you know and my teachers are in there breaking it down and setting it up for a variety of you know learning you know you saw the kids working at pods you know twenty minutes things we were looking at the other piece that we were looking at is the the idea of having technology and the amount of technology in young people's disposal so in this space you have kids on the wireless network up to you know seating for one hundred twenty young people can all be in that space working so you can go from an individual learning piece on a couch to a presentation center of a hundred twenty can just you know we it was a kind of space before so you know they were signed up and you share i think it's a great idea to have these learning commons centers are other members of the public invited they participate with the students the parents go in there with the kids or is it just for students it's part of their strategic priorities suggest that two years ago now me ask left us right about now they came in they did a evaluation of us they were a big report in one of the things they said to us is m m you should have learning expectations that every graduate graduates being proficiency in that year are taught in assessed in every class so we knew that was we're already working on it when they were actually here by the end of the two thousand and eleven twelve year we sort of had a roughed out during the two thousand and twelve thirteen year we started piloting them last the first semester of last year we had five learning expectations that we asked every teacher to do in every class  you know i think good news for our teachers they tried their best our students were great they were giving presentations every other day and then common sense spoke and said we don't have to do them in every class every semester but we should do them with some regularity throughout the students four years with us the and we also eliminated one of the five as important in english class as it is in pottery class as it is in algebra as it is in physics you need to be able to communicate in writing the knowledge you have your ideas your your your message for your colleagues it needs that needs to happen in what you're looking at a very simple rubric that can be added to any activity rubric a teacher has so if this is an activity that's that you know that that's pick a camel app so you're going to have three or four components to the kemah lab that the teacher is going to ask that you know is going to be assessed in a student are they add this in as well and what they're looking for to be proficient is it structured  organized appropriately for the purpose and the audience are the ideas supported by sufficient inappropriate content and does it maintain appropriate grammar usage mechanics appropriate for the the piece you know what you might be asked to do in a in a poem is different than you're going to be asked to do if your x explaining quadratic equations so our teachers work to be able to have our students continually working on this across curriculums but in a in a way that was still true to the content learning expect expect to enjoy learning expectation to is the student uses critical thinking to a de solve complex problems i lost the mouse this double screen thing is  tom this is the problem solving and for some disciplines this was hard for them some teachers to sit down and say what's the problem you know what's the problem in french one what problem are we solving well you're solving th student may not be off the language how do you assess that so these are some of the questions that teacher sat down and content groups during the twelve thirteen school year in really broke down  it's now you know we're we're now we're now rolling it out and it's being assessed the problem solving rubric to proficiency is you understand the problem you evaluate with relatively relative relevant information you apply effective theories principles or skills to provide an appropriate solution to the problem once again it does seem generic i understand that but it's being applied with the lens of the content it's being being used in in this is  addition to the other measures that could affect a student and give a grade on that assignment the next two rubrics rubric three if the student demonstrates twenty first century work habits both individually and collaborative and this gets to persistence this gets the organization this gets to collaboration some some classes it had to create group work where you did necessarily have group work and this was something that our faculty felt was very important our faculty felt that to be successful in life these are these are some skills that you need to have and they that they don't get assessed normally so proficiency you're prepared you organized to demonstrate initiative you persist despite difficulty to meet deadlines you actively listen and participate when working in groups that's what is defined as proficiency and the last is students will communicate effectively in presentations this is another thing that our faculty thought was very important it's important to be able to present information it's important to be able to speak in a way that is understood you need to be organized you need to know your audience need to present it appropriately and that's and that's what is provision profession up there it's not meeting the power point it's be in maybe being dressed appropriately there's there's sometimes it's fine to to roll out of bed and come to the eight thirty class with your cap on backwards and sometimes you should look a bit more spiffy and in in that in that is part of this of this rubric so these are the four learning explications that m m u is using currently where are we assessing them and we get my  so the courses go down the left actually go a little bit further and what you're looking at is learning expectation one which is writing to problem solving three is of individual collaborative skills and for its presentation the courses go down the left and what you see is that students are going to stumble and are going to be assessed in a way that's going to go home to parents throughout their four years with us these rubrics are designed not to not for a freshman to come in and in school or a one and a half or a two but for a freshman to come into proficiency and then the expectation will be put will rise as the student moves up the chain so the hope is that students going to come in and mrs is  night greater the expectations going to go up through through twelfth grade you see english history science health fifth their foreign language the arts music every class is doing them at some point in time every canton area doing them at some point in time and it's the department's work to do it to hit the typical student within at least two of the  rubrics each year we are this data will be reported on the semester so those of you that have students when you get your semester want to work at home you're going to see the grade for their classes for the courses they're taking that the of these are tweaked but it is it's part of the transition that we're going through right now is part of the transition from just measuring content knowledge to measuring some proficiency that students will need when they leave us here and we will continue to do that ok and is that helping you modify and shape what you're doing for it and i really feel it was one of the big things around the presentation rubric is about time i you know stop me continue to chat with them on are these the appropriate were inspected these are the ones we have now but everything is constantly examined and reexamined and thought about and work to a junior you look at sort of your average job you know it's paid writing and they're averaging to use consistently and we have a fair amount of data this is why they're scrambling to say you know can we put them in their six week session to help them get better addressing the specific issues a half that's what we have on the drawing board right now and we haven't we haven't been in existence long enough to implement anything of that sort but that is where we're headed i believe students responsible for heading up the career house which is a group of representatives from from our schools advisories and to see what we're really hoping to do to increase productivity not only in our career house but in our student council w their own thing but this year as we talk that we're up and kind of incorporate both councils so when you guys start to devise or it was cooper house started at the same time or did that come later historically to three things started looking thinking takes care i think cougar house the genesis of google house was a little bit more student voice it's sometimes hard for representatives to easily represent all two hundred or so students within their class however if you have one of twelve coming every three weeks and we're posting notes on the it but it the notion cooper how could prove it on the advisory page in the advisor sort of reminds the good house rep to go over those upon their return to advisory we get a little bit more student voice student input on how the school is being run things we're doing so that the building in the procedures reflects well  together to maybe create last year one of the big projects that came out of her house was a homework set of guidelines pertaining to home work that's a sign of her brakes that was one of the major projects that act but i am bringing the information that we have got again over the last several months to all the boards because i think it's very important for you to understand that a significant benefit for please and a significant cost is probably going to be changing and look very different over the next several years so we prepared a as as executive summary as we can because it is pretty dense and complicated information so i'm going to go through it and not trying to read every little piece typically i wouldn't hand out a piece of paper but i thought you might want to be able to take some notes and bring it with you and digest it a little bit after this meeting so i'm going to start on the first slide with definitions  act as far as goes affordable this means employee's contribution towards premiums for the least expensive single plan cannot be any more than nine point five percent of their household income cost sharing really refers to all out of pocket expenses including deductibles co pays co insurance beyond premiums dependent children children under twenty six and spouses are not included as dependents under a ca you may have heard this as a spousal carvel employer that is any organization or any employer districts large employers have fifty or more employees that is going to change to one hundred two thousand and sixteen central health benefits this is a minimum set of benefits that is required by the fordable care act the exchange or the marketplace this is where individuals and large employers and small employers will shop for health insurance it's in vermont it is called health of vermont health connect may be familiar with that or check out the website if you can get on excise tax this is a tax that is going to be placed on plans that are over a total cost threshold and it's going to be ten thousand two hundred for single coverage and twenty seven five for family coverage definitions continued in again i'll paraphrase this as much as i can full time employee is not a forty hour a week employee it's any employee that works thirty hours a week need to under certain conditions have to be offered health insurance if you're a large employer grandfathered health plans these are plans that were created on or before march twenty third two thousand and ten currently the be high plans are grandfathered and c s used plans are grandfathered individual mandate starting january two thousand and fourteen individuals bill will that don't have insurance will be required to purchase health insurance through these exchanges or they will be assessed a penalty on their federal tax returns you may have heard of metal levels these are the levels of plans the plans differ only in the payment structure the coverage and the benefits are all the same the different levels depend on how much the insurance company pays and how much the employer paid employer or the individual pays for example a bronze plan the insurance company pays sixty percent and the other forty percent would be picked up by the employer or the individual and then it moves up to bronze silver gold platinum and platinum minimum value that is that's defined as the sixty percent cochere player pay that is will individuals pay for health insurance in large employers or will they pay a penalty for large employers a failure to offer insurance to anyone qualified employee that receives a tax credit all of your employees will be have a two thousand dollar tax penalty per full time equivalent employee minus the first thirty i don't know and i've asked why they subtract thirty from the total but that is that is the regulation failure to provide affordable health care will result in either the lesser of two three thousand dollars penalty perform time employee that receives a tax credit or two thousand dollars per full time employee minus thirty taking thirty off the top of that from vermont health initiative that is v high it operates health dental  and disability insurance for school districts it's managed jointly by the vermont insurance school board insurance trust in the vermont n e a vermont health connect that is where small employers and individuals who can purchase health insurance in vermont and the vermont school boards and churns trust that's the organization and i just mention a little bit about the rules of the affordable act the individual mandate penalty for noncompliance is going to increase over time and you can see that from two thousand and goes from in two thousand and fourteen from ninety five dollars to two thousand and sixteen six hundred ninety five it cannot exceed two point five percent of health hold income small employers regardless of whether or not they are for health insurance are not going to be subject to a penalty  however and they will need to if they're going to purchase insurance they're going to need to get into the exchange unless they have a collective bargaining agreement in place and effective on jerry one two thousand and fourteen in addition the plan that they're offering has to be grandfathered large employers must offer full time employees the opportunity to enroll in minimum coverage that is affordable and then meets the a c a standards if an employer offers insurance and then must cover the full time employees and their dependents but not nest that does not include spouses there are subsidies for individuals with a health told income from forty five thousand nine hundred sixty two a family of four that is earning a household income of ninety four thousand three hundred the agreements that we have in place currently was support staff and with teaching staff we have we have done the calculations and as i mentioned the elementary school districts are are large school districts we're going to continue to track employee hours that's going to be very important because if we have an employee that is averaging in usually thirty hours a week and we do not offer them and surance then we can be subject to the penalties that i mentioned and we're also looking to see what and tracking when employees trigger full time status so we can track that as well we need to understand how the contributions are the design of our plans may in fact grandfather status and we'll be getting into more information on that more guidance in november the requirement to report back to the i r s on a number of full time employees large and small and who's getting health insurance is go be in two thousand and fifteen none of this is going to affect large employers until two thousand and fifteen you may have heard that they moved it back a year the federal government did some pot possible financial impact s if we have more employees the more employees we have that are working thirty hours or more the more the first large employers that we have to offer coverage or pay a penalty we also currently are a collective bargaining units for large and small districts have grandfathered plans but that you know that can  change for our educational support professionals there in their contract thirty hours is classified as full time but in the teacher's contract it's a little bit different you are you have to pay more in if you're below full time status so we're going to have to offer benefits to individuals that are working at a point seven five f t moving forward and that trumps our contract example if you have a occupational therapist that's working full time their closest employee group classification is the teachers and you need to treat them exactly for health insurance purposes like you would for see some migration onto our plan and that could obviously could have a pretty significant impact cost so point plan migration is it is something that we could can see also how are we going to deal with and handle it was it mean for individuals that take the stipend in lieu of health insurance we have currently have fifty six employees that take statement of two thousand and set of potentially not taking a twenty thousand dollars family health plan and so we haven't gotten good not guidance around if that's even legal i've heard from some other individuals own small businesses that it isn't but you know we will just have to wait and see because we do have a collective bargaining agreement we also have going to need a watch in the plans because the excise tax is going to kick in when we get to a certain level of the premiums and that you know so they'll be of forty percent excise tax on each plant which is significant i really like this flow chart and some of you may have seen it i know judy has and some others but on the very last you can see this is for large employers only if you offer coverage to significantly all full time employees and you're a large employer and the answer is yes you do not have a penalty you go down to the next rectangle and does the plan pay at least sixty percent of the coverage if the answer is yes and this is for chyna needs the answer's yes on both of these then you go down to the next box does any employees cost for self only coverage exceed nine point five percent now it does not we've done the calculation it does not inch it in a nice then there's no federal penalty if the answer is no then you go into the other boxes and i talked about some of those  penalties the next section is the medal levels and again all of the plans for the high offers are either platinum platinum plus or gold and that really is determined by how much does the insurance company play how much does the employer or the employee pay yet this is an excise tax graph and you can see the red line is the threshold and the on the blue line is the dual option and the purple is the j y plan and the green is comp twelve hundred and you can see that the lines intersect for j y and two thousand and sixteen seventeen and in two thousand eight hundred nineteen for v h p plan and do option which is what most of our employees currently take this was done by gallagher benefit services they've contracted with this  chinon eastern m m u has hired them to take a actuarial perspective look on what would it mean if we pay or what would it mean if we place or if we pay a penalty which is the best option grandfather status does give us time and we're working with gallagher benefits services to see what this actually means for our school districts they have a large employer model and they're working on a small school model so we'll be looking at that for all of our small school players as well the elementary districts the very last slide or some additional considerations the cash benefit options we need some clarification around that the potential changes to how the district can contribute and how we can structure our health insurance for different classes of employees and making sure we understand what changes are possible and what are not to keep grandfather status and then i have some questions here you know i will would there be universal health care in a single payer system in  human resources director and myself trying to understand this so that we can inform boards employees and as part of being really well educated around negotiations true half time teacher employee so i'm not really getting a feeling that they definitely have to be offered insurance status so anybody less than full time does has to go on the exchange is that what they're saying now i believe that's an option we they have anybody because we have to send out over the cation the basically said there is a exchange if you think you can get a better deal of the exchange check it out right right and so we've had to do that but they would need to go into the exchange we do not have to that's my understanding there they would we don't have a whole lot of those employees yes regulatory models so the affordable care act tells tells you what you have to do to comply with federal law separate and apart from that we collectively bargain with both our staff and our teachers and there there is a health benefit in each of those agreements and that health that help benefit cannot be changed by us even if might however provides that that if if a teacher elects the j y plan that the that the percentage of contribution is  at the same cost that we would have under the feet high plan and because if you we don't have a chart up there but because the the j y plan is is the only one that is in the short term looking to hit there the thought that we have right now looking at our collective bargaining agreement is that if there were an excise tax on clyde our contribution as a school district would still be capped you know we haven't sat down across the table with the teachers union to see if they have the same viewpoint on the on the language but that's the way we look at it fair summary chando yes and and you can't we cannot drop a water if we drug free why we're not grandfather of our employees are not unionized employees so that those are the people you're talking about we have my making changes right because any other changes would have to be with the next contract you know and i'm talking about changes to the plan like creas right because judy brings up a good point what does it mean for these you know i don't have the answer to my my my assumption is because it's the plans grandfather probably but that is just that such assumption i've heard from some people so when the if there is not a contract in june small the small employers technically based on the law should be going into the exchange but there's also a wrinkle that under labor law because under labor law if an employer unilaterally changes the terms and conditions of employment without having bargained them that can be that can be considered a violation of labor law so if the if obviously we all hope we just have another contract by june thirtieth but i don't think simply because the affordable care act is alpha there that that means automatically that there's lots ability to change something you'd have to review on a legal basis under state labor law before we could have an answer i do not know the answer and we've asked that several times in several different places be nobody really really knows so more to come but i hope this was helpful and a little on information coming to you all at once if you have questions call myself call cindy and we'll try to find the answers on september twenty six and to two purposes really one was to find out about the year end of the school year that had ended if why thirteen and to get our process in place for developing the f y fifteen budget year in review for f y thirteen when we had met i think it was in  june there was a projection that there might be a one hundred fifty thousand dollars surplus when the year was done and we had hoped to transfer seventy of the seventy thousand that to the capital reserve  turned out the actual surplus was fifteen thousand dollars not one hundred fifty thousand so there was no transfer of money to the capital reserve fund this year as we had hope d obviously that has to come into our thinking as we move forward to build the budget hits stephanie send out the schedule of meetings to folks yesterday if there forget hopefully you have that we one thing you might have noticed is that in the past we've had a public meeting between that september meeting in our later october meeting where we've just invited folks in to give us your ideas decision was made this year that over the last three or four years it's not been well attended and not a lot happens at that meeting so we changed it so that on october twenty second we will have a meeting or will be looking at some numbers basically what would it look like if we just maintain the status quo and what would that mean as far as an increase in the budget it's a public meeting if you didn't get your invitation yet it was a yellow card i got mine in the mail today inviting you to that meeting on the twenty second at six thirty we're going to have it here in the library  look at those numbers and then open it up for public comment so that people who are interested have something to base their ideas on rather than just off the top of their head what would you like to do this year but let them see what some numbers the other point of the meeting really is to let folks know how many i know knows there are when you try to build these budgets at this time of year you've heard about health care that's a little bit of an unknown hopefully nothing drastic is going to happen but we don't know all those answers you've also heard that we're in negotiations this year so we don't have a contract for in place so that's an unknown as always we don't know what the statewide property tax lined up being we don't know what the base and amount will be so i'm not sure that a lot of the public understands all those i know that we're trying to work around so that's one of the one of the purposes of it but you're all welcome to any of our meetings as is the public and we'll see where we end up but that's our process as they say we see that the mail and the schedule  before july one in the auditors said that we had to charge them to f y thirteen so that money doesn't just carry you know but it what it does mean is that the dollars that were some that were allocated for that for this year now haven't been spent so ok so is there any thought that that money that would just you could use that money to go right into the surplus i mean that is more than the seventy thousand dollars that was meant to go in well we'd want to make we that could be what happens but we don't want to wait till the end of the year until we see because we could have changes in health care coverage and things like that but so it's there if yes it's possible that yes could happen yeah absolutely it  see i'm going to discuss with you guys for policies briefly policy committees been active very busy first one i'm actually going to address is the use of security cameras which we just discussed briefly at our last policy meeting and is going to be brought back for november and then brought to executive in november and i'm calling your attention to it because the use of security cameras policy only existed for and then you and now we have security cameras in all of our schools so we need to broaden the policy so covers all of shouldn't it east the only changes in this policy will be instead of saying it's the policy of not mansfield union it is say it's the policy of the member districts of shit in the east for the beginning of the year policy and in the first paragraph beyond there instead of saying security cameras should be used exclusively in public areas outside the school building and there you shall not violate a reasonable expectation of privacy it will now says security cameras should be used exclusively in public areas and there you shall sell not violate a reasonable expects spectating of privacy so we remove the part about it in public areas outside the school building on another paragraph when we talk about viewing a security camera recording of ours had said security cam recordings will be subject review by the building principal or his or her designee only when a specific incident has been reported or observed and we simply added in the word any security camera recordings so that's just a more cover the fact that we're talking about a district wide implementation which has already occurred the policy is essential because the cameras are now in all of the other schools and the existing policy only covered about mansfield if you have any concerns about this feel free to let the policy committee know they will be approving that next month and then it will go right to executive committee not all schools have certainly covers us in the event and all of the approval for any new cameras comes by the local school board another couple of policies that we had discussed that we've been working on are now going over to the executive committee and one is called board meetings and there is not much to change about the board meetings it's just that it's sort of it's the last policy was written in ninety five and it's simply a reorganization a more a more organized way of presenting pretty much the same information you're free to look it up i don't need to read it to you it's just go through what board meetings are separates out regular special emergency meetings conduct a board meetings executive sessions that pretty much says the same thing reorganized it's time to read up that it's a recommended policy questions right now there's also one called board meeting agenda preparation and distribution and again this is a policy that was from ninety six and again it's just sort of readjusting it making it more organized making it more clear but not really changing and the of the essential pieces of it we also did recommend the recent thing of the board attendance policy because it was not enforceable it was a policy that basically required people to attend three meetings that if you missed three meetings in a row there would be sanctions which we couldn't legally do anyway so we just said that one needs to go away and that told fully with both and professional and ethical comportment department of our boards that won't even get an issue board member conflict of interest again is it is an identical policy from what we had the only thing was the only people who passed it in two thousand and eight was m m u so now it's going to be for all of chittenden east it was for all its indies but it never got passed so now we've kind of like put the issue back in front of all of the boards and all of them have agreed board member conflict of interest just the way v s b a recommends it and so that when will also be going to executive committee and then it will be approved by all of our boards are there any questions about what the policy committee is doing or any of the policies that you've read about are approximately thirteen students interested in participating eleven females two males and these numbers indicate they would be able to field a girls team as a fall indoor score and they feel confident they have space inside in the fall unless maybe it was raining and they might get booted out of the gymnasium by a varsity sport sanctioned by the b p a volleyball has been granted a two year exhibition sports status from the  officials about seventy five dollars per game and mr weston believes he has to confine this money within the current student activities budget and currently most of these kids that are want to go out for the sport are not participating in other sports so it was the feeling of our curriculum committee that we recommend that we move this forward and bring this proposal to the full school board with our put approval so now we need to  question just wanted to say that we are looking at all of the policies related to just the last six four and clubs and activities currently at the policy committee so in case there any changes and one of the things we had been talking about was how does a club sport if it does ever move into a varsity situation and just making sure that we're all clear on that so  may be some action around those guidelines and policies moving from club to parse the sport just overall but what the status is you know the all the pieces about the hiring of the coach the stipend of services will be i think it will probably end up being very similar but just we should probably talk make sure that we're all set and a success of all about we've got it this year  ok we have a second request from mr murray for an m m u ultimate frisbee club this club has been around a little bit longer there are approximately twenty students that show up on a regular basis they have a coach spencer roster who is in new york english teacher in the building has stepped forward to coach this team and it is a springs for an outdoor space can be found for the club apparently there's not a lot of set up there's not a lot of equipment they can do but most segment of the student population that's not involved other sports and seem to be quite passionate about this sport so the bottom line there is been because there's been consistent interest in the sport for a couple of years in within the school and mr weston feels confident the sport will expand and we should move forward and sanction this sport for the spring season and once again he feels the costs can be covered within the present student activities bu with a combination there is some fund raising for transportation and there are a few fees here that that the school is not going to cover all those but they will scour the coaches salary minutes as amended and the warrants two million four hundred eighty thousand five hundred thirty six dollars eighty one cents that's a large number but the first the quarterly assessments so i  is there any discussion or questions