Vermont Legislature SmartTranscripts:

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: You're live.

[Ashton Parkins (Student)]: Okay, we are live and you're on.

[Owen Whelan (Student Facilitator)]: Thank you. Hello everybody. Welcome to Woodstock Union High School and Middle School. My name is Owen Whelan. I am a senior here at the high school. And today I'm going to be leading a fishbowl activity with this group of students and you all. A fishbowl is an opportunity for individuals such as yourself to gain perspectives that they might not typically have access to for whatever reason. But this opportunity lets us kind of share our voices without restriction. Know, it's an open discussion that we'll be having on the inside of the circle, and you all will be listening or we'll be having the discussion on the inside and you will be listening on the outside. We have five questions that we'll be going over today in ten minutes if we have the time to get through all of them. And then after that it'll swap for you all to have five minutes to join the inside. We'll go to the outside and you can reflect on what we've said and response like, and respond to our responses to the questions, if that makes sense. And then after that, there will be time for the question and answer. You can ask us any clarifying questions that you might have based on what we've said, and we can respond to them. But yeah, we really just want to have our perspective get out in the open and have a field to share them. So that's what we're going to be doing.

[Brody Allen (Student)]: Alright. So sorry.

[Owen Whelan (Student Facilitator)]: I am, like I said, Owen Whelan, twelfth grade, and I come from Bethel, Vermont, and that's what we'll all be sharing.

[Brody Allen (Student)]: I'm Brody Allen. I'm also in twelfth grade, and I come from Reading, Vermont.

[Ashton Parkins (Student)]: I'm Ashton Parkins. I am in tenth grade, and I come from Palmer, Vermont.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: I'm Abel Walker. I'm in ninth grade, and I'm from Woodstock, Vermont. I'm Mackenzie Graham. I'm in eleventh grade, and I am from Rutland Town. My name is Lila McCormick. I'm from Woodstock, Vermont, and I'm in tenth grade.

[Aurora Hinsdale (Student)]: My name is Aurora Hinsdale. I am from Wethersfield, Vermont,

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: and I'm also in tenth grade.

[Isabella Modes (Student)]: I'm Isabella Modes. I'm also in tenth grade and also from Wethersfield, Vermont.

[Paige Stone (Student)]: I'm Paige Stone. I'm a senior after Barnard.

[Dexter Namkong (Student)]: I'm Dexter Namkong. I'm also

[Brody Allen (Student)]: a senior and I'm from Chittenden. I'm Logan Mardez.

[Logan Mardez (Student)]: I'm in eleventh grade and from Wethersfield, Vermont.

[Owen Whelan (Student Facilitator)]: All right. So we have a large group of towns and grades that we're from. Our first question that we're going be going over is what happens at Woodstock Union High School that meets your learning needs and currentfuture interests? I can start off with the response to that. Something great that we do here at Woodstock is the we call it C3. I forget what that stands for exactly, but it grants students the opportunity to take learning opportunities outside of their typical classroom setting. You can do internships, teacher's assistance roles, explore just any passion that you might have that you wouldn't have access to in your typical math class or English class or something like that. So right now, I enjoy helping my peers. So I'm currently, through C3, participating in a teacher's assistant role as well as a private tutor for AP statistics, which is a great opportunity for me.

[Paige Stone (Student)]: Something that Woodstock, Kelsey, I'm a Hartford Tech student. So through Woodstock's program, can go to the tech center and I take building trades. So I get to learn a trade skill, which will lead me on to going to college for construction management, which is a very lucrative career.

[Aurora Hinsdale (Student)]: Something really unique to Woodstock is our craft program, and through this program, there's a lot of immersive projects. There is an immersive semester at King Farm right now where students have the opportunity to study at the farm for an entire block of their day. Basically, it just connects us to our environment, which is honestly, like in today's globe, really, really critical, and I think it's

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: a vital part of our school.

[Owen Whelan (Student Facilitator)]: And for context real quick, CRAFTS stands for Community and Climate Resilience through Agriculture, Forestry, and Technology. It's a program we have here that allows students to, like she said, connect with our environment in a way that we typically wouldn't be able to.

[Logan Mardez (Student)]: To kind of piggyback off of some of the people's points is Woodstock does a great job of giving students whatever they need. So if a student is very interested in a trade, we have them go to Hartford. If they're much more college oriented, we have what is it? How many AP classes to go? I think Chad and his team. I don't think I Yeah. We have a lot of AP classes to allow students to go in any field they want. We have a large art department. We pay an incredible attention to detail to every student to make sure that no one gets left behind.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: Another thing that Woodstock does is sophomore year we all have the opportunity to find a career we're interested in and write a letter to somebody we know in that field or somebody that the school can provide and go and shadow them for a day. Yeah, I agree. I think, like, based on what everybody's been saying about all the, like, flexible pathways and stuff, I think that's, like, one of the most important things about Woodstock as a whole, like, the the, like, environment here is that everybody just wants you to, like, do your best and just, like, get to exactly where you want to be. And I think that we have a lot of, like, flexible pathways and, like, courses that you can take that will lead you to be, like, where you want to be, not necessarily taking, like, mindless classes that you don't want to be in. Like, there's a lot of flexibility on that and, like, being able to do what you want to do.

[Owen Whelan (Student Facilitator)]: Yeah. Flexible pathways is a great way to phrase it. We don't have just one way that you can graduate and one way you can succeed. At Woodstock, we recognize that students have a lot of varied interests and a lot of different ways that they want to pursue their education. Anybody have anything else to respond to that question? Should we move on to number two? Okay. Number two is what is one example from your experience at Woodstock High School that truly stands out as a We are Woodstock moment? My most I'll start this one off. A recent example that I think represents the We Are Woodstock moment was the fall sport. Two of our sports teams made it to the championship game, both of which took place over an hour away, but we still had a large student population showing up. Both of them can support our sports team. It was freezing for both games, but we all stayed. There's, I want to say, maybe even 50 of us for field hockey, and then at least 25 for football. Just which coming from a small school, driving an hour away, that's a pretty large amount of us. And, yeah, we all show up for each other. We all support, and it was a really fun opportunity to, yeah, have a community experience.

[Paige Stone (Student)]: Yeah. So bouncing off of that, I got to play in one of those games, and it's always super special to be able to play

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: in a championship. I've got

[Paige Stone (Student)]: to play in two. And it's always so special to see all of your classmates that you don't think actually care about your sport, but then they show up and they watch you play and they cheer you on. And so, it was very special to see that at my own game and then also go to the football championship game and see so many kids make the drive up and then freeze our butts off. Yeah. I

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: also had athletics in mind. I played for the soccer team, and I think that the culture of Woodstock athletic wise is that we all really try to build each other up and, like like, all of our teams support one another. Like, my soccer team, whenever there'd be field hockey games at home, like, we'd make a run over to the field hockey team and cheer them on. Like, it's all a very, like, supportive climate, and we all kind of try to build each other up within other teams as well as that in our own teams. So I think we all just kind of have a mutual respect for one another across teams and different sports.

[Aurora Hinsdale (Student)]: Bouncing off of the field hockey championship, prior to their departure, our school was requested to show up to their send off during our time. And I put an emphasis on the word requested because this was not at all a requirement, but it was so amazing to see everyone who showed up to wish our team good luck and send them

[Brody Allen (Student)]: on for the state championship. I think also in general, just in the school itself, we are kind of a more collaborative group, even like with the academic offerings we have. We're not against each other in a way where even if you're two very, very good students, you you are willing to work with each other. We allow each other kind of that equal space, and we're willing to just generally collaborate with each other with a desire for kind of everyone to do well and not just one person succeeding above everyone else.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: Yeah, going off of what Brody said, our school has an excellent community, I feel. We have best Wednesday gatherings where the entire school gathers and we participate in games and like announcements about sports. I feel like, I don't know, it's just a great representation of our school spirit.

[Dexter Namkong (Student)]: I would like to go to a different point and say that I really like the fine arts nights that we have at Woodstock. Like, I understand it's just like one day out of every year, but that day is probably one of my favorite days out of the entire school year. One of them is because I am an origami designer. I've been designing my own origami for like three years. And then like when I finish an origami design, I usually just post it online. And it's cool and all, but one thing that I really put emphasis on is just like trying to have as many opportunities to show my pieces in person because, like, obviously, like online photos, you can't really they don't really do as much justice as if you were to just see, like, art in person. And not only is it a great opportunity for me to just, like, display my pieces and show, like, the whole school, like, my side hobby that I've been doing and I'm, like, super passionate about, but just also to see, like, other people's art. I mean and it's just, like, really cool to see, like, throughout the whole year, like, what these, like, the skills these students have been building, like, their techniques that they've been refining all year, and then just the hard work our arts department also puts in to give these students the skills that they need, and, like, how far they've just come throughout the whole year.

[Logan Mardez (Student)]: What goes hand in hand with Dexter's point about the fine arts tonight is our excellent band director, mister Pauli, he puts on this massive band performance, and it's always really good to see the amount of people that turn that show up.

[Ashton Parkins (Student)]: I'm not sure if

[Logan Mardez (Student)]: you guys have seen the auditorium yet, but it isn't small, and that place is always filled. We, as a community, we want to show up. We wanna support each other. We support this school.

[Isabella Modes (Student)]: And as a district wide event, last year, we actually had a whole arts night that was planned, and we actually had all the school's bands come together, and we were

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: able to play multiple songs together.

[Isabella Modes (Student)]: And I think that, to me was really a VR book stock moment because it wasn't just our high school, but it was our district. It was everyone coming together to perform, but in such a special way where seniors were playing with fourth graders and we're able to actually present something to our public and community.

[Dexter Namkong (Student)]: And I will say for the Fine Arts Night that during that night of the band performance, there's like a couple hours, like, after the school day between the of the school day and the band performance. And I will say there are a lot of people who go to the art exhibits that is set up for fine arts. I will say, I see a lot of people just taking their time to look at almost all the pieces there and it's really exciting to see. Of course, for me, with having such a unique hobby, I'm just able they can just see all these unique pieces that all these students have created and just the unique skill set that Woodstock has.

[Owen Whelan (Student Facilitator)]: I hate to rush so long, but for the sake of time, I'm going move on to question three. How does the current status of our facility impact your learning needs and interests, and do we have any specific examples? I can think of one example where we have a really cool space. I don't know the name of it, but down in one of the, I guess, the far corner of our school there's a bit of a wood shop with different computers where you can do computer innovation lab. Do computer automated design. There's machinery and tools where you can do some woodworking. It's a very it's an amazing space that unfortunately, due to the size of it, I don't think that we get to take full advantage of its potential. So, guess that's one, I guess, limitation that might it's a great facility, but the size of it makes it difficult to fully utilize it because only a certain amount of people can be there at a given time. So that's one example.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: Something that I think I've been hopeful about based on like our facility here and Woodstock as a whole is the immersive semester at King Farm. We're kind of, like, focused on making that, like, an outdoor classroom that we can utilize, especially for the craft program, but for just all students who want, like, another place to learn and, like, wanna do place based learning, maybe not in the school where they can't really, like, work as hard as they want to. But I think that the immersive semester there and, like, building up that area where people can work is, like, really important and very foundational to just really, like, bring up students and make sure that they have, like, exactly what they need to work best. Something I'll say is that, like, in the band room, it's a nice space, but with the amount of people who play instruments in there, it's too loud and it's actually damaging your ears. Like, if people if someone's, like, wearing a watch, it can, like, go off, like, you can just tell how loud it is. And I like it. The space is nice, but the issue is that it's just not big enough for the amount of sound that's in there.

[Owen Whelan (Student Facilitator)]: To build off what you were saying about the immersive semester, I'll give a little context. Our craft program, like I said earlier, is the Community and Climate Resilience through Agriculture, Forestry and Technology, and students can participate in that pathway through a number of classes. And one such class that we're trying to create now is called the Immersive Semester, where we want students to have the opportunity to get out of the classroom and go up to this property called the King Farm, which is right across the street. It's up Rose Hill and to the left. It's very close to our school. But if you're when you're up there, it looks nothing like a school because of the farm. And that's a pretty amazing opportunity to be able to get up there most days for students who are taking that class, and we're hoping to expand the opportunity outside of the few people that are able to take advantage of it right now. All good. Should we keep going or wrap this up?

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: I think we usually do it before the Yeah, so now do the next round.

[Owen Whelan (Student Facilitator)]: Next round? All right.

[Ashton Parkins (Student)]: Okay.

[Owen Whelan (Student Facilitator)]: So now we are going to exit the circle and you all are going to come in, right?

[Aurora Hinsdale (Student)]: We probably stay seated here just so Stay seated?

[Paige Stone (Student)]: For time's sake.

[Owen Whelan (Student Facilitator)]: Okay. So for the next part, we are going to have the outer circle participants reflect back on what we've said for five minutes, and we will just listen to what you all have to say and your thoughts on the matter.

[Seth Bongartz (Chair)]: Happy to kick off first, you all facilitator. It's obvious you got to step in maybe a tradition of doing this type of collaborative speaking, and it's nice to hear you all have equal opportunities to chime in and such. My takeaway is we need to do this kind of format in the Senate chamber because we don't talk about equally talk about our visions and what we thought was appropriate or inappropriate And so what you guys are doing here as far as the communications effort,

[David Weeks (Vice Chair)]: spot on, well done. Thank you. A couple of those of you in a circle, how many are here by choice? Some of you are from choice. How many you chose this school?

[Owen Whelan (Student Facilitator)]: For me, it wasn't exactly a actually, I'm sorry, I'm not supposed to respond. But I'll just say it wasn't exactly a choice. It was like the school lottery system. So I'm not actually a school choice. But some of

[David Weeks (Vice Chair)]: the work will charge for you, you chose to work with Doctor. For

[Aurora Hinsdale (Student)]: me personally, I've always been a

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: very academically driven student, and my primary reason for choosing LISC off was the huge selection of AC courses our school offers, especially in comparison to surrounding schools in the area. And I wanted to offer some of these things

[David Weeks (Vice Chair)]: that we were experiencing.

[Owen Whelan (Student Facilitator)]: I will say for any questions for our Inner Circle participants, after this five minutes of reflection from you all, we'll have five minutes of questions and answers.

[David Weeks (Vice Chair)]: I'll go ahead. Didn't look into the instructions. Well, just to give you what I think what we heard from the defense center experiments is that you have a school where you are very supportive of each other as a school. In fact that's maybe I think the thing you want to hear the most loudly and I think also that you feel like you're in a supportive environment as well and that you are in your own ways with your different interests able to thrive.

[Dexter Namkong (Student)]: I'm not an official member of the average circle but I'm fascinated to learn, especially about the arts night, the fine arts night, and some of the other activities that are not only just sports related, and know that as a member of the community, don't always know what's going on. So I have and sometimes I have to dig to find it. So and that was brought up to the last school board meeting as maybe a better way to find out as a community member so I would love to come to the Fine Arts Night and see what's going on under the band concert and that kind of stuff so that was really cool to hear about all the things you're doing.

[Owen Whelan (Student Facilitator)]: I'll just add, think it's it was good to hear about the dynamic with the Career Technical Education Center and how the different schools are working together for folks who are trying to pursue career paths in the trades.

[David Weeks (Vice Chair)]: So we used to call this a round table but obviously it's progressed to what it is now I want kind of the same question about CPE. How many were actually CPE members go to parking? I

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: just got a hand, I'm the only one.

[David Weeks (Vice Chair)]: One of my questions is going to be your science, your math, how does that integrate with the CPE training to get there? You have to take special math classes here or I know there's no segment for that but I'm just curious but because I didn't get an answer.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: We want to segue into questions. Sorry. We have some teachers for lessons.

[Owen Whelan (Student Facilitator)]: Think it's appropriate time to transition into

[Dexter Namkong (Student)]: the Okay.

[Paige Stone (Student)]: So pretty much my my my learning path at Woodstock didn't really change. I took I took all the way up to algebra two here. And then at Hartford, because I'm in the building trades, we mostly focus on building related maths. So using, like, different various tools that you'd find in the construction field, like framing squares and measuring. So my learning didn't really change at Woodstock in terms of having to take special courses. And at Hartford I I pretty much focus on just my trade and all my other supplemental learning like English and sciences is all coming from Woodstock.

[David Weeks (Vice Chair)]: So you nailed my question basically you know I'm a builder I wish I paid more attention to geometry and ocean you know because now I need those skills but does the PPE center train you that or do you get any of that math here?

[Paige Stone (Student)]: It's pretty much all at the tech center. I don't do much in the terms of building here. We do offer CAD class computer aided design so that's more of like architecture the architectural side of building. But for the most part at the tech center, we're being trained on how to be builders.

[David Weeks (Vice Chair)]: So you don't actually take a math class here?

[Paige Stone (Student)]: Not anymore. I could it is offered. I could take, like, AP statistics or AP calculus or pre calculus, but I chose not to.

[Dexter Namkong (Student)]: Thank you.

[David Weeks (Vice Chair)]: So

[Seth Bongartz (Chair)]: I'm going to touch on college versus CTE just for a second. So my experience, my adult career experience, a lot of it was overseas, and I've seen cultures where they overemphasize university over trades, to the point where there's not enough careers to put the college university educated students into after they finish up. It's a whole another problem, right?

[Logan Mardez (Student)]: And

[Seth Bongartz (Chair)]: I'm curious what your thoughts would be about potential earlier CTE exposure than just probably, what is it now, eleventh grade?

[Paige Stone (Student)]: I started last year, so it's just junior and senior year.

[Seth Bongartz (Chair)]: There you go, so junior and senior. So a lot of conversation in the committee over the past several years about essentially offering earlier opportunities, not necessarily all day or what have you, but at least go in, see what the programs are, come back out. We all would have the same opportunity and you'd at least say okay look, yeah, so I saw whatever culinary program and it's not for me or I saw a building trades program and that's it spot on I'm just curious any thoughts from you guys about earlier exposure?

[Paige Stone (Student)]: I think it's an it would be incredible because I know at Hartford they do offer in eighth grade you can go and visit, and then you

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: can also do they have

[Paige Stone (Student)]: a summer camp you can do. I didn't know about that as an eighth grader, and it would have been something definitely I would have been engaged in more willing to do. As a sophomore, you can do, they call it, CTE career technical expert explanation, where you do try every single trade. And again, I I knew about it, but I I didn't realize that could have been an opportunity for me. And so if it's more a more acceptable path, and I do think there there was an emphasis an overemphasis on college path, and now we're slowly seeing, well, you can't have everyone go to college because who's gonna fix everything, and who who's gonna do the manual labor? Because the skilled tradesmen are aging out and are retiring, so who is gonna fill their spots? And so I think the earlier you can get students into a trade and think thinking about what they can do after high school is super valuable, and I would I would say it'd be very valuable for our state.

[Logan Mardez (Student)]: Yeah. I just want

[Owen Whelan (Student Facilitator)]: to say I agree with Paige wholeheartedly, and while I'm not in the trades program, expanding it to making it available sooner is a great idea.

[David Weeks (Vice Chair)]: So we'll have Paige come into the committee and testify. Yeah I heard one of the students at West Rutland you come from I come from Rutlandtown Rutlandtown that's quite

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: a drive right yeah it is

[David Weeks (Vice Chair)]: and why did you choose this over you had several other schools you could have chose

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: I did Yeah. I shadowed Woodstock one day, whereas I shadowed Rutland twice. And the one day I was here compared to the two days I was at Rutland was so much more valuable, and I felt like I learned something even just the resource one day. And I felt like the community at the Stock was a lot stronger than that of Rutland or Bremerton or Mill River. So I think overall, it was just a stronger And

[David Weeks (Vice Chair)]: follow-up question to that is how it must have been a decision you and your parents made?

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: Yeah. My parents were we were moving at the time, so it was partially up to me where we moved to. So that gave me more options than I already had, which was amazing. And but they were in full working coming to Woodstock, so. So transportation wise? Transportation wise, I have a bus. I just have to drive the eleven minutes into Pennington, so, and then I just get picked up, but obviously now I have my license, so I can drive to school. Be a good option.

[David Weeks (Vice Chair)]: I heard one student say or talk about flexible math, believe that that should continue and does everybody here have the opportunity to participate in that? Yeah.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: Yeah, I believe they're definitely like a crucial part of our learning here. I personally take like an online class right now. I'm focused on pursuing psychology in my college career and so I'm taking an online class for psychology right now and it's definitely like, really fulfilling to take a class that, like, is fully focused on what you wanna do and, like, you know that, like, you wanna pursue that. And I think it's really important that Woodstock provides those opportunities for students that know what they wanna do, but don't necessarily have that option to be here at Woodstock. So the fact that we have, like, online databases that can help us, like, get to that point is really, really important. And, like, our internships and stuff. One more question. One more.

[David Weeks (Vice Chair)]: Do you believe this school prepares you for what?

[Brody Allen (Student)]: Yes. Yes or no, Adrian, real quick.

[Owen Whelan (Student Facilitator)]: I say yes. Think that as long as you as a student take agency over your own learning and participate in the many opportunities that are offered to you by this school, you should enter the whatever you pursue after high school fully prepared for

[Logan Mardez (Student)]: that experience. You want me to touch on that a little? Go for it. So I'm another student with school choice. I've took an entire year, took an entire class at Windsor. I've seen many schools throughout The States. And one thing that Woodstock does here very well, we don't leave students behind. I've seen schools where students are lost, they're confused, and many of them fortunately left behind and not prepared. That is not something we do here. We take a large emphasis on building up community and making sure every student gets what they need, whether that's tech, whether that's through college. We make sure that they have it and they're ready to go. Yeah.

[Owen Whelan (Student Facilitator)]: Yeah, there's a I think one of the most important aspects in not leaving students behind and letting them fall through the cracks is making sure that they feel like they're part of a community. And like we've touched on multiple times, we certainly have that here in Woodstock. There are so many opportunities for students to participate with their peers and just build that sense of connection to their school. And when students feel connected to their school in some way, whether that's sports, academic opportunities, theater, fine arts, they have more of a reason to take control of their over their own learning and achieve their highest potential.

[Multiple students (Abel Walker; Mackenzie Graham; Lila McCormick)]: Yeah, I also want to touch on, like, just our amazing, like, community of faculty and teachers that are just, like, so very focused on, like, bringing us up as students and making sure that we are fully confident in ourselves and know that, like, we can do something and do exactly what we want to do. And I think that, like, just all of our teachers are just very, very genuinely, like, interested in succeeding as as people.

[Dexter Namkong (Student)]: I think that that's kind of

[Brody Allen (Student)]: the thing with being a smaller school, it really helps with that because can be a lot closer to your teachers when you're kind of a tight knit community, your classes are maybe a little smaller

[Logan Mardez (Student)]: and you have less total people, it's

[Brody Allen (Student)]: a lot easier to prevent people falling through the cracks when you kind of personally feel like you have a good working school relationship with your teachers.

[Isabella Modes (Student)]: And I personally also, one thing, I came from school, I came from California where the high schools and even elementary schools had 3,000 plus students, and there's 30 students crammed into one classroom, and I don't think that was fair of an for educators to have us it really limited their education. Back at my old school, we didn't have art classes or gym classes. We're very much limited. Where students I did see fall and drop out of school were here. You don't. You just you're in a community where they don't let you fail.

[Seth Bongartz (Chair)]: Can I ask one question? I didn't hear it in all the introductions we had this morning. How many students in your graduating class?

[Logan Mardez (Student)]: For 75, yeah. Roughly. Five. 75

[Owen Whelan (Student Facilitator)]: to 80. I think the grade below us has maybe like ninety ninety five but in general it should be between seventy and one hundred for each class.

[Unidentified School Administrator]: I just want to offer these students volunteered to be part of this Doctor. C sent out an email and this group of students came forward we didn't recruit they came forward to help to speak and we are so proud of them and I think if you grab another 10 students then you have a similar conversation.

[Ashton Parkins (Student)]: Did they offer you anything to do with them?

[Unidentified School Administrator]: No, that's much of the results. So thank you all. A comment,

[Ashton Parkins (Student)]: so to me like what I heard that everybody would advocate for continuing the school choice.

[Unidentified School Administrator]: Thank

[Seth Bongartz (Chair)]: you so much.

[Unidentified School Administrator]: For coming we really appreciate you coming in there were some teachers in now so thank you