 We're missing guests today any agenda remissions? Yes, I need to add to the action agenda and accept the resignation It's not one that will alarm you. You know this is happening. We just need to get it formalized Could I ask that 3.3 board goals just be held until 4.3 executive committee Think that makes sense building. I think either way you can talk together Yeah, I think you can either talk about it in there Or and we can add in some of the retreat pieces that go with that. So let's roll it into 4.3 It's the same thing. Well, how about this at other boards? They've moved 4.3 like right into the board goals So 4.3 will be part of Anything else I didn't have public ones, but board ones I just We don't need to talk about it, but that data dialogue stuff. I just Was looking I came out the other day bills already seen it, but It's pertinent to stuff we've talked about so I just printed out copies for people to have it's about the performance gap between Low low financial low income and Free and reduced lunch and non free and reduced lunch except it's across the entire So it's just for information So I would make a motion to approve the minutes of April 24 2018 Anybody opposed Extensions okay discussion agenda 3.1 winter I have it up here if you have it in her do you have it in her you did So if you want to look up here Um So what we did is each of the principles were we were tasked with looking at three pieces of data Our reading data over from fall to winter and I'll explain what that looks like Math data and then some behavioral data. So that is what I will First we'll kind of review what is MTSS, which is multi tiered systems of supports What is our student data tell us our current state? Some successes. What does work well? Maybe some areas for growth or investigate further and then support from the board you've all seen this so So multi-tiered system of support or approach What we call MTSS is comprehensive and systematic process for assessing and maximizing the opportunities to learn for all students within any content area These bullets are just the importance of it needs to be effective culturally responsive different to first teaching to your one an effective early intervening supports looking at both academics and behavior and then the components of Vermont's MTSS is That it's a systemic and comprehensive approach Effective collaboration high-quality instruction and interventions. That's responsive and differentiated comprehensive and balanced assessment system and that That the people providing that have the expertise right that there's well-designed professional development Any questions about all of that? We have we have a purpose statement of use Montpelier When we created a number of years ago the tier two supports It's all this language, right? So those interventions must have So looking at our reading data this so this Looked at two pieces of data. It looked at the bounties and Pinnau In the younger grades in the DRA to so it was one assessment each child was given in the fall Forty-three percent of our students were proficient or proficient with distinction. That's levels three and four on the benchmark and 57% of our students were not which are levels one and two Any questions about? So that's just one snapshot one piece of data So that's fall data. That is just our fall data. So if they're So it's benchmark What grades where they can I'm sorry that's okay It was grades one and in the fall kindergarteners do not take this assessment. So it's grades one through six. Oh, okay Using you still use two different ones with the R.A.M. So you're going to see the next slide it's going to show the winter assessment And it's based on where they should be in the winter. So it's a different place And this is based on where they should be in the fall. Yes so looking at and so this this change in percentage is Not exact because it's actually where they should have been in the fall and then where they should be So but what I think what you want to see Levels three and four showing the growth right the positive change levels one and two numbers going down Which our reading data shows just that So in the winter 71% of our students were levels three or four and 29% So what it was getting to on the fall assessment, so I'll just pick a great third grade in the fall They're actually being assessed on grade two In the fall they're being assessed at the beginning of grade three Okay, but primarily what they've learned up through and very early into grade three where the winter assessment is Half or more through grade three So the winter assessment happens in January. So it's the first it's most of the first semester. Yeah You're testing the learning of grade two in the fall but your benchmarks Yes, but we see that summer slump I was just going to talk to that so a lot of what a lot of what happens in the fall These fall assessments are given in September and with a lot of our students. We see that summer slide where We all regressed over the summer right just a varying degrees and it takes some kids Unfortunately, it takes some of our students who receive interventions all the way until January To get back to where they started Not all and that's not that that's we don't like to see that But it's rare to to find no slide children who read a lot in the summer and children who have summer services We see less of the slide a typical child You see them bounce back pretty quickly once they get into the group they're they're back and they're making progress, but All things to take into consideration then this shows a Comparison Up at the top you see the schools. We are school five But this is a comparison of all the schools and then they SU data and There it's all percentages similar to the last slide. I'm I'll show you a slide that kind of Gives a summary of where we're at in comparison with the SU It wasn't in the package Do we have we must have? East Montpeliers Year-to-year So in other words We know this is a bad question. Oh my god It restarted somehow Here I'll ask a long question I mean it's coming back to me. It's it's It's interesting to see how we compare to the other schools in the district But I'm most interested in how we compare to ourselves So we don't have over time the data is not stable enough yet to start doing that for you because we change testing We're changing testings and assessments. It's coming Alicia. It's just it's flashing right now So it's gonna take a minute to come back to project But yeah, okay The problem and that's we'd like to add that launch to notice just the time of setting up the system And we wanted to make sure the assessments were stable and we've been Some targets have changed so the most percentage has changed and things like that I can say we have more of that data in reading. It's been more stable over time We've used the FMP and the DRA to for a few years at the same benchmark time math We do not have that Okay, I mean this is very to me. This is very good very useful data, so Something would happen the ball Anything else on this coming back Again, it's more comprehensive, but I mean Because I had this to hand out today on the income gap would be good to see Broken down for each one pillier by the income gap Yeah, so one of the things we're trying we're talking with and this is where you need to talk to your school quality person is The amount of data and the overwhelm there's been a lot of talk in the school quality committee about how much the October was overwhelming So we're taking a small snapshot here that we try to give you an annual full deep dive, but not that every time So we did study it's done in house. I mean these guys are a lot I mean we should was just showing me some data they and the level of analysis that she's the teams doing around here Well, I mean worse So from a business perspective in ROI, we're spending a lot of money on tier two So for that investment, I would expect to see what is that our gap is getting small, right? So I it's it whether it's in this presentation or with tier two stuff I Would be incurred it. I I strongly suspect we're influencing the gap And it's not all in one area. We're making the improvement, but I mean we want to see that right But where I'm gonna push back on Stephen is and maybe this is time we should parking lot We should parking lot this discussion till we get to school quality Because I'm going to talk about We need to be doing this across the schools the same and I'll get to a lot more But that's where I'm glad and I went to the three to four meeting and I'm glad to know that it's like this I was totally guessing which school is and because we didn't say But it was right we've been talking about what how much data We really want but not just because what you're saying, but also because we don't have time to then Talk about it after like we're presented a lot of data, but we don't have the time So we have also we experimented ourselves He We talked about maybe creating different we haven't decided by creating different groups within the board So we're working across the boards in You know, you focus on this focus on that focus on that so that we can actually Understand the data because one thing is just to be presented the data, but then we are not telling them Exactly what what it is. So we're not doing a good job monitoring, right? because we just like we see the data and then we have very little time to Understand it and be significant whatever whatever that is, but we're meeting on Thursday. So But I also hope that way you're saying, you know, like we all are gonna be Working at different levels because we are at different places At schools, but we're not gonna put weight someone's school to get another school to catch up, right? We're gonna help you together. We may we may that's why I'm saying you should have this discussion You should have this I'm pushing the SU work floor I want as you work out like in any team or any team sport You don't put weights on your So this is why I'm saying you use them as a team right to Bring bringing everybody up, you know, so but that's I'll wait just a quality Okay, I hear I hear what you're asking And do know that those are the conversations we have with our data teams When we talk about kids and we look at our data wall and we we do Disaggregate that and that's how we identify kids in need of whatever kinds of interventions and we progress monitor Are they make are we closing the gap? Are they making those? That the growth in each of these areas I'm gonna talk a little bit when I get to the last slide about what's coming up with that So here's our math data and again, it's benchmark. So this is where students should be at the beginning of each grade level No kindergarten in this data. This is all grades one through six using the star 360 So 49% of our students in the fall were levels three or four proficient or proficient with distinction on That benchmark assessment and 51% were levels one and two We're not and then looking again at winter. So this is a different benchmark Then it was in the fall But our 53% of our students were proficient or proficient with distinction. So they Reached over the 50% line but not mine very much and 47% or not And if you look at and the numbers are so small But if you look at the change over time again You hope to see pluses in the levels three and four and the numbers decreasing in levels one and two And it's kind of a little bit of a place Yeah, I'm not concerned about one of level four going down by 1% If you've got if you get two or three kids You just got a couple kids that weren't right on the borderline in the fall Yeah, it is one snapshot, but I think the important thing to note on this is that our growth is not the same as what we're seeing Right, that is my take away. Okay. That's been a consistent difference. That's been a perennial struggle. Yes So when you when you see that What is What Interventions yeah, um, yeah, so that's something Bill and I were talking about just a few minutes ago the good news is if you go back to the reading Lower percentages right of students who are at levels one and two Over the year then in math our interventions are mostly happening in math right now Across all grades the struggle that we have And this is all it's kind of skipping ahead, but I'll talk about it right now So what we have found with reteach interventions is we have 30 minutes a day But if you have a child who's a level one or a two in reading and a level one or a two in math And you have one block of time identified. It's really tricky to meet their needs It's kind of like all right half the year Do they get one and the other half the year the other how do you prioritize it becomes a really hard so Looking ahead to next year and what made it especially hard And this year's are two interventionist the time that they had to provide interventions have been cut so much Which we looked at in the winter And you like Stephen were just talking about you have you We're increasing interventions next year as a result So when we did the master schedule for next year, we have intervention blocks But we also have push-in blocks so that if a child struggles in both areas, which happens often They it's not an either or they're going to get in both areas So they make it a push-in intervention during literacy and a reteach intervention during math or vice versa But we can't we've learned the hard way you can't pick and choose which is which is the priority Math instruction or reading it needs to be both so that these kids can rise in both areas. Does that make sense? So an interventionist would go into the classroom during the literacy block and might provide Interventions during the class time we teach as they all go to their own space And it's a block of time a day and we found the benefits of that time But we also know it's not enough for These kids or levels level one Most of those kids are on IEPs right? It's really the level that's those yellow kids the kids who are tier two who need that They're not significantly below, but they're below enough that they're not meeting the standard We are piloted you we don't Um, I just thought that but I wasn't sure so we're piloting three different programs next year We have a cohort of six teachers for me some player Joining others across the Supervisory Union to pilot three different programs over the course of the year with a goal of identifying one I'm very excited about that and I think my teachers are too Um, I had a teacher representative at least one from every grade level asked to be on that pilot Um, they didn't all get in but six of them did So again, we are school number five And this is just a comparison Which I'll talk I'll give a bit of a summary In just a few minutes on so the next few slides are around behavior. I I shared Behavior over this year and also behavior over the last three years because we haven't done this in a while Looked at behavioral data This is just from August through last week Problem behaviors from least to greatest the greatest problem behavior is disruption which may not come as any surprise Physical aggression and defiance being the next two It's the difference between and disruption and disruption So there's a major so there there's Disrupting class might be calling out distracting others getting up sharpening your pencil You know getting others off tasks a major disruption might be thrown a chair across the room So what's the PA and GG? Physical aggression And that that their major physical distress No, so physical aggression here means on the playground, you know wrestling Not taking your hands off somebody tackling somebody at football when you're you know our rule our school rule is cup foodie Keep hands feet and other objects to yourself Some of our children have a hard time with doing that Um, it could be could be kids aggressing towards adults, you know kicking hitting And by time again, you see the huge spike. That's lunch and recess And it we know that it's our During the school day the least controlled environment And when most of the behaviors occur because you're mixing all kids from all different grades and all different classes and Then this is the three years data just looking at months. Um We have a few things to celebrate orange is this year green was two years ago blue was last year you all know because I Let you know quite often in the fall. We had Some really tricky kids That we were just learning just meeting trying to get a handle on getting supports in place for needing to hire personnel for Huge spike in August and September greater than in any other year October through March April data is not all in so it really isn't as good as it looks but I Think it's probably decent, but I from October at least through the end of March We got a handle on the behaviors Supports are put in place for kids and I the celebration to me in this slide It's that a significant decrease in behavior by month over the last three years And there are all those kids still here So it might it might mean a tier two plan a check-in check-out behavior plan It might mean personnel It might mean just a shift in expectations in classroom It might mean Michael going in and coaching a teacher on how to set up the environment differently to meet kids needs It's a whole slew of things And then also looking at the last three years worth of data Classroom and there's a couple reasons for this I think but classroom by and large has the most so this is all in office Disciplinary for all sheets ODR sheets classroom teachers fill them out not and we talked about this actually last week at our staff meeting teachers were starting to complain that kids in the poor having hallway behaviors during lunch and recess and I Shared this with them last week at our staff meeting and I said so it doesn't look like it from our data So that means teachers are not referring kids But if somebody's running in the hallway, we don't know about it. So we're not doing anything to fix it So rather than complaining about it fill out the form. Let us address the behavior So we can get a handle on it But by and large and that's where that disruption comes from too That's that that's our Teachers are working on that so that might reflect my question and if I looked two slides back for referrals by time and You did say it was mostly lunch and recess and then you look at referrals by location It was hard for me to square why Classroom was so much higher than everywhere else So it's because it's not or is it just that there's so many classroom So many other times that's one hour of the day, which is the trickiest hour Okay, but all those other times are classroom Humanly it just So with some successes our scores are going up in both math and literacy over the course of the year and Stephen I know it doesn't tease out our tiered Students and those who receive interventions, but looking at a snapshot of the whole school. We're moving in the right direction The increase in again its benchmarks of these numbers are not exact, but we're making Solid gains in reading Small gains in that Well, I don't mean you're seeing small gains, but there was a significant improvement from one to one to two Too, so that's a game whether there's still not where it needs to be, but it's still it's still That our students made the most growth of any school looking at our reading data That's a celebration and overall our behavior data is getting better The systems are working Possible improvements our math data is showing as I said, we're not making the same progress And comparing our math data with the five other schools were kind of right in the middle We didn't make the greatest growth, but we didn't make the least We're kind of right in the middle and looking at a behavioral data We need to continue working on disruptive behaviors in the classroom and then finally board supports and this is just I Feel like what we have is working and we're constantly tweaking like I talked about the interventions and the reteach block Versus next year looking to do it differently and having more times for interventions But just continued support around the coaching to increase teacher capacity, especially with tier one and Then continued support around here's two and three So this is really holistic this is just school-wide snapshot And so I heard from some of you that you appreciate more of the fall monitoring that has really a ton of data How did and this is new we have not done this how did this? Do you feel like you have a? picture Yeah, I think it is good when you can disaggregate it, but we could do that with aspect data pretty easily when it comes in Which is another snapshot to see yeah, and a Different system, but it's going to give us reading in that One thing that I was showing bill just before we met or before we came in So some of our aspect data is already here, which is exciting And what you saw from this the results from the star 360 There's something there's a way to look at that that kind of projects how they think a student will do in that in the aspect And so we did a comparison for those results that are in and it is so closely aligned which was exciting because it's not been in the past So I feel like that will that will be helpful to us. Thank you I'm going to pass this around Maybe I can start a little bit. I wish I had stave last time one main reasons for the kids I think it could have given you a little more support that I hadn't communicate John D. Bridget, Jen and Alicia afterwards And there were questions about the form and the usage of it One of the things that's been found and I Is that most people are not using the form all the kids are performing It's taking time afterwards and really in silence and filling it out afterwards Right so I want Right you can't you can't do it you can't do it and that's actually in a qualitative Research or data gathering that's totally allowable is to say I'm going to immerse myself in it You're a participant you do that and then right afterwards you stop And you write down what you can remember and put that down It's going to be a trend I think we're going to give you some more pieces of that But I thought one of the things that came back was Why does the board participate in observations that that need to talk about? Why do you want to do that? Why do we want to why do you why do you want to do that? I mean why why is that is it important to you to do that for monitoring is important Just to see what the kids do. I mean, that's what you need to decide I'm not trying to say it's an or as in an or once better the other but you need to decide What your purpose is of that and I think that's a step you missed in this Peace I think that's part of the piece of just what we got into sidetracked during Alicia's wadiya monitor You need to be able to answer both of those questions And to know to what depth monitoring needs to occur So I also think seeing something like that. It's almost like getting a finished piece in writing. It's already been typed All the work that went into it when you're putting down proficient or not proficient or whatever We were watching them do a wonderful presentation But I'm not comfortable saying that they're proficient in whatever We weren't asking that we were asking did you see that they had a chance to learn in that area not whether they're proficient It's it and Lindy I think for you it might be the hardest because you're teaching every day and say I gotta take myself out of that teacher mode and stop Assessing their performance level That's a question for you guys to talk the role of the board. I mean in my opinion I love seeing what's going on in the schools because I don't get in here every day my kids aren't here anymore So that was their displays over there all of that was very informative as to what's going on on a day-to-day basis in the school But as far as a board Observation type if I come for open house or something like that just going around seeing what's going on is And if I have a concern then maybe I'd bring it up, but I don't know So maybe the question is more There's there's I think we all feel that there was value in that presentation The question is was it was it good opportunity for observation of the learning in the school of the opportunities And if I mean that sort of goes back to I'm a layperson I have no Window into education like I know more acronym soup than But I'm you know, I'm not qualified to make I feel any sort of Judgment of Even I'm not even comfortable necessarily with saying yes the opportunity for this learning existed And I think it sort of goes back to like we We hear feedback about what you guys need from the professional educator perspective and We empower you to deliver education And so I think the last piece for us is you know sort of like the proven like I think that presentation I think this has way more value in terms of Data-driven approach that says You know our education dollars, but right? I mean I sort of goes back to the fundamental question of monitoring right where the for the fiscal and Really broad strokes stewards of what happens in the building So Yeah, I don't have a clear answer Other than I felt like that presentation had great value. I just don't know Exactly how to quantify Yeah Yeah, I definitely found the form difficult what I found enjoyable is the broad the broadness of the presentations and that the kids found a subject matter that they could be passionate about and Take in run with it, which I think everyone learns better in an environment that they can Be passionate about the subject. So I think from that's what was by you know Yeah, more valuable to me then There's that we talked a lot of which I remember I don't have mine I have this The monitor stuff, but I don't have my notes of that meeting but we did I thought I thought that what we had said is that what was valuable was that we were able to If a parent approached you on the street like like we we actually had some connection with the kids To me I agree with you that we're supposed to matter for the further up But them the further away that we are from the success or they are seeing the actual kids and not just the numbers It's the story we have to tell. Yeah We were not to me. We're not as connected So I'm not as worried about like, you know how qualified I am to say that it because I'm not expecting this to be used to to Minor a teacher or to say that teacher is it's more about the in to me in the big picture It was so amazing to see the energy how much time they could spend there the way to to speak To us, you know, not just to us, but to present themselves You know and the use of technology and helping each other when the technology was not working So so to see what we're learning today, but in actual, you know, not in numbers, but in pictures You know to me that was that was bad. I think we did we all agree that we needed a little bit more Work as a as a board in knowing this, but we've been talking. Also, that's what we said We've been talking so much about student learning outcomes, right? We we help Say what that was gonna be we did all this work and then this was like the perfect example And like I'm a learner visual it like I can read all you want But when somebody presents something and like, oh, yeah, that is totally transferable scale, you know Like it connects those to learn that comes in a way that you can talk to a parent too. So we're not talking educational jargon, but So it was you know, we don't need to do it every board meeting but it's to me it's No, I again, I think we all I think we all see the value I think what we're wrestling with is how to quantify what it is that we're looking for in these observations so that like what I just heard you say is that Maybe my interpretation of what you said is that what we're looking for is a way to tell the story of what's going on in the building right and and that's different than Trying to get some some Data or some metrics, right? We're not trying to measure specific metrics necessarily or maybe we are but I think that's the conversation that that The bill is looking for why do we participate in observations and I Key off of that and say what is it that we want as an outcome of an observation, right? So that we can give them. I mean That's that you know direction, right? But you did a brilliant job Give it all to her, you know, but we're trying to hold ourselves to some standard that actually didn't Didn't mesh well with what was being shown But I said that monitor and student learning outcomes is that what we're trying to get a grasp on Yeah, the grant that one of the things you're gonna struggle with for a while until you you Frankly do do enough of it is is to really know those student learning outcomes And I think one of the best things that I can do to help board members is to be educated on what the student learning outcomes really are and then what's it look like when a kid's presenting on whether it's below proficient or proficient with distinction that whole gamut, you know, I'm not worried about you judging that but just like like Just the discussion I had right now Hey, I you know you said for I saw the transferable skills once they were being presented now. I can talk to those That's the piece that I want every board member to be able to understand those posters up there Are just not nice posters, but they're driving everything we're doing and when someone asked me on the street That hasn't anything but I hear you guys are talking about we're measuring the school by student learning outcomes I hear that proficiency based learning that stuff is terrible. Well, let me tell you what that actually looks like You know, that's the story that you want behind the number. She's just got from Alicia Like Alicia. She's gave you a bunch of numbers That's great, but numbers aren't everything Story by itself is not everything but to combine when you can tell the narrative of what the kids are doing And why we're measuring via these those pieces And now we have some data on that backs up and tells us to make sure I'm going to Steven's words of the return on the investment This is what we're seeing I Think we could I don't know. Maybe but little five-minute videos occasionally I don't go in in the classroom and talking to some students or just even seeing what the classrooms look like Yeah, how are the student learning outcomes that are they in the Form of targets are they in the form of I can statements or the hour students understanding what it is That goes from those posters to the classroom. Yeah And that could be done with photographs just put into you know motion or a video To me that would save people having to be here But it gives a picture like you said the story. It may not be as Polished real as the children actually well, I think one of you's floor pointed out that I thought was It was polished, but was something wasn't how they came together To say wait, I know how to fix that or I can do that and the Collaborative nature of anything came across right and all of those transferable right right versus getting up and having something that you practiced in class for a week and Nothing goes wrong. Yeah, it was it was I thought good when things did go wrong a little bit to see that Collaboration and to see the kids step up. Mm-hmm. I mean nothing went wrong really badly It was just the PowerPoint would go so there's something and they stepped right up So you're concerned with all the data that has to be shared. I'm concerned with all the learning has to happen for port numbers So I need to know student learning outcome by grade Well, no, I'm not saying that Not saying that I'm saying the student learning outcome itself. There's 13 of them and there's a definition So all all all our observation would be is to say I saw these six I saw demonstrate. I saw just the cooperation that's in the interpersonal part of The transferable skill for that guidance I saw that I'm not asking you to learn. No, that's why we had we paid professionals to do that. Yeah to know that I'm asking you to be able to say those 13 that we said yes to on mace 2016 I Get that I don't get much below that but I get with those 13 are and I can tell you what each I can tell you if you ask me What mathematical is I? You know we expect them to be Proficient in their math not only procedural math, but to conceptually understand it and that's what the standard says but but I Think that's part of what you're hearing from Ruben. We can't tell you the profession We can just say we observe I'm asking for Today a chance to show their level that's all I'm asking and not I'm not asking if you to judge The learning just as we observe that hope because you so thinking about those students There was a range of ability of those students. You probably saw it in their speaking and you probably saw it in some of their Right what they created they they're so You don't need to determine what is proficient But was there ever did each of those children show evidence of learning in one of those areas? So the thing that keeps going around my head is I think we have four or five forms and so Because this is what I do We just have looked at each of the presentations in a vacuum, right? And so Frankly, I think a lot of my discomfort of it with it came out of Misusing the forms just not understanding. I'm actually I think I'm Going to steal a few minutes and find the kids presentation with one form And I'm gonna give the form another shot just for my own Personal learning because I think that I will come away with a different reflection Doing it the way that you suggested where you sort of watch the whole thing Trigger the memories of talking to the kids and all of that and then just taking five minutes to you know Do one form for the whole group and the whole experience? and I Have a sneaky feeling and I'll be more comfortable with the form Right, I mean they I've seen the form used with one student and I've seen it Yes, you did here. This was probably the most I've ever seen no I shouldn't have because Carrie did it with the middle school with the middle school Presentations from every middle school are going one diamond. He was down there and a couple other board I just remember Carrie there were a couple other board members down there during the middle of the day But I mean the whole team was going so presentations But I think it's I think it's harder than more students you have but the idea is it's holistic Right, it's not right. It's a whole list. You can't break it into its parts. Yeah Just a summation of what did you see? Yeah And I think what I liked was the that differentiation of you could see the kids were at different levels and their comfort of You know the comfort of explaining or some didn't speak at all Something and they were backup support in other ways. Yeah. Yeah, and how passionate We're like, you know like my son doesn't like to write too much, but he was writing about football helmet So he was like right in a way presentation was amazing And he's just like totally into that part He was just confident. He loved that he loves studying sports So you can any data and he like he will just tell you but it was like, you know Like it was exciting to see him so excited about school, right? So as a parent it was just like and and I said, you know, Ryan, you know, like it's okay. All of them were just so So excited about school. That was what and you don't get to see that always, right? As a board member unless you're here Or as a parent Their entire day doesn't look quite that exciting to them. Ryan is straight eyes But but you have evidence, right that that they acted that there was learning And I think that was my hope and when I met with Mrs. Shed and said She said sure we'll take this on and I said, you know, I Don't want it to be just one thing because I want the board to be able to see a range of what are they learning this year And and I hope that you saw, you know, it's a little bit of everything How's the administration going to use our feedback? So we the board none of the boards have gotten to the point where they've been able to give us feedback Because it's frankly really hard to make To keep pulling to keep having these I would like to have the feedback just Part of it for me the reason to have board observation is more for you to have the narrative and less about you giving us feedback Right, I definitely I would take that like yeah, well See for me I I cannot say that there was demonstrated learning Because I don't know where they were to begin with These students could have been able to do this in the first week of school, right? I don't know so all I can say is These students demonstrated Transferable skills to but there's a key word in here there was an opportunity for learning We don't we don't I agree. We can't and aren't able to assess whether they learned and I think that's where we keep getting hung up a little bit is that we're just looking to see if there was an opportunity in The project that led to the presentation to learn Not to what degree the kids learned or anything else, but You know, maybe taking it a step farther was there an opportunity to learn and was there room in that opportunity for for these particular either Not for a little or clear knowledge skills to be brought to bear in this project right so There was obviously there was a transferable skill of cooperative Team work when things went wrong, right? So we can check that box off and say yes There was there was clearly an opportunity for for that in that moment and you know looking at looking at The football one is the one that's coming to mind because it's been talked about was there an opportunity for You know going into a subject or a topic and learning something about it not You know did he know it all coming in but was there an opportunity to go deeper on that and learn something? But maybe I can help you a little bit there when there might have been something where he learned I Didn't see the presentation. So I'm way out in the field. So let's forget about the transferable skills What content knowledge was there opportunity to learn from what you saw presented you obviously saw some speaking skills So there's probably an opportunity there. So we can go into the language arts in literacy Did you I mean, I don't know if there if there wasn't any social sciences And the one that they're referring to the student had to have a lot of technical and statistical information on the cause of concussions When you're hit repeatedly. So there had to be some math and some data and there was some data analytics going through and probably stumbling over some bad data Or at least one could assume But I'm trying to find one there's a cut there are some content areas And there are probably some transferable skills that weren't there and what you want to do is a board At least and this is one thing U32 did do after its first year It hasn't done it since and they're in year three of this because they'd looked through a mall And I said do we see evidence of all the different transferable of all the that point was core values and beliefs before 2016 and there was actually a couple of this we didn't and so they looked at Steven and I said did you bring us some presentations that do and You know, it was that piece of are you assured as a board that the learning opportunities? For the student learning outcomes are there and do you feel like that they are for all kids and that narrative story? It you know, I think you know when you ask the feedback Steven for me That's the big piece I can I can work and Alicia can work for the professionals around here to say Let's assess the performance and how are we growing in your student learning growth is the number piece the quantitative pieces That you're getting reports on But you want to be assured as a board because you ask us this all the time We're building a budget do we have everything we need so the instruction occur and how do I know those opportunities are being presented? Yes, even I was going to go back to your question about like what how will use your feedback and what feedback and I guess for me It's less about Because this is your first opportunity So I'm not going to take a lot from this but what I'll take from it is what can I show you next time? That will show you different evidence, right? So you saw this what else can I show you to show you other transferable skills or different grade levels or? You know in action in other ways, maybe not in a classroom setting, but somewhere else and looking at So as I'm thinking about and a question I have for you, would it be helpful to come back? In June and and have a little snippet and obviously not students But watch something that looks very different than what you saw last month to have another taste of Here's totally different student learning outcomes in action Yeah, that'd be great and I was gonna build it for these four No, but I wanted to say I wouldn't say that I would take it even a step further back because you know We all have been in the board for you know way too many years and we we don't always get to see we don't always get to see and To me this it sort of put into action everything I think like I know that our behavior is doing better and seeing them interact helping each other or even keeping track It was a pretty long presentation for all of them to stay still and you know be engaged They and then they didn't really need to present they they were given a choice to present It was not like they had this like there were more kids that wanted to present that spoke a lot So as far as taking it was a snippet on time for this particular child that some of them Some of us knew from from before there were several of them that like I felt I knew from before and how they have grown to me That was different But even if it's just this minute in time right now, it's important to know that they are capable of doing this much You know it just shows you where they are right now I don't know how to explain it that you know like as a child. They're doing well I know like it's a well-rounded Stephen are you Do you not think we shouldn't be doing these what I can't get a read from you? No, I'm not I'm not against it. I just it's Not far enough down the evolutionary process for me. I mean as a general statement. I Don't care about learning opportunities. I care about results. I don't care. My assumption is students get learning opportunities I'm not concerned about that. I want students that can Read and write and perform. I don't care how many opportunities they had That's why we've gone to tier two Instruction because they need more opportunities. It's not about that they had it I'm sure we're in agreement that our school provides learning opportunities, but I could be wrong So that's where we could be But to me it totally reframes how I do an evaluation Maybe the evaluation isn't what I see. Maybe it's what I don't see. I didn't see any of these things So then for the administration well, it doesn't matter which way you go either But if if a leash and bill are like void Mass skills are awesome on this presentation and none of us say we saw anything on math skills Then there's a Disconnect there's no alignment But it could go you could but I think even just having those conversations is helpful for all of us, right? Like what did you see? What did we think was there? Okay, so next time we need to show evidence So that you can I think for me the goal of these are so that you can see Live in in action because next year only two of you are gonna have children in this school That's not very many right on a board So most of you are not going to see these opportunities in the day-to-day Or week-to-week or you know, how often you're here So for me, it's to show you evidence that this is what it looks like in action Whether it's in a math class or it's coming to speak to you or it's out on the playground And I think there's a lot of value there It's just a different value than what we thought we were trying to do And so pivoting off of what you said I think it and actually sort of stealing Steven's point I'm not interested in seeing what I don't see what I'm more interested in is You as the professionals will have an expectation of what you think is being demonstrated And if there's a delta between what you think is being done demonstrated in what we saw Because that will be more informative. I think I think Then Then us either, you know looking really specifically for things or or looking for the absence of things I'm not gonna catch the absence of anything Just not how I work So I Feel like I talk too much about this Well, no understanding how it can be used makes it very good to me to me I think we'll get there. My biggest pieces is education for the board less about and that you know It's a way you'll get to understand those I think we have all We're all getting to that being the primary value. I Didn't go into this observation with that being primary. No, I know that It's okay to I think positive. I think this this Conversation is positive because there is very strong value and being able to communicate To folks who aren't in the school every day. What's going on? Well, then I got to push back against that I Don't think board members should be saying I think board members can say I've seen the student learning outcomes demonstrated but And that's why I said I would have to understand grade level Proficient and not proficient and all that I can't say that the school is doing a good job or not a good job I can't say if any of those students were proficient or not proficient I can't and I don't think board members should be saying that if a parent comes and said You know was my student proficient in that presentation if the answer should be no talk to the teacher, right? Yes, I think we can utilize I think we can infer between what we see in the numbers like if we use the numbers with What we're seeing? We can say that whether they're doing a good job or not Because if we're seeing the improvements in the numbers and we're seeing I Right all of the good presentations in the world don't help if the numbers are not Yeah, and I think for us it's a little bit harder to Judge any of the core knowledge part because we that's not what we're doing, but you know to see some of the Transferral skills, I don't think we would be crossing any, you know saying anything Terrible today in the period where we're trying to engage our community saying you know like I I saw really motivated kids You know like I so engaged Students like so good behavior or you know like effective communication Effective communication like I just saw them that have self-direction self-awareness You know, I don't I think those were things that as human beings That are working in the big world we can we can see and people are gonna see it and work out too So so overall is I think it's good engagement to school, but I agree with you that we don't I don't want to be saying Oh, I know that all of the student learning outcomes are being effectively That's not my My area of expertise, but but I do want to know I would do want to support those student learning outcomes So the more that I know about those student learning that I feel the same way that with the multi-tier system of supports Right at the beginning it was kind of like weird and not weird But like trying to understand and the more that we understood how it worked and everything the better that we Can support it I just want to see the results Teased out how well attention and how enthusiastic and how well people work together if they're not Improving yeah, then we got to find it. I'm not saying we don't need to invest We need to find a different way, and I think what I'm saying is it's working so don't get me wrong But to me that's what that's what we're here for But I I think we continue to work on it and refine it, and I think it's gonna be valuable I just want to encourage us not to not to become evaluators and At least for me, I'm gonna get That's one thing I've been really trying to say with all this work and work with Kallus and you 32 about is you are not Evaluating you don't need a credential to do that. Yeah, you need an endorsement Everline endorsement No, we're gonna move there we're gonna move what a little arrow that I think so we're gonna start with executive committee up there Well, it's exactly the same thing So Virtually a bit of fast majority of our executive committee meeting were on these Board goals because if you go go back and build correct or anyone can correct me It's wrong if I'm remembering it wrong, but at the last full board meeting. These were the three areas that seemed clearly to be the ones of most interest and It was decided then that Matthew and maybe one other person we're going to take an opportunity to kind of refine those goals and Then it was presented at the executive committee meeting when the 25th of April And we talked through them and what you see on pages four and five Is what Matthew presented to the executive to be refined after the executive committee and the school quality committee This has been refined. Yeah, since it was presented at the executive committee and board to go to has been oh, yeah, okay So It's the three goals Rough not rough timelines have been established More clarity around what the goal means and who is responsible for it. So the board governance The discussion and I think you can see it reflected in the notes and in the goal It it's not going to be specific to policy governance. It's going to be looking at Alternative board operating practices of which policy governance is one and Then a timeline on it and the executive committee and Matthew was going to invite board chairs to also participate Well, they're open meetings anyway, but specifically invite board chairs to participate in those discussions So we'll be looking at how we operate as boards And is there a Better way to operate Is that a fair summary? Yes, and it's an executive committee responsibility the second one was on board monitoring The who is easy at least from the executive committee perspective because there's already School quality committee and at that last full board meeting. We made it an SU wide committee So they seem to have the expertise. So there are the who What was it before as far as you said you made it an SU committee? It was a U32 school quality committee, but there were members like floors over there's been The elementary schools were invited to participate and some did but it wasn't it wasn't it was a U32 committee And it it's transcended that so it's So now there's a rep from every board There's an opportunity for a rep from every board. I don't know if every board is represented Yeah, before I would actually say there was an opportunity for a rep from every board But not all boards participated. Yeah, and since it's become an SU someone's assigned it Have been in attendance So I mean, I think this Reflects kind of exactly around what we were talking about as far as student learning outcomes in the timeline and then Community engagement I don't want to say we stumbled in it. There was less clarity around this goal Because it became my interpretation is executive committee discussed it and you can look at the notes I mean the minutes if you want there was not good Alignment it wasn't good clarity on what constituted community engagement So for instance does We is community engagement part of a board meeting is community engagement outside of Open meeting law, you know, I think in basic terms there was The two main Was not conflicting differences of interpretation of community engagement was for some people it was We want the community to answer questions for us and for some it was we want to provide opportunities for the community to get involved and Discuss what less structured and and more, you know You know, the school board is interested in multi-year budgeting and then You know, is it I'm making stuff up No, not a form just are there people that are interested in that and want to provide get together and talk about it and Provide some input as compared to we want some specific feedback on something Because those are different So it and you'll see it in a timeline that the first thing to do is, you know, exactly What do we mean by community engagement? What are we trying to do? So it's not that the executive committee is trying to push it in any direction There was just lack of clarity. So it will go back to the full board to Discuss and you know, what do we want to get out of it? What do we mean by community engagement? Could we use that tip that we got at the Public agenda meeting that that was discussed You mean in the SU well, no, she remember when Nicole presented the So the open meeting law at the end, you know, just to explain the difference She I thought this was really helpful about the exactly what you were saying the two different How important both are but how different they are and then we can decide where do we want to concentrate and I think we want to concentrate in Well, we don't know So I think there's there's a few three people Yeah, that three or four people have had some training with Matt because someone last the spring About almost a year ago to one of his workshops over in Lindenville Yeah, but I think what I'm reading and where Matthew has gotten to and he knows Was Nicole it was up with not Nicole mace, but the other presenter with Nicole Nicole cover up. Yeah She and Matt have been colleagues before yeah And so one of the things that Matthew was talking about is investigating right now is if that's our retreat is to get people to Come together and say let's figure out what we mean by engagement, but we all need to go through the same training Yeah to have that discussion before we're just having a few it So I think I know on the 30th Matthew will bring a lot more details because there's already been enough people We have 14 and that was as of last Wednesday that said yes We can make a meeting on the second of October of August So he's like I think he asked me what I thought I said I was in agreement. Let's go forward. Let's start moving for an SUI retreat so To look at goal three is still evolving. Where is goal one and two I think are a little more There's more clarity on That's three three and four three And I gave you a little bit of the update on the retreat as of Wednesday. That's I haven't talked to Matthew I'll talk with him tomorrow morning. He and I are meeting to work on the executive committee We haven't talked since Wednesday of last week, but he And that's why if you didn't respond to the doodle pole He sent people an individual So that works he's doing it either way right now, but he's he was trying to get back to he only had three people that three people That said no and one of them actually Changed when started to hear that number. So And that's okay, that's what happens. Sorry to treat where I work But the other thing from the executive committee I'll highlight 24 if you're looking on piece 31 we did have a discussion of the hiring process for special ed and that's the I Specifically said we were going to be talking about that and Brought our feedback Page 31 2.4 hiring process for social education staff all the boards are in alignment except for one One board still wants to interview candidates as a board And make the selection themselves the board interview And selects I don't listen to that I know But it was it was interesting the and you can see it is from some of the notes the The discussion for the boards that don't do that We're surprised board members would think they'd be better suited to hire someone That's the feeling But it used to be that used to be the policy all around that's how we used to we used to interview But but there was always a committee before an interview at the very end there were the two people would come But I think SUI I'm talking many years ago. I think that was more standard practice 2011 is when the statute changed I think the executive committee and the administrators Heard that East Montpelier is satisfied with the process you guys did you hear that? Did I have a caveat as long as it stays the way it is Can't agree But you were saying you shared a little bit about the retreat And you don't need to say you can't run up, but I saw the retreat was still going to be both things both I don't trauma and yeah, I just don't know that we can get it all done that we need a full day of One of the other one of the other You can't you will do disservice to both But maybe there's an opportunity to do one one day and one another I mean they both Here's what's happening I'm already watching and it's gonna get worse this year because we've got three things that are coming up and a lot of committee work That's gonna happen We are down board members in other communities that we can't fill we're losing board members. I Just that's the governor to fill that spot not not on our on our boards in Berlin, yeah So we are down people and we're burning people out and I have more and more people saying I can't do more That are your fellow members So I hear you floor. It's it's not floor. I hear you. I mean I hear the importance of things It's just we can't do everything and we have to decide what we want to do And I think as a board you should give input if there's one way you feel strongly or another of those two topics And you should give that input to your executive committee member or if we're going to be there on the 30th Because that's where we're gonna start talking about this It's really We have and it's the same thing. I said do a week. We should have this conversation an hour ago I was like so tell me your priorities cuz you can't do it all You're gonna have and it doesn't meet necessarily we can't That's we have to realize we're in organizations that can't do it all I mean, it's one of those We won't do it all right. We'll do nothing. So we end up prioritizing by default And so then we're not actually being intentional about the things that we're letting fall by so the opportunity is to Decide what things we're gonna let go Which is hard because it means that we actually have to let something go if that's you know, but That's a healthier way in my and I've been practicing this a lot to help you feel better So so my bias is to do the community engagement So if people feel differently make sure I know that if all four of you feel the opposite way then that's what I'll advocate for to executive committee, but from the trauma Point of view as a board member To me our tier two and behavioral support It doesn't demonstrate that I understand it, but it demonstrates that I accept that it's a problem Right and let's support it. I mean, I hope that comes across So for me Community engagement is way more important Because and so this isn't a slam. This is just an observation. There's nobody in the SU It seems to have a good handle on how to improve our community engagement. I mean, how long have we been? Spinning this and I don't want to spin it anymore. I wanted to do something. What is it because if there's an event here This place is packed and the roads filled So that's not community engagement. That's school Retreat it's to learn I mean and some people have asked for a prep primer and I said I can give you a primer I've written one this past year my lit review. We'll talk to you about community engagement what it is and what it isn't Yeah, and I you know, I I don't know I've attended like three or four I attended the Lindenville I attended like three of the commit, you know, I love community to that sort of but I Always want to get better at we it's it's you know Definitely complicated and we need to do it both ways knowing what might not come to us and June 1st We don't know what's gonna happen. We're gonna need community engagement more than ever Depending on what they tell us that our alternative will be passed or not. So But you know, we'll start to hear we'll start to hear something but but at the but at the same time I feel like some of us are at least Our board because that and I I know most of the other board members, but maybe not as as well. I just feel like they It's hard for me to decide one, you know One or or the other because the trauma educates you in a way that you're more aware We are affecting kids left and right all the time and grown-ups and and and grown-ups and it's just like as a something as as growth as Human beings and understanding each other and how do we make decision is It's amazing is something that the state is really invested on so it I'm having a hard time Truthfully this deciding what you know, we support our tier 200 But I don't I don't think that that's necessarily how we feel across all of the all of the schools I don't I don't know that everybody really understands that that Trauma that's Where in my school board hat, I think the community engagement pieces is a higher priority Personally I Would really like to do the yeah trauma and resilience work because of everything that you just said but in terms of where it comes to bear in this very small microcosm of My world, I think the community engagement for me. I would prioritize that Even though personally Yeah, and I the limitations on the dates available for the SU retreat were based on administrators, right? So every all of us To it all of us as a collective group and for me personally But that's true for most everyone have something scheduled for every day except for the 2nd of August because I held three days for two days of Administrator retreat so I gave the administrators because I had promised them they would have the other three days that week I gave them the news last week. You don't have three days anymore. Now you have to I was just wondering if Another day if we don't include The administrators doing so here's what I here's what I here's what I heard from So I think so it's to have you there. I think I'm not even gonna qualify. I'm just gonna say I think you have to have your administrative team there because something that Ruben and I are Have worked on together in another realm This needs to be a together a retreat is about togetherness. I understand. I just I agree I think I am Leaning towards where the floor is I think it's pretty important and I'm I would love to fit it in somewhere What the trauma part and to me? No, go ahead to me the the place for Trauma This is to me. Isn't it a board? It's at a community forum Mm-hmm. It's less about board members knowing and more about community members knowing But you know, it's kind of ironic because that the trauma thing the SU retreat started as a Trauma thing. That's how we said that we wanted to have an SU retreat to do the trauma We kind of spin out of from here, but we could have that at different school I felt like we owe that to the to the staff to because everybody like as far as continuity You know, like this the staff hasn't had the community engagement in this case We would all have it together, but the staff has been working on the trauma stuff So I'm not trying to make it complicated. I just don't want to like totally let it slip So maybe there's other ways to like holding we own the movie and maybe we hold one night Kala's one night at East Mobile area one night, so I've got to say this It that movie works really well when you have skill facilitation Yeah for that and Yeah, it's one of those things where I actually think it's better as a community piece. I agree with Stephen on that and You know, we've had folks that have done that with that movie a facilitate that we also have kids high school kids They're very skilled at facilitating the community circles and those discussions. Could we do something where we Maybe it is maybe it's an evening and we invite The community and the board and we have a facilitator and we show it at you 32 or something Yeah Yeah, those are definitely things that can be done. I think it's it's Done and it's Not at all, so but yeah, it makes room for this other work that we also need to do so I'll walk back by last You know, maybe maybe we don't have to So So that's where this is what I'm getting confused about as your superintendent You gave us student learning outcomes in a mission. You asked us to build an implementation plan You've asked us to do some other things. We have some things that are coming in from regulation We were about to hit negotiations and we're about to hit. I can do whatever ones you want But I'm gonna go right back where you were Ruben about I need prioritization from you as a board and from the overall board Because as we the more that we and I'm getting you know, I'll tell you we're right there with a racial ethnicity I'm not saying it's any of it's bad or good. I don't want to put any qualifiers on I just want you to know that as we get we only have so much Personnel time and time in our day, and I'm not talking about me. I'm talking about everyone in the system So as we put more things as tasks to be done or goals to be done we dilute pieces because I'm gonna use my colleague To my left. She's got so many hours in her day and she has a family and She has to sleep at some point and probably eat would be a good thing as well But you know there you can I And maybe this is stuck in me, but I just read a research paper last week about K-12 burnout for leaders and One of the biggest things you can do is keep changing the targets or keep adding things to do And it doesn't it doesn't mean that trauma a film. I'm not saying I'm not picking on just the film is Be saying this because of the film But the consistency and staying on target. That's why I stay really tight to the implementation plan as your superintendent To say that piece it doesn't mean we can't have a night for a film That's not what I'm talking about, but I'm using it as a springboard of saying we need to decide To stand that and I'm willing to switch. I'm willing to take that direction so I just I guess that from my perspective that the The movie has Been pretty consistent like we've said from this board. I think we've been pretty consistent about saying we want to participate in that So Right, I think you're right. I think the change has come Not from this board, right, which is okay because we're a member of a supervisory union board so But just I think that's very Sorry Well, if I was going to try to tie it together This and we'll use the trauma. We'll use the trauma movie That if it's facilitated, it's useful It's effective to me That's a community engagement Doesn't have anything to do with schools doesn't have it well It doesn't have anything to do with school priorities It doesn't have anything to do with what we would ask administrators to do we wouldn't ask administrators to do anything And it would be a community engagement where we would identify Or provide an opportunity for interested community members to get engaged you know Maybe the boards in Involvement would be we'll pay for the film rental I don't know if there's a cost and we'll provide a list of qualified facilitators and there you go Community group run with it and if you want a school building to have your meeting in we can help you schedule time But it's not something we're tasking people to do It's something that we think is of value and if the community agrees with us then Organically, there's a way to We can provide resources and help help make that opportunity come about As compared to we want this to be a priority in the SU Yeah, and I was just trying to support the priority at the SU because I thought it was an issue priority I thought that every staff member had seen it and I thought that we need to do a better job at funding But it's necessary for that. You know resources, but but maybe I'm I'm wrong. So what you just said The funding comes from the community. So, yeah Yeah, yeah, yeah, so doing it as that that makes Makes a lot of sense to me. Yeah To to do it in a facilitated way. I agree. So it has all of that value and Yes, maybe it's not for me. So maybe people aren't compelled to come but hopefully it will have value There were already people that want it to come, right and then and then it broadens that engagement with the community because we're experiencing something together as community members on the board and we'll all walk away with and administrators You need the participation from the administrators if we're going to do this, right? So, so what I wanted was that it doesn't Fall off, you know, because I know we have to prioritize so so I think I feel better about where you set right now So it's not like it's just going to disappear. So So I think for the board work and for prioritization We're not asking you to take point on this right, I think we can We either This we or the larger district we Can take point on it so that it's not something that you're spending a lot of time on So that we can better focus on the community engagement piece in the retreat and it is that that's a change from what we had originally talked about Right but But it'd be nice to have for me. I feel like it's actually a positive change. I think the impact of that Experience will be more If it's open to more folks And that is how many other schools have done it in towns It just I mean Over and over again tax payers that are like why Right, I mean when when we hired you as a vice principal We mean you need a vice principal and round and round and round we went so let's show people Let's give them an opportunity to learn What it is that's walking in the door that makes the job different today than it was 10 Or even two years ago right and and much like Opportunistically pivot off into the engagement well into the school start time Much like what we're doing in the school start time part of whatever part of how we lead is To learn together instead of the school board saying we know these things and you should just follow us because we know There's an important there's there's a lot of value in learning together Because then you've got it's an overused word, but it's a more authentic Connection that you have with folks And so then you can have a broader and more Open or safe or however you want to call it discussion about whatever it is that we're talking about So I guess my only request would be that maybe You know Kelly would be involved at whatever school It would be presented to make sure that we are doing the same around the communities not completely the same but we can discuss it at the executive committee level, but I Don't agree with Bill all the time, but on this one. I will We We can't just keep Tasking administrators more and more and more things to do. I'm comfortable making this a board initiative And as we learn how to engage our community better Then it it can be more organic and more community and it's so the reason an alternative reason I'm harping on the community engagement is We've developed for the superintendent a good evaluation system. We've done two evaluations Bill's self-report of his evaluation the administrators report and the board report for two evaluations in a row Have said the area that needs the most work is community engagement So we're starting to move in a community engagement direction and I would hate to see that You know, it's like Bill said but now we want to do this and now we want to do this I mean all for me this community engagement all comes together We wanted to do this three years ago and act 46 came in. I mean I've got a huge bias on this community engagement part. Yeah, and we don't we do we do a bad job I'm not saying we don't want to come in again It's a priority. Yeah, so maybe maybe an ideal outcome the retreat around community engagement would be a little direction for the full board for how to execute this presentation Okay Yeah, as in a community engagement as a community engagement opportunity across the SU Well, you just need to honors and floors down to the train. You might not have anything to do with us Yeah, we might have just one represent actually I'm actually going to say that what I'm learning community engagement The best community engagement Doesn't happen from a board It's more Like I said, the board part might be a towns in Washington Central. We have access to this film Many some community members have seen it. Here's people you can talk to we think it's really valuable Or or the people that have already seen it form a group. They come to us Can we get that film? Can we get an audit? Can we watch it in the u32 auditorium and invite all the people in Washington Central? Sure. Okay, Steve Pate, you know SDP I think that's what the kids call that is what they call You know what days is the auditorium available? Okay, can you reserve this day and yep? We'll get it and you know, there should be 15 facilitators and group here's places you can go to get facilitators But that's how boards involved It's just peripherally right and I I guess I wasn't trying to be prescriptive about How the board did that? Okay Or even that Yeah, can I can I can I read this just it's really quick So the board should structure opportunities to receive input from the community on decisions the board needs to make However and affect the community engagement system within a district requires the board to establish clear Expectations of administrators to focus an engagement and to provide them with their resources to do so It does not require the school board to organize convene or attend all the engagement activity Activities while the board meetings can can and should be structured in a way that allows the community input board meetings Are not the best or the only vehicle for building strong partnerships with the community So that's exactly what what what you were talking about sx came listen So it's not like they they have one or two representatives from the board have been participating in this group But they are not she's not spinning all of the all of the of the activities but so so it doesn't mean that they Board doesn't have to be better at community engagement either Because when we want them to make decisions, so it's it's both well That's going back to why we want part this to be part of a retrieves because we don't know yet. You know I don't think anybody saying that we don't want the retreat to focus this I just think what we're trying to say is we don't want that to fall off it to fall off That's all I'm saying. I'm not say I'm not discounting that we should focus on Community engagement. I'm just saying that from my perspective. I don't know So what I would ask is a takeaway is it's falling off as a goal There are three goals Those are what they are. It doesn't mean that it can't happen, but it's not a goal But it can fall under one of the goals. Exactly. I just couldn't Yeah, it could and that's what we're trying to say. Yeah, it could right, but I think that's all We're asking for it Be an assurance that it will We're calendar Work calendar that we had maybe just want to table that selector Let me say this about the board goals because Stephen you didn't a couple things you didn't say that should have that kind of goes to the calendar Yeah, the hope is after the 30th that on the 6th And it's my hope along with Matthew's hope. I know I can speak for him tonight. You know, it's not here is that the Is that these goals and you may want to add one I'm gonna stress the one To go but we'll be adopted by all boards on June 6 That's true and then the calendar that's in here If it's black and white, you'll be hard for you to tell May June the April May June and the all of next year Has That that was actually part of my administrative report to say Here all the meetings so far except for negotiation and we may need a transportation one So we're going back to what we did two years ago But we're going to start getting to places where even more meetings will be cropped will be in conflict with each other and So so when they have a little square around that means there's two already and there will probably be more though Especially as we get into negotiations Yeah Do you go to your training school board Association train? Where the outlier in school board? I know go down and Joe is Joe So these are the meetings, but I was thinking that this item on here was on here for the board calendar development of the work calendar But I don't think it's in here. No, I did send it to Chris, but I have a copy. I Made one change To add because we every year we fall in the same in the same thing. I just put in the teacher appreciation week so that Did you know that she did something on your behalf? Yes, I told him Seriously, so but Darcy Bratsons very special treats Not ours Well, I put it I put it in behalf of everybody, but I was talking to other board members and other Erin, you know in Norway and I've been having the privilege of being at other board meetings and and they Kind of have a budget For it and it's some of them are like really great like this in Norway They bring an ice cream truck around to all the to all the schools and just for they time it So it's just like at the teacher time like there's a lot of very creative things and I Personally, I know I was like how do much does that cost me? But I don't want to be dragon, but I just added that into our calendar earlier so that we can all decide what What what that is that's the only thing I just see a culture in Florida where I taught They put on the marquee out in front of the school teacher appreciation next week teachers enjoy gift certificates or gift cards And I mean truly baskets of your classroom on people bringing you gift cards to chilies and Amazon Yeah, and I think there's there's definitely something that Community engagement group can do you know or like the PT and I used to do but there's also something even Little minimal that we that we as a board can do for for appreciation. So I'm not talking about something grand I know that we don't have but but you know We've done it every year, but Just for that make sure because that's what we're supposed to be in here First to have a copy she has a copy I give it to her she does and I copy Alicia too on that one And I did just the reading one and then I did one that She could edit it if we needed to so so like in the school calendar. You're saying you would have teacher appreciation No Even though it's not I So that's the only reason I was sharing it is not a goal, but I'd write the liberty to keep it in our mind And your time management calendar you don't forget your anniversary Nothing to do with work, but it's on your work time management calendar I Is my turn I think we talked about that oh VSV not arbitrary. That's in October BSBA retreat who I wanted on the agenda. No, I want to know I wanted the retreat the BSBA Yeah, I can give you a report on the BSBA the retreat was something Washington I just got put together and we already talked about the retreat I just do not forget about to talk about the retreat, but I brought it up in the other one a as a as far as the BSBA is Update I'm just gonna open that up here. You guys all received they email So I'm doing a great job keeping up with what's going on in the state house I think to and Bill Perlin can speak better to this two highlights To share is seen Mate less not last uses a mate 10. It was May 8th. I believe on a Tuesday. There was a press conference at the mistake house were one of the first times all everybody any a BSBA super desiccation principles association para caters Association, am I forgetting somebody? Yeah, there's a pair. It was not a pair of what but you know, there was Para one gene. What was her business office business off business there was business, but the younger Lady she was really from the in Meg was from the I thought she's been directors of student services Association So BCSV a BCA so they all participated in In a press conference to try to get the governor on Legislatures to not make a decision on the budget behind closed doors, but in Committees so that they could have Input from from the public Legislatives have said yes to that and the governor is still saying that he might be though the budget Which he hasn't done yet, but he hasn't done yet Start coming back coming back Wednesday. They're coming back Wednesday for a special session So we don't really know what he's gonna do for the budget or not and then Let me just event this email here and then there the DNA had an event on Saturday A Ruben and Bill and Alicia that I was going to participate on and they had just asked me to speak as from the school boards A point of view and I was very clear that I was not you know It was not necessarily reflected the opinion of either board that I represented the event Went really well and Bernie showed up so it ended up being more than we thought and Rebecca. I hope can be a Welcome was there too, so it was really nice. It was not as well attended as we the high school gym was I don't know maybe three-quarters full but not completely Completely full and it was the same take trying to hope that he's not gonna be to the budget and then the only other important thing that we have talked we didn't have an upgrade an update on the preschool Stuff, but we did get an update in your So it was on the email, but we didn't update it ourselves at our last meeting Because they didn't we didn't have time of any changes on that the only update was on independent schools Which doesn't really affect the hospital. There's been some positive changes on that Do you have anything else bill that you the preschool you said it didn't really affect us their preschools? I Not much at all. I wouldn't say it was really it's going to a study committee to see how they can make things better So that's a little answer to everything Yeah, so that the 20 it is not gonna affect us because we can provide more more time when it's going No, I didn't that didn't go through the number of hours the other number of hours hasn't changed Okay, it's really just going to a study from what I read. I read it quickly this afternoon Yeah, so like I said, I didn't really read that one with the last one that came in So I'm actually not trying to keep up too much because until we get through the special session I think everything's on the table right now Yeah, and that's the dangerous part Everything's on the table 3.6 fiscal management questionnaire, so this is an annual questionnaire that you've seen for three years I have the official on pretty room in design But we just need to have it in the minutes that you had a discussion here at the board and a chance to ask me any questions I can tell you this hasn't changed and it hasn't changed so much as in it still has our old web address on it That doesn't work anymore as it was pointed out to me at Dodie so You'll see on the second page that says available at WCS you online. Or we had a will change that But We our auditors like to see that it's been you've had a chance to look it over and discuss it. It's required by state statute It hasn't popped anything for our orders in the way in which we Answer it and we haven't had anything back from the state Reports to the board I don't know I did not do an April report, but I have it a quite extensive May report that's gonna come out from a superintendent. I've actually started writing past day or so So there wasn't anything great anything That extensive in April and you got the board calendar. That's all I've been talking about fiscal report Yes on page 26 Um There the only that's really has we've been able to update the interest income for East Montclair We're closing down. Yeah, everything's closing down. We're just about actually Laurie asked me today We'll probably have an estimated end-of-year report for you in June 6 So Most of the PO's everything in the elementary schools most of that stuff is clear, but not completely I make a nitpick observation Mm-hmm last meeting we discussed and freezer to come off roof and freezer Okay Because that's not where it was funded. Yeah, I didn't go in detail on the food part, but that's still good Our collections are in very good shape also 200 typically is $200 or less school-wide including staff So it's you know a couple dollars here and there for children We have tamed that up I can't seem to Last week It will be a different We reviewed some things we had a lot of discussion I don't really think we I think you should share your observations about the committee It has been in the past that our committee has felt the SBA board or those Model policies make sense for all the schools to reduce the numbers of word smithing and different schools having Ones that are wordsmithed and The change I think is going to cause some change in that respect and There was also Well comment was we are not a rubber stamp Committee we have our own attorneys so I Kind of got a little hair on my neck got up and I said I don't think it was for a rubber stamp committee people are there's a reason there's a BSBA and there's a reason they do this and So I I don't really know what we're in for other than nitpicking maybe Sounds like we're in for what we had five or six years ago, and it'll just become defunct Well, I don't think it's what what's going to be allowed as far as So is it the majority or is just one person? No, it's three three Is it a shift of three new people? Yeah Out of how many out of six six, but we don't ever have any 32 So so it sounds to me so it sounds to me that what Well, maybe some some training I think some guidance from the issue board About what the purposes of the policy committee is needed we got quite a few past before You know they've gone through so they don't have to be reviewed again for a while My feeling as the representative from this board and just being who I am is Having things that are in line We're all educating the same kids going into the same world going it it made sense and to make it a Lot easier for the schools to have their websites up to date. That was another comment that came up was So what is our notebook? What are our policies? Things are a mess. Well, we're getting them I thought in not a mess, but that doesn't mean things have been caught up as well and I think we were moving forward and there were some More comments than I've heard before of well, it used to be for that kind of we used to do it this way so Yes, it sounds like it was just like a first meeting and but Executive yeah, I think it should yeah, I really do because I think we were making pretty good progress things were going through the SU board when we met at U32 for their first reading second readings went over and I think the board itself Had been not board committee Looking at the BSBA language carefully and then realizing okay, they vetted it So some of the questions that came up about a policy There were I don't know who would put the comments, but it went against statute That's the Romney that's a running board and then I'm running principle preservation Yeah, and the Romney reps that I don't even know why this board's looking at it And we said well, it's our job as a policy committee to look at all commit policies. Yeah. Yeah, so Reflex a change in Boards. Yeah, and the reps. Yeah, it'll cut to go to the executive committee for discussion and clarification But it sounds like we have some trust to gain and the only way to gain that trust is by giving them some understanding on some How we operate, you know, like because if we just tell them because there I might know who's why it's not gonna Be somehow need to well, I think an understanding of understanding. Yeah That are yeah the same Makes sense. Yeah, if my child goes to call us and let's say I'm divorced and my other child goes to Middlesex or something because we live in different communities. It's kind of nice that they're under the same policies Yeah, and that and keep Yes, and that if they're all our kids keep talking about that so My voice is going to be What it has been that the BSBA model lens we look at and we because there's some that how many of them are required 28 28 or required how many we've gotten done. I It's just the past two months that we've gotten to all of them in my six years here. Yeah They're actually all in the books. Yeah, we were making really good progress There are other ways to do it So Well, we want to build we want to be on our agenda to discuss You might want to send something to Matthew. I think it's worth discussing at the executive committee Because I know my next meeting I have a policy meeting till 530 and a meeting and my home School at 530 starting at 530 and I said well in the past we were always done in time that I don't get human It's late That didn't happen last Monday Well, we'll discuss it at the executive committee and see where it goes There may be less alignment then recently So some boards may be going their own route. I Was the only one that remained in person. Yeah, you can't mandate it We'll discuss it at the executive committee level. I just want you to show what you show for yourselves as boards Yeah, and we don't have to mandate it mandate anything. We you know, we have to gain that trust so we have to We can't mandate anything. That's what I mean. I'm not saying we have to do it We have to encourage the understanding and the trust so that we can work together Somebody work on we can work on building it. Yeah Okay So we've had two public forums And the survey everybody should have received the survey link Which I realized today that I have not posted to front porch form has it been posted? I post it from the first form last week Right that's right So That's where that's at we're gathering input from the From the community survey there there's There have been a couple of pretty vocal folks that showed up that are pretty dead set against any change Yeah, there was that letter which is actually the optimist in me thinks that's positive because we're going to talk about it now And it's going to come up at some point so it might as well be early So now we're in I mean it was like people are against Something that isn't anything My take on it like any kind of change was going to be fought no matter what Which I think is unfortunate, but that's my own personal observation So we're in the data gathering phase where we're finding out from the community If you've done the survey then you've seen it where it's you know, what's our time works for the younger kids for you What do you think is ideal right them? What are your priorities for? For You know short bus routes or saving money or you know And asking people to prioritize it. I have no idea how many responses we've got 406 I'd say that so that's a qualifying sample for the number if you use the parent number Yeah, we're almost 25% Hopefully I'm an end of one but I Got confused on it Because I didn't read school specific. I didn't read the instructions specific enough And I didn't realize it was one set for elementary and one set for high school And I answered the elementary school in exactly the same way and answered the high school one. I did the same thing Mm-hmm You can't go back and correct it so it is what it is There's also a staff in a student survey out to right now. So next steps are to Gather and compile all of that and reflect on it as a committee See see what we hear And I know One question our students feeling it out because I've seen Students Okay It's gone out to three different groups. Is it the same? No, it's different. It's different. It's different the staff and students are a little different There was a letter to the editor from a student Yeah, I'll do it again this week Last week I think it's safe to say It was a minority I Think there's a reasonable chance that if a change is proposed it's going to get noisy Because there are some folks who have already come forward who are going to be dead set against any change For a better worse good bad and different It's It's going to require people to to To change and change is hard So we're trying to be mindful of all of that and what we're really trying to do is Gather whatever objections and positives Up front so I think we're in the process of doing that. Yeah Quality committee So I was because I was not able to be at this meeting But I did talk to Kerry after the meeting and I talked to him at the last year 32 board meeting And so I think Bill might be more qualified to talk about what went on at that particular meeting Hey, I got a shiny to and yeah I really just tried to listen because it was board members reflecting on what the data said Yeah, so we all took turns so we Made it our job if we are going to ask other board members to do it to go through all the data and Reflect on it. Yeah, and you know the concerning part was always math for For a lot of them It was just like, you know some is trying to pinpoint it that teaching is that you know what? What it is and how what is the thing that telling us that's what we were trying to sort of the same conversation we just had about that money and The observations that we did it was is a similar conversation that we've been having we tasked ourselves a before tasking the boards and groups to to really look at the data and and what is it saying to us a How do we feel now that we have seen the data in and then bill I read this the minutes and you know bill suggested that we did you know Creating that the culture of learning doing more professional development, you know, so there were there were things that we can That we can do but we basically did three questions, you know, what is the data telling us? What do we want to do with what else do we want? What do we want to do? What else do we want to know and part of it it was for the longest time as a quality committee I feel like we've been struggling with that Policy is that you know moving into policy and I think the more that we've been talking about it That there's might be like a mixture of two systems that might be better as a committee But we really policy governance is something that we were trying to base this from That was most, you know, so instead of trying to tell people what you can't do, you know, just give them more freedom No can do give them more It's actually better to tell them Yeah, so just tell them what you can do so that they have the creativity to do whatever they need They need to do but it's that we seem to be shifting at least in my last conversation from madam Cheney on what the balance is There but we looked at this with that Mindset, you know, policy governance, but I mean I will be excited. I am excited I'll be getting even more excited the more that we spend time at the boards looking at data and saying what it means to us and It collectively as a board what's the direction that we would like to see things going and I believe that for one of the biggest steps for Washington Central right now is to be is to feel and this is throughout the system from boards to teachers to administrators that we feel better about making decisions based on data and Slow down the doing That we're willing to say until we have clear data and that we're going to accept the data We we trust our the folks that have chosen the data that Assessments we use which has been done collaboratively with teachers and administrators to say that is our local assessment system That's the data we have so what's it telling us and where do we need to go next and Not try to use an excuse. Well, those assessments don't work So let's do this other tiny thing over here, right exactly Well, we've said on those and there is no one perfect assessment and the problem with assessments is they can be misused for purposes They weren't intended we're doing a really good job in Washington Central saying we're using them for the intent They have and we don't try to read into them if we need to know exactly how My daughter Megan's doing Deliberately we run a diagnostic assessment around here We don't just do a screening assessment tells what that means But if we're going to use talk about like you saw all these assessments tonight Those are meant to do on a large scale So a diagnostic assessment is not a good assessment to tell you how East Montpelier elementary school or Washington Central is doing It's the misuse of that assessment So I think we've got that defined and it's taken us a while to get there But then for the boards and I asked for this in the school quality I want the boards to ask us for goals and hold us accountable on the data We that's good pressure for Alicia and I to have to say So what is not that not for boards tells how to get there? But say so what do you have for a goal based on that data and we'll tell you whether we think it's acceptable or not and That's the system I want to see it's really move into because that's good pressure that pressure will help the authority responsibility be distributed all the way down through the system And that you know as far as Reporting in the committee. I think it's my favorite committee. I think it's just It's there were two more members So I was not there at this last meeting, but it is really you know the kind of work that it is exciting Right, I didn't think we're all totally devoted to that work So it's and one one of the things we're trying to do in that group is say what are the balance of modern reports? We're never going to get them right right out of the box. We're going to get better. It's going to be a We're going to get better as we go. It's going to be the versions idea of getting the next version better than the last version So how can we schedule the minor reports and one of the things that? Alicia and I have heard from our colleagues on the leadership team is much It's much more effective and we actually do better analysis when we all say we're doing the same report And so to go right to the conversation we're having earlier It's not that we don't want to show you that data. I'm more than willing to do it and Floor it's not about lowering the expectations. It's about raising everyone's expectations Everyone can give you the same data that every school can give the same day that Alicia has given you on interventions I think those are good expectations But it's just trying to say it works better for the leadership team because we devoted a day to it We're half a day to it and we and then you guys go and work some more a lot more after that But we say how do we want to present this and how do we want to do this together? Yeah, the message was Because I I knew and Steven I had you in my mind I'm when we were at the leadership team I knew what you were looking for for data and you wanted to see the interventions and art specifically are the interventions working and I brought that up To the leadership team and understandably it became pretty clear to me very quickly that Um, I think what's happened when when we shifted to doing Principle reports in the full board packet, right? And you can see everybody's everything There's conversation at different board level at the board level with principles and it's happened here also You could do this or what you know this This report has this but yours doesn't have it and there would be there starts to have that comparison that's not healthy of you So we agreed To stick with the same slides this time for all schools are looking at the exact same It was hard for me. So I yeah, it was She challenged me afterwards on that, but I said no I will take it on the chin from your board It's my role as a superintendent. I'm the one that responds to reports to the board But the team decided this is where we're going And it doesn't mean we can't go there. It means we want to go there together So I would say that's the conversation to have To all schools have tier two support systems. Yeah Yeah, they can they can that's why I said they can do the data That's not the problem the issue is it's the doing it together Because the power for me is in the team just as the floor was saying so for the leadership team to do it together We're a couple of them sit down and look at each other when they're first doing initially And I don't know if you did it this time But I know other times Alicia you sat with one or two of your colleagues and said let's fit like in October Let's finish this together And using the same Measurements is what's so valuable. Yeah, and then the conversation actually gets to pay Across the S. Yeah That's what starts happening with the conversations, right, it's not a competition Right, what are you doing? That's working? Wow yours look great It's so frustrating to me because frankly the reason why there aren't names up there I deliberately did that and I would not give anyone else the name of the other school I mean you could go and watch all the Orca videos But it's like it's not about competition Yeah, it's about all kids being successful, but if we can see other schools are doing well, it doesn't matter what school it is Right across the SU is helping or make it's not that's what I think is valuable And if the leadership team is talking to each other and having that information Sydney teachers over to watch something working well great. Yeah, you know, what are you doing? What does your intervention time look like that's why it's so frustrating to me So I just have to say this and I'm going to say truth to power I'm trying to think of the best way to say it. I'm actually a little scared to say it No, because I think it needs to be said That's that has been the culture of Washington Central and working separately The more as you said floor the more that we get people working together The competition will start to go away, but it takes years to counter that But I think it's not just it's the more that we understand the more the more knowledgeable the more educated That that we as board members are they the easier that it is to work Together, you know, and the easier that is worse that is to trust We see that there's Schools that are doing maybe a little bit better than us in math I trust Alicia knows which school is which she's gonna go to that schools, you know, you can go that school I don't know during the leadership teams. I don't need to know. I have an even simpler question What can this board do that would alleviate that? Just keep working on people always working together when it feels like It's hard to do that or we want to go do our own thing Even though that might mean giving up some from what this board wants to do say we're more it's more Important for us to all be together than to necessarily get what he's on for your needs and hopefully we'll get both Yeah, to me when I said that comment about, you know, putting weights on Your better athlete is more about kids, you know, we're always talking about kids kids Don't have a year to lose so we know as long as we're not like suddenly we're saying, you know Not everybody is doing tier two interventions. We're gonna stop doing tier two interventions, you know That's not what we're saying, right because everybody's going to two interventions. So as long as we're not Slowing to the detriment of our kids We're not going to the lowest common denominator Exactly, you know, we we want that just as we ask teachers to do differentiated teaching, you know We would ask our leaders to do differentiated leadership, you know So do we have to meet everybody where it is and bring everybody up from the bottom from whatever you You know, everybody has a different way to say it, but This is to me that policy a little bit with a comment, but our communities are all so different They're really there It's about the kids and that's the kids are all going to U of 32 and They're going back out into the world and it's not about Making well, it's because your kids get to wear hats and our kids don't get it's not those little things if we have common Curriculum we have common expectations and They're high expectations Then the data will show How some of this is or isn't working and that's for the leaders to talk about and figure out But feeding it to us is helping us see it and make decisions fiscally As far as but it's not about us being different or No, there's a difference in the culture of governance More than there's a difference in the culture of the town's and every school can have its own little quirks and decorations and whatever but in the end it's about The learning and the opportunities. It's supposed to be yeah So why show us all the schools within the district? Why what why show us my show that slide? Because that's what the leaders are working with when they're making decisions. I think it helps us understand And I tell it when I saw this lights a Couldn't really tell which school with school until Steven did the same thing He kind of pointed to who you 32 was we've been pointing out each everyone knows who you saw the data on the slide before So we just said you just matched Then you figured out what was the number and then we were trying to figure out But what it told me and everybody else I agreed to they talked about it at the end is seeing it all together It's like definitely we we don't have the time for another initiative So I'm not trying to say that's what we need to do that that there's you know Meaningful education during the summer is something that we have to figure out how how to do You know like they are spending are you 32 especially they're spending a lot of time Catching up those six graders. So they we asked you they asked even several questions. There were not a lot of people So it was Matthew and me and then Matthew left so about you know, what is it? Coming into school and having all the social part is it there's so many and there could be so many factors But one clear thing was that you know having Something during the summer would be Significant and we know that from the data even in our own in our own students so seeing it all together shows us The same thing is not it keeps telling the story that it's all our kids I mean, maybe it's easier now. I think that we've been talking about that. That's one good thing about act 46, right? It made us really dig into Looking at everybody and talking with everybody. Maybe not didn't have the same effect and everybody but Well, we can do is hope So from a board perspective What's our discussion? What are we doing together? What are we doing as how does that data inform us? So here's what I would say If we want to do something together Then together there's a standard that we want to set for Washington Central and it's We want 80% proficient or very proficient in literacy Within three years and we want to see this progression year to year and all the boards agree on that And that's what everyone's moving towards But what we saw today So what? Yeah, and that's why I said what I said earlier about with the data is I'm looking for direction from the boards about what you want for the data because I Frankly, I need that and the leadership team needs that from the boards to say We need to know because what I don't know if that's good enough or I mean this is a discussion We were in the fall, but that's what we're talking about the inequality committee You know what what is this is this acceptable? Is this where we want but whether we were looking at it the way I see it see me Even if we were all together we had one single board and we were seeing the data for everybody Aggregate it. We would probably be looking at another district to compare our data, right? That's what it's helpful right now. We're just Get you know, so maybe so let's see math is better in I don't know from I can't remember right now What can we learn? I think it's a mistake to compare us to someone else We set what our standards are and we compare to how we're doing about where we want to be I think it's I think it's a huge mistake I think it's a huge mistake to compare how we're doing to the other schools in the SU You know, we could be the best school in the SU And the sixth worst in the state, right? What do I care where we are in the SU? I could care less I want I think we if it's about the kids We and we're talking proficient and we're talking the the local measures. We have it should be this is where we want our kids All right, so we're lower in math than we are in literacy I'm making stuff up It's like, you know what next year we've got some more I I'm not going to tell Alicia how to do it, but I want the math numbers to move Significantly, so I want a Additional 5% jump. That's the target. I mean, I think that's what we can do together as boards But I mean I have to be Express some negative part some boards won't have the resources to do that And we can't help them Right So maybe we can't do things together. Maybe their targets need to be different in our targets but they're Ideally their priorities Would be largely aligned Right because we can I could be can work to move in that direction. I don't disagree Not for the priorities the point No, it's gonna be because I what I what I interpret as priorities For the SLOs is they're all equal and so we try to equally resource them, which we don't And so I mean because one of the things that will come down It's a good discussion for the board to have and it's one frankly the board should be right in the middle of so Approximately about 40% of kids are proficient in math about 70 to 75% are in Really? Yes, you want if you take a look at that, okay, so You want to increase the math we want to increase the literacy, okay, so there's not an endless Set of resources whether it be time and or money So what's the comfort of all of us? Well, maybe or is there a way to combine it because I'd like not to be in the game Is there I'd like not to be in the zero-sum game I'd rather be in the How can we make this better and lift other things? But in my and I've been very public about this for me as an educator for my 25 years I believe everything starts from literacy and numeracy and That kids need to be numerate and literate And that our systems very much set up that way And I need that reflection and I don't want to go there By myself because I don't think that's a dangerous place to go Frankly, I think that's not a healthy system. I don't think you're by yourself when you're with your leadership team with the principles and the people looking at the data Figuring out There's always room for improvement. We can figure out how to get there. It's that are we won't what's that? What type of what is the board and Calis Calis has been hearing me this for two years. What are your priorities? You know because floor and I've had these discussions and I can see what you I can read it from here And I and you know, so it's which you know when I lose Art and music We love it But you know, and I like I say, you know, but me numeracy is also music, right? You're learning or literacy you're learning to read music like and you know, and I for other kids They were different so we don't have to get down that road with our Internally with ourselves. Oh, no, I didn't know no, no, no, I bet I just like felt like we were if we can't I'm happy We recognize there's room for growth Yeah, and I think it would be Like but how much growth do we want? So when we wrote when the leadership team first started talking about this we and we talked about I don't know if you remember like what percentage because the old Whatever it was called strategic plan, you know had percentages like you were talking about and we said no It's all students. It's it's all students will be proficient in all subjects in all subjects I mean that was that that was our target and we have reflection back from board members that that was too aggressive We can't financially I understand that but how do you not set that as a goal? A quarter of no child's left behind That goal was a hundred percent But what does it mean? Who is not in Yeah Are we to say this child shouldn't be in that? But that is that we had that conversation for days at a summer retreat You're just going back and forth. Do we set a target at 90% 95% over x number of years or do we just say all students? Well over x number of years, but it's going to have to be a lot of years Maybe to be a little more scoped about it. We say We would like Making numbers up, but if we saw a 10% change in Math this year We'd like to see a 15% change Next year These are the wrong numbers, but we we would like to see it was whatever it was 49 to 51 percent You know next year We'd like to see it more like You know 65 35 Closer we'd like to Maybe it's as simple as we'd like to close the gap the achievement gap between Literacy and numeracy we would like to see some forward progress on that Right because that has been something that this SU that this school has struggled with for a Decade anyway and probably too. I think this was going on when Justin was first in writing the school system so You know that this conversation has been going on for a long time So saying that we want everybody to be proficient, of course We want everybody to be proficient, but that's not directed enough to give the administrators a task that they can sort of Dive into so maybe the direction is You know whatever Distance the gap is that the gap in achievement between literacy and numeracy is cut in half You know and maybe it's two years. I don't know but it just in terms of sort of a little more direction from us In terms of what we're looking for That would that be helpful yes You know that's not to say deep prioritized literacy, but it is saying look we obviously have been doing We've been focused more on literacy for a long time that's that's reflected in our perennial gap between the number of kids that are proficient and Literate So we I don't think we have to be prescriptive about how this works. I think that we can agree that that's not enough right and We'd like to see that gap close up And then we have to support the administrator shifting resources to accomplish. I understand that I think that is That is the That is what we empower them to do every day So that may mean that you know the next budget cycle when we're talking about tier two supports there's Shift and Those tier two I don't know but maybe those tier two supports start to laser in on that Right and they focus less on these other things Yeah, that is exactly the conversations that we're having looking at this data all year long Right, so those numbers have real children attached to them and we're saying so this child is not making that progress What are we going to do? And why I came to you in January to show you our interventions and how You know, they got whittled away at and you you put support in for increase next year because we know that You know each number is attached to a human being who is or is not making progress Bill to address what you said we can do that for our board Yes, all we can do is share that information with other boards There's whether there's not a mechanism other than sharing what we have to Be being willing to collaborate Offering up but that is true boards can do whatever they want. That's right But the priorities can be completely different they can and I mean as long as we're not a single district with a single board that will continue to be the case but We Have been able to show That like the tier two support system that we piloted Right, yeah works No, and as a result the rest of the district is doing so You know Well, I'm not saying there's no there's it's just putting some data Actionable real data About the results and we may try something that totally doesn't work and that's That's why I wanted to see data to support that in my mind tier two was put in place to close the gap between free and reduced lunch and non free and reduced lunch It had nothing. I Shouldn't quite put that the priority wasn't increasing the number of students proficient in math and Increasing the number of students proficient in literacy. It was closing the gap But the data that we've seen or what I've seen has been more around Free and reduced lunch and non free and reduced lunch and it hasn't been around What's the impact on math and literacy? That's why I was interested in seeing it. I'll bite my tongue. I mean I understand I'm willing to Okay Knowing that all schools have interventions and there is an October monitoring report Is there a way that all schools can present right like this is what we presented for spring is there's something that can Get to that for all schools in October and that's what we're trying to do at the quality committee That's exactly it. So I got the last at the meeting in in eight I was just going through the minutes and at the meeting in in March. We didn't ask this question again We kind of forgot a Kerry had said that what else do we need to know about our students math performance? Are we are we seeing all that there's there's something we're missing? That you could you about the students math performance. Is there anything? No, you're seeing I mean you're seeing everything you're seeing the data I mean, I can show you multiple measures the same percentage. It's pretty much. Okay Good, so we trust the data so we do trust the thing and then we're actually we're thinking we're getting to a place Where we're starting you know in October I said we didn't have alignment between the system if things carry out the way they've been carrying out so far for the Very tiny sample right now looking at us back in the local data Starting to align so that's a good thing then we can start using that local data to really drive changes When you meet with teachers, I assume you ask questions like how many minutes a day are we teaching math or So we pretty standardized across the system for math instruction There is an expectation of literacy math instruction across the SQ and what happens as a result and I talked to you about this a few Months ago is that the other areas like local studies and science those minutes are less because the emphasis is on Right that expectation is you will have 90 minutes of literacy and 60 minutes of math and additional writing instruction and spelling When you add all of that up, yes, that is the priority in our school And if you've got 90 minutes of literacy and 60 minutes of math and the scores Proportionally reflective of that true Should we have 90 minutes of math There's a lot more literacy Literacy encompasses a lot, but we need to do that. Yeah, but that's the outdoor math. There's right like there's science I'm not even gonna touch it. I'm gonna stop because this is going on too long Okay, I Moving on to 5.0 action agenda 5.1 a group higher of a point four to appreciate teacher Yes, so we We participated you have in your packet There was a interview committee that consisted of parents and community members classroom teacher students myself We interviewed a number of candidates We had some very strong candidates that we brought forward had them do a demonstration lesson in the pre-k classroom and second round interviews as I shared with you last month. I'm I am Equally as excited about our new hire And the person we're bringing before you tonight So it's Robert Reed they call him Mr. Rob and He has tons of experience teaching pre-k He's actually been a leader in his SU and he has traveled around to that kind of region of this state providing professional development to teachers around pre-k instruction integrating literacy and math in pre-k instruction he Just to have it just I'll just share this so he went into the classroom of students that he will be inheriting next year and one Of the students said in this class had three guest teachers and One little boy said to him. We hope you come back and that was the only Comment like that from a child and he said I really hope I come back to and it was pretty magical so very excited about Oh And he also Back in special education was a reading recovery teacher Was a coach so he has well the knowledge beyond just pre-k Thank you I'll second it I Probably should have flipped these two but As you all know Beth Downing's going back up to Cal's each two sections of pre-k and you just need to formally approve for resignation Do you need one of this I'll make a motion to accept I'll second it So I just want to say about that she will be very missed. Yeah. Yeah, we should do something say Yeah, we should thank her for me And she's been here a really long time to So it will be lost to our school Also, just to let you know it's not on here, but on Friday afternoon, I received a letter That I have for you, but I don't think you need it We have retirement of a paraprofessional Doris Phillips will be retiring at the end of this school year 40 years I asked her how long worry for you and it was a hard decision Um and and I I told her just like with Mrs. Sparnum she is welcome to come back and sub and mentor students and We don't want to see her gone and she's of course a grandmother of two students here So she won't be gone for good, but she is ready to not be here every day I'll make a motion to approve the board orders in the amount of 80 401 dollars and 41 cents Then I had a question The very first three checks Are issued on the same date to three different organizations in their identical of five hundred forty four dollars I don't know So it's just an equally divided between yeah, it's the same member it's the same tuition and No, but I will I Couldn't find anything because there was one more below Well our our own retreat So they're trying to one of the things that's going to be discussed on the 30th So that would be that there'll be time in the afternoon Stephen actually suggested this at the executive committee that that could happen On the second so it'll be a future Well, you'll hear more probably after they executive to me 30, okay? The discussion executive committee was the day's pretty well shot because you're Doing an SU retreat. Why not just and the board retreats typically are between two and four hours So if the SU retreat ended at three or four The board retreats typically go in the early evening Why not just do it all bang it all out in one day? Just a consideration Is there anything