 Let's open the meeting at 6.32 was October 3rd meeting of the monthly Roxbury board of school directors. First order of business is public comment. I won't go through my little public comments field because there is no one from the public on either the screen or the room. So next order of business is the consent agenda. I believe we're supposed to add curriculum appointments, co-curriculars, sort of a motion to approve the consent agenda with the addition of the co-curricular. I move the approval of the consent agenda with the addition of the co-curricular appointment. I'll have a second. Thanks. Okay, all those in favor? I. I. I. Jake, you and I too, I'm assuming so. Yeah, we're you're muted. Yeah. I can't hear you. You can give a thumbs up and we'll count it but it sounds like we should fix your fix your phone problem. Yeah, yeah, sorry I just needed that's that's working. All right. So this is board business. I do want to just take a couple of minutes. We've had some it's not an issue now but we've had some people comment that we are difficult to hear where the seats are seated and I'm wondering if there's one thing I thought of is this. Can we just move everything up for next time? Just so people are kind of they don't have to be so far back. Yeah. And we could even move the table up. I mean, there's a little feels a little inquisitorial. Yeah. Yeah. So. And it's also really hard for them to hear anyone who's talking to us because we're not facing them. Yeah. So we brought the chairs up. We probably like spread them out so the because we're the pretty tight. So just make them like longer horizontally move the table move the table up and might make us feel a little less distant too. I don't know just thought Livy for maybe next time would set up because we definitely don't want to be inaccessible to people who spend their evening here. Yeah. Exactly. So part of this CVCC update Jill and again thank you for all you do for CVCC. A screen. I can't multitask very well so forgive me. We can give you a moment or two. Want one of us to share? I got it. Okay. Sorry. See what comes up. All right. I'll zoom in. Yeah. Thank you. I just thought it'd be helpful. We've got a lot of new board members and the sorry it's asking if I want to admit Delcor maybe someone else is in the zoom. You don't need to worry about that Jill. I got you covered. Okay. So yeah so I just thought it'd be helpful to update the board and the public about our role with the Center Vermont Career Center. We this past this current school year is sort of our first full year as a new district. So just for a little context I am the Montpelier Roxbury school board member representative on what is now the Center Vermont Career Center district. There are three of these in the state. A lot more career centers exist in Vermont but they're part of a specific school district. So a few years ago there was a governance committee that I was a part of again as the Montpelier Roxbury representative to explore the idea of becoming an independent technical center district. That was successful. It was officially formed the past year. So each of the boards from the 18 towns that participate in the career center have board representation. So I'm your representative on the board and then there's also at large members. So the member from Montpelier Roxbury is Lyman Castle. So it operates just like a school district in the sense that there is a board that makes decisions. We have facility committee meetings, finance committee meetings. We meet once a month and right now the Center Vermont Career Center is located in the Spalding High School campus and I think that was a big part of why it was really important to explore an independent district. It serves a lot of students like I said from the 18 towns of Center Vermont and there definitely are some changing needs for what the sort of programs of study are that the Career Center offers. And it also gives each of the sending districts a lot more direct say in the programs that are offered, the budget that's developed in the sort of direction of the program. So that I just thought it'd be helpful to update the community on that piece that you are also members of the Center Vermont Career Center. Montpelier does send several students to the Career Center. It's currently a half-day program, so those students actually get bused from their sending schools. They participate in those Career Center programs, but they still graduate from and take their core courses at their sending high school. We recently got mailed the course of studies. So it's a it's sort of one of the reasons I thought it'd be neat to share this with you all. The website for the Career Center is really has a ton of really good information on it. And it includes sort of a description of the course of study and how many students at each of the sending districts go there. Let's stop my share for a sec because I'm just making a mess of it. Starting with a laptop. So the only the only difference that I think is important for the other piece I wanted to just have folks be aware of who are watching or who may not be familiar with the construct. So the way that Career and Technical Center funding works in Vermont is it still is a tuition that the sending schools send to the Career Center based on enrollment. So since the Center Vermont Career Center became an independent district, folks actually get a separate ballot. We actually all got separate ballots this past town meeting day and always will to approve that budget, but it's not an additional budget. It's actually a budget that then is paid as part of like so popular Roxbury budget includes our Career Center portion of that budget. So we will when it gets closer to budget season, the superintendent and director of the Career Center, Jodi Emerson, she's come before the board in the past, will come and do a much better presentation for you all on the budget, our enrollment and our needs and and explain again how that sort of that tuition funding works. There's definitely been rumblings in the legislature about changing how that model works, but for right now that's the methodology that it's using. So even though we're an independent district, it's funded still on that tuition based offering. The other thing I thought it would be helpful to mention to the board is and to the public is as we're thinking like really big picture long term, we started to have some of those conversations. We've got the RFP out there. The Career Center also very much is looking for a future home. And I just thought that's like helpful additional context for like the Center Vermont community to kind of be aware of that that's also sort of floating out there. There are also some like onsite possibilities for the Career Center programs. So they do, for example, they have a design and fabrication course that is actually at the Berry Granite Museum. So it's offsite. But you know, anytime you have like offsite programs, there's transportation and supervision and all these other sort of logistics that are challenging. So ideally, we'd still be able to have sort of a centralized for all the 18 towns, a central Center Vermont Career Center. Another thing I thought was helpful for Montpelier Roxbury folks to be aware of is because of the space limitations, they're currently a lot of students actually don't get in. There's there's there's far more students that apply than actually get to participate in a lot of the programs because of the physical space and then the the ability to supervise students. And of course, this this is supervising students using like construction tools and welding equipment and lifts and things like that for for auto. So there's a lot more safety concerns for for the Career Center too. So supervision is really important. So yeah, I just sort of wanted to give a quick refresher in that context. It's an honor to serve you all as your representative on it. It is a lot of work. It's a second board, right, with our own negotiations, our own budgets, our own challenges. But it's really exciting to be a part of it. It's really neat to see the course of studies expand. There's a digital media arts program that is has been very successful in getting some really fantastic equipment through grants and things like that. They have a partnership with Habitat for Humanity. There's just a lot of really neat things happening there that's really neat to be a part of. And it's just something I wanted our community to kind of be aware of. So I will maybe try to figure out how to send the the website is fantastic and has every possible update about how the district was formed, the students, the attendance by school district, so how many students from up here at Roxbury go how many students from Spalding, Harwood, Twinfield Cabot and so on go the courses of study and then the outcomes for students. I think it's really neat how we've been able to actually capture like where students end up six months after they leave, how many students are doing like they do a year at the career center, maybe they'll do early college. So it's just another sort of option for students in the higher the higher grades that is just part of that broader sort of personalized learning that that Vermont is doing. I'm happy to answer any questions but just wanted to put that out there because there's a lot of new faces and members of the community that may not be aware that we're part of that district. Awesome. Thanks Jill. Again thanks for serving the board. I know it's a lot of work. Questions for Jill? Who's the chair of that board? I am the chair. Yeah, that's what I thought. I'm serving as the chair right now. I do have we do have a vice chair and the idea is and I'm going to hold them to it that I'm going to not always be the chair and that the next time around I will happily support someone else in the chair role. I'm happy to do it but it is just another level of work and as folks on this board know negotiations and all those other sort of sub committees can really take a good deal of time too. But yeah I'm currently the chair of the Center Vermont Career Center. Yeah no thank you. Thank you. Jill I'm curious how much the board has spoken with Jody and the administration around making CVCC a full day program and its influences on the sending schools. Yeah so we had the Center Vermont Career Center had a recommendation for to move to a full day program which expands the number of minutes that the students are there that is not in place this year. But the idea is actually that that career center day will be longer and that the career center will actually be able to hire some teachers for some of those core programs so that students can actually come and actually be there for the day. I think Jody would be much better at sort of explaining the ins and outs of that but that is definitely the plan and it was actually sort of like I said it was a recommendation from I can't remember the entity that does these sort of oversight and recommendations for the board but that is definitely something that has implications for the sending schools too. Right now the transportation is probably one of the single biggest challenges and right now those students might be there until like noon and then they're coming back and then at that point especially students going to like Cabot or Harwood how much of their school they are they really getting once they're driven back to their sending schools. But we should have Jody come in and actually come in and talk to you folks about like what that looks like and what some of the challenges are there. And as you can imagine the same challenges that we experience in Montpilers Roxbury we also experience that the career center is far as like hiring and finding folks for positions it's been really challenging. Yeah. Thanks. Can you guys hear me okay? All right. My question Jill first of all thank you for your work on that board. I think TechEd is you know incredibly important and a really important tool you know important option for students. My question is what is like can you quantify the amount of students who are interested in the career center but maybe aren't able to participate because of the space is the first part of the question. And the second part is like if there was going to be a bigger space is do you have any kind of vision about you know where it would be how big would it be would it need a lot of specialized equipment like that kind of thing generally. Yeah and so we do have some information on our annual report which if you're on the CVTCC.org homepage there's a really good annual report that I can share with the board that articulates so over the past three years the number of applicants for the positions versus the number of students that can actually participate. So in the past for this current year that we're in right now we have about 300 students applying for about 240 seats. And it's been similar last year was over 300 applicants for that 245 seats so we are turning away you know dozens of students every year for some of the programs. I think the big pieces and again Jodi will do a much better job at I at articulating some of the needs but but yeah so there's a combination of safety needs right for these particular programs like we would love to have welding the community has been really clear that there is a high need a lot of the businesses in the central Vermont area are willing to actually like sponsor and host programs like diesel mechanic the welding there's a lot of those that need in our community and they'd be happy to host it but there's like safety and regulatory reasons why that's a challenge. So and I do think like I was saying there's definitely opportunities that we're exploring now for that sort of offsite embedded location based training so like the cosmetology two students might actually open a salon that's in town somewhere so that they can actually do that work on site too. So you can be creative but generally more classrooms and then you know the equipment needs are important it's actually pretty impressive how good equipment the career center can get from donations and grants and things like that like we're actually sharing an ambulance with I think it's the Berry Town Emergency Management District for the because there's several adult education and student related EMS courses that like we can all take some of these adult edged courses there as well. And so then you can also have better supervision of students with the right classroom so a combination of more classrooms and then more actual space I mean the construction building trades they actually have like a big space where they're building dugouts and things like that but and it's inside which is great because in Vermont you know our gear is for outdoor work would be challenging so but it doesn't have to be some grand spectacular massive facility a lot of it is really comes down to still just like classrooms with good supervision capabilities for students and it would be great to have it more centrally located so the students are like I said their Cabot, Twin Field, Harwood, Berry U32, Montpelier Rocksbury is there a location that would be easier for students and less prohibitive for them to get themselves to the career center and then we also are using space at Center Vermont Medical Center for some of those courses they actually supported a phlebotomy training for students to help with blood draws and things like that so that was another thing that happened this past year so there's a lot of really neat things you can do creatively without physically having a space but you still want to have the space so that that that medical professions teacher can actually host things in a classroom show students that work in a classroom environment before they actually are going out into the field yeah Scott quick question for you I think I heard you mentioned something similar related are there like dual enrollment courses run through the tech center or are students taking advantage of dual enrollment with some of the institutions of higher learning in in Vermont yeah so some of the courses that they take here can actually count towards um towards like college credentials or work credentials yeah um and some students might take like a year of natural resources or something and then go to do an early college program there was a there was a slide on here about the percentage of students in the number of hours of actual college credits they're getting by being here um because there's a lot of they're called fast forward college credits and industry recognized credentials so like if the student does two years of electrical they have a huge leg up when they actually go to get that that industry certification um but yeah we do have documentation about the um the college and career credits so like some of them can get dual enrollment like the medical professional ones can actually get credits through ccv yeah yeah so there's a lot of um and yeah that's what's kind of neat too there's also the co-op program which is sort of placement in a particular um like on-site position so people can try things out and um and sometimes the students can actually even earn money while they're working at those um yeah and it looks like this for 2022 2023 um Montpelier had 35 kids in some aspect of the of the um career center work just pretty good um yeah and like I said there are some adult education programs um like um cpr and things like that um that's part of the requirement for career centers is that they also are able to host adult education and deal with that for the community so there's that as well and let me know if you have any other questions or what is what is kind of the latest on the possible facility I know they've been talking about that for a while yeah there's not a location picked out there's it's a long way from a reality um the facility subcommittee is really hoping it could be like a three to five year plan because we've really outgrown our space you know releasing space from spaulding and spaulding also needs space too so it's kind of there's this tension there right now um and like I said we're turning away a lot of students the um the culinary um folks are really kind of crowded in their space so there's not like natural light and they're you know they're working pretty close quarters so there's um there's a pretty high need and obviously the more students that can participate you know that's that's helpful for everybody um but it is kind of in earnest they're definitely looking um trying to see you know there's a lot of commercial buildings in the area that may not be used that way and could be you know repurposed um there's you know I think we're always sort of keeping our eye out for for local land but of course so is everybody um and it's also kind of interesting having that sort of maybe this funding structure will change in the back of our minds making sure that you know we're making smart decisions there but um but it's getting pretty urgent to find some space um and and even things like this year um and I think popular high school already managed it there's the storm water mitigation work that requires changes to parking lots and things like that so the career center spaulding student and faculty parking lot um is about to get a lot smaller too so like there's some very sort of immediate literal space needs um that are pretty challenging but yeah that's the hope is like a three to five year plan I'm sure really quickly and this is just a crazy idea but I'm sure there's a lot in terms of the like infrastructure bill and there's a lot of money federal money and in workforce development and so I'm curious there would be like infrastructure funds that could be tapped in yeah and I believe the governor did allocate some of the education fund surplus for career center development for exactly that reason but I don't know what that's actually translated to first onto Vermont but I think that is kind of the hope right is that we know desperately how much we need um housing in Vermont for example and that these are the professionals that I mean the students that graduate from this have employers like waiting for that and some like will like steal them out of the program the second they can because they're a well-trained um competent student so a lot of these students get um you know I think it's about uh just over 50 percent immediately start already employed in the field that they were studying the career center which is pretty great um on the lot go on to um post-secondary education as well um so the the um the employers are really anxious to help however they can too um yeah other questions um we've been trying to improve our ability to communicate with the community um I can imagine it's really challenging for cbcc I'm not sure exactly what my question is but um do you find that there's it's tough to have a dialogue with family member with families when it's scattered over such a vast distance I mean yeah I think um I think because the legacy was that it was part of the very unified union district it's very much still feels that way so if you go to the career center open house which is a blast there's a silent auction and it's all these things that students have made like beautiful woodworking and things like that it's pretty awesome it's packed yeah it's packed with families it's packed with students um but I definitely think it still feels like it's it's like the very location and it's a lot harder for families from some of the farther field places to to go there um so uh last year again because it was sort of the first year of this this new district um Jody and her team created some really helpful like this thing that I'm totally using as a cheat sheet like annual report and visuals to to and then they actually mailed out um did a mailing to the 18 000 or maybe 36 000 voters to really try to be clear about what is and isn't in the career center and that this is now your district that because it's not a career center under the very unified district it is the center vermont district and we all have voices at that table um that folks have that ownership over it um but but yeah I still think it's it still feels a little like sort of isolating from some of the other towns yeah maybe we can if we have some success we can share or vice versa vice versa yeah absolutely that was why and I'm totally talking at a turn because I don't have any um preconceived notion but it just struck me like as we're all talking about sort of the future the next 10 20 30 years of the center vermont education landscape that that I wanted to make sure that this was sort of part of that conversation and that this need is out there and um I don't know if someone's bequeathing a property in the center vermont area to the career center um then uh they're actively seeking spots to move to yeah I'll tweet on Mackenzie Scott's yeah there you go good idea that was great news yeah I'd love to I'd love to see and I'm sure uh you know labor and the governor's office and other folks are working on connecting that sort of housing demand and the need for those skilled workers with the career centers across the state um because that seems like a pretty good match up um and it's really also challenging to find industry professionals who teach at the career center because certainly they have there there's so much demand for that work that it takes a special person to want to actually sort of step away from that and a lot of them do continue to work in their profession outside of the the school semester but um we really want to keep those folks of students are learning from really strong instructors yeah great Kristen hi thanks yeah Jill thank you so much for all the extra time and effort that you put into this role and always keeping us informed um I wonder if Jill or Libby because I anticipate that we will get a a budget presentation or kind of an overview of what the career center's budget will look like in the coming year or proposed budget can you just can could either of you give us like a succinct brief if possible uh reminder on kind of just like pupil waiting as it relates to the budget and kind of how that gets you know divvied up and spread across since we have you know students at least who currently and maybe it sounds like not in the near future but currently we have students that you know spend a portion of their day uh month they're high school and then transition to the career center so just how does the pupil waiting and the um kind of distribution of like per pupil cost work across our two institutions I can take a stab at it um so so basically there's sort of a rolling enrollment average and that's what the tuition is based on so one of the one of the slides on this annual budget presentation is what each district pays into the center Vermont career center and also what um what the other career center tuition is around Vermont um so our tuition isn't quite as high per student as some of the others but it's also um similar to a lot of things that happen in education funding it's sort of cushioned a bit so the enrollment is gone up higher than that um than that enrollment amount so the career center is not getting $1 for $1 student per student each year it's a little bit um graduated as time goes on um so basically and when Jodi will come back it looks like our presentation on this last time is still up on their website as well that she gave to this board um the then we come into with sort of an announced tuition and then that is what the sending districts can calculate based on that enrollment projection um let's see so for example the announced um FY24 which we're in right now is a little is $18,748 um however a lot of that comes right from the education fund from different state tuition so then the sending schools pay a portion of that oh it's based on a six semester average of FTE so like if it's like if we have 40 students there from Montpelier Rocksbury it might be based on like 38 or something like that it's pretty complicated thank you for that refresher that does all ring a bell that it's nice to kind of think about that in advance of Jodi coming thank you yep yeah so so if we were so if the career center is to take on um is to be able to create a uh a full day program that would also include their poor academics does that mean that so that like I guess would we still rely on like the six semester average yeah that's part of the current state statute that's part of the the state construct so unless the legislature changes it that would still be the case yeah great thank you other questions no thanks again Jill thank you guys for the time yeah now and we've heard that hearing more from Jodi and as the process moves forward um it's a goal review uh first off again a big thanks to Libby for covering us in time with her team to give this some attention um do you want to talk us through your thinking sure we're going to start sure so um the link that's in the board agenda is something I just put together is something that could go up on our website potentially um as to how we might want to do this that could last more than just a year um so we would we'd have things in one place um talking to so where you see like if everybody pulls that up the I can actually share my screen that's probably easier isn't it hold on um so where it says 2023 fall data literacy 2023 fall data math that that would be a link to to our data um so you'd we'd be able to link that in and then have the district goals in here the leadership team really went down had a really excellent conversation about what um this could be for the school board and where we landed was that the school board's level for a goal should be very high should be way up here um and not in the weeds and that the weeds are kind of the touch points so towards getting towards that goal um so they did land the team did land on using Vermont CAP the Cognitive Assessment which was formerly the SBAC as um the right indicator for the board to be looking at not as a sole indicator um you can see my comment on the side be clear about what the touch points are for the board throughout the year to show that we're actually we're getting towards the the stated goal by 2026 so we played around with two different place two different ideas um a straight percentage that by 2026 85 percent of our students will show proficiency in literacy on the on the Vermont CAP and in math we chose 85 percent because uh RTI research shows that first instruction should create 85 percent proficiency in in students um with 15 percent needing more support so that's why we landed on the 85 percent um or another way to look at it um and I think the preferred way for the leadership team would be from our growth measure um that will increase our proficiency in literacy by five percent each consecutive year as a district and by 10 percent each consecutive year in math the reason why we landed on those percentages is because while the VCAP scores are still embargoed for some unknown reason because you will all be able to see the district and state level scores on the student reports if you have a student in third grade through ninth grade that we sent out this week if you haven't gotten them yet you will get them probably tomorrow um we're not allowed to talk about them publicly yet um and our literacy scores are pretty high uh and so we we by 2026 it was a reasonable request for five percent with the high with how high our district-wide scores are um our math has more to grow which is why the percentage it would be a bigger percent increasing growth um and then we would want the board to think about how they're going to support us in that work um so that would be your your uh row to fill out if we were going to use a form like this and then each of these with yearly progress would be links to board reports and data reports so that it all be in one place so just I just wanted to explain what this whole chart was and what our progress was each year um and then in the belonging safety and wellness the team actually met and talked about this today and because I'm in Rhode Island for a different board meeting um earlier today I was not part of this however I have it on good authority that it was a wonderful conversation um and they really dug into the panorama student surveys that we just had the kids take uh and the belonging indicator on that the kids um reflected on their sense of belonging and what we came to is that there'd be a yearly increase of 10 percent uh 10 percent in the percentage of students in grades three through 12 who report a feel of sense of belonging in a panorama survey. It's an interesting growth indicator because some schools have a lot of room to grow and some schools have very little room to grow um or some grade levels have very little room to grow so like 10 percent over three years would get us to 100 percent at UES for instance in our third and fourth graders um and this isn't an or but an and uh by 2026 we still want that chronic absenteeism to be looked at as a goal um in terms of belonging safety and wellness because there's so many correlations between high absentee rates and student success in both academics and belonging safety and inclusion so we'd still we still feel that that's a very important goal to have under this indicator so those are the two areas or those are the two things that they came up to with belonging safety and wellness um we did not talk about community engagement and accountability because we are still kind of unclear as to whether this was a board's goal or if this was an administration goal um so because we were unclear on that we didn't talk about it uh too much we can talk about it uh certainly we didn't avoid it in any way but we just weren't really clear about what the board's desire or who the focus of this indicator was on um so we wanted to get clarity on that first that's the rhyme or reason that we have great no thanks for the work on this um and i definitely like the idea of staying at high levels uh thoughts comments i should probably take a little time to answer that question about the community engagement piece sounds good um yeah i'm just curious about what the 2023 data is i know that isn't available yet is the 2022 data anywhere on the chronic absentee data and the student survey we didn't take student surveys last year so we so this year would be the baseline data for the panorama surveys on belonging specifically alar you should have taken one if not let jason know we'll make sure you do and the um the chronic absenteeism we were at 34 percent last year as a district okay that's good to know thank you and how does 34 percent compare to historic data we hadn't collected it until the last year with with nick coming on board um he he's the one who really taught us how connect i mean we obviously knew or had a hunch of the correlation between if you're not in school you're not learning obviously um but he really painted the picture for the administrative team and made it rise to the level of us paying that much more attention to it so this oh i'm sorry laura muriam i called you laura i'm sorry jim's like no wrong name i'm so sorry so uh because of nick connor's work uh particular and then we were in coven when he first came i'm like we just didn't have chronic absenteeism data before this um so last year was our was our baseline year it might help us folks are looking at these and and internalizing these goals to once again reminder ad liby included in our packet the document that has mission vision priorities so that you know that's a good reminder that you can be looking at that for all of the work or the culmination of all the work leading up to this conversation tonight and then i also wanted to bring in um the the input that we got i mean i know we got a lot of input at various points across the process but because not every board member was able to make it to the fall festival i thought i would share the um post the giant post-it notes with folks just to bring in the comments that we got and the input that we got in that particular venue just to make it part of that conversation so we asked people what they would like to see us accomplish within these three priority areas and i'll just read them out loud number one priority area being close the academic gap our first is a focus on academic achievement and recognition and honors programs like national honor society um we got a few ideas um i believe these were from students which is great bringing pets to school day and a class pet although i might put those in belong safety and wellness i'm not academics um more fun learning more less worksheets more games less standardized testing uh focus on quality professional development and coaching for teachers for educators and continued rigor to challenge all kids especially at the middle school in middle school opportunities so you can see even in you know we were gathering all kinds of input so ideas for things that could happen on a daily basis or maybe once a year like bring your pet and then we also got things that were a little bit more high level like focus on academic achievement and rigor and chat so that's what came to us in the first priority and then our sheets of paper overlapped each other so i need to get your further one out for belonging safety and wellness some ideas that we received were um anti-fat bias awareness and eating disorder prevention for faculty staff parents and students mental health and social media um they would like washing sinks in the cafeteria at the middle school longer recess at ues there were three or four requests for that one allow caregivers to eat the cafeteria again um more reading uh social emotional learning curriculum for k through 12 outside time options um more outside education um the krs kindness responsibility and safety um the krs being the ues um sort of motto and get the recess get back to a 25 to 30 minute recess so those were ideas that we got and requests that we got under belonging safety and wellness again most of those getting more into like the nitty gritty how we might live out a goal or accomplish a goal but thought that it would be it's good to bring these ideas into the room and then on the third um one uh community engagement and accountability we got a suggestion for when new ski river cleanup to bring that back i guess that used to be a big thing to engage kids in more environmental issues outside and the lip sync battle so anyway wanted to make sure that that all was part of our thinking yeah thank you thank you everyone who attended ball festival yeah yeah it was a great day for it too um i have a question on the attendance goal which just i which i think kind of goes to wellness but you know kind of one of the things we realized with covid is you know maybe rethinking our culture of like kind of plugging through a cold and coming coming in anyways and you know sniffling next to your you know work mate or fellow student like like how do we balance that i mean how do we encourage people to kind of stay home take the time they need to get well not spread it to the entire class with you need to be in school and do we have data that and or an indication about what's really causing absenteeism is it that i mean because if it's because people are staying home because they're sick and shouldn't be around people then maybe we shouldn't be encouraging them to come to school but if it's other reasons then clearly it's a problem i don't think there's one answer to that i think it's a very good question um oh and uh challenge that i don't think we really could answer that other than subjectivity and opinion so just put that out there right i think nick probably is a much better person to answer than i am i can say however that there's a variety of reasons why kids are out um and uh like i was looking pretty in depth at the attendance data on panorama just yesterday because we have with panoramas like the most amazing thing that the board has ever decided to do so thank you for voting that into the budget it was it's phenomenal and we're just playing around with what it can do which is now our data warehouse our data piece for those don't know what panorama is and and what i love about it is that it's at my fingertips now and i can look at it right and so there are you know you go all the way from there's approximately 10 kids in our district who have missed 17 days of school i mean think about we've been in school for 24 or something like that like and and so like that is not a common cold right there they are not missing school because they have a cold um and some of those families were on trips some of those families were call every day and say oh they bumped themselves last night they can't come to school in the morning you know so it's really all over the place with those families and those that's nick's caseload right nick is all over that um for support of the families that are moving into more truancy than support um and then we have a lot of kids who have been out probably the five to ten day range um and those are really worrisome that's that's um you know when you get to ten you're at almost half the school year out already and those are pretty much getting blamed on common cold kind of stuff um for the most part i don't want to totally generalize because nick would have that information far more but the those are the ones that nick's on the phone with saying hey you got to come to school let's talk about what we can do to support you and i think people's opinion of what um and i know i'm speaking as a superintendent as a parent right now with two kids who one kid in particular who like walks by another person and gets a cold um of of making that decision in the morning of when to send your kids to school and when not to send your kids to school and what's safe and will they wear a mask if they're there and if they don't you know there's so many questions for parents these days that it's not easy and it certainly is a different mental thought process than it was prior to covid that is 100 accurate so there's a rambling answer jim that doesn't really give you an answer because i i'm not positive how we how we talk about it just yet other than the data that we have is so crystal clear that when kids miss a lot of school then they don't feel like they belong in their classroom and we have the debit data to support that they don't feel like they belong in our school system they don't feel included they have trouble with more trouble with friends they have more trouble with behaviors they have more trouble with academic everything adds up on the on kids when they miss a considerable amount of school so it's really just we know they should be in school so how do we balance this need for public safety public health safety and being in school at the same time it's it's i don't have an answer like a clear answer yet yeah that makes sense i know me as a follow-up and you know i think there's probably so much information again but it seems like knowing knowing why kids are not at school you know if if they're anxious about coming to school and that's keeping them from school that's very different than you know if they just got the flu a couple times and you know end up tipping into that chronic absenteeism thing but everything else is fine right i mean you get covid and the the the directivist still to stay home for that five days you know like which at this point you'd be chronically absence right so there there is there is there are still public health things that happen that would would tip the scale for a kid most definitely yeah uh mea looks like we have jake and i just saw emma come on camera so she may so i'm curious let me how you all landed on the number the percentage of 20 because that's still a fifth of our students being chronically absent is that more just like that's the progress we think we could make in two years toward an even lower number or is you know how did you get there it's just more realistic um and that number came from nick i actually had when i just brainstormed myself before like i wanted to the leadership team to react to ideas rather than um come up with them so i had a lower percentage down there and nick was like no way and he is he's a leader in this space um so i trust that he's he's looking at national trends and that kind of thing as well um and and that's he he said 20 percent is a realistic number for us to get to yeah because you had in your continued continuous improvement plan 10 but that was before we had baseline data of 34 so it was 10 really more the ideal and we want to get there eventually do you know yeah it would be ideal i think yeah okay okay thank you uh jake my question um is well the first one is um is pickup patrol the app feeding panorama like how where is panorama getting the data about why people are absent um so that's reported by parents when they call it's not pickup patrol uh because when my kids think i do pick up patrol and then i enter like home sec or something yeah so that that might feed into that's brand new this year so that might be feeding in for us but that's not a common thing across the district either okay um and then the second part is like um you know i wonder if there's like a better statistic about absenteeism such as like per day um you know a certain proportion of students are out for like an unexcused like an un you know a reason that's not like being sick or something like maybe that's the the thing to look at like i don't know what the number would be but you know people who are out just because they're out you know without a without a good reason or maybe the people who are out are making up some yeah that's that's the challenge that's the challenge so you know a kiddo who's got 17 absences um technically they're all excused right and if a parent reports their excuse then they're you know like that's that's what it's it's not always it's not always a a logistic like i i can i know what you're saying like my my kid olena last year was had covid and then she had rsv and she was you know like the first four months of school she's been out 10 days and so like i like but that's legit you know she was sick um but that's not always the case i think uh with absenteeism and are there kids who are like sort of totally off the radar who are like absent but we have no idea why we do not have too many of those right now because we have nick in his position um there we i can honestly say prior to prior to hiring a community liaison with the skill of what nick connor has we had plenty of those now we do not he knows he knows where kids are okay thanks emma thank you liby for getting this feedback from the administrators it's really helpful to have another starting point um i think this is a question for mia and jim but what is what's sort of the ideal timeline for finishing these goals up i'm just wondering how much time we have to sort of sit with these um recommendations and mix them up with our own brainstorming i mean i think that's kind of a question for the board as a whole i think we'd like to finish them sooner rather than later um but we also don't want to rush i mean and my initial take on these are these are relatively consistent with the direction we're headed so um yeah i think we need to take the time we need moving with you know a sense of purpose okay so we'll maybe expect to see some time it's not tonight is what i'm asking like we're expected to see yeah maybe maybe even like the next meeting we can carve out some time to go through these um and it seems like we've got a little bit of work to do which when we wrap this up we should probably take five to ten minutes to talk about about the community engagement piece um but yeah i know let's let's on a near meeting take a chunk and and finish these okay does that sound right any anyone feeling differently yeah perfect i just have a couple questions i'm going to go through so on the um academic achievement when i definitely favor the second growth angle better than you know over the flat percentage and then i'm wondering with for the for the second bullet point there it's actually the fourth bullet point or whatever by spring of 2026 increase proficiency in math by 10 each consecutive year i was just thinking i mean maybe this is getting too granular but i'm just thinking um i'm trying to clarify like i think by 2026 we're wanting to see a 10 increase from the baseline now good question i i'm sorry you're completely right that doesn't make sense grammatically we were thinking each consecutive year between now and 2026 we'd see a 10 increase okay and so then like i i don't think it actually adds up to 30 total but like that's sort of the goal is to get it up that much higher yeah yeah that would be our goal but good point out you're 100 correct and i should have i've read these 7 000 times you think i would have picked up that i wasn't sure like are we just like waiting until 2026 and then kind of okay so clarified um in belonging safety and wellness i was wondering if your team discussed any um like the staffed sense of belonging safety and wellness um in our brainstorm at the last meeting when we worked on these we were talking about staff and students and i'm just wondering if they discussed that we did that we only discussed students okay so kind of like the next one the community engagement it might be something to consider like do we want this goal to be inclusive of staff or are we really focused on students this time around um yeah go ahead sorry i thought i was interrupting someone yeah um and you i think miriam already asked about so the 10 we don't have a baseline for that yet right um we we know it internally we are not allowed to say it externally as of yet you as soon as you get um sworn infectious results you'll you'll know where we are as a district so well this is the panorama this is the sorry belonging safety and wellness that there will be a yearly increase of 10 percent in the percentage of students in grades 3 to 12 yeah we have we have that emma we um want to make sure that we're on it's different for each school so we don't have a district score right now and i don't think we would show this by district because the what a third grader reports and what a tenth grader reports are two very different things um and so i think we'd probably show this by school rather than by district yeah okay and then with the absenteeism the baseline you said is somewhere around 35 percent currently and then i wasn't sure could you clarify what it means like um the goal is written chronic absenteeism with no more than 20 percent of the student population at any given time in the year why was it written that way because because of kind of what jake was saying that that absenteeism ebbs and flows throughout the school year um and so what we want to say like we can't say across a full year what we want to say is like we want to look at different multiple points throughout the year so that we can show you where we are like it's kind of like the touch points from the academic data um and like you know last year we found out at looking at mhs's data for instance that for whatever reason kids were out were more chronically absent on wednesday than any other day the week like it was random one would think friday is the day but it was random so we want to get away from like daily stuff and look at where are we in points of the year and are there points of the year that we should be looking more you know that we need to pay more attention to this than others and what's it look like um so that's why it's written that way so it's not like a cumulative like the 35 baseline isn't like over the course of a whole school year that's sort of these different points throughout the year i think that's pretty much the ad nick would be a better person to answer but i think that's the average of the year from last year because that's how we took it from last year okay that's my understanding of it okay and then just i'll put my thought into the hat on the community engagement and accountability piece like i was feeling that based on the feedback from our community members you know over the course of my service on the board i felt like this um this priority was inclusive of like the schools and the district and not just the board so i would hope to see some of that reflected in the way that we write it and that's it great thank you i'm curious just to like better understand the goals and the numbers around absenteeism what strategies we've used in the past to try and reduce it if you know so because last year was the first year that we really started paying attention to this number because it was the first year technically i guess out of coven even though we're still in coven very much so it was the it was the first year that we really paid attention to it and honestly our strongest strategy right now is the community liaison position that has taken it away from straight a straight truancy report where parents get letters that we still have to send them because they're part of statute but nyx position allows us to do a much more supportive route like hey your kid has been out for a few days talk to me about what's going on what kind of supports do you need um so transportation issue uh he's also our homeless liaison so he has and he has more time for a homeless liaison than just adding on to somebody else's position and so he's really in touch with our families who are living in motels um or who are doubled up so nick is our biggest strategy right now and all of the things that his work encompasses um and i don't want to i don't want to put it just in a in a person box but he he really is on top of this i think we need to think of other ways we have to figure out why kids aren't coming to school and in other ways to to encourage kids and families to be at school um and i think part of it is to get better clarity from department of health and other places of what jim was hitting on earlier around like when do i send my kid to school when don't i send my kid to school um and that kind of thing so we have a lot of work to do in this um and nick it would be the one who's leading the more specific strategies around that great thanks very that's got to do you have a question yeah um let me thank you very much for for taking the time with your team to to look at these um goals um something you you said right at the very end when you said something like uh if the kids not in school they're not learning or something like that and and when you said it it kind of sat with me for a moment i'm not exactly sure why and then and then jim as you were talking i you know i was thinking about how we all like in the way that we've worked has there's been a seismic shift right ever since the the early days of the pandemic and so you know i i wanted just like interrogate that that comment a little bit because is it true really that if they're not in school they're not learning um and i don't know the answer to that but i suspect that there are ways and i'm i would be interested as a board for us to to consider how we can support the schools in various forms of learning that go beyond just the classroom so in those cases where students are chronically absent because of illness they can still be learning um and so yeah it's it's more of a comment and and sort of a prompt not prompt to kind of get us to think a little bit about what what what learning means and what what virtual learning could be um and not be a replacement for classroom learning but but a supplement to um i just want to throw that out there um and then also am i i agree with that that last statement that you made you know in all of the other goals for the board we're talking about data of students um in the academic achievement and we're talking about belonging and safety wellness of the students and the and the community engagement piece i i don't think it's just the board's community engagement i think we're really talking about the district as a whole including the board and the schools um and how we as a district um engage and so yeah i like to um you know continue that conversation and i know that we've been talking about how we as a board can help facilitate that and and yeah i think we can um be good partners in that great Emma is that an old hand do you have another question it's a new hand um i just was thinking when uh jake asked the question earlier about nick i thought it might be good um and you kind of clarified a little a little bit liby who he is but a little bit of historic context of like that was esser funding and social emotional learning investment and that it's a new position but now it's board you know now it's funded in the part of the regular budget and also miriam um he gave us a really good presentation and i don't have at my fingertips like the date of that but we should be able to find it on liby's document right your planning your agenda planning document we could find the date there and then we could find the um video on our website but i think it's definitely worth watching for those of you who aren't familiar with um his role in the school because it's one of the like i don't know most exciting things for me personally that came out of esser funding um and over the last couple of years it seems to really be making a difference he also had a podcast with me last year that was very good yeah yeah you have another question yeah well i wanted to offer some feedback and this would be i think so suggestions for us to consider as we are working toward finalizing this goal i i am fine with us not doing it tonight because i understand that these are important and um we should take our time but i also would like us to get to a point where we actually have goals and not just be talking about goals so um i want to offer some suggestions for how to beef these up a little bit and then we could maybe incorporate them in for the next time we look at them um if people agree that they they should be in here um so i wanted to bring in the um the like inclusivity and equity piece and and try and work in somehow like all kids regardless of identity and socioeconomic status was the phrasing we had in several of our earlier versions of goals and i think that's important to have in here so that it's a reminder to us that we should be paying attention to that stuff when the board is looking for the touch points along the way and that we're not just looking at the district as if they're as if you know it's like neutral on those things because there are still discrepancies in how in in both academics and belonging when it comes to identities and socioeconomic economic status so i just wanted to offer that as language we could work in to the final goals when we land on them and then the other question i wanted to bring into the the conversation was this piece that we heard both at the fall festival and then had heard in other conversations that we've been having as we've talked about these priorities which is the the you know proficiency yes absolutely that is a huge marker we need to be aiming for that but then let's not aim for that at the like detriment of kids who are proficient and need more challenge so i wonder if it's like increase the level of kids who are proficient and above could be like the way that we phrase it in the goal i'm talking about the academic goals here it um so that again it's just the reminder to the board to be um asking questions about and and um thinking and thinking about when it comes to our investments that that that piece so wanted to offer those two things and see what folks thought about that those two components of how we might articulate these goals okay yeah i just have a question um in in next meeting or the one after are we planning to kind of look at the goals um that we wrote side by side with the ones that libby has today is that on no let's do that now let's do that now it was yeah because the ones that we wrote in the last meeting are all in that document the mission and vision approach values priorities they're at the bottom of that document so that's a great thing to do right now okay thanks i really have to be mindful of like i mean i think we said goals is kind of these are some areas we want to work on i think that doesn't mean these are the only goals we have and these are you know that we're working on a bunch of other things too uh like what would be an example you know an example i think an example might be you know the the challenging kids as well um what our goal could be to like you know that that's something we want to do and and an understanding of something we want to do um but with the focus on like lifting the proficiency so we're we know that all students are getting a certain thing that we're right now we're not confident they're getting um with the idea that yes we're working on making sure your students are challenged and you know students who are in advanced courses are getting those opportunities and and getting challenged um and that if if we don't explicitly say something that doesn't necessarily mean that it's not a priority it's not on here the academic ones are yeah and it's some of the priorities may yeah i mean i think we want to we want to have academic excellence i think across the board uh and i think academic excellence means a lot of the things chris thanks yeah i wanted to respond to the first part uh the question that or kind of the idea that you had posed me i also thought just in terms of um in that first goal that we were really trying to kind of highlight and focus on the um the academic achievement like the gap piece um which you know feels different than so yes like wholesale we would like to see you know x percentage of you know increases in proficiency but i'm curious about how like panorama at this point to the extent that it's populated could also help us sort of uh to know that baseline data around um academic achievement gap and i know that we have to like always you know work with furpa and uh you know and less than 11 piece but is there because we several these are are kind of you know we just kind of went through piece by piece and talked about you know the comparison of the goals with the baseline and does panorama let me at this point have um data that could tell us more about the story of the existing achievement gap we have our fall data in panorama right now we have our fall data and we have v cap scores in panorama we have we have some of our spring data and from last year as well actually i believe we have more than that we have our data from last year in panorama and we have our data from this year in panorama and then that data could then be disaggregated in a particular way to kind of get at some more of these kind of equity um questions or achievement gap questions to get some of that like a baseline understanding of like do we have an achievement gap um you know i i always kind of come back to libya that goes back to the the spot on the thing that says um what are the board's touchstone points to show we're making growth here so the board can name anything you want for those and we would show you that data when we can when the when we have an end size that is appropriate and i will tell you that for the board level we do not have an end size that is appropriate for a lot of the categories that i know the board is interested in we do for like across a district perhaps but not by grade level does that make sense yeah it does yeah um okay yeah so yeah it seems like we definitely do want to wrap our head around that because it feels different than you know the goals that you have put up here which seem which are probably make a lot of sense you know but are really more kind of applied to the the whole of our students across the district versus really targeting i mean do you living and you you know this do the goals that you have currently stated as the district goals do those tend to achievement gap in your in your mind and in your expertise if we are to increase if we're if we have to go with uh the literacy increase increase uh five percent each consecutive year between now in 2026 we would be at an incredibly high literacy rate because we already are a really high literacy rate um and when you're at such a high literacy rate and you have such a low um diversity and demographics in certain areas then we would be we would be very close to closing achievement gaps because there would be very few students who would be in that category of not being proficient is that does that make sense yeah it does and now i'm trying to say it now but i'm like being in a way jail yeah i'm remembering now these conversations that it was sort of like you know if it kind of you know sort of brings it's like you scoop these students and then it kind of gives you a general sense and i guess i'm just curious like and if we can't do it at a grade level can we do it then at a district level yeah that's why it says district on these right so but like with the um with the data that would really kind of tend to like the achievement gap pieces and like disaggregating if we did it at a district level would we be in compliance with FERPA given the numbers uh for some categories not all for some categories so i guess then the question you know for the board and with you know in collaboration with liby and your team is you know seeing if we can articulate any goals that really specifically get at that you know that um achievement gap piece um just more specifically i think that if i had read this not being a board member and having a little bit of understanding of equity i might be like oh but this doesn't really seem to kind of tease out like achievement gap um just because i wouldn't have the explanation that you just gave me which and maybe that's an asterisk and there's an explanation of that but i think maybe as a board and with kind of also your guidance since you all really like know and you're living the data you know is there anything that we can um create that just very specifically and clearly gets at the uh the gap piece i just i always go back to you said it really succinctly at one meeting that we had that just sort of you know we know that there are certain sort of predictive um you know markers for you know particular groups of students that we know most likely that that student will not be hitting this this and this right so like if we can if if if anything within this goal area could get at that piece i feel like we would be we would more um intentionally be hitting that gap piece that i feel like this goal was about can i can i just throw in a thought here i mean one of the things that i think would be good is if we thought about the indicators that we put forward which i think are very good as informing the goals so kind of looking at you know we have an indicator of systems are in place or sorry every which one is what i'm looking at any barriers based on the identity of social and i would say i have some students shall not predict economic success at mrps so for instance that is an indicator that we have under closing the achievement gap so any goal that we set under closing the achievement gap should really be informed by that that indicator which is going to be a little more evergreen so if we set a goal of 85 percent and we are increasing that from you know 75 or 80 or wherever it now and you know liby comes in says well we hit our 85 percent goal you know because of i think the indicators we have i think part of the question we should ask is in terms of closing the achievement gap for that goal to close the achievement gap we should see that you know 10 improvement you know whether we choose the 85 percent of the growth we should see that improvement coming in a way that shows that it's lifting all boats and all boats you know in a in an equitable manner so if if we can show that then i think we have a good goal that meets the achievement gap and i think everything liby said makes sense if we look at the numbers and you know it's it's just getting some privileged students that were you know straggling or not taking tests seriously to take those tests more seriously then i think we say well given the indicators we have that the meaning of that goal does not as a whole when married with our indicators mean that we're closing the achievement gap we're just doing some cherry picking to get to a number does that make sense i mean i guess my fear is is having goals that are you know we'd like the irs tax code and i'm not sure that's super helpful jake yeah i'm no fan of irs tax code either considering how much i have to deal with it but i think i think i agree that the 85 percent district wide is not specific and it doesn't say anything about closing a gap in fact i think that the gap could widen and you could still hit the 85 percent gap if i'm mathematically kind of playing it out correctly so wouldn't wouldn't you want to make your improvement goals like very specific to the population who you're trying to bring up yes but our data one we'd have a we may have a hard time showing the board that because of firba because there's too few because yeah the end size is too small is it is your limit 10 or is it 11 yeah and then are you talking about like poverty like free and reduced lunch or is it you're thinking about different groups um when you when you think of about 11 so when christin was talking about how i said thanks distinctly um i haven't looked at the data this specifically in this cat in this way in a few years but when i first took over the data showed that if you were male free and reduced lunch and hit on an IEP then you had very little chance of being proficient in our district i that's that's an old statement so i just want to put that out there i don't know if that statement is very well could be true now but i haven't tested it so i just want to make sure that's clear um and that number of kids maybe like if we were going to go there right that may be too low of an end size to truly um to truly uh be able to show good data to the board yeah so i mean the i mean i can understand from your perspective how the male and female might play into it but i wonder if we're crafting goals and we're needing to see you know touchpoints to measure them could we do something like ignore the gender and you know to get a bigger end size that we could look at when i was at the agency district so i think for example um you could have sort of the Venn diagram version of that right so like how are our students who are on IEP doing versus non IEP how are our students and i don't know how we'll measure free and reduce lunch exactly the same but that was definitely a key constituent and then you can see on those different groups um because it is about closing the achievement gap right that we're trying to increase performance and not by lowering one to to go down but we're trying to raise that for everyone i would think we do have we would have it for those bigger cohorts cohorts of students like students on IEPs or free and reduced lunch you would for students on IEPs and free and reduced lunch probably not for race categories yes i guess my question is how do we filter how do we marry the indicators of goals because i think if we're marrying the indicators of the goals we can't get the we i mean the situation that jake pointed out if you just had the 85% totally true we could just have you know certain demographics especially given how small some of the demographics are in our school fall through the floor and lift everyone else up and have this huge gap that we open up but if we do it consistent with our indicators i don't think that's the case because our indicators very specifically state that these measures should not be you should not be able to take an identity or a social group and pick it out and have it be notably different from others scott and i have a follow-up too yeah to mine the i also have a question about the the priorities and indicators so in in that document that we put together right there's four five four bullet points for each of the the categories and then lily what you provided with us the goals right don't really get at all of the bullet points within our priorities and so yeah i wasn't at the last meeting and the one before that i was driving and so was the did we ask libya to focus on one particular part of each of those three priority areas or yeah so i'm curious like where the goals how the other goals would fit in to into the indicators and priorities listed within the three areas what other goals you talked about so i would assume we would have other goals so the the second one by spring 2026 mr ps increased proficiency level in literacy and math right the that's a very i like those goals but that doesn't address all four bullet points of closing the academic tubing gap that we've listed right right i think the intent here is for there to be one set of goals for the for each priority not one set of goals for every indicator i guess i don't so like the barriers based on identity and socioeconomic status that that question how that goal that libya and her team put together doesn't give me any information around how we are meeting that right so that was going to be my follow-up which is why i was offering the language of regardless of identities or socioeconomic status to get inserted into the goal that the administration has offered us to bring that piece in because i agree it needs to be in there and i i think although i might guys because it was my idea that that's a way of keeping this goal top line top top level high level at like board level without getting you know having either too many goals or you know like so many that it's hard to like figure out what we're actually aiming for because from the two meetings ago when we last talked about this one of the concerns i raised is if we have too many goals then nothing's actually a goal we're just like we want to work on everything um and i this is a part of it that was the full intent of this priority was to ensure that there is little to no gap anymore between between kids who have more privilege than others kids who you know are already doing fine and the kids who need more support um and so that was my offering to bring that into this top line goal was to include that phrasing so that when we have those moments where the administration comes to us with data and they say hey look we're at 82 we can say that's great that's district wide tell us how that is based on identity and socioeconomic status because that is also part of our goal and if you're just giving us the we're at 82 district wide without any other um coloring to that then you know we don't we don't know if we're actually achieving that goal so that was that was my thinking behind offering that phrase i i agree with that and i also i i just don't see most of what we have written in those bullet points reflected in the the goals that are um that that let me provide so go to the belonging safety and wellness right those four bullet points or five bullet points um how many of them would include um chronic absenteeism or i'll ask the other way around does chronic absenteeism um reflect back on all five of those bullet points i would i would argue not so scat there are seven there under belonging safety and wellness that's too many so if you would know he's talking with just the bullet points under the number two we do have seven goals if you go if you scroll back up oh okay sorry yeah he's talking about what are you talking about yeah sure thanks thanks really yeah and so if i totally agree that if we have too many goals then then yeah then it's too much i just don't see all five of those reflected in just that one metric of absenteeism well we have the two the district has the administration has put has proposing two goals under belonging safety and wellness panorama yeah got you oh hold on i just wanted to add my hazard i mean i i like me a suggestion of including the language the equity language in there bringing that back in i also agree with what scott is saying like i think that based on what libya just said and what what nick has told us around chronic absenteeism that that particular goal might be better um placed under the academic achievement because the whole thing is about you know they're not like kids can't learn unless they're in school um so i don't know we can we can look at the bullet points more closely and make sure that they're tied um i wanted to go back to that the concept of like sort of the district reporting out to us on like free and reduced lunch and and that and the 11 um you know like 11 students would be too small of a number to report out on but wouldn't we be able to you know if we wrote a if we wrote a goal with the language around um you know reporting out based on equity factors wouldn't you be able to report out district wide and not like school by school and would that get around the um you know too small of a sample size so christin asked that earlier for certain demo for certain um categories yes not all categories okay so like free and reduced lunch for example yes we could report out on free and reduced lunch okay and also you and like students who self-identify as by pock was another one that you said you have like 35 kids in the district or something that so i feel like that wouldn't you know if we have 35 students and we're only reporting out district wide wouldn't that be another one that we'd be able to report out on district wide yes if that were the number and we were reporting out on district wide stuff yeah okay so yeah i mean i feel like we shouldn't like not write goals um with that language because of the reporting out we would just have to figure out how to report out safely and and do it legally right i i think that the five bullets underneath belonging safety and wellness all lend themselves to the absenteeism data just because as a as like a mental health person you know you know we're trying to build structures to build resiliency in kids and when you don't have the skills to manage your anxiety you know your feelings of isolation you know you don't have strong social skills you get a stomach ache and you don't go to school um or you have symptoms of your cold you have a cold now or i have a headache or you know it's it's it's that's so that so i i just want to put that out there i think that i think the absenteeism is it's because it's also about like supporting families and giving families tools to support kids and i think that's what nick is nick honor is bringing to the district which i think is should be everywhere i don't know exactly whether or not there's a different way to say the goal but i like that absenteeism is a is a reflection of kids not having social skills and coping skills to manage their emotions well i i think that they go hand in hand that was a new hat or an old hat all of it yeah all of it i mean i have a question like how do we want to think about our our indicators and our goals you know the indicators the way i kind of think about those indicators are evergreen things that we always want to be working on as a district and we always want to be achieving these and the goals are more like one to two year things that are informed meant to be consistent and are so you know that we should filter through the indicators but are kind of like tangible things that we can do in a one to two year time frame that will start to to lift the boat and and get us there so we're meeting these all the time and successfully um and yeah so how do we you know is that how we're thinking about them and if so how do we make it clear that the goals are informed by the indicators and and you know the yeah i mean the indicators also kind of look like goals too so i mean so right goals without timelines yeah deadlines i mean yeah i was going to offer a suggestion which is that we spend the next 10 or 15 minutes coming up with the ideas of what we would need in order to the next time around you know make the progress you need to make and perhaps have these finals so for example somebody could say i would really like to see x in the goal or i'll take a crack at trying to write a goal that does speak to these four different indicators or i will take on the you know trying to um articulate the goal or couple of goals under community engagement and accountability um since you know it's already 807 and it doesn't seem like it's this is you're going to finish it tonight which like i said before is totally fine but maybe we use the rest of the time we have allotted for this to figure out what is it that we need in order to get to the point where we think yeah these are these i'm good or i've you know feel good about going to our community and saying this is what we are going to achieve together the next one to two years um and i can take notes on that and then we can we haven't really made we haven't really gone far into the community engagement piece and i'm wondering if part of if our goal should be to establish a baseline and then return to it in a year's time and and add a goal to that because we haven't done a great deal of measuring we don't have a lot of data um that i know of maybe i'm wrong but i don't know how we measure that goal necessarily and maybe the goal is to sort of get a just to sort of broad survey and i really like jake's idea last board meeting when he was like randomly mail out a survey to the entire community like mail out 300 surveys and see how many you get back to just random addresses and get information get a baseline from that or something like that i don't know the goal would be to learn to learn where where where we are with respect to our collective hopes about successfully communicating with the community because i don't know where to go with that one yeah and make it district wide i wonder if she found the crocs there were the sneakers that she had to yeah we were looking for one thing so that's one idea sorry for another time what i do i i hope we don't lose the i really like the i guess we're calling the bullets or our indicators right we're not talking about replacing those correct no because i think they're really good like value statements to hold ourselves to and that they're clear about what our objectives are and so i'm i'm open to being flexible about particular goals for shorter term because i really don't want to lose these i think these will be sort of evergreen and but i appreciate the discussion because i think it's true it's i don't want to shoehorn things but we could start measuring something i think you're right too that we might just need to say what's our baseline for the can't measure something if you don't have a starting point so for the community engagement piece yeah i think we could do that and then yeah we could also have a simple concrete goal and we talked about um doing some regular outreach in the bridge taking a half page that could be another easy goal just that we know is going to increase community input um i think we're undo anyways and in fairness i think that's a really hard thing to measure regardless it's super hard thinking about like industries that this is their whole focus is like how do you measure engagement of your audience and that's a really hard thing to capture we can't get like clicks or viewership or something like that that so we have to be forgiving about what what we use there so maybe to help i was trying to capture what folks were saying as far as feedback goes on the goals so let me say that all out loud and then you can let me know if i missed anything and also if there's anything you wanted to add one is to include staff in the goal for belonging safety and wellness or maybe have a goal that is that addresses staff's feelings of belonging safety and wellness another is to bring in language that will help us drive toward the true like closing of the academic gap perhaps that is including language that addresses identities and socioeconomic status to those the goals that um that we have the draft goals that we have incorporate rigor and excellence somehow in the goals and then the counter feedback that we don't necessarily need to name it in order to be working on it um and confirm or attempt to have the work of the the language of the indicators reflected in the goals um and then under so that was just kind of general feedback and then under for the community engagement and accountability um that it seems like it's the like kind of feeling on the board that this is a goal for the whole district not just a board goal and that maybe what we need to do right now is figure out where we are like establish a baseline and have a goal that does that for us before we can set a goal for where we want to go did i miss any pieces of feedback that would help inform sharpening these goals yeah i think that's i think that's most of it is is there a major goal someone feels isn't there that should be other than in community engagement because yeah aren't yet goals yeah i mean well i assume me that brett kind of filled that space for us but at least temporarily so hearing that so how are we going to get this work done we're going to come back to it next meeting and do it as a group just want to take a stab out of a rewrite to give us a draft to work with i think we need that i think we operate at this stage i think it's most helpful to operate in reaction to something that is in front of us rather than trying to we have a lot in front of us too um we can draw from the draft goals that we worked on a couple of meetings ago in addition to the indicators and the all of the information that informed all of that um how about how about you and i work with liby to come up with something we can present next meeting okay does that does that work with that scott looks like he's ready to say something scott no oh you had your mouth open sorry i just just breathing were you about to volunteer to do it breathing did we speak too soon okay and jake's okay um yeah i'm um uh to me there's like the goals that involve the administration um and i'm okay with with you guys working on that with liby for the next meeting um the community engagement piece um you know that seems more like the statistical kind of setup um and i am happy to work on that myself since i you know kind of have a an idea of it um and then the only like overarching feedback that i have um is that um i want the goals that we do land on um to be like attainable and meaningful so um you know i i was a teacher in a public school um and i kind of know how these things filter down so um i don't want like high in the sky type stuff um like i want you know measurable achievable and if that means like that they're more modest or more incremental that um then that's okay but i want i wanted to like really be something that we can get to so i really appreciate that that perspective and i'm curious um liby do you would you say that these as you you and your team have put together as they filter down would do you would you anticipate them feeling achievable to to jake's um point we had a lot of conversation about whether the these particular percentages and either way you look at it whether you're looking at pure percentage or growth were achievable and um this was these were the numbers that we came to consensus it so i the administrative team believes they are achievable excellent um any else of that you've got a few more items and it's i just wanted to know it's that jake did volunteer to do something so you and me working with liby on over on one and two and then jake's gonna is volunteering to take that awesome thank you jake for all for community engagement i kind of no problem i will i will do it thank you thank you um so net zero committee potential action i think we want to potentially approve the charge um i know christin if you're in a spot to give a quick overview of where we're at and what we want to do but this looks excellent by the way thank you yeah we um i don't think we received you know other than just looks great um you know following our last meeting in terms of comments on what we put before folks last round so no significant changes have been included um i think we added in our request for applicants just making sure folks uh know the avenue of how to go about applying um so that was added but uh other than that there were no significant um changes to uh what we have before the board in our last meeting at the last facilities and energy committee meeting we spent a lot of time really kind of discussing an action plan you know should these be approved kind of how we would go about distributing the request for applicants so we could get the work underway um so yeah i don't really have much kind of substantive content to add in terms of you know changes to what what's before you tonight um but i feel like we are ready to go in terms of the committee should this get approved we've got a plan uh you know on paper to to get the work underway yeah excellent thank you um do you want us to approve it yes yes um i just want to bring up one consideration um it's it's it's it's it's quite a commitment and so i'm wondering if there's um for from for the ad ad hoc community committee members um and i just add this thought of like partners um so that if one person like like the possibility that there's an identified substitute for like each person like Miriam is into it and she has a friend that's also into it and Miriam's the primary person but something goes wrong she's got other things going wrong and her identified partner steps forward and it's almost like i don't know if this is a good idea or a bad idea just a way to sort of um have have consistent engagement and and if there and if it turns out there's a bunch of people that are all about it then totally my idea is not has no use but if it if it if there's some um slowness in the amount of people that express interest i wonder if we can make a make an adjustment that it could be pairs so that people don't feel like i don't know if i can make this commitment but i could make this commitment if my friend could back me up if i for some reason couldn't couldn't participate as much as i would like to or something like that i don't know if that's a good idea or a bad idea but does that make sense it does yeah i hear more people need to yeah raise their hands it it does make sense and i think for most of the the composition that is embedded in the the committee composition there's a couple where there's only one or two but for students it says two to four right so i think what you're saying rat would be covered if four students all joined but only two of them could make it to any one particular meeting at least there would still be student voice sorry i'm uh yeah this is that we did talk about this in committee and basically um we referred back to the school safety police relations committee and when you have a committee of this size it's exactly what scott said where there's there's backup built in to just the sheer numbers of people that are on the committee so there's gonna if if somebody has to be absent there's gonna be plenty of other people present to do the work yeah and you will get you will get some attrition and so is that the attrition yeah you can refill the spots too i move to approve the committee charge for the net zero subcommittee of the board so second sorry any further any further thank you any further discussion all's in favor hi hi any opposed thank you again um so this committee this is great work it'll be a setting to move this forward uh committee assignments i think this is where jake gets to let us know which committee he may or may not want to be on can i just can i hold this up just one second i think we just approved the committee charge do we need an approval for the uh request for applicants or no approval needed there that just kind of has the board's nod but we don't need an approval to go ahead with that i was assuming that the request for applicants was part of this whole process but we can have a separate it is it is they're just two separate you know they're connected but they're two separate documents i just want to make sure that we've got the go ahead to go move forward with both well that's that's i think we're good but let's just take 30 seconds and approve it i think the link goes back to the draft unless our other people seeing something different yeah i don't think to approve the form or the yeah i don't think we do either the request for applicants we don't need to approve i am that's i'm like 99 percent sure we great okay excellent thank you at least that's how i was reading it i don't know okay um so committee assignments seiji was on equity and facilities uh i know that facilities especially has expressed interest in having more members than it it needs or more members that it has sorry it needs more members than it has what i meant to say um you can go you can open it from your email or from the board packet yeah yeah i don't know why that link is broken but i was just able to open it from them thank you um we also we have people can do a little little shuffle too if we want to uh i know jake uh did the i mean the we could just swap you into where seiji was if that doesn't make sense for you or if other people want to shift we can talk about that um so i'll just i'll just open it up i know jake if you want to express your preference first or if you want to see if anybody's miserable on a committee or i another committee um or feeling or feeling stretched or feeling stretched um well i am interested in the facilities committee and you mentioned that they might be looking for another person um and then finance i don't know if they are looking for another person but i might be able to help there um so that would be too um you know if somebody's super miserable somewhere um i'm interested in you know trying to make them really gonna say something now uh i mean i think two is a good place to start okay and it might also be a good place to finish uh i think we would be a lost opportunity to not shake on our finance committee that's kind of my thought too is there anyone on finance who is interested in equities the other how many people do have on equity three three now yeah so we don't necessarily have to put someone on equity how many people do have a finance three three is there anyone on finance who is on three committees and wants to be on two is it i'm happy to succeed yeah jail in addition to being our um president cv cc is also on negotiations yeah um why don't we why don't if it makes sense why don't we excuse jill from a formal role in the finance committee if she wants to visit she can visit uh and appoint jake to the finance committee and the facilities committee uh does that make sense everyone especially jake emma i just wanted to clarify because i did not realize i don't know if lin is in the room but um i did not realize that lin was on the facilities and energy committee and she has not been attending so i'm not sure if she wants to just be removed from that like officially yeah she's not here tonight yeah she's not here we can yeah we can we can have that discussion uh with her um but let's let's let's appoint jake because i think we there's a that's a he's interested that's a good role for him and um yeah and if and if lin has not been able to to go much uh that's a busy committee so we want i think three dependable dependable folks um but let's let's check with her before we um yeah uh excuse her of of those duties so i'll just make this motion as a package i move to appoint jake to the facilities and energy committee and the finance committee each and to relieve jill of her appointment on the finance committee yes so do you want to uh go on maybe reword it to say except uh jills offered step down so it doesn't sound like we're like firing her right except jill's request to step step down from the finance committee uh second any discussion all those in favor hi hi great uh thank you this isn't the house of representatives you're right so really quickly yeah it's 828 and i don't know that now's a great time to have the conversation but the idea of um another committee around i think seji originally originally mentioned it as as a communication committee i like more the idea of a community engagement committee i just so that the engagement piece becomes a shared responsibility of the board um and so yeah i don't know when that conversation can be had but i think it's an important one to have no i think so too i my my thought is to have it a little later i am getting like 845 no not 845 exactly yeah my sense is that that people are pretty maxed out on committee work and that there's not a lot of committee work that we can cut back on so adding more committee work i think is is a stressor at this point um and i think that's part of a bigger conference i think if we're going to have that committee which i think is important i think we also have to have a thoughtful conversation about how we relieve other stressors to make room for that i also think it would be good to have that conversation after we've set the goal because then we'll know that'll be a little bit more context for what the committee would do and can give us more direction so be part that could be part of the conversation are there committees that could is there the possibility that it could either fold it into one committee or have a specific agenda point for every committee on every agenda or something like that is that satisfied a need or something like that i think we could do that interesting idea yeah i mean i think there's a way we can get it done um and i think we need to make room for that conversation at a different meeting policy monitoring reports we have three policy monitoring reports up for approval a 22 notice of non-discrimination uh b2 uh volunteers and work-study students and c7 student attendance uh do i have a motion to approve those monitor reports i'm moving to approve policy monitoring reports a 22 b2 and c7 do i have a second second any discussion all those in favor hi any opposed nay uh policy monitoring reports passed um um and surprisingly almost right on time uh the motion to adjourn no stay here i'm just waiting for it to be 32 and then i was going to do it okay let's do a little bit i second i second that motion day 32 now all is in favor hi hi