 People mostly would like it read in so we can do that later and I can send that to you. Would anyone love to hear your thoughts? Nancy? I feel pretty strongly that we need to join the organization against consolidation. Thanks. Want to elaborate? I believe that local control of the small group is very important for us to more closely answer our needs and control our own debt and... Thanks, yeah. Any thoughts, Katie? Yeah, I also am here because I support you joining the litigation against the forced merger. There are so many issues. One, many other forced mergers that have happened have resulted in school closings and in many cases those students suffer greatly by traveling and working in district court now. Students are traveling 22 miles to our school and then as well in the district where I work certain opportunities that used to be offered at middle school are no longer offered because they can't accommodate all students because they can accommodate students who are traveling 22 miles to get to more failure which then impacts the opportunities that are available that students use to have. And again, I just agree with the importance of local control and I really... I want to stand and change for this. I support fully the joining the litigation. Thank you. Thank you. Can you hear this, Chris? Okay, great. And we just had the number of several other Vittislex citizens joining us. David Lawrence. Let's see, Kyle, Landis Marinello, and Charles, Carl's, Merriman. And we're in the public comments and correspondence section of our agenda. So we'll move directly after this into the discussion of the possible lawsuit. So other thoughts? Hi, I'm just going to also support the litigation. I think we need to be able to control our schools. I think of course, of course, the validation as far as point out is going to affect the quality of education for our children and it's going to affect student and I would like to say that it is like school is probably going to be much easier to happen and there's much discussion about our best communities. I think that's all things that need to be stayed local and stayed discussed in the local government. So I'm going to support the litigation. Thanks. Other thoughts? I haven't even heard of the litigation yet, but I'm on board. Okay. A great client, David. I can only imagine because I'm no fan of what Vittislex is going to be like this directly on you. Okay. Yeah. Kyle. I said this in the larger meeting, but I don't know if you were there for it. I was just really struck by the fact that the state board only spent five minutes actually looking at this document that was the culmination of several years and hundreds of thousands of combined hours of work and thought and just people trying to do the best for our schools. And I think we came up with a plan that would have been the best for our schools and they spent five minutes on it. Thanks. I have something. Amy Hartman, this is just the statement that was crafted last time that was sent to the school like for the board. So that's me. Okay. From who is this from? This is the board statement. This is just your colleague. Oh, okay. Great. So this is the statement from us to Krista Hewing and the rest of the Vermont State Board of Education. Thank you. Yeah. Well, I think it probably makes sense of our future for their comments to do a brief Act 46 update. Sure. Yeah. Krista, do you want to do that? No. I mean, I think that's it. I've sent out a few updates. Hopefully, people know where we're at regarding what's happening. The goals of Act 46. Any questions about Act 46 while we're here? Do you all feel reasonable at speed? So we created a statement. Let's see. I move that I get to read this. Yeah. Let me just say, first of all, so there has been further information on the lawsuit. I can't really speak to the legal basis of that. I think probably maybe a couple of attorneys in the room who can. But what we do know is that it will not, that there is no financial commitment for Romney to join this suit, that there has been fundraising done, and that there's, I guess, a go fund me or something like that, so that to vote yes on a lawsuit is not necessarily to make any kind of commitment. In fact, specifically, it is not making any kind of commitment. And then some, I think it was, well, somebody was explaining, Kyle was explaining to us last time, perhaps that litigation is often dependent on sort of, this type of lawsuits tends to be less expensive for one thing. And secondly, there's so many schools involved that the cost would be shared amongst a lot of people or we'd end up paying part of that cost. So it really seems from the best of our understanding, like a financial commitment would be very minimal for the community, which for me, and I think for Walden as well, made our decision to do this without a specific vote from the electorate, much more palatable. We are willing, if it's a very small commitment, to make this kind of decision without asking our constituents if that's reasonable for them. There's also significant volunteer time that is going into the lot to fund me fund raising money already. And I think the working $5,000 that it hasn't already. Okay, okay. Kyle, did you have something you wanted to say? I received an update on the numbers saying that in the last week I said there were 10 or 11 that had voted to join the litigation. It's now around 22, I believe, and that's of the 37 that would be forcibly married. That's 22 pounds? That's 22 pounds, or districts, I think, specifically. Yeah. First I just wanted to, Charlie Merriman, I just wanted to, first of all, disclose that I likely will be one of the council on the lawsuit. So previously I'd expressed my support for the lawsuit and I want you to know that I'll get some remuneration out of this as well, okay? So I don't know. The other thing that I wanted you to consider is maybe a joint meeting with a select board. There's a select board like it behind this, and I think that's absolutely gratifying. Okay. Do we, what do we do with that? Do we, should we make a plan to meet with a select board? Do you want to think about that? When's the next select board meeting? Anybody know? I shouldn't know that. I don't know that answer there. Do you want me, I'd be happy to take a lead on sort of seeing that. I'm setting up a date. Yeah, I can do that. Great, yeah. What we have come up with at this point says that the school board supports a legal action. So I think that could easily be morphed into the town of middle sex supports or the select board and the school board. So I feel like we should proceed as. Great. Okay. And it goes back to the same oddity that really the school district and the town are one and the same. Right. There's not a separate corporate entity that's a school district, right? It is the town. So it's consistent with my view anyway that the school, when we school, is owned by the town. Yes. Yeah. I just wanted to say thank you to both of you because for communicating with your front porch board and so on, especially for me on the town a lot, but even for a lot of other people who don't get to participate in these. I know there's been some controversy over the use of the front porch board and all, but I think it's a real end Facebook. It's a real positive thing for the community as a whole to keep it going. So keep going on that. I think it's really, thank you. Thank you. So Alison, did you have a motion? I move that we adopt a statement of, a statement that Romney Memorial School Board supports legal action to prevent a force merger of the school with other elementary schools in the WCSU. We have a statement as well. An appropriate time to read it. I think that would all be part of the motion. Is that? So, all right, so. So yeah, why don't you read it? All right. I move that we adopt the following statement. The Romney Memorial School Board supports legal action to prevent a force merger of the school with other elementary school districts in the Washington County Supervisory Union. Should it be asked to join the Romney Board agrees to be a plaintiff in an expected suit? The Romney Board believes that the expected decision by the State Board of Education to forcibly merge the Washington Central elementary schools into a single district would violate both the letter and spirit of Act 46. Vermont's General Assembly made it very clear that it welcomed alternative governance structures in districts that could demonstrate that they were meeting the goals of the law. The goal of Act 46 is to create sustainable systems of education delivery that are designed to meet identified state goals while recognizing and reflecting local priorities. State goals include promoting a student population that meets or exceeds state quality education standards, increasing efficiency by promoting the economy of scale and increasing flexibility of resource sharing, including staff, facilities and equipment. Act 46 recognizes that merger may not be the best option for all districts. Substantially, invalid's debt is listed as a sufficient obstacle to preclude forced merger. The Board of Education has so far dismissed Romney's proposals for an alternative governance structure in an arbitrary and cursory manner. The Board of Education has simply glossed over the issue of invalid's debt and has proposed no reasonable mechanism for dealing with it. Additionally, the Board of Education has not recognized the value of the substantive and ongoing efforts of all members of the WCSU to work together and meet the goals and spirit of Act 46. The Romney School Board is dedicated to providing the best possible education for its students at the most reasonable cost to our taxpayers. The Board of Education has not provided any explanation for how forced merger of the WCSU districts would increase efficiency or promote student learning in our unique case, nor have they provided any reasonable way of dealing with the difficulties of a forced merger that a forced merger would impose on our citizens. Finally, our electorate has repeatedly opposed a merger. For these reasons, the Romney Board is elected to oppose the forced merger in the strongest possible way. Is there any discussion on that? Second. I would offer a friendly amendment to say that we move to join the lawsuit. So maybe the Romney Board agrees to join in an expected suit. Do we need to say join is a plaintiff or is join sufficient? OK. All right, my Roger's rules aren't very good. So what do we do now? That's a friendly amendment. Do you accept the amendment? Is that what happens? If Allison will accept the amendment, I do. So I would move to accept the statement as amended. Question mark? Help us out. OK, and I will second the amendment. Brian is just walking in now. Do you, while Brian gets himself situated, does anybody have any comments, any hearing any language that we might want to pay attention to? Kyle. Two things. One, the Washington. And the Washington Central, yep. And then I guess it's based on just what Chris just said, then the next sentence is a little confusing, because it starts with should it be asked to join. And as I understand it, the board has been asked to join. And so. OK, so just delete should it be asked to join. So we changed that to just the Romney Memorial School Board supports legal action to prevent a forced merger of the school with other elementary school districts in the WCSU. The Romney Board agrees to join in an expected suit. Got it. This is the master copy here, right? Yeah, there's a couple of those. OK, good. Anything else? Do you want to hear it one more time, Chris, or are you good? No, I'm good. OK, we'll let Brian read it. Chris, how much time do we have with you? Another 10 minutes. Who doubted it? Scott Skinner originally proposed some language. I made some pretty significant changes. And I actually sent it to, let's see, Carolyn said she couldn't be here. So I sent it to her to see if she had anything to say about it. And then, yeah, that's it. No, but I could check again now. I hadn't, as of before the meeting. We have several emails from citizens who've asked to have their statements read into the minutes. I think all of us have seen them. But I can, well, Brian is reading. Maybe I can read those aloud. I think that was the understanding. First one is from Patrick Wood. Dear Rummy School Board, please vote to join the Act 46 lawsuit to stop the force merger of our school district. Based on info shared by several board members along with recent news articles, my understanding is that there the suit has some strong legal arguments and the risks of participating in the suit are low. In contrast, the risks of a force merger appear high and could have adverse financial, social, educational, and community impacts on the education of our children and our town. Please do all that you can to prevent a forced merger. Thank you, Patrick Wood. Should I keep going, Brian? Are you ready to talk about this? I don't have anything to add. OK. OK. So let's, I guess we'll call the question. Ready? Yeah. All those in favor of the motion submitted by Allison, please vote aye. Aye. Aye. Aye. Aye. All those opposed? Yeah. Would anyone like to explain their vote? I'm happy to. I, uh, wingy in here. I think that I stated a lot of things at the last meeting, but I understand why folks are interested in pursuing this. I understand why there are issues that, you know, that brings us to the level of taking a lawsuit against the state. I, for me, I just don't think that this is one of those, those moments where we challenge us. And I think it's in part because I, well, I recognize the concern in the real, you know, quite frankly, there are aspects of this that, that I don't like. I agree with sentiments that people have sent us communications on, probably folks have mentioned here tonight. But when I get down to thinking about what it is in terms of what I see my, what has got me involved in the school board is that idea of helping each kid, or the idea that each kid deserves the opportunity to realize their potential. And I think that when we look at U32 and, you know, some of our kids are there, some of our kids have gone, some of our kids will go. And we look at that graduation stage and the kids walking across that to accept their diploma. It doesn't matter if they're from Calis or from Worcester or from Middlesex. We all hope in our cheering for their success in future endeavors that I don't see why we can't have that same investment in a four-year-old, or an eight-year-old, or a 12-year-old. And, you know, a big part of, for me, of that idea of helping kids realize their potential is closing the achievement gap that exists in our own school and across the supervisory union. And I think it's a lot more effective and it ultimately serves a greater purpose when we're all working together across schools to do that. You know, I look at, we teach our kids, at least I think we do, not to build walls, but to tear them down. And to me, this is an opportunity to do that. So, that's kind of where I'm at on this. Thanks. Anyone else? I guess I would just, I actually came about it in a very similar way. I just came to different conclusions. So, when I think about equity in schools and I think about trying to put, trying to make the approach more uniform, I have a hard time when I look at stories and other data understanding how that can be. Like, it feels like the smaller approach is better able to address inequity, although the larger approach would absolutely address inequality. But I don't think we have an inequality problem. I think we have an inequity problem. So, I think for me, I think there's a difference between uniform and unified. And, you know, it's like kids. You know, you have three kids, right? They have different characteristic traits. They have different personalities. They have different strengths, weaknesses. But you want them all to be successful. And so, you're all seeking sort of a common outcome for them and that success. But how that goes about might be slightly different. And so, I'm not arguing for necessarily, you know, straight out of a box, you know, thing. I think that's, but I would say that we're small. We forget what we're talking about in terms of scale. We're talking, you know, 1,500, not even 1,500 people. So, I think that's, we're already talking pretty small scale. Chris, I know we're about to lose you. Do you want to say anything or? I do. I think, you know, it's the thing that we are... Kind of to summarize some of the stuff I've said previously that my concern, multiple concerns. One thing that's really compelling for me is to look at places where school district consolidation has happened and where school consolidation has happened and look who is benefits and look who is harmed. And invariably, it is people from smaller, poorer surrounding towns who lose property value. They lose their kids have to drive further. They lose connections with the school and with whatever this kind of more centralized school is. And, you know, there are a couple, perhaps a couple AP classes or some kind of some sort of additional educational offerings but that they do not outweigh for those kids and those communities that tremendous loss, which is both economic and in terms of relationships. Does that assume that schools close? It's both and certainly in the cases where schools close. Because to me, I think I'm not for schools closing. I'm fulfilling them. And, you know, this becomes a responsibility that we collectively share as a larger community to ensure that we're not closing schools, that we're not creating those potential disparities as a result. And so I think it's just a way in which we look at this is whether we're forward or against it, what can we make of the situation and turn it into an opportunity. Thanks. Yeah. I think we've all had a chance to explain our votes. Chris, if you need to leave us, you can. I just to... Thank you. Okay. Thank you very much. Fly well. Thanks, Chris. Bye-bye. Have a good night. Bye-bye. I'm just going to continue. Brian, we're going to really slim down our agenda and focus just on the things we absolutely have to do so we can have a fuller discussion with two core members later. But, Kristie, because we had various people who asked that their messages be read, I'm going to finish reading those now and then we'll close our discussion on this topic. This is from Susan Bettman. Dear members of the board, I'm adding my voice to those who support joining the lawsuit for smerger of the schools in our district. I plan to attend this evening's meeting, but if I'm not able to be there in person, I would still like to express my opinion. Thank you for your continuing hard work on behalf of our children in our community. Sincerely, Susan Bettman. This is from Mike Klein. Dear Rummy and U32 school boards, I'm writing to lend my voice to the call for Middlesex to join the Act 46 lawsuit that I believe is the only way to get the state to honor local control and school governance. I believe that if merging the elementary school boards within the Washington Central District was the best thing for our children in our community, the five towns would vote to do it. I acknowledge the role of the state in getting towns to consider ways to increase efficiency and learning opportunities through incentives, but I believe we should always guard against ill-founded state dictates that have no real basis in protecting the interest of the state. Once we lose our local control and governance slash administration of Rummy, and it's taken over by the district superintendent, we can never go back. I would like this letter to be read into the minutes. Thank you, Mike Klein. This is from Susan Bitterman. I'm a 41-year resident of Middlesex, and I'm very unhappy with the prospect of a forced merger. Please know that I support a legal challenge. I wholeheartedly agree with Scott Skinner's post-defront porch forum. Tell the board you want them to fight for continued local control of Rummy and not go down without a fight. Please do not go down without a fight. Thank you sincerely, Susan Bitterman. And Joanne Bridenstine. Hello, Rummy and U32 board members. I'm writing as a Middlesex resident and as a school employee to urge you to join the lawsuit regarding the forced merger under Act 46. All the preliminary work the Act 46 committee did demonstrated that the majority of residents of the 5 WCSU towns opposed this merger for many different reasons. My main objections are the loss of local governance, you all, and the sharing of unequal debt among residents of towns who never got a say in creation of that debt. I voted for the Rummy bond. My friends in Worcester and Calis did not. As we all know, Act 46 does little to nothing to lower taxes. That's where the real burden is. So this forced merger may make it more convenient at the upper administration level due to having fewer meetings to attend while the residents of 5 very different school communities will lose their individual voices in how their children are educated. And I don't believe a state for a second when they say this is not a ploy to close small schools. Worcester and Calis beware. One size does not fit all. Please join the lawsuit and continue fighting this battle on our behalf. And Kristi, I will send those to you so you have them for the minutes. So did you... So Susan Clark also wrote in support. I did not get that. And Barbara Buckley. So what I do when I get public comment is I say, do you want me to read this into the minutes and if they say yes, I do read it into the minutes and if they say no, or if I don't hear from them, I don't read it into the minutes. But I'm not sure we have a concerted policy on that. That's true. And I didn't ask these people if they wanted their specific comments read in. I got a lot of people saying that they wanted... Join the lawsuit. Yes. Nobody's saying actually not to. But maybe that just depends who they contact. Like I clearly indicated that I was. Yeah. So let's close that part of the discussion. Thanks so much. You're welcome to stay or not. We're going to... Amy, I'm not sure if you were... There it is. We're going to skip the student monitoring report and student guarantee and have that conversation when there are all five of us here, presumably at our next meeting. Board work plan 3.2. Allison, I feel like you've been in charge of that, but I'm not sure we have... I think we tabled that as well. We tabled that as well. Okay. That's right. Budget process. So Amy, can you lead us through that? So reviewing this month's financials, you'll see that there were two areas where a staffing change with new hires has resulted in some gains. The only other change was the reserve for the health insurance recapture, which was approved by a board. And I think I gave you the board orders. Sorry, no idea. Okay. Questions, comments from board members? Staff board relations and communication. Again, we'll do that when we meet in the larger group. It's too important not to do there. 3.5, Act 46 update we've done. Reports to the board. Administration. Fiscal. You just gave us the fiscal, but we didn't do the... I guess 3.3 was the budget process. Did you feel it was going to lead us through it? Or is that Kelly, can you help us with that? I don't know what that's... Okay. So let's postpone that until we see if Bill, we can get Bill to join us. My guess also is that the student monitoring report and the guarantees will inform the budget process. That's a good point. Yep. Okay. So you did the fiscal report. Amy, 4.1 administration. Yours was that, Bill? Mine this month was the monitoring of the monitoring report. I feel like that is such... There's so much to discuss there that we should do that in our... With all five, or at least with a larger group. But if other people like to... Yeah, about it again. Yeah. Yeah. Yeah. Yeah. We talked about that later. We talked about that later. There's a couple of different interpretations, which aspect the student might... The chips in their teeth, you mean? Yeah. Actually, I will tell you, no joke, if you go into Berlin Elementary and you look in the lockers, there's a little... In each one, there's a picture of the principal and it says, I'm watching. There's not a... I thought that was going... It's kind of amazing. How about... Amy, you prepared a report tonight, is that correct? That's correct. How about I would love to see it, and that way, what if we could see it now and we could make sure to mark on the time so we can let Caroline and Chris know when to watch it so we can save some time at our next discussion? Would that be reasonable for everyone? Anything? I'm fine with that. Can you tell us what time we're at on the recording, please? Can you prepare these in your spare time, Amy? Yes. It takes quite a bit of time, believe it or not. The glories of triangulation. Make sure it's... Sometimes people get paper copies of things and I need to do it. Oh, you did? Yeah, I went to... I got it off of the... It was on the WCSU. Okay, yeah, I did see... I read it there, it's so much easier to read. Yeah. Can you tell that to... Kelly's point that what's discussed in here would be helpful to be fresh in people's minds as we talk about the budget? I'm just thinking it's going to be... I think we have two weeks before our next meeting. But is this the type of thing that would be helpful to set the stage for the budget conversation that same evening? Or do you think it's fine to... I think it's... mull it over and to consider as we... as you start to consider budget and that sort of thing. So I think in addition to that it's helpful to kind of get into these routines where you know what type of monitoring will be done at various points in a year. You know, we've got our October monitoring report typically and then the one in May. So we went through that spring monitoring report. I believe it was the end. Is the problem this... I wonder... Do you have that document so we could send it to Christa to put in the minutes for the people who want it? Yeah. I saw that. Do we want to do other business while we're trying to wait for this to work? No, that's fine. Okay, so let's move to... What's next? So reports to the Board of Fiscal, we've got administration. I think one thing under... I guess it sort of falls under here is that one of our constituents asked me about the principal evaluations or what's going on. You have it gathered in me as a two-year contract. And so there were... Okay. Thank you, let's do this. Sorry, we switched rooms. I like the pig tag, the bloody pig tag. Is that what that is? Oh. We're going with Lord of the Flies. I thought it might be. I was excited about it. It's not trash unless you have read Lord of the Flies. So this report is focused on student outcomes and monitoring. The table of contents, I'm sure you've seen. The format is pretty typical between elementary schools, so you can kind of get a sense of the type of information being shared. Great interest being there. Again, our focus is to nurture and inspire non-students the passion, creativity, and power to contribute to the local communities. And I feel and we put the SLOs up there as well as the transferables to speak to those things that will work in undeveloping kids. And I think you'll be excited to see some of the opportunities. I'm sorry. Is it possible to have that swing so you can actually capture it? Are you able to capture it? Or are you just able to capture the sound? That would be great. I might have to cut some of you out of this. That's fine. Wait a minute. So anyway, I'll share with you some of our results from this year. So, one of the areas I wanted to focus on is what we're doing around transferables. And as you can see, I'm going to show you some examples just over the last year of what we've done school-wide and some of the areas of focus that we've developed. With creative thinking and problem-solving, this was our fundraiser for Puerto Rico Dance that was student-initiated and was in response to recovery efforts there. That was all developed by kids and they worked around the various parameters that were given. They handled identifying a worthy cause that the money collected could go to. Family support was a great kind of problem-solving for something that they saw in the world. We're developing more opportunities to start that effective and expressive communication as a whole by having more students and classes share out their learning and their classrooms to the school community and to celebrate that together. And here you see both first grade and sixth grade sharing. In addition, I had feedback from parents that indicated that they wanted more advanced planning around that. So we tried to map those out and we're trying to do better about sending reminders so people can actually plan on attending. But kids are being given more and more reps, I think, as far as giving those some a variety of ways to kind of express and communicate about their learning. I think one of our best examples in the last year of engaged citizenship was how our kids were able to come together, not only identify the big four and name it, but also decide on a playground design which you're now enjoying. So thank you again for your support. Deciding on that as a group in shaping their local community I thought was very empowering for them. Working independently and collaboratively this shows both that independence with our spelling bee chance. I don't know if you've all heard, but we're headed on to regionals and that shows both their work independently as well as collaboratively. In addition to that how we pulled together as a school to do the mass mailings both to each other as well as to the entire town and middle sex last year was a moment of pride I think for the kids group pulled off all 700 some postcards. Important to integrate in critical thinking I think our teachers do a great job of developing some rich projects. This one on the right was one that was developed with technology as well as within library class where students did little book snippets for our online catalog. So that was some great integrated thinking. They then shared their book reviews with the whole school. In addition to that most recently we've been developing interviews with middle sex elders in preparation for the next middle sex and they were so great to just really think through both the types of questions that would be really interesting for people but not only that but to analyze where the most interesting segments were and to be able to think on their feet based on the feedback in the interview that if they found out that they hadn't grown up in middle sex then they're not going to necessarily pursue finding out about what it was like to go to school in middle sex. So some of that flexibility and practice that they showed as well as some of the cross-grade groupings we allowed all three through six opportunities for this project and I want to give a shout out to Chip Hepler too for his support and work with that as well as that of our middle sex elders so I think a lot of of those teamwork and integrated thinking really helps. Self-awareness and self-direction really one area that I'm really proud of is Lauren's continued work with Winter Wellness being the full school and then we expanded opportunities this last year for people to really kind of select something that was of their personal affinity so we had everything from kind of hip hop dance to our typical ice skating as well as gymnastics so you see a lot of different opportunities for kids in addition to that we were able to weave a lot of our growth mindset work into some of the the new learning that kids were doing with ice skating and trying with persistence and that type of thing and finally our heart team, our social emotional team worked this summer to try to really refine and define what we mean by social emotional learning and what are the core areas that we're looking for lighting skills in and what can we do about that to support students better we played around with kind of a screening tool where kids would do a self-assessment across those areas and we're still going to be kind of looking at those results I think that the developmental piece kind of played into some of that self-awareness but that's something we're actively working on to build the students so just to say would it help to turn off the lights I turned one off but already yes no it's okay so as we're looking at a student outcomes and connecting those to our SLOs the two areas with the climate survey that we historically tracked are these two questions as they relate to number four number six so as school I work out problems I have with others 81% indicating that they work out problems with others all or most of the time and then we have when I'm at school choices and what I learn and this is something I feel like we have opportunities for growth in and we're working on through some of our strategies for this year the thing I'm actually most proud of here is do you see the number of responses 121 so we were really very intentional to survey every kid whereas last year our data was only with third and fourth grade was all that was completed so we were really trying to listen to our small friends and learners so again when we're looking at data we're really looking for triangulation and we do that by looking at reports from the administration outside audits such as SBAC comparisons to SU and within grade levels so in this report we're going to be looking at triangulation between different levels of assessment and outside audits which in this report is the SBAC so when we consider literacy great news is literacy is up this year last year was at 63 .04% and this year we're up to 69 so we're getting close to that 80% which is great of proficient in literacy and you can see here the beautiful thing do you see the triangulation between our various measures so I think that is some beautiful work there looking at local assessments which is the FMP you consider some of the work that we did last year around that there's continuing to use the DRA2 as Bill indicated in his in their report and then we're more consistently using the progress monitoring tool called STAR 360 so as you look at this the really nice thing is you see with STAR this gives us kind of that early alert system as to when things are going off track and our local assessments really give us that deep dive what specifically is going on with kids in their literacy acquisition so is this school the whole school at average of everybody in the school so the SBAC is only in grades 3 through 6 but the other measures are everyone to varying degrees so like for instance what's feeding into this number in K3 is the FMP in grades 4 through 6 is the DRA2 and we're putting the results in a scaled way with the proficiency cut scores to come up with that composite does that make sense so STAR 360 only represents the older kids but everything else is representative of K through 6 K is not represented it starts in first grade we do do various measurements you'll see those emerge in our spring monitoring report as kindergarten begins really dialing into some of the FMP stuff but right here is grades 1 through 6 so just to be clarified I heard you say the SBAC was only the older kids is that correct that doesn't start till 3rd grade it will be our first year and STAR I'm trying to think I believe that starts in literacy in second grade I have to check the comprehensive assessment report card data is also lining up really nicely so again I think we've got still a little work to do but again math we still have some work to do but it's better than last year so last year our math score was at 37.7 percent proficient this year we're up to 47.5 36 again with this we have STAR 360 this deployed as well as here's the report card data you can see the triangulation or the correlation is not quite so strong I'd like to say something to this I just totally crossed my radar this year we found that when we found that study that said why do American kids perform relatively poorly on standardized tests and there was a comparison and they gave the American kids they sort of have the standard and then they gave the American kids some kind of incentive and whoop, up went the scores and so I've been asking my children I think there's other people that I drive around so tell me about these tests and what they say to a person is that they don't try that they know the answer on math specifically they're talking about math if they know the answer they'll do it they won't put any effort in and my sons in high school were like oh yeah, because once you finish the test you can go on your phone and play so I noticed that same pattern and what Bill was describing in here and I would be so curious to see if we develop some kind of incentive system if that's part of what's going on here or you can go on your phone and play system but it really would explain the difference between that 17 point difference and stuff that's hard I thought it was fascinating I think what we're trying to do is start actually explaining to kids what these tools are actually utilized for and how it benefits them to give it their best go because that's really the key you have to scale that to yes, it's one moment in time we don't want it defining who they are we want rich learning experiences and we have to be realistic that there's decision points that are made based on some of these assessment tools you know I think that's great and some of them I'm sure we'll get it and others might not care but it was fascinating and I know some kids are very very anxious around testing, you know that they really do care an enormous amount but I was just curious I was pleased to see us increasing our student proficiency scores and you know quite honestly I did some checking around and so one thing and I'll get to this in just a minute but I have a friend that's a consultant out in Seattle who basically does math and literacy coaching throughout a large district out there and I was like you know can you just tell me about SPAC scores because you know I've always heard they're really shooting for that 80% you know what do you think is that unrealistic does that ever happen she's like my district is freaking out because they just dropped below 80% and I know it's not we want it to be right sized and it's a level of importance and the reality is our kids are in a global economy and I want them to be my heart wants them to have the best shot at whatever they want to do you know so I believe our kids aren't capable and you know I want to make sure that we're doing everything we can to give them those opportunities from what I understand the SPAC is the one way in which we can measure across the state and across the nation to a certain degree how we're doing and so I think that if motivation was an universal issue we would be seeing that show up in the test scores universal definitely I mean that was what this article was all about so what I guess what I'm saying is that if people if it's a lack of wanting to try then if we're below the what the proficiency level expectation is that means that there are certainly other schools that are lack or that don't lack for that motivation what I would say is I'm guessing at 65 that in this case the report cards is probably a better assessment of what kids can do when they're pushed is 65 good enough? I'm not making a statement about that one way or other but I'm saying that we can begin to understand some discrepancy there one thing I think I actually showed this exact presentation to my staff and we had dialogue around this particular slide and I was like what are your thoughts and what they're also wondering is the math pilots now and in place and they're considering that is how well are we calibrated around the stuff that's on the report card number one and number two is how well are those things that we're measuring there represented in these other things so I think it will in the same way that we gave intentional work around trying to calibrate with each other in our literacy stuff and certainly literacy is just generally slightly there's typically been more work done to align and calibrate more so than math though a lot of work has gone into that in this district over the last few years you know I think that continued work is still needed so they were also kind of agreeing with some of that and we feel like through some of our work we'll get a better sense of any potential gaps that we may have and I think so looking forward the thing that really I want to emphasize is I know we've been talking about equity but I do think it's really important for us to look at that specific level as far as considering how our children are doing and how our neighbors children are doing because I genuinely care about how proficient all of them are and we consider breaking down this is one area that we didn't look at a whole lot last year but I wanted for us to examine this year and that is looking at various historically disadvantaged groups and how they're performing at Romney we consider that one year is basically 30 to 40 just guest debating scale score points I wanted to show some of the differences so what we're looking at here is a four year composite because frankly I can't look at various grade levels and protect people privacy without getting a large enough end so this is over four years grade math scores and on this side we've got our non free and reduced and on this side we have our free and reduced lunches and as you can see there's a 71 point difference in how I'm only looking at math there's a 71 point difference in how they're performing in point grade there's 68 point difference which again translated is over a year if not two years worth of difference are you just doing free and reduced lunch this is just the free and reduced lunch versus non free and reduced lunch Amy help us out with the color coding with the lines so the lab is proficient so that's the big thick bar in the middle on this right the blue line is the median okay and all the dots represent where kids are and then on this one there is no black that may be because in this one it's the same as the yellow and it's got it in I believe in that screenshot so yeah so this is fourth grade math we've got a 68 point spread fifth grade over four years there's 40 points and sixth grade is 56 points when we examine the special ed versus not special ed the differences are more substantial so here are general ed students okay and then when we look at how special ed students are performing in grade three four five and six in third grade we have 120 point difference for about three years fourth grade 108 point difference fifth grade 114 point difference and sixth grade 99 points and I think it's these areas that concern me most because I feel like that is substantive and in fact when you compare across districts I know our kids can do better as far as how their performance is aligning so let's look at just report card data this is a percent proficient in each SLO area according to the report card so as you can see they're going grade and PE and heart this is all grades this is all grades yes and this is 2007 the last year right yeah and then these are the two data points as far as math and literacy I'm just curious and I'm not as familiar with the curriculum as students get older but what is the science like do they have a substantive enough science experience that they can get assessed on their science and efficiency in elementary school I don't feel great about where our science is I mean that would be the partner of today's so there's a question that I have if they don't actually have a during the day that is science or social studies right now I only know for my children's grade levels which is 30 minutes maybe I think it varies based on the unit and I personally would love to see us do more work around unit development in those two areas because I think particularly as you consider next-gen science standards and how they align to our SLOs within science there's a broader there's a really broad spread of content areas just within science and while I feel like we do a great job with biology you know I would love for us to make sure that we're doing equally as good with physics and all of those other things so what is proficiency in PE that is amazing there's actually a new tool so the other thing Katie that I would point out about science is the formerly we had like a the new science instrument which was piloted for the state last year and we haven't gotten like those released results so like whereas I previously had NECAP science to share the new tool isn't ready quite yet I do think that as we get more proficient and see you know that's a challenging tool you know it's going to elevate that area so I agree with you I was mainly wondering how robust the assessment would be from a teacher if they don't have much time in their day to actually be teaching science or social studies if their assessment how much is actually based on that's just my question I understand what the system is so that's why I'm questioning the level of proficiency based on how much time that can be actually measuring I think there's definitely opportunities for growth there did you have a question there is this thing called a fitness grant which has been implemented at state level and she's utilizing some of that but actually Lauren does a great job of collecting formative data that she uses to analyze how kids are doing so there are specific competencies that they're looking for and their students any other questions so state of the system in general we're going to look at the desired state of the system report again we've got report cards aligned to all the SLO areas for grade levels that's still a relatively new addition and we're refining our calibration there this year you know we have increased the use of infinite campus to open the portal to parents and utilize the report card feature in there so you can track how kids are doing both formative way and semitably and teachers are utilizing that more for planning and scoring and reporting for business we've identified yearly improvement targets for student performance specifically in math so we, I'll get to that in just a minute we are looking for continued improved outcomes for students in social emotional areas and a learning environment that supports all students so the math goal that that you saw in the big spreadsheet down there we utilized our star 360 results and teachers analyzed how many kids that they felt like they could really move to set a target and we really utilized kind of the metaphor of a marathon if you're training for a marathon you're going to actually and you're just going out and you're getting ready for it and you have in your head your best or do you go out and you're like I'm going to do this marathon in x amount of time as you're training which one will get you probably closer to your goal is the more specific target and so that was some of our thinking around that so in the September administration of star 360 we had 50 students proficient out of 123 math students our teachers have collectively determined that in June we can have 77 students proficient so we're really making some goals in that way a quick question go ahead is that what that data that Bill was showing is that going between fall and spring you're trying to get essentially accelerated growth more than just because if it's one of our kids that we're trying to close that achievement gap right now they're like a level one or two we're trying to move them up to a three so when I look at this what I'm reading is we have 100% of kids who have grown at one year growth at one year but is it one year's growth in less than one year can I get to that this is about this is about the achievement goal this is the growth goal and we are shooting for all kids at remedy school to have one full year's worth of growth according to their growth percentile so if you look at the speed of their growth of course those that were closing the gap on are going to need to do more than that right but right now what we're shooting for is that up to 77 out of about 123 kids is what their goal is so there's no way for us to demonstrate the kids are we're closing the achievement gap based on that second paragraph right there because we can't get greater than 100% am I understanding that correctly though 100% just means everybody's doing at least one year but we can't in any way reflect that some students are doing more than one year that wasn't like a given option that's a great question all I can say is people are very committed to ensuring that kids make at least one year's worth and of course in order to achieve this more than one year's worth we would need to be doing that for many kids yes this may be too far in the weeds so I apologize and you can tell me if you don't know but so looking at what the current state is and what the goal is we're looking at 27 kids to have to exceed 100% one year of growth this year correct is that we're moving them from basically a level 2 to a level 3 and when I was looking at the gap charts which I'm horrible at really understanding are we is that sort of focusing on getting the kids that are a lot of these kids close and it's just a matter of getting them an extra boost to get them over or is this a big left for staff to have to be able to do I think what I would say is this exercise was a challenge because our systems around data are still so new so I would liken it to trying to track an infant's eating ok so if you're the mom you know how much normal intake is for that 6 month old if you're babysitting for that kiddo you're going to have an idea of how much they should be taking in but you won't be dialed into their specific intake right I think as we do these systems around data we're going to see what is able to be done through all of us pulling towards closing the gap on this specific skill for a child so with you know chip dialing into that and the classroom teacher dialing into that we haven't tracked it closely enough up until now to really get a sense of what's possible for kids and even setting this goal was kind of stressful so I think is the habits around data use and informing our next Texas with kids that will give us a better gauge of what's possible and what we can do when we're pulling together Remind me what math program we're using we don't have a math program is this sort of central Agents right now they're piloting two different programs this year to sort of support that they're currently they've got many resources available and that type of thing but I wouldn't say that it's a program I think that sounds like an excellent approach and were we using one last year a program for a while there was like we're using X program but that's great I don't feel any need to have a program I think teachers are very much at run me at least in support of okay so the current state is that we're supporting teachers in increased use of infinite campus specifically around the electronic grade book and navigating the portal again teachers begin setting those goals for overall math proficiency we've added to our literacy resources and continue working on our MTSS system around supporting kids and that's showing improvements overall math continues to show some deficits in student achievement particularly for historically disadvantaged kids though it's improved over the last year so again actions to happen this year the data team is really where we're going to get a sense of what we can do when we're all pulling towards the same goal in closing that achievement gap math they're currently piloting bridges and there's one other program that they're going to be piloting I haven't heard what one it is we're using that we have the use of math menu to increase student voice and choice hopefully increasing their kind of agency and we have the implementation of DreamBox adaptive technology on a limited basis and literacy and then the increase of student voice and choice in Rear's workshop we had a great example of Ben's work around that today at all school meeting for strong tier one instruction and extension and there's the continued analysis of student formative data around lacking social and emotional skills so we're still trying to track that at a pretty low level so we can get kids support across Chris and Sharon and some other classroom resources as well as deepening staff skills in supporting these areas in tier one so one area that I would like to point out as Sharon has pulled some brain based work to also beef up our tier one instruction in these areas so again this kind of we've seen this diagram before but as far as supporting teachers we're really using our staff time to try to identify times that they can work together and collaborate strongly in these areas particularly with IC and the relation to the implementation plan is at the bottom which goal they relate to the full staff learning we're going to try to support continued implementation of those areas we have the monthly data team where we'll be looking specifically reading and math we're doing in the progress monitoring and then open space is a time that's responsive to teacher needs and they can convene groups across the school to kind of dial in to various areas of expertise and sharing alright finally how you can help is a board continued support for systems at tier one and two for students of literacy now and social and emotional learning I think would be one to promote across your various constituents our improved bus outcomes improvement between both literacy and math scores which we've looked at the other two were from our spring monitoring report and supporting the closing of the HVAC and then realizing that sustaining changes hard in transition periods are hardest so we're still I would say very much in a close place and you know it's not all ironed out but I think we're making the progress thank you thank you so much I know it's a lot of work and really appreciate all the effort you've put into this so I'm sorry if I'm struggling here so we have had the fiscal report to the board the administration we're waiting on Bill we've actually never approved the motion report for this month is what Amy just did okay so it's Amy's principal administration principal Bill is not necessarily coming he was here and he left so we still have to approve minutes and we still have to deal with our agenda we have to approve the minutes do I have a motion would there be a reason not to table them to allow other board members to weigh in there's a pretty I have some thoughts I agree Amy I wanted to ask you I guess this is probably following up on the student monitoring report or the administrative report to the board I understand that there have been that the schedule staff have had concerns and have met with you over the schedule and I'm wondering if you can characterize what some of those concerns are so to be honest like it has not been easy sledding and so I guess it's been two or three weeks ago I basically said to the staff you know here are the things that you know I think are important for us to maintain such as dedicated tier two times such as adequate size blocks such as days looking similar between teachers for planning as well as students in the amount of time in the schedule and I said basically if you guys I'm happy to shred it if we can maintain those things in a better way if you see small wins that you want to pursue I put it back to you and the group as a whole decided to make some small adjustments in the practice of it and has not decided to continue to pursue major adjustments so that was that was their teacher leadership putting it back to them to decide what was best and I just sort of have heard that there have been a lot of conversations around it I haven't heard what those teacher concerns are who are you hearing this from I get emails all the time I went to three weeks from staff, Mark from parents who are concerned through the break line I mean this begs the question of the board who we're getting information from but let me, we can talk about that but Amy I want to hear, I just want to hear what are the concerns so we can understand what that full conversation looks like I think that we're still grappling with what what is fair within our staff as far as teaching responsibilities you know I think there's concerns you know I feel very strongly that from a management standpoint people deserve the same amount of planning time and that's not necessarily embraced in addition to that I think what we the win that we were able to do teachers help with the transition times in between special classes but I think the amount of classes that special teachers are teaching is not familiar and they're trying to figure out the best way to utilize that time can you see that again the amount of classes that special teachers are teaching so they're teaching fewer classes or less hours or they're teaching more classes they're teaching more classes and they're shorter they are shorter so I think figuring out how to best utilize that time as well as the you know that is something that's different for them so you mean like the Spanish teacher might be teaching more Spanish classes for a shorter period of time is that like that's not the I mean not like that's in any way okay fine the dojo teacher might be teaching sorry an increased number of dojo classes but for a shorter amount of time is that what you were saying I think it's not just that but they've typically had gaps in between their classes which don't currently when they're trading between aren't happening but nor do they happen for a regular classroom teacher so I feel like that's something that they can you know learn to work with over time but you know I'm open to other ideas if they have them in fact I went back and was like would it be better for us to alternate an A week special schedule and a B week and give you longer periods with kids like could that be a win I've said could we have some irregularity in how much special classes that they're having and you know so I'm open to their ideas I don't know that they're necessarily what about the classroom teachers the classroom teachers from what I've heard are appreciating the collaboration time I think some grades you know we've had slight shortening in the grade class for their planning time compared to last year to augment that two hours and 40 minutes difference between them and the primary grades so you know I think they're figuring that out too I'm not surprised that this is we're hearing this just because it's not a small change you know changes can be hard and there's adjustments to be made I'm curious to see at the end because one of the opportunities that was created for this was around core instruction and then follow up instruction both math and literacy and what are the results of that in student learning at the end of the year I think that would also be a really to how this has worked because I think ultimately when we came out of that retreat or talked about it in the meeting or two following it that idea of creating that time how important that was and I think I'm of course anxious for us to look pretty early in the spring at how to improve it for next year as well as you know and there's parts of it that you know now I think we're at a point where we want to see if there's a way to tease out I'm hoping that our math numbers will get in better check for next year to where we could even have Tier 2 happening at a different time and look for up small ones there it's still kind of back to back with our core math class so just to make it a little bit more distinct I encourage you to have a longer view though I feel like saying one year and hoping for seeing results from this kind of change I feel like that's optimistic but two years, three years now we're talking I think you're asking a lot of yourself potentially and a lot of a schedule more than I don't know maybe not I feel sure that we can improve on it but I've tried to be open to seeing if there's ways that we can adjust it to make it work for everybody I think schedule's typically a pretty tricky place for any staff yeah I guess I just wanted to express my concern with instruction and time in allied arts in terms of the length of the section of classes it doesn't look like much on paper especially if you're not in a classroom setting but going from 40 to 30 minutes imagine young children in an art class for 30 minutes is a ministerial amount of time to accomplish much so then you can imagine I think stress that might occur if you're teaching more of those very short sections in a day in terms of the setup the run through the lesson, the pack up and then the quick transition to a new group so I would ask for a careful review of that for next year so that they can have a longer time and I think that the scores and the closing and achievement gap is of course important but we can't do all of that at the expense of the arts and having a holistic education for our students because there are so many ways of learning and so many ways of developing and I think that we really do a disservice to a lot of people by limiting their experience with the allied arts and I see that in the production of time that they have in Spanish and I fear that with their current very short allied arts classes so I want to carefully look at that of how to have more robust education so my understanding is that it sounds, correct me if I'm wrong, but it sounded like that has been a big discussion at some of the meetings and maybe you guys are talking about how you can tweak the schedule to accommodate longer blocks like maybe an A week and a B week where I've offered that and it hasn't been something that they were wanting to pursue and this is actually a really big part of our discussion that we're having like we're really talking about kind of defining our goals and really decide as schools that we are really focused on trying to meet literacy goals and numeracy goals then I think those, I think we have to then I think it has to be like we really want to close the achievement gap and then there's no but after that and that's the kind of decision that I think we're trying to make Do I understand this correctly in the next few weeks? That's an absolutely critical question Our community has sort of consistently come out for this holistic vision that really emphasizes the arts and education, you know, when we did when Jen Miller-Arson led us through that entire visioning thing you know, sort of consistent group after group after group we're saying that and so what we're looking at now with the student is a very different model I think we really need to have a meeting at Romney where we bring people in and say look, we're establishing values you know, what are you thinking? Because I you know, I think I'm probably more in tune with what Katie's saying and what the community is to looking at measuring you know, what students are learning through the lens of these very specific tests and so, you know, but what are our values we need to figure that out and we haven't got that at this point and then that'll make your life a lot easier when we know it's a board Well, and one thing that I'm just concerned about is that I mean even where our math scores are was news to my teachers because historically years ago we typically did quite well against other measures and it's not that I want us to be reductionist in how we're looking at students or assessment or anything but I feel like when we're having this discussion, they already feel like that box is checked, a proficiency and I don't want there to be a misunderstanding that 47% of our kids are not where we necessarily would hope they would be in math and that's going to matter for them come middle school, high school the rest of their lives you know, and so I just I want those priorities to be established upon like do you feel that way if your child is lagging in math well according to this, I mean that's where looking at the measurement and I haven't done the research I'd like to do but you know, that's where it is really critical a difference between 47% on the, you know, SBAC and 65% I mean, 65 good enough I don't know, I really don't but yeah that's where my head is I just, I think as a board I encourage us to have the conversation the the latter conversation of what are the overarching priorities rather than the former of micromanaging the schedule I agree but do you, but I feel like we have to ask those questions like are we willing to say would we for instance be willing to completely and totally cut Spanish out of Romney if we you know, if our central office and our administration thought that was what was needed to reach that, our reading and literacy goals and I feel like that question is something that we have to address Oh, I 100% agree when I talk about, that's the type of thing that I'm talking about is having those what are our priorities what, you know, what I don't know if you both left at the time of the last meeting but what are, what are we willing to do to to change and whatever that might be and so I think those are conversations we need to have in the band materialize themselves when the professionals kind of put together the schedule but not us Yeah, and maybe I don't know if it's reasonable to ask you but Amy's been putting in an incredible amount of work meeting with parents so my understanding is she's been meeting you've been meeting with groups of parents like since the beginning of the summer and so I'm wondering if you've gotten a feel that very question that you asked what do the parents of the kids who are not proficient in math and literacy how are they feeling about you know where the goals of this school should be do you think that any of your talks with these parents might be able to help that question or no? I still have much work to do on connecting with those parent groups and have been really thinking through like how do we get the thin and thick engagement around some of this prioritizing and so yeah kind of weighing like whether we need focus groups or around topics or you know feedback question something like that to you know but I think I want to make sure things are part of my desire is to make sure that we're basing this decision making on the current facts and that you know because I do believe we can catch it and get back to have more reasonable outcomes for kids that I would I know our kids are capable of I think I really appreciate your comments Katie I think these are just you know I struggle with this so much because I intuitively feel the same way like of course they should learn Spanish and French and Latin and art but I struggle with like the question of how you know what our goals are going to be and what we choose and do we have to choose and part of me thinks like well if we can if we can get our kids doing better in math and reading then maybe you know here in two or three years we could bring it down and start doing more again but you know so I think that those are the discussions and they're really hard I mean I think there's a lot of there's a lot of evidence that suggests that having diversity in your education is incredibly effective at improving your skill at many things and there's been very well studied in music in terms of early study of music being incredible for later you know development in math literacy so I think reading can help you read but music can also help you do math so I think that being only sort of point A to point B about it might be the only path to get there that's what I don't want to lose I think to that point we also have to be mindful of is the data around sort of the disparity in the achievement gap between the privileged and those that are disadvantaged and I 100% agree with the idea of you know kids may come to school excited about they spend their whole day waiting to get to that one thing and you don't want to take away that opportunity but music for example great learning opportunity but is that an learning opportunity that is accessible to everyone or is it only accessible to the people that can afford an instrument and if it is something that should be it's a value that should be available to everyone then we need to allocate resources to make that happen but again there are a lot of decisions but you know to me those are those are the finer details that please I'm thinking about when we're looking at looking at that gap I think the other thing is just to be aware that when it all sugars out we're talking four hours of instruction that we've got a day you know to split all of these variety of ways by the time you factor in 90 minutes of literacy we're at a time like it is you've got lunch you've got recess you've got your specials and you've got your morning meetings you've got transition times with little kids that you have to factor in I mean the reality is I can we just hook them off the feeding tube? no I mean we do need more time and I worry you know if we don't someday look at that you know that it does get very limiting and I also worry about more complicated kids that we're getting because the demographics and middle sex are changing and we're seeing kids with significant needs across the district which is why we're doing so much of the trauma work and that type of thing but it's in our backyard too and I think research would also say that it's when you have a gap to close you've got to be even more careful about having that really strong direct tier 1 instruction that's both engaging but also really working on ensuring that we're getting good outcomes for all kids even ones that are coming to us with significant maybe gaps in their learning great discussion I hope it's something we can continue in a larger community setting let's see help me out here so are we ready to move to the action agenda I think we are we have not been updated on the budget process we'll try and catch Bill before he leaves so can I have a motion for 5.1? I don't think we can take action on that because that was we had to first adopt those at the full board and if it was done I don't think it was done so we don't know if any changes were made or anything like that 5.2 we're going to postpone table for today I don't know anything about 5.3 approve retirement opt out for teachers does anyone I think we better postpone that one as well and we already achieved 5.4 principle preservation policy we tabled but I wanted to get this I had proposed some changes to it I'd like to get that in the record so I've sent it to Christy do we need to read it for the video camera or can we just hand these guys a copy we can put it in the minutes anyone who is watching this will be in the minutes in 5 available in 5 days so Chris had proposed a principle preservation policy that would effectively before our superintendent could ask a principle to leave put a principle on leave an emergency meeting of the board would have to be called and the board would have to approve with a majority vote to agree for that principle to be put on leave and so I made some changes I was recommending some changes so this was just something that I was putting up for discussion that I wasn't entirely in favor of the principle preservation policy and I felt like it should be more inclusive of all staff and along those lines I also think we need exit interviews should be a requirement that the board conduct exit interviews for all staff but I don't think that's really part of this policy I don't see how that would be fitting in there but so anyway this is what I did and the changes, you can see the things are crossed out and the new wording is all in that squiggly stuff italics and Allison I haven't had a chance to look at this there is a very specific policy about the superintendent removing or the principle removing staff members is that something you looked at or do we need to really the board has no jurisdiction over any staff member beyond the principle but it was the principle of the thing that and I so I put in here if the school board developed any sort of responsibility over other staff members that I felt like we should have the same so I guess it was sort of a forward looking if something were to change I think any and all staff members that the board fires and hires and or has jurisdiction over in some way I guess I feel like we should be involved in the same way so I didn't want to limit it to the principle so that was really the main change that I created and originally I had talked about maybe adding the superintendent and the assistant superintendent and depending on whether or not that person was involved the principle as voting members for that meeting but Chris talked me out of it so I think the board members have to be the board and the voting members board as a board any preliminary discussion we'll talk about it later I just wanted to make sure that people have it so they can read it number 6.0 can I have a motion to approve the board orders so moved can I approve $29,463.41 we have to read the amount in don't we that's what it was right let's check I don't know where is it it's right here $2,463.41 $29,463.41 yes that's correct okay I'll second all those in favor aye I have quite a number here that we table for today anything else that we want to talk about I'm going to Bill had sent me an email about the principle evaluation process so it would be helpful for us to go over what that is I gather it needs to be done by January so it is coming up sooner rather than later can you just repeat that would you say sure that we're talking about future agenda items okay has that something that we have discussed as a board not yet so it was in response to a question okay so he has some very specific sense of what the legal requirements are which he can lay out for us and we can decide what if anything we would like to do in addition to that so is that a specific agenda item I'm putting that on as a specific agenda item for some time when we have bills here and I will make up a list of all the future agenda items that we did not get to from today anything else that we would like to cover so we've tabled the board work plan and priorities and while it pains me to say this I failed to understand how we can get through this in one meeting I'm wondering if we shouldn't table that further because I think the student monitoring report and talking about our student monitoring goals are probably more important at this point does that feel okay to you Brian we're just there's no time for it just I like paper clips it's just not happening I think so our thought is that we will focus on the student monitoring report and student guarantee in our next meeting I think this is a conversation that people have received so much feedback being appreciative of us letting people know what's going on on the board and in upcoming meetings I wonder if one of us would like to put out a front porch forum posting saying we'll be talking about this community feedback and participation we can do it as a board or somebody can do it individually I will probably do it individually if we don't do it as a board Brian do you want me to do this board? I'm sorry I said it to have a if we're talking about student monitoring report student guarantee and basically what our values are as a board that seems to be an important conversation to let people know that we're having and so the question is do we want to put out as a board a statement on front porch forum saying we will be talking about student monitoring report, student guarantee and our board values at our next meeting on November 9th or whatever we need to explain a little what that means I think we do values could it's also yeah that's a I can write something up and I'll email to everybody including your different email address please next couple days and then if everybody likes it we'll send it out as a board did that work for us? to the point of posting is that to my original point of my argument for why I'm concerned is that on your two different posts you talk about being an independent community just as a community member yet later on in the post we'll be talking about this as a board so again the separation isn't there so I've just bringing that to your attention I will try and be clear I did think about that phrasing and it felt too awkward to say the board will be talking about it I thought I'd establish my space but I appreciate the feedback I'll take that into consideration okay board calendar communication I think we've just covered that so unless there's anything further to discuss let's adjourn at 8.50