 problem-solving at 20 and ooh and know how to settle conflict with peers and adults at 51. Are other people seeing that on that spreadsheet? Yeah we're like everything was shifted. I think you solved that one there. So on that list we need to get rid of the housing and meal preparation because that one scored in same way financial literacy is that was that one on the list already. It looks like the three if we're doing the three it should be problem-solving skills work ethic and know how to settle conflicts with peers and adults those are the top three if and not the ship right which I think she has. Yeah so do we have it do I have it correct now? So if you're only after the top three Winton everything from argue respectfully to written language doesn't need to be in that list it's problem-solving skills work ethic and the settling conflicts those are the top three. So you're saying these were higher scores? Yeah I'm saying the lowest three scores are just problem-solving skills work ethic and how to settle conflicts. So then getting rid of these? If we're going by the top three then yes. Yeah okay yeah and feel free I'm happy to have other team members if I'm not keeping up here jump right in. Alright everything else look okay? Alright let's go to the next. What should middle school do to ensure students feel physically emotionally and intellectually safe? I think this was more than three. I think folks added some things so take a look at what's here talking about mental health needs helping students understand what harassment really means ensure safe space for learning and debate of ideas clear reporting system for student safety complaints. I think probably I've got this large enough so you can see routines in class expectations strong collaboration and connection with adults. Collaborate well actually this probably duplicates which one's better here of these two which would you choose? Is both a collaboration? Any suggestions? Maybe I'm meaning it wrong but one of them is a collaboration between students and adults and the others between the adults. Well it's written. This one is teachers councils and advisors. Yeah the one above is strong collaboration connection for four students with the adults that's how I read it maybe I'm wrong. No I agree with that they're two different it's relationship between adult and adult and relationship between adult and student. Okay so you're okay to leave them both in? Yes but you might be able then to get rid of create the next one down create student relationships with oh yeah thank you okay can I put in a plug for with that strong collaboration connections with adults can we can we make a point of that at least one adult connection because we've highlighted over and over again how important that is. Looks like that was just the heading for that group of things again but I guess that's oh you're right you're absolutely right that's a heading. Ah okay so it's but then we're missing something right I don't know. Any suggestions on what that is? Oh you know I'm seeing online 65 where it says promote respectful interactions with others who disagree. I think we moved that maybe from some place because I think it got moved. Got us off track so that strong collaborations was the heading and then I don't know where the promote respectful interactions with others who disagree where that came from. Promote respectful interactions with but I'm not sure if that's a really uh if that's a really low one. Okay it's hard to tell what happened exactly. Well that's why I pulled it out of the spreadsheet because the spreadsheets. I see yeah we did implement social emotional curriculum and promote student growth mindset and if I remember correctly there was a promote student growth mindset as an individual thing and it might have gotten mixed up so do we have uh something about. I think it to when you see the where it merged the middle school and high school together it's in that one. I'll leave it here for now. I think it was more we we embedded that we embedded that into implement social emotional curriculum but I'm not sure how strong of uh I don't know if that was one of our low ones and so then you can get rid of that promote student growth mindset because it's part of a social emotional curriculum we cover that. So if you give me a minute I'm looking at the version history here and I've got the one from March 16th right before we started our meeting so if there's something in the wrong place I can find out what that is. Okay. If someone just gives me a line range as to as to where we're confused. 60 to 68. Okay so as it originally was before the meeting implement social emotional curriculum was at the top and strengthen connections between parents and schools was at the bottom and I'm not the total is on in it at this point so the I think the quickest way to uniquely identify would be the last two digits on each line. I don't know if anyone else has it in front of them but going from 60 to 68 quickly here the implement social emotional curriculum that ended with two and seven those were the last two schools. Does that make sense? Yep yep okay lost a collaboration between teachers that was three and six. Student relations with one adult was one and one. The growth mindset was four and two. I can slide. Do any of these sound like they're matching or are we totally off? I think that's where we're off that last one you just read. Okay so we had implement social emotional curriculum foster collaboration create student relationships with one adult promote student growth mindset are those all in the right order? No this one the one there's no student growth mindset instead it says students remain aware of other differences is that what you guys are seeing? Right so if we if it is so if that one got taken out does it say four and two next to other differences? No that's create that's create student relationships with at least one adult is important too. And we have we have that yeah okay so with at least one adult was originally one and one. Yeah and we've captured that up here. So the next one was so I guess if you want to know which of the lowest three scores give me the last two numbers next to them and then I can match them up with the original lines. The lowest ones were four and two. So that's promote student growth mindset. One and one. That's create student relationships with at least one adult. Seven and three. Strength and connections between parents and schools. I like those three. All right so we'll go with this. Let's move on to the middle school facility and what came out of that is continuing recess after COVID and physically and programmatically separate middle school and high school going on to three. This one's about maintaining positive attitude about being successful in school and we're looking about morning meeting sets the tone creative learning environment with differentiated instruction and here's the here's the mindset so we can take mindset out of here because I've got it below. Celebrate student strengths and projects with families and communities. Students have a role in determining what success looks like so that in a sense that's some student voice ensuring students find success through the curriculum explore ways to celebrate diverse skill sets and involve students. Oh this is a decision making and taking pride in learning motivate students to learn by engaging them in fun activities. We see any changes needed here moving on to student needs. Provide periodic movement and exercise throughout the day. This one was about a student advisory panel and this one is about relationships between students students teachers before starting academics. If you recall that was the team building that happens prior to the start of school or before the classes really start. Any changes there? This one is about positive school culture and climate maintained within the school. It's about teachers having positive attitudes a culture of inclusion and work smoother transitions between elementary middle and high school. These oh this is activities and team building older mentor elders mentor younger students. This is I'm finding this fascinating the sixth grade challenge on Braintree Hill and the stations and as I've merged the two together I think that we'll be fine with that. A final event to celebrate student work teaching internet safety and students practice digital digital citizenship. Any changes here? I think I hadn't heard the students practice digital citizenship before. I'm curious what that means like at this age in middle school I feel like there's a mixture of which kids maybe have social media and which ones don't. Okay is it I mean it's I agree it's good to practice but I'm wondering if we'll bump up against a little bit of parental resistance of when a kid gets Facebook or Instagram or I don't know I don't know I'm sure every parent's different. Well it also could be just about your your tone and emails too so it doesn't necessarily need to need to be social media. It could be just how you're using email. Okay thanks. It's taught from elementary level David we do it through library class and it's yeah we haven't had any resistance from parents so far or hasn't classed with social media. Christine Gilbert would be a good person to ask she teaches at Brookfield. Okay um do we have another section where we talk about use of technology because I thought that that was the teacher internet safety and students practice digital citizenship showed up under technology not under uh whatever yeah what to ensure a positive school environment or are we lump did you lump those categories together. I think I did okay yeah uh so it's really about maintaining a positive school culture culture in the climate especially this one all right let's see where that goes. Number five uh should we continue operate as we do now and folks said it's a great way to organize have a consistent adult to support the middle school students over multiple years more individualized student coaching and personalized goal setting and parents need more information from advisors any changes there or any questions okay under the curriculum uh STEM classes special projects student joy I don't know if this one's going to survive but just like we heard from the students students really enjoy learning through race car and community service projects uh so I don't know what the race car was unless that's the Thunder Road driver that came in and spoke um so Wynton that is integrated studies so that's when um I think that if we hold that I mean I think the teachers and administrators here know what integrated studies are but um it's really when they're teaching about design and the art teacher is involved and they're teaching about engineering and and there's mathematics and science included um and marketing so there's different like brands on the side of their cars um so it's it's actually called the oak tag rally um but it's an integrated studies unit where students are applying learning from all of their content areas basically I'm sorry I have a cranky elderly bulldog in the background so well he's feeling left out probably yeah any any other changes here additions deletions okay what type of leadership is most effective current administrative focus is good create more linkages between elementary and middle and it sounds like that's coming along quite well with lisa with your work visiting the elementary schools every every week and in fact I think it says it right here yeah seven the Brookfield brain tree Randolph elementary schools smooth transitions folks says schedule time for middle school teachers to get to know here's where that came up it's been duplicated so probably is more appropriate here I'll take it out of the other place uh at a later time more collaboration with sixth graders throughout the prior year shadow days with a friend during sixth grade year this is lisa's venue here recreation programs have helped improve relationships this one came up in a couple of ways non-athletes need additional activities like those experienced in sports so that's the club activities parents and teachers really want to be involved in deciding future middle school grade configurations that that was very strongly identified in both the teacher forum and the parent forum and elementary teachers follow up with newly hired seventh grade core teachers in the fall in other words the transition happened in the spring so new teachers came in and they didn't have the same relationship building and deep understanding established peer mentor transition program this was about personal learning plans student led conferences and portfolio defenses does that make sense to the educators what's said here it says fully develop and then challenge career day for female students that was added that didn't that didn't get a numeric score but someone last time said that was really important so it's in any additions deletions or conversation that needs to happen here okay middle school transition to high school uh folks said it's crucial to have a step up day after covid excuse me for the eighth graders going to the high school her fair amount of teachers established clear expectations for when workers do and to do that I heard from students to do that a week in advance so that students can plan and then seniors talk with eighth grade students about middle school portfolio defense and how it links with the senior project any thoughts here and I guess that's the last one I I just want to add about the teachers establishing clear expectations for when work is due is both about planning and accountability I mean all my experience with middle and high school with my own kids like deadlines weren't hard deadlines they were very soft and very mushy and I think a lot of parents would like to have a deadline be a deadline and if a student doesn't meet the deadline there actually needs to be a consequence otherwise they don't learn that accountability just want to toss that in there okay so how how should I is it is that just back background info or do you want me to to put more language in there um I think you could actually put both deadlines and accountability or something like that because it looks like it's for the when the work is due but if no one's going to hold them accountable to the due date it doesn't actually matter right got it okay anything else let us now transition to the high school yeah let me blow this one up so I did the same thing from the scoring spreadsheet and so let's start from the first this is the knowledge skills uh to be prepared for the next stage we're talking about ability to actively listen understand and separate facts from fiction both in person and through social media ability to effectively communicate in person by phone and electronically able to disagree respectfully and hear others point of view and remember we talked about this in the middle school so as I've merged these I've taken into account that those were similar in those respective forms empathy for others and be open and respectful of diversity ethnicity and perspective taking any thoughts as you're looking at the high school spreadsheet and we haven't we haven't done that analysis I just took the low scores and pulled them in here uh so there shouldn't be any jumbling because I didn't do any cutting and pasting there any thoughts Wynton I don't disagree with any of these I like these priorities but when I look at the excel spreadsheet I see under one person like somebody voted one for for all of them or four for all of them so I'm a little confused about how the rating worked yeah I saw that it looks like it's an error on the like some kind of formatting because there's a bunch of them on the first couple of categories and it's like a lot of ones or a lot of fours for some people so it seemed like there's something was like hit that resets some people's well I'm I've got it up now so let's take a look at this so what I think column D what this is so you're saying that all of these people didn't vote for one look look up we're going to column D or E and you scroll down and you've got a one and a four and then you got all fours and it seems weird that somebody would have voted all fours yeah and that's like mine has one and then a bunch of twos but like I didn't put everything as twos oh yeah mine is the same as Kelsey's and I definitely I might have made a mistake on one of them times the ranking god a little intense but not on the first one though I didn't do that I know for sure yeah that's the proof of mine too I actually kept going back to make sure that it and score the same number more than once and I've got all ones yeah I never used the same number twice as much as I could catch it so again I'm just going back through the document history and I can tell you what the actual numbers are for all those errors really yeah so Google went Google went a little crazy huh so if do you want to quickly correct it Winston or do you want me to go in and correct it myself just while we're talking go ahead if you if you're comfortable doing that I can do that now there may there were a few missed when I did this I'm trying to think when it was I think I did it earlier today and I think some scores have come in since I did that which could change some of this so I guess we're mostly interested in the in the three that are the lowest score so maybe Richard if you can look at those first that makes sense and we'll continue our conversation and you let us know when you're catching up here yeah I just got to correct the columns and the scores will work themselves out okay went in I don't see that that on the next few questions like it seems just to be that top one I think okay well that is a little uncanny isn't it that should be automatically retaliating so Lisa Floyd this one just seems a little bit statistically improbable yours are just in numerical order actually David rollers are mostly I just want people to check that because I'm just entering what I see in the document history so it looks to me like a please shout at me if it looks like I've made got your scores wrong it appears like the big three is still the big three well there's no way I gave one to everything that would be a lack of effort oh sorry Jeff hang on miss yours thank you for pointing that out Richard column D that first one also has a bunch of fours in it thank you bye that should be it okay so we still have 1644 and 40 yeah so we still have the right ones okay well thank you um do they look okay in the other categories yeah I don't see any of that let us move forward Richard if you want to go to the next one and make sure that would be great uh this is oops that's not the one this is the one high school all right so I don't know that empathy was in that one someone want to you you you've just merged that with um the other category and what's the low score up there 35 empathy for others oh 32 be open and respectful of diversity ethnicity and perspective taking yeah 42 emotional intelligence and it looks like what you did is you took what skills and knowledge and the heading for one was communications and the other was social emotional connections and you just took the top three of each category in there yeah I think yeah I think that's right okay so do we capture the six we need here can I put in a quick plug here for um the critical thinking skills at first I was a little baffled as to how that scored so low when I was doing this and then I realized that I don't think of that as a social emotional thing um personally I felt critical thinking is hugely important but it was in the wrong category I count that as a life skill um and I don't know if we have something that overlaps it in the life skills but um I think it's massively important I just categorize it as a social emotional thing all right but we're still on excuse me we're still on skills tools for high school students to be prepared well it could be yeah but where's the best place for this um in my life skills but I'm I'm throwing that to the group what folks what do you think yeah I think that makes more sense okay all right are we all set on the first one curriculum for the high school because to me critical thinking is part of curriculum piece but I guess there isn't a curriculum I think section that it's fine it works for me under under life skills all right taking a look at the second one we've got the newly merged critical thinking skills with perseverance take risks fail and adapt and possess democratic foundational knowledge which includes citizenship following laws voting and understanding how politics and power shapes lives is that aligned with what the numbers tell us I feel like the variance is sort of the same thing is take risks fail and adapt I don't know I don't know what the next best score is but those two sound awfully similar to me which one's David perseverance seems similar perseverance seems similar to taking risks and failing and adapting I got folks okay if I if I take that out and I can't see if you're doing thumbs up so if somebody can just tell me yes got it thank you so David will you be my eyes David roller yes okay all right going on to three what should we do to ensure students meet graduation standards of innovation center resources to complete projects and demonstrate learning strong advisory support for students to meet academic expectations and help them establish mentorships that one sounded a little strange guide students in the development of personal learning plans and make it matter identify why schoolwork is important I don't think that the innovation center was one of the more important ones okay what did the numbers say I think that was the highest going on yeah I think that was the least important uh-huh okay thank you wilder any other changes there let's go on to four the community expectations for project based learning community service job shadowing internships and college exposure under senior project provide early exposure throughout high school and connect with community partners this one consider moving to junior year and set up deliverable milestones at each year of high school and again I remember the alumni I think Lisa if you remember uh said that the senior year is so busy that the senior project is is I don't know if they said nearly impossible but they said they thought maybe it should be considered in the junior year so consider different ways to deliver senior project visit colleges encourage students to be educated and live in Vermont again that was another alumni one uh saying it makes more sense to look at less expensive college and try to keep youth in Vermont rather than everyone escaping I help students understand the explicit link between portfolio defense local history project and the junior research paper um yep go ahead so the local history project hasn't happened for the last three years so I feel like maybe we should remove that got it okay well and in this category when you're giving us more than you're giving us all of the the low scores under senior project did you mean to do that I did because what I was trying to do is where senior project came up in two places I was trying to condense and merge and explore ways to demonstrate the value of senior project before completion talk more about it in grades 10 and 11 wins and I don't know if the skews the data at all but both times the innovation center has been mentioned it hasn't it's scored high as it hasn't scored well I personally don't know enough about the innovation centers to be able to make a credulous credible decision about it I don't know if the rest of the team feels that way so I don't have the data about that particular thing is fair maybe the innovation center is more beneficial than we know about but um and maybe more other people know more about it than I do but that was my feeling on it I don't know enough about it to know whether it's helpful I would like to talk about that I feel like I can um so the innovation center is the place where we have a lot of STEM projects happening in a non-covid year we have robotics happening in there we have coding classes so we have computers a lab set up ready to host those things this year classes have been going down by grade level so for example Emily Therrien's social studies class at the 10th grade level was able to go down and create artifacts or projects representing an element of the industrial revolution so it allows students the ability to design they they learn how to use CAD they can create things on a laser cutter I'm sure I'm missing something but it really has been beneficial for our students a couple of years ago the last senior project year before COVID we had students design coasters that they were able to design and then make and they were mentor gifts that we were able to hand out so they did everything from design them through creating them and finishing them I think that's the summary if anyone else um can think of something I missed please feel free to chime in so what are your thoughts should we include that in having heard that I mean that would have probably changed the way that I scored it personally okay should we say something about innovation center here and if so I've started something here help me to finish it this is something that the that the classroom teachers can use like they can use Ken's expertise to sort of do a little bit of team teaching around an idea yes and is it I mean Emily's teaching social studies so it's STEM but it's also great yeah it's more of an integrated yeah um it's it's more of an integrated space so for example a couple years ago Rebecca Castellano the seventh grade English teacher had students um write books or write stories and then they were able to design and use the laser cutter to make wooden covers and they could bind their books so they were you know using those design skills and then getting to use the machinery to make to make something that makes their product a little more durable and professional looking so teachers have been using can is a resource because you know without that resource there I think I wouldn't know the first thing about how to use a laser cutter okay I think I'm hearing enough about this that we'll include it back in even if the numbers didn't show it and that's the beauty of a design team that it's more than just a quantitative analysis you've got to know something about a resource like this in order to be able to assess it so I think that makes sense any other changes here to senior project let's go to project-based learning frequent contact with outside professionals more student career exposure through job shadowing and internships partnered with business leaders to integrate career exposure yeah shouldn't we take that piece about the innovation center and put it down here with with project-based learning because it could use that for their senior project but really we're wanting to encourage this interdisciplinary and integrated right on the money and I agree it's there local opportunities include water quality management job shadowing and engineering internships at GW plastics that might be a little bit granular but I think the the point here is made any thoughts about what you see here uh that might yeah in terms of being granular I think I would at least add in other local manufacturers or other Vermont manufacturers because it's not just giving me plastics thank you Jeff yeah why don't we why don't we say um internships with area uh or with Vermont manufacturers and leave it at that okay going to five what should the high school do to ensure students are successfully prepared to complete this is about the tech center so link college focus and technical training build on foundational knowledge ensure students attend rtcc because they want to and integrate personal learning plan goals with the rtc programs any changes edits additions any advocacy points here okay my own personal focus here I would just change the wording of link technical training with pathways to college okay it's kind of the other way around oh okay I got it remember what was this about ensure students attend rtcc because they want to somebody said to go there want to go there they have to fill out an application there's you know there's if you didn't want to go it's not like you could you would be like forced to go you have to fill out some paperwork to go so I'm just curious why that's there or is it more about having a real plan for why you're going there not just because there's cute boys in the auto program well I'll tell you where I'll tell you where I heard that and it came from one of the forums that apparently a guidance counselor told a young person who grew up on a farm that he could only would never do anything but farm and so he got routed into the technical center because of the ag program so that's what came out of that and I heard some other kinds of commentary not quite as specific yeah I think it goes back to the idea that students go because they want to because there's a pathway for them there there's something that's meaningful to them for them to do there and not because they feel like it's the only option left available to them all right so should we just delete that or should we change what it said how it's written I think we should change it to what Lisa just said that they're going because there's a pathway they've thought through why they're going there and that way too hopefully a student you know isn't getting pigeonholed into going or not being aware of what's there sometimes what I find is some of the students don't even realize what's offered at the tech center and they think well I'm not the kind of kid that goes to the tech center when in reality there could be a really good match there in terms of pathway and exposure yeah and I would just say you know not to be naive to the kind of ugly history of uh technical and vocational education that uh kids were sent there because they were behavioral problems or because they were not college track whatever that means and so I think that was a really honest comment about don't forget the history and maybe it is still underlying uh some of the the students who get uh encouraged to go to a tech center it's not because that's in their best interest it's because they've been targeted as not college prep so I wouldn't you know put that underneath the rug I think I think it may it still exists to some degree okay good thank you I wonder as well I don't know if it's scored as important I know somewhere on here we talked about self-advocacy and I think that feeds into the idea of teaching students to advocate for themselves because I remember being that age and being told that you go to college you're successful if you don't you're not so I think and and of course of staff training I would hope that that teacher was a outlier but yeah those two things feed into that problem as well yeah we we do have self-advocacy in here either in the middle of the high school you'll see it when I get to the merged the merged one uh and finally integrate personal learning point oh integrate oh goals with the RTC programs are these redundant are these saying the same thing or not I think in some ways they are because if you are ensuring that students map out their pathway and they select one that makes sense for them and they're setting their I wonder if we can merge the two um by saying ensure that students attend RTC because it supports their pathway and then maybe like a semi colon integrate personal learning plan goals with RTC um programs I don't love the end of it but I'm thinking about it okay all right with that change are we okay here entry into the world of work I'll expose middle school and high school students to multiple career pathways build transferable skills into each student's personal learning plans and again these don't exactly mirror what you see in the score sheet I'm just try to do some edits and put that into language that seems to flow a little bit better and you'll see why later there was a problem with this part of the score sheet went in and that three of the parts of it were repeated so I think some people scored one part highly and some people another so I don't maybe the math will work out the same but maybe it won't and that's just worth mentioning okay so you're working on it it's not something I can fix unfortunately because there's uh there's repeated categories so we've ranked it one to 11 when there are in fact only eight categories yeah because I think in the forums I think I deleted one of the questions when I found that people weren't getting through all eight questions so I think I cut it down to seven maybe that was the issue I'm not sure so those might be the lowest scores but they might not be they may have been skewed due to people spreading their spreading their low numbers in a different way across the columns okay what to what do you propose we do about that I propose we look at the list without the repeats and just as a group just make sure we feel that those are the the three most important okay I don't know what line is this one 89 through 99 so there are three rows that are doubles yeah so if you deleted 94 95 96 the the words in there you would delete the repeats I'm not advocating for deleting any numbers yeah oh I see yeah but if you deleted those that would that would remove the fog of those repeats and then we could focus on what is the list and do we still think those are the top three all right you want to try to do that you want me to delete them yeah can you do it yeah go ahead and I'll stay on and if anyone feels like I've I've got it wrong or accidentally deleted the wrong one please shout at me okay I believe those are the three that need to go so do we have some other low scoring priorities that have emerged it looks like exposure to well I lost exposure to adults in particular career fields is a lower score anything else is it career fairs and connect with alumni resource I missed part of that career what is that yeah correct career fairs and connect with alumni resources thank you any anything else I mean the first one is the lowest one by far I would say I would just know that one is definitely a big focus okay so it looks like we've got four good ones here the numbers show anything else I think it's hard to tell I mean I think I think if we all look at those and decide we're happy with them if anyone's really surprised by it then maybe not but that that's probably the best compromise because unless we all sit here in school all again we're never going to find out numbers okay all right let's go with that then let's move on to advanced placement college courses college dual enrollment early college and vast and we heard promote earlier in high school need more academic rigor to get students prepared after graduation did the spreadsheet show us anything else I don't know why only had two there I'm seeing it on here oh here it is okay well there's college fairs thoughts here I wonder if the other higher ones that help deal with academic challenges and advisory support in relationship building if that ended up maybe in student needs or oh maybe I don't remember honestly but it did did we address that already tonight because if we did that's okay okay move on what should the high school do to ensure students maintain a positive attitude about being successful in high school students need need to know their learning will apply later in life help each student address academic and social challenges and advisory support and relationship building folks comfortable with those three they're nodding their heads yes say that again David they're nodding their heads yes okay got it all right thank you I I've just won the one thing though it doesn't well I guess it means ah forget it I'm good okay going to seven what should the high school do to ensure a strong connection with at least one adult adult in the community ensure executive functioning and personal learning plan development is integrated within the curriculum and through educator professional development support through student services social workers and the advisor and he thoughts about seven the last one what should the high school do to have multiple avenues for student voice conduct periodic surveys to gauge interest and access to organized and student needs driven activities to provide a debate student council student congress and robotics clubs and understand the clubs provide identity and empowerment for students and helps them work through difficult school and family struggles any changes additions or deletions here not number I noticed in the excel file there's a section for personal personal learning plan did that get moved I don't see it showing up in the word file anywhere but I saw it rated in yes right here okay and number seven and it it was in a couple of places okay thanks yeah so we good we're good on this okay so here's what I did let me blow this up a little bit more what I did and I haven't finished it I started because I didn't want to get too deep into this if folks didn't think I was going in the right direction what I did is I remember if I use the high school one for the foundation or the element or the middle school one but I started off see the questions vary so both middle school and high school had this is the same first question what I'm attempting to do here is to prevent duplications and begin to merge into some theme areas that will help us shape the strategic plan so I'm just going to take you through this you're not going to see this verbatim in the in the spreadsheets but I think the essence is here and that's where I'm really going to need your help now to kind of move through this so starting with the knowledge skills and tools students need to be prepared for the next stages of their lives why don't you just can you all see this either on your own or on my screen just give me a thumbs up okay everybody seems yes good all right just review those and then I'll I'll come back on in a couple of minutes and we'll have a have a conversation about it this is in the emerging themes the 322 emerging themes Winton is the point of this to then use it to help create the survey or is there a different purpose for okay it's two two purposes one to do the survey and the other and to authentically do the survey because this language came from the feedback forums and eventually some of these may end up in the strategic plan so what we're doing is we're condensing and refining as we're moving through this so great question thank you I'm also going to say that I'm giving some sharing some gratitude and giving credit to David White who took a cut at this two meetings ago and David you're going to see your voice in this as well and some of these Wait did one thing I realized after the fact I don't know if it was the nature of the questions but I guess it depends on what this is being used for but I noticed athletics did not come up very much oh yes you said something about that before actually it only came up in the the issue around non-athletic activities and so let's incorporate that because I remember you mentioning that two meetings ago I don't know if this is the place for it not standards well let's just for a placeholder put it here Winton just for clarity and I apologize that this has already been answered but we have these two priority documents from the middle school and the high school and then the emerging plan themes are these three separate documents for three separate purposes or is this document we're reviewing now is that a conglomeration of the original two the latter it's it's emerging and conglomeration of middle and high school will make the middle and high school one available and in the plan itself there's going to be two areas of focus there's going to be a really high level of focus for the school board talking about kind of management of the of the system and then there's going to be more of an administrative approach which is in the implementation of these issues so there's an administrative goal focus and there's a school board goal focus the board manages the system the administrators and teachers manage the day-to-day operations so think about it board does policy administrators do the the operational approach okay but with with that in mind I guess I would hope that all the work we've done in putting together those priority documents from the quantitative analysis and from discussions was really reflected if this is the one outcome document if and it sounds like it is and I I'm just like I like I said in the last meeting I do notice every now and then that does seem to be quite a stark disparity in some places between the voice of our priorities document and the voice of this document okay well that's that's what our conversation is about now so all right let's let's dig into this first one and again this is this is really the mission statement of the school district the knowledge skills and tools students need to be prepared for the next stages of their lives and again this one this tends to be maybe a little bit more of a policy issue than it is a operational approach so what I'm thinking is couldn't we have just because the question is the same for both of these right couldn't what did you just copy and paste the answers for number one from those from the high school and middle school yes and then tried to combine yes that made sense it's just hard to look at the the three different documents and know and process all that information at the same time so okay I wonder if this is a good use of our time winter and I wonder if it might be smarter and I don't want to tell you how to do your job or anything I'm just wondering if to save time here it might be better for us to build this from the ground up from the priorities documents rather than all of us trying to analyze these three documents all right suggestions on best ways to do that what are your thoughts well I'm wondering uh winter if it's the same process whether that's from you or whether we need to be involved but I'm wondering if we um like I say with the the document that we're looking at here the emerging strategic plan themes as we've done part of the analysis tonight um I feel like it's almost worth building from the ground up building from those two documents putting them in checking for duplicates and going from there uh because what we've got in front of us right here looks like a very piecemeal document partially based on uh what David started partially based on our work last week and partially based on our work this week so there's a lot of out of date information I think in that document um that's my opinion so if anyone a lot of what was say to your last sentence again a lot of outdated out well because this this this is the final document when this was written we hadn't yet done our meeting together as a group here on that high school part so a lot of I I feel like we're just going to do the same work again that we've just done so I feel like it needs one person to take the two priorities documents smush them into one emergent policies document with the up-to-date information and then we can talk about it because otherwise I don't know how everyone else feels I feel like we're just doing the same thing I go over again I got it okay well the reason I have done it partially is I wanted to make sure I was on the right track and to make sure that the team is comfortable with where we are right now so let me let me repeat what what my my logic is here and see if that's sound reasoning before I I do what what you said what Richard has said I took the two spreadsheets I I use one as a foundation document I brought in the other one so that under this part here I had both spreadsheets on knowledge skills and tools I then I then began merging the statements into one kind of sound bite actually no I haven't finished it because here's the middle school one here no wait a minute no that's physically emotionally and intellectually safe no I finished this so this one is an amalgamation of both the middle school and high school skills knowledge and tools that students need I did it as bulleted items I think that's where I've stopped so let me pose the question again do you trust me to do this do you want to do this in the next meeting and mass or do you want me just to finish this send it out to you and then we come back on the 29th and finalize this well I think what Richard is saying is that we edited those documents that you took the information from so you so tonight while we were together like if we I'm just thinking even for this one like if I just copy and pasted there's not there's not there's not that many either I don't think so I wonder you know like this is from you know right yes let's do a litmus test right now and then we'll put this one away open up let's say half the team open up elementary why don't we have David David and Kelsey and Gus open up the high school one and while the Richard Haley Lisa and Kayla open up the elementary one and I'm going to post this here under emerging themes and let's just see if all the stuff is there sorry wins and I'm not sure what you're asking us to do here well I'm asking for half the team to be elementary specialists right now and the other half of the team to be the high school specialist and I didn't necessarily mean put it on this oh we're all working on the same document aren't we okay so what I'm advocating for Winston is that we have a phenomenal amount of synthesis to do here but we've already done it yeah I'm thinking that are again the middle and the high school priorities documents those two documents separately but together represent everything that we have opined together so far so what yeah what I'm advocating for is those two documents those ones we now merge into the emerging themes and the other emerging themes I'm suggesting we put to the side that's that that's where my head is given all the synthesis that we've done but if I'm not if I'm not interpreting this right I'm corrected I agree with you I just want to have the the people the design team members who I asked to do high school open the spreadsheet for high school and those that I asked to do elementary open the spreadsheet for elementary and I'm going to read you some of these statements and see if they resonate across the middle school and high school spreadsheets so what once you have that open I'm going to read you one and just tell me if if it connects and that way I know that I'm on the right track and then we'll end the meeting I'll do that work and on the 29th we'll we'll come together and and finalize this this theme process the folks understand what I'm asking now so we're not going we're not I misspoke it's not it's not the the the forum priorities I thought we're doing the forum priorities are what you are merged into the final document here I got it on the screen those people that I asked to do high school priorities just open this so you can see yours you do the high school ones those that I asked to do the elementary open it um and the wrong one I got too many files open right now where's the elementary well you have it so the elementary folks open the elementary priorities the high school ones open the high school priorities I'm in the emerging strategic plan themes and I'm going to read you a statement and tell me if it meets muster in both the elementary and the high school we'll finish this and then we'll end the meeting is that am I making myself better understandable now more understandable all right here's the first one ability to actively listen understand and separate facts from fiction both in person and through social media is that in either the high school or the elementary high school high school abilities to effectively communicate in person by phone and electronically high school all right able to disagree respectfully and hear others point of view high school all right show empathy for others high school I think both yeah okay be open and respectful of diversity ethnicity and perspective taking cool acquire life skills necessary to manage money housing and transportation and again it may not be verbatim I think that's the one that was like miscounted at the very beginning and that's what I think we were kind of saying is that like there were some errors that are probably on here now all right did that was that either middle school or high school that was in the middle school I believe okay who's our spokesperson for middle school all right well I'm one of them but I thought we dumped it okay did we yeah we you did that was the one that was given all those ones but nobody actually gave it a one it was just shifted this was my concern it feels like right now we're doing work that we have already done yeah what I'm advocating I'm advocating that this document that we've got this out of date one that we get rid of it and we start again because we've we've done this work we just need to combine the two documents into one coherent document this one is confusing an outright okay I will do that but I just want to make sure that let me go down to the middle school part in the middle school guide students to acquire transferable skills necessary for the ever-changing job market that wasn't a specific one but does that cross middle school or high school in some way I do think that's a flair summary of some of what we captured under job skills okay um but we don't we haven't used that language um in other places that I recall okay and the last one I'm going to test you with tonight teach students about different careers the pathways to achieve those careers and have students explore what might be of interest to them I feel like that's another way of referencing personal learning plans and exploration of career pathways um but it's said differently again okay all right I'll close with that do you want do you want the emerging themes to be verbatim from what people said or do you want some wordsmithing and that's really what I'm I'm trying to solicit from you right now um what what are your thoughts and then we'll wrap it up tonight I I wonder if I'm having two exclusive categories one high school one middle school we have a third which is both well that's what I'm trying to get at here a lot of things that are like an umbrella category that are both and some are you know more appropriate to middle school and some are clearly more appropriate to high school so there will be that would be like three categories and we haven't really considered that so far but I think that's what I heard Richard saying as well okay what what's your pleasure do you want them to be some specific high school some specific middle school and some uh combined no I want one document and in any case where something is just specific to the middle school or the high school it can be noted but I I would hate to have three different documents right okay yeah I agree I wasn't talking about three different documents I just meant some acknowledgement that there are some things that are very appropriate for both and we don't have to state them twice okay we got it because the education their education is is continuous and you know and builds they there should be very little that you know other than transitioning stuff to between places that is that specific I would think okay so what I'm going to come back to you on the 29th remember that's what our newly scheduled meeting is I'm going to come back with the synthesis of high school and middle school and from that we're going to extract survey questions and continue to refine the evolution of the strategic plan itself does that make sense okay and we're at 801 so it's time to wrap up so thank you very much for all of your great work tonight this is tough stuff to do face-to-face it's even tougher to do this electronically so thank you great deal I'll see a 630 on the 29th and I'm just trying to think I updated the timeline so you'll see of some changes there and I'll make sure that I added in the 29th for that for the next meeting enjoy this lovely week of spring it may change soon have a good night