 Yes, he's there. Yeah, there is. Mark, I just wanted to make sure as people are coming in that you are prepared for the that you can prep those breakout rooms in advance, the color groups again. The groups are ready. I can't assign people till they get here, of course, but they're ready. How long is the breakout time that you want to have? About 25 minutes. Do you know I hadn't gotten myself smart about that timer yet, but if there's a way for you to set that timer so people can see it, that would be awesome. I've never done it before, but it looks like it's not hard to do so. Yeah, I just have to change it. It's set at 30 minutes right now, so I just have to change. And 30 is okay. We will figure out how many people we have and that would also influence. We don't get a lot of community. I don't think it's hard to show it, so let me know when you're ready. Okay, thank you. And then I think, Mark, like we did last time, the board members and the administrators that will know which groups they're assigned to and then the public, I think we'll just ask them to select the group based on, you know, what the distributions looking like so you won't have to assign members of the public. Okay, right. So that worked out okay last time and I think that we'll just talk folks through how to do that if they need some support. That should be good. Thank you. Did you want to go with 25 minutes or is 30 okay for. I don't see a lot of people yet, so I think 25. Okay, it's okay. We can change it if you decide to so just let me know. Okay, we'll let you know. Mark, the chat, you have it all set. As far as I can tell, yeah. I turned it off, you turn it off for one person to set it to only host and co-host and then it seems to change it for everyone I don't see any other option there so should be good. Okay. Okay. Jen said, you know, Vera Vera and Jill won't be with us. Okay. Do you want to reduce the number of breakout rooms by one and allow Chris and Maggie then to be in one room instead of. Otherwise it'd be just one board member in those two rooms. That's okay. I heard you right that that beer and Jill wouldn't be here. Yeah, but they're in different groups so I, right. I think. I think it's fine with me. I just wanted to check and see if you wanted to combine those two rooms by any chance. I think it's okay. What do you think, Jen, I think it's fine because always we would have too many administrators in one group too. Yeah, I think it's okay. The one thing, Mark, I need to keep an eye on is, is I might have one room where me, neither administrator can come due to do the extenuating circumstances. So if we need to make a quick change, I'll, I'll let you know. Okay. Yeah. It may be too difficult. Okay. Okay. And Jen, we might want to give some support to Maggie so maybe move Steven or join us to Maggie's group. I don't know. What do you think I just. Yeah, hold on. Let me think about this. So we know Jill won't be here and we know Vera won't be here. You know what, why don't we move? Why don't we do this? Mark, can you move Chris into the green group? And then just get rid of the yellow group. Okay. And then if Gillian or Julia is here, they'll just tag into another group. Okay, so Chris and Maggie will be green and there will be no yellow group. All right. Hi, Jeannie. Hi, Wendy. Hi, Jonathan. Here, everybody's coming up. Yeah, so if we don't have lots and lots of community members, we might want to just stay in one group. We'll see. It's going to be, I don't know, let me, let's, let's see how it plays out here. We'll see. Okay. Yeah. Yeah, let's wait until after the first 30 minutes. Yeah, and the presentation and I think we're enough people that it would be worth it to at least be two different groups. Yeah. Okay, I'm going to give one more minute because I'm seeing people coming in. Yeah. And Jonas is joining us by phone and she will, and he will join us by video in a little bit. He'll be here. Yeah, he's there by phone. Yeah. Oh, he's by video too. Hi, Maggie. Okay. We definitely have board quorum and it's a community forum. So should we get started since I hear it's a beautiful day in Vermont and people probably want to get out. Let's just, let's just get, get started. Welcome everybody to tonight's community forum. We're just going to go do a quick overview of what we'll be doing tonight. So we're going to be learning about the current state of our work regarding teaching and learning as we embark in this budgeting process to. So we want to continue to build trust with our community by intentionally engaging with you. So it is important for us to collaborate with you in order to have best outcomes for all our kids and have your, and have your trust in. I want to ask the board members to, you know, briefly, just wave their hand everybody has a name there so that people can relate to them, and instead of interest everybody to gain some, some time. And, and then I just wanted to go just run quickly what we're going to do and then I have some quick norms to go through so we're going to have a brief presentation by our leadership team. And then we're going to break up in, in some small breakout rooms assuming we have enough community members. And then we'll, and that would take about 25 minutes for the leadership team about 25 minutes also for our small groups depending on how many people we are. And then we'll come back together. And the brief, and after that the board has very little business to do. And, and that will be it. So, I want, you know, as we did in our previous community forum that we have I just wanted to have some reminders. So, for everybody to remember to be fully present in, in this meeting try to tame the technology if we can respect other stories or perspectives, you know be kind. Assume good intentions and recognize that we need each other in order to accomplish this work. And there is no wrong questions. This is a completely safe place to speak. And to ask your question. Always learning setting her previous newsletter you know anything in education is constant is changed so we're always learning there's no experts here's at least among the board members. And the, and the last thing is for for board members also to to remember that our face tells a lot and I am very guilty about that so you know, like they say fix your face just make sure that when you're listening to community that we're, you know, a not putting our own bias in our own expressions. So, that's, that's it. And having said that I'll let Jen, our interim superintendent get us started. Thank you. We have, we've prepared a brief presentation for you all, which is a summary of the implementation plan and what our current state is so I'm going to share my screen with you. And let me just get it into presentation mode. Sorry, can you all see that okay. I can't see you so I'm just going to trust this okay and leadership team I'm going to go ahead and advance the slides for us. Let me know when you're ready so this is a presentation that's a number of us who put together floor I would invite you if you would like to talk a little bit about the history of the mission statement and read it out loud for everybody. Yes, of course, so the Washington Central Unified Union School District, it says to nurture and inspire in all students the passion for activity and the power to contribute to their local and global communities. This statement, everybody can do a little dance is about five years old now. So before consolidation we unified in this mission statement, and they started back in 2015 actually carry lead led this work through the Education Quality Committee back when we had a full board. It is something to celebrate tonight. More specifically, as it was said when we passed this in March 2016 as a as a full as a full board, what we're hoping to have as long a lifelong learners in our in our district and the Washington students, the Washington Central students will will meet or exceed as academic skills and abilities that he prepared them to be long life, long, long life learners. So, you know that is just just brief there's more to to to talk about this but it is a combined, it was, it was combined with our student learning outcomes work that we did a number of years ago so it's really it all. It comes together in this in the statement. Thank you for. So when we created the implementation plan back in 2016 we used some work about theories of action and strategic planning and strategies in action and we created as a leadership team primarily this particular statement that is our theory of action so I'm going to invite you to read it and read it. And I'm going to say just a few opening remarks about this theory of action. I think the principles of the theory of action are still definitely guiding our work. We're recognizing that our thinking and our language has shifted and evolved over time so again this was 2016, and we're not using the language of achievement gaps as much as we're really talking about differences in student performance. Between groups, some historically privileged and some historically marginalized groups. That's an alignment with our work around humanity and justice and equity, and it's aligned with the way that the state is talking about identifying groups of students for for, you know, scrutinizing data and so again differences in performance is sort of the more nuanced language that we're using. And the other thing that it's really important to be super explicit about is again this implementation plan was dated 2016 to 2021. And here we are in the 2021-2022 school year. The plan is still relevant. We recognize that engaging in this body of work as we prepare to budget and think ahead about the next big body of work and strategic plan and vision for our school community is going to be important. We're going to break down for you in a little more specificity where we are and what we still need to do. So Kara, you're up. Yeah, thanks Jen. So these are the three strategic objectives that Jen has referenced. And tonight we're going to learn more about each of them and how we're putting them into practice. Also as Jen had referenced some of them have been fully realized and others were just getting started with them. So these three strategic objectives as well as our student needs and our moving forward plan will be at the forefront of our work together as we move into the budget process this year. Thank you Kara. Kat. Oh, thanks. Over the next few slides we're going to dig a little bit deeper into each one of these strategic objectives. The just a quick overview of clear learning targets. The learning targets are aligned with our SLOs our student learning outcomes and our performance indicators. The learning targets are something that are communicated in a variety of ways in each classroom posted in the class articulated during instruction and something that's revisited at the close of each core block. And the PD modules on clear learning targets that we introduce every year in new teacher induction training. And it's something that is has can regularly over the last few years been revisited in each building, just wherever it's necessary. So one of the ways that administrators check in to ensure that this practice is regularly occurring is during walkthroughs we check in with students and say hey what are you doing and why are you doing it and what makes it important, hoping that we're going to take a look at what our plan wants to that tells us that these learning targets are really clear to them. And again, this is something that we're going to keep taking a look at over the next few slides this slide talks a little bit about what our plan had been and where we might be in each one of those major areas over the five the five year plan. And it's important to think to note that our clear learning targets are a part of our routine instruction again they're aligned with the SLOs. I think the only other thing that's worth noting is that we did a lot of work over the last few years to revise our report card system to align them better to the standards, though there is still some work to be done, especially around parent friendly language in the elementary report cards. I'm offering a few things about the U 32 in each of these areas as well and so we've been working for several years with these standards as part of our proficiency system and, and we've actually started into a process of revision now. So we've started to revise some of our standards by areas so global citizenship and science both are are revising their standards in order to create more flexibility. And, and last year we started in the process of really clearly articulating the personalized learning plan process. We're trying to create courses in Canvas for that work, and Canvas is our learning management system, and really checklists that better inform our families and students about the personalized learning opportunities and flexible pathways. Next 77 is what drove a lot of this work for us. And, and I would just say that we've really worked with our students and our parents to try to make our personalized learning plan process much more accessible, but certainly an area where we're just growing in, we specifically waited on doing that work because there was quite a bit of work around the proficiency system as a whole. Thank you, Stephen. Just a little bit about our second strategic objective and that's the overview of our comprehensive and balance assessment system. We have designed a local comprehensive assessment system or plan. We call it the LCAP. It includes statewide assessments like our SBAC local assessments that we'll, we'll talk a little bit more about like I ready and our bass assessments in literacy and benchmark expectations. We look at these in the fall winter and spring each year. We also use multiple sources of data to inform our understanding of student performance so we don't just look at these three times a year one time a year assessments but we use multiple data points and provide feedback to students and families about next steps in student learning. And we've also adjusted some of our practices over the years as we found assessments that are better aligned to our expectations. For example, we used to use the STARS 360 to assess math. We're now using the I ready math diagnostic. And most recently this summer, we revised our early literacy assessments through curriculum camp. And similar to what Kat shared with you a couple of slides back. This is kind of the overview of where we thought we would be several years ago so the checkboxes, the green checkboxes show where we were working on and then the little wrenches just showed where we were working. We're not quite where we thought we would be but that's okay. At the elementary level the LCAP has been refined over the past couple of years, based on teacher feedback and our experiences, including just some, some changes we made during the pandemic. Our youngest students also now have tablets and Chromebooks, and we're able to deploy more devices. And that also is a bit of a silver lining from the pandemic. We've built three half days into this year's school calendar, really for the purpose of analyzing assessment data and planning accordingly. So we were thoughtful about when those dates were and what they would look like. We used access to interventions across all of our schools, and we're in the process of reconsidering our, what we now call multi layered and what you see here is multi tiered systems of supports, in order to be more responsive to students needs. And really to emphasize the importance of excellent first instruction, and our practices related to EST or educational support teams, definitely need some more examination and revision. Right, and in addition to that, that work that's being done at the elementary schools, a lot of that extends up to us at the at U 32 in the middle and high school. We've been using the data that's collected through this system to help guide our intervention structures, and, and really make sure that our standards and performance indicators are aligned across grade levels so that we can meet the needs of our students. We've been graduating kids for a few years now under the proficiency system, and so that we feel as we fully realized, although plenty of work to continue in that to refine it. And certainly, there's areas where we need more student reflection in the whole process in our PLP process and in their learning processes and so that student reflections a big part of making it a balanced assessment system so it's not just quantitative but also qualitative work that we're Okay, I have the next slide. This is around high quality instruction and interventions. And as you can see, one of the pieces is that all students will achieve at least one year's growth each year, but students with gaps in their learning will achieve more than one year's worth of growth. So this is where we talk about you know closing the achievement gap release the old language around that. We see students making progress through their year, but those that are behind need a little bit more intervention to make sure that they are catching up and being at at at grade level. So we've done a lot of really fantastic things in the district that I'm personally proud of that do support students and teachers around high quality instruction and interventions. One of our strengths is our instructional coaching. And this has been established and even increased the amount of instructional coaches over the years. I think this is a really fantastic way to say how we are presenting and conducting professional development because it's embedded and that really is some of the best ways to help staff develop professionally is that embedded professional development so these folks are employed there in our schools their teachers and their their model around around really looking at their best practices has really been established strongly and continues to be established. More recently, our mentoring program and new teacher training is a staple of of our district and how when new teachers come to the district. We are introduced to how we do things around here. We have a strong mentoring program where teachers new to the district receive a mentor or are assigned a mentor. Mentors have a level of training at the beginning of the year, and then throughout the year, they're meeting and supporting that that new teacher. This is the easiest before teachers even start. We have multiple days of teacher training that we that we provide an offer. Our one to one technology initiatives are really strong in our district one to one technology can be a number of different things including Chromebooks or tablets. I'm comfortable to say that that is pretty much what we are mostly using our Chromebooks tablets and maybe the occasional phones cell phone perhaps with some projects, but having strength in our, our technology infrastructure. Tools like our Google platform canvas, infinite campus seesaw even the pandemic, you know, helped us really almost forced us to learn some of these, these online platforms a little bit better. So teachers are more comfortable and students are more comfortable using technology as means of, of, of learning. Sort of practices responsive classroom positive behavior intervention supports our, our other systems that we use to help establish positive learning environments, responsive classroom and, and PBIS are seen more at the elementary level. And responsive classroom is a way that teachers establish positive learning environments in their classroom and help build a sense of, of, of a learning culture in their classroom. So positive behavior intervention systems supports our is a is is an approach to at its core positively reinforcing behaviors so we can then build better expected outcomes around around correct behavior. This is a really tried and true method that a lot of our schools are using restorative practices are a little bit more seen at the middle and high school level but I know the elementary schools are starting to dabble in this, including Berlin as well. I'll say that. And I know Stephen could probably speak a little bit better than I came about exactly the details of it but it's really a way to, to look at, or address an issue or a problem. And working together with those that are affected or involved to really understand what happened to really give everybody a voice to the issue and how it has impacted others. And even working together on what are the next steps and what are the, the, the outcomes going to be. And really at its core it's, it's a way for those involved to learn from the experience and not just somebody saying you did this you're in trouble and learn that ways to not do it again but rather a more understanding of, of, of the issue. In the most flexible pathways multi tiered systems of support are still in the works, especially at the elementary level. Multi tiered systems of supports are a way to look at data and ensure that our systems within our schools are helping meet the needs of all kids whether that be strengthening tier one which is instruction at the classroom to the next level of, of intervention, and even up to further supports around around special education. And finally around trauma informed practices. This wasn't part of our original planning of our implementation plan but it's an integral part of our consistent learning environment. And here you can see that for 2020 and 2021 I think we might have the most green check circles for implementation, still things that we are working on instructional coaching again increased coaches this year flexible pathways, one to one technology I mean I would say I think it's pretty strong for our staff and students, and then multi tiered systems of supports are ones that we are are still working towards. Aaron a great description of restorative practice that's a big foundation at you 32 that everyone is trained in as adults and that we're starting to train students as, as leaders in that program as well when we look at creating those good classrooms. Our TA system is a foundation at you 32 that's been there and really helps us maintain strong communication and and really helps with our that that area. I would also offer that a lot of our instructional practices, and, and what we look at in high quality instruction is through our supervision evaluation program which we really doesn't show here, but it's an area where where we really try to consistently grow and make it more, more useful for our teachers and their growth for them as well. And we've been adding the coaching into that. And then when we talk about flexible pathways, this is something that is really a big feature of you 32 where we have things like our pilot program our branching out programs. We send students to central Vermont Career Center we have early college and dual enrollment so there's a lot of different ways that students can move through demonstrate proficiency and be successful at you 32 and so that's certainly an area of strength and just as as we mentioned earlier, that multi tiered or multi layered systems of supports that we're trying to build in there. We have work to do in that area. And so we really, we have, we have room for improvement, but we are certainly doing a lot that helps our students as well. We know that emotional well being impacts a student's engagement school attendance and academic success. So adding emotional wellness support increases success in other areas. The three pillars of the moving forward plan are informing our work and our planning. So we hope that this presentation was a good overview for you in terms of our assessment of where we are right now and the purpose of the community forum is to really hear from the public as well so these are the questions that we framed that we are hoping to discuss in breakout rooms. We got feedback last month that the small group breakout rooms are really a highlight of the community forums and so we wanted to replicate that opportunity. The board members are going to facilitate the small groups to administrators are present to take some notes that we can then share back with everybody. Again, when we're in those groups and we might make adjustments I'm going to stop sharing in a minute and see if we need to retool based on participation. Make sure please that all voices are heard. Mark is going to set a timer for the small group so we were thinking about 25 minutes, and then when we come back together we'd like an opportunity for each group to share. So we're hoping that you can identify someone who's willing to share a key insight in your group, or a key question that came up. So that's the hope for the next 25 minutes or so and then we'll come back together. And I just want to take a peek floor you can help me if we want to reduce the number of breakout rooms or not. I think we should just reduce one more at least because we're just 33 overall. So, I'm going to say, Mark, let's have the pink group. Let's close out the pink group. So that means Steven look and Jonas. Steven, you can join the red group Jonas join the orange group. And Jess and Chris. Feel free to join any of those groups and be an additional administrator just don't both join the same group. Does that sound okay. So that gives us five groups. And then members of the public. What you'll do in a minute is we'll get we'll open up these breakout groups the board members and the administrators will go to their assigned rooms and then we're going to invite you to put yourselves in a breakout room. You'll do that by, by hitting that icon and then you should be able to join we can help you mark fine and I can help you troubleshoot that if you need help. And we're just going to ask when you make the choice to do that, that you distribute yourself so that you'll have plenty of air time and attention. Diane I see your hand is raised. Yeah, I'm noticing that, like, I know Jill's not here. And I don't know if there's any other board members who are not here so when you put Jonas, and I don't know if you were mindful of that like Maggie's on her own in that room and we did Diane thank you we took care of that part already that part's good. Other questions about the process before we break into those groups floor anything else that you feel you need to say before we break into groups. No, let's go ahead. Hi, so mark if you can please open those breakout rooms that would be great. Right so members of the public so I see Jimmy. Whoever's on the iPhone Cindy and Mac. Go ahead and joined you. Do you see how you can those color groups. Do you see how you might be able to join those. No. Okay, Jimmy, can you unmute so I can hear you and try to talk you through it. And the bottom of your screen and do you see a place that says breakout groups. I do see that. So if you hit that button, tell me what you see. Yeah, I see red or green. So you should be able to hover over one of those colors and have an option to join one of those groups. Do you see that. Well, I can put someone into a group if they let me know which one they want to go into. Mark that would be great. Jimmy can mark just assign you to a group. You can assign me to a group I was going to go to purple because it's one of the smaller ones but put me anywhere. Perfect yeah mark would be great. See you later. All right, there you go Jimmy you should have the option to join the purple group. Thank you. All right so Chris, do you want to Chris you can feel free I'd say to join any of those groups right now. Because I think that you will just be a fly on the wall in terms of listening, since we've collapsed those groups so go ahead and join any of them. I can see that blue could use some members it looks like. Awesome. Right so I think Chris would try to go to blue. Lisa would you like me to move you to blue. Do you want to go to a group please sir do you want to stay put. It's up to you if I, if you think I could go in and take notes for a group I will if you want, if not I might just try to tweak the minutes from the meeting previous so that I can get them the car. Yeah I think you're good then. I think the operators are taking notes. Yeah, okay. Hover here then if it's okay. Okay, I don't know who the iPhone is and I'm going to join. I'm going to join a group in just a minute mark and did you set the timer mark. It's in 25 minutes yes. Okay perfect thanks. Welcome back everybody. That felt really quick and I felt really quick for everybody else but I'm going to open that up for a for each group to to debrief and and let's start with we changed the groups a little bit. So let's let's start with the red group. Okay, so we had one community member in our group, but we let everybody participate, whether they were a board member, an administrator or a community member so for the questions. One question was, what are our next steps as this plan ended in 2021 so really looking at the timeline and that the grid ended in 2021 so what will. When will we add on next year's and make a plan for that was one of the questions and the presentation there was a question about where can the community members access the presentation. And the other one was about, we were wondering if it had been updated since it was first developed. So like green check versus a wrench. If that had been updated recently so that it was up to date. And if not, when would it be updated. And there was a question about printing packets and if they needed to be. And spend money making them look pretty or is the data enough. Oh, sorry, give me just a second. So the current strengths of the district were that really grateful that students were able to participate in sports this year instructional coaching model trauma informed, or being trauma informed, having one to one technology, our ability to change the level of communication has been good. That the community is feeling really well informed between the communication from the district that Jen is sending out once a week and the communication at school it feels like enough. The restorative practices that are happening at schools, current areas for improvement. And some data in reading and math, and not sure if assessments are an accurate way to measure. And that was it from us. Thank you so much, Caroline. I'm going to jump to the green group, Maggie and Chris, whoever took notes from your group. Michelle. Michelle, you want to do it. Okay. So, we didn't have any community members in our group. So it was just us and we had Steven, also Steven look also in our group. For what questions do we have. The question was what Aaron was Aaron was great. What, what do they see as our current strengths as a district so this was directed towards Aaron and you know the supports that we have in place to support teachers and students, our technology infrastructure is really strong. Our progress and curriculum and our systems to roll out curriculum are strong. Our teachers are our strength our central office is a strain somebody is always available. Then what are areas for improvement. There's not enough time in the day for everything. That was the big thing because something everything is important to somebody. And how do we prioritize our time. So, and then talked about our mission statement that it's really broad. And it can't all be equally important. So, you know, we need to think about a you know, it all can't be equal for everybody. So that was that's the majority of it. Sorry, I have people talking in the background. No worries, Michelle, it's okay. We had community members so I'm going to move the orange group ahead just because we had to community members and I know we didn't have a lot of community members and I'm going to let Kara or Kat. I can go through our. We had more questions stand in the other two departments so do you want to. Yeah, I can go through our questions we spent a good bit of time there is you it said, we had Jen with us for a little bit of time to talk about just some details and the implementation report related to teacher licensure and some shifts to the AOE and how that's impacted Washington Central evaluation cycles. And then we had some questions about implementing MTSS is sort of how are we getting to it just now when no child left behind came out nearly 20 years ago and just sort of looking at the iterations of that and what we've learned with that over time. We also looked at power kids making gains so if students are not meeting expectations is their time allotted to meet those needs. And then we talked about how is support aligned with the student needs so how are we sure that student supports complement rather than conflict with the general and learning and so we spent again the majority of our time talking through those and thinking about that. And then for strengths, the majority of our strengths focused on shared values engaged and interested school board members and community members. Everybody seeking to move in the same direction and believing strongly that kids can learn and supporting teachers is important in achieving our goals. Some challenges. Questions about knowledge lacking or lacking knowledge related to implementing effective interventions to support students and some some conversation about talking a lot and not necessarily being too concise and needing to narrow that down and boil that down to clear measurable goals and more database decision making. Thank you. Okay, that's great. A purple group. Steven Suzanne. Carrie. Okay. Do you want me to take it guys with the notes. Happy to. We're lucky enough to have Virginia Burley with us as a community member and she was wearing her hat as a WCU USD friends of education person. And she wanted to know how they can help. That was really her big question. And Steven responded with we need staff. And if you can spread the word and let them know we have lots of positions open and we need people in our buildings to work so. Encourage folks to come out during the budget process to help advise the process and impact decisions. So we had a conversation about how the friends could help out WCU USD. And Carrie asked how we can engage the community more and let them know what our timelines are and what our topics are what else do people want to hear. And Virginia suggested that the friends group do a survey for us to ask people what they aren't getting and what they what they need from us. I mean, Eileen offered up that she being new to this she has a lot of questions and how do we more broadly communicate to the community questions about the assessment piece a lot of panic because of rumors about kids not getting into college due to our changes in assessments. And so Steven offering up that a ton of outreach has been done to come done with colleges to make sure that what they need is what they what the high school is giving them, and it's going to change again it sounds like. And how do we get that information out to everyone so that people are well informed. And how do we make sure that people new to the system or starting out know what the academics are. And she offered up that she really appreciates the PLP, and that it's at the heart of where the district has been since the beginning, and valuing the arts sports and traditional academic subjects without putting one ahead of another. And she's glad that this is still a part of the district. Virginia offered that they are not hearing much from the community because everyone's minds are elsewhere right now, which we're all familiar with. I'm really proud of the district for how many hours of in person instruction was done last year, especially elementary and middle school being in the buildings full full time and how important that was to people and families and Virginia agreed. Carrie suggested that we have a lot of communication as parents and board members with weekly updates from the superintendent and principals and what a good job that they are doing as administrators communicating with folks. But then Virginia offered up in the last column what we could do better as a non parent she hears nothing from you 32. And suggested ready more regular posts from the schools on front porch forum. And McKaylin definitely focused towards communication and community suggesting that a lot of people are depressed right now and unsure of how to re enter the world and if the schools could be a place for people to do that. And Virginia pointed out specifically the seniors in the community used to be able to go to plays and loved it and can't do much of that anymore. And how do we bring them back in as soon as we can. And Stephen said, yep, we love having them and we want to have them back and we can't wait till we can. And we ended discussing our focus on MTSS and how we have SEL layers and supports for kids. We aren't getting those services from other places and how difficult that is on the school and Virginia being conscious of the role that grandparents are playing doing the having heavy doing some heavy lifting right now in family units so that's it. That's great because that was a lot. Thank you. It. So we have the last group the blue group. Alicia and Amy Scott and Ursula. Amy. Yeah, Alicia got it off. She's trying to she's trying to get back in. Maybe Amy or you see her. I'm having a hard time with a really barking dog right now so Scott if you can take this a second that I can get her calm down. Yeah, I'll bark instead. Unfortunately, no community community members. I suggested that maybe if, if, if we had a good old fashioned roaring controversy, we might draw more of a crowd. And Amy said, no, and that was that. We essentially Alicia, and I, as soon as she comes back I would like to turn it over to her because she was the note taker for this. Alicia said, okay, you and Ursula, you meaning me and Ursula are, are the community members so why don't we. I mean, why don't we talk with you as if you two board members were also as you are community members. And they're Ursula, let me invite you also to jump in if there's anything you think needs to be said. But we, we didn't say much about the implementation plan, did we. No. We did we didn't touch much on the implementation plan. Okay. And when it came to strengths. I think the, the basic idea was that there really are so many strengths, too many to enumerate. And our main concern as far as the implementation plan went was to ensure that those strengths continue to be nurtured and and furthered. In terms of areas for improvement. The, the main one, certainly that struck me is in the data, the, the all grade IEP percentage testing proficient in math at 1% and testing proficient in English at 4%. That is, that just shows me the core. And we just talked about how do we, how do we make that better. And it's a, it's not an easy question. You know, I think it's one, certainly that, that Alicia and Amy felt very keenly the need to know to address Alicia. She made the point that she believes the board should do what we used to do much more often, which was to have data presentations like the data presentations in the fall. And that should be, these are, this is essentially what Alicia was saying, that we, the board should be holding the, the principles accountable, the way Steven look in days of your would say, how are you going to meet this goal. What are you going to do about this, you know, this number in order to make it better. Alicia said, you know, she thinks that if we as a board were to be mindful of the data to include the data as an ongoing part of our own discussions that this will help to generate ideas and generate the, you know, the energy needed in order to, to get at these very difficult problems. Or so, is that more or less. Okay. Yeah, that's pretty much what we spent some time talking about the trauma informed approaches and how they felt that was going. And what they needed, if anything, to continue or improve on that. Yeah, thank you. That's right. And Amy, is there anything else that I may have missed. Scott, I think that was it. Stop, stop barking. I see how you got him to stop barking. Nice job. No, I think you covered it all thanks a lot. I appreciate it. Thank you. So that's the end of the blue group and I'm going to pass it on to Jen. Well, first thank the community members for coming. I know there were not a lot of us next time. We were going to have to do more of a personal effort to send emails to to make sure that people come to the meeting. So I'm going to pass it on to Jen. First of all, thank you everybody for engaging in this conversation. I think that the hallmark of a, of a learning organization is that we take time to acknowledge what is going well. And what is areas, you know, what our areas for improvement are. And I think we were able to accomplish that tonight. I know from all of the coaching work that I've been doing that being able to acknowledge no matter where we are in a process what's going well and building on that is the way to continue to generate hope and optimism and momentum. And so I appreciate that folks were able to take that long view as well. And we will just continue to use this as a source of data again. Very intentionally tonight doing this community forum in this focus as a way to lay the foundation for the budget process because the budget really should reflect our values as a learning community and we've heard about areas for improvement and areas of strength and we want to be able to to build a budget that's going to honor those things. So thank you. Thank you everybody. Do we have some hires? Do we have a little because I'm going to let the public go and the board. Yes, we have a little business. Yeah, we have a little bit of business. Yeah. Yeah. So, thank you everybody again, you're welcome to stay to community members and administrators we have just a little business to conduct and again. I've seen you at our next community forum. Thanks again. I do have a good evening. Thank you. Okay. Recording in progress. Let's move right into it personnel and just getting myself there. Okay. Could I have a motion from page 18. Yes, please. Wendy, I don't want to steal your thunder. I was trying to. I moved to approve an extended leave of absence request from Christiana Martin through January 18, 2022. Thank you, Jonas. Have a second. Second. Okay. I'm going to give it to Diane. I'm going to move to the motion. Okay. Thank you. Okay, Jonas moves. Second. Any discussion. All those in favor, please say aye. Aye. Aye. Aye. Aye. Aye. Any opposed. Hearing none, the motion carries. Okay. Next one. Okay. Thank you. Thank you, Joan. Thank you, Jonas. Second. Thank you. You're still up. Any discussion. Yeah, this seems really. Relevant to what we were talking about in our group. This seems like. Really good. A really good thing. Can we, can we get like 30 seconds about how we came to that decision? Can we get like 30 seconds about how we came to that decision and what this will mean for professional development? Yeah, so this is, as you know, I have shifted away from the curriculum director work. Ellen Dorsey has been a long time teacher of mathematics and instructional coach in our district. She's been working point eight and she's been assisting in her instructional coaching role with a lot of this work, assessment and professional development in particular. They are a woman, she's a woman of many gifts and strengths and these are two of her strongest. And so she is, we posted for a point two to help to fulfill some of those former responsibilities that I was filling for this year. And Ellen was interested in doing that work and it will be an honor to have to work alongside her to do it. Thanks, Jen. Thank you, Jen. Okay. All those in favor of approving the motion, please say aye. Aye. Aye. Aye. Any opposed? Hearing none, the motion carries. Welcome, Ellen to your new role. Okay. We have one more, I believe. Yep. So I move to approve a change in position for Amy Molina to be U32 assistant principal and that is moving to a licensed position from a non-licensed position. They have a second. Second. Second. Need a second. Just wondering. I'm just gonna do a happy dance, but because of that it is, yeah. Go ahead. So just wondering about the, is this filling a position? What is the change just to have the background on that? Yeah. I think Steven is prepared to talk about that. Yeah. Thank you, everybody. So Amy has been in the role that we have called Student Affairs Director for several years now. And what that was was a way for us to have additional support in our middle school. So she handled a tremendous amount of student issues, also other duties as assigned by the principal, which I could find no shortage of things to assign to or during that time as Student Affairs Director. During this time she has gotten her license to be an administrator. And so what this really does is moves her into the administrative role of being able to supervise and evaluate teachers as well. U32 has had, so I actually did a chart to make sure that I understood what had happened since Keith Garrett was there. So the year before I came, which is a longer time ago than I hate to admit at this point. But we've always had five administrators at U32 and over the course of the years we've tried to reduce in areas. So we tried to split our assistant principal position between that and special education coordinator or director, depending on the year. But we've always had five administrators. So what we're essentially doing is moving her over from Student Affairs Director and we will have no one in that role, that role ends. And they will have principal, two assistant principals, our student services director, and then our special education coordinator. And those are the five roles. In the past, Amy has kind of been in the assistant principal column at times, but not being able to supervise because she didn't have the certificate at the time. Thank you, Steven. Any other questions or are ready to vote? All those in favor, please say aye. Aye. Aye. Any opposed? Hearing none, congratulations, Amy. Thank you. Okay, so that is all the business that we had that we had for today, since it's early. I was hoping to finish up a little early. Any more reflections? We actually, we forgot to put the survey in the chat, Jen, for getting feedback. I did put it in the chat, but I did, and I, yeah, it was there. And I'm also happy to follow up with a few folks that attended to just ask them for feedback. That's easy enough for me to do. That'll be great. Any board reflections? Otherwise, I'll let you go have some related dinner. Okay, motion to adjourn. Move to adjourn. Thank you. Good night. Second by Chris. Good night, everybody. Good night. Night night, everybody. Night night. Recording stopped.