 Yeah, yeah, okay So what we're going to work on tonight is the emerging strategic plan trends And I will tell you that David White did an excellent job of kind of synthesizing that in a qualitative Way, I did it in a quantitative way. So we'll do some comparisons and see how that works out We're gonna talk a little bit about The merged survey questions and I'm not prepared for this tonight because I spent too much time on the other But we'll certainly talk about it We will talk a little bit about the mission statement tonight whether we leave it the same or we change it up I'm hoping that either Lane Lisa or David can talk with our design team a little bit tonight about the habits of heart mind and work How that really plays out in kind of day-to-day Lessons and Standards and all of that We're going to begin to talk a little bit about what the strategic plan might look like and a little bit about What the goal implementation model might look like and I know that You are busily either finalizing or will soon sign a lot finalize an agency event COVID recovery plan Can you tell me where you are with with that excuse me with that process? That's probably more of David Or Lisa question. I don't know if Lane is on tonight. I Can say that we started to meet the process last Wednesday and we're getting back and we're waiting for more information to Continue that process. I think it's on our cabinet schedule for next Wednesday not for tomorrow. Okay All right, if you would Just remember me when you're doing that and please send me even in draft form What that looks like because in year one implementation of your strategic plan I want to make sure that we have an alignment between Where you're going over the next six months or year and where the strategic plan is going to go in the first of three years because it doesn't make much sense that have the strap plan going one direction and The COVID recovery going in a different one Yeah, I'll make sure that Lane gets that information. Okay, and Then we'll review timeline and next steps and you'll see that our next meeting is on the 22nd at 6 30 So what we don't get done tonight we'll save for For next week So let us take a look at this a little beauty here and I'm going to blow this up a bit Let's see Yeah So you can see that most people had an opportunity to finish and what I've done is As I've done the tabulation This is like golf low score wins. So I've just I've just bolded the bottom the bottom three scores here, so you can see under Under knowledge skills and tools what we're looking at is Know how to settle conflicts with peers and adults Problem-solving and work ethic That doesn't mean that the other the other items go away. What it means is those are a little bit more important and so I'd like you to think about It's a little hierarchy here We're going to have a mission statement. We're going to have some goals underneath that and they're going to be goals that Administration and teachers do and then they're going to be the higher arching policy governance goals that the board does so I'm still working through that. I'm going to rely a lot with Anne and with Lane about that To make sure that we keep everything in in the appropriate kind of role Policy governance just has a different Perspective on this so operationally a lot of the goals will fall on teachers and administrators The higher level goals will be what how the board monitors the operation of the system And so in the in the higher order goals Think of them as an umbrella and then underneath on each umbrella there'll be some we'll call them droplets or Tentacles or however you want to characterize There'll be some lesser important actionable steps that go underneath So that's one way to think about How we might move forward So going back to this Any surprises here on knowledge skills and tools middle school students need and I'm going to need Anne or David or someone just facilitating or Kelsey Someone just to be my eyes because I'm behind the curtain here. I can't see you Any surprises here? Gus you have your you had your handle raised Has it come down? I just brought it down because it's about a further question So if we're going to go through them one by one, I'm happy to hold my question until we get to the one I want Okay, any any other thoughts on the first one? Okay Let's take a look at the second one and this is social emotional skills And so the big three are take personal responsibility Perseverance and acceptance of others differences any thoughts or issues here? No surprises We're narrowing this down to the top three yeah Is there a reason for that just the top three or you just because we have to narrow it some way We have to narrow it some way Doesn't mean that we won't be including all of them in some in some respects but there needs to be some prioritization and it won't be as blatantly obvious on some of these as it will when we have Kind of longer statements like What should the middle school do to ensure students feel physically safe and we're looking at monitor science for mental health Ensure a safe space for learning debate and ideas and then clear reporting system complaints Maybe another way to talk about this. Let me go to David whites. I don't think David can be with us tonight So that's why Yes, that's why he He worked on this a couple of days ago sent it to me and I asked his permission that we can share this tonight These might be the really big Umbrella's so to say More life skills in the curriculum Strengthening the transition from elementary to middle Increasing the workload in the middle school Separation of middle school in high school physically with walls a classroom culture diversity Ensuring that we keep the advisory model career options and create more developmental opportunities if you think about these and We'll spend a little bit of time tonight With the design you've often heard me say the mergers and acquisitions nine might be too many Umbrella's or tree limbs whatever the symbolism That you can best think about kind of the higher order Placeholders in fact, maybe let's just spend a little bit of time right now looking at this Would you merge any of these into a? a higher order Category let's look at those again You got a curriculum focus you've got a transition if we were to pick kind of one word in each of these this is a This is curriculum Umbrella this would be transition This would be workload This is this is really a Well This is a facility. I'm just gonna just for now This just to give us something we kind of get our arms around But I think that's a culture thing not that's not I mean yeah, it's building the walls the way it stated But really it's a culture you really want to have that divide and so I actually think that that that separation might go down with Classroom culture or middle school culture just lump them all together okay That's a middle school And throwing the advisory model in there might be part of that culture. Also you can that's what I'm looking for Okay What would workload would workload go up with curriculum because it's really talking about How do you feel about that makes sense Yes Because Workload might be debatable Okay, but but if they're teaching to the standards, it's not And career options could go under curriculum as well What do you think good idea Can I ask a quick question? Yeah Not to poison the well or or detract from David's work here, but David whites work that is Just looking I was just surprised to see the the building a wall between them as a high priority on this Because when I look at the the scoring and I remember when I did it that was that was pretty low down. So I'm just um I'm a little troubled by a spacing our Our analysis here on on one person's qualitative analysis, and I really think it would be I feel it would be better if we as a group Kind of arrived at these conclusions together rather than Using one's opinion as a start point Okay, it does that I don't I don't want to just throw the baby out with the ball for what's ahead, but I just um if we're gonna do this as a team I'd rather I'd rather rather we did it as a team if I'm the only one, you know back off How do others feel about that? This is gus, and I do agree that there should be a cultural I don't want to say divide but some sort of difference between middle school and high school It doesn't have to be a physical wall But like what um David roller just said like maybe it could be a cultural wall Or are like a series of routines or something that directs kids in a different direction So that they are they feel like they're their own community um and can develop As as a community, I think which I think those with what richard just said as well perhaps As opposed to having a wall or I mean that all sounds great like how do you do that? And we all know that building and that's not easy So but definitely the middle school needs its own identity Okay well, let's Let's go with the what richard said Let's work through the quantitative analysis and see if there's an alignment between what the numbers say and what David whites assumptions were from looking at it in a qualitative standpoint. Does that that makes sense? Yes All right, so Here we are We're on the second one physically emotionally and intellectually safe we've got uh monitoring signs for mental health ensure a safe space for learning and debate of ideas and clear reporting system for student complaints Any surprises any conversation here? Okay, I I'm shocked actually that that Maintaining consistent classroom routines throughout the middle school ended up So low I because I just I don't Philosophically, I don't understand that we're where you wouldn't prioritize consistency Well, remember that we've got a real mix of students of parents of business leaders Um, I'm just Yep, no fair enough Yeah Why don't I do this? Why don't I With ones like this Just to differentiate. I'm gonna oh won't let me underline. I'll do it italicized with a With a question mark well, and Me I didn't rate you really high because I was like if you're a teacher That kind of goes with the territory. So I was sort of like, okay The teacher's gonna do that Yeah, and that's kind of am what I was thinking too I think about like the teams and it's just I think about consistency I'm on the team and that like, you know, developmentally seventh grade is different than eighth And if sixth grade was there they're different than eighth and just that It felt maybe a little bit micromanagy where it's like, of course we had expectations, but they're they're Thoughtfully developed at the grade level or the team base, you know and like a An arts class is different than a math class and so just like trying to be flexible in that sense like we don't want like Too rigid because that's not how middle school kids Succeed necessarily so that's kind of like where my rationale like not putting it in the one two three Okay I agree a lot of what's been said that I think sometimes it was difficult because there were lots of things that we think are really good That we feel bad about ranking flow um I really prioritized stuff where It was a good idea that we hadn't really tried whereas david you're absolutely right about consistency But you know, that's like we said, that's a given. Um, if we're not doing that then we're not really doing our job so In some of these there was somewhere it felt like they doubled up so I it would feel like we ranked one high But something that meant almost the same thing came quite low Okay All right, this is perfect. This is the kind of dialogue that's important I think that historically The lack of consistency has been a problem in lots of different places And and and i'm not talking about micromanaging people. I'm just saying literally having teams You're sitting and talking and being in the same place and and it's a mistake Again, my opinion not to have it somewhere stated Okay, I don't think it's a given. I truly don't think it's a given I think it disappears the second you stop valuing it and talking about it okay I do wonder if that one was in the wrong place almost because it's what should the middle school do to ensure Students feel physically emotionally and intellectually safe and it it feels a little bit I mean, I don't know where else to put it but I do remember going through that and I was thinking about you know, they're Maybe there's a different spot that it would would have scored higher if it was in a different spot. So I do think because I was like From our discussion. I remember thinking they really need a clear reporting system For complaints and that was something we talked about in my group and So like it was hard to score that one high when there were other things in that category So maybe we'll find something some to put it somewhere else Well, would it would it fit under curriculum? I don't think it really does fit under curriculum. I mean it does fit in An area with students feeling safe. I mean we know that feeling safe is an intrinsic part of what you need to learn And those consistent routines and knowing what to expect I mean students have all different Experiences outside of school and it it does feel like it's our job To create, you know that expected environment so that they can come in And and do their best work I do agree with david it's really puzzling that it didn't score higher Because it feels like that should be a foundational systemic value Okay, I'll make sure that They're about to just category down What now the next category down I don't know about anyone else, but it looks to me like am I fitting that with collaboration connections with adults? Well, let's put it there Whoa That's a big presence doesn't it I wonder if it could also be included under when we talk about the model If that's part of the middle school model is to have that increased consistency And maybe there's some specification around whether it's increased consistency of groups increased consistency of routines Um increased consistency maybe of all of those things But I wonder if maybe model is part of if we're kind of developing a middle school model and saying consistency should Should be an overwhelming part of that to help with or not overwhelming But excuse me a helpful part of that to create a team if maybe that works there So you're saying in this one number five Yeah, I mean again, I don't think it's necessarily wrong where it is but I wonder if in that category it might have gotten a little bit more of a Um a better grading from some of us that maybe were not understanding kind of what was being implemented there Well given what I'm hearing, uh, this is all of a sudden risen to a much um In gulf vernacular much lower score, which means higher priority So I will make sure that that that is prominent on in on in one of the action action step areas All right, great conversation. Let me find our way back here I also would like to point out that I think some of what's challenging like even if we go back to that first question is Some of the answers are very broad and really don't give any directive towards creating Like a plan with them like when we say like ensure safety And it's like but how and in which ways and I don't know if we're supposed to be doing that But so it made it harder sometimes to score two because you're like I could fit six of these under that one category in some regards Well, what we'll get there these these are just teasers That to get us in the ballpark. Let's say it gets us the first base We'll work as a design team And I'll go back and forth and do some word smithing and some mergers and acquisitions and come back to you with Some statements that are more like davids So I hear you All right, I think we're in two Let's keep going here So in strong collaboration and connections with adults Um Create student relationships with at least one adult promote student growth mindset And strengthen connections between parents and schools rows to the top Um in our quantitative analysis that we miss anything Okay Sorry, that's so long We're Not supposed to be grouping anything together yet, right? Right Well talk to me. What are you thinking? I was just seeing the implement social emotional curriculum and the promote student growth mindset could go together because it could be a curriculum around growth mindset Meeting merging these two together Is that what you're saying? Yes Mindset with the one above it The implement social emotional curriculum Oh, I got it. I'm in the wrong place All right. Yeah Yeah, actually. Yes. This is a good thing to be doing Okay, perfect And again, I'll clean this up later Any other mergers and acquisitions while we're at it? I feel like there's a lot of commonalities between the um connection between parents to schools connection to larger community Possibly even the civics education one. I'm not sure exactly how you'd merge them or which you'd merge But I feel like that I feel like three of those could become two all right So tell me again. I um just Just the the connections between parents and schools and then the connection to a larger community. I feel like those are Those are very much involved with each other Although I wouldn't want to lose any part of either if that makes sense because yeah, they are different things, but they are very They are very closely connected Yep, and I'm just going to make a note here that I've done that. Was there a third one with that? Um, I I I was wondering about the civics education part just because of having that having that discourse between different institutions and different parts of the education system in the wider public But that might that might all be as connected Okay Got it Any other conversations need to be had here? Okay Moving on And that's changing a little bit kind of our sequencing here, isn't it? Oh Okay, where did I do my oh, I didn't know I didn't get this one to add it up yet so Let's see What happens if I do this No, it's not going to do it. Is it okay? Well, it looks like this one is a definite And I'm just looking at the numbers looks like this one's a definite This one here All right, what do you what let's say you about these? Those look right If the view I'm seeing is correct, then it's off by a line and I wonder if um What's the one I was looking at I'm I think curriculum that helps students think outside the world of vermont looks like it has higher numbers than Embed cultural awareness within curriculum Okay I I I'm just making sure that I'm seeing that correctly All right, so this is the fourth and this is the fourth. Oh, yeah, you're right. And again, I think they're they're similar in a lot of ways so Got it. All right Let's go to the next again as I was Kind of finalizing the ones with a short number of responses I just kind of eyeballed it and said we can we can pull three out of there So I would think yeah Before we go on what exactly were we meaning by provide technology learning resources? because I was I was struggling to remember what that actually meant Well, again, that was somebody's snippet or sound bite um It was under integrated curriculum. So I would Imagine it might have something to do with maybe virtual learning I remember some conversations about continuing Virtual learning and virtual communications after covet. I remember hearing that Middle school kids should do virtual connections with elementary students during the transition process So it might be something like that There's nothing in here. I haven't seen anything in here about Teaching the use there was one that was like keyboarding skills But it was like if they don't know keyboarding skills by the time they're in seventh grade That's a problem almost although i'm not sure when all of that happens Well, I can state that it happens around about third to sixth grade um, I don't know about the other schools, but um, certainly in brookfield I expect the sixth grade is to be 30 words a minute with about 95 accuracy by the time they leave Really and and how about learning how to use email? Like do you is there direct instruction on how to how to use Yeah, library class specifically they do a lot of that stuff Um, and we I mean particularly this year. It's been covered as a matter of course In fact, uh, mrs. Gilbert came to me this morning asking me for ideas because in terms of technological integration She's actually run out of material because the kids have become so good at it this year Okay That's just for brookfield though. I can't speak for the other schools all right Well, I just I'm just gonna have to Have us eyeball this because I can't shift them when I did the cut and paste that pulled everything up and Uh, if some because I I could do two things at one time, but I can't do three um So I think we're are we on five? we're on technology Oh, actually this was a biggie And I think this is Maybe we'll leave those in two When I say netiquette does everyone understand that that is um etiquette using technology That's a term that's used and if that isn't clear that I can change that So it's the same as like digital citizenship essentially Yes, exactly. Maybe that's better. That's a better term I mean, I feel like that kind of lumps into Or grammar something to teach internet safety. I mean, that's kind of part of being a digital citizen I feel like that's part of it. Oh a good point So those could be merged Yeah, all right. I'll do my murders and acquisitions after we finish so I don't mess anything else up All right, let's go on to middle school continuing operating as it does now um Looks like the biggies are a great way to organize having consistent and there's more to that more individualized student coaching and personalized goal setting Which was this one and parents need more information from advisors Which this one seems to be Looks like it's aligned Okay, any any thoughts issues questions concerns here moving on This one is under curriculum and again, I will merge These different curriculum statements together into one curriculum So it's a process of kind of evolution So it looks like STEM classes and special projects student services student Has a dedicated middle school counselor And recess breaks pre-k through 12 Richard, I think you're having some influence here when you talk to us about UK schools Well, it it it stopped Any thoughts about this one surprised the state foreign language so far down And in the list, I guess I guess maybe community members are less interested in foreign language It's all the research as you learn better at a younger age and yet we continue to Push it up to them. I think a tough part about foreign languages is that um You can learn them and become almost fluent at the high school level But if you end up not using that um, you lose it. I mean that that was my experience Of high school german when I was a kid I can't speak german anymore because I haven't used it in 20 years So unless you're in a in a place where If we're in a state where spanish really was spoken as a second language by a huge amount of people Then it might it might stick, but I think that's another problem with vermont being so Um lacking in diversity is this is not the opportunity to use those languages so that might be what people aren't valuing it Well, and again the the design team As I hate to use this term as as a trump card. Oh boy, what happened just here as a trump card if you think something Should have a little bit of weight and you're surprised at it That's why we're having this conversation is i'm just gonna Put it in italics so that um, it tells me maybe this is the fourth one or maybe this maybe the Maybe the analysis didn't didn't tell the whole story Can I ask why? Greater transition earlier isn't totaled Uh, I just picked the ones that seemed to have the low score. Do you think it should be in? Well As far as I can see the total is I mean, I can't see the whole range, but perhaps the total is lower than some of the others that are totaled Oh, I think you're right. It is Which one is that? One two three for your transition earlier I can't scroll your document. I keep trying. Yeah, I know Did I just add the right one? I added the fourth one so two four What tell me again what you're looking at begin the sixth grader transition earlier Oh down here that one Ah All the scores because I can only see g to q on what's shared I'm familiar with the total is but that total is only 34 so I know a lot of parents want the parents. I mean I teach sixth grade So a lot of parents want transition to start earlier. So I was just really curious Yeah, that's actually pretty close Okay, got it If you look at the whole lot, no, there's a lot of 11s on the left hand side I can't see that. I can't scroll his document Um, you can still open it from the email from the other day if you want to get to it that way Yeah, I'm really trying not to toggle eight documents at once Oh, you know what I did when I did that tabulation. I didn't go all the way over interesting, let me go All the way over and see what we get 75 that was pretty high Yeah, so you can see that Some people are high. It actually is pretty high all the way across except for a few It looks like it's either really high or really low, which is really interesting Yeah, on who might have answered Yeah, and I think I did this one Wrong and I didn't go all the way across Winston are we still aware that this is out of sync by line high wise? I am yes, and so keep me keep me honest here I think there's a few we could combine in this one too if we're looking like I know they're not the top ones but in terms of like offering outdoor activities continued use of exploratory learning You know even that could be kind of you know grouped into the recess breaks and and sort of those outside opportunities So there is some room for you know combining a little bit with some of those Okay So tell me again, and I'm not going to do it because I don't want to wreck it So like it says for many outdoor activities and there's like continued use of exploratory learning Um, you know, I feel like those could kind of go on the resex break the recess breaks club activities during recess Like kind of that group of things goes together a little bit Okay I got it I'll do it this way and that just gives me a Gives me a placeholder All right Moving on Leadership models actually these came in the wrong So these really should have been here I did it with the wrong column because I didn't see that at least there. I was trying to get ahead of you. Oh good. Thank you So it looks to me like This is one 21 19. This is one So great So those look okay to you all And I'll just say I heard quite a bit of positive feedback about The leadership model in middle school And I'm not going to name any names Lisa, but it sounds like you're doing good work and keep it up Transition to planning from elementary to middle. Let's see. So low score here is this one And this one two three four five Looks like this one This one here Any thoughts on this any mergers and acquisitions on the transition planning elementary to middle So I just Sixth grade teachers We were super pleased with Lisa's visits to us Which represented the interest of the seventh grade team As to getting to know the sixth grade students. We have not experienced that before And we have felt for well, I've been involved with them for 15 years It's been missing and the interest itself even though Lisa's visits did stall last week, which is perfectly understandable We're so valuable on the interest itself in hey, who are your kids? Like what are they about? What's your language helped build a bridge and we refer to it as building the bridge And we have always wanted the bridge And that felt like a really great first step and it doesn't have to always be lisa visiting I'm sure there are many other ways to build that bridge, but I just have to say that was so amazing Perfect It was wonderful and I can't wait to get to visit brookfield and brain tree too and I appreciate that. Thank you guys Okay Any other thoughts on this one? What about in the other category? Looks to me like This is one and we're talking about Down three. So this is one and this one So Could all be categorized as moving relationships Uh-huh. Okay Personal learning plans just really up there as well went in further down Say that again, uh personal learning plans looks like scored really low Okay, got it. Yeah, where is the evolution of personal learning plans in orange southwest? Is it percolating an elementary middle and high school? Is one school ahead of others? What where are we? I can't speak to the elementary schools But at Randolph union, it's built into the portfolio and portfolio defense process And the student led conference process. So students have an opportunity To work with their advisor set goals Monitor those goals report back to their families Set new goals and then at their portfolio defenses They report out To some of their current teachers their advisor and some of their future teachers about themselves And did I capture everything that you said there at least I think it's lisa? Yes um, I would also include student led conferences though because that's really how we meet that That connection with the family piece of Of personal learning plans Okay So i'm looking at what you're showing us and I don't know if it's the whole range of scores But it looks like one of the lowest scores is challenge day for female students. Do you guys know what that is? I think it's scored low because it's off a column Oh, because I just wanted to say that with regard I just have to speak up for all the girls in the entire sixth grade Who have experienced this it is the absolutely most positive most? um Informational thing and developmental thing they have ever experienced they did a hands-on Last two years ago and this year it's going to be remote On the last friday and march And every single sixth grade girl that we have approached to sign up has signed up for it with high enthusiasm because most technical programs Um are sort of embraced by boys So having it be a personal thing with girls Is a really huge Huge thing so I just wanted to clarify that that's what that is that challenge day is actually a career day With the technical center or technical programs for the sixth grade girls You guys that's the um I've had much more boy heavy classes the past few years But of the few girls that we've sent to that program i've had nothing but Phenomenal reports. So absolutely. They came back on cloud nine. I ran the bulldozer. I cut the I'm Like things those girls have never really wrapped their brains around and they were able to have hands-on experiences And I cannot I cannot say how how great it is. It is so great beautiful This is why we're doing this. All right. Let's go middle school transition to high school Uh looks like we've got crucial to have a step up day after covid teachers established clear expectations seniors talked with eighth graders about middle school portfolio Any anything missing here any surprises? And I think that's it When to Quite a section we skipped over Yeah, it seems like that Yeah, I didn't see activities in team building and that's the part I wanted to speak to Oh, okay Do you remember what number that was? Um, it was called activities in team building And it was after number four Here it is. Got it It looks like we stopped to ms facility. I think it's a facility. I think that's where we we jumped I think that's the part where we started not Skipping stop. So did we do this one? No, and I think there's some way further up. We didn't do either Yeah, ms facility continue recess after covid. That's the first one that I don't remember doing Um, and I feel free to collect. Oh no, even above that. Thank you. Pardon. Um Integrated curriculum. That's where we stopped We didn't do that one ensure the student center classrooms. We haven't done any of that Oh, my All right, stop me when I get to the place Executive oh boy, we did skip a bunch. How'd we get how'd that happen? Oh, wait a minute. That's the beginning So we did executive functioning. We did curriculum This is the safety John This one integrated curriculum is the one that we didn't do. That's the first one we didn't do Uh, I think I'm going in the wrong direction All right here 69 right 69 Got it. Got it. Okay All right So this is a header that you put in For the student center classrooms Got it. Okay So we're looking at student center classrooms cultural awareness within the curriculum And provide technology learning recent Hmm Yeah, because Ann had a question about that Yeah, all right So facility I'll continue recess after cobin And I think this one is a highlighter as well What are your thoughts here? I'm confused. What the what you're highlighting. Is it the line with the number it's at or no, it's it's one off You see all of these are one line higher than the numbers so this is the first one and This one has 24 that is 21 So separate middle school totally from high school is the 24 Yes Thank you Yeah That was the biggest concern of all parents when we began this discussion about two years ago about you know The middle school model and potentially bringing sixth graders up You know if there was one concern that out shown every other one that they had that was the one Mm-hmm Okay And I think continue recess after cobin, which I looks like it has a total of 21 was Pretty much an experience that the middle school teachers had had this year that these great teachers were like, yeah, man That's why it's so cool. So that was a really great connection for all of us. Yeah I remember that Okay Let's go on to middle school to ensure student What's the rest of it students maintain a positive attitude about being successful? Okay So the the biggies here are morning meetings that's tone for school and routines learning environment for success with differentiated instruction promotion of growth mindset And celebrate student strengths and projects with families and communities Any thoughts here? I think You think what now? I said, I think that is true Okay All right, let's go on to the next Now students have a role in determining what success looks like Now, how come I didn't oh david did you uh, you did these right? So this one would be the 15 15 oh for sure. Yes, that's 15 and looks like This one is two And switch it up. No motivate students. Yeah, that's it. Yep Got it. Okay. Any surprises here? No Okay I think again, if you were looking to combine you could like the first one and the like involving students in their decision-making and students having a role in determining what success success looks like And even how to you know, motivate students is kind of all connected I would agree with that Okay That's my That's my note. Come on fingers. Got it Okay Any surprises on this one? Feed them well Periodic movement you can see this this kind of a trend but recess continues movement exercise And I can see across different Form categories that there would be some mergers and acquisitions there. Yeah I'm wondering if we can go to the I think create student advisory panel had 31 um No, yes um We know Okay, sorry Yeah, which one then provide periodic Movement I just feel like Feeding them well is sort of a given So in terms of ranking like yes, it is a very high priority. We know that hungry kids don't learn well But we have processes in place to feed them well And we're going to continue to do that. So I'd rather Use our ranking To get at things where we can be more goal oriented and and make plan Okay Got it. Can I Some teachers don't actually like students to eat in their classroom And some teachers do so I just want to speak up for that doesn't need to change what Lisa just said But um, some teachers can tolerate the constant eating And some cannot and so that Just might need a like a little purple flag somewhere else And I think we also need to think about it's not just feeding them at school. It's um Helping parents understand what healthy balanced options that offer their kids that are affordable because I still see Students of limited means coming in with food that has been packed at home that is um Just not adequate or in other cases some some families who don't want to accept the free food from school As a point of pride So we need to I think do a little bit of outreach in terms of helping parents feed their kids well Not just feeding them while ourselves at school Okay, I think that's a really good point Thank you. It also speaks a little bit to um, the need to make sure that your lunch time Actually allows and I don't know. I'm not there right then the time that they need to eat and socialize Because you know you know that um kids who are stressed in in situations are They're not flying around they have six minutes to eat They're not fed kids, you know, they're they're kids who fill their food in the garbage And the really valid point even at the elementary age I get that feedback from my kids coming home with you know Full lunchbox is not having had time because they obviously want to take advantage of socializing and they need to learn that But I think it's a valid thing that's kind of almost needs to be taught along the way Yes, an additional issue which might just be isolated to my own classroom Is that on thursdays we order our breakfast and lunches for friday But unless they're delivered into my classroom We don't actually get the food that's prepared for us because we are like 30 feet away and out of sight of wherever they may have been left Um, and we depart a door that doesn't cross that path So the whole feeding thing is actually a really important issue. Perhaps not for this grid But it just is really important Well, how hmm, what what should we say about that two classroom? Well, I I haven't else a special arrangement where it's supposed to be delivered into my classroom But that's just me But that doesn't change it for other people other classes They happen to walk past the cart where it's sitting on so they grab it as they go It's it's kind of a haphazard. I think a little bit But we're doing it to the best of our ability. I am not criticizing. I'm just saying that we can't consistently promise That the kids get the food they always ordered Because of other things Okay Add a glory that could should it be moved up to two where we're dealing with students physical emotional and You'll dump it up there and kind of include it somehow because then then we can all be happy. It's not here, but it's someplace Okay, I'm gonna say move to number two number two god Okay Moving on We've got some facility needs and it looks like teachers model positive attitudes ensure culture of inclusion And establish physical boundaries here here again is the separate middle school entrance any thoughts on this is it Is it neat? Kind of the standards for how we're reviewing this or did we miss something? Well, we definitely seem to pick that up. I'm still just flabbergasted by that fear of the older students and I feel bad for the older students like There's nothing it's almost as if the parents of the younger students feel like these They're there are these dangerous teenagers wandering around in the high school and it's like There's still our children they grow and they're okay And I don't know it's just it's really interesting the the this desire to Really keep them separate And just note that 12 and 13 year olds may actually be super intimidated by Uh physical affection between the older kids The vaping between older kids the language between older kids So that exposure is so incredibly intimidating They actually don't even know how to function through it Which I might be why parents want it separate So their kids can actually develop on their own path as opposed to just being bombarded with the language and behavior of the older kids Which has you know an actual effect been largely acceptable So I think those like 12 and 13 like and I teach 10 11 and 12 They are just kind of like whoa, what is that and it freaks them out more than a little bit sometimes Yeah I heard quite quite a bit about the the mixed bathrooms and I also heard that elementary teachers Uh scare scare the dickens out of elementary kids that when they go to that that big bad middle school And then I heard students say and when we got there It wasn't as bad and the workload wasn't as tough And so it was good to have the student perspective in this Right. I think it's a little again to have middle school students Feel some ownership over Over their school and making the middle school kind of its own its own school and not Not because the high school is bad or enhanced but just because you know, it's such an impressionable time and just that You know, they have their own entrances right now because of covid and it's just so much smoother I think and I wasn't there last year, but Just because there's there's physically less kids that there's you know, they're smaller It just it makes it just a little bit easier to for Everybody to kind of monitor what's going on and check in with with these kids who need it so badly And so I do hear what you're saying and I kind of like I I do Feel that like oh, we're not trying to be like high schools are so bad And in fact mentoring could be so powerful. That's why I don't know if the wall necessarily like a the wall needs to happen But having the middle school have their own space Or they can just like feel like they are comfortable that they belong there And aren't trying to always check because middle school kids they change so much when the high schools are around Like it's that you know, if the middle school kids who change and they just Kind of they can clam up and they're just not as open with us when there's twelkers walking in and out of the back entrance or whatever So that's kind of what I feel like it's coming from in some sense is for the teacher standpoint Okay, I don't think we're looking at turning these two schools into separate fortresses, but I think that by by establishing a A mental separation between the two schools at least then the then we get to control the interactions between those two age groups Whereas if we've got everyone from, you know, 12 years old to 18 years old using the same bathroom There's a lot of quite damaging interactions that could happen that we have no control or say over so I think I think there's kind of a halfway Between these two things we certainly don't have to separate the two schools with the wall But certainly knowing which part of the school is the middle and which part is pi And and certainly separating facilities for those two Um, I mean, that's that's the kind of feedback. I I feel I've been getting from parents Of my sixth graders And we're not trying to intimidate them by the way about middle school So if that's been happening of it, and I think we need to we need to re-examine what we're saying to our sixth graders Well, I also heard um It might have been from high school teachers that Apparently middle school teachers when they come back from recess Sometimes are disruptive for high school student learning that's going on that there needs to be a Way that students middle school middle school students can re-enter more peacefully So there's two two sides of that coin. We're working on it. Okay All right, let's move on to activities David wanted to say something Okay, go ahead I think I think it's concerning that that we That we We I think we should stop having a culture of Sixth grade is for getting you ready for seventh grade And eighth grade's getting you ready for ninth grade It's like this is a continuity of education and no step between grades should be any more difficult than another Developmentally, it should just be and next year you're going to be in seventh grade And it's going to be in a different place but but it's it's seventh grade and and I think that that's the culture We should be teaching in the same way that that the ninth grade teacher shouldn't look at the eighth grade teachers Like you didn't prepare these kids for for the tough ninth grade. I I think it's really Everyone should be in this together preparing kids just for the that that literally This is what they need to know to just keep growing Um I think we can't escape David I completely agree with you, but I don't think we can escape the fact that from an elementary school to a middle school You've got kids who've been going to the same school since before they can remember Going to a new school in a new town in a lot of cases So I think just that in and of itself is intimidating not not that we're saying You know this whole year is about preparing for seventh grade But just they know that step is coming and it's the first time They've ever remembered having to leave anything Um, so I think it's worth bearing that in mind. We certainly shouldn't exacerbate it in any way Um, but we should acknowledge that it is a big shift whether we want it to be or not Yeah I think this is where too we can really do well with building Relationships kind of like Kelsey was saying like the the walls helped to create a unity for the middle school But it doesn't mean that you still can't have regular interaction with high school to middle school and middle school to elementary Both as mentorships and just as building friendships I mean, you know kids in eighth grade can be friends with kids in ninth grade and kids in Ninth grade can be friends with with younger kids because they have younger siblings So I think it's just important to recognize that kind of almost going back to that community of You know, we're a union high school And so it's important that all grade levels are are being mixed in My daughter is an elementary school and the last two weeks everything she's talked about is the stuff They're doing with the fifth and sixth graders right now at the school and how Cool it is that that they're doing stuff together and she's just been you know beside herself And I think that could continue and then you get rid of some of those Barriers too, even though there might be physical barriers, you're still supporting the emotional groups together or even clubs You know, maybe there could be some interactions and stuff Yeah, we heard quite a bit about Class activities about mentoring relationships about reading buddies They're just a lot of ways that that can happen. So this is very good conversation here Let's move on to activities And the biggies were recognized student accomplishments and Okay, so So this is the section I had some initial questions about Because I I have no idea what Gracie hill is And I think the stations is actually what we meant by sixth grade challenge So I think when we all like ranked it We might not have been looking at what we thought we were looking at. What is Gracie hill? I don't know I think you meant brain tree hill And if that's brain, you know, that's the same as stations and the same as sixth grade challenge Those three things are the same thing Got it. It's the same event Okay, got it sixth grade challenge was like on brain tree hill with stations With community support was like an amazing connecting event Um Where we could we made groups of kids from brain tree brookfield randoff And separated all friendships and separated genders and home rooms and all these things I got a problem solving and it was absolutely amazing So the kids all had opportunities to get to know each other interact with each other Before they went to seventh grade and it was a pretty like we all felt for years There was a pretty crucial activity Doesn't have to be the only one and there can be other types of things, but it was pretty amazing Okay, so I just wanted to mention that when I saw that list. I'm like How how did that get separated like it did because I don't know what that was It might have been just me not knowing the context and I just did it verbatim As separate bullets when it should have been together. So I'll take ownership on that Totally agreement on that with gas I want to see if it back up to that because I only got to experience sixth grade challenge once It was my first year here The class I had was particularly challenging and I saw things come out of these kids enthusiasm Stop I hadn't seen all year And I was very very sad to see it dropped Yeah connections and friendships they built on that one day Up in the woods at brain tree hill continued on Towards seventh grade. It was really the one thing We ever had that connected everyone before they actually got there. It was really great Does anyone know why it was stopped? My understanding is the organizer At my school Left our school And it kind of was just sort of left floating. I'm not really sure what happened after that Yeah, a cap level discussion about it a couple of years back In terms of transitioning and whether this was really an effective tool for what the transition goals were The primary concerns out of it was Location, you know, should it be located over at the high school? Does that make more sense if that's where they're transitioning to? The actual activities that were set up didn't really do the job of Getting as many kids from different schools together, right? They were assigned in like three person teams, you know One person from each school So if the primary goal of it was to really get them engaged and get to connect with as many different students that they've never connected with Before it kind of failed miserably at that The activities were valuable. But we also talked at the time about potentially changing those Two activities that were more capstone projects for the foundational knowledge that The students were expected to be coming away from their elementary schools with And that's kind of where it got stalled in terms of the conversation piece. Um, yeah I feel like there's some things though that were Baked into it that just they're just such unique experiences that the kids wouldn't have got to have otherwise Some of the the community members we spoke to when we did the forums mentioned it specifically They missed it. They wondered where it had gone A lot of the kids got exposed to people and skills and careers That they just didn't know exist. It had such a huge impact So I hear what you're saying Lane, but at the same time I I think setting aside that one day. There's lots of Just hidden benefits and it's and it's such a powerful day I'd love to the intent was never to do away with it permanently It was an odd year that year when we had the discussion the intent was to revisit it and get it back going up and running the next year Which didn't happen. Um, so one of the things is i'm glad that I would keep that in this document Um, because there was a lot of good parts and pieces to what they were doing It just needed to be restructured a little bit to meet the vision that it was intended and we literally should get a Pay coordinator who's actually doing it. Um, you know, that would be you know, if this is a priority out of the strategic plan And I think it's a good one Get it in there and that way I've got a means to prioritize it in the budget process actual person who is dedicated to this and probably um to the larger kind of transition process that we're talking about here Um to make sure that it's it's effective and smooth. So yeah, no, definitely I think it's a very good idea, but it was never intended to go away forever Yeah, I think I appreciate what you're saying those three person teams were actually combined So each team was actually a six person team. Um, but I do appreciate All the stations could have been far more aligned with actual seventh grade initiatives Which might have made it really more targeted. It would have been great But the whole behavior analysis and combination of kids Was very strategic and I was actually the one that made the groupings for about six or eight years and It was just it was an amazing experience and I would really love it to take it on a whole new level So I'm glad that it's still here But but the discussion that we're having with winton and the strategic planning is identifying that as a priority Because then it's real easy to go and say hey, we need the resources to do this right And this is what it's going to take and what that program really needs especially combined At least if I'm looking at it from an operational standpoint Um, is that this is potentially a position for kind of a transition coordinator? You know And one other thing just about the location while I appreciate that they're not transitioning to brain tree hill They're transitioning to runoff The nice thing about having it on that kind of neutral ground is it where was the kids all relaxed? They don't feel like they're at school. They're able to get into it and really focus on The socialization and the activities not the possibly intimidating environment of the new school Yeah, no all all good pieces that that you know would need to be incorporated into kind of a new plan Okay Wow Great conversation Let us move on I think we've already talked about this one that we caught up now same side I think we did And did we finish it? We did the transitions We did the transition Relationship Billy. Do we do middle school to high school? I don't think we did We finished with Challenge career day for female students. So I'm not sure we did middle school to high school But that's the last of it. So any any thoughts here? I was intrigued by seniors talked with eighth graders about middle school portfolio defense and how it links with senior project I remember when that came out on one of the forums and I thought that was a great relationship builder and context Establishers I do think over the years the middle and high school have done some amazing jobs with creating projects that lead up to the senior project And to have someone up in that the senior level Speak to the younger kids just starting the process would be absolutely amazing Yeah Yeah, I agree Okay anything that this quantitative analysis didn't address Any thoughts that have emerged in your mind? As a result of the conversations that we've had so Let me take a look at the qualitative side We've We've done a little chunking here Is there any any streamlining given all that conversation we had? quantitatively What are you thinking about the curriculum the transition? Culture Facilities and culture Diversity well, again, this is speaking to what Richard said earlier if you scroll up to the very top about curriculum Having, you know the increased workload in bold again. That wasn't something that was Folded on on our spreadsheet and I just feel like that's it seems very Specific I guess and I kind of like that came from like David said that in our form That's that's what he was he was hoping for as a parent But is that really how like everybody In the whole district field and like what david roller said about that Eighth grade is our job is not to be like in high school you do this in college You do like our job is to teach eighth grade right here now in the kids that we have in front of us And to adapt the workload to the kids that we have and yes prepare them But not by just necessarily like adding on more homework and more You know I don't know. I just wonder about that one a little bit if it needs to be like a bolded subcategory of curriculum Okay, I don't I don't know Well, again, I heard from the students elementary teachers getting students ready for The rigors of middle school and then the kids saying and we thought we're gonna have a ton of homework I didn't know how we could do it and then they said and then we didn't have homework so That it might have come from there. I don't know Yeah, I mean I I guess just in terms of process I do wonder about taking the time to go rank everything and then processing those rankings as a group And then it feels like we're shifting to some things that we didn't bold and we didn't didn't discuss Um, so that feels hard after spending that time Okay All right Let me just ask the question in a different way. Did these look like You know this aside Uh that we would have a curriculum umbrella That we might have a transition umbrella We might have a culture umbrella given the conversations we had Um, I didn't hear a lot about diversity What are your thoughts there? That sort of goes under curriculum for me um Do others see others agree with that curriculum and under and under uh the The life skills, you know learning how to be a global citizen recognizing that Yes, you may live in Vermont where it's the majority white culture, but You come from a country that's made up of people from a lot of different places um And so it can kind of be I think some zoom down there that Okay, I think the culture of inclusion covers that as well and I Correct me if I'm wrong anybody. I feel like we bolded that in at least one place in the quantitative analysis If this is probably enough for now. So as I is I process the quantitative And align it with the With the qualitative I'll try to I'll try I don't want to say this I'll try to make the right decisions and when we come back again next week I'll have a working model that you can either tear apart or say Most of it's right or it's all right or it's all wrong So does that make sense to take it to the next level because we've got about 10 minutes left tonight And I've got a couple of other things that I just need your Need your feedback on That seemed workable Okay Let me Let me say that for next week's um design team meeting if you could finish up the assessment here on the high school forum synopsis I'll make sure I don't mess it up with You know doing some cutting and pasting that shifts all of this we'll go through that For next week with high school And let me go to The agenda just to see how we're doing um I'll also come to you next time with survey questions because if you recall We were going to wait until we had the middle school and the high school Forums complete and then to extract survey questions from there So I'll have that for the 22nd omission statements Either lisa david or lane Can you just give the design team a little bit of overview on how the habits of heart mind and work Are integrated within the curriculum? Just a couple of minutes just as an overview. I want to make sure everyone is Is familiar with how they work Yeah, so the habits of heart mind and work are essentially the transferable skills that the um AOE referred to when they were making when when act 77 went through So there was guidance that indicated that in proficiency based learning You separate out those habits of heart mind and work So the habits of work are essentially organization product and productivity habits of mind are like critical thinking problem solving And habits of heart are taking responsibility for your own actions showing respect and care for other people And so those are assessed separately. So in other words, like when I was a high school student if I handed in a paper late That paper might lose points every day that it was handed in late Under this system, the paper is assessed on the qualities in the paper that are on the rubric But your habits of work in other words, your productivity your organization Would take a hit and it would really articulately communicate the areas that you were strong in and the areas that you needed to grow in Yeah, we didn't um, I I think that the middle school and high school has actually done a really good job of Willing down those habits to a workable number, which is something the elementary schools have not we're still working, but essentially with the original set and um And not in as direct away as the middle high school is Okay But we do have really nice rubrics that were created, which is helpful There you go all right well, I think I think this is probably Plenty of work for tonight. This was this was hard work, but good work and it was very very fine conversations So because of good behavior, I'm going to let you go six minutes early if that's okay And we'll see you then It's 22nd. I think it is at 6 30. I'll be sending you more documents and please weigh in on the high school of components from the forums and I'll have that Prepared for you more in advance that I did this time. I underestimated how much time it took to actually do that That synthesis so with that Almost welcome to spring. Thank you very much. Good to see you all and see you next week Bye. Bye