 We're going to talk a little bit about their work over the last half of a year. They've been dedicating their Friday evenings, building this road plot, and competing in a recent competition. So if it starts off. Okay, so over since, is that possible to pick up? To be able to get the blocks into stacks or rows. We had to, like, read that so it could accurately line them up to the little rack that had been placed. So the lifting mechanism is just a motor and a chain that's attached to a moor slide. And as the water in the chain, it traces the moor slide. And we found that to be a pretty sturdy lifting mechanism. But we thought that was that the robot is, it has to be 18 by 18 out of max. So we had to cut it down a little bit. But aside from that, we didn't have any problems. Two servos with torquence and metal on them. So we used that. We also made a chassis with different kinds of wheels. Always smaller wheels than a chunk. That sounds about right. Like a drawing of what might have changed stuff. So drawings or sketches of the robot. At First Robotics, they build a lot around collaboration between teams. Do you guys actively kind of share information with other teams around and in the competition? What was the most impressive team plan? Did you see other robots that you felt like, I wish we'd done that? This wasn't about the robot. What was your biggest takeaway from this experience? I wanted to have a robotics team here. And the first part of the business is reorganization. I know folks are trying to get some dinner. But I'm going to try to keep that. So I'm going to jump right into 2.1 and come back to the call to order. As all of you heard me when I say I'm going to report as well. I'm going to try to get right to be like a chair. I believe the executive committee has a slate of officers to present. For all of 2.1 through 2.6, that includes some reorganization. I forget if this was going to present that, Stephen, do you remember? It was Kari. We didn't decide it. I'm happy to do it. It's in the packet. Or is it in the minute? It's in the minute. I can tell you. So the executive committee is recommending, and I guess I will move, that Matthew DeGruyte for chair, myself, the vice-chair, Dorothy Naylor from the clerk, in a very formal speech, would also move to establish a new committee for the SU, which would be the School Quality Committee, which has been a U32 committee. It's made up of members from other schools as well. We'd like to establish it as an SU committee. 2.4, the steps to date and time of regular meetings for Washington. So we'd also like to move to establish our regular meeting time as the fourth Wednesday afternoon. Second. I have a second. Stephen, are there any other nominations to any of those? All those in favor of the slate from 2.1 to 2.6, please signify by saying aye. Opposed? Abstentions? Thank you very much. Congratulations to all of you. To those positions. Okay, so we have 1.1 or something of guests. I'm not sure we have, but if there are any, there's maybe one. Hello? Would you like to introduce yourself? Okay, are there any agenda revisions? Board comments. We have someone here tonight who is deserving of recognition. So Stephen has served as the chair of the WCSU board for four years. Through what I think I can safely describe as a pretty tumultuous period, through pretty tumultuous four years. You know, the board is working with the leadership team of the college a lot in those four years. Some of the notable achievements include the efficiency study, adopting a mission, and the student learning outcomes of the implementation plan common across the entire S.U. And of course, helping us navigate through the Act 26 process. Those are just a few, some of the big ones. And Stephen has provided steady, fair, and professional leadership and facilitation throughout. He's really been kind of a problem. So we really appreciate it. And I think, Bill... Well, Matthew took most of my words that I thought of for today. But I would echo the steadfast leadership. The fairness is I think the one thing I would add is staying to process. Stephen really believes in staying to process and that that is open for everyone. And I think he demonstrated that in a way that he facilitated the meetings, whether it be Act 46, Supervisory Union, or Executive Committee. And I learned a lot from that on how to let the process leave its way even if there wasn't really a seen direction of what it had been for and what the process did. So I really thank you for that learning for myself. So we, Matthew and I, in service of the whole board would like to recognize your four years of service as the full board chair. You've got to get up. I know you don't like this stuff, but I can kid you about. But really wanted to give us our heart. We've been public on this important spot. And we have someone here who's just being your big duration. Yeah, I always like the last... The last piece, most remember me. And I tried to do some follow-up and I'm going to talk really in general, not specifically about my child. I'm going to talk really generally because I really need some answers and I feel like I haven't really gotten them. So in general, if a child or a family's needs are not being met, if a child's needs are not being met under free and appropriate education and that family needs to remove the child from the school because of that and kind of being told that the school board can no longer talk about that child because the child is no longer enrolled in the school. I'm having a little bit of trouble understanding that because what the law says is that the school must provide free and appropriate education if the child is enrolled in the school. But after the fact, who do I go to? If I can't go to my school board, issues arise. This is mostly directed to Adrian in response to the email and getting the answer back. And I'm here today to try and get a general answer if a child is removed by a family for whatever reason because of not the school not providing the aid to the child in the family's sense and feelings, doctor's feelings, everybody's but the school staff or administration. Why can't we come to the school board and talk about that? Whether in executive session or in general. I just don't understand that. Focus being closed on me and I think it needs to bring a discussion and I just need to know, I asked for the actual text of school board rules that states that we can no longer talk about these children if they're being removed but it's happening in this district. Not just my kids, my kids. I'm not going to talk about my kids but I can't do that right now. We're not going to do that in this session. But I need to know why I can't come back to the school board and talk about it. And it's not, oh, we can't get the faith because your kid's not in the school. My kid's not in school because my kid can be here and I can talk about that specifically but there needs to be a way that I can go to the school board and not be shut down. I just want to tell you just today this afternoon we received four letters of poor students from U32 to the Washington Central School Board asking us to reduce our dependency on biomass and on fossil fuels. I'm summarizing for you. If you'd like to see the letters I'm more than willing to pass them around. I think they do a nice job of explaining their position and asking us to look at solar resources and other non-carbon resources. Not just, they're saying no biomass as well. So I've got four of those. I know there are letters that we received for U32 in particular. So if you'd like to read those, they're well done. It's from some three global studies. And Jody had to come missing something. What other group? And democratic groups. Class. So I'll be more about the passes around their nice letters. I just quickly skimmed it, but I summarized them for you. In 3.1, the consent agenda, I was going to have a motion to approve the minutes of the review. Second. Any discussion? Yes. Do I like to make a couple changes? So on 4.1, there's a page 7. The first sentence, currently shared a review of this type of monitoring report. Does that make sense? It's drawn in a distinction that this is one type of monitoring report. They're not all of them weird assets. And then the second sentence, I'm sorry, did you get that? It's the first sentence of 4.1. It says, share a brief review of, and I'd like to add this type of monitoring report for policymakers. The second sentence says, he introduced a 5-page monitoring report. I think it was much longer than 5 pages, so I would just remove the number of pages. Any other discussion or changes to the minutes? All those in favor of approving the minutes of February 21st, 2018 as of late, you say aye. Aye. Both. 4.1, supervisory union goals. So I think everyone knows that over the last couple of months, we've been working on a draft list of possible work goals for the 2018 to 2019 academic year. The list is naive. I think I have more on that. The draft list is taken from various sources, the efficiency report, statutes on more responsibilities, and analysis of topics that were reported and forwarded to many men over the last year. Our objective tonight for this agenda item is to discuss the list with a limited time we have, add anything to it that might be missing, and try to see if we can prioritize three of them for consideration. With the board's consent, the executive committee would work over April and May in consultation with the district boards to finalize wording and specifics for the three goals so that the SUA district boards could be considered formally adopting the June carousel meeting. Ideally, the SUA district boards would adopt at least two or three goals in common to harmonize the work of our leadership and staff across the entire system next year. Obviously, district boards may have additional goals and they want to consider these by case, but we hope that these two will be considered on their own work and assistance to our shared decisions. So, before I open the floor for suggestions and discussion, I'm going to take the chair of prerogative for the first time doing that to say a few things about board goals and why I think they're important and why I think they're critical for our schools in particular right now. I'd like to attend here to kind of spurs in thinking about how we can crack the vision of what we want to achieve together as next year. I work for a non-prog organization, so we're very concerned with the mission and stories about the work that we're doing. We actually open every board meeting that we have with a story as a way of trying to connect the board to the work that we do. Probably not appropriate in every meeting that we have here as an SUA, but since this is my first time doing this, I thought I'd try it out and a few things I'd like to say will be said. I didn't write it because I'm nervous, so I just wanted to be able to have the text. So, seven minutes for a few minutes. I'm sure some of you are thinking that you shouldn't have put a microphone in my hand. So, at the Romy board meeting that I attended last week, a woman teacher asked me a very obvious question, which is, why do I want to be the chair of the WISC board? And I was a little bit caught up by that question, actually, because we know it's obvious. Because that was the fifth meeting that I attended of the five district boards and the first time I didn't ask that question. So, I answered it in the moment, passively, I think, but I've been thinking about it ever since. And since I didn't speak to this group just now when I was nominated and elected, I'll say some things about it. So, first, I wanted to touch on Act 46 briefly. I just want to acknowledge openly what you all already know, which is that my position on Act 46 was that all things being equal, I would prefer consolidation for the supervisory. And Bill has also made clear that that probably would have been his preference as well. So, there may be some questions from people's minds as we move forward from Act 46 about whether I wanted to be chair so that I could advance a consolidation agenda behind the scenes, where I'd backhand fashion, or might be wondering whether ideas or issues I raise as chair are intended to hint or suggest that consolidation is better or necessary than what we are doing. So, I just want to say, I support what also I think was our collective decision. I've advocated for it and defended it as actively and ably and passionately as possible, and will continue to do that to the best of my ability. And I think Bill has also made it clear that he's hurt people as well in respect to the position. So, I guess I'm trying to tell you is I don't have a secret agenda. In fact, after the Act 46 process concluded, it'd be fair to say that I was void of agenda of any kind. I was tired. I didn't feel bad about the outcome, but I did feel worn out by it. And I was about 90% set not even to run for the award again just to kind of slip quietly away from this fine group of people. So, I want to tell you about how and why that changed. So, last November at a budget meeting for Doty, I asked Bill and our principal in that young series of questions about school costs. I wanted to look beyond budgeting just for one single year because I had a feeling that the Doty award was going to have to have a conversation with the leaders in Worcester soon about what it might mean and cost to keep Doty open for various scenarios. So, I asked what it would cost for Doty to stay open on a machine stream. What it would cost for Doty to maintain its current level of operations. And what it would cost for Doty to become a high performing school. So, Bill and the leadership team discussed these questions and came back with a considered answer. And the answer was a little surprisingly that making Doty a high performing school is not a matter of money. I'm going to repeat that. Making Doty a high performing school is not a matter of spending more money. It's not about adding positions or services or anything. Proving our performance is but simply about doing things differently. School learning, which we're all here to support, I hope, is an inherently collaborative activity. Obviously, there's a collaboration between teachers and students. But there's also collaboration between students in any of the classroom. All of them are unique diverse sets of aptitudes, challenges, passions and knowledge to the classroom every day. Learning of the group as a whole is enriched in a hand by the extent to which they're able to leverage their collective strength in service to their shared goal of learning. How well does each student activate and inspire to learn, to share their learning? How well do they learn as a group? How many students can each class draw on how many classes in a single age cohort exist in any given school? There might be some alchemy to the process of how here's come together to come and cause. But we know it when we see it and it can be inspiring and awesome to hold. We saw it recently as the 32 students responding to recent events in Florida in the year. By the same token teaching is optimally a collaborative activity. To quote from Bill's letter in December, the most positive strategy we can implement is to have teachers work together on the same student goals and in tandem to learn how to best help their students achieve those goals. In other words, like students, teachers work best when they have the opportunity to work and confer with each other in real time. About how best to achieve student outcomes with light groups. To learn from one another be inspired by one career, leverage their collective strength with a common good. There are only some of the examples of things we can focus on cultivating who want to improve our schools. My concern for our boards and our schools is to put Act 46 thankfully in the rightful year is that having said that we prefer our current governance structure will settle into a sense that our schools are fine just the way they are. That as much as we try to avoid characterizing our AGS proposal as a defense of the status quo, that status quo will become our default operating principle nevertheless. I hope is that we can celebrate what we are while also taking up the challenge of real concrete ideas for how we can improve that we can aspire in Scott's words to change everything by staying the same. So over time thinking about these things and watching the U32 students channel their passions watching my own sons outclass me on many occasions that they're daring and embrace some issues of the day. Over time I realized maybe I should have written but I'm not yet too old or too tired to dare to be great at difficult things. Governance is also a collaborative exercise. We have an opportunity to model superlative collaborative governance together. To leverage the collective strength of our schools that are full words and of all the people in this room in service to a clear and shared vision. If we model collaborative governance in partnership with our instructional leaders and if we hold ourselves accountable to our shared vision we can credibly expect more collaboration of our teachers and our students and the evidence suggests that this will lead to better educational outcomes. We're similarly with other goals we could adopt. We will lead to better board operations or better skills assessments or better community engagement strategies and outcomes are all made above. The first step is daring to express our vision clearly can't be skipped. Goals provide clarity they state what we want to achieve what we will hold ourselves in the school system to what we will measure and how we will know whether or not we succeed. They are touchstones that shape our work on school time school quality and negotiations policy instruction assessment facilities communications and everything that we do. As the chair of this board my job is simply to facilitate and support this board today. That's my only job that's possible. Whatever that vision may be so I'm asking you not just for our students for our staff but for my own sake personally as well that we have a bold vision of what we can do together in the coming year. I'd love if we can commit to asking hard questions and taking hard decisions together and to aspire to improve what we do. If we take up the example of our students we can also set an example for them in return. I want to be excited and proud when I talk to communities about what we're doing in Washington Central. I want to be excited and proud when I talk to students and to teachers and to principals and to the world about what we're doing in Washington Central. Among all the boards that we could be I'm asking you to commit to being that board wherever you like to commit to being those boards together. So I don't have a secret agenda but I do have an agenda and that is it. So all that said and having taken all that time for our precious time let's see if we can take a small step in that direction. So we do have a time crunch. Act 46 didn't allow us to start our goals conversation last fall or earlier in the year so now we find ourselves with only two parasol machines left this academic year so that's something away. So with that in mind I'd like to see if we can keep discussion about the list of goals that we have to the point noting we do have another two months April and May where we can work together on the solving and to the chemical language before they come up to our vote. So we don't need to do everything really what we're trying to do is make sure that our list is comprehensive it's not missing anything using the patented dot technology to indicate which goal people are thinking are the most worthy of being collaborative. So Bill do you want to do you want to say anything about the list of okay if you want me to I think I have much to add I think it's a good question was people had a chance to reach to review the goals before the meeting. Okay so I will not read them now so over to the discussion anything anyone wants to comment on or are there any goals that are missing or the need to be reported to the S board. So I think the having said what you just said about the older boards working together at our meeting I didn't see it listed we talked about possibly having a retreat for the entire board together and since Kelly is here today so she can help explain a little bit about these saliences but to add that that's an easy to recall so the idea was that the full board we have we'll have our retreat together and we'll watch the movie salience which the entire staff of Washington Central has watched already so then we can be working together with the staff of the operation so if that's an easy one so we could add that to the list and I'll be right back. Sure maybe we can put that under board governance. Okay. Thanks so much for inspiring us to start us off. I was just going to say a lot of these older and some of them seem very that they would require us to really lift their eyes and big, big and engage in governance work and some of them I think would pull our eyes down and I think it could be argued that some of them would be better delegated to the administrators the capable administrators that we hired to do the work so I guess I'm making a pitch when looking at these to really think about what we can do together and the power that we can have as a board if we stay focused on governance work and trust our administrators to implement the vision that would be established. I would just add to that that the role seems overly broad or vague or undefined the intent really is to work with the leadership team to flesh these out a little bit and even then how long the implementation time so that we're adopting a goal we kind of know then what actions steps are participating or what questions sort of need to be asked that we can't answer this yet. I think it might be worthwhile particularly in live current events that school safety and I'm thinking more in terms of board guidance that's provided in the budget process not so much these doors should be bulletproof or this should be that but more providing for the schools and administration a framework or a vision or a round school safety. So what's our community value, what's our community expectations on the level of safety and how we expect that to be accomplished. I have two issues. One is I think that's on Steven's issue of school safety but it deals with the weather issues that will appear dramatic this year. I think we'll revisit and just talk about how we want to deal with weather issues so we are finding that in the buses off-road what we envision for equipment when school should be called whether it should be called more quickly than it is and because even though we're a unified district in terms of NSU it seems that there are significantly different weather patterns depending on what town you're in and so that is one area where one side just does not fit all. One is to hopefully get together and talk about resource allocation because as much as Matt points out that it may not be more money that will make any of our schools a high flier well achieving school money and resources help and we are going for a unity of interest amongst all of us we should also back it up by at least if there's a school that is struggling in our school as a supervisor we dedicate more resources to that school and to address that issue and so I hope that we can develop a mechanism where we can do that and everyone will fund it we have an ADM funding mechanism generally but with this very specific resource allocation to help a particular school that might be in a particular area Any other comments, thoughts or additions to the list? Along the communication side, one thing I would like to note is the appropriate place to apply I think given the fact that we do increase communication not with among other boards this is part of that but I think in any place where we can go out and reach out to other boards individuals just attend a meeting possibly look even to bridging the communities with a fence just a fence that just get people talking they don't have to be all bad business I think that is to our advantage communication is so important it's amazing that's the good thing about consolidation if you do it right where you actually bring communities together that's worked in other areas and they're still autonomous but it's really about relationships as board we may want to think about that how do we actually build those relationships that kind of serve that purpose that intent with the bad word consolidation would that really mean I think it's a great point I'll make a plug for our engaging community's category of goals their communication plans for every district so these things are obvious but when I'm thinking about communication the notes that I made when I looked at this was trying to figure out how we can each bring what we think and our administrative staff of our respective schools bring what they think are the best things that are working in their school so I guess I'm saying I'm wondering if they'd be more specific like trying to it's like we have five experiments six experiments going on let's bring the best of those things back to the hub and see if we can use those things in other schools and maybe that's already happening but I thought that communication might be helpful so staff communication collaboration sharing of ideas I guess I was specifically thinking when you said think big for instance one of the things that occurs to me when I think think big is what are we missing what totally new thing that we do and that mostly comes down to our teachers that's at the school level so let's say that there is some school and somebody has done something really that like this teacher is really excited by the result of this I think it would be really great if if we could encourage that specific person to come and tell us I think this is working really well so that the rest of our schools can consider how to implement those excellent strategies that don't actually require any additional capital this actually has to do with Pam and what she was saying earlier this is my first time back on the board after many years being off but it strikes me that we've got a micro level this is something we want to work on as boards we represent the people around us and I don't know if we have to be answerable we have to be accountable we certainly know that communication no matter how hard it is what it involves and I think that's something we would need to probably work on if we get feedback like this that tells me that there's something amiss with us in a way we are responding we are the connection to the community real connections I think we need to look down in that micro and a little bit to make sure we're doing this right so board communication with parents and communities if there are no other burning suggestions it's still a little prioritization so each of you should have received colorful stickers the idea here I think most of you know what it is that you use your stickers however you like you can put all three on one goal you really feel like that's the paramount one or you can spread the knowledge that you like the idea here is just to get a kind of quick bird's eye sense of what really lies as to so let's take five minutes and feel free to peruse the boards and place your stickers on board meeting thanks everybody thanks everybody yes I'm ready everybody's ready there are some fairly clear standouts so community engagement I'm not going to count these dots but I think I can ask you to say that there's a lot of them so a discussion about professional development for board members and community engagement in general so investigating policy governments we definitely want to do I was going to mention before and I forgot that actually there are other models of board governments as well all of the other different models so maybe we can investigate and then board monitoring so relating to the school quality committee and how we monitor the effectiveness of our school system so I would say those are the three easy standouts here I don't see any others that are close to I don't think I'm looking for consent here 4.2 superintendent evaluations so Kari Bradley has a timely presentation we have some slides they're coming okay so just everybody had received the summary of the division in your packet so hopefully you had a chance to look through that my whole year I just want to start out by saying it's very unusual in my experience to do this activity but Kudo's development being open to doing it this way basically demonstrating his accountability so let's see it's been a little over two years since we did the last evaluations so I'm just going to run this through the purpose that we had in mind when we conducted this process was first of all to fulfill our actual responsibility with the bill our contract with the bill actually said at least of course we're going to assess his performance and provide feedback and guidance where that's appropriate also I think that this process can help us develop a shared understanding of expectations we're going to incorporate seven different entities here and 32 members I think it's important to spend some time clarifying what is it that we actually expect as clear as we can we owe that to the bill and then hopefully this is a process strengthening our relationships and building trust and I guess that's up for all of us to decide so moving on we used a similar process to what we did we had the board member survey instrument and I'm really pleased to report that we received between 70-94% response rate so if you remember how we did this we sent out each standard each of the five standards separately that was done intentionally to provide more time to respond we'll have to review whether we think that's the best process we got feedback it was a little confusing but we did have a much higher response rate thank you very much for that we also sent the same survey instrument to the leadership team got between 50-64% response rate from those folks and then bill provided a self-evaluation a little bit about the instrument so we used again a variation of a survey based on the which stands for license consortia it's basically objective standards about what's for school leadership and how to use beyond just RSE and so there's five standards and I'm just going to run very quickly through this because it's way too much to tell standard one is about vision, culture and instructional leadership in terms of the overall ratings 32 of the 34 that includes board and leadership team created bill either highly effective or effective so very strong result and bill did itself developing slash effective for this standard standard two is operations resource and personnel management I believe this was the strongest area and common effective states that were recognized for budgeting contract negotiations and capital planning facilities these are themes that I pulled out of the comments and then a concern and a growth opportunity would be in the area of personnel management was mentioned several times standard three board governance and policy again the average here overall was in the effective area and the self effective and I just pulled out one quote one of the art part of summarizing this is looking at all different quotes and trying to be representative of what goes into the report but I like this one bill works hard to keep all of our boards informed he presents important outside research as well as information about our schools to guide us and our decisions he listens to our priorities and works to turn ideas into plans and actions so that was summarizing standard four communication and community relationships when we did this survey two years ago this was the area where Bill had the lowest scores and that was true again this year the boards scores and leadership were somewhere generally between developing and effective Bill gave himself a developing in this area we recognize that he's good at understanding the context in which we operate and he was recognized multiple times for his efforts to improve communication especially around the implementation plan the folks said that they were wanting improvements to create atmosphere of trust and respect and also in the area of group communication so this is an area where we saw that there's still room for improvement although I have to say there was recognition but there was good effort in progress in this area and standard five ethical leadership here of all the different ratings 95% of them from board and administrators was highly effective or effective so very positive he'll give himself development so quick summary so generally very highly positive that's what I take from this especially for standard one two three five overall effective or better from board and leadership team got highest marks for use of data planning and budgeting and efforts to close the achievement there are other many high scores throughout this so very positive about that again communication and community relationships was identified as the most significant opportunity for improvement but again the overall average ratings range from developing to effective and developing came from Bill himself so I don't know the rest of us so I would say that you know that's okay and so moving on next steps so we will work with Bill to define goals I think we sort of gave some general goals last time coming out of the out of the this process we weren't very specific I think we had an opportunity to be more specific including in some way of checking in between now and the next evaluation I guess we'll leave that probably to the second committee to work on the details of that we will ask you for your feedback on the evaluation process for some of us it was the first time that we've done this particular process none of us have done it more than twice definitely like to approve one of my first goals is to write down exactly how we do this so that the next group the conduct says that we're going to use this process or something similar has something to start from and then thirdly I would say when I continue to develop our monitoring system which we just identified as one of our priorities I think that there is value in this type of evaluation process but I think there's also value in receiving reports like we did last month and also in the fall in response to more specific policies to give us more specific information about what we expect we will be served by you know pursuing that style of evaluation okay so that's my overview and let's open it up for questions questions and comments the question is can you just clarify there's a range responses can you clarify what that means and then second notice that it's possible that only 50% of the leadership team participated in it and it seems like it would be a really valuable aspect of this process equally a lot more valuable than our input in some ways and so I'm wondering if there's a way that we can make that more if we can require that or in some way improve that success okay great so the first question was what did it mean by that range of response rates and last two years ago when we did this we said you had to fill out a whole of it and one fell swoop so there was only one number there wasn't a range this time if you remember we sent it out in stages and this was an idea that with more time the views are going to be fair to the board to actually look at the evidence and fill this out and so we thought it would be a good idea to send it out in stages and send with reminders and what ended up happening was that some people filled out some and not others we actually got some feedback that people could remember if they filled out and we didn't have the evaluation set up so that you couldn't fill it out twice so it's possible that there's some duplication in there so I think it safely concluded that system would be all that but there may be some other way how to improve the response rate from the leadership team I think that's a good question I think there are probably ways I will say that two years ago the response rate from us was 50% so there's clearly ways to get back to other questions or comments although it might have been confusing to have it done in parts being able to discuss it at the board level in parts made it doable it was such a huge discussion and I think we were able to get into more depth in each area because we only focused on two at a time so I think that was very positive I can't remember if I said that we're going to take your feedback on the process of a survey surveyed monkey will go out and go out and get an exit or something very brief very brief but just give while it's still someone fresh in your mind if you can give us your feedback even though the numbers are very handy I know for myself I mean I spent a tenth of a second on each number of iterations but from a time care on the narrative part I just want to make sure that Bill actually sees those comments those narrative comments and also that somehow the narratives if there's ever any question regarding the the narratives actually thank you for that feedback anything else I especially like to thank Kara in particular and also Caroline May for her special work and of course Bill for his so I think we have a local board meeting more in person so what I'm going to suggest is that we pass on 4.3 now we'll do the reports to the board and then we'll come back 4.3 since that is the thing when we break up so reports to the board I guess it would probably be my response but I'm very unprepared so is there anybody else on the executive committee who can share I think we can say that the minutes from the last meeting were sent out separately people should have those financial reports will give to you all a local meeting so in this carousel we didn't add a second set of those we'll see you then we didn't have a meeting since the last one we'll start so we had our forum on Monday evening and it went really well those committees we have a lot of new committee members too which is awesome and we had a great turnout I thought we have 22 people and the people that are involved in the committee great discussion people brought up a lot of points and a lot of information there was a lot of consensus about the value of looking at how our students learn the best what times of day and that there is real science here but then all of the trickle down what we need to know and we're going to have another one on the 11th so I will send out another flyer for that one so that we can get more the next one we're going to come together and discuss some of those what would the parts be how would this look where are the priorities for the times of day for community engagement it was very awesome at the our final call we are going to as a committee take what we've done at the first forum the second forum that's what we're going to do and then that would then in the board then decide whether to take action so people in the committee members they can say this is happening ideally there are the forums I would want to advise the board to be careful on that Alice I want to encourage people to come that's not what I want to be careful about but the timeline is that tight that June 6 there will be a decision being by the Washington Central Board I believe from the charge in the discussion we've had another meeting and please anyone correct me if I'm wrong I've got this recollection wrong that the committee the still start time was charged to bring back findings, recommendations or continued work I think at that point I I don't think we'll be at a point to say this is exactly where we're going for a year away because I don't know opinion is probably the best way to say it is that there's going to be a lot of things to figure out I think we're going to have some I hope I've been lost in direction and have a feeling of a sense of what a community is but I don't think to be able to say these are all the details and everything that's going to be there and I would I don't know if you have something to say Karen? There's one thing that sounds like we're going for a meeting although June we're not April 23rd the committee is going to get together and develop the survey they're going to get out to the community and send that out May 14th to 28th so we're going to have a two week window in May of just trying to get as much feedback from the community so individual community members with concerns with questions ideally that's going to be captured in the survey and then in order to do a presentation we're going to take the survey and the forums put that together so there's seven more for the community of a contribution well and all of this is on the website there's a specific page for the school start committee stuff all the studies that we've looked at all the dates of our timeline the minutes of the meetings so it's all there too Thanks Karen The SDA Everybody we should have that update and I'm not going to take too much time because we have the other meeting but that update came in this afternoon from the SDA if you have any questions let me know if I'm dirty I don't want to sound really reductive but I felt like I kind of wasted the retreat there for questions and feelings so if you look at this update also see that the senate has approved a bill to deal with child trauma and toxic stress and it's something that we're involved as statewide we're involved as Washington Central staff has done that so I didn't want to just let a guy make you guys continue to talk about this at your local board meetings but it's something that is important to recognize right now and the last thing we got everybody knows we've been talking about this as the SDA 4-2 and the secretary is effective first which is really short notice the governor has met with the deputies we won't know for sure who is but it's more than likely that it's just going to stay with them so there's no panic that it's going to stay with them the two deputies right now at the agency we don't know that for sure but the interim should be somebody that is really dead what's going on I'd ask you to look at a I know all of you take a careful read of your own school thing you're more than ever to look at another school there's many great celebrations in those reports whether it's sugaring at Romney or saw some things from Cal's about well-being and wellness so take a minute and look at that there's some great activities at the principals put together what's going on in the school system and there's a lot in there about reading okay on to the action agenda 6.1 is to approve the second reading of transportation policy for great advancement policy as possible and the class sense policy we start with page 29 we've seen these before well is there any need to and are we actually adopting these on the second reading are there any questions or comments great advancement retention promotion and acceleration of students and I guess I just want confirmation that the proficiency based learning is thought about in terms of acceleration promotion and retention I think that's a huge they're kind of at odds with each other and I don't want an answer I just want to know that people are thinking about it we don't have an answer it's a pretty big thing further discussion all those in favor of improving F9 transportation policy G9 great advancement policy G11 responsible computer networking internet use policy and G16 class size policy 6.2 is to approve the WCSU 2018-2019 school year calendar which is on page 35 the only thing I would say is that it's in alignment with the Central Vermont Career Center as required in statute for 175 days we don't have everything we need 178 those days in alignment we have two that are not any questions or comments in the executive committee maybe there was some talk about future changes to the calendar I'm wondering if there's anything you can preview for us about that I can't preview future changes but I can say this that the effort that we're making with school start time will be before more that we need to engage to change the calendar watching my colleagues down in Chittenden County a couple years ago really try to go with a calendar that's best for learning there were quarters in the year a week to two week gaps in between for both acceleration and remediation and intervention and for teacher collaborative work times there wasn't the community work to the level they thought they needed to do we have a lot of folks that are still running a year based on an aquarium encounter which is what this is I think it's critical to move the proficiency based learning forward that we re-calendar I know my colleagues I feel safely saying this in a public setting from my other four superintendent colleagues that we have to come to agreement I know they want to change it we don't know how to move that community to a place where that's okay to do and where it's better for kids it's better for the teachers I mean it's part of when Chris brought up this winter safety and I talked about this that's part of the issue right there so it's being able to say we can change and I think that's even more than school stuff so what you're saying the change that you're first seeing is one like you just described or something different I don't want to say that mine is the way to do it but I would say that to change the calendar from where we are to something different a day or two here and there is not a big deal but to move the patterns that are there will take a huge community engagement effort because we're talking about many different aspects that people traditionally set up their life I have no other way of saying it it's everything they do not just school there's a whole economy behind that who might be able to approve the WCSU in 2018-2019 school year calendar so is there a second all those in favor can you think of others that can help I pose and 6.3 to authorize the supervisory union and state grants to administer and act as the representative of all number of schools when our auditor was here last meeting in February talked about authorizing superintendent for two things one for grants what you've been doing and two as a signatory which we'll do in June is that this is one of those two pieces that's needed so we can administer the grants that's required after today's statue on page 3 I believe it is on the annotated agenda move that we administer the supervisory union to accept all federal and school grants to administer and to act as the representative of all member school districts of Washington center supervisory union thank you I would just offer a friendly amendment that the first word would be authorize 6 authorize all those in favor 5 pose let's go back to 4.3 to act 4.6 I would like to act 4.6 not to be under the agenda but it is persistent so following the hearing the meeting I guess that we had with AOE on marching I walked away from that meeting feeling like we had not really given good answers to the questions about our efficiency study and our special education study and after conferring with Bill and Scott before we decided that it would be appropriate for us to provide some additional information on those questions so working with Bill drafted this piece that is included in your packet it's basically just two pages of narrative about the reports that kind of was in them and I'll report on the recommendation and the status of each of this we try to keep it fairly dry and not make grandiose statements or conclusions but really just have an opportunity to provide them with the information as part of our affiliates so we'd like to ask that the district boards possibly need to consider endorsing sending this to the Secretary of Education we didn't feel like we had the authority to do that without your approval to be able to move them to her if the board is doing that tonight we can sign it tomorrow and it will actually be received by the current Secretary or whatever that's worth so are there any questions or comments or thoughts there's no action recorded by this body now or by the district board no questions or comments so I'm going to assume that everyone is okay to consider this and we'll get to talk a little bit about process where people can meet in a second I just want to go to 7.0 future agenda items I have a couple I'd like to put an item on our next agenda for re-adopting our norms the norms are on page 2 as I was preparing the report to Act 46 I noticed that one of the recommendations of the efficiency study was that we have rules every year so why not let's do that second agenda item I'd like to put on is a discussion item about policies and the extent to which they should be uniformed across the SU and if there's any reason for policies to be different across the SU or one of those cases so basically to discuss for is it okay to executive committee force for the retreat we can even schedule a retreat I think if we invite everyone we can use it as a warrant meeting I'm just trying to think of ways to that's the important we can't talk about it again as we're doing so that would be great if we could share our meeting that would be your idea of bringing the consultant that is working that part of the staff we'll talk, yeah I can share that we're forward going into that as far as social motion expand to social motion okay any point now and I'm going to let's do this together for the comments before the communication and anything else to add there so right before we adjourn I'll be able to do some details about what we're doing just quickly look through the agenda there's a couple boards that only have one item for AOB so if you want to stay in here completely convene to either accept to approve that before to go or not and get those to Krista a couple I think there's two or three boards that have another item and your rooms are posted on your agenda if you feel more comfortable in your room that's mine too it's just really trying to track those minutes to make sure we get those to hand in to Krista so once we adjourn at seven to go