 We can get I can give them you want to do that in your it is great report. Yeah, I'll just do that Okay, does that work for you? Yeah, I'm hoping when we get to goals you might Chime in a little bit about the executives with Kari So motion to approve the minutes of April 4th straighters report It talked about considering changing graduation date in 2019 to the 3rd Saturday in June. Don't we get Friday? Yeah I noticed your Scott that you were going to draft a response to those All those in favor say aye opposed that motion carries The first discussion I was accessibility and I think this came up because of a woman who came last month and was concerned about the accessibility of this building for people in wheelchairs and Having trouble negotiating it sounded like the parking lot and then some of the other areas And just kind of wanted us to have a discussion about Whether we tried to be in a wheelchair and move around where some of the problem areas are what we could do about it I don't know anymore. So one of the concerns were Doors to bathrooms we could not adjust them so that they're they're pretty heavy And so the solution Right now is to remove the doors to the boys bathrooms. There's still privacy wall, you know So you mean the main door the main door so that a person in a wheelchair can't open it Right, it's that what you're saying. Yeah, so it may not have been able to be opened easily And so we remove those doors Some of the parking lot concerns were due to frost eaves. I mean we just we had We had spaces where the when we started getting the melt Puddles were forming where poles don't normally form Particularly in the crosswalk area a lot of that had to do with a pretty big frost even that area now that it's gone It drained properly. So there's some of those issues are Overall our sidewalks, you know, we confront frost eaves every winter where the joints pop up and so We try to address those we ground down some of the worst ones last summer So that we didn't have as big of an issue, but it's still it's still an issue at times Otherwise we are our building is ADA compliant we meet all of the necessary you know accessibility parameters that are out there and In fact, when we redid the gym, that was one of our last big areas where the bleachers were not ADA excessive are a compliant and so those bleachers are now compliant with that and so I Know it can be difficult at times But a lot of those things particularly parking lot are more weather related than they are something that we can effectively change So in that circumstances there a way to help a person in a wheelchair Make it easier if the parking lot is full of snow or I mean I get our first priority is clearing the crosswalks and the handicap spaces and Salting those and providing as much as possible. We've used the bus loop at times And we typically have Paraprofessionals who help some of those students in the mornings. They're out there Was this complaint based on the parking lot in the winter? I mean it was hard for us hard for meeting You've done that okay Yeah, I don't I I mean I I can only speak to what you heard here because that's all I've heard and Will you circle background with her? And just sort of touch base and say that we've talked about it and hear the things that have happened and You know, I don't know find out if there are more You know, it's hard for you to know if someone doesn't tell you correct I can just say that Amy Molina has worked with that family as well to some of the other concerns I don't care who circles around. I didn't I just so you know that this has been an ongoing Community communication with the family might I sort of take advantage of the bathroom mention just to To ask about The issue Does this also go some way towards doing with that? I would say probably not as much as we would like Do you want to tell us what that issue is What I would sort of defer to It's an epidemic Because there's not really smoke people use like E-cigarettes and they vape in school areas Which is kind of like harder to catch because the things look like little USB So like and they're like not they're smokeless So it's kind of hard for adults to sort of see what they're doing and they just go into like bathrooms Or like we actually have a study room in a library. That's locked now because Discussing and reminding them that any of those still fall under our F7 policy because we we have no way of knowing exactly what's in them Vapes or jewels You just stick it in your mouth Scott we'll bring back an example We've got we've got a few Concerned for all of our schools It doesn't have to be We can bring up your parental IQ Well, some of our teachers were shocked because they aren't they're very small they're there you can kind them in your paul And that's it and you'll never notice it and there's no odor or They don't smell like cigarettes, but their little cartridges carry two packs worth of nicotine Yeah, welcome to the next challenge in parenting and Okay, thank you for that you're welcome the annual financial management questionnaire, which is on page seven Kari was shocked to see it again. It's been a whole year All year You know, we don't today this is something that we give to the auditors every year so we're going in May with all organization all seven organizations and It just doesn't change much because we do great job And Laura is a great job, you know So my only question was have you experienced a theft or an embezzlement during the last five years We had a problem in buildings and grounds. Yep, that was seven or eight years. Oh Really? And I'm in year six You see to say a couple words about the employee computer purchase program You do they can do that they can happen doctor from their It used to be something When you had a period of $3,000 and $3,000 and that more than it does today But now you can get Chromebooks are $300 so a little different I just had a question. Yeah As you were mentioning it looks really good and very does a does an amazing job How much backup happen So when I put a plug in for policy governance You would be requiring me to prove that every position has backups in Policy governance Can I do it now? So I will tell you that we have we definitely have all our procedures Written for it's one of the other places where I feel really solid with our procedures They're really detailed and Where was that last week? There's some things that are individual but very very few things including my position. I mean what person's I did coming in Stephen was in France we're in the building for a couple of days. Yeah, that's what we gotta do around here That's I'm gonna keep putting in that plug. So I think it's you would ask for the proof. Yeah, and me saying it's not the proof Yeah Any other questions about that Why policy so last month Yes Past a motion We passed a motion that talked about Flying the black lives matter flag and we kind of left it It was we didn't specify how it was gonna be flown or when it was gonna be flown It was sort of to have further discussion and I was actually when I read re-read it in the notes So here it is specifics to be determined And it was Stephen asked the board provide time for some education and outreach to happen before the flag is flown Whether month is a reasonable amount of time to prepare We talked to the students about that and they weren't even sure about that and then maybe The board would come up with a policy to look at and we kind of charged Carrie with starting that process In that exactly in that in the interim time We've also talked to a lawyer and he sent a letter to us today Which I haven't even had a chance to read but it kind of outlines what You talked about last month with the different areas of you know, what's okay So I don't know if we want to just take a minute and read this Lawyers in Vermont have really specialized in this More and actually not in school policy but more in civil rights and freedom of speech good and they as a public entity Do I do get a letter from? We didn't get a long conversation, but They said we could talk more if you wanted to give me they won't give me little advice that I can say here I'm sorry, I guess I missed the first part what you said you talked to somebody else I I have to and I have to get more but I had a quick conversation with them to say so Whether particulars and they said well if you want to retain me we can do that But was it I outlined I Outlined where I was coming from and they said well this is where you're gonna want to start paying for my services And you stop and I kind of stop for a minute. Yeah, but I want to see what we got to tonight, right there. I mean Does anybody need more time to read this? Do you want to talk about well, okay, so I Did some research? Sorry Examples of school policies Related to this certainly not a clear Burlington or Brattleboro, which are the other schools that have made the same decision And I tried to look beyond flags and this is more of a I guess I wasn't thinking free speech I was thinking at what point will the school advocate for something well ended support Political or not and I just couldn't find anything And so the I Don't know if I want to go down this road, but I started thinking about well You know if we were going to create our own policy along these lines What questions do we ask ourselves and and it really comes down to to me to You know, what is the criteria or the basis and it would be I think things like is it? Are they are they? Activities that support our learning outcomes our mission as an organization and so when you think about we recently wrote a letter to State government about gun safety. I think that falls in that category. We're saying okay Here's here's a movement that we want to support because it will help keep our students safe So that's one Criteria we could say that it's in keeping with our values, but we'd have to find those and that could be pretty tricky I would think to measure against and then the other thing I thought we would wonder is is it something that's broadly supported by the community and how would we know and So these are just these are just questions in my mind more than anything But it does it does make me Pause and think you know did we rush into this decision without really thinking through the implications And the precedent that we're setting But I think we need it back up even more because now we have a legal letter that frames this as a free speech issue and I Think the last paragraph is Pretty clear Yeah, it's pretty strong Yeah, the lawyers are arguing against I think they're arguing against flying it on the flight pole Yes, I mean, I think they're options to put it in different places In the school can I ask this and I'm trying to stay out of this I think it's some of the board to do but what's your goal by doing it? What are you trying to do? I think you should think you know it's where you were going Kari Yeah, what are you trying to do questions that what are you trying to do? Yeah Can I take a stab at that? Yeah What we're trying to do is Redress within the school Redress and imbalance that is being pressed in upon us from the from the outside situation so what we have is Is a broader set of circumstances in our society and our political life that create a sense of insecurity and Sense of being threatened among a Certain population of our schools and what we're trying to do is counter that by sort of allopathic therapy by giving something warm in order to Redress and imbalance That was I think terribly expressed Basically it this is a there are cases where what happens outside the school influences what happens inside the school and At times like that such as you know your example of the letter that we wrote the resolution that we adopted on the gun control bills Though that is a case where for the sake of the school for the sake of the well-being of the students in the school Sometimes need to take a position on Bigger picture Political issues. I'd like to speak to a little bit Hold circle a little tight. I think that that is an influence. I think that the larger societal Circumstances are a piece of this But I also think we can be a little more direct and say we have students of color in this school I feel like they are not who don't feel like they're that they have an equal standing within the community I think they've sat here and told us that that they they hear that message and that in order to create an Environment where all of our students Know that we're here for all of them We can pick this flag up and it's a piece of sending that message that our community Acknowledges this problem and wants to deal with it and I'm not sure if I It's really hard to tease this piece out. I'm not even sure it's political I find that fascinating There's a reaction to the black lives matter flag that is it does feel political to me But I don't know that I feel like the message of the flag itself is a political message Yeah, that's a good point And I would agree with you. I'm wrestling with what political means in this case For me, it's about equity and ensuring that all students Are treated equally and have equal opportunities to succeed in this school And when you go out bigger than the school historically It's been very difficult for people of color to get equity In a lot of different places And it you know, it's that didn't float over the years But we heard pretty loudly and clearly that they don't feel I don't know what the right word is comfortable or understood or in this what Safe safe in in this environment and I think My goal by saying that we support this is to start a process start an understanding Create an environment that spreads Safety for these kids and an understanding for everybody about what this all means Historically and right now right here and I hope you don't mind. Can I be pathetic for a moment Scott? Can I just ask you? Yeah, calm down the vocabulary a little bit It's hard for me to follow you It's just not fair for folks who are watching this Or are here that may not follow that and we want to make it accessible to everybody. I'm so sorry. I'm getting excited I'll try to I'll try to Keep it keep it real We're talking about equity. We're talking about equity. You need to make sure it won't kick you. Yeah, um Okay, I think I think there's a difference between Being political and being partisan and what We don't Being partisan is not what I want us to be and not what we should be I think, you know, um, basically taking sides However being political and And sort of the basic sense of of the word Which is You know, uh, I think engaged citizenship Involvement in a community That is Profoundly what school is about I mean, that's it's in our student learning outcomes And I think that the way it's been handled For example, um, I saw an email about the walk out today This is This is what the school should be doing is actually teaching and setting examples and providing opportunities for students to Act politically to be political members of their communities In a responsible way, which is exactly what we want and this is you know, and the students who came here At our last meeting and meeting before I consider that to be absolutely part of the mission of the school to For them to do what they do for us to listen to them and for action of some kind to follow That is Totally within the province of what the school should be about Was that okay? That was better Scott when I can't understand some of the vocabulary I'm sure there's others and it just That's one of the things I was talking with some of my Just the other day with a piece that I was writing myself and Remembering that I wasn't going to reach out to parents because Yeah, I I I totally get it. Thank you. I appreciate it. Please anytime Can I say something to in regards to like how the Progress since then and that would be great So the blam group we went downstairs to the middle school and just kind of addressed this idea of the politics of it too Um, which was a really powerful experience we did an we did exercises with the kids where We did kind of a Disagree strongly agree and and had these statements that these students are kind of existing with on a daily basis If this is okay And this middle school really started to feel comfortable with talking about it and then the idea of the The flag came up which the students had already spoken about as a group and they asked The blam students what the flag meant to them And what they said was that it means that they belong in the school and that they're being heard And that their voice matters and that there's a chance that they're not going to have to have these experiences anymore Which I think is a strong Experience, I mean, it's I feel like the flag like it has been started as kind of a symbol of this By other schools, whether that be the right symbol or like however it is Is a symbol that is really kind of bringing hope to these students And then we also talked about the idea of it being political And the idea that like and I and I challenged the students to think about how Many movements that the african-american community have that are aimed at moving forward Become politicized. So how did this become a political statement? I just asked them to think like is this actually political or is this just one more way of shutting things down? So I think that just to add into your question of Is this a political statement? Can I say something? Yeah, I touch to Steve. I read the news letter from U32 and you know, one of my concerns was that I I'd love to be applying The the the like if black lives matter, but to me what is most important is the conversations, right? So if if the black lives matter flag is going to fly Maybe it could be next February once they have had a whole year of setting Of being able to have those conversations within the school to really address that systematic system That would bring other conversations that maybe that's even this one group could bring to sixth graders or fifth Right, you know do a presentation at the elementary school. So by the time they come to seventh grade They this has been talked about. That's just my taking it and then it could be around, you know, as as simple as as a book in To me it is not political at all to me is just that You know, the hate you give sort of comes back and whether you learn it through through this there's a lot of This racism conversation would bring a lot of other bias that are within us Those conversations are the most important and then culminating that like Montpelier did You know better, you know through through our years through our years work is what is most In my mind is what it would be most valuable for For the kids I'm looking to respond to that. We have as a group we have Been moving forward at the last meeting like the way it was stated in the way I understood it is is that they wanted it to be a catalyst and that was kind of the Rather than a punctuation as a movement forward And there is work that's being done to set up for a faculty meeting The students are going to be having a full day In school field trip working with people to prepare themselves and to prepare themselves to speak to the faculty People are going to work with the faculty as well. And then our real hope is to create like Similar to the teen health week that they had like where there's like multiple experiences multiple spaces for dialogue Multiple different things that end with kind of the celebration of the plague being raised on a Friday I understand that there's question about Well, actually like I was under the impression that it was absolutely happening this year So the motion says Move to put the black light Move to put up the black lights matter flag with specifics to be determined So that's that's where we left it I think our intent was to get it up as soon as we could I think that's how the students heard it But now we have new information Just as a practical matter if you If you trust this council They're saying we need to be prepared to provide the same access for other flags So in here when I think from the BSBA you just had a meeting right for this So Sue Siglarski from it, which is who is the The lawyer for the Vermont school process association now She just came back from the national school force association and they received a lot that was a theme in that Conference and they received a lot of information So I would encourage you guys to reach out to her and see what information because it's directly related to school boards So see what information she we haven't talked about it It was just shared they had just come back from the conference and our meeting is on the next Wednesday So that would be a good Place to start as a you know sort of compare I would also encourage you to talk to the ACLU in Vermont Yeah, because I I'm not sure I would want to You wouldn't or you would would because there's certain things about it. For example as was Carlin was saying before he didn't feel that Black Lives Matter flag was necessarily A little bit harder. I want to say this is really important to me, but my daughter's about to run Good priorities though That that it's not a partisan flag it's not it's not a um, you know elect Bernie or Hillary or Anything like that Whereas a mega flag is a symbol of a party. It's really a very different thing so This seems a little bit muddled to me Yes What one is that You know, I spoke to someone in our community Who used to work for the ACLU for many years about this And uh Not saying his name even though he you know as a civil as a civil rights issue as a civil liberties issue, I should say You know the point was that And I think the letter expresses this that if you Uh are to if you fly a flag then you pretty much have to accommodate just about any request to fly a flag It might come along if someone wants to fly the confederate flag for example If someone wanted to fly a flag That said gongs are people all manner of different kinds of speech That might be displayed Like that you sort of open a Pandora's box in a way You know there the test is rather the test for what constitutes political speeches rather broad In his telling of it, it's whatever The majority in the community think is political Complicates things a lot I think the the irony is that that my my perception right or wrong is that our communities would perceive This flight as political the irony is that that's the very reason the flag needs to fly But it may be the reason that would prevent So I just wanted to add that to the conversation I guess I would I would I would I do want to say one more thing though about this that You know as I think Carl said, you know the students that came last time Um spoke about how they feel unsafe they feel that their lives are not valued equally with all students basically on the basis of the color of their skin That they are not treated the same they don't have the same opportunities. Um, and I think those statements are credible Actually You know we talked a lot about as board members The administration is saying this quite a bit as well that You know our our goal as a school system is to ensure that every student has the opportunity to succeed in our school system And especially that we are doing what we can to narrow the gap between Uh students that are at risk and that are not at risk And I think that you know some of these students because of their experiences May be among some of the most vulnerable and most at risk Students that we see so whether the flag flies or not You know, it's important to me that that That the u32 I'm saying this as a parent that the u32 board wrestle with this question and determine what A viable course of action Is on this topic and as a board member it's important to me that the su boards as a whole do the same The last thing I want to say and I've got a few things to say apparently as usual Is that uh You know, it's interesting to me the two issues that have come up this evening About students at risk One involved an issue of physical accessibility to the building And you know that was investigated appropriately and we've heard some concrete steps that are going to be taken Doors are going to be taken down You know, we we want to make sure that the student has the access that he needs to You know get access to education What i'm hearing on this issue the issue of the black lives Lives matter flag is much more hazy and complex and sort of like The system is preventing us from doing things and I think that's instructive in a couple different ways I think it illustrates How Our society our culture Maybe our political system in a way is designed to resist this very kind of Redress or this kind of action And I really would encourage you thoughtful folks To do your best not to get caught in in those barriers Not to let them stop you from doing something Along the lines of what these kids were asking you to so I think the term that we could apply to it While you talk about physical accessibility. It's the emotional accessibility that we have to school And I mean I think that that's a great way to think about that I think you know from the administration standpoint the request of Of give us some time is so that we could have the conversation So I know that we have conversations tomorrow about this process and and and what entails The board has to wrestle with how are you going to deal with All groups that come and and request of something right where administration our job is to answer the parent question and so we I don't want to say we're caught in the middle But your your piece is a board to decide what you would like to do with the flag In no way absolves administration On dealing with the parental side and the student side of this and we have The thus the reason we ask for just a little bit of time so that we can begin to address these issues because you know we have a very New group of students. I mean we we we weren't providing them voice Four months ago, right? And so so this voice is now there and they have advocates now too So there's other students who are now seeing the need And and the desire to be involved in this as well And so this is what we had asked for right so that we can we can prepare our students in our community to to deal with the Issues right so it's easy to take a door off of a bathroom Honestly, it's extremely hard to deal with people's beliefs and values And and that's what we're having to do and that will take a lot more time and a lot more energy Yeah, and I I agree and I What I'm interested in hearing as again as a parent at some point or as this evolves is what is the plan? What is the plan to to address this and I one the one other thing I forgot to add from our our anonymous friend Was that as many years at the ACLU aside and As strongly as he feels about civil liberties and the issues of balance and freedom of speech He said if there was a way for this board To to to get around that and fly the flag Um, he thought that would be awesome Because it's a small gesture that would be of such huge meaning to these students Such a tiny things tiny step to take it would have such a huge impact on on them So if we are prevented by law from because of these ramifications from doing that then I really would I'm just advocating again as a parent that I'm asking the board to To struggle with this issue Well, I guess one of the things That you know, what's our goal in flying the flag our goal in this whole discussion Is to make sure that you as an administration Take this on and that we're not totally relying on a student group that it's bigger than a student That they are they're getting this going right now But this is something that the administration and teachers need to Figure out how it's going to work for everybody systemically not just in the next two months But for the next 10 years and beyond because it's forever forever because it's not going to go away And can I like like speaking for the group I guess my plea to you is Is like and I know that you understand this but the level of vulnerability that those students felt coming into this space And asking for this and feeling like there was no way that they were going to get it And how few wins they have That if this is taken away it needs to be done in a way that Still leaves them feeling powered because it's going to like it's going to be a fall Are they looking for the flag on that flagpole? Is that their goal? Their goal is the flag on that flagpole and there has been discussion Um Jodi came by and talked about how that there was a discussion about a different poll and how it would be like for multiple voice and And in like everyone in the room deflated Hold on just a second I just want to make sure we hear from no no everybody and if you don't have to talk But I want to give you that chance. No, and I think that there there just are so many layers and when you read Things that have happened in other places prior to The question of flying the black lives matter like for the example in I don't know where it was Iowa or somewhere where The first black state that came to school and this was like two years ago it's a white place like us and The many students started putting Confederate flags in their cars and trucks And then some started putting them in the lawn in the school And that was seen as which I totally support infringing on the because it's Produces such a negative response and it does make people it can be seen as a symbol of hatred that It was they were banned for the rest of the year the school and the school board banned Confederate flags from school grounds for the rest of the year and I think all of us around here wouldn't absolutely do that So this is a little bit of a flip because And and there's a supreme court decision that you cannot punish the students. So we're in black art bands to protest the vietnam war There would be no one punishing students walking around with black life matters paraphernalia, right But would there be If it were seen as hatred like it would this is a movement and anything from the black lives matter when you read it It's about diversity inclusion. They list From every gender from Every ability in life. I mean it's just glorious but with emphasis on people who have those things and are black and It's all about humanity and it's a social movement. I think more than political because it does it tie itself to one political group So I'm very supportive in the concept, but I'm also scared to death Of groups that I do not approve of Wanting their flag to fly and I can take up more of those Then I can think of ones that I want to see the flag to fly I'd like to speak to that from from Alan's comments right to there I do not feel like The reason we're putting up this flag is because we specifically know we have a problem or we have A A segment of our population that does not feel safe and fully apart of That's our reason for putting up this flag It it's a message that we are concerned about that and want to build an environment where everybody can thrive If somebody comes to me and says well if they get to fly that I should get to put up confederate flag I would say to that person How does the confederate flag represent the values of our community and what They're not going to be able to convince me that it has any purpose up there to the furthering of our education And the safety and health and well-being of our students So that's why that it's an it's an easy way to address that concern is that you know It might be right here somebody came up with Somebody came to us and asked to put up another flag that did feel like it might be that way, you know I mean an obvious example would be a rainbow My own son probably turned me saying we were learning both like I'd say no, I'm saying that's hold off on it, but uh um but I think The key is does it for the will the flag represent the values of our community and this learning Finish learning community Does it further our goals? and I think Most of the you know most of those political tit for tat flags that somebody might throw at us Aren't going to further that and therefore I'm not terribly concerned. I'm not I'm not too terribly concerned that we can't That we can't say no when the time comes without and and with a rationale that explains that this is not a question of You know freedom of spell us curtailing freedom of speech and one part is inside over another This is a question of this is a message about our learning community So let's just take that rainbow flag as an example If someone came and said, you know, and I imagine we might hear the same kind of messages from those people Representing that group that we just heard from the blame group Would we be willing to fly that fly? It's it's kind of a social it's equity. It's Furthering our learning values. Everybody's accepted I would say that probably if it was if if a population went to our school came to us with that concern We'd probably be we'd probably consider that said nobody has no and From my knowledge of the community of people who might I don't think they have the same concerns here. I think they feel safe in a way that even if it Feels wonderful to me. It's a wonderful But perplexed thing for me that the world has changed that much in my my adult life But I don't think that I don't think that population feels as Nervous. I don't think they feel as disempowered and that's why that question hasn't come to So carly is this going someplace where you can see a way out But I think we need more opinions because legal opinions because I assume that we could put some boundaries on this. That's not how I read this. This says if you allow The flagpole for speech You have to for one, you know one kind of speech you have to allow for for all But that's it. That's where that decision I was reading from Basically says that's not true And this also says political perspectives and I you know, I wrote here look up what political actually means because You know, when I look at that trump flag the mega flag to me, that's clearly political And I don't know if I have an accurate definition In why political why is it limited to political parties in this Yeah, um, right Yeah, um, this this strikes me as typical lawyerly you know over consciousness that um But anyway, uh, I More more opinions. That sounds like a good idea but um, if I mean to sort of take the confederate flag example and go really to the extreme If someone came here asking to fly a nazi flag A nazi flag for example that That would never happen But what we can offer to everybody is the opportunity to make their case to us And we will decide on the basis of the criteria that we're talking about I look at this legally and I I come from everything we've heard so far about the legality I I get the feeling it's our flagpole as a community and we're the people that our community sends here to decide what happens to it And I'm Not feeling dissuaded at all from putting up the flag as a catalyst to the conversation that we feel that our community needs to have and Yes, I expect somebody's going to come to us and say, well, can you put up an all life on all lives matter flag? And to that I I personally would probably say yes, all lives matter But not all lives need a flag and a conversation They don't It's not all lives don't have a problem in this school Yeah, thank you. Yeah Yeah, I can hardly believe I have to be the one to sort of sound a note for the other side of this But I I do I guess um You know the school is considered a public institution And um, you know, there actually was a supreme court case about Who what what groups could use school facilities? Whether any groups could be excluded from using school facilities And the decision was that if anyone is allowed to use the school then everyone has to be allowed to use the school So freedom of speech is not a It's not a parsable You know principle You have to allow the speech of The people whose views you hate As well as the views that you yourself would support That's the essence of freedom of speech And as a public institution funded by public taxpayer dollars The the school is subject to That kind of thinking and that those kinds of legal questions So I would just say that As much as 98 percent of me wants to see the flag flying tomorrow I think that it's the board's job to be deliberative about it And to try to you know, get to the bottom of what the What the implications the ramifications and the risks really are That being said, I also want to make the point that I think that that I think this this aligns with some of the other things that have been said Is that the flag is not the only issue here No, it's the catalyst for the big problem It has been presented and it has it has taken on a life as the catalyst as a as a as a powerful symbol of forward progress On addressing these issues And it's unfortunate that if You know if legal Issues would prevent it from flying that it would be perceived as a failure or a loss or a setback But acknowledging that that's the case That's why my sort of question is from my own catechism days. What then shall we do? Like what is that's why I'm saying what is the board prepared to do? What is the administration prepared to do? What are the steps that will be taken? How are we going to address this as a real and present? And undesirable state of affairs in our school And I think that that question has to be addressed Regardless of what happens with the flag You said something when the Seventh and eighth graders asked the blame students what the or maybe you asked them what the flag means to them And they said that their voice matters and that they belong here But in the atrium our flags from many different countries And the reason they're flying there is because there were exchange students who spent a year in the school Where they felt like their voice mattered and they belonged here and that's representative Of them having kind of left their mark here And I just think it's interesting that we already have a whole lot of flags In this building representing different groups of people. It may not be exactly the same reason But they're there And one more thing with just pushing of what we I'm very conflicted here what we Can establish this criteria because that's what I keep coming back to is that When you the the case that we were talking about the tinker tinker test evidently Yeah, so the cases that have had issues since then They basically say that You can Take away the students right to free speech If what they're doing is plainly offensive or disruptive That's where if it's something it's right in here So most of the ones we're coming up with if we were requested by a group Some of the examples we've given I think we would have enough evidence to say that is disruptive that is intended to harm not bring together Um I think we could draft our criteria And kari, I think you started with the three criteria that we keep coming back to You know, it has to support our learning outcomes. It has to keep with the values of the school And I would say it has to Ensure that students feel safe here, you know something around the safety and comfort more than comfort Maybe safety is the right word. I'm not quite sure what it is And I don't know if our policy has to be supported By the community. You know, you know, we're living 32 school board So I can answer that for you. No, you have the power to enact policies whether they're supported or not I want to go back to where I believe the bigger discussion is not about the black That's why I asked you what you're trying to do as a board What and I think we're pretty clear about what we're trying to do as a board I I have heard that Threat of a message because then then I would ask for monitoring of that gets put in place And that the community that that sense because that and and and I'm not debating the flag one way or another with that I just think that that's what you're trying to do Then as a board as a governance system, you should be saying to me and to steven Okay, show us proof that that's happening Well, I and I think that's where we're going with what is the administration going to do? What's the plan beyond next week beyond next month beyond even next february, you know, if that's where we go with this I don't know where we're going But what is this systemic Change and program that we can bring to the school to ensure safety and comfort for all our students, especially those of color Because that seems to be right now And and I agree that I believe the conversations are really important and and that they're happening like already regardless They're happening And that's one of the things I import that we don't wait till february and make it this trivialized month that we're going to talk about it like And like have that be like this one time or we're going to celebrate it like it needs to be throughout the year It needs to start now And not necessarily talking about the flag because I agree this is I don't think this is much to do with the flag at all It is about these students. It's about the school. It is about the community hearing so much more But I know it is a symbolic Just like it is the symbol of it all That has like however become really Gain momentum in vermont as like being the symbol that it's being presented at schools and something that the students have asked for and fought for I just like However, this goes like somehow like we have to make sure they still have that like Win and the feel of empowerment and the feeling of being ready to lead the school into these these conversations in these moments Renee Brown's book She says exactly after interviewing a bunch of middle school students what you just said is just amazing That they're she asked what the difference was between fitting in and belonging because there are whole books about true belonging And this helps these students feel like they go long which means you're accepted for who you are And you're okay where you are whereas fitting in is pretending to be like everybody else Which is very different Jen do you have any thoughts? I mean, I think we've heard from the students on this. I would say I think When the decision was made last meeting. Yeah Um, there was some students who like they talked to me and they said like this is this was sort of sudden They didn't see it coming and they didn't know if the process Had like gone as far as it needed to go. They there were still a lot of questions I would say and so I think the student body right now is just looking for something definitive and they're looking for some answers Right so definitive when the flag is going to go up. Yeah, like when the flag is going to go up Where is it going to go? Where is it going to stay? Okay, there's a lot of confusion right now Because everybody knew it was going up and then they were confused about Like when that's going to happen and and why and why it's going to happen exactly Okay, I was about to do one but go ahead. We should move forward on a couple different fronts over the next month One is we should do a little more Research legal okay at least one of their opinion, whether it's aclu or your other source Or maybe both of them I don't know if your Worcester friend could No, I think we should go right to the right to the right So so the to understand the the flag questions specifically But then I also think that we should craft a statement about what we believe why And I'm not about flags, but about diversity and inclusion And whether that becomes a resolution or a policy or just a public statement that's going to serve us in different ways, I think We can use it to communicate with the community we can Give it to the administration to create action plans with But it's going to take us a little while to to craft that and I would volunteer scoff myself to work Wow That would be great After the full board meeting it's the beginning of June, but yeah Um But I'm just worried a little bit about the timing that the school year is going to end Do and this is just sort of do they have A vision of what's going to happen Like a dream of what's going to happen Yeah, the vision is I mean they're preparing like they're prepared to like begin by speaking to the faculty And this started before the idea of the flag The vision that they really had was to like start having these group discussions with all the students So everyone could hear what their experiences are So their hope is to begin by talking with the faculty And we're trying to set it up so that they can kind of be double teamed into small groups and have half the faculty working with it So like to make it so that it's balanced out of working with shelly who's like this amazing woman and works in race and um And then the dream is really to have a week-long Experience that's like a celebration And is the dream to have that before the end of school The dream is to have that before the end of school And i'll be honest like we've looked at a calendar and the one week that works really well is may 28th Um, which is like the day after memorial day, so it'd be a four-day week, but it's like it's the only one that hits before Graduation like the seniors are gone. It's the one that's like, I mean it's it moves right up. Don't get me wrong I mean I understand me And would their vision then be to put the flag up at the end of that week like on the friday Okay, I just it helps me to have and I think am I corrected? Some of the thinking behind how to structure that week has been sort of drawn from the team health awareness. Yeah Megan did I think he's terrific to draw modeling on that. Um, but I guess i'm a little concerned You know, Megan's a very competent professional educator spent eight months developing that And Yeah And no offense to Megan But we can do it in that amount of time you think you can do it I believe holy that we can we've learned a lot in how to do these things this year And it's not going to be the only time you ever do this This is the first of many Is how I see that and if you learn a lot from it That's great. Great. If it's not perfect and things to hurt and be bumpy along the way That's part of the process So, uh, so there is a third thing which is I think we need an interim communication to the students specifically about what's going on here I mean chance saying Also, it's good to the plan group That says we need more time. We've gotten new information. We need more time We are fully supportive of X Y Z but We need we need to communicate and is the vision that flag would stay up For the rest of the year To hang outside until the end of the year And then maybe it is the like month of february I'm not I I will admit as a person of thing Like I'm not a lover of like this idea of like the month of february being this like one I get that, you know, I just yeah, but like and I can't totally appreciate the idea of it joining these other flags I don't think that joining the other flags I think that would be a minimizing starting point But it's the second step, but it might be it might be to keep that Message they alive. Yes, and maybe it comes back out at during february or however that or after a week another week of Right, or like yeah, like if we're doing this once each like if we're doing these like things like that's like to signify I'm not comfortable authorizing No, that's why I'm that's why I'm sort of probing because the timing doesn't work for our To do this But I've meant like through the year, but I didn't understand as a catalyst I was more like We do have our Board retreat There's passion and there's interest in this topic If you were going to discuss that I would suggest you be here And not being your retreat I don't know. Not not that it might be right. Do you say you're actually right about to say to put these retreat aside This is more important when I have a meeting on that night here at U32 But the public you're absolutely right. It's an open meeting even though it's retreat, but we try it out You're totally right about that. So I I mean I'd actually Want you to think More than just a few minutes about maybe the retreat that's set aside if this is that important to you As a board and you might want to think about and come back to it tonight Is it that important that we want to set that our retreat aside and come back on the 23rd and do that work in a meeting here I don't think that we're probably the um Board goal conversation a little bit at least. Yeah, that's you board. Yeah, and I feel like This year the board goals some of them Are kind of coming from the executive committee. Anyway, we're being asked to adopt these three And we don't usually do many more than three maybe four Are people okay with that I kind of like that too So that would be here that would be here six o'clock And that would probably be the only thing on our agenda You and I can work on the agenda. Yeah, let's get that started So that speeds up our timeline in terms of getting needle opinions and Um in a student statement A statement to the students explaining. Yeah, well, let's see what it would like Three weeks May 23rd, so that's three weeks I think we should I think I think it all it may be that it's the same statement Well, or it Right, so we could start with this kind of philosophical statement about diversity inclusion And then more specifically what it's going to look like with the flag Does that make sense And so the goal of that meeting will to be to have a statement and then to try and communicate that something to the school and the students You can try and do both of those things Okay They I know that, you know, it's it's a lot for them to come if they want to come And May 23rd Yeah Yeah Okay, thank you for that. Thank you for all your opinions and I appreciate the respect people for each other and the Quality of the conversation Do you want to do your report? I realized when lucy walked out that I forgot to ask you guys and I feel I feel badly about that Yeah, I can do the report. Okay. Let's so we're gonna skip down to Reports to the board student and give you a chance to that and then if you need to go home So We're just coming back from April break, right? It's been like a week um and Yeah, we're spring sports are obviously in the thick of it now full swing, um And we're sort of in the the final countdown I would say people are starting to feel that with the AP tests coming up next week in the week after and then I'll be all downhill from there. So Um But yeah, like we talked about a little bit before there was a pro second amendment walkout today Um, and that was something that students collaborated with the administration on Um, and so it was sort of it was handled. Um, I don't think it had as much Uh, like not as many people knew about it as the walkout that happened in march But it definitely, um, I think went pretty smoothly At wc ex like you guys got the email um came and yeah, um And then just out of curiosity I I pulled up just as it was ending. I'm curious how many people were out there Hi And all student when you say 50 50 students Yeah, we did very same protocols enjoy you can tell me from wrong but from what steven I talked about before I got here at the end very same protocols as When we support students before and having their voices. Yeah, we had we also had a shorter time frame of knowing that it was going to happen So there was less opportunity Really make sure that everything was in place, but it went really well, right and did people speak Um, no that that they didn't have that kind of planning. Um The it was floated to us yesterday So they didn't they didn't really pull together in that way, but students did speak to wc ex. So A couple of students got their opinions out. Um, most of they just talked to each other. Um, there was A popular shirt today that several students were wearing that expressed that something about I'm not remembering it, but regarding gun control is it's not about the gun. It's about the control. I think is what it said So several students had that shirt on and I think it's a close-up on Part of the wc ex. I saw the teaser. I haven't seen the actual so it was done in six o'clock new students So we all missed it. We all missed it. So we'll have to watch the replace Okay Yes, um and then otherwise there's just um, I think Like we already talked about it, but the black lives matter debate is sort of happening among students It took a little while for people to realize I don't think people knew after the decision was made like not everybody was fully aware Um, but in the last couple of weeks people have like, you know started to figure it out And so now the dialogue has sort of started to happen. So I think it's good that the you know the next meeting is going to happen And people will be able to come and sort of hear and be aware and be a part of the conversation Um, and then otherwise just fun stuff happening There's new fun callbacks on friday, which is a new thing before we've just had club callbacks and teacher callbacks But these are opportunities For kids to try some opportunities that are run by teachers that are maybe something they wouldn't try Regularly, so can you give us an example? I think there's a yoga one. Um, there's one that's like find your spot in the woods knitting Yeah, it's not that one. Yeah, I don't think it's coming. So frisbee game Yeah Self defense self fence is one which I think is from that's it was a teen health week thing and There's a couple that got carried over from the help So is everybody do Fun callback and friday or just no it's it's an option like other jobs on friday So there are some kids who are still gonna Go do their math and science. Yeah, they go do their normal thing with other teachers. It's great. Yeah, there's just new opportunities Yeah, and that's what we got And I have a question for you. Okay, do you know what you're doing next year? Yeah, i'll be at uvo next year Not so far away. Good. Yeah, and you're happy with that. Yes. They made me a good deal and I'll be in the honors college So Congratulations And you're welcome to say but I might slip out with it. Okay. Thanks, yana You don't have very many more meetings with us. I know Um Okay, I'm gonna go back up to the discussion agenda Unpacking objective three and the implementation plan was high quality instruction and intervention This is part of our goals was to go through the intervention the inter no implementation plan Thank you Kind of systematically and hear what those three different parts were and we did the second part last time And steven. Thank you because I kind of told this one. I know It was on that calendar No problem, so So just like the last one I kind of tried to structure it a little bit the same So this is drawn from our um our implementation report that we have and um and these are the the strategies are in the left hand column of our table For strategic objective number three, which is high quality instruction and interventions is what our our third strategic objective is and um And this is really around what occurs in the classroom Really facilitated by our teachers, right? So that or I would say not just classroom but any learning space because we'll see the flexible pathways are part of it and so um Just give you a chance to glance at these and then I'll say a few words about it Yes, you can I'm sorry. Some of them are at the top. I thought or can be teased out at the time. Oh, yeah, I'm sorry Yeah, which ones pilot Well pilot is our independent learning class So I don't think it's an A for anything. Oh, it's called the pilot program So they it was a program that they piloted years ago and they kept the name Kind of like we're union school district number 32. We never named ourselves Because all capitals and flies It does which is even weirder. Okay And branching out branching out is a more structured program of independent learning So so they're actually various levels So pilot program is where students are working much more independently with a teacher advisor Branching out is typically focused around a single topic Of study. So usually like a single project that they work on Um, they still have faculty advisors and some have outside advisors as well And come check out their displays next wednesday night. Yeah, we're going to put in a plug for that So the mentor appreciation night is next wednesday night here at the school at six o'clock six or five Five thirty And um, and you'll get to see some of the projects that kids worked on Yeah, and meet some of their mentors the people in the community that have supported them like Floor floor is one of ours In many different places So I'll just cvl community based community based learning Which is more of an internship type program where the students are Usually engaged in some kind of business work With either a company or an individual Sorry, I tried to catch them But Before you start this is an incredibly loaded sentence at u32 our teachers must be adept at advisory restorative practice project based learning Structural practice proficiency based learning And classrooms must be trauma transformed That's an incredible sentence Because that's what we're interviewing every one of our new candidates. That's incredible. It's amazing. You're hiring anyone What is trauma transform So it is an effort by our staff to become more aware of how trauma affects students as they come into the classroom And it's and it's to make your classroom More neutral or positive For students so that you don't really Re-engage them in their trauma. So um, so a lot of our it's early discussions. So we're just starting our training on this But it's how to Help students who may or may not be ready for learning when they enter the classroom because of what goes on in their life Outside of the classroom and how to address that and how to create a more Welcoming environment for them. And this is new So the concept is not new but our training around it has just started this year in depth because There's more and more trauma because we need to be better equipped to Work with all students in our classroom Yeah, so so My whole Presentation, you know what what it is is around those five things So when you when you see those five things right there There is no one in our building who is Fully adapted all five of these things. This is we are in the process of learning and and using these things Um in our classroom as as the case may be But what we do um what we have been asking of our new hires that you'll see a list of in a little while Is we ask them of these five areas? These are the things that we as a staff believe in and are working on And our own growth in this and which area do you feel strongest in which area do you have the most room for for growth? But we are asking that same question of ourselves like this is there is no expectation right now that any of our staff are experts at all of this But I will say that um Our training our work The conversations that we have as staff Fall into these five categories. These these are what make great teachers in our school I want to add a little bit onto your trauma transform to give a little bit more depth because I think We could add a little bit more there. Yeah, um you In the previous year, and I'm sure flor you you've heard this is there's trauma informed And there's a difference and what steven just described to you was really trauma informed Trauma transformed is another level that we've been working with had a partnership with dave melick and the s u For and for u32. This is the first year of really working on it in other schools Yeah, first couple months in there in other schools in the s u. It's been multiple year relationship Dave and it's really saying not just are you trauma informed? Do you know how to work with the kids and can you make a climate in your classroom? So that there's more acceptance and that you're not doing something to maybe exacerbate the trauma It's are you changing your not only how you work with your kids, but how you work as adults with each other Are you looking out for each other as adults? And how are you changing your practices and your operations within the school system? That would tell you that you're actually becoming trauma transformed and that's it's a new As many things in education it seems like water you just renaming it and it's not It's not just what trauma informed is it's taking it's taking another level to it and really looking at How do we work that way as adults and how do we? How do we change some of our practices not just that we're informed about kids need but How do we change our practices not only with the students but with each other? And so Dave worked with us as a leadership team for a little while He's going to be coming back and working with us. He's worked he was here in the winter working with everyone from the SU And he's got it. He's got a cadre and he was here just a few hours ago Yeah, cadre at 25 or so it's about that size that have been of teachers that are going to be our teacher leaders and trauma work So we're building our own leadership from within as we do with most PD around here You may just ask are the students who are Being um Accommodated in this way are they already captured within the special education population or I want to say I want to tell you that Most trauma isn't necessarily special education Wow trauma. It has trauma. It does not have a demographic pattern trauma doesn't have a learning style pattern And this is if you haven't seen um Thank you resilience, which you know, we talked about different showings for it is something that it really the The literature that that comes from there and from other places that if you've heard Um, I mean it's been prevalent in my work as an educator and it's becoming less prevalent You hear about IQ and IQ is not holding up to rigor anymore Um, and that's because you can you can You can grow A students you can actually change students DNA And you can change people's DNA through their experiences And that's something that's getting more and more prevalent And the work that's happening for good or bad for good or bad Either way, so if you if kids if you can take students who have either had whether it's um life experiences They're traumatic or poor education. You can turn that around with the right experiences Either the right environment that you can you can build around them to support for their growth Eric Jensen out of Dartmouth is a big researcher on brain research and this has been proven through brain research and through DNA research that we can actually Um, you can increase the students A student's IQ quite a bit And you know, so the IQ testing all that is going is becoming old science for us And this is Dave was here when he was working with all staff for the half day talking about how the brain chemistry changes when you're in trauma Yeah, or when you're under stress. I mean just different and uh, he does a very good job connecting that for people And when we say trauma when we talk about trauma, we mean primarily emotional trauma, right? Not physical trauma, although there might be Any at all Yeah, and so when we look at the strategic objective high quality instruction interventions at u32 We really have brought it down to these areas and when you look at the strategies These are more specific ways that we reach into um try to make those five things stronger, right? So so when you look at Um consistent communication that's giving a common vocabulary for us. That's the training that we undergo with Restorative practice. That's the trainings that we undergo for project based and proficiency based learning you know, so these are um So when you look at what are we doing, right? So those are the strategies Um, but what are we actually doing is we're training our teachers, right? And and that's what the focus is and and so just to give you an example If you were a new teacher in our school next year and on our ninth grade Or tenth grade team. So this is just to be specific Um, you would start in august on august eighth ninth and tenth You will go through three days of project based learning training. You'll come back the next monday Um, and you will do two days of restorative practice training You will then do three days of new teacher orientation where we will introduce you to proficiency based learning and advisory um During that time and then you will have a full week of in-service with our school So the investment that we make in our teachers now Is huge like this is not just simply the old days of show up and teach You know with a couple of days of here's the book and um, and then the training throughout our year You know is to reinforce these and to provide additional um training to provide additional structure for teachers To see other examples and so when we talk about how we commit our resources of training And development of our teachers we invest a great deal in our teachers. I'm right now and it's necessary investment I mean, it's the payoffs are huge our middle school Uh, I feel this year took a huge step forward because they did the project based learning training this last summer This summer we'll have our ninth and tenth grade and a few other teachers and so You know, it's just these are all things that We would love for everybody to be adept tomorrow This is the long-term Continuous growth that we have to have as a school But we have a really good focus on what it takes right now I mean, it's no secret what you need to do to be a good teacher at U32 right now Um, and when we think that that's a really good mark for us The research is really clear. You need at least 100 hours of professional development right over the year Because community growth is a teacher and many many systems don't have that And as we talked in the executive committee, we're trying to find other ways We need more of that. It's not less the 100 to me is even not enough Of what we have so and I would point out the instructional coaching for staff Like while it's only got one little tiny line there for progress We're starting to have conversations about how we use the role of master teacher to be instructional coaches Because but what's the The designation master teacher so a master teacher within our supervision and evaluation document is pretty much our highest level So those are teachers who are proficient in our remember we use the Danielson framework is what we used to evaluate our teachers on um, and so our master teachers are those who Have reached higher levels of performance based upon our observations of them on that scale And um, and so they've got to be proficient in at least well that'd be proficient at all, but it Distinguished in at least one And so, um, we have 29 29 su across the su 29 teachers that we've already designated was 14 here 14 I try to remember from Monday when we had I know that's what I'm like, okay I don't have that right here with me. I actually left out. So yeah, so approximately half. Yeah, right approximately half of our teachers our master teachers are here at u32 and we want to We want to provide them with new opportunities for growth because we want them to be More teacher leader role, which is what master teacher is around. So when you talk about various levels, we've talked about this in the past of of roles that teachers can take within our supervisor union This is one of those roles that they can do and um, and we've just we've just started a conversation this week about What's that's kind of what that is really going to look like long term and that I mean, that's the career ladder piece that you've talked about Scott and If you want to know more about that be glad it just there's a lot of work that I'm doing Outside of my doctorate that's in this same area that the most powerful thing you can do to improve the schools Is provide support to the staff They're other ones doing the work, right? So, um, so Were there any other questions around this? Well, I just want to make an observation the column here strategies Matches up with the strategies that are written In implementation. Oh, yeah, I don't know, you know not looking at the implementation plan You might not make that connection. So those so then what steven has done is kind of addressed each area so one things I'll make a shameless plea for is you know There's a lot in here. It just takes a few times Just what steven talked to you about that is right here on a sidebar Okay for the teacher evaluation system, so Having that and really we this gets pulled out all the time at leadership team meetings My mind's gone But so so what's so important about this though is that it keeps us focused, right? And and so when we talk about these strategic objectives, it keeps us focused, right? So you should you can ask us questions about what do you do with right to make sure that this is happening And we should be able to point to training or Or work that is being done to meet these Objectives and these strategies are ways to do it And and so we will talk actually a little in just a few minutes about the multi-tiered system of support a little bit more So we have that as well Thank you very much Update on the continuous improvement plan I can have to move Yes, ma'am So you were also in our room with our new lighting systems that we're trying now So so we are we're actually trying out new lights. They're in berlin, but for We're trying them out, but they'll go down like eight You know 10% at after like five minutes of no activity, right then they go off after All right, so this is just a quick Um There's not that many sizes, but we're going to show you a little bit of data from this year So that you can get an idea of what's going on. We're going to talk just briefly about our our MTSS system What does our data look like what's working? Well, what do we need to investigate further and what support do we need from the board? And so this is based upon our data from this year for students, but I'll also um I'll also talk about A carry some data that happened last year as well. So you can hear about the final words So this is one of the things that was in that part of our Our implementation plan, which is a multi-tiered system of support So what this is There's a lot of different ways this is talked about across the country, but in vermont We call it an MTSS system Um, and it's really the way that we assess instruct and intervene in student learning and so um You see down there at the bottom and you might see some words that look very very familiar to our implementation plan Because our implementation plan was built using MTSS as one of our major documents. So we're trying not to Like we're we're using what we were supposed to use. It's really what amounts to and so um here at u 32 There are a few things that would fit into a multi-tiered Approach First is what's called tier one instruction and you'll see reference to that from time to time Tier one instruction is the regular classroom instruction that a student receives So it's if you have a math class, it's your time in your math class if it's your english class It's your time in your english class Um, very familiar, but it's the things that are done At really the first contact of instruction Right, so that that that first time the teacher is teaching something That's all tier one We hope in tier one instruction that teachers have a wide range of tools So things like project based learning Differentiated instruction as a word is something that you'll hear about So how do teachers modify their approach to teaching so that all students can access it in that classroom When that doesn't help a student A good tier one instruction doesn't really provide them with enough to learn what they need to learn Then students might also be engaged in tier two and tier two is in addition to The regular classroom so we have some tier two Instructional strategies like call back That's that's probably our dominant tier two intervention But it could also be things like our read 180 program our math strategies classes Other courses that we have that lengthen the amount of time that a student is exposed to a subject And so we have things like math labs. So we have other classes Within the way that our schedule is designed now to help Help those students. How do we identify some of those students? Well, we have the screening tests like the star 360, which you're going to see the data from But we also look at behavioral You know how our kids behaving with academics in their classes in terms of grades So there are a lot of things that we look at to see is the kid progressing at the right rate Any questions on that because tier three That third tier typically moves students into a more personalized individualized instruction. That is more special education Based within our system So if you think about it in terms of number of students all students get tier one a smaller You know, it should be somewhere around 15 to 20 percent of students might receive tier two And about five to 15 percent of students should receive tier three Depending on the needs of your population And so, so what was that last minute five to 15 percent for for tier three and that really that Usually is around your Percentage of students are identified for special education services And so You can imagine we presented before about some of the things that we do in special education We probably could present a lot more about what our special education program works. It looks like That's not going to be the purpose of this conversation. That's probably better held for another time But but our MTSS system, I would say if we were just to grade us right now is somewhere in the Developing right so using our proficiency terminology. So it's it's in the developing phase We need more interventions around some of the learning needs that our students have And and we also need to have interventions around behavioral needs that some of our students have So are you saying more tier two Stephen? I am saying more tier two And and so that is something that we find as student as we ask for students in a proficiency system So as we raise the standards, we have to come up with new ways to help students meet those standards if they Need more time and so time in a proficiency system is the variable And so so we just You'll see that time and time again as we talk about our needs as a school All right So now let's charge into the data So we in october we gave tests to our students and the criterion level one is the We'll have a slide just a minute that actually has the breakdown But one is the lower level and four is the higher level of performance And so you see in the fall this where this is all of the students in grades seven eight nine and ten Or all the students that took the test in seven eight nine and tenth grade So that's the percentage of students at each level. So wait. Was it all the students? Not every student took the test. So I didn't want to say that way, but Of the students who took the test, which was the vast majority, right? There's only a few students who did not complete the tests This is the percentage of students in those four grade levels In the winter. This was a january Administration of the test you can see the results and the change So you can see that we had a slight increase in our In our overall scores from But it's slight We need to be fair. It's very slight, but it's only a three month Are the fall and the winter assessment equivalent? So that's the other part of this So the fall assessment and the winter assessment are based upon where the students should be in the fall and in the winter And so if there's an increase that means they made a little more gains than Would be expected in that time period So students who we hoped that all of our students are in the three and four level But if a student at least maintained three level performance, then they were growing at the pace we would have expected them to grow Tier two instruction Is needed typically to help move a kid from Oh at level two to a level three because they need more instruction during that time period to make that gain A kid who stays in level three did what we expected But by the same token a kid who stayed in level two May have grown as much as we would have expected a normal kid to grow But that's not catching them up. That's the achievement gap, right? Right. So that's kind of the definition of the achievement gap So there's our fall and winter reading data and then for the entire supervisor union those The roman numerals across the top are different schools And these are percentages that are in there. Um, so we just don't have a percent sign with all this data And so you can see how schools perform overall And as a whole su you can see what percent of our students fall within each of those levels Um, and this is yeah, this is great. This is great one through ten Yeah, bridge my assessment So essentially what we're saying is that 15 percent of our su populations in grades one through ten Are at level one, which is below proficient in the fall and 11 percent Of the grades one through ten Are at the level one in the winter administration of that test Is this a star three 16? This is star three 60 data. Donna Spinau and D.R.A. too It's all in there. It's all We don't we're reading for reading. Yeah for reading. It's all three of those So when it says all schools reading data, you you put all that information together But we do not do the only test that we do at U 32 is the star three 60 Yeah, we do fonts now just to say to you and I know you're probably curious, but we Fonts been out kindergarten through Third grade, but we decided to take the kindergarten out of this because we don't start administering that to the winter As it's recommended by a font of something out and the D.R.A. too. We do four through six And we're doing star three 60 down down to third Or second grade and reading we're actually taking a look at Does this and that's not in here We didn't put the stars three 60 for the second through sixth grade because we're trying to see is that a comparable assessment We'll give us the same flag. So the elementary schools. It's not a start through. It's not an error They do it. They're doing it right now. We're trying to see what what does the assessment profile look like for us Okay, I have to ask Just because the numbers are screaming at me And clearly we labeled it with number I don't know it was all with numbers so that there would be We lack of knowledge to which school we're looking at. Yes Although you should be able to pick us out of there because if you go back and show you you can figure out where they are So if I do backspace and you see what are now, there we are. Okay. So so now it will be absolutely Obvious which one we are in We can't hide ours in there right and not by not back to back And that's a I mean it's a weighted average because there's different populations of each Yeah, yeah, so that average that that's a true Uh percentile range With the thinking of the number of kids at every school by the hundred the issue Is that okay if I move on So we have our math data from the fault. This is still the same Test which is the star 360 And so you see our percentages there We didn't have this data when we looked at the school No, but we identified that I know This is now when we talked about the school qualities that we're using common the common core norms and cut cut points for star 360 instead of The normalized curve which we've used before and we said there was a big mismatch So this year everything we're reporting to you is an alignment with common core if you're gonna see that note in a minute I'm sure do that note quickly. Yeah, but this is all off the common core cut scores that align With what common core score aren't you? Yeah, but look at that growth It's nominal It's nominal, but this is a three month test window, right? We're only looking at three months between when tests were administered. So growth is good, right? You know, so so remember Students are the if they are staying even within their band They have grown the amount that they needed to grow in those three months Right. So so we show that we pulled some of our students up a band, which is is always good to see it within even that three months And so So there it's not as bleak as it looks when you see just small gains The good news is that the change was at the highest level. So that means students were moving up in bands And then then here's the the whole Supervisory union And I'll give you in if you knew where either or two was the previous slide when these are up. It's all the same So the school one It's the same school. Yeah, it's school students. They're all the same. I kept the schools the same. Yeah Same room I think it illustrates the challenge of either two bringing in these students with a vastly different So now I get my reveal in just a second. So any questions about what you're seeing up there? Which I know is a lot of numbers No, okay, we've got a problem now So So we saw average scores increase in all tested grades between test administrations. So we didn't see this This was a nice piece anytime the average goes up or at least doing something And across years the current eighth grade has consistently improved average scores since arrival at U32 This is something I need us to focus on because I want to jump to the next slide and talk about possible improvements So here's what revealed itself as I looked at the data If when a student came from sixth grade to seventh grade they took the test in um June late may or June of the sixth grade year. We ministered to all last year in June I thought it was only January we did that We have June scores for our kids. Yeah, so so we so they took It was late may or early June students in the elementary schools sixth graders Took the test When they arrived at U32 in october they took the test again. We saw a dip Both in our in all kids in the average we saw a dip in their scores In our free and reduced lunch kids. We saw I don't want to say significant, but it was noticeable enough to say that this is a problem So significant would imply a lot of statistical work that I did not do So but you can see it right you know that it's there the dip is very slight for our non free and reduced lunch students Right, so it's not a significant From that moment In our students they improved their scores. So by january test administration They were back to their original end of sixth grade year scores an average on the averages and then um and then it's continuing to improve so if I actually went back a year to look again and um We see the dip both in our eighth graders when they first came here We had the dip and as the seventh graders this year. We saw the dip So we are having a loss of learning that summer slide Between elementary and u32. We do not see a significant summer slide once they're here So we saw from seventh to eighth grade. They held pretty even in their scores from june to october and so A very very slight dip for our free and reduced lunch the average on on those students But not enough to cause great concerns like less of a summer slide than you would You would expect almost so the good news is is that once they get here we see steady increase The bad news is is the biggest transition in our supervisory union the transition from sixth grade seventh grade learning Backtracks, so we have to make up for a summer slide during that time so um So when you uh, why would that be uh, why would it why would they slide back? So the transition is a position, right? I would say this We can't give you the why without doing another data analysis. All we're doing is looking at our screening data Yeah, so we can only we I mean I can think of many reasons. I can think many reasons Curriculary assessment and instruction reasons, but social emotion. I don't we don't have the data to tell you to understand the why Just as just as happens. I would tell you. Yeah, and so Yeah, we see that something's happening We we probably have a hundred different reasons why because we have a hundred different kids that come right? And so so we need to to look at that tease it out a little bit more look at other data and really start to talk about So so board supports so we may need some type of summer transition programs from sixth to Seventh grade if that's where our problem lies then that may be a place for us to put resources um, the other one as you said we need help in math so we um So our middle school teachers have actually been doing some work around what do we need um to help our students to improve their math skills And we're working on a couple options for that, but those are resource intensive, you know, they cost dollars And so, um, I did try to pull out a little bit of information as to how well our students were doing with reading Because we have the read 180 program I need to actually look at a lot of different data on that that was not really it wasn't super evident here I need to look more specifically at more individual students And and try to pull that data out as to which ones were in read 180 and what were the would their score improvements and I just My apologies, but I just didn't do that level But that's um It's kind of where we're at right now. I mean you saw the you saw we do show steady Although I would say slow improvement Um while the student is here. I think that's a fair way to characterize. Well, what's that? So for the summer programs, are you thinking this summer? No Summer started today So, um, I mean, I think that we need to be careful about some of the students that we identify for our um So extended school year if we jump I'm just going to say this we were talking about trauma earlier If we jump too fast, we can make a mis-move They'll exacerbate other problems in the system So we want to be thoughtful about that And I think we just want to be clear about what is causing it before we yeah So I mean there can be there and that's why I I give you that game We don't know why we really don't and there's no way it's not worth Going too fast without having a clear direction of why We'll probably cut more So the good news is is that we recover our scores by january So when we see the dip we do um have the kids back to the end of sixth grade level by midway through the seventh grade So, I mean there at least it does. I mean it I've seen summer slides that destroy the next school year and so So I think that we recover moderately quickly So sometimes sometimes halfway through the year we're we're caught back up to where we were in terms of scores It just holds us back, you know, it's that half it's a half year loss What happens during the spring I know you don't know yet, but do we generally see the increases? So when we take our may results we have another increase in our average And so we we see growth Yeah, the growth once the growth starts at the beginning of seventh grade Um, we do not see another dip in our students So you're going to start through 63 times a day? Soon all three months? 7th, 8th, 9th, and 10th, and then we move into things like psat's and and um and all that So Order treat Um, maybe we should try for another date Can I suggest that we had a conversation at the executive committee meeting? Um, that started last meeting uh, I started here in april and There was a brainstorm that came of we're going to try for Matt and I this week have to figure out something We're going to put out a digital poll in a couple days in august for having a supervisory union-wide retreat But the thought came up that if fords wanted to do that we did the first Four to five hours in an s-sube and then boards wanted to do so everyone guaranteed one day for all retreat and break out and do the retreat For two to three hours or four hours I was only wanting to go afterwards I'm not saying it's what you have to do it callus just the other night said we like it But we want to get our retreat done sooner. So they're doing theirs in june, but um, it was an idea that was And it and for some folks they said well that might actually work. It's a little later than we'd like to have it But trying to pull something together for august retreat for the su It was asked actually they talked about it could it be earlier somewhere in june and For what's being talked about for the retreat. There's not the time to get the people to come in and help support us It's time for learning and it's really going to be around Two different pieces and good cars coming in at the right time. So I'm kind of moving into the executive committee report, but There are two different themes that would be talked about great So that might Why don't we put that on the may 23rd agenda? Okay as a discussion item and figure out Where to go from there once you and matt I just want to make sure so that I say the right thing to leslie So we are going to be meeting here on may 23rd and not at your home for the retreat I just and it's not going to be a retreat. It's going to be a board board me That's fine. I just want to make sure because we've ordered food already. So I need to get that changed Otherwise, you're going to have a big meal back We come after the meeting. All right Thank you for she's so organized Yes Okay, so that'll be on may 23rd. Yeah, we I'll add that. Yep And we probably won't know much more because the executive committee's meeting on the 30th But I yeah, I'm starting to update them On the goals on well not in the goals, but on the retreat piece at the conversation we had there Because we were on the last day and by retreat should I just table and then It's just we'll talk about a date and I said, well, let me tell you about some of the brainstorming that was happening So we can kind of think on it What's the board central remote career center? You're not going to believe this but um the may 23rd 22nd meeting at four o'clock I will be out of town So I had a conversation with John Pandelko We're not the only Group that has issues of being there. So there's a conversation starting on the five superintendents that are part of it About we need to find a better time to have this a later time. It is well Our rotation are different or rotation or something different because um, it's really been set The rod has certain purposes and it isn't meeting all those purposes. So we're trying I that'd be great I sent email johns was more than willing to have that conversation Okay, so we're I'm working on that Karen for you I have been I just it's on Tuesday nights. You guys know my Tuesday nights. I'm in class. Yeah Student report we had administration We got a report in here short But I think I can answer Kari's question for now. Um, so, um One of the things that we have been doing during our hiring process is actually asking the question if you had the opportunity to teach a Class on any topic to a group of students. Um, what would it be? And so We think through our hiring that we're going to be able to offer An additional stem class offering to our students. It may just be one semester. We're still working that out, but It would be Open all students not just the group that we're asking for chemistry but to try to just provide another opportunity More of a special topics kind of course for our students that would allow for Some independent learning But certainly would have a focus and a theme for it. And so it's kind of where we're at right now We don't have it specifically slated because we don't have Every teacher hired yet, but we are close on that. Um, and so That's our current option. Um, we don't have room in chemistry classes right now That's one of the the big problems is those classes are very full Um, and we don't see that students have dropped those classes Have you hired a person who can teach the chemistry classes? Yeah so we Yes, we do have the ability to teach our chemistry classes now, but we're still working on our physics So we we're okay with that And I know that part of the thought was that those kids would start to develop a four-year plan is that So our our school counselors have reached out to the families We had a really positive my family had a really positive meeting with Lisa to talk about this additional course and we'll see I've heard from other parents how it went, but So I've emailed contact with some of those parents who've asked those questions So that they know what we're kind of what I just told you is that we're working on that option And I'm sure you've heard from michelle. I just heard from her the other night She asked me to be an email Yesterday if uh, because she can't be here tonight if we could talk about this on the machine Again, yeah Okay, that would be great. All right. We have we have to have a resolution by june So if a parent has curriculum questions directed to gen the arsenal or that's a kind of general, um, but Curricular questions could start with the school and we can point you towards either a teacher or department head depending on what the question was It's good to start with the ta or your school counselor. That's always the best First doorway into the school. I would suggest that any time with any issue whether it's curriculum or anything else That you start at the lowest level. That's what your policy. You've told us in how we do communications with parents And that you should always start so the first point I can type for you 32 is the ta And I would say the school council depending on the issue but the demand the issue. Yeah I I'm talking more in general. Yep. That's where we should start A quick question on the proficiency based, um, is there any update on how The angst that was being experienced around this new system. Is it getting more used to what you say? I would say that we're yes, there's a greater familiarity We're actually putting together a better guide for it right now So, um, we've got two levels that we're we're going to come out with by the end of the school year We're committed to having a guide to our report card and our transcript because we want to mail both of those to all of our parents Um, and then we're going to finish up the full guide over the summer. Um, so that in august We can send that out to people which is Really trying to show the roadmap of proficiency. So and and we are using an outside Person for this so that when we say things that make sense to us Um, he says that doesn't make any sense to anyone else and and challenges us to think about Instead of using words like pedantic Right, so he challenges us the same way Scott, I know I feel your pain because when I sit with him, he's like this doesn't make any sense What you're saying? I'm like Okay, so so we're you know, and it's just Sometimes you're too close to the work, right? And um, and so for us this is helped and we should have a nice guide for project Sorry proficiency based learning That will help our parents and our students as well and and my student the student advisory group that I have with me Looked it over and told me some things that did not look good in it. Um as well And so we took those back to the designer and and we're saying, okay We need to move some things around or this doesn't make sense to the kids. So, you know, what's the point? And and it's been helpful Can we get a copy of that in our packet? When they're ready, yes, right. That's right. Yeah, that would be great. Yeah I know some people here are parents, but something was sorry just to follow up on that We've heard some concerns about one of the implications for graduation. Yeah, and is that picture becoming any more clear? When we need to wrestle I'm sorry. I'm sorry because the we've heard um earlier about concerns of um, um, of the implications proficiency based Um graduation requirements for graduation sure and is that I'm wondering is that becoming more clear now as we're being closed? First class. Yes, absolutely. So one of the major goals of our departments To finish this year was clear criteria on what it meant to reach A graduation level proficiency and so those criteria where we've got those in some There are various forms right now because they're kind of a work in progress But their goal is for that to be included with with our information as we I guess my big question is are we heading towards a cliff that we need to address? No, I think that we know where the cliff is and we're going to avoid it. Um, so, uh, so that's our You're correct like there's there's a communication issue around this that We think that much of the work that we're doing right now in these two documents is going to help address a lot of that But we're also seeing Thank goodness, um infinite campus, which is a major part of our communication has just come out with some new tools that are They're building tools now more towards what they're calling standards based but proficiency based Education which will allow parents to see things in an easier way And allow students to see things and teachers to see things in an easier way And so, um, jody also would I just wanted to throw in that on april 10th A group of teachers from spaulding high school came and visited our ninth grade team to ask questions about proficiency And after that meeting the ninth grade team was like wow We know a lot more about this than we it was really good for them to have that The discussion and to have those questions asked of them and be able to kind of talk it through And realize that they've done a lot more and they know a lot more than they thought they did I know they weigh ahead of spaulding In their perception from what was said absolutely Yeah, I mean this is I want to go to carrey. It's a whole different take though. I mean, I think we've come at it from different roots yeah, I want I want to address carrey's first question was I think of I get I get the luxury of knowing four supervisor unions really well in my household And one is a superintendent. So I know best this one the best and Talking with my colleagues or superintendents. I hear some of the issues that are going on in other districts I think we're doing Rather well Has it been bumpy? Yes. Is it going to continue to be bumpy? Yes The better we communicate the better that's going to get But we're also trying to come through a tradition of 120 years doing education one way So we're trying to move a huge piece here Um And I think it's the more that we can do the communication pieces that we're working on are going to help Um, you know, steven is on a great job with when he's had, you know Principal coffees and teas and saying, you know, we gotta talk and get the students together and let them have input um What I hear from my fellow college superintendents. We're not dealing with the issues that they are And that's because steven and the team here all together Have been just really proactive You must make a difference at harwood Harwood actually So we I will say this so as an example He's at Randolph. Yeah He's at Randolph Tech. So I'm not seeing the stuff in harwood because there's a huge Yeah, I know the whole climate is different Yeah, because of Washington bus professor And I'm not sure whether it's the communication piece or the way they've rolled it out or the reporting piece, but There are a lot of parents really really upset Well, I will say I one of the references that I had to call on one of our Our employees that we're we're gonna put forward. I don't know that he's in this packet though, but this is I saw him the other day he is Okay, so, um, it's coming from colorado. So I was speaking with a principal out in colorado and Somehow we got to the topic of they were very project based oriented school But they were having problems with how did they report that on their transcript? And so we ended up in this conversation about here's what we're doing in our transcript And he's like, huh? Um, so can uh, here's my email address. Can you send that to so it's it's great though to be able to communicate with somebody happy halfway across the country and And hear that what we're dealing with is what they're dealing with, you know, this is not we're not It's always good to know that you're kind of in the lane You know and and so I felt good about that But you know, I also now have a contact in colorado who is a school that's been doing project based on for 13 years So yeah, I want to borrow stuff from him too So so so we're we're finding these connections and and it makes you feel a lot better That others are struggling with same communications. Uh and being able to do that I'm going to try to quicken us up one because We're getting late. Yeah, I'm going to get shellfish About running back outside. Oh In the packet, I gave you a calendar that's similar to two years ago color coded. Is this the administrator's report? Yeah, the administrator's report is on page design 10 You'll see the only one that's not is negotiations of all the And it has this year and next calendar. So it has the on page nine It has everything through june and then it has august through next june On there as well It's black and white. It's really hard to tell So Sandy will send you a PDF or you can say send me an email and we'll send you one in the mail I want one in the mail because I don't know Okay, I will do that Anyone that has like an iCal or So once we have these all good carons, we've had this problem before Then we started sending out appointments, but until I get everyone to say We'll set And then when we're all set then It just starts you'll start seeing emails coming. Yeah, she's really good about doing it. Okay good But we want to make sure everyone and it's six boards. We got to get everyone to sign off like we all good with this So are we all good for the u32 one? I will have the same I mean we picked our pattern previously, but I'll have the same issue missing I will have to miss the first one of april and the first one of november Okay And that's a number Yeah, it's in your context with the sister systems um I don't want to know any great details, but If there are any useful lessons to be learned from the experience in Montpelier with the seeming I guess the non-mineral of brian ricketts contract where there are if there are Does they say lessons to be learned to to avoid Any situation that might have led to what seems like an unfortunate development Nothing that Nothing I want to say Okay, yeah, I was going to court. No great details Thanks You guys all set Yeah Finance committee Well, there's a report in here. We've got a report. Yeah, there were a couple adjustments and To the good. Yeah, so we are well in excess of our work. Yeah, and jim will be bringing you a recommendation for moving some of that Drive excess To the capital to capital and for specific logic a couple of little things math that originate. Yeah, you're going to see some specific pieces That will be recommending for the excess care. Yep. Okay. All right um, although the um Food service one says washington central food service, but I I think it's just this is just you It's it keeps that in the corner then you see you 32 up top underneath the calendar dates Okay Executive committee, right? So I'm sitting around the board draft goals If you remember the last carousel or sq board meeting we had this process of prioritizing when we wanted to work on the next year and we came up with Board governance, which was a basically an exploration of policy governance and or other governance models Then board monitoring And continuing the work of the school quality committee, which has now become a sd committee and then community engagement Some learning and creating a plan around how we want to do engagement So this is the next iteration of that. Basically, we come up with some more specifics Matthew sort of basically drafted this um, and All the local boards are being asked to think about this ponder We didn't get in our packet. So I don't know how much discussion we can have Really tonight, but the idea is that we would come back in at the june carousel meeting and Sort of finalize this and we could suddenly talk about it on the may 23rd meeting Agenda we were going to do that Tonight and we didn't really and essentially we're being asked to support these three Bolts and Anything updates at that point for the 23rd meeting What because matches hadn't finished drafted taking the feedback from the executive committee on this, right? right And I can just speak a little bit to the board monitoring goal because that was really sort of fuzzy until the school quality committee met last week And I think we have a better handle on it and what what we're really trying to emphasize Over the coming year Is delving deeper into what the student learning outcome report or reports are telling us really wrestling with that information Because there's a lot there And it really goes to obviously our mission and what we're all about and And then somehow translating that those learnings that findings into action whether it's You know makes its way into the implementation plan or policy But certainly budgets and then and then communication as well. So We're still fleshing that out, but by the time we get to our next meeting. We'll have a little more detail on that Matt Matthew described it as a kind of a three-legged school where goal one We're talking about ourselves and how we operate goal two is going to be more about learning and what the students are getting and then three is Yeah, I think the first part is just to find what people mean by community engagement because I think that we already saw with the six executive committee members there there was a gamut and two of them have been to Matt I always have a hard time his last name. I apologize to the line My thank you probably do better than I could Scott I have a really hard time with it But you know that you know one of the premises that comes from the public Public I think it's that it's not access it's public agenda Organization that he works for but yeah that he works for is that You don't do public engagement in a meeting law Like I like that you don't you can't get it done There are too many restrictions for the open meeting law Matt Matthew, that's the same thing as the same thing as my doctoral research. You don't do open meeting law I mean there's plenty of things. So you figure out other avenues? I would use it to ensure that it happens Yeah, so can I throw out a scottism? I don't go to if he's a misnomer Sorry Because of board governance on goal one, obviously you're looking at the governance and operations of the board Goal two every time I read board monitoring It sounds like you are monitoring the board's activities Not the board monitoring the school systems activities in the school So I would recommend that that get changed to something like school system or effectiveness monitoring something else monitoring because There was discussion in the executive committee about both about the board and I've asked Well, and that's where I was like, yeah, we should monitor ourselves, but that's not what this is I agree. Karen was what it says there for details, but I just wanted to let you know that discussion was happening around how to self monitor ourselves and monitor the system, which can go under operations Yes, operations you set up the mechanism to monitor boards there, but then down here Yeah, and Matthew was good about pointing out one of the pieces that he's not sure of with these goals Is like where are the students? Where are the students? And that's and that's where number two if you're going with Well, it could be student student outcome student learning outcome monitoring. Yeah, that's good Um, and two of these three goals we have had for years Some iteration of the familiar. Yeah, the board governance is a new one, but the other one's good Thank you for that Oh, where are we here policy committee Jonathan's not here. Did the policy committee meet? No, it's going to meet here I might try and email him make sure he's going to be there um Actually agenda except end of year resignations So we have two here. I think do you have more for that three? I have a third one. Okay. That's what I wanted to know I brought a lot of stuff with me that Maybe we're doing because we want to get a lot into this meeting and I realized sitting here that I forgot Even talk to this one Yeah Yeah So, yeah, I know. Um, so we have uh, three Resignations one of them is laura beanie our teacher librarian She is moving to new hampshire Poor position there We're in the process of filling that position She was excellent To know in I know my my own daughter helped hire She was in one of the classes she's moving for a family obligation. Yes Not because seeking a better There's nothing better than you So um, so there's uh, no she is not this is this is due to personal reasons. Okay. Okay. I just yeah Yep The the next one is kit walker who is resigning point four of her mathematics position for family reasons This is something that we can accommodate right now. We actually um, thank you Yeah, it allows us to hire a teacher who will also help support our Our alternative program that we've talked about Yeah, that we keep pointing out there like that's where it is But the alternative program that may it will be housed in Shapiro, but That's why if you're pointing out there, um, but uh, but it'll allow us to combine up that That part of hers with some of the needs there So, uh, so that that we can accommodate this request at this time with no hardship to us Um, but she's still gonna be here. So that's good Let's just point for that position. And then you also have in front of you a piece of paper That is um from andrew conforte who we hired last year as a special educator Who is moving into an administrative quasi administrative position? Um in the, uh Middle that has an central school district. There you go. They have some central school districts. So Does he live over there? No, he lives in Chitton County He's the lucky, I mean, he was very unpromised when he started last year We felt like we stole him when we first got him. Um, he's been a wonderful addition to the team We would love to have kept him longer, but His path and our path just they just don't match up right now. And so We would when we send him on his way, sadly There's another one in the packet that you don't need to take action on but Let me just point out I've been here for years as a pair educator So I want to make sure that I was informed that You don't need to take action We thought it was we thought it was appropriate that you Yeah, you need to know she's done a great job. She's been here for so long Yeah, wonderful. Wonderful. Um, is there a service? So a motion to accept the resignation of these three people? Did you get their names or was it? Scott at a second Carl any more discussion? Oh, those of you who say aye I propose That motion carries. What about, um, Denise Delmas and Steve Barrows do we need to do anything with those? I No, I don't think you need to take any action on them. We just want to let you know They've come back through retirement and done 0.4 work and will be retired So are they retiring or We're not we're just not renewing their one-year contract. It's a one-year contract. Because you have other people so what we've done with this position with these two positions and some other Combination we are going to have Jen Ingersoll who is an English teacher is moving towards more of a reading specialist position And so she will be filling in more of this role and just It allowed us to move things around in a way that we're going to be bringing in somebody who's getting additional training So she hasn't received her reading specialist Um certificate yet, but she's working towards it And so we felt like this was a good time to make a change where she's going to be focusing more on um literacy Where Steve Let's know You know no mistake about the talent that Steve and Denise both brought to our school But neither one of them was a trained reading specialist And and that literacy help is going to help our kids long term. And so It may not be the last we see of these two There's no if we can certainly call upon them if we need them for for support I've handed you two more Folks for hire and there's a third that i'm sorry. I do not have the non forum for we interview I interviewed yesterday who is Dave Davis for an English position. He was out here from Colorado and so we were going to We did a thorough we did followed our process to a thorough But I just didn't get his down for him so if the board would like to wait we could until until may 23rd or You could add that I do want to point out one that I just gave you which is Brenna Lynch Brenna is um Is applied we're hiring two math teachers as you see Brenna is Our teacher that will be math But as you all know Kate McCann is taking a one-year leave of absence Brenna is also going to be working on her Special education So you see that I have it circled as permanent and I thought the change was made before I opened my folder tonight It should say a one-year contract Because we can't guarantee her it's like 99.9 percent chance. We'll have another group before after the second year She and I had that conversation Um, but it's not changed here on the non I'm confused because so Stephen is taking Kate's And Brenna is taking kids It's actually the reverse actually the reverse type Yeah So are you okay with that us accepting that I am okay with you except are you guys okay? Right here Which is reversed The kid and Kate So Stephen Stephen would be a permanent Brenna most likely will be but I can't offer that The restrictions you've given us on the budget right now because Kate's coming back Kate's coming back now Also, Brenna is working on her endorsement special education and we usually have special edo things every year And she and I had this conversation. I was very clear whether she was willing to say I get it I'm willing to do it. We had that conversation actually yesterday And uh, she has been an intern here in the school and Has been tremendous with the kids and it's not a question of her teaching. That is what we have for the decisions How do people feel about the third one? The one that we don't have I don't have an art form but I can bring that in the 20th So does that if we don't do it until the 23rd? Does that slow down the contract for him? Yep You know generally I favor being more I don't know accommodating but we have our process. So this is it. We look at these pieces of paper and we say, okay You know, so so is that gonna are you gonna lose him possibly? No, because I I this is what I say to all Folks that are being hired from U32. So we have a great board. They entrust our hiring process They know it very well I I say that before the first thing I say when they sit down and say, I'm not gonna buy here to talk to you about knowledge and skills And talk to you about values and beliefs that we have in washington central And that's what I'm looking for and I know that that's done already with the folks that are on the bottom of the paper that do all that work Um, and I say that, you know, you don't need to come to the board meeting. We'll be presenting to Once a lot of a few questions about somebody but it's never You you you have shown us a lot trust us even at night the process that we have here but I also want to Want to say that we lose your trust when we don't show you the process or even I have A box that's checked wrong You know, I sit down here that doesn't help you ensure that, you know, it's always being done, right? So if it's on the throne, I would recommend you Okay, I that's fine. Okay, so I'll make sure we have a conversation with them to understand Okay, yeah, I just wanted to ask How many were looking at five five? Yeah So I would move that we accept all five of these nominations with the change as described to brennan lynch's Well, it's brennan lynch and steven You should call And there was also That's that there was a switch in who they're replacing. Yes I would say it's a one-year. It's not a one-year non-renewable. It's a one-year. Yeah, that's the important. That's the important change So is there a spot for one year? It it says one-year non-renewable. I almost want to change this form, but Yeah It's the form we've had for ages So it should be one year. Yeah Do you want those names or do you have them on? Okay, um, is there a second for that motion second Any other discussion? These look like great people. So so can I just offer one thing so that you kind of know just a slight bit there's just so, you know brennan steven jeffrey All student interns here at u32 right, so So these are these are three of your five are people that have Started their career in learning how to teach here at u32 and proven themselves On par to do what we asked. Yeah. Yeah, I mean So when you think about the investment that we make in teachers initially The investment that that the university is making us to train these teachers is paying off this way And they know what they're getting into. Correct. And we know what we're getting into. Yeah. Yeah. Yeah, that's great There's a future of Mark Chaplin and Kathy topper. That's exactly right. Could be or steven baron All those in favor say aye Opposed that motion carries Um, the non bargaining contract I don't know why that's on there. That's an old leftover. Okay, did you never approve non bargaining? Oh, yes. Yes. Sorry. Sorry. No, those are the those are the ones. Yeah, these guys I'd like to work. I always think it's no, I can't be leaving. I can't be going. Thank you So yes, so here's my recommendation But we would like to have a quick executive session about one of the non bargaining folks Um, but my recommendation is for all of those that work in equivalent ESP or supervised directly ESP people that they're Um, they get the same as the ESP contract for next year, which is 3.5 percent For the administrators that supervise teachers so that they get 2.6 percent, which is the same as the teachers And that's my recommendation, but I would like to talk to you about one person in executive session Thank you for stopping me. That was too rushing for my daughter. It's okay Um So maybe we should do that and then make a motion when we come out of the session. That would be great and this will be short. Okay Are you all set? It's Steven in here You want Steven to accept the non bargaining the recommendation of the administration for the non bargaining contracts for 2018-19 school year That moves Second Karen and it's got any more Discussion All those in favor say aye. Aye. Opposed So it's four For it and one opposed And that motion still carries And a motion to approve the board orders Sorry, who made the motion second? Karen did and Scott seconded. Thank you. Sorry Um a motion for the board orders Yeah Um, I'll make a motion for this board order And will you give um lucid the amount? Do you have it? It is One more 112,000 972 And four cents Do you get that? Yes, ma'am Um a second to that Is that going to Karen? Questions I had a couple small questions. Um Where did they bring my papers? Um I know what the Kennedy Center and the Smithsonian are. What is Zava zone? Zava zone is the fun place that the kids go. I don't remember this is the trampoline one That is a trampoline You can see there's like a ropes core And a pizza. Yeah, yeah burn off burn off energy And on 13, there's a capstone line item Advanced placement for serve rec broke $2,300 Do we pay for the advanced placement exams for students? That's the advanced placement exams that we pay for And that goes through capstone? It's probably a different capstone, not very Yeah, it's not very capstone Okay, yeah, I'm just this capstone community action We'll look at that because that does not look right On a way That can't be caps on community action It's got to be something else It can't be a good test with that So it's either something you want to catch that one Thanks, Carl And this has nothing to do with the budget really But spring sports, how's the baseball field? It was covered in snow on Monday I know that Do we expect that the baseball field is going to have as rough a year as it did last year still? It's weather dependent So we're waiting to see I just want to know if people are going to suddenly bounce on it So we're waiting to see if it dries up You know, we tried to make some improvements to it You know, when it snows on it four and a half inches I have to think about this on the way in And he said, it still has standing water on it But so do so many fields We all want to be able to stay on it We're not alone in that He's confident that we've made some improvements But it won't translate to anything until kids are playing on it And he just doesn't know when that's going to end Right, and so a windy warm day Yeah, but then it rained Yeah And now it's going to rain again Yeah, so, you know, all of our fields are We had ducks on the La Crosse field yesterday They were just sitting in a pot Oh, I'm going to take some for my husband What do you want for my husband? Yeah, actually, sure Is it, um, all those in favor of the board orders? Who gets that? All right, thanks, pass What's the next one? Future agenda Future agenda Yeah, we've got those Cookie run Look at you people This cookie, this cookie, this cookie, this cookie This cookie, this cookie, this cookie This is definitely the longest for me I know Very long I thought we were going to be done at eight Everyone got the cookies any? We're done We're communication From Pork's Forum Cari and I have done it recently I could last one Well, why don't we go after the next one? That's a good idea Yeah, I was going to do that Okay, we'll do that And adjournment And I caught it Here, are you following up on the legal stuff? Oh And you two And you guys are going to Yeah Can we make the first crack at it And send you some out? Well, yeah, that sounds beautiful And do you have the card? Do you want me to kind of cheer you in? Yeah, yeah, yeah, we'll call that There you go, that's easy Thank you very much, guys Sorry, it was so long Thank you