[0:32] On

[2:05] behalf of the entire on-the-world language teacher at the middle of the level, and the French East Spanish, in the high school level, and the general director of the known.

[2:17] What brings us to you tonight is a request as a preliminary approval for our trip we are trying to put together for April vacation of next year to KVAC City.

[2:30] I've visited for you on the destination in the days.

[2:34] It would be a wonderful Friday of the April vacation.

[2:39] Seven students of the ESC branch class, two males, five females,

[2:46] two shadows, myself and you see about a.

[2:51] Some of the objectives we hope to achieve are the objectives of conversation of

[2:56] experiencing a aesthetic debacle of culture and exploring the historical locations relevant

[3:03] to the following debacle in 1608.

[3:08] We have curriculum connections.

[3:10] It means the world language competencies of interpersonal communication,

[3:15] interpretive communication of listening and reading.

[3:20] Promote an understanding of historical time points in regional identities

[3:24] provides awareness of Canadian cultural practices and products, logistics,

[3:48] lodging, the

[3:50] opportunity, last-table vacation to test the waters, often Quebec, to see what it's

[3:56] like in that week, that very week. And the tourist bureau directed me to check out the

[4:04] that's interesting now to give that which is a wonderful building that is, it's much

[4:14] danceier than a hostel, but it provides lodging either for single borders or we were able

[4:24] to secure information on private streets for families usually, but we could have a female

[4:32] sweet and a male sweet. In that way, we wouldn't be divided out by that configuration of

[4:37] large hotels. We could be together in the sweet and the sweet could be close to each other in

[4:43] this old mansion. The old bed provides breakfast and a free tour of the city as well. And

[4:49] the rates are quite reasonable and competitive. It's five. The meals, the breakfast is provided by the old

[5:00] But lunch and dinner would be a pre-selective restaurant, which actually, my students this year, did a project on finding restaurants and feedback that they would be interested in eating.

[5:14] So I have all of their information and all very affordable and adolescent friendly choices.

[5:25] And activities and sightings

[5:31] have been made up of the cities we have identified several sites that would be of interest to students.

[5:38] We also want to do one of them to get a sense of what they would like to do along in that use and then new activities.

[5:47] I'm trying not just to hate with there for five days, and we're doing museums all day.

[5:52] I mean, we'd like that, but we don't know that kids wouldn't deserve, I guess.

[5:56] We want to be sure that we're combining more historical venues like museums and tours of the

[6:04] afforded fictions with a little bit more active activities like going to the Mama

[6:08] Awesome Falls, and watching that, making a hike around with the people to choose the planes,

[6:14] a very good hand with the battles between the French and English occurred in 1759 and

[6:18] have to do that makes sense and of course spending a whole lot of time watching people

[6:23] in the city because it's very pedestrian-friendly and seeing some of the sites that can be

[6:28] seen there as well. It grows a great time to go into a location at the end and just the weather

[6:32] is neither too warm or too cold usually as decent, most of the snowmust melted so we're looking

[6:39] having good, the choice set on the right, yes, and we can get a good high for us to be able to go with those kids.

[6:47] When, oh yes, go ahead and start.

[6:51] When would you have like a price?

[6:55] As soon as we get a Google, if you took it out of Google, we would block you some prices and come back to share that.

[7:03] Who are the type of rich with the price?

[7:06] Usually we have like a jammer line.

[7:13] It was a preliminary when we ran just rough numbers, not knowing exactly what it was.

[7:20] What it would cost on the bank and told, what it would cost on the whole bank.

[7:24] And what it would cost for gas.

[7:25] So we put those three things in.

[7:27] That does not include meals and gifts.

[7:31] We have also allocated about $7.00 for museum entities and things like that, though a lot of executives have either reduced rates to groups for our free.

[7:41] We looked at it at $570, but I guess super rough number, I guess just on the cover.

[7:51] How did you know that I have seven students with a just taking an inventory of interest last year?

[8:00] Those are the students in the Advanced French class and we did gauge their interest last year.

[8:08] And there at a very good point linguistically now to survive is a little bit of fresh.

[8:15] I surplated an ankle back from failure.

[8:23] So the funding would be the students would pay for their trips or their families,

[8:29] But we are going to try to actively fundraise as well throughout the school we have to do greater costs.

[8:41] Then the kids know they all need a passport.

[8:47] Amazingly letting them already have it.

[8:50] School of Survey and Math.

[8:53] Sounds like a wonderful trip.

[8:56] And here, Robert, you went and looked.

[9:00] It's really doable.

[9:02] I'm not the driver.

[9:03] I'm the civil A, that's the driving.

[9:06] It's easy to describe.

[9:07] Well, it's a nice tripping of we're not weathered ended.

[9:13] We don't.

[9:15] We're not planning to play.

[9:16] So we can't leave at 9.1.

[9:18] It's 7.1 a morning.

[9:19] One day afternoon, there's a whole lot of flexibility

[9:22] within the day to be able to decide

[9:25] you know, what are we even, what are we doing so that we have that ability to do that?

[9:30] And I tried custom as always the most hard to plan to do that.

[9:37] I was up there this weekend and I came back and it was a little bit in front of me and I thought,

[9:42] that was weird. But sometimes you're waiting in the color and custom.

[9:45] That's the biggest you could come.

[9:47] Like there is a crossing of order.

[9:49] But once that's done, the way it works, it works.

[9:51] And I appreciate that it's a little more financially for you than we'll for both, too.

[9:57] I appreciate that I think you all in your proposal connect to this to the curriculum

[10:01] and like the academic goals as I think that's important.

[10:08] So I guess I'll make a motion of that for you to proceed with the plans of that effort.

[10:15] So we'll plan to be back in a cooler, once we have actual information on students

[10:20] and actual twice tournament, and we'll let you know the actual deal, so I think I'll

[10:27] leave it at that time on this day and you start using it by someone.

[10:31] Students interested, here's me, I can never forget what we're going to do with this in a

[10:35] cost.

[10:36] Make a vote.

[10:38] Take a vote for them to go forward with my Quebec trip.

[10:41] All of them favorite?

[10:42] Yeah.

[10:43] I have.

[10:44] All right.

[10:46] Thank you.

[10:47] Thank you.

[10:48] Thank you.

[10:53] Public comment, I'll hold them in the floor up to the public comment for 30 minutes.

[11:06] I'm going to let the body hold a full comment on specific items or the way that the ceiling goes.

[11:14] I think I'll go for it.

[11:17] It's not the right time.

[11:19] I'll wait.

[11:19] That's fine.

[11:20] Yeah.

[11:21] It says up to three minutes.

[11:22] Just three minutes?

[11:23] Yeah, you're fine.

[11:24] But I just want to address that as if you're before.

[11:28] So I'm trying to find out if there has been any measures taken yet.

[11:33] or things with disabilities to address the issue of 50% of our student body, not at pretty

[11:38] levels, social homelessness, if that's a true number of which the state says, but that's

[11:45] a weak approach.

[11:46] And we're not certainly holding back at 50% of our status to getting pushed forward in the

[11:50] teachers.

[11:51] I'm not holding it on the teachers.

[11:53] Okay, because they're getting these kids moved forward over year, and they're not prepared

[11:58] for that class.

[11:59] didn't have proper costs, it's not ready to be learning and say, fourth grade level.

[12:04] So it's not, it's a system.

[12:06] And from what I understand,

[12:10] it's the school board job to establish effective curriculum.

[12:14] To also hold the gap with the partners that are not advancing confidence.

[12:20] To ensure that this is happening.

[12:22] And what I have a real concern about is,

[12:25] or switching systems software for

[12:31] a new platform.

[12:34] So school, I want to see, as well, we need to use

[12:38] removing our removal pattern.

[12:41] Do you know the difference between that,

[12:43] I mean, it's a few folks talking about who we're committed

[12:45] because of the taxpayers and who we are,

[12:47] so it must be you guys.

[12:52] I do not really approve it.

[12:55] You did approve it.

[12:56] So you've done some research on it,

[12:57] because any change in a platform

[12:59] on the educational system to be showing.

[13:01] What I do know about the system we used

[13:06] was it's pretty rigid, rigid,

[13:08] it pulled, it pulled, it used, if they were using it,

[13:11] which I would like.

[13:12] Which part, when you went from school, school,

[13:15] or what ever we used, school would you use?

[13:18] For learning and the Google classroom,

[13:22] across the Google classroom, there's a lot in our last.

[13:25] It leaves wild to the discrepancy,

[13:28] and social promotion without any governance over it.

[13:33] It's because it's strong.

[13:35] I think we voted you in to ensure that the changes to curriculum occur.

[13:42] And they order the language.

[13:46] What do you want to do?

[13:47] You want to go forward.

[13:49] So far, the numbers, if you know you've already been using the charts.

[13:53] I've asked you as anything that's done, but you added thoughts.

[13:55] And when the changes that's happening, it's going to make these numbers start coming up.

[13:59] Social promotion is happening. It's not just here, I understand it's happening everywhere.

[14:05] It's no longer can be called COVID, because again, all of these grades weren't even in school

[14:11] during COVID, and now, here there are third, fourth, fifth grade, never affected by the COVID problem.

[14:18] And their scores are not there. We are not there. Our kids are pinning left-down in the end by promoting socially.

[14:25] And if we adopt a system instead of saying, okay, you guys, we're paying for this schoology, we have to pay for this.

[14:34] And you guys are not using things, so we're not going to do that anymore. This is too far.

[14:37] You guys can't learn to figure out how to use it.

[14:40] We'll now go on over to Google faster, which is just much smoother operating system.

[14:45] He's saying, however, there's no accountability.

[14:48] You cannot become what this is doing.

[14:51] If a teacher wants to get a child's world of the next grade, they can easily do it.

[14:55] Not so big deal, but I don't know if you're going to have a little bit of a quarter.

[15:00] All our graduation rates, because that's what they want to keep it open for the time coming here. All our graduation rates for sure is, send them off the door, go to the end, cash register, one of these people get now, fifty percent of them cannot be changed. I know I told you that last time, but it's a real fault. If you have one hundred and seven, wait a minute. I got twenty here. They've done already, hit the button. They cannot count off two to one. It's crazy enough, and it's a lot of fault. Fifty percent, but we wouldn't be the one.

[15:30] People up online, I went online, that Charlie has this last year's numbers,

[15:35] show our grade school, so third school has this grade.

[15:38] Abigail, who's 53%, not at grade level, but I can guarantee that they went to the

[15:46] grade, 46%. That's average of grade 2 to 4 and 5 on the state website.

[15:53] Are not at grade level, but they went to the next grade.

[15:57] So, I'll go with three teachers as half of their teachers are fit for a teacher and

[16:02] half of them.

[16:03] So, they're going to follow up when they get into middle school, they're even more

[16:07] than I want to get to high school, they're more than I want to get to high school, they're

[16:11] I asked, when I came up here, what is going to be done?

[16:14] I came to do what I'm going to do, what I'm going to do, what I'm going to do, why is I

[16:18] have the stress, these issues, these are not just my issues, I have the meetings with

[16:22] people, they're people are concerned.

[16:25] Probably not.

[16:25] At least have the same concerns, and I would like to think more because it's our kids.

[16:33] That they're clear, not a great level.

[16:35] I'll also hear back from them, where we stand in this game.

[16:38] Where we stand in the country of the state.

[16:42] So what are we going to talk about?

[16:43] The top of 50% of the people, not that great level.

[16:48] You know, we want to be what we used to be and the numbers were there.

[16:53] How do we get back there?

[16:55] And that's what I asked you guys to do.

[16:57] Please look down for us.

[16:59] It's your fault.

[17:00] It's your fault.

[17:01] It's your fault.

[17:01] We go for you.

[17:03] If you stand for social promotion,

[17:05] and that's what you agree with,

[17:07] tell the people right now that are voting for you.

[17:10] If we believe in just pushing your kids forward,

[17:13] we don't care if they're afraid of it or not.

[17:16] You didn't have an answer for me.

[17:18] That's why it's so upset.

[17:19] Nobody said we've done anything since last year.

[17:22] What that tells me is everything I've said, everything that people that come to the

[17:26] library, everything that these parents have said to you, doesn't matter.

[17:31] You know, making a change, I ask, there's been a change in me.

[17:35] You don't even understand Google Classroom from schoolology, but you guys hope as it is.

[17:42] But I know more about it, apparently, than the ones that voted in, I'm a lot of hope for you.

[17:47] I do, but I keep voting for people that don't seem to put the kid's furst under this

[17:55] cold of your dog, you are not and invited to the super country.

[17:59] You are not there for the teachers or the youth, they have a union, you are not there.

[18:04] But that youth are recommended for the folks, the children, the parents, and the past

[18:09] parents.

[18:10] That's a lot of dog and two in sure.

[18:13] Fundamentals can afford responsibility as a establishment of effective curriculum, which

[18:18] means, have a report from the beginning, and if you're in assessment, by great level, pull

[18:23] the count of things.

[18:24] Can you wrap it up as I know you're at that tip to ask the kids you're job.

[18:32] Thank you.

[18:49] There are anybody else.

[18:58] See, there's no other public comment, variable,

[19:03] emotions, people, the rest of the public.

[19:06] Okay.

[19:07] I don't know anything, I'm a second then.

[19:10] I love them there.

[19:12] I can't.

[19:14] I'm

[19:16] going to the chair person to report,

[19:24] school board meeting will be September 9th,

[19:26] 2006, just a reminder that that's on a Wednesday

[19:31] as the schools are closed on the eighth or voting.

[19:41] Also, the school board.

[19:42] You want to take a vote to vote that meeting,

[19:45] so we have that official, that might be awesome.

[19:48] Okay, all of us in favour?

[19:52] Oh, I'll never win any of the emotions that you get from the 8th to the 9th of September.

[19:58] Thank you.

[19:59] All of that?

[20:00] All of us in favour?

[20:02] Hi.

[20:09] Then the school board retreat, which I've done Thursday, June 11th,

[20:16] Tatra documents 9 and 10,

[20:22] that's from a meeting as well as for post goals for

[20:24] in 2006, 2007,

[20:29] vote on that, and that's where the group

[20:35] was in favor.

[20:46] We have no student rep or

[20:55] senior here.

[20:59] Special education.

[21:02] Report.

[21:10] One of your summer months.

[21:12] Just like the name we hate for.

[21:14] It is going to work.

[21:15] I just want to delve the board with regards to welcome the last item that we visited in June.

[21:20] We know the very successful growing up in the course of July.

[21:24] at our three week program, our four week program, our five week program.

[21:28] I'm going to say that they went rather well, overall, students were engaged,

[21:34] our teacher, five-prout, and I'd like to note that we're in a room,

[21:39] calling Kelly the fantastic job of that four-eighty.

[21:42] And we're meeting that fun and exciting for those students that attended the

[21:46] Life Skills Crew. I had a lot of botax based learning, so they took a week's

[21:51] dedicated back to going to current topics such as

[21:55] dinosaurs, butterflies, and life cycle.

[21:58] Really glad to be that.

[21:59] He's a project that's really keen to learn from that.

[22:02] Jill Hames was in charge of that.

[22:04] I'm going to put a shout out to our program.

[22:07] Likewise, a five-week program, first,

[22:10] is about just a working with Bill White.

[22:13] They work here at the academy.

[22:15] And when the crowd are well, they get out and see the joy

[22:19] She has moved in the autism coordinator role with regards to overseeing the program.

[22:26] And this was a real great step for her, she did fantastic job of computing.

[22:30] With parents, they can ensure that the day is re-ins smoothly and irony out of any of those small details that may arise.

[22:38] Speaking of those details that arise with programs, I'd like to really recognize, even rather, if she's my administrative assistant,

[22:47] that she was working with the transportation agencies, making sure that all those little details in the mind came into effect.

[22:55] So, she really stood out and did a great job.

[22:58] So again, I think it will be good in reflection and hearing that from some of the teams that worked.

[23:06] It will be great to have MCSD in effect next year.

[23:11] I have the program's running down at MCSD.

[23:13] I think we'll be in great, great.

[23:17] So are there any questions on programs?

[23:27] No, no.

[23:28] Okay.

[23:28] All right, and just as a personal update, we do have two current openings,

[23:32] and we are currently working for over at our academy.

[23:37] There has been an applicant of the agency doing that process

[23:40] between now, obviously, in June 9th.

[23:43] When I do our advocacy, they will be able to make

[23:45] an announcement on that, and I'll look forward to this, sir.

[23:51] If you have any questions?

[23:54] Thank you all.

[23:55] Thank you very much.

[23:59] I'll mention your principal.

[24:01] My point, thank

[24:07] you for coming right now.

[24:09] So, first and foremost, the building needs coming along, it's on time and on schedule, I will be very happy when I don't feel quite so isolated down there.

[24:18] So, on a night that's working out of our summer offices, but every interaction we have, looks like things are moving along really nicely down there.

[24:26] So, really excited.

[24:28] How people who rest in the building is going to be of all the upgrades for student learning, will be really nice.

[24:34] This summary, I'm a public committee, has not been able to angelize this on us.

[24:39] We have made some really good progress updating the process that we're going to go through

[24:43] to update our report cards so that they reflect student learning and action with great level standards.

[24:50] We've got quite a timeline set up and I'm really great to make very invested in showcasing what our students learned

[24:57] and being actively able to reflect upon that.

[25:00] And plans for the future work days are well underway right now.

[25:04] Some of our biggest changes are upgrades to our tier 1 and tier 2 interventions

[25:09] that we can move that in the whole of the models, which students are making growth and achievement on our levels.

[25:16] We are looking at making that much more robust.

[25:20] One of the things we've done is we now have a Title 1 math teacher in place.

[25:25] She is yearned up and ready to go.

[25:27] we are still trying to hire that map parable to have some candidates in our allies in there,

[25:33] so we're optimistic on that.

[25:36] We have been doing some changes in our budgeting process for this coming fall-out and I have

[25:40] what updating our forms of the teachers provide us with written justifications this year.

[25:47] We don't have to scramble and go back and look so we're really asking them to take a good

[25:51] look at what we're asking for in my New York.

[25:53] And my last big, some of the people I have had working with our Spanish teacher before,

[25:59] and our Parks and Rec departments, to ensure that we have additional safe,

[26:03] work with the space available after-school, remote Parks and Rec programs,

[26:07] so that we can offer more space to families here in the old world in that beyond the bell program.

[26:13] So providing a much needed space for after-school care, I report that we are in a good place.

[26:18] We've come up with some great compromises and that space should be ready to go

[26:24] Yes, it's one of the points.

[26:26] You have any questions?

[26:30] Thank you very much.

[26:34] And a little.

[26:35] Hello.

[26:44] We should see you again.

[26:46] All right.

[26:46] I have a couple.

[26:48] Whatever.

[26:55] Public commenter.

[26:56] It mentioned.

[26:57] We have some changes going on.

[26:59] First, technology and map pages are reusing.

[27:02] So there's not a lot of new things.

[27:05] The teacher students, parents, even administrators will be dealing with.

[27:09] I'm going to start with this whole year, like all of them, and I said, I think maybe all of

[27:16] like

[27:24] ESP, Google Python, hero, meal time, next everybody,

[27:32] a little bit of patience as

[27:34] you guys, things kind of set away,

[27:43] but I'm not hiding. Hopefully you got a message yesterday.

[27:48] The first all of a message that came through wasn't in Mandarin or anything like that.

[27:52] No. Okay. And it worked. All right.

[27:55] I need to be expecting it.

[27:59] But I wanted to let people know that they will be getting a message

[28:06] that they have

[28:06] wondered.

[28:08] A couple of weeks of me sending a board down the message, someone to,

[28:21] like, coming

[28:21] days, we've scheduled most of our safety drills for the fall of

[28:40] the month down the

[28:41] road.

[28:42] And the first month of school,

[28:48] the unification is part of that.

[28:55] Well, SCI, set that summer curriculum is due on August 26th, so we're going to be going

[29:01] over a lot of the nuts and bolts of all these differences that are happening.

[29:09] Number one, two and three, the teacher days here.

[29:13] First pay a school, the 11th, the little level.

[29:19] Welcome back to Assembly.

[29:20] It's always a short assembly.

[29:22] I don't want to do any assemblies.

[29:23] Here's the new teachers, new parents, and to pay us together.

[29:27] And I talked to each, I said, six and seven for eight off on the top of the eight for

[29:32] years.

[29:33] And I

[29:39] have to be, you know, first base camp, competition, and I have to have it on the

[29:44] afternoon.

[29:47] The picture day, the 24th is open house with the dinner of the five to six and open house

[29:52] 67.

[29:54] So the one date that I haven't been able to nail down, and I need to do that pretty soon.

[30:02] All that information. So, I still need that.

[30:08] We have the disease for the COVID-19.

[30:10] The COVID-19 is October 6th.

[30:15] And then the night is

[30:23] one last day.

[30:24] I would just want to recognize who goes to the study of the

[30:32] group.

[30:32] You go out into this school and you can see all the pain

[30:43] as well.

[30:55] Thank you.

[31:08] Good to see you again.

[31:11] Summer's been pretty successful.

[31:13] The second summer is a little easier than the first summer.

[31:15] It's been a great continuing work with Joe.

[31:17] I see you, staff.

[31:19] Other administrators.

[31:20] And they staff have come in for a chat discussion about this coming year.

[31:24] We had a successful summer recovery program in July.

[31:27] I'm like, I'm like, I just can't feel a dying top.

[31:29] Joe said our custodial crew has done some fantastic stuff.

[31:33] This summer, repeating sections that look amazing.

[31:36] In the Angel and AT&T and in the nice job with our onboarding new staff members, Angel I as well.

[31:42] And then we just as an amantine finished our admin retreats of the BDA's last week of the superintendent.

[31:51] Coming events, Joe had talked about SCI's, what's some equipment to do.

[31:55] We have a day for MH teachers.

[31:57] They don't have to come in but we invite them to come in in the first part of our morning.

[32:02] We're spending on community events, talking about assemblies that exist.

[32:05] It's some of these that we can offer.

[32:08] We're going to discuss pause, intervention opportunities as well as we're

[32:12] we're adding at a great level component to pre-level teams to talk about

[32:16] data this year here in one of the processes.

[32:19] So having a stat input on that.

[32:21] The second session is about working with a learner.

[32:24] I'm going to have a stat.

[32:26] We're going to work on this year and that's going to work towards next

[32:29] to three to five years.

[32:30] What is it like?

[32:32] Twenty-sixth is also doing a pressuring orientation.

[32:37] A minor was sent out and a letter will go out tomorrow two weeks before the event, basically.

[32:43] Families come in, students are here, and we're all going to come into the auditorium,

[32:47] some introductions, and then the students will go off, and they'll meet with their class advisors to talk about homecoming,

[32:54] and then they'll go to a session with NHS leaders to do an activity with them,

[32:59] and they'll get their new devices, and then I'll be in here with parents, and also talk to them at some point.

[33:11] There's what's going to have a discussion with them, just about athletics, and then we call and in the cafeteria for education.

[33:18] So that's going to have an 126 from the 68.

[33:23] And as you can see, you're packet, there's the packet that's from the June meeting that we had also the decennial visit report for the answer.

[33:31] We discussed it a little bit, it was a pretty strong report, one of the big pieces of advice was to continue to work on working on the return,

[33:39] which we have some of those pieces in place for this year.

[33:45] And that my last thing is kind of connected to Portugal.

[33:48] So one of the confunds we started working on with Portugal

[33:51] Learner was a great level of experiences that was last year.

[33:55] We're going to add to it this year.

[33:57] So last year we started with freshmen.

[33:59] We did an end of the year of freshman events.

[34:01] We're leading up to it.

[34:03] The freshmen worked from cello and reflected on their first

[34:05] Christ school experience.

[34:06] How was it?

[34:08] They like about it.

[34:09] What is it? What goals do they want to set?

[34:11] as they move towards their final three years of life school in those pasts.

[34:15] And so, we ended with a day trip to, I mean, on nature,

[34:19] and all the freshmen went on the trip, made it up to the top.

[34:22] And then we finished at Helicoia State Park.

[34:25] It's meant activities and some more team building and reflective on the experience.

[34:29] So that was kind of established as the great level of experience for freshmen.

[34:32] We're looking to do, for sophomore, so hopefully this year is a day of job shadows.

[34:37] They're really going to develop the community.

[34:38] based off of their solo interest and then juniors, it's going to be about new experiences and that's one of the things we'll talk about

[34:46] some of our privilege to do is to do what kind of experience we offer for juniors.

[34:50] Some of the topic of topics that's featured going to museum or play in Portland or Boston.

[34:55] This is a new experience for the Mountside of the State of Hampshire.

[34:59] The one I want to talk about today is what we're going to do for seniors in connected leadership

[35:05] as the umbrella focus on more to the learner,

[35:08] through them, and in the district,

[35:11] fifth graders go to Maravista, sixth graders go to

[35:14] the equity, and have a discussion with Joe

[35:17] about this as what happens for our older students as they be.

[35:22] And as I want to take the opportunity for seniors,

[35:24] a couple of days, I can't spell that,

[35:27] focusing on leadership, and how they're going to take

[35:28] that leadership into their senior year model for the underclass.

[35:32] And so there's a flyer in your packet, you can't fill them up in the program they offer.

[35:40] It's not my cost, students.

[35:41] Anything we're going to be able to manage it through field trip funds.

[35:46] And if they come in at noon on one day, the 7th will pull you up over 7th.

[35:51] They stay over into the 8th.

[35:54] If they can prove it.

[35:57] And so they have lunch twice they're breakfast.

[35:59] And then we're doing a lot of activities with their staff.

[36:02] I'm focusing on leadership, focusing on working together and collaborating, problem-solving,

[36:08] the critical thinkers, and then I'll be able to take that experience back as I mean with

[36:13] a regularly-during advisory about the work of the learner and the real leadership

[36:19] to take

[36:20] them overnight.

[36:21] Any

[36:25] questions or not?

[36:35] Can't help that.

[36:38] I'm like that.

[36:39] Maybe I'll move some favor.

[36:41] I'd like to say anything.

[36:45] Any questions?

[36:51] Where's the money from?

[36:52] I got it.

[36:52] So there's your trip funding and there's some programs.

[36:57] There's a mentor, a mentor for not a mentor.

[37:00] Another student agency that went on more field trips.

[37:04] We're not going to be doing as many of those trips.

[37:08] and then for next year I'd like to budget for some of these experiences, but it has come in for a premanentable price.

[37:16] There are some of the nice shop around and they work for me.

[37:20] Thank

[37:23] you.

[37:24] Thank you.

[37:33] So, in your packet, you have the expenditure and revenue report, you have the bond report. And then you also have the MCF and the NAA activities account report.

[38:09] curriculum report.

[38:24] If you have my report, the first section in the information that I provided in the spring

[38:29] as well, the students of our federal, federal, and grant information and I need to pay

[38:35] as well as what we use for those funds, so we utilize them for staffing, for functional

[38:42] development, needed improvement in structural practices, and so support staff as well.

[38:51] Quality and allocation was approved in June, that has become quite a process, so that's something we should be very happy that it is approved and we're ready to move forward with that.

[39:03] We also, as Principal Hacles did talk a little bit about our report card today, we had a great reading.

[39:10] We are really working on kind of the fact that what goes into a report card, so it's probably aligned with the seat and national standards.

[39:19] That comes in conjunction with our transition to Alma, our new student information platform.

[39:26] And that platform will be utilized for teachers to put their grades in, and so it's important that our report card is strongly aligned to that.

[39:36] The report card change will continue to make them into the fall, and then we will start seeking parts of parents input.

[39:44] And the fact is that we make those changes, so you won't see a new report card for next year at the Central School.

[39:50] Next year we continue to use that time. Make sure all those things are really solidly aligned before we bring a proposal forward to you.

[39:59] So it will look a different on the surface because all that has a different platform.

[40:04] And so it will physically look different.

[40:07] But the foundation behind it will be the same.

[40:10] So that committee has some great work also at a particular institution where they're really looking at making sure that alignment is tight.

[40:18] And then, we'll link that out to the staff, so they're going to share with their colleagues,

[40:22] the work that they have done the summer, summer, summer, summer, summer, spring, spring, and spring.

[40:26] And then we're going to use some of the special focus meeting,

[40:30] and maybe some of their PLT time to make sure they've started doing some work with teaching

[40:35] guys and school students.

[40:37] So then, our work in a little program that we would focus on, so you can make sure that those

[40:41] are aligned with what we're doing in the classroom.

[40:44] The National Standards and the report card.

[40:46] So there's a lot of pieces that go into the back end of the report card they know that usually what you see is just that forward-based document.

[40:54] But we want to make sure that that appears parents also prefer achieving what those into that achievement.

[41:01] And then we'll also work on some things like some brochures who have just more information on website.

[41:06] So there's a full plan, and I can be sure that there will more details in the follow-up in the next update to see some of those.

[41:14] Another piece is some regular interest you have some professional learning, again, another

[41:19] of the principles, attention, some of these things, but we will continue to focus on

[41:24] two PhD, our curriculum, alignment, and clarity with our data system.

[41:29] We've been really in the fourth part of our tier two, so tier two is when two are struggling

[41:34] for their not-on-one level or providing additional supports.

[41:38] At the central school, it's that happens quite often in Title 1.

[41:42] It also often happens in the pockets, so we are differentiating, we have wooden groups,

[41:47] we spend a lot of time in the future that students can access those supports.

[41:52] Also, that little level students are receiving title 1 support.

[41:57] Now, so those who really work on strengthening those systems and giving more sense there,

[42:03] getting that information out to our parents to have support meeting on title 1.

[42:10] And then we also had the teachers, and one there as a caterer came in with their mentors for onboarding for the week of July 27th at the Spring.

[42:20] At this time, we have several groups of staff who are competing independent criminal charges over the summer.

[42:26] And for the most part, we have those related to scope and sequence documents, a line of things to the standard,

[42:32] making sure that the purchase curriculum that we have has an opportunity to curriculum that goes with it.

[42:38] So the purchase curriculum might not differentiate for every student.

[42:41] It might not get our students that need some additional challenges.

[42:45] So making sure that all of those are put together something that's

[42:48] not the same as on the other side.

[42:50] So those will wrap up at the end of the school year

[42:53] as we transition back.

[42:55] The last piece is something that you should have received from all

[42:58] of the first female half from all the back questions

[43:02] and things that were working on in the settings

[43:05] I know some people received a number of emails from that,

[43:09] so we're working on that.

[43:11] But we wanted to make sure everybody is aware

[43:13] that we are transitioning a number of the students

[43:16] as the patient will tell you.

[43:18] But the three that we mentioned is that we are moving

[43:21] from school to global classrooms

[43:23] that has our morning management pool.

[43:25] So that's where teachers primarily

[43:27] at the secondary level assigns work to students.

[43:31] So they might have an assignment in there

[43:34] with the group, the students are accessing that on a daily basis.

[43:38] Parents can also help parents and counselors who will pass them just like the school

[43:42] or G will get those directions out of the school here at Benzbelster.

[43:46] And teachers can send out in, like, so I will leave those of all of them on out there

[43:50] or maybe to all of them, which is something that we were excited about because

[43:54] of that will help teachers to be able to bring those to the system.

[43:57] So then, obviously, all of this is our student information system.

[44:01] That is where we have all the information that we have, so we know who can take up the

[44:06] students with parents or divorce, who will parents are.

[44:11] They should have received those who don't have the status and opinion and that's

[44:14] your information system, so all our information about the students and health

[44:18] there and then that's also our gravy system.

[44:21] We're putting our gravy into there and that's where the report cards are generated

[44:24] about.

[44:25] And then the last one, and I don't have a son of the information about, but

[44:29] time is our food service. And again, all of these, that was just your initial name. Please change your

[44:35] government. We will send more things out information. You can get back to questions from parents.

[44:41] About some of those systems that we are sending out more information. That was just basically your head

[44:46] thought that things are coming and we'll make sure that you're available.

[44:50] Can you tell me how many questions about the emotional side of

[44:56] it?

[44:57] I know that you've reviewed some of our reasons.

[45:00] I just wanted to thank everybody for their hard work related to that and reiterate that I knew it was not an arbitrary change. We talked about it. We talked about it at technology. We introduced it here before. But I know some of it had to do with report card transition. Some of it had to do with all of the majority of new hamsters on all of them. Is that correct?

[45:22] So, all of the does have a state contract, so they do have a number of the other systems that we use.

[45:28] So, there is some preferred pricing for all of our districts, because the state does cover some of that transitional pricing.

[45:36] And then, how are school, which we previously used, had a large data breach in the past.

[45:41] So, we thought that this could provide some additional,

[45:44] be cars, for me, if there's any other reasons, but I just wanted to set the

[45:50] regulatory that it was not an armatory situation.

[45:54] And I have.

[45:54] I post staff will also find that all of us, easy to use, it's very intuitive, and I hope

[46:00] parents will find that this is what I would think of.

[46:02] That's a nice platform that's really friendly and not support, and when you're trying to figure

[46:07] out how you're doing, you know, if they have been laid to, or if they like that, or

[46:14] that are reported in that system.

[46:15] We want it to be easy for everybody to access it.

[46:18] So hopefully this is a good transition and again.

[46:21] State has done a major work for the government,

[46:24] and all these institutions right here in the water work.

[46:27] Yeah, for sure, it changes hard.

[46:29] And usually people don't just do it unless there's some good benefits.

[46:34] And that means that things can talk about them

[46:36] in ways from the conflict, which is part of our normal processes.

[46:42] Thank you.

[46:44] Thank

[46:47] you.

[46:48] Thank you.

[46:49] Thank you.

[46:49] Also, just to have the pleasure to know that you've had asked about AI and so in this

[46:52] summer meeting, we will report our AI plan and the students who work on that, so that's

[46:59] coming away from us.

[47:10] For a period of report.

[47:12] Good evening.

[47:12] I have a few items for the board this evening.

[47:15] First, beginning with our current enrollment updates, as of August 3rd, we have 499 students

[47:21] roll across the district. We are up from last year at this time. We are at $4.99. This

[47:27] point last year. So that's a positive. This is still early in our process. And anticipating

[47:32] additional enrollment says it's still still obvious that we know we'll get a few more

[47:37] coming in. The next item I wanted to highlight was our administrative retreat. We had a fantastic

[47:43] administrative retreat. The took place on August 4th, 5th and 6th. Great planning for a school

[47:50] happened during the summer and we had a fantastic administrative restricted retreat where we

[47:54] focused on our school board goals, aligning those, coming out with a tangible outcomes.

[48:00] I want to also give a big thanks to Chief Thanksden at Homeboro Fire and Lieutenant

[48:05] Cavic at Homeboro PDU joined us to review and strict and artistic safety procedures so we thank

[48:11] them both for being there. It was a great day. We know that's going to lead to a great school year.

[48:17] The next item I have for the board is a quick legislative update, so the legislature has been quite busy.

[48:24] This is the tip of the iceberg, so I want to pull a few of these items out as I see them being the most pertinent for our school.

[48:31] I have a colleague, school year.

[48:33] The first item I want to pull out was House Bill 1807, and you'll remember, last year, at this time, we pulled the mandatory report for voters,

[48:41] that included price for pupil, administrator salaries.

[48:45] That has expanded this year to any personnel

[48:49] turning over $100,000.

[48:52] So we will make sure our unions are updated on that

[48:55] and make sure that we're prepared to meet that requirement.

[48:59] The big item that I'm sure you're all aware of this House

[49:02] Bill 1300, which is the tax cap bill,

[49:04] which will be appearing in the November ballot.

[49:07] So, that will basically look at placing the restriction on spending and based on last school year's last year's budget,

[49:20] and also placing a cap on the SAU is 6%.

[49:23] So, we will work on making sure that the school and staff and community is updated on the effects

[49:32] if that no one in the place knows that they can vote accurately when that time comes.

[49:36] There is an increased background check in hands background check under post bill 1795, which all educators will need to update their background checks on their certification cycle.

[49:51] So what that means is what you update your certification every three years, you will need to complete a background check in F1 as well.

[49:58] So that is a new R&C recovery time to replace.

[50:02] There are a few others, but those are the big ones that there's anything that the board

[50:07] would like to pull out.

[50:08] I'm happy to talk more in depth about those.

[50:10] The other item before I move on is the emergency infrastructure mapping, which is how

[50:15] skill 1503, we've already made arrangements for that visit to take place, so essentially

[50:21] what that will mean is our blue prints will be scanned, and that will allow a uniform diagram

[50:29] to be shared with all emergency services, fire, safety, so they can better prepare it to

[50:37] be knowledgeable about our building and to sort of prevent any questions about lunch

[50:43] lane update.

[50:45] There's a lot there in the tip of the iceberg and they'll be going.

[50:52] And lastly, well, I have two arms sorry.

[50:54] I have a request for the board to see if they consider authorizing me to hire any athletic

[51:00] coaches, we currently have a few positions that we know we'd like to get filled before the

[51:06] next board meeting, and those include a varsity cross country head coach, a middle-level

[51:11] cross country assistant head coach, a varsity volleyball assistant coach, and a varsity

[51:17] girl soccer assistant coach. So the board would consider that, I know Mr Wood would put his

[51:22] head on the pillow, which is your and I didn't get any other those positions.

[51:25] I'm like the most,

[51:29] I was in favor.

[51:30] I, I, I, I.

[51:31] Thank you.

[51:32] Appreciate it.

[51:33] And the last item I had is just a quick building update.

[51:36] Principal Hike will really hit those, but I want to just punctuate

[51:39] We are on time and on budget on our most rural central school projects.

[51:44] And really appreciate the ability for us to partner with the record

[51:48] partner to work with Dan and Rack.

[51:50] I'll send you our office assisting us with some spaces at the school and just looking forward to have all these opportunities for our kids to access beyond the balance so it's very very happy that the collaboration is able to take place.

[52:06] All right.

[52:08] And on to school board committee reports, building this important round.

[52:14] I just want to must hear that our manager, do you want to over that?

[52:20] So you have the meeting minutes in your packet and I'll just talk to you on a few of the items.

[52:27] One of them is the staircase from...

[52:31] That was talk about, and there was a plan in place to have that done this summer, but due to finding a company that can come in and excavate this site, ordinate the cement companies and the bill we post-pondent till next summer. In the meantime, we'll do something to make sure that it is still safe for this coer.

[52:55] Another item that was touched on was the air handler, above the M.A. cafeteria, is broken.

[53:06] And the conversation was whether we do a quick fix and limp along, or if we replace the whole air handler.

[53:15] Part of the conversation was that there are three air handlers up there in that evening.

[53:19] So if you replace one, you'll have one, two, one, and two older ones.

[53:24] So we are going to look into this further and put it on the CIPC branch.

[53:35] Or a few other little ones, but they're in the minute.

[53:43] Probably at some point in the job.

[53:46] Say, can I go for a visit to the Central School?

[53:50] Absolutely. We'll take you through there. Any time you want?

[53:55] All right, personnel and negotiations, there's no record, transportation, insurance,

[54:01] no record, instructional, no record, policy.

[54:18] All of the committee did not need over the summer, however, we did have a couple of, actually,

[54:23] a few outstanding policies to review with you.

[54:28] One of what you're looking to take the motion on, see the sixth grade of what policy that

[54:35] just simply to rescind due to the nature of it's no longer in touch.

[54:40] So we can put that aside.

[54:45] The EHLB, that is

[54:50] the penis.

[54:51] So again, that was something that I think was recommended policy,

[54:55] but it gives some guidance.

[54:56] Some policy language around making sure that

[55:00] staff are well aware.

[55:02] It was the beginning comes in for any reason.

[55:04] The staff's in process.

[55:05] to be able to deal with that essentially get that to the SAU and the attorneys, you know,

[55:12] you know, we'll see it as such. So that would be one that would be able to be able to

[55:17] be able to go on.

[55:20] In the last policy that we have is B.B.C.A. in which it's really been solidated effort to use

[55:26] the location of automated external different leaders. So we have a couple of policies that

[55:31] up there that have been put aside, and then incorporate it into this over existing, over

[55:37] archipolicing, now we'll reply to the phone as well.

[55:42] There are any questions related to those policies.

[55:52] So,

[55:55] I'll take a motion to prove,

[56:02] as I got up here, the EBBCA class.

[56:06] Yes, we're up.

[56:09] the HLB would be one of the reasons.

[56:14] HLB,

[56:21] and then the other ones are just rescinded.

[56:23] Yeah, because that would be something.

[56:24] We need a vote on our sense to separate the two.

[56:27] No, not at all.

[56:28] I don't believe for assumptions.

[56:30] Just a matter of an update.

[56:32] Will the crew's on the fire?

[56:36] I'll make that possible.

[56:39] Second.

[56:41] On those in favor?

[56:46] Just a couple of things.

[56:48] The policy committee will be.

[56:50] Our first meeting at the region is Thursday, September 17th,

[56:53] as when we'll get together and have been some summer policies.

[56:57] There's been a summer update that we will address

[56:59] as a committee and bring some of those policy talks

[57:02] before we're approval.

[57:04] And just looking at real work,

[57:06] there are now something that I think is important in relation

[57:09] to the legislative update.

[57:11] The Kitter Club, Lock-on,

[57:13] the Bradley Ask Kitter Club,

[57:15] conference, I tell them animal basis.

[57:17] They did give the date of October 7th.

[57:28] I

[57:31] think I would like to like officially vote to reason this, this particular J. J. I see.

[57:40] Just so you have one more record.

[57:43] So I'm in that motion.

[57:45] Is that okay?

[57:46] I was in favor.

[57:48] Well I see yes.

[57:49] There's a good address, a good official. Very good. Thank you.

[57:54] Can you remember when we were posting, I wanted to just let it, I think.

[57:58] Oh, that's okay. It's nice. I speak right now. Quickly sometimes.

[58:03] The first day September 17th.

[58:07] So, I'll be on first meeting and then we'll look at the...

[58:10] I believe there's a couple of meetings that come right out to board meetings.

[58:13] We'll take a look at that and make adjustments.

[58:16] Thank you.

[58:17] Excellent. Thank you.

[58:22] We're technology.

[58:27] Did you have one?

[58:38] I think quickly that we were able to do first.

[58:40] I guess it should report that the cabling projects

[58:42] are done.

[58:44] The forms are in.

[58:46] We are looking at connecting all of our wiring.

[58:50] The next couple of weeks once the MCS building is done.

[58:53] We can do all of that at once.

[58:55] So we're really excited.

[58:56] We came in and had on budget and on time.

[59:00] That was good. We did have an opportunity. That is June. We had some discussions about the single point of failure on that poll at the corner of the 25th of the lake.

[59:14] Somebody takes that pull down, we lose internet, and in talking with, first-flight driver, we came up

[59:21] on a creative solution that costs only a few hundred dollars a month more, but provides us with two

[59:28] distant access points into the building, one coming from narrative, coming into the building from a

[59:40] They drove a pole and I just saw a word while the ceilings were open and the C.S.E.

[59:47] We ran the fire, they dug out the pavement, they laid the cabling down, they closed the pavement, they paved it, it looks fantastic.

[59:56] And we now have a casting bill to do this server.

[59:59] So that did.

[1:00:00] If one of the connections is coming to the noise, that's our main connection fails, that it immediately falls over to our connection from the south. Now, the entire network first, first light goes down, the north south doesn't matter, we don't have any net. But it's some catastrophic event where one of the polls is clipped, we have a poll, three polls down that comes in with a different connection. So we've built and something dealt with the ceiling in the system at a really minimal cost.

[1:00:27] And the opportunity to present itself very quickly and because we had the ceiling open, we just jumped on the occasion.

[1:00:34] She got it done and it's all done.

[1:00:36] It's all done. It's all done. It's ready to go.

[1:00:38] And that was a fun moment.

[1:00:42] Surprise project this summer, but it checked out a major Baltimore ability that we had.

[1:00:49] Awesome. Thank you.

[1:00:50] Thank you.

[1:00:56] That's what it is.

[1:00:57] We did a number report.

[1:00:58] We have a meeting in this earthen.

[1:01:03] 13th and 9 o'clock

[1:01:08] wellness advisory there is no report,

[1:01:14] ready more open up the floor to

[1:01:17] more public comment that three minutes because

[1:01:27] there's nobody's stepping up to the mic.

[1:01:32] I just want to say even though the kiddos are all out of the building and there's so much to go

[1:01:41] It's amazing to hear it all and thank you everyone for your time and efforts and thank you.

[1:01:51] I also want to say that I take objections to a few things that I mentioned earlier.

[1:01:57] And the reason why I'm talking about it now is because I think there's a decorum that set up a public comment that people can make their savings.

[1:02:05] and it's not really meant to be question-answer or argumentative, and so that might be perceived

[1:02:12] as not responding. However, I have many times to respond in the past some of the statements

[1:02:19] and concerns that people have, and I'm really all four meaningful discussions of things that

[1:02:25] people are concerned about. I think sometimes we're speaking to different languages because I have

[1:02:30] attention, you know, earlier years, there was completely different tests.

[1:02:35] There's, therefore, you can't compare today's, you know, scores totally even to past tests.

[1:02:42] There's also the issues of being as small schools, some people opt out of the test, that

[1:02:47] effects are scores, kids are not defined by one test or even a number of test.

[1:02:53] There's a lot of things that go into testing, and there's been a lot of hard work done.

[1:02:57] looking at our testing, trying to allocate resources to the kids that are going to benefit

[1:03:02] most like the younger kids, that are struggling more.

[1:03:06] I think we've seen really good scores in S&T, I think we see our students going on to do

[1:03:11] a main thing to go on trips all over the world, to volunteer in their communities, just in

[1:03:16] the last few years we've had automotive technicians, electricians, linemen, we've had kids

[1:03:21] So to talk Columbia, Yale, UNC Chapel Hill, UNE, all these places, and sometimes I think there's a narrative out there, and I don't know exactly what it is.

[1:03:32] I think people care, of course, about their kids, and that's really matters.

[1:03:37] But I also think that that narrative can be almost insulting to the kids in what they ultimately do.

[1:03:44] And parents also, and us as school members as we do dedicate a lot of time and energy, and it's not something that I take lightly, so if anyone wants to have a meaningful discussion, I'm happy to do that, and I just want that to go to record.

[1:04:00] Now, so I know there are different public comments

[1:04:03] that we made a comment about because being on technology

[1:04:07] too much and actually asked in this,

[1:04:14] we're no longer in elementary school.

[1:04:17] Every kid does not have an iPad there.

[1:04:19] We're gonna be on rolling carts

[1:04:21] for the kids to share only when they need them.

[1:04:24] So we are doing stuff.

[1:04:26] It's just, you know, which is not out there,

[1:04:29] and physically to completely see.

[1:04:32] We ask for reports come in to people.

[1:04:34] It reports, it's not only easy to understand

[1:04:37] and sometimes people don't hear about things

[1:04:39] and still, oh, it's happening.

[1:04:41] We're getting new technology or whatever it may be.

[1:04:44] But that's not because it's done, you know,

[1:04:47] I'll hand it to you or without a lot of effort

[1:04:50] and thoughts behind it.

[1:04:51] And I think we have great staff that are going to do

[1:04:54] care and put a lot of time.

[1:04:56] and we revoke and we do try to look at the overall eye of our team to prepare our culture, our nation, everything that's going on and I don't know sometimes it can be used to be prepared and told you not to say that.

[1:05:10] I think we are nervous, things that we like to change and we're trying to change them.

[1:05:16] just doesn't happen overnight,

[1:05:20] and I'll be honest with you.

[1:05:25] One of the things you're talking about is the Russian, which is just pushing hits through,

[1:05:31] you know, let's come to you soon. Yeah, I didn't, you know, and that's one of the downfalls

[1:05:35] did not having a back and forth discussion, but again, I don't, I think that that can put me

[1:05:41] Gmail into something that's more argumentative, which I wouldn't want, but I don't think we just

[1:05:48] Push kids through if they're not ready and certainly parents had their work grandparents had those concerns

[1:05:54] I would want them to bring it to their principles, you know parents have the right to hold their kids back I believe

[1:06:02] So, you know parents can step up and do their part two and I don't mean that to you know

[1:06:09] Look, makes sense of responsibility for your children

[1:06:13] It makes me wonder if parents feel like they should speak up and not look for a spokesperson to take over for their opinions because we need to know the specifics of each case because community people as holistic people throughout their full learning time not just one grade up on one test on one day.

[1:06:35] All right, before that, send me a horrible text telling me, stop talking.

[1:06:43] Okay, the most in torture, and we do care how we do, and I'll make the most in torture.

[1:06:52] I'll second that.

[1:06:53] All's in favor?

[1:06:54] Aye.

[1:06:55] Aye.

[1:06:56] Thank you, guys.

School Board

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