[0:00] Okay, we're recording.
[0:02] Okay. Welcome everyone to the September 8th
[0:05] school board meeting our Twinfield.
[0:08] We're gonna go around and introduce ourselves.
[0:10] I'm Erin Barry, representing Marshfield.
[0:13] Sarah Andrews, Plainfield Ley Middle High School principal.
[0:17] Rachel Hartman, elementary Principal Patty,
[0:19] CCU, curriculum Director
[0:22] Matt Foster. Superintendent
[0:24] Rita Beak representing Marshfield.
[0:26] Ken Padilla representing P Mine.
[0:30] We have Mike Moriarty still. Okay. Assistant superintendent.
[0:36] Great. So anyone from the public?
[0:38] Good evening. Sorry,
[0:39] I didn't know if you were asking me to introduce myself.
[0:42] Saying hi to you. Acknowledging you here. Thank you.
[0:45] Yep. Thanks. No one from the public right now
[0:50] was hoping we're gonna have a whole crowd
[0:52] of people saying have the start of the school year was going
[0:54] for that maybe next month.
[0:57] The consent, consent agenda and approval of minutes June 9th
[1:00] and August 11th.
[1:02] There is one thing in August 11th,
[1:10] it doesn't say that we voted
[1:12] that I would be the official person to go
[1:14] for the Central Vermont merger study.
[1:17] So we're gonna add that to our business. And
[1:20] Doesn't we do a backup as well?
[1:21] I thought we had two. We did culture.
[1:23] Yeah. Did also said like
[1:26] some other folks might build another
[1:27] Meeting.
[1:28] That's correct. So I know we did it
[1:30] As sits on the SU board.
[1:31] So here, what is happening with that study?
[1:33] They got it wrong when we took
[1:34] The notes, so that's why we just need
[1:35] to correct it. You just said. Yeah,
[1:37] So we wouldn't approve it.
[1:39] Now wait, this one, correct it and approve it.
[1:41] Aaron will be the official person for the right,
[1:43] but often it says a vote was taken.
[1:46] Oh, gotcha. Oh we do add vote part.
[1:51] I thought you could, Mike, you can chime in.
[1:53] I thought we could correct it and as long
[1:55] as we corrected it now I thought we could vote,
[1:57] but maybe we do have to wait a whole month on that.
[2:00] Mike, do you remember the process to approve the minutes?
[2:02] If we have a correction, do we have to wait another month?
[2:06] No, you should be able to do it.
[2:09] We've done that in the past if you're amending minutes,
[2:12] I thought. Yep.
[2:13] Okay, so let's amend it to say board voted
[2:17] and Aaron Barry was selected
[2:22] to be the official representative
[2:24] On the merger committee.
[2:25] On the merger committee. And I believe we
[2:27] had an alternate.
[2:30] Is that correct?
[2:33] Well we had a, we had a backup
[2:37] to group 21, which I believe is you can,
[2:42] well we kind of said Sarah, Jan and I would all be backups
[2:46] and then AA and Rita
[2:48] because would stay tuned to the merger committee
[2:52] that CCSU was part of.
[2:54] Yeah, but it's unofficial because our official Yeah.
[2:58] Selection is to group 21.
[3:01] Do we cite It's 20 or 21.
[3:04] Oh, what did I just, lemme look up what I sent.
[3:07] I just, Matt and Aaron I just sent. Okay.
[3:13] I believe it's 20. No reason why I say that is
[3:14] because I think David y thought it would be 20 mm
[3:17] Okay.
[3:22] Study. Yes, that's 20
[3:24] 'cause it includes Northfield
[3:27] and Ness Town, which the old one did not.
[3:32] Great. Say group 20.
[3:37] Thank you. Okay, so do we have a motion for approve
[3:40] and minutes of June 9th and August 11.
[3:44] I will make a motion to approve events.
[3:47] Sarah, me first was Ken. All those in favor? Aye. Aye.
[3:52] Anyone opposed? Great,
[3:54] then we've amended and approved those.
[3:58] Let's head right into superintendents support.
[4:02] A lot of stuff there happened over the summer.
[4:06] Very pleased with how the start of the school year went.
[4:09] I was able to participate, I was able to participate.
[4:12] I was able to sit in on the training that Rachel and
[4:14] and Stephanie and their and the staff led
[4:16] for PBIS beginning of the year.
[4:18] It was phenomenal. The staff were empowered to go ahead
[4:22] and actually provide the training
[4:23] and updating expectations for staff
[4:27] for students how to teach it.
[4:30] Were able to clarify questions and
[4:32] and thoughts about certain situations.
[4:36] So just top-notch. Both you well done.
[4:41] Just wanna say twinfield. So that's a standard. Nice job.
[4:46] Great questions Superintendent.
[4:52] We want Mike do you have anything to say about your portion?
[4:57] Not particularly unless there's specific questions.
[5:08] Questions about the director of facility
[5:09] of operations report.
[5:16] I think everybody can see that number
[5:18] of work orders is shot up
[5:19] right there at the end of the summer there.
[5:28] So will we expect Tommy in October at our board meeting
[5:32] You have something as if for the
[5:36] Board meeting to discuss upcoming request
[5:38] For proposal.
[5:39] That's where I was thinking, so I was
[5:40] trying to think, what's the word I'm looking for?
[5:41] Capital improvement plan, things of that nature.
[5:42] Yeah, so I know he's sent an email out
[5:45] to principals earlier today to come in
[5:48] and talk to them about what they thought would be
[5:50] appropriate and important for them.
[5:52] So it makes sense that in October be able to bring it.
[6:00] Okay. Do you wanna double check with him
[6:04] that he is coming in October? I can
[6:06] Do this.
[6:19] No leaks in our elementary roof. Right.
[6:24] Simple pleasures Like being trapped.
[6:30] When is your first fire drill practice
[6:33] with the new fire panel in alarm systems.
[6:40] And is there, can you see the difference of the gym floor?
[6:42] Are you furnish sheets? It looks shiny and beautiful. Love
[6:46] It.
[6:47] It does look shiny and beautiful.
[6:49] Cool. Will we expect John
[6:52] to join us in October as well?
[6:55] You don't have the answer for that one, but I'll find it.
[6:57] He's on vacation right now.
[6:59] He is returning emails that
[7:00] It, that's, he should not be doing that.
[7:01] He's on vacation.
[7:09] It is worth it to look at this board members.
[7:12] He sends out those monthly reports.
[7:15] Reports and I finally sat through it the other day
[7:17] and looked line by line and was like, oh, I had a lot
[7:19] of questions and I only asked three.
[7:22] He was on vacation but he got back to
[7:35] how about the food service?
[7:37] I mean we haven't talked about it in a few years.
[7:41] How much, how, how many options do we have around the health
[7:46] of the food that we serve to students here?
[7:47] That's an interesting question.
[7:49] How one would hope that all the food is healthy.
[7:51] So every option. So that's a, we do have
[7:53] to follow federal guidelines if you'd like a long list.
[7:58] But I agree. I would think that most recently they have been
[8:02] lessened to say that that has played
[8:05] through into an impact for us.
[8:07] I'm not sure about But that being said, connect could,
[8:09] could definitely come in and do a q and a for you folks.
[8:13] Or if you have questions that you would like to ask directly
[8:15] and just say Hey Tanika for the next month report,
[8:17] could you go ahead and answer these questions here
[8:20] pertaining to any recent changes for health
[8:23] guidelines for food service?
[8:26] Or could you go ahead and just kinda talk to,
[8:28] Are there local options for us to get our They
[8:31] Do a lot.
[8:32] Yeah. Yes. They a lot. They are, they really do.
[8:34] Even over the summer they worked with a lot of farmers
[8:37] to be able to bring in local options
[8:38] for the summer food program.
[8:39] I think that may have even been mentioned in
[8:41] our summer report.
[8:43] So yeah, food, we do try to source local.
[8:47] In fact we get a grant if we do a
[8:49] certain percentage of food.
[8:50] So I know Tanika does a nice job of going out there
[8:53] and searching and seeking that out and,
[8:55] and you know as with any distributor,
[8:58] sometimes when you make an order the food's not available
[9:01] and ready because farmers sell stuff or what have you.
[9:04] But the
[9:06] otherwise we do, I'd say a good amount
[9:09] of our business with local farmers.
[9:11] It's been a a definitely a bush.
[9:13] We can ask for a little report of
[9:15] where does Twinfield food come from?
[9:17] Sure, yeah. There's a flag up at Barnett
[9:19] that says Caledonia Central has some award, some recognition
[9:22] for having more, at least 15% of the food
[9:24] that served in the cafeteria is purchased locally
[9:28] and they're currently working on renting a farm
[9:30] to school grant for Twinfield.
[9:33] Great. Tanika. Good Tanika and food servant.
[9:38] Do we know, I'm just seeing in the report it says
[9:41] with the three primary goals,
[9:44] one is locally sourcing through, so that's great.
[9:46] Yeah. And two, giving our students agency
[9:48] and helping choose what gets put in menu.
[9:50] Do we know what that's gonna look like?
[9:51] Is that a school by school thing or process you
[9:55] Historically they'll do surveys.
[9:56] They'll actually have like food samples.
[9:57] They'll go out to the kids and say yes
[9:58] or no, do you like, so
[9:59] that's how they've done that in the past.
[10:06] In addition To that, our chin field staff look,
[10:08] they talk with our kids on our regular
[10:10] basis and get feedback.
[10:12] Thumbs up, thumbs down. Yeah. Yeah.
[10:14] We're going for more muffins.
[10:19] Aren't we all, Are there three
[10:22] folks in the kitchen this year?
[10:24] Just the have two. So there she could be doing muffins
[10:27] here and not from the package.
[10:29] Is that true? I believe they have been last year
[10:32] and when have had three.
[10:33] Right. There's enough set.
[10:42] Okay. Any other questions of this report?
[10:48] No. I see wrong. The defense report,
[10:52] The one thing that we didn't send here,
[10:54] but you guys should have gotten through for the end
[10:58] of August, we had one
[11:00] of our middle school students kick off
[11:01] convocation for all of our staff,
[11:04] Liam.
[11:05] Oh amazing. Just amazing. Just the best. Yep.
[11:09] I hope somebody recorded something of that or Sure did. Good
[11:13] Have the two.
[11:14] Good. Lemme share that with the board.
[11:16] I think that should be standing ovation.
[11:19] Very cool. Yeah
[11:23] And that was true.
[11:24] Like he says that unprompted too.
[11:27] I was his grim speed to Prince Eric in the play.
[11:29] So I know all that.
[11:36] Mostly we just wanted to highlight some of the activities
[11:40] and partnerships
[11:41] that we have started already hearing over from last year.
[11:44] Especially with middle school.
[11:46] We have clubs offered during the day so all students have
[11:50] that opportunity to do something a little bit different
[11:53] and connect with their interest
[11:56] at school in a different way.
[11:58] Brett Halverson is taking point on that.
[12:02] Working to fill Pam's large youth support.
[12:07] We are continuing to partner
[12:08] with mental health supports in the area as well.
[12:12] We have two counselors coming into the building
[12:13] to see students and Washington County Mental Health
[12:19] is also sending two clinicians
[12:21] to support kids both individually and,
[12:26] And that is student requested,
[12:28] teacher recommended Heather.
[12:31] Great. Put out something to all families.
[12:33] So families kind of opt in if this
[12:35] is a support that they want.
[12:37] Our goal is to build that connection
[12:39] and then Washington kind of kind of takes it from there.
[12:44] And sometimes the kids are seen in the building.
[12:46] Sometimes it's offsite.
[12:49] Was that one on on parents court? Yep.
[12:53] Do either of you see it?
[12:54] Well I am rumor about, I saw something
[12:59] but yeah, maybe I'm, I'm confused if it's, this was the one
[13:03] where they introduced the two
[13:04] specific people that are gonna be here.
[13:06] And so that's only middle school That right?
[13:08] That's the Washington County Mental health. Yep.
[13:10] It's only those. When was that? When was it sent out to?
[13:13] I look when someone has to stop.
[13:17] Few things that we also wanna highlight is
[13:19] just open houses on Tuesday.
[13:20] Next Tuesday. Please come if you're able.
[13:24] It will be a great time. We'll talk about that in a minute.
[13:27] And the other thing is, if you are in our halls,
[13:31] we are slowly putting up student student photos
[13:34] and so please take a look.
[13:35] There are giant photos of students either working
[13:38] or collaborating or on our campus and involves.
[13:41] So if they're beautiful
[13:42] and it's just a joy to see our students being shown on our,
[13:47] so hopefully by open house we'll have them all up.
[13:49] But it is taking a bit to get them up.
[13:53] Shout out to Mike and Steve to Mike and Steve.
[13:57] They have worked hard. Yep.
[13:59] Put them in when they can to get them up
[14:00] and they're not the easiest to touch floor walls
[14:09] outta curiosity, what is roofs and wings for?
[14:12] Like gardening and something?
[14:16] No, it is building connection
[14:19] potentially through gardening.
[14:20] Okay. That's not the intent. So our,
[14:23] our secondary guidance counselor is working
[14:25] with small groups of students
[14:27] to navigate friendships to look at Oh wow.
[14:29] Like what helps them keep grounded
[14:31] as they're learning and changing and growing.
[14:33] And Then where are they're ready
[14:35] to branch out into something new.
[14:37] Very Cool. Yeah. Thank you for
[14:38] Asking that.
[14:39] I was thinking gardening and And birdwatching. Birdwatching.
[14:41] Yeah. I I see the roots connected. Yes.
[14:47] The kids have to do a club. Okay.
[14:49] And it is this a six week rotation? Yeah. Okay.
[14:52] So they can have access to all
[14:55] of these over the course of the year.
[14:56] Yeah. Cool. And throughout the year kids advocate
[14:59] for clubs that they want to see.
[15:00] Yeah. Roller skating might be up next.
[15:03] Whoa. You guys gotta go rent those things.
[15:06] We have, we have lanes. Wow.
[15:08] Because we're that cool. You are.
[15:11] I remember people like PE teachers going out like renting
[15:14] big old like boxes of roller skates
[15:17] that would show up in the back of a van like
[15:20] for the next six weeks.
[15:22] Death.
[15:24] Like our bike trailer that comes just have the Yeah.
[15:27] Other wheels that come. Yes.
[15:30] So Sarah, yes. Kids get to choose their clubs.
[15:33] They go to a different club every day
[15:36] and we're trying to find the balance
[15:37] of more active clubs and
[15:38] Just kind of chill and connect quietly based clubs.
[15:43] That makes sense. That's a tough balance.
[15:47] AMI will be here in October.
[15:50] Okay. Thank you for that 15 months.
[15:56] You can ask. She like to do a report.
[15:59] Did you want those questions? Yeah, I'll get
[16:01] Back to you on that.
[16:02] Yeah. Any questions of the principles?
[16:09] Any questions outside of the report
[16:11] that have come up in your own families
[16:13] that you might wanna ask?
[16:15] I what's with the numbers and the bus type for the dismiss?
[16:20] Yeah. And can we get like eight more each
[16:24] because so many people can up my head
[16:26] and their dad as a partner.
[16:31] And can I get one for email? Ella. Okay.
[16:36] And she will make money. Why? Why are we doing it?
[16:41] Great question. So it came to our attention last year that
[16:46] staff doing pickup do not always know every single family
[16:50] and to ensure that we know which kid is going
[16:53] with the assigned people.
[16:54] They're supposed to be, we decided to assign numbers.
[16:58] Danville is a similar drop off or a pickup
[17:01] and that way any, so if you have a kid with,
[17:05] they're at multiple homes, they all have the same number.
[17:07] So if the teacher will know
[17:08] that anyone associated with this number?
[17:10] Yeah. This kid safe. Okay.
[17:17] Into the wrong house last year? No. Okay.
[17:20] No thank goodness. No we have not.
[17:25] It's more that it also, so we added numbers
[17:29] and if someone shows up without a tag
[17:31] because sometimes parents don't get outta cars either and,
[17:33] but we can see their number if they show up without a tag.
[17:36] We are also asking for IDs and checking their license. Okay.
[17:38] To make sure that they have permission to take the kit.
[17:40] Yeah. Now if we know like Erin shows up
[17:42] and doesn't have a number I know her.
[17:43] Yeah. Or I know who, I know what kids belong with her.
[17:46] But not every pickup person will. Yeah.
[17:49] I'm sure that they're safe. I I, I love
[17:52] I being safe obviously.
[17:54] And I'm also just like I,
[17:56] whenever I pick up body, I'm like at the back of the line
[17:59] they, they're like you the school do there saying,
[18:02] so I the back
[18:03] and then I, I feel like, you know,
[18:06] nobody's even seeing me get my kid.
[18:10] And so I'm just wondering, you know,
[18:13] are there any other protocols of my
[18:16] like should kids get checked out
[18:18] or is this maybe more of an elementary thing like
[18:22] or should there be more strict rules
[18:24] for elementary which cares sometimes
[18:28] with somebody else And I just tell them,
[18:29] you're not getting on the bus today.
[18:30] I guess I, it feels really in my home
[18:34] because I've had the lose fear
[18:35] and now so I'm just wondering,
[18:39] I guess I'm just wondering if it's actually working if you
[18:41] know or if we had everyone picked up
[18:44] and gone by 3 0 4 today.
[18:45] Yeah, I just, I'm saying that because that's huge because
[18:49] before it'd be like three 15, I woke up at 2 59 today
[18:53] and like everyone was gone.
[18:57] So we really quick in the last, like I told all the parents
[19:00] that the first day was hard, which we knew it would be.
[19:03] And I said in two, give us two weeks
[19:05] 'cause you are sort of checking on this thing and
[19:08] because we're checking.
[19:09] Yeah. Honestly people don't want us to check their license
[19:11] or to have to go through the extra step
[19:13] and they are remembering their numbers and their tickets.
[19:15] Yeah. So it just has gotten a lot faster
[19:17] and we've gotta gut it down into a
[19:19] routine of like how it's supposed to look.
[19:21] I would say where we're still not struggling
[19:23] but that it's the slowest is middle school just
[19:26] because they come out a couple minutes
[19:28] after the rest of the students.
[19:31] So they are a little bit slower in getting them out there.
[19:33] So we tend to have like at the end a line
[19:35] of cars just waiting for middle schoolers
[19:37] as they're doing clubs guys.
[19:39] Yeah. They're, so we're working on that piece.
[19:42] But other than that it has been
[19:43] going really smoothly and fast.
[19:45] Okay. It just took a little bit. Yeah.
[19:47] I think that makes good sense And we,
[19:48] I'm sure we all appreciate safety
[19:50] and make sure the kids get in the right.
[19:51] Right car. I've been in school systems
[19:53] where we've had a system like that and some it out
[19:55] but it is quicker because you're like, I think I know
[19:59] who that is but that's a different car.
[20:00] I don't recognize that car. But if you see a number four
[20:01] there, like this kid goes in that card.
[20:03] Yeah. I mean it just takes out the unknown
[20:06] of whether they or not you should.
[20:08] Yeah, I guess I was I more just wondering should I be
[20:11] doing something different when I,
[20:12] I guess the haven't done pickup this year
[20:14] but like I'm picking up on Thursday.
[20:15] Like am I supposed to be checking
[20:17] but you know just people see my number
[20:20] and then that's a enough you specifically well no.
[20:23] Yeah, yeah. Pull. Pull right up to the front. Yeah.
[20:26] We won't make a big deal for your child.
[20:31] You'll
[20:37] terrible answer.
[20:39] Like the staff or other are agging where kids are.
[20:42] Yeah And we are keeping an eye
[20:44] because I would pull up in the loop.
[20:47] We just ask families that if they're pulling up in the loop,
[20:50] don't get out of your car if you want
[20:51] to get out or need to get out.
[20:52] Just park. We plead out.
[20:54] We have staff not parking in the back parking lot now. Oh.
[20:56] So there's all that parking cool
[20:58] for families so they can get out.
[21:00] I appreciate. Yeah, that's for
[21:01] Like pre-K drop off. That's
[21:03] Awesome.
[21:04] Good. Great. Thank you.
[21:06] And we can get more, there's no problem. Yes.
[21:07] Yeah Nick, great question. Any others?
[21:13] Okay. Student services report
[21:19] kind of wanna highlight the
[21:21] Winfield is 10 students going out.
[21:24] Schools do not have nearly that many.
[21:27] Only one came in and this is 9 3 5 Threat. The lottery.
[21:32] Yeah it must be the lottery Act 1 66.
[21:36] Act six is preschool.
[21:38] Sorry, I'm not sure which section you're looking at.
[21:41] Preschool's. The section above then says act
[21:43] 1 66 13 partner programs.
[21:46] Oh, so Akron 66 is the law around preschool.
[21:49] So you it's universal preschool. Yep.
[21:51] So you can choose where you're well
[21:53] where you're sending your kid and we'll take up
[21:55] to 10 hours a week or 10 hours a week
[21:56] and then you have to pay the remainder
[21:58] unless it's the district you go to.
[22:00] So do we have that means we have 10 pre-K age students,
[22:03] Twinfield who are going elsewhere.
[22:06] So that means they live within the district
[22:08] and they are paying for the 10 hours a week somewhere else.
[22:11] So it could be Turtle Island, it could be,
[22:15] so it could be some place close to work.
[22:17] So that means slash childcare depending on which it could
[22:19] qualify for the PA program. We're doing
[22:21] My numbers.
[22:22] That means they're a 30 some odd pre-K age
[22:24] kids in the district at the
[22:26] Moment.
[22:27] I mean that's cool because We have
[22:28] 23 enrolled right now.
[22:32] Yeah, well 22 because the incomings mine.
[22:37] So some of these kids are going to 20 a couple days a week
[22:41] and somewhere else a couple days a week. Or is it
[22:44] So they could be double counted.
[22:45] Yeah because I don't believe they can access access once
[22:49] fifth funding if they're already here.
[22:51] Yeah. The one place. Yeah. Okay. Okay.
[22:56] Thank you for that clarity. Okay, any other
[23:02] questions from the board for any of these reports?
[23:06] Can I add one more thing to that? Okay. Yeah.
[23:10] Not everywhere does full day
[23:12] and I often hear how amazing it is
[23:15] that this full day program
[23:17] and that we have, we have two classrooms
[23:19] and there we have room for a couple more
[23:21] but we are mostly full.
[23:23] So we have 23 kids depending at that age.
[23:26] All of my connections outside
[23:30] of the Twinfield area are so jealous
[23:33] of our pre-K system in many ways.
[23:35] But a lot of it is just the timing
[23:37] because there are so few schools in the area
[23:40] that actually do like full school day, five days a week,
[23:43] freakish not a thing. And so
[23:45] We finally got there.
[23:46] This is the first year across the BS
[23:48] whole SU that we're able to do it.
[23:49] Oh yeah. Well that's great. That I
[23:51] mean great.
[23:56] Moving on to board business, we're gonna add open house
[24:01] and then I'd like to start there.
[24:03] So it's next Tuesday the 15th
[24:07] in the cafeteria there is gonna be an IT table
[24:10] so parents can talk about counselor
[24:12] and make sure they're signed up for everything.
[24:15] I am now getting my classroom notices. Thank you so much.
[24:19] Okay. Yep. Getting it now. Wasn't getting it any other time.
[24:25] Is that PowerSchool class? I'm curious.
[24:26] Classroom notices parents square class
[24:28] Square link to one out of three kids
[24:31] and I couldn't figure out how so we, I fix it
[24:35] Magic And so now I'm getting two R three.
[24:38] Oh getting all that.
[24:40] That's still a hundred percent improvement.
[24:42] Middle school. I haven't
[24:43] heard anything from middle school yet.
[24:44] A hundred percent. We
[24:49] talked about having a school board table.
[24:52] I, well I volunteered to do it Mesa.
[24:57] Okay. That's a right.
[24:58] That's if I'm happy to do it's
[25:03] Happy.
[25:04] I understand. I knew where you're going. Yeah.
[25:05] So I open a wish.
[25:08] Okay. I mean I also, well yeah,
[25:13] I mean it'd be nice to have another person there
[25:15] but I think, you know, I'd like classes I would also like
[25:19] to do that we can swap out
[25:21] and Yeah, I mean I think there'll be be similar questions
[25:24] that we be able to answer
[25:25] but I like it being able to call questions
[25:28] to Brian and just be there.
[25:32] Do we have, I don't know maybe Matt you have
[25:37] I I'm just thinking about what if there any,
[25:38] is there anything we could have?
[25:40] Yeah, I'm talking myself a little bit.
[25:42] Like having some sort of,
[25:45] What would you like to be focused on?
[25:46] You want any like CISA stuff, merger stuff?
[25:48] What kind of stuff are you thinking
[25:50] Stuff is where people are gonna, yeah,
[25:51] what about this map then?
[25:53] Yeah, actually have a nice color copy that.
[25:56] Like a nice copy maybe if we have any
[25:58] Updated Date.
[25:59] Yeah, timeline. A timeline for the meeting
[26:02] for when the meetings are gonna start. And
[26:05] That's October 15th by then.
[26:07] I mean I'll, I'll put that stuff. We also look at page
[26:09] But yeah just something.
[26:10] Even if by October 15th you know Erin will start attending
[26:13] the, the meetings with this merger group and
[26:16] because we have people on this on board,
[26:20] then they're gonna be collecting information even though
[26:22] we're not officially on that merger group.
[26:24] So like just having some dates and
[26:28] You would like, like merger info. Yeah,
[26:31] I think we have a I'll write that down.
[26:33] Merger. Yeah.
[26:34] If anyone you know, parents are coming
[26:38] to see three different classrooms
[26:39] and they just wanna take a little piece of paper with them,
[26:41] I mean a lot information.
[26:43] I think a one pager is probably a good way to do it. Yeah.
[26:47] Like liar. Yeah and I'll also, I'm kicking myself
[26:51] 'cause I saw an article
[26:54] and I now can't remember what news source
[26:56] 'cause it was my general news app, but where
[26:58] the superintendent or a board member, just not our district.
[27:02] Not even, right. Not even here in Vermont
[27:04] but somewhere else in Vermont had written like a
[27:06] to the public sort of here's an update on what,
[27:09] what this whole thing means.
[27:10] And it was a really nicely laid out.
[27:12] So I'll see if I can find it again.
[27:14] But just that idea of like, yes we have the CISA group,
[27:19] we have the merger study group.
[27:20] Like here are the things that we know,
[27:23] here's what we don't know.
[27:25] Yeah. So I'll see if I can find it and maybe
[27:27] Copy.
[27:28] I know I've sent stuff in the past, you know,
[27:29] towards spring and stuff like that.
[27:31] But that doesn't mean we can't more
[27:33] Frequent even taking some of
[27:34] what you have previously sent that. Yeah.
[27:35] To see what they had too. Right.
[27:37] And just put it in,
[27:39] I think having something to give it sake.
[27:42] Yeah, that sounds good.
[27:43] And just 'cause I've said it once, just like anything
[27:45] that goes home, sometimes it's not read and or forgotten
[27:48] and so I'd be happy to do it again.
[27:50] So in the actual cafeteria they'll somebody, they'll do
[27:54] the cup coffee or the regular cafeteria tables That
[27:59] or maybe there'll be some,
[28:01] hold on, we're solving on the events.
[28:04] Perfect. A holding
[28:09] table with a couple chairs.
[28:11] I think just p, it's asking
[28:12] A lot.
[28:13] It's four 30 to six. And
[28:27] say it again?
[28:29] It's four 30 to six or three of you who can come?
[28:32] I mean I'll, I'll be here if comes great. If, yeah.
[28:38] I also, if it's just I know with a, yeah wire,
[28:42] I don't know he's doing it but it would be nice.
[28:45] My kid won't so I won't have that. Yeah. To just me. Okay.
[28:50] Yeah it would be nice to check it up.
[28:55] Quick question. I know library Angela wanted
[29:00] to come, she has not heard anything yet,
[29:02] so I forget which one of you wrote back to me.
[29:04] My emails I did
[29:06] and I did connect through email.
[29:10] I answered her email and now I'm
[29:12] wondering, oh, did she write to you?
[29:14] You answered me and then maybe, I mean I told,
[29:18] she said it's on the calendar, she's like,
[29:20] I know you said I can come so I'll be there.
[29:23] Yeah. Yeah.
[29:25] So she's just, for everyone else, she's just excited
[29:29] just wanting to like let families in the area.
[29:33] What exists? The color, I guess it's a small library
[29:35] but she has it packed
[29:39] and I know beyond that when the end
[29:41] of the year stuff comes down a little bit.
[29:43] She's also excited to let teachers know too, like yes,
[29:46] obviously there's a lot more books here in this library,
[29:49] but she has different books and different resources
[29:52] and teachers can come and check things out.
[29:55] That's an actual, that's on my list.
[30:01] Sorry. It's fine. She, she knows.
[30:04] So I guess the only reason you really need
[30:06] to reach out is if there's
[30:07] something specific you need to tell her.
[30:09] But
[30:10] Is it the library in Marshfield?
[30:12] This Annie Plainfield. Plainfield. Okay. Angela Ogle.
[30:14] Yeah. So she's just excited to Great.
[30:17] Before I move on from the back, this school stuff,
[30:20] would you, will you print out these que I guess I'm just
[30:23] here to collect all this materials.
[30:25] You're asking a good question.
[30:27] It will be here for you that night.
[30:29] Whether I'm printing it
[30:30] or I'm pawning off on this fine team here to print it.
[30:33] I don't know which, but we'll have it ready to go.
[30:35] So I'll get here at four 30. Okay.
[30:38] I'd also like to request a school board banner
[30:40] that we can hang the table.
[30:42] Oh, I'm sorry I did that outside my head. Yeah,
[30:44] Sure.
[30:45] We promised Sarah special paper and a small hat.
[30:47] Yeah. Oh special. I don't know about these backroom deals.
[30:51] Sorry. I'm doing what's
[30:53] A note show Backroom deal.
[30:59] Anything else to be said about
[31:03] Our T lt P are going to be making
[31:05] Fifth.
[31:06] Nice. I'm a big fan.
[31:09] We will have a scavenger hunt for families
[31:11] who want a little bit more structure
[31:13] And Some curriculum resources as
[31:15] Well.
[31:16] Cool. Be math games and such
[31:21] or and or have possibility of reading with your child
[31:25] or tips to read with your child in the intervention
[31:27] room. Nice. And this
[31:30] Big games in The gym.
[31:31] Oh, our title one evening. Yep sure is. All right.
[31:34] That we will advertise.
[31:36] What is, oh that was interest
[31:43] that the
[31:44] One is funding that we receive based on the level
[31:48] Of Students who are eligible for
[31:51] Free.
[31:52] We reduced lunch. Okay. So we're
[31:54] Able, I'll talk until someone all starts.
[31:57] It's okay. It, I mean it's, it's my like purview
[32:00] as the curriculum director.
[32:01] So I applied for the consolidated federal programs.
[32:04] The continuous improvement plans
[32:05] that you're gonna see tonight are
[32:06] part of the requirements for that.
[32:07] Another one of the requirements is
[32:09] to have significant family engagement so that that step
[32:13] and Rachel were just talking about an informational session
[32:17] about the title grant itself is part of the requirements.
[32:20] Okay, so you'll be there at a table? Nope.
[32:22] That that is the principal's responsibility.
[32:25] What didn't you That was new last year. Yeah.
[32:29] We'll also have special
[32:30] Hats you
[32:34] because it's really based on the continuous improvement work
[32:36] that has also become a school's responsibility rather than
[32:39] an SU level so they can speak to it better.
[32:42] Okay. It was a couple years ago,
[32:45] but there was the,
[32:49] the guy from Hardwick doing a performance and soccer funeral
[32:53] and that was great.
[32:54] That was so fun. I wonder if there's any kind of attraction.
[32:59] Well you're gonna be wearing a small hat, right?
[33:05] Clown note. Oh my god.
[33:09] I don't think Jan will
[33:10] be on that note.
[33:15] She did have something to share.
[33:19] And are we done with open house before we move on?
[33:22] Just acknowledging Sarah, we had that same thought.
[33:25] Yeah and honestly Pam helped us a lot with that.
[33:29] So with her responsibility of shifting,
[33:32] we did not have capacity to do that this year.
[33:34] Okay. Shares reasonable.
[33:37] Yeah. I wonder if it would come just but,
[33:45] okay.
[33:45] Janna wants everyone to know
[33:46] that the Central Vermont Career Center bond vote
[33:49] should be voted on by the central Vermont,
[33:54] central Vermont Career Center board.
[33:57] And be warned of the September 14th board meeting
[34:01] about going forward with the two campus model
[34:03] that they're gonna put to the public.
[34:05] And we'd probably vote on that until meeting day.
[34:09] The campus model would be putting a
[34:12] tech center on the campus that you 32,
[34:15] which just given us that update.
[34:18] That's great. Do you know Matt?
[34:21] She knew that we should be wanting it now, but Nope.
[34:25] So the CDCC is gonna warn it
[34:29] for their September 14th.
[34:31] We don't need to warn it. No.
[34:33] So probably have more update for us. Okay.
[34:37] Do you know if, I mean I assume
[34:39] but maybe not in the, sorry,
[34:41] in the merger study groups like the career
[34:45] Center, the, you're asking a heck of a good question that
[34:50] I have no idea how they will be involving the tech on
[34:53] that question
[34:56] Committee.
[34:58] Okay. Yeah. So they're included just
[34:59] as like a seat at the table. That makes sense.
[35:02] That's good question. Okay.
[35:05] Thanks for asking that question.
[35:07] That's the first time I've heard that question.
[35:08] That's a great question because not
[35:09] Just, I think what I, they don't know
[35:11] whenever I read an article about the career tech center
[35:13] and, and sort of, and the
[35:14] Needs Are wanting to do I he having this like
[35:18] just nagging question of like, well what's gonna come out
[35:21] of murder study groups and
[35:24] Yeah.
[35:25] What might that change if anything? Right.
[35:26] I mean maybe nothing but Right. Maybe something and Right.
[35:29] But so it sounds like maybe they're just a part of the,
[35:32] Well there's 16 different regions for, for tech center.
[35:35] I think we're over 20 merger committees.
[35:38] So I'd be interested to know how they all kind of Yeah,
[35:40] I don't know how they overlap and
[35:42] Because I mean in group,
[35:49] in the original merger study group that we were assigned
[35:52] to group 10, the only tech
[35:56] center in that group
[36:00] Would be St. J and
[36:02] No St J's.
[36:03] No. 'cause they're out of it. That's right.
[36:05] It's River Bend. I was gonna say Oxbow area. Yeah,
[36:09] Yeah.
[36:10] River Bend Technical Center.
[36:10] Which is very far away from,
[36:14] because when I first saw that I was like, ooh.
[36:15] So then that St J's looks like, or closer
[36:19] or Linden looks much better
[36:20] because it's closer than an hour and 10
[36:22] Minutes.
[36:23] Right? Well that's about right to say is
[36:24] so they have these merger groups involving
[36:27] the tech centers but
[36:29] Right.
[36:30] The tech centers themselves that they seem
[36:31] to have associated with some of these groups aren't
[36:33] necessarily the closest ones but Right.
[36:35] Yeah, because CCCs U we've got two, we've got C vcc
[36:39] and then we've got Lyndon slash ST J.
[36:44] Okay, cool. In that case,
[36:49] let's just go to our updates on Act 1 71 piece
[36:54] we need to do as a board is clarify the, our vote
[36:58] to officially switch.
[37:00] Like we as a district have decided
[37:02] to officially switch group 20.
[37:05] So we just need to reiterate that in these notes so
[37:08] that a letter can be written to
[37:13] Ance.
[37:14] Yeah. So it's not the person for
[37:16] Allegion facilitator, but we'll talk about that.
[37:19] So if we can get a motion to request a change
[37:21] of the district to switch to group 20.
[37:26] I'll make a motion Bradley district to switch
[37:29] to group 20 I a second.
[37:30] Second. I need a second. All in favor? Aye.
[37:35] Anyone opposed?
[37:38] And this is all based on your guys' Good work on doing the
[37:40] survey and things of that nature
[37:41] to find out where people wanted to go. So
[37:43] There you go.
[37:44] We know in the merger study group webinar that came out
[37:50] was they mentioned in that
[37:53] potentially waiting till after the first meeting
[37:56] They did.
[37:57] Are we just kind of I-C-C-S-D just said send it.
[38:00] Let's just go. I mean it. You guys do,
[38:04] There was a survey for chairs to fill out.
[38:08] Okay. And superintendents
[38:09] and I don't remember who that went to. Did it go to
[38:12] They went to all board chairs.
[38:14] No, I know, but the survey itself itself,
[38:15] No, I appreciate you saying that. I would assume David
[38:17] Jans, right?
[38:18] 'cause then he reached out to you. Yes.
[38:20] So there was a question of like,
[38:22] is there anything else we should know?
[38:23] I like, yes. We're wanting to go
[38:26] to actually a district in the group 10 who is, has voted
[38:29] to go to group 20.
[38:31] You know, if there's any merging that ever went through,
[38:34] that would mean our district would be switching su.
[38:36] So that just is a little bit more convoluted for them
[38:39] to bring information to those murder committee meetings
[38:41] saying these are the steps
[38:42] that would be taken if there was movement. But,
[38:46] And I can say I shared that desire David Yas had a phone
[38:49] call take last Thursday or Friday and said the same for CSD.
[38:53] So you think about CCSD and,
[38:55] and Twinfield really on the edges, right?
[38:58] Right next to, to a merger groups.
[39:00] So CCSD did their vote, they've got their people,
[39:04] they wrote their letter, they're sending it.
[39:06] You guys have done your vote for your people.
[39:07] You've clarified your, your intention here with this vote
[39:10] to wanna move on to merger 20, merge group 20.
[39:15] I understand, understand there's some districts
[39:16] that are on the fence that it would make sense
[39:18] maybe to wait till the first one.
[39:19] But we, yeah, I it's half dozen one six the other,
[39:23] if you get it done, it's done.
[39:24] You don't have to worry about it.
[39:26] Did we ever clarify if there's the option to,
[39:28] you can switch once, like is this
[39:30] Our switch?
[39:31] This would be your switch. Mm.
[39:32] Okay. Are there any other schools in
[39:37] At this time?
[39:38] Nobody's that's actively considering it.
[39:42] I think everybody else is more of a wait
[39:44] and see there, you know, districts like Deum,
[39:46] which are the only K six, you know, in the area.
[39:50] There's one south in their study group, one of 'em.
[39:55] But they're, I think they're just
[39:56] trying to see where they would land.
[39:58] So,
[40:01] So for now they're same group.
[40:02] Danville, Cabot, no discussion around moving groups.
[40:08] Teach 'em, staying kind of clear on it.
[40:11] That's three, four or five. Yeah, that's it.
[40:16] Is your opinion that the merger committee groups are
[40:18] mostly looking at high schools
[40:20] or is it really looking at the pre-K through 12?
[40:22] It's districts themselves.
[40:23] So it's not, it's,
[40:25] it's really just comes down the districts, the number
[40:27] of people associated with those districts, the tax base
[40:31] for those areas.
[40:33] And they really, when I say they legislature,
[40:38] I assume a oe part of that is they want to put
[40:42] a much density of people in a closer area to
[40:48] hopefully still have your local elementary schools,
[40:52] centralized middle schools and regionalized high schools
[40:55] and, and having three high schools here.
[41:00] I I think that two
[41:01] of our high schools do a much better job than one
[41:04] of our high schools right now of providing
[41:06] as many opportunities as they can
[41:07] for the kiddos there on campus.
[41:08] So I, and I'm sure that's not unique to that one campus.
[41:11] I'm sure there are campuses throughout the state
[41:14] that would benefit from having more of everything.
[41:18] So I think that has been, that's definitely a a,
[41:23] a portion of this merger.
[41:24] It's not just the number of kids,
[41:25] but also, hey, how do we provide those better availing
[41:27] opportunities for our kiddos that are staying conversation.
[41:30] That's part of the conversation.
[41:31] But to make that that work,
[41:33] they gotta have enough people in a district with enough,
[41:36] I'm gonna say revenue, to be able
[41:38] to create what they're hoping to have.
[41:40] Whether that is a new facility
[41:41] with more people driving in from an hour away.
[41:45] And do you know if the merger study groups are looking at
[41:50] like, should this whole group merge
[41:54] or that's within this group?
[41:56] You're asking a great question. Just
[41:58] 'cause especially knowing group 20, I mean
[41:59] it's a pretty big area.
[42:02] I think what you're thinking they're anticipating is
[42:05] everybody in this group merge into one yes or no?
[42:08] That's kinda like the flow chart. Can we make this work?
[42:10] Let's talk about it. And then if not that,
[42:13] what groups could, okay.
[42:15] And anything less than 2000
[42:18] students is not really hitting the, the target in the eyes
[42:22] of the legislature and the aoe.
[42:25] So even if like CCSD for example, merged with
[42:31] St J, I think they'd be really close to that 2000.
[42:33] They actually might hit that target.
[42:37] But let's say they didn't, they still wouldn't be safe.
[42:39] I think in the eyes a few years down the road,
[42:42] if they were looking at trying to look at mergers again,
[42:45] I think they really want to have districts
[42:47] of over two thousands.
[42:48] And I, I tongue in cheek this and laughed. I said great.
[42:52] So we have a, a declining enrollment.
[42:53] So you've hit that 2000 mark two years from now,
[42:56] they're at 1800.
[42:58] What are we doing this again? So,
[43:00] Well I did wanna just
[43:05] update us on which a facilitator was chosen for the
[43:08] valley region and we will be facilitating
[43:11] the merger committees.
[43:13] So Brad Morgan is an accomplished educational leader
[43:16] with more than three decades
[43:17] of experience serving Massachusetts public schools
[43:20] for the superintendent, principal, assistant principal,
[43:23] classroom teacher, adjunct professor
[43:25] and educational consultant.
[43:27] Brad. His career Brad is built a reputation
[43:29] for developing strong school leaders,
[43:31] fostering positive organizational culture
[43:33] and creating systems that improve
[43:35] teaching, learning and student success.
[43:37] Brad currently serves as the superintendent
[43:39] of the North Middlesex regional school district
[43:41] where he leads a pre-K through 12 district serving more than
[43:44] 3,200 students across six schools
[43:47] since assuming the superintendency in 2018
[43:50] has guided strategic planning,
[43:51] school improvement initiatives, collective bargaining,
[43:55] district culture transformation, major capital projects
[43:57] and instructional improvement while maintaining a steadfast
[44:00] commitment to students, educators,
[44:02] and communities they serve.
[44:04] Before becoming superintendent Brad served as principal
[44:07] of Essex, north Se, north Shore agricultural role
[44:10] and technical school
[44:12] where he helped lead the successful merger
[44:14] of three high schools into one nationally recognized
[44:16] regional vocational technical agricultural district.
[44:20] Earlier in his career he served
[44:22] as principal in Walham assistant principal in Andover
[44:25] and Marblehead and began his educational journey
[44:27] as a social studies teacher.
[44:30] So I just, I highlighting that he helped a successful merger
[44:34] of three high schools into one nationally recognized
[44:37] regional and then it was everything kind of district.
[44:40] I'm excited for him to bring that to the table.
[44:47] Great. You'll now write
[44:52] as a superintendent a letter to David Ys.
[44:55] Well that's for us to decide it.
[44:58] The letter was written by Jay Miller for his board.
[45:02] I think you're the representative of that board.
[45:04] I'm not supposed to be on that committee.
[45:06] So I would write,
[45:07] I would think it would make sense for you to go ahead and do that.
[45:09] I'm happy to look over, share what Jay wrote for his,
[45:12] if you wanna take a look at that.
[45:13] Okay.
[45:20] And this will kind of be the official one.
[45:21] The unofficial is the survey. Yep,
[45:23] That's right.
[45:24] Okay. You says title should you say for realsies this time.
[45:28] There you go. Lean in. That's right.
[45:31] Voted again. Right. Okay.
[45:34] Within the Act one 70,
[45:38] I would love our board to come up with a plan for how
[45:41] to communicate with our school staff, our public,
[45:46] our parents, our students.
[45:48] I'm wondering if we think monthly is enough of an update.
[45:52] Here is what we know, here are the dates
[45:55] for the meetings, so forth.
[45:57] It's kind of a conversation amongst us right now to
[46:02] have a strategic plan of how to communicate with the public.
[46:05] I'll reshare out what we have.
[46:07] The one that we had for last month, I
[46:11] can even put up on the board if you like. So
[46:13] Well, I mean we, why don't you do that for,
[46:18] I send this out to you guys first
[46:20] So mic doesn't feel left out Or Mike left out.
[46:26] So right now we know
[46:27] or we think the murder study group
[46:30] meetings are at least once a right.
[46:33] I couldn't say that. You're asking a great question
[46:36] And I think the first one has to happen
[46:37] before October 15th.
[46:39] And then the CSA groups
[46:44] or meetings,
[46:46] that first one's already started I think, right? Maybe
[46:49] Not cs.
[46:50] We've had one and Mike is in attendance once.
[46:54] This is what that
[46:58] CI me once a month moving forward. I
[47:00] Just not making this bigger.
[47:01] That's Mike. Mike, are you listening?
[47:03] Yeah, the CISA meetings are not once a month
[47:06] or I think we're doing it every other month at this point.
[47:10] But now that we have a facilitating
[47:16] frequency, not sure yet.
[47:20] It seems like after each meeting
[47:26] Can do an update.
[47:27] Yeah, but I was thinking with shared notes. Notes.
[47:29] So when you get your meeting notes,
[47:31] I mean you can have your own personal notes,
[47:32] but I'm, it's a public meeting, so
[47:35] whenever they have those finalized notes,
[47:37] I was just gonna put 'em up on the website for us.
[47:39] So one of the things that if you're, we've already got,
[47:44] it's not, let me, well I thought it would,
[47:46] let me go real quick
[47:47] and just go back and forth between that.
[47:48] It's not, let me do it, but we've got the website set up so
[47:54] we can just have a, a holding place right now.
[47:56] Maybe I do this one. Let's see. No,
[47:59] Am I being recorded?
[48:01] We are Video the, oh,
[48:06] I, it's an assumption that, but it would be yes
[48:08] because I believe they're online.
[48:10] So you can be able to, it would make
[48:12] sense that they would be recording or
[48:14] I think linking recording would
[48:17] Be helpful.
[48:18] That's a nice thought too. That's something I
[48:19] I Probably That's a nice thought too.
[48:23] But I feel like you just miss, you just miss a lot in,
[48:26] Well I appreciate there are a lot
[48:27] of downtimes though in these meetings too, so, yeah.
[48:29] Yeah. And then when you fast forward you miss something.
[48:31] So I I, I do like having the notes like stu, different
[48:35] Types that would Yeah.
[48:37] How many people are gonna add access regardless.
[48:40] But having more options though seems best.
[48:43] That's good idea. On the linking,
[48:46] I think within our post board meeting notes,
[48:49] there could be a specific Act one 70 update
[48:54] because that goes, or at least a link
[48:56] to the website from Porch Forum.
[48:58] You put in a newsletter, you could add it,
[49:01] that blurb from our board specifically to
[49:04] The website.
[49:05] Website. That's what I was assumed.
[49:06] And the website is through our
[49:08] It is.
[49:09] So, and I'm just trying to figure out how
[49:11] to make this real easy here.
[49:12] And it's not. 'cause I was hoping you was just gonna let me
[49:16] go between tabs and I click on the tab
[49:18] and you, oh, there you went.
[49:20] Oh good. Excellent. Did this time.
[49:22] So Act one 70, this just kind
[49:24] of gives the rundown a little
[49:26] bit of history, things of that nature.
[49:27] And then on this page we will go ahead
[49:30] and just have, if I'm assuming now since we've got
[49:33] most likely three merger committees, I'm gonna have,
[49:36] whether I do, I think probably
[49:40] what I'll do is I'll have like three hot links
[49:41] or maybe I'll have the schools going across the top here.
[49:44] You click on your school and it'll just go
[49:46] to whichever merger committee that
[49:47] that school is associated with.
[49:49] And then you would have the notes there
[49:50] and then you can have the
[49:52] videos associated with those as well.
[49:54] But this is, this, is this all be based off of the c
[49:57] Our website view? Correct. The
[49:59] School Website. That's correct. Which
[50:01] Was just, I think is fine.
[50:03] We just couldn't put in Right because I wouldn't Yeah.
[50:07] Say go to the website
[50:08] and it's not, I would, I would make an assumption that it
[50:11] Would be, Nope.
[50:12] And I think that, and I think
[50:13] what we can do is we can have a hyperlink
[50:15] or a hot link from the school website just
[50:17] to go straight to it.
[50:18] So we don't want to have to update multiple websites.
[50:21] We just have it live in one spot. Right.
[50:23] And then each school could just have
[50:25] that click boom and just bring you there.
[50:27] Yeah.
[50:29] Can you remind me, I know with parents Square posts
[50:33] and maybe not all of 'em,
[50:35] but ones that do maybe pertain to the larger community,
[50:39] do those go to Facebook too?
[50:41] They can. They can. Because this might be a place where
[50:45] This school does a nice job of connecting Facebook
[50:48] with Parents Square. Yeah.
[50:50] We try to push things out to our, our website and
[50:53] On Facebook.
[50:55] Great.
[51:00] Typical 60% of the public parents,
[51:05] any sort of number you can go out there.
[51:07] I any kinda where you want
[51:09] These different ways.
[51:10] Like that's actually a question.
[51:12] I was curious, are you able to see,
[51:15] so I know people can like appreciate posts honestly,
[51:18] are you able to see how people look at it,
[51:21] whether or not they app?
[51:22] You can. Yes. Okay. Awesome.
[51:24] So I looked up the parent survey from Heather Great.
[51:28] Around Washington County mental health support. Yeah.
[51:30] And it went through sixth grade through 12th grade,
[51:35] 227 total recipients
[51:38] and 215 users were reached
[51:41] and then it breaks it down into like,
[51:44] did they just receive it?
[51:46] Was it opened? Un read. Cool.
[51:48] Was trash. Okay. That was, that's good to know.
[51:52] And how many people open
[51:56] 205.
[52:00] Do you, I'm just curious, can teachers see that open rate
[52:02] as well when they send messages?
[52:04] I,
[52:05] They, I don't believe they have the diagno, the analytics.
[52:08] I think it's just the administration
[52:10] that would have the analytics.
[52:13] Just The appreciations but not
[52:15] The well.
[52:16] Right. And so that's just like, that was in my head
[52:17] that when like when people send things out, I try
[52:20] to appreciate it to be like, Hey, I'm seeing this.
[52:21] I want you to know that you put effort into, you're
[52:24] so good writing something
[52:26] and I want you to know that I five.
[52:29] So I was curious that they were able
[52:30] to see on the back end just open.
[52:32] I know last year that I would be sharing with Rachel
[52:35] and stuff how really they were.
[52:38] I would say that easily Twinfield had the highest number
[52:41] of usage for Parents Square and pushing out information.
[52:45] Information. I just, I mean curious if that's ever,
[52:48] I dunno there easy way to do it,
[52:49] but especially if you have teachers
[52:50] that are really good about using teacher parents Square.
[52:53] If there's a way to share with them 50% of their
[52:57] students seeing it or,
[52:59] and they just, they can They appreciation.
[53:02] They appreciation. Yeah. Yeah.
[53:04] Just 'cause they're looking just, I mean anyone can see,
[53:07] anyone can see their children. Yeah.
[53:09] I think we missed the continuous improvement plan
[53:12] or did we choose to go right over it?
[53:14] I, I just smoothly went into the
[53:16] setting already talking about it.
[53:17] Got it. Sorry.
[53:23] Anything else to be set about that?
[53:25] I think we're just gonna talk about it every month
[53:27] at our school board meeting.
[53:28] Bring everything we're hearing in the community
[53:30] and online and
[53:32] It's an easy thing just to have
[53:33] as a recurring agenda item.
[53:36] Right. And we'll just have updates of meetings happen.
[53:39] Yep. As well. Great.
[53:42] Let's head over to the continuous improvement.
[53:47] I'm gonna stop sharing You. I can start,
[53:51] I'm gonna grab some water.
[53:53] Did that thing I'm gonna allow you. You're allowed.
[53:57] Thank you.
[54:03] Maybe by the end of the that we'll get it down. Yeah.
[54:22] So as I mentioned earlier, to apply for consolidated federal
[54:26] grant money with the state of Vermont schools have
[54:29] to have continuous improvement plans.
[54:31] I also mentioned that that's a transition that used
[54:33] to be at the supervisory level
[54:35] and now it's switched over to school plans.
[54:38] So this will be the second year.
[54:39] And I think through the creation of those at least,
[54:44] and I hope that you'll correct me if I'm wrong,
[54:46] but it's felt like teachers are holding it more.
[54:49] We dedicated a day
[54:51] and a half to comprehensive needs work last year with staff
[54:56] and that's what kind of feeds into the improvement plans.
[54:59] So hopefully it's something that's more alive for folks.
[55:07] So the goal for today is to just review
[55:09] what the last school year looked like.
[55:11] So just a revisit
[55:14] of those academic assessments from the
[55:16] Spring star and dibels.
[55:18] We'll take a look at proficiency and growth.
[55:20] We'll take a look at the spring administration
[55:23] of the social emotional screener and then the continuous
[55:26] and how those play into the goals from last year.
[55:31] And then take a look at the goals for this school year.
[55:36] So this is just a reminder of the assessments
[55:38] that we do at the beginning of the school year.
[55:41] It's, it's one test on one day, right?
[55:44] No one assessment can tell us everything we need
[55:46] to know about a kid, which is why we have kind of a battery
[55:49] of assessments that even still
[55:51] teachers are constantly doing formative assessments
[55:53] with their students and getting to know them
[55:55] and doing surveys
[55:56] and having conversations and doing interviews.
[55:58] But at the SU level, these are the things that we require.
[56:02] So there's DIBEL for literacy.
[56:04] Fall is optional for kindergarten,
[56:06] but it's done through grade three.
[56:08] Star reading is for grades three through 10 star math.
[56:12] A change this year is we went down to grade one.
[56:15] In the past it was just grade two through 10, 83%
[56:19] of our first graders were taking it.
[56:21] So we decided to add it to the, to the LA so
[56:23] that we can start to track that math,
[56:25] foundational math skill.
[56:27] Similarly, in the same ways that we do the literacy.
[56:30] And then we have the SSIS, which is our SEL assessment,
[56:33] which started last year.
[56:35] Last year teachers did the screening for students.
[56:38] This year students will also take their own
[56:41] section of that assessment.
[56:43] We're working on how to send it out to families.
[56:45] Also there's a family component to that.
[56:48] The Pearson platform is not the message
[56:51] to work with, be honest.
[56:53] Can I ask a question with assessments?
[56:55] So I think in the past it's been, I'm wrong,
[57:00] but are, well,
[57:02] do families receive information assessments no matter
[57:05] how their children do on it?
[57:06] Or is it only kids who are spread below the law?
[57:09] Is that through F1 39 students for grades K
[57:12] through three need to be, their families need
[57:14] to be told if they're performing.
[57:16] The wording is significantly below benchmark. Yeah.
[57:19] But we have a practice here in the SU
[57:21] that family reports are sent out with STAR assessments.
[57:24] We haven't yet on the SEL screener,
[57:27] the STAR assessments are sent out.
[57:29] Yes. And so dibels, the DIBELS family letter.
[57:35] I, I, sorry, I don't think I got my, I've asked
[57:38] for data, so I've always gotten it.
[57:40] But we, we also share them at parent-teacher conferences.
[57:44] So we share in like a couple different ways when we have
[57:47] conversations with families conversational,
[57:48] because sometimes it does require context.
[57:50] Like who knows outside of midyear,
[57:53] I would in the midyear, but the time of year.
[57:56] Okay. Yeah. And then is there for
[58:00] grades four and up, is DIBELS in particular
[58:05] or used at all for kids?
[58:07] Like especially kids who score below and start reading?
[58:09] Yeah, schools can choose to do that.
[58:11] Penfield does you dibble all the way up to, yeah. Okay.
[58:14] And actually are using six middle school as needed. Yeah.
[58:19] Because it can go up to eighth.
[58:21] It's only online through six.
[58:22] But I know that field uses it
[58:24] for those diagnostic things more so
[58:28] middle school is needed in whole
[58:30] classes or individual students?
[58:32] More so individual students.
[58:39] This is the LA.
[58:41] So it's really the requirements for our whole su
[58:44] for our twin field, we've added certain grade levels.
[58:46] So we do more than the base requirement. Right?
[58:50] Because you do test your kindergartners in the fall.
[58:53] So it's kind of extended in both directions,
[58:55] which I think gives you really good data.
[58:57] Yeah. Your MTSS team is very well established from the
[59:00] last year when we're showing sharing the L cast.
[59:02] They're like, but we want to do more, but
[59:04] Feel free, we want more information.
[59:09] So a reminder of last year's academic achievement goal.
[59:12] You'll see academic achievement goals
[59:13] and then see the healthy school goals.
[59:15] The academic achievement goal for last year was that
[59:17] by June, 2026, 100% of all students in grades K
[59:21] through 12 will show at least one year's growth
[59:24] in reading and math.
[59:26] So we'll look at growth in a second. This is proficiency.
[59:31] I know you have it in your packet,
[59:32] so maybe it's a little bit easier to see.
[59:34] But there's three columns for each grade level one
[59:37] for the fall, the winter in the spring.
[59:40] This shows K through three for devils.
[59:43] And then four through 10 is star reading.
[59:45] DIBELS is a state approved literacy screener.
[59:49] And then star reading has a high correspondence
[59:52] to VT cap proficiency.
[59:54] So I can't VT CAP data from the spring is still embargoed.
[59:58] I can't share it with you yet.
[1:00:00] I don't see it until tomorrow. If you, if you have a,
[1:00:04] a student here at twinfield, you will get your report prior
[1:00:08] to family conferences or at family conferences.
[1:00:10] That's the, the SU guidance around that.
[1:00:12] And again, that's because I think families
[1:00:14] needs a walkthrough.
[1:00:15] Sometimes it's here to see your graphs
[1:00:17] and not know what they mean.
[1:00:20] So the, the levels you'll see at the top,
[1:00:23] well below is level one.
[1:00:24] Below is level two, at and above are three and four.
[1:00:27] So students that are in the kind of three
[1:00:29] and four range are considered proficient.
[1:00:34] Our whole school, like above 34%,
[1:00:38] 23, 25.
[1:00:39] How does that rate across the SU
[1:00:41] Do you have a graph for that?
[1:00:43] I don't have it compared to other schools off the top
[1:00:46] of my head, but I've been doing this presentation
[1:00:47] for all of the schools.
[1:00:50] So, you know, I think I, I don't wanna speak
[1:00:54] to it without knowing for sure,
[1:00:56] but I can get the information to you.
[1:00:58] I think it's typical.
[1:01:00] I think the growth here is stronger than other schools.
[1:01:04] I think the range of proficiency is typical. Okay.
[1:01:10] But again, that's, that's an looking compare against, right?
[1:01:14] We have, these are a lot of numbers.
[1:01:16] How are we doing comparatively to those schools around it?
[1:01:19] Yeah. And it's hard because the state data is really just
[1:01:22] grades three through nine for literacy
[1:01:24] because we have it through the VT cap.
[1:01:26] So it's about equivalent with the state for, for literacy.
[1:01:32] Are the kids who have like their own specialized
[1:01:38] reading programs and stuff in these numbers
[1:01:41] or Yes, they're, is there any to make for kids
[1:01:46] who are behind but have a disability?
[1:01:49] Do you mean like how, like how we look at their data?
[1:01:52] Could we look at Yeah, like if there's a, you know,
[1:01:55] if a student is where they should be
[1:01:58] because they are dyslexic.
[1:01:59] Yeah. But you know, they're actually reading
[1:02:01] at a couple grades lower.
[1:02:02] Like is there any way to, you know, adjust the numbers
[1:02:06] for like, they're actually where they should be
[1:02:07] because of the Yeah.
[1:02:09] What we would expect, I think at the school,
[1:02:11] at like the teacher level
[1:02:12] and the student level, they are very able
[1:02:14] to manipulate the data that way.
[1:02:16] Students with disabilities on IEPs are listed under their
[1:02:19] special educator within the testing system.
[1:02:21] So they can look at just that group.
[1:02:23] They can pull that group apart a little bit
[1:02:25] differently than we would see here.
[1:02:28] There's also some limits on data privacy.
[1:02:30] So I can only show you groups that are larger than 11.
[1:02:33] And so if we look at grade level students, we start to,
[1:02:37] to get into that range.
[1:02:39] I think that's also where we look at growth. Yeah.
[1:02:42] Because if they're building their skill
[1:02:44] and that's huge and amazing.
[1:02:48] Yeah. And we wanna celebrate that. Yeah.
[1:02:50] And they, And there's also
[1:02:52] Proficiency.
[1:02:53] Yeah. I think there's two ways
[1:02:54] to look at, are you proficient?
[1:02:55] Yes or no? Yeah. If not, how well are you progressing to,
[1:02:59] to kick to, you know, bridge that gap?
[1:03:01] Yeah. So I, Their, their team's very good at the
[1:03:07] MTSS level or their EST team
[1:03:09] and saying, okay, here's where so and so was at.
[1:03:11] This is where we want them to be.
[1:03:14] They've had a hundred percent growth,
[1:03:16] but they're still not hitting benchmark.
[1:03:17] Well, a hundred percent growth is pretty amazing.
[1:03:19] And you also have other kids that are at proficiency
[1:03:21] and got only a little bit of growth.
[1:03:23] Well you're not, you know, we're,
[1:03:25] we're not saying it's too bad
[1:03:26] that child who's proficient and made so much growth.
[1:03:28] So yeah, you wanna look at those individuals
[1:03:30] and say, how are they performing compared
[1:03:33] to themselves really?
[1:03:34] Where are they at? Where do they start
[1:03:36] and how are they doing now?
[1:03:38] And celebrating those successes for those kids
[1:03:40] that are closing that achievement gap.
[1:03:42] We had a lot of conversations,
[1:03:43] we're implementing new report cards for K
[1:03:45] through eight this year, and that was a lot of the language
[1:03:48] that we talked about around the proficiency scales.
[1:03:50] And four being, it'll say extending
[1:03:54] because kids aren't done learning once they're threes.
[1:03:57] We wanna keep challenging them
[1:03:58] and giving them things that
[1:03:59] are appropriate for their learning.
[1:04:00] And so we really, no matter what a student's needs are,
[1:04:04] MTSS will address 'em.
[1:04:05] Whether that's students who are performing
[1:04:06] above the expectation or below.
[1:04:08] That's our goal. Me and the kids where they're at.
[1:04:11] Exactly. I know
[1:04:12] because kindergarten did test with DIBELS in the fall,
[1:04:15] there was a bit of a panic when I came to present the data.
[1:04:18] We were like, holy moly, 83%
[1:04:21] of these kids are well below the benchmark.
[1:04:24] So I did just wanna point out
[1:04:25] how much growth they made across the, across the year
[1:04:29] went from 83% a well below to 21%.
[1:04:32] So really huge growth in that kindergarten class
[1:04:35] and fourth grade had really
[1:04:37] remarkable growth over the course of the year too.
[1:04:39] There was a really big shift from red to yellow.
[1:04:41] So I know I brought your attention to the at or above,
[1:04:44] but also moving students from that well below to
[1:04:47] below is progress too.
[1:04:49] And I think you'll see that represented
[1:04:51] in the literacy growth.
[1:04:54] So this is the percentage of students at each grade level
[1:04:57] that made that year's worth of expected growth.
[1:04:59] At least. At least
[1:05:00] For, yeah, at least that much.
[1:05:01] Yeah. Can I ask you past question about
[1:05:04] the, so I didn't ask earlier.
[1:05:07] Is that gonna be, does it change more on the teacher side
[1:05:09] or on the parent side or both?
[1:05:11] Depends on the school
[1:05:13] because everybody sees it a little bit differently.
[1:05:15] I don't think twinfield will look super different.
[1:05:18] Big shifts are that we're going to common proficiencies,
[1:05:22] which most folks were using anyway.
[1:05:23] And we're reporting on math practice
[1:05:26] standards, which will be new.
[1:05:28] And the castle competencies will replace any
[1:05:30] of the individual schools, like habits of heart or mind
[1:05:34] or work or whatever they call it.
[1:05:37] Those things can be addressed in comments Totally.
[1:05:39] But we move to the castle competencies
[1:05:41] because that's what the SSIS assesses kind of the national
[1:05:44] Standard.
[1:05:45] One nice thing is that we had 34, 35 different report
[1:05:48] cards just a couple years ago.
[1:05:50] And by going through a unified pre-K,
[1:05:52] it allows our teachers across the SE to be able
[1:05:55] to talk about what are they doing in their classroom
[1:05:57] and how's it being related to school
[1:05:59] or student performance on those report cards.
[1:06:01] So it's a common language now,
[1:06:02] at least for pre-K through eight.
[1:06:04] Now we're measuring that academic success
[1:06:06] And we've teased that out to teachers quite a bit
[1:06:09] and kind of like forewarned them quite a bit.
[1:06:12] On October 13th, on the professional development day,
[1:06:14] we'll roll it out and
[1:06:15] actually show them what it'll look like.
[1:06:17] We'll have family sessions as well
[1:06:18] during the day and then after school.
[1:06:20] And we'll have a family guide that's on the website just
[1:06:21] to kind of go through what's proficiency based
[1:06:23] grading and things like that.
[1:06:25] Yeah. Is any of that information all together
[1:06:29] that we could have it in house and start it earlier?
[1:06:32] You, it'll not be ready by Tuesday.
[1:06:35] Yeah, I, I'm just wondering if you're can get families
[1:06:37] to come to that They'll be online.
[1:06:39] Yeah. The, the whole, you know, minutes across the su Okay.
[1:06:43] We'll see, I've never done anything like that.
[1:06:45] Maybe we can have even just a
[1:06:47] sign saying like, keep your eyes open.
[1:06:50] Or maybe that's not, maybe
[1:06:51] that's not appropriate at the school board table.
[1:06:52] Stay tuned. Stay tuned.
[1:06:53] Maybe somewhere else, but stay tuned. It's coming. Yeah.
[1:06:57] I don't know if they got given out last year at your open
[1:07:00] house, but last year we made like one pagers
[1:07:03] with the proficiencies that are like, here's
[1:07:04] what your kid's gonna learn this year.
[1:07:06] Yeah, that's where, yeah. Then those are the same.
[1:07:09] Those will be the report card proficiencies.
[1:07:13] We're all on the same page. And you say those,
[1:07:14] those are going out this year
[1:07:16] or are they They'll be available at open house.
[1:07:18] Cool. From teachers or from From teachers. Cool. Perfect.
[1:07:24] We have them in. But I really liked the,
[1:07:26] the state made one pagers of like, here's
[1:07:28] what kindergarten looks like in Massachusetts.
[1:07:30] So, awesome. Just start when I came here. Very nice.
[1:07:36] Any questions about the growth chart for literacy?
[1:07:39] Again, K through three is dibels four through six,
[1:07:42] oh it should say four through 10 is star reading career,
[1:07:46] the principal's feeling about the growth people.
[1:07:49] I think there are definitely areas to celebrate
[1:07:52] and like we're always looking at
[1:07:54] how we can better support our kids.
[1:07:56] So actually at the upper level we're shifting
[1:07:59] to incorporate more intervention.
[1:08:01] So there can be some target support for kids
[1:08:03] who haven't made the expected growth.
[1:08:06] We're doing assessments this weekend next
[1:08:09] and then doing a big data sort, trying to match kids
[1:08:13] with the instruction that best needs.
[1:08:16] So we're anticipating the growth to increase,
[1:08:19] I like how you call it a data sort.
[1:08:21] I used to call it day to day. I like that data sort
[1:08:25] And I didn't, I don't know proficiency numbers off the top
[1:08:27] of my head, but I do know just from, you know,
[1:08:30] looking at the data over the past couple weeks,
[1:08:32] these growth rates are higher than expected.
[1:08:35] Anything over 70 is,
[1:08:36] is higher than our schools within in the U.
[1:08:41] I'll also say, and then stop talking.
[1:08:43] Like we could just see different growth
[1:08:45] than what's on the marker app.
[1:08:46] Correct. Yeah. So yeah,
[1:08:48] this is part of what we do in schools.
[1:08:50] It is not everything
[1:08:53] All set.
[1:08:54] It's also a 40,000 foot view of what we also wanna be able
[1:08:57] to share what we're doing and how we're doing.
[1:08:58] Yeah, agreed. So then when we take a look
[1:09:03] at math proficiency, so again, grades two through 10
[1:09:07] and then the whole school, this is just our math,
[1:09:09] that's the, the assessment that we have at the SU level.
[1:09:12] So again, from those levels one through four
[1:09:15] and those are tied to VT cap proficiency predictors
[1:09:18] and we've, we saw, again, can't share it with you,
[1:09:22] but I will say it's pretty closely tied, you know,
[1:09:25] within five percentage points from, from who's at
[1:09:29] or above on STAR to VT cap proficiency.
[1:09:32] It was a strong predictor.
[1:09:34] Are the the levels the same as in the literacy?
[1:09:39] The well below? Below at above,
[1:09:41] Yes.
[1:09:42] Yeah, that's really DIBELS language.
[1:09:43] And then you'll see like the numbers in the,
[1:09:45] in the parentheses on the literacy one, the math
[1:09:48] and STAR in general really does go through the levels
[1:09:50] because that's what us, that's how VT cap
[1:09:54] the state test levels.
[1:09:58] There were huge jumps in grade two,
[1:10:00] in grade six and grade 10.
[1:10:03] Just really impressive to get a high school grade.
[1:10:07] I totally agree. When you see the high school do that,
[1:10:08] we're like what the, it's really nice
[1:10:10] Conversation with a high school teacher
[1:10:12] who is talking about how hard it is
[1:10:14] to engage kids in these tests.
[1:10:15] So we this year have slide decks for teachers
[1:10:20] to use with their students.
[1:10:22] So there's one for one through three, one for four
[1:10:24] through six, and then a seven through 10.
[1:10:26] That's really like, here's what we do with this data, here's
[1:10:29] what these tests are.
[1:10:31] It's not something that we wanna do to you, it's something
[1:10:33] that we wanna do with you to figure out
[1:10:35] what you need to keep learning.
[1:10:37] So that's, that's new this year too, to try to increase
[1:10:40] that engagement buy-in. Yeah.
[1:10:43] This is a terrible question that just as a parent,
[1:10:45] let alone a board member, I should
[1:10:46] know the answer to questions.
[1:10:49] What do these tests look like functionally?
[1:10:52] Like what I have in my head is, you know, when I was a kid,
[1:10:54] like fill in the bubble, you know?
[1:10:55] Yeah. That kind of thing.
[1:10:57] Assuming choice, some of it's like that
[1:10:58] and some of it's not much on computer
[1:11:00] Now.
[1:11:01] Yeah. It's on a computer. You get one question at a time.
[1:11:02] Okay. Star math is timed, so designed
[1:11:05] to take 90 seconds per question.
[1:11:07] There are accommodations that can be made to extend that
[1:11:10] and take the time from it away.
[1:11:12] There's also accommodations
[1:11:13] that will read the test to the student.
[1:11:15] Okay. You know, so if we're taking a math test
[1:11:17] that's not a reading test, so we can read that
[1:11:19] to the student, but it's also adaptive.
[1:11:22] So as students perform better on the
[1:11:24] assessment, it gets harder.
[1:11:25] Yeah. So it really works to place them kind of
[1:11:27] where they're at and the reports will give teachers
[1:11:30] with exactly what padding needs to do next.
[1:11:33] Yeah. In other words, like what areas
[1:11:35] of efficiencies the kids have mastered
[1:11:37] and what if you almost like provides an in little blueprint
[1:11:40] for what are the areas of focus
[1:11:41] that you could use for the next few weeks.
[1:11:44] Exactly. So that guides intervention, you know,
[1:11:47] that can guide a student's own independent practice
[1:11:49] time as a classroom teacher.
[1:11:50] That's how I used those reports.
[1:11:53] But it's really useful information.
[1:11:55] But it takes maybe 30 to 40 minutes per test.
[1:12:00] I think some kids do take less time.
[1:12:03] It should take around 30 minutes.
[1:12:07] It's not a, it's not a heavy lift at the classroom level if,
[1:12:10] you know, each kid gets on through their computer
[1:12:11] and kind of self-contained.
[1:12:14] And I think you actually talked about this the last time,
[1:12:17] but throughout the year is the, given
[1:12:21] that we're, we're gauging proficiency,
[1:12:23] does the proficiency change throughout the year?
[1:12:25] So it's getting Yes. You know, you're judging something
[1:12:27] by a higher standard as you're progressing,
[1:12:29] Right?
[1:12:30] Yeah. So what's called a scale score? Yeah.
[1:12:31] Like the, just the raw score
[1:12:33] does increase over the course of the year.
[1:12:34] Correct. Yep. Great question.
[1:12:38] Yeah, so I think the idea there would be
[1:12:40] what you expect a child to do a grade two and,
[1:12:41] and the fall's gonna look different at winter
[1:12:43] time than than spring.
[1:12:45] And so I mean that also means that like
[1:12:47] if you have something that's fairly similar scale from fall
[1:12:51] to winter, that doesn't necessarily mean they aren't
[1:12:55] Growing, Growing like as a standards gap higher, just
[1:12:58] that they're still at the same
[1:13:00] Yeah. They're not closing
[1:13:01] The gap.
[1:13:02] They're not closing the gap. Right.
[1:13:03] But, but they're still improving.
[1:13:05] It's Just in the raw.
[1:13:08] Well you could go up 20 points
[1:13:09] and still be in the yellow from fall to spring.
[1:13:11] Yep. Totally. Then so if we look at growth,
[1:13:16] that's the percentage
[1:13:17] of students at each grade level making the expected
[1:13:19] growth on star map.
[1:13:21] So again,
[1:13:25] we saw those huge, you know, jumps in grades two and six
[1:13:29] and 10 and that corresponds here
[1:13:34] and that's really student based.
[1:13:37] Right. Teachers in those grades weren't doing anything
[1:13:40] different necessarily than the other grades.
[1:13:43] Just that that cohort of students somehow,
[1:13:47] Well you're asking a good, Sorry, go ahead.
[1:13:49] No, no, no, go ahead. Well Twinfield was accessing coaching
[1:13:52] through all learners network.
[1:13:53] And so I think that, you know, willingness to kind
[1:13:57] of jump in and try new things
[1:13:59] and intervention looks different
[1:14:01] at those different grade levels too.
[1:14:02] So I think it's a lot of variables,
[1:14:03] but also, I mean though Illustrative has been around
[1:14:08] for a few years, we've really committed to working through
[1:14:10] with one the second year really.
[1:14:13] So we have a few things that are kind of coming at play
[1:14:15] and we're still working through it.
[1:14:16] Like math is one of our goals for this year in general.
[1:14:20] Very well said. Yeah.
[1:14:21] The other thing, not as high as in literacy right now,
[1:14:24] The other thing to think about is, okay, you,
[1:14:27] you could have a cohort of students
[1:14:28] that historically struggles,
[1:14:29] but you could also have a teacher who's brand new
[1:14:31] and doesn't have the, the skillset of a,
[1:14:33] of an experienced teacher and and reading or math.
[1:14:36] And you would expect those kids not to grow as much with
[1:14:39] that teacher in their first year if they don't have
[1:14:41] that experience and expertise.
[1:14:43] So yeah, many different factors come into play.
[1:14:47] It's interesting. It's not, that's not a perfect
[1:14:48] inversion, but there's,
[1:14:51] Yeah, The dips are
[1:14:53] opposite in the literacy versus the math.
[1:14:55] So like that too second grade, you know? Or was it second?
[1:14:59] Yeah, second grade is the super low one in literacy
[1:15:01] and they're off the chart in math.
[1:15:03] Just find that interesting. I don't know what that means,
[1:15:05] but focus,
[1:15:08] It's interesting goes I was
[1:15:10] gonna say, it's a good observation.
[1:15:11] What I liked as a principal is
[1:15:12] after three to four years I can start to see trends.
[1:15:15] Is it the actual, the cohort
[1:15:16] or is there something going on instructionally at those
[1:15:18] different grade levels that I need to look at?
[1:15:21] The challenge they've had is they don't,
[1:15:23] teachers don't say at the same
[1:15:25] Students, Small move a
[1:15:27] Lot, but very well said.
[1:15:28] Well, it's pretty darn small too. So
[1:15:31] Close usually.
[1:15:33] Right. But you could look at the last 10 years
[1:15:35] for third grade, right.
[1:15:37] Teachers that didn't move. Yeah. What does that look like?
[1:15:41] Definitely statements have changed.
[1:15:43] I would say that too hard to compare scores
[1:15:46] and assessments when they've changed over time too.
[1:15:49] But there are ways to do it.
[1:15:50] You just have to, there's a lot of factors
[1:15:52] that go into it, right.
[1:15:53] And there's, it's always gonna be kind of with a grain
[1:15:55] of salt if the, if the assessment itself changes different
[1:15:58] but no, no changes that not, it's not the plan.
[1:16:03] The plan is to stick with star. Yeah.
[1:16:06] I think for the student's sake too, yes, yes.
[1:16:08] It does not change anymore or add more.
[1:16:11] We have good historical data with Star
[1:16:13] because we, we expect our
[1:16:16] students take like more grade levels.
[1:16:18] Levels take it. And we've not been doing it for a while.
[1:16:21] So we have advocated not to change it
[1:16:23] because we do have very good historical data.
[1:16:25] As long as the assessment is reliable
[1:16:27] and valid, I don't see,
[1:16:28] unless it becomes like a super expensive assessment
[1:16:31] or something like that, you know, there's really no reason
[1:16:33] as long as keeps meeting our needs.
[1:16:36] Curiosity. Do the, do the teachers see
[1:16:40] their incoming classes
[1:16:41] Results?
[1:16:42] Good question. Previous year, I'm trying
[1:16:46] to remember if they can see it in the,
[1:16:47] I don't think they can see it in the system.
[1:16:48] They can see an edge of climber if they're,
[1:16:50] if they're looking at student profiles, they've got full
[1:16:53] and that's longitudinal.
[1:16:54] So every test result for that student.
[1:16:57] We do typically have meetings in the spring and
[1:16:59] or in the fall depending on how that year goes.
[1:17:01] But we do try to share the data space, see what's coming in
[1:17:05] and to plan accordingly.
[1:17:06] Yeah, we hope for the spring.
[1:17:09] Occasionally we do both, but so that way we, it like
[1:17:14] we've worked a lot on like how
[1:17:15] to use this data and what does that mean?
[1:17:17] Yeah. Because kids change and grow
[1:17:19] and all those lovely things.
[1:17:21] And also we can help
[1:17:22] and get hit the ground running by planning for that
[1:17:25] and what we're seeing and
[1:17:26] with the slide decks the teachers will get once we send out
[1:17:29] the SSS information, there's also a student reflection form
[1:17:33] that's new this year that's totally optional.
[1:17:35] But really just guiding kids through like
[1:17:36] what do you think you did well on?
[1:17:38] What do you, what goals do you have for yourself?
[1:17:40] Not necessarily tied to scores,
[1:17:41] but again, just kind of building that engagement
[1:17:43] and ownership and I don't want assessments
[1:17:46] to feel like something we do to kids
[1:17:48] that really can help guide their learning.
[1:17:51] It's probably a good time to mention.
[1:17:53] So I, I did say that these are in support
[1:17:55] of getting federal title funds.
[1:17:58] I did just wanna mention that Twinfield gets about
[1:18:01] $330,000 in title funding.
[1:18:06] There are large investments in inter in interventionists.
[1:18:10] So two literacy interventionists, half
[1:18:12] of a math interventionist,
[1:18:14] and then smaller investments in family engagement funds
[1:18:17] and winter activities and teacher curriculum work
[1:18:20] and then online math platform
[1:18:22] that teachers pull activities from.
[1:18:24] But for the title funding that Twinfield receives about 320
[1:18:29] of that 331,000 goes to intervention salaries.
[1:18:36] Any thoughts on that? And
[1:18:38] That's not just math, right?
[1:18:39] That's across, you know, because you mentioned two.
[1:18:41] Yeah, there's two literacy assessments
[1:18:43] and then half of a math intervention.
[1:18:45] Two literacy interventionists, pardon me, two
[1:18:48] and a half interventionists take that.
[1:18:50] About $320,000.
[1:18:52] So last year early in the budgeting process, I was trying
[1:18:55] to shift away from title funding to local funding.
[1:18:59] So if title funding were to go away,
[1:19:02] but we realized that it's such a huge hit
[1:19:07] for the, the tax rate that we weren't able to do that.
[1:19:09] So maybe it's something we look at
[1:19:11] and go, is it one position that we try
[1:19:13] to, to shift local funds?
[1:19:14] Things of that nature. Just to kinda give you some ideas
[1:19:16] behind this is two years ago they tried, they,
[1:19:20] they threatened to take all the money away
[1:19:22] and then they decided after there was,
[1:19:25] everybody was kicking and screaming.
[1:19:26] They said, okay, well we'll just freeze it
[1:19:27] and alright, well that was frozen amount two years ago.
[1:19:31] That amount buys us less each year because of inflation.
[1:19:35] They froze again.
[1:19:36] So you're looking at the total value of, okay,
[1:19:38] that $300,000 it was or 320, was it 3 29?
[1:19:42] 3 4 3 3 31.
[1:19:44] That 3 31, as long as we had the same number of students
[1:19:47] with same needs was 3 31 a year ago
[1:19:50] and 3 31 the year before probably.
[1:19:52] So what we can do with those dollars is less
[1:19:54] and less as well as it's been at risk
[1:19:59] with the current administration.
[1:20:01] So that was the thought behind it last year, trying to make
[1:20:04] that shift to local funding, realizing though
[1:20:06] that we couldn't do it at that time
[1:20:10] 'cause of such a large impact on the tax bill.
[1:20:12] Maybe we still look at it, right?
[1:20:13] Is it that other 0.5, we take that 0.5
[1:20:17] and bring that all along local
[1:20:18] or something like that Just to kind of slowly shift that
[1:20:23] Question.
[1:20:24] I mean I, I mean I understand sort of the fear
[1:20:27] of logic funding
[1:20:28] Being Intent, like pulled
[1:20:33] what's like is there something
[1:20:34] that would stop us from if it got pulled to then at
[1:20:37] that point switch to local funding
[1:20:38] or the concern is that the timing of it?
[1:20:40] You're asking a great question. The timing did not help.
[1:20:45] So we have a couple things that we have to consider.
[1:20:48] One is if we're going to riff, a position has to happen
[1:20:51] by like April 15th.
[1:20:52] Well if this funding gets pulled
[1:20:54] after that we have signed a contract,
[1:20:57] we gotta pay that contract.
[1:20:58] So when I look at it, so it becomes a local
[1:21:00] funding source at that point.
[1:21:02] But with money we did not budget.
[1:21:03] So are we able to make cuts someplace to offset that?
[1:21:06] Or is that putting us into a debt the following year
[1:21:10] that we gotta pay on top of
[1:21:12] Or three using surplus You all the above.
[1:21:15] Right? Depending on what you're available. Right.
[1:21:17] If you've ever locally funded it,
[1:21:19] it can never go back on a grant.
[1:21:21] Oh. Oh okay. That's a
[1:21:25] But here's the other thing which we have not had an issue
[1:21:28] with but we could, is if you've done something so long,
[1:21:30] the idea behind title funding is for you
[1:21:33] to try something different
[1:21:35] and if it works then you should put it on your local anyways
[1:21:38] and then reallocate those dollars
[1:21:40] to try something different.
[1:21:42] Does that work? It's supposed to be that way.
[1:21:44] We have not done that.
[1:21:46] So theoretically we could have our hand smack
[1:21:48] anyways by not doing that.
[1:21:50] Oh. Or do you try to do something
[1:21:52] that's still intervention like
[1:21:54] but different enough that it's still needs the letter
[1:21:57] of the law that you're not supplanting it,
[1:21:59] you're still trying to do something different?
[1:22:00] Because I'm just thinking about the like obviously
[1:22:02] like tax rates are,
[1:22:03] Well they're Everywhere
[1:22:07] and sort of the like I can understand the argument well why
[1:22:10] not take the money if it's there?
[1:22:11] Sure. And then if it does go away,
[1:22:14] okay, then we'll talk about it.
[1:22:16] But that, that explanation makes sense
[1:22:19] that the 10th police supposed to be sort of the moving,
[1:22:22] The intent is, yeah.
[1:22:25] Unless they've changed the law in some way is
[1:22:27] that the money's there for you to be able,
[1:22:29] if you think about it for a little bit more, it's
[1:22:31] for these students that generally have higher needs that
[1:22:34] that's where this title funding is aimed at.
[1:22:35] So you, you use those dollars to try.
[1:22:37] So try something different, more unique
[1:22:39] to help meet their needs after you've proven it
[1:22:42] to be effective or not effective.
[1:22:43] It's effective, put it onto your local dollars,
[1:22:45] then you can use these dollars again to try something else.
[1:22:48] To try to improve learning.
[1:22:50] But we wouldn't necessarily lose the
[1:22:51] money, we just couldn't
[1:22:52] Use it for different purpose. Right. And
[1:22:54] We, we get three title funds.
[1:22:56] So we get title one, which is based on poverty numbers.
[1:22:58] We get title two and title four, which are
[1:23:00] for well-rounded education and professional development
[1:23:03] because the investments of the grant
[1:23:06] for the past few years have been in intervention salaries.
[1:23:09] We borrow from titles two
[1:23:11] and four to pay into that really
[1:23:13] what should be a title one investment And title one does
[1:23:16] feel politically safe.
[1:23:17] It's really titles two and four
[1:23:19] that people are talking about weary
[1:23:22] And title two is more professional development.
[1:23:24] Is that correct? And
[1:23:25] what's the other one? I'm sorry. Correct.
[1:23:26] Like a well-rounded education.
[1:23:28] Yeah. We don't want that In all of those areas.
[1:23:30] Winter activities, things like that.
[1:23:32] But those two titles we do pull from other,
[1:23:36] with the exception of Danville, no school uses title funds
[1:23:39] for professional development.
[1:23:44] Hmm. Other than that,
[1:23:47] like all learners network platform which is like an online
[1:23:49] system and that, is
[1:23:54] that an active, that's an active choice
[1:23:57] or we have in the past little bit active
[1:23:59] institutional history.
[1:24:01] I was gonna say, so we have in the past,
[1:24:02] I would say range from like four
[1:24:04] to 8,000 depending on, that was many years ago.
[1:24:07] So like our investments have changed every year
[1:24:09] slightly though.
[1:24:11] The main constant is the
[1:24:12] interventionists and family engagement.
[1:24:15] And do we, do we feel good about,
[1:24:17] I guess my overall question is do we, do we like
[1:24:19] how we're using the funding or does it feel good?
[1:24:21] Does it, that's I guess really the question.
[1:24:23] Yeah, it's your administrative team right there.
[1:24:26] Our kids greatly benefit from our,
[1:24:28] the interventionists that we invest in.
[1:24:29] Yeah. I do think that it would be detrimental to them.
[1:24:34] Not that we can't do that,
[1:24:35] but they are making a huge impact on kids and our staff
[1:24:38] and working together and creating success for kids.
[1:24:41] And it sounds like you found other funding
[1:24:43] for professional development.
[1:24:44] So it's not like we have. Right.
[1:24:47] And also last year I came
[1:24:48] and asked them, which I didn't end up getting.
[1:24:51] I didn't end up using No because we
[1:24:52] ended up having extra budget.
[1:24:53] So it's not like we're,
[1:24:55] because I Yes, great to invest in.
[1:24:59] It doesn't, that doesn't equal
[1:25:01] taking away from professional development of
[1:25:05] Twinfield has the highest professional development
[1:25:07] budget in their local budget,
[1:25:11] Which is wonderful.
[1:25:13] The two literacy interventions, the 0.5 math intervention,
[1:25:16] is that six through 12?
[1:25:18] Does Jenny have two math inter in the elementary? Yes.
[1:25:22] So one of those positions was transferred
[1:25:26] by a classroom teacher to an interventionist for this year
[1:25:28] because we had more staff than needed
[1:25:30] with the new number requirements for classroom minimums.
[1:25:33] So is that coming from regular contracts? Yeah. Okay. Yeah.
[1:25:38] And that that is only the elementary different
[1:25:41] international, those are all elementary.
[1:25:42] Yeah. Middle.
[1:25:44] Another thing thought here is that with your EQS and
[1:25:47] and educational quality standards,
[1:25:49] multi cured system supports,
[1:25:51] we are required to meet the kids where they're at.
[1:25:53] So whether we are able to intervene with a classroom teacher
[1:25:56] or we intervene with an interventionist,
[1:25:58] it's just something we gotta provide.
[1:26:01] And if we can get a highly trained interventionist
[1:26:03] that's focused either in mathematics instruction
[1:26:05] or in reading instruction,
[1:26:06] which is the typically the two
[1:26:08] areas that we're looking at helping.
[1:26:10] Kudos to us, it's great.
[1:26:12] So, but it's still something we have to provide
[1:26:14] that we're doing it through whatever funding stream we're
[1:26:18] using or whatever model we're using,
[1:26:19] we still get up, meet the needs of the kiddos.
[1:26:21] And that's true pre-K 12. Yep.
[1:26:24] We're legally required to support,
[1:26:26] Meet the needs of the kids compet benchmarks.
[1:26:28] It's the right thing to do. And it,
[1:26:30] I, I think that not only required,
[1:26:32] but it just, we gotta meet
[1:26:33] the kids' needs wherever they're at.
[1:26:34] So,
[1:26:36] And It could be above
[1:26:38] The hope that with the additional math interventionists
[1:26:40] this year that like more students will get math intervention
[1:26:44] or, so our math intervention has not been,
[1:26:47] it has been used a little bit differently
[1:26:49] than our literacy intervention.
[1:26:50] We only had one person and our focus last few years have
[1:26:53] really has really been literacy.
[1:26:55] Not that we weren't doing math
[1:26:56] and doing the interventions that we were,
[1:26:59] but we've really put a lot of professional development
[1:27:01] and time and practice with our students
[1:27:04] and with our staff in literacy.
[1:27:06] So we added the interventionist this year
[1:27:09] and we're really focusing on math.
[1:27:12] So we're hoping to see similar growth more,
[1:27:15] more growth in math as moving forward.
[1:27:18] Sounds like those two math interventionists are going into
[1:27:21] the classroom and working with the teacher during that time.
[1:27:25] During the intervention block for math.
[1:27:26] So we had one to, we had one doing it last year,
[1:27:29] the last couple years and now we have two.
[1:27:31] So they're able to do the smaller groups
[1:27:32] and more specialized instruction during that time
[1:27:35] based on student And then also doing pullout.
[1:27:38] Right? They are doing some pullout. Yes.
[1:27:41] Or sometimes the individual
[1:27:43] is actually in the classroom as well.
[1:27:45] Yeah, we're trying to keep a lot of it on push in service.
[1:27:47] That's great because that works so well
[1:27:49] with the differentiated instruction block and literacy.
[1:27:51] So that makes sense that you're, yeah.
[1:27:56] And there is such a spectrum of
[1:27:58] what students can do in one classroom
[1:28:00] that you need more adults to really be able
[1:28:02] to teach each kid where they're at really
[1:28:05] to effectively get like small true small groups
[1:28:07] where you can really tailor kids' needs.
[1:28:09] You do need them to be, that's pretty smart.
[1:28:12] So you can keep pushing where they need to be.
[1:28:15] It really nice about their team is they're constantly
[1:28:18] going the data to see how these kids are performing
[1:28:20] and what they need to do to push 'em to the next level.
[1:28:22] It's pretty well-oiled machine.
[1:28:26] You mentioned the illustrative math.
[1:28:29] This is the really the, so you said it's been around
[1:28:31] because it's really a second year.
[1:28:33] Is that right? What you said that it's if I have my
[1:28:35] years right here correctly?
[1:28:36] Yes. We, so that curriculum has been
[1:28:40] around far longer.
[1:28:43] It was not rolled out with professional development
[1:28:48] or any sort of support or rollout plan.
[1:28:53] So it was more like, here
[1:28:54] are these resources, here's a book.
[1:28:55] And it was dropped. So teachers
[1:28:59] not before me.
[1:29:01] Like it was not recently. Right. Not in the last few years.
[1:29:07] It was far before that. Keep
[1:29:09] Saying it outside my Head.
[1:29:10] So not throwing anyone under the bus. That's right.
[1:29:13] We saying we realized what happened
[1:29:15] and we evaluated where we were and data.
[1:29:18] We are using this program.
[1:29:20] We provided professional development
[1:29:23] and we are sticking to it to really see
[1:29:25] what this program can do when we're using that
[1:29:27] and all the other skills and resources we have.
[1:29:29] And that's, sorry, is that K to 12 or K eight?
[1:29:31] What's K to It's K. It's K five.
[1:29:35] But then we use, sorry, go ahead. Grade.
[1:29:39] And then we use open up resource,
[1:29:41] which is the continuation of verse six grade.
[1:29:43] But it's within the same program.
[1:29:45] It's just called something different.
[1:29:46] It's designed as a cohesive
[1:29:49] Berkeley line.
[1:29:50] There you go. That's the word I should have known.
[1:29:53] And then this is near,
[1:29:58] this is year three of Bookworms, right?
[1:30:01] Yeah. Yeah. And is that going like, how's that going?
[1:30:05] It's actually going really well.
[1:30:07] We, I feel like are now in the more fine tuning stages
[1:30:12] at this point, which is to be expected.
[1:30:13] 'cause the first year is usually a lot
[1:30:16] and just figuring out how this works for staff
[1:30:18] and for students it's a little overwhelming.
[1:30:20] And then year two it's kinda like, okay,
[1:30:22] you gotta get your feet on the ground.
[1:30:23] You know, you start to learn like where you can
[1:30:26] really use it and the potential and really dive into it.
[1:30:30] And then year three is really okay,
[1:30:31] like here's what we're doing.
[1:30:31] We're fine tuning. We did last year
[1:30:35] after looking at our data for the winter, add a tier one
[1:30:40] or core instruction lesson from Fundations.
[1:30:43] 'cause our scores actually went down from fall to winter.
[1:30:46] So we're still doing all three components of bookworms.
[1:30:49] So the shared reading, e, l, A and di.
[1:30:51] But we are also doing a Fundations lesson.
[1:30:54] I just wanna say great job using data
[1:30:55] to make an instructional decision
[1:30:56] to make change, good job, whatever.
[1:30:58] And is that, and foundations, is that just grade three?
[1:31:02] What does foundations build?
[1:31:03] It actually does have a four
[1:31:05] or five component, which is, that's new to me.
[1:31:07] I've been using some of the grade three above that,
[1:31:10] depending on the needs that above in grades four and five.
[1:31:14] And I have recently learned there's a four or five
[1:31:17] Is there, and this is phonemic awareness, right?
[1:31:19] Yeah. Which, unless research has changed.
[1:31:22] So basically by age seven you need
[1:31:23] to have phonemic awareness or you're not gonna get it.
[1:31:25] It's like, so alright, way to go. Four, five. So
[1:31:28] A 7-year-old or So it's slightly different.
[1:31:30] My guess is it's more like tel.
[1:31:35] Okay. I'm not sure exactly the parts yet
[1:31:36] because I haven't seen that part of the program.
[1:31:38] Fair enough. But I just
[1:31:39] Maybe me pause looking Into it to see
[1:31:41] what it could offer and what's there.
[1:31:43] I'd love to look at it. Yeah, I was, I, I heard that.
[1:31:46] I was like, oh that's interesting. I'd love to see it.
[1:31:49] Yeah, totally. Yeah. I mean just the, the advanced,
[1:31:51] I don't know how much performance has,
[1:31:52] but the advanced lower tax skills for kids
[1:31:54] beyond third grade be such a hindrance.
[1:31:57] They don't have it in third grade.
[1:31:58] Fourth grade's a huge jump. Yeah.
[1:32:00] Then they're often not getting
[1:32:02] From learning to read to reading and
[1:32:03] learn a little shift there. Yeah.
[1:32:05] He's got all the Latin and the Greek
[1:32:07] and the poly slab thing. So probably
[1:32:09] What Yep.
[1:32:13] That's why working so hard pre-K through.
[1:32:16] Yeah. So I was looking at, I think they,
[1:32:18] they do have like a little bit of work that,
[1:32:21] that it seems more vocabulary based than Yeah.
[1:32:25] And I, it kind of goes back to, it ties back
[1:32:27] to our interventions and our tier title one, sorry,
[1:32:30] it's gonna be leaving title one limit funding.
[1:32:32] Just because you want students to make growth
[1:32:37] and to really hit the benchmarks by third grade.
[1:32:40] Yep. To really make a huge impact.
[1:32:42] So a lot of our money is going to elementary
[1:32:44] or lower Elementary for good reason.
[1:32:47] Yeah. I'm not saying we don't need it in the upper grades in
[1:32:49] other areas because we really do, but
[1:32:51] Makes their lives a heck of a lot
[1:32:52] easier there simply because
[1:32:54] Yeah, that's right.
[1:32:55] Like in the next, doing all of this work
[1:32:57] and sort of, I think, and correct me if I'm wrong,
[1:33:00] but just reading it as a parent,
[1:33:02] the cohort in middle school,
[1:33:04] they were hit in the COVID years
[1:33:07] and there is a lacking in literacy currently in
[1:33:11] The lacking a lot of things for that. So yeah.
[1:33:14] So I think yes, we have all this research back up
[1:33:16] that we need the younger grades
[1:33:17] and it's really important to support them
[1:33:19] because it's harder to catch 'em up, their need
[1:33:22] to catch up later and also, and all these other things.
[1:33:27] So we do need that too. But research does show in
[1:33:30] general the younger better.
[1:33:33] Seems like the middle school would be illustrative of
[1:33:35] that given that that's when they got hit As in those
[1:33:38] many years for
[1:33:42] huge impacts on everything.
[1:33:44] Good times All the way around. Next slide it's better.
[1:33:50] So through looking at all of that data through the course
[1:33:53] of the year, the TWINFIELD staff have come up
[1:33:55] with these goals, proposed these goals
[1:33:57] for this current school year.
[1:33:59] So that by June, 2027,
[1:34:01] all students pre-K 12 will make at least one year's growth
[1:34:03] in both reading and math through those LAS measures.
[1:34:06] And the reason they're not explicit here is
[1:34:08] because if there ever is a change in the, in the LA
[1:34:11] and there will be, we'd have to go back
[1:34:14] and ream amend our continuous improvement plans.
[1:34:16] So they're, they're intentionally vague in terms
[1:34:19] of the measurement, which kind of measurement system.
[1:34:23] Yeah. And then each school also has
[1:34:26] to have a K three literacy goal.
[1:34:27] So the proposed goal here is that by June of 2027, 100%
[1:34:32] of students in grades K
[1:34:33] through three will meet the growth expectations in reading
[1:34:37] as determined by L cast measures.
[1:34:38] And that will be
[1:34:39] individualized or by grade level.
[1:34:44] Are the growth, are the growth expectations
[1:34:47] one, sorry.
[1:34:52] Yeah. The growth expectations different
[1:34:54] than one year's growth.
[1:34:57] I'm trying see is it, is there a different Yeah,
[1:35:00] no, that's a great question.
[1:35:02] Or is it just more that we have to have a K to three?
[1:35:06] So it's sort of, well, we have to have a K to three goal
[1:35:08] for the Act 1 39.
[1:35:10] Yeah. So that is separated out. Right.
[1:35:13] And that, I think it comes back to like, we want every
[1:35:18] kid to be on grade level
[1:35:20] and also we want kids, that kid who is significantly below,
[1:35:23] it's not a realistic expectation to have them
[1:35:26] meet grade level expectations all the time.
[1:35:28] But both of these are about growth.
[1:35:29] Neither they are, neither of them are about proficiency.
[1:35:32] And they are the same. Right.
[1:35:34] All students is the same as a hundred percent of students?
[1:35:39] No, we still want them to make at least a year's grow. Okay.
[1:35:41] Is what we're saying. So it may not be
[1:35:43] the grade level expectation,
[1:35:45] but they are, we are hoping they make a
[1:35:46] year's grow at least.
[1:35:48] Does that include students who are above Yep. Grade level
[1:35:52] That the hope make the year's grow.
[1:35:54] Does this measure that?
[1:35:55] Like if you're, if you're a a kid in third grade,
[1:35:59] is it measuring that you're at, you know, you're proficient
[1:36:03] for the end of third grade by the beginning of third grade
[1:36:05] and middle of fourth grade
[1:36:06] by the end of third grade or something like that?
[1:36:07] Yeah. So these growth expectations are norm referenced
[1:36:11] for a student growth percentile of 50.
[1:36:14] Okay. So based on the student's age
[1:36:16] and proficiency level, the expectation
[1:36:18] that they're raising score at the same rate as 50%
[1:36:23] of their grade level peers across the country.
[1:36:25] That's cool. Nice.
[1:36:31] So a reminder of the safe
[1:36:32] and healthy school goals for last year, it was that
[1:36:34] by supporting all children's social emotional wellness at
[1:36:37] the end of the school year, the percentage
[1:36:39] of students identified as chronically absent will decrease
[1:36:42] by 50% compared to 24, 25 levels.
[1:36:45] When we took a look at that,
[1:36:46] there were noticeable decreases in that number of students
[1:36:49] that are chronically absent.
[1:36:50] That's federally defined as less than 90% attendance.
[1:36:54] There was a 24% decrease. So the goal was 50.
[1:36:57] There was a 24% decrease over the course of the year.
[1:37:02] That's still some improvement we'll watch for next year.
[1:37:05] Right? Yep. So taking a look at the
[1:37:10] SEL assessment, the SSIS, again
[1:37:12] that measures those castle competencies,
[1:37:13] which are on the right.
[1:37:15] Self-awareness, self-management,
[1:37:16] responsible decision making,
[1:37:18] relationship skills, and social awareness.
[1:37:19] You'll see those on K eight report cards moving forward.
[1:37:23] This is just a comparison
[1:37:24] between the winter data and the spring data.
[1:37:27] Again, this is all teacher derived.
[1:37:29] There's a short survey
[1:37:31] that teachers take about each individual student.
[1:37:33] This was available
[1:37:36] for an opts out option for families, correct?
[1:37:38] Yes.
[1:37:39] It's one of the few that's allowed to, it's federal law
[1:37:42] that allows for, I don't remember if it's for social
[1:37:44] or emotional or what the language is,
[1:37:46] but it's not an ac a traditional academic test. But
[1:37:51] So is that something that a survey
[1:37:53] that will go out this fall
[1:37:55] before you do the assessment again, is it yearly?
[1:37:58] Yes. And the letter will be sent out digitally to families.
[1:38:01] That's part of the platform
[1:38:03] issue that we're having right now.
[1:38:06] So you can see the number of students that teachers found
[1:38:09] to be advanced in these
[1:38:11] resilience behaviors increased over
[1:38:13] the course of the year, which is great.
[1:38:16] I think that was a lot having to do with character strong.
[1:38:18] That was good.
[1:38:21] And then we look at internalizing behaviors, which are,
[1:38:24] those scales include symptoms of anxiousness, sadness,
[1:38:27] loneliness, withdrawal, and low self-esteem.
[1:38:30] And so the number of students over the course of the year
[1:38:33] that had an increase in concern did
[1:38:36] increase these percents.
[1:38:40] Yep. So going again, it decreased for definite concern,
[1:38:44] but that possible concern number
[1:38:45] did increase over the course of the year.
[1:38:50] Then we look at externalizing behaviors.
[1:38:52] So things like verbal aggression, physical aggression,
[1:38:55] disruptive behaviors, kind of social exclusion.
[1:38:58] Right. The, the outward facing behaviors that we see
[1:39:02] overall, overwhelmingly students here are not experiencing
[1:39:05] those behaviors or teachers are not seeing them
[1:39:08] display those, those externalizing behaviors.
[1:39:11] Are these K through 12? Sorry? Yes. Yeah. Okay.
[1:39:17] For the, the previous one,
[1:39:19] the internalizing behaviors are, or I guess both really,
[1:39:21] but are these observational?
[1:39:24] Are they self-reporting? Is it, so
[1:39:26] These are all the observational ones.
[1:39:27] That's why this year we're having students take it got,
[1:39:30] Walden piloted it last year
[1:39:31] and so it's just three through 12
[1:39:33] that will take it themselves.
[1:39:34] Not K to two. But it, it's, these are, these are,
[1:39:40] these are things that can be difficult
[1:39:42] to see from the outside.
[1:39:43] So it'll be interesting to triangulate
[1:39:45] that data when we have the students' input as well.
[1:39:48] Also, just curious if Would be anonymous, no,
[1:39:52] this is something that, this is something
[1:39:55] that will be sent home to do with parents?
[1:39:57] Or is this something that, so there's a parent component
[1:39:59] and a student component three on a computer during class.
[1:40:03] Yep. And it'll say, you know, do you make friends easily?
[1:40:07] That kind of thing.
[1:40:12] Is there any like reason like,
[1:40:14] or any benefit to maybe this being conversational, like
[1:40:18] having a guidance counselor, support teacher doing this
[1:40:22] with the student?
[1:40:24] Yeah, I could see answers.
[1:40:26] I could see a reason why it would be
[1:40:27] because it is a sensitive topic.
[1:40:29] I could also see reasons where
[1:40:30] that would invalidate it from a data perspective.
[1:40:33] Yeah. If a student didn't connect well with that one person.
[1:40:37] But I could also see it being an accommodation
[1:40:38] that's made if a kid's not a strong reader might not
[1:40:41] understand or somebody can say, you know,
[1:40:43] what does aggression actually mean?
[1:40:44] And I don't think that's the language they use on the kids
[1:40:46] test, but is there a reading to you option like you kids?
[1:40:50] That's a great question.
[1:40:51] I even if they, I mean I assume they have on their ip,
[1:40:54] but even if they don't, we haven't done the student one.
[1:40:58] Like, I don't know, I'm, I not sure.
[1:41:00] Yeah, that's a really good question.
[1:41:01] We have to table, open house about that. Yeah.
[1:41:05] If we have the information running.
[1:41:07] Yeah. 'cause Pearson's not,
[1:41:08] or the personnel doing great, right?
[1:41:10] Because there, there's also issues with some data privacy.
[1:41:14] So how families log in is really gonna be through
[1:41:17] that PowerSchool number, that student ID number
[1:41:20] and our IT department was not comfortable just kind
[1:41:23] of sending that out to folks through email
[1:41:25] or like, here's here's your paper slip
[1:41:27] that has your kids ID number.
[1:41:29] They were like, you can't just put that in a kid's backpack.
[1:41:32] So figuring out how to, how to manage data privacy
[1:41:36] with also wanting this information so that we can provide,
[1:41:38] so that we can connect people to services they need
[1:41:41] or provide interventions.
[1:41:43] Is parents been more secure than email?
[1:41:46] It's pretty much the same thing.
[1:41:50] Fair enough. I think even if we don't have all the
[1:41:52] information about the SSIS system,
[1:41:55] we can put out more information about
[1:41:57] the Catholic competencies
[1:41:59] For sure. While
[1:41:59] We're actually talking about, well
[1:42:01] It could be with the, if you're doing the,
[1:42:02] the report cards that coming soon.
[1:42:06] And will there be for the kids that leave there some kind of
[1:42:10] introduction I assume before they take it,
[1:42:11] like making sure they know it's not anonymous when we have
[1:42:15] that information.
[1:42:17] Yeah, but that's part of the standardized. Yep. Yep.
[1:42:21] So the proposed safe
[1:42:23] and healthy school School for this school year is that
[1:42:25] by June, 2027, 100% of grade level
[1:42:28] and intervention teams will implement
[1:42:30] what I was talking about earlier
[1:42:31] that aligned multi-tiered systems of support.
[1:42:35] And the, the acronym for that is MTSS
[1:42:37] for all students in pre-K 12 to teach
[1:42:39] and reinforce expectations for social emotional behaviors
[1:42:42] and to implement the our su, the district's comprehensive
[1:42:46] and balanced SEL assessment system.
[1:42:48] So really putting teams together to learn how to use
[1:42:52] that data to get kids the resources that they need.
[1:42:55] Is that something that's not currently happening?
[1:42:57] The SSIS is new as of last year.
[1:43:00] So the fact that we're kind of trying to pull in all
[1:43:02] of the different components is new.
[1:43:05] The M MTSS process itself has not,
[1:43:08] it's not academically new. I mean
[1:43:11] No, that's what I was gonna say too.
[1:43:12] Our academic M TSS is really strong
[1:43:15] and we have pockets of really strong SEL L support.
[1:43:18] Okay. So it's more entering the two. That's correct.
[1:43:22] Any questions for Patty? Thank you. Thank you so much.
[1:43:30] And we'll see you again in the spring.
[1:43:32] I'm wondering if there could be some possible action on your
[1:43:36] continuous improvement plan goals?
[1:43:38] Yeah, we got, I would like to make a motion
[1:43:41] to approve this continuous improvement plan goals.
[1:43:44] We have a second? Yeah. All right. All those in favor? Aye.
[1:43:50] Aye. I. Opposed?
[1:43:53] We will accept your continuous improvement plan
[1:43:56] and look forward to hearing more about it in the future.
[1:43:57] Thank you.
[1:44:03] Add, did you, just one more question.
[1:44:08] When did you create this continuous improvement plan on
[1:44:10] June 26th for this fall approval plan?
[1:44:13] Did you meet in August and plan?
[1:44:14] Yeah, so it started in March
[1:44:17] with a comprehensive needs assessment.
[1:44:19] So I prepared data for schools.
[1:44:20] They had comprehensive needs assessment
[1:44:22] meetings and did some data work.
[1:44:25] And then, I mean again,
[1:44:28] but teams staff worked on the goals.
[1:44:30] Yeah. Okay. Patty helped pull data for us.
[1:44:34] Patty is the one who does the grant application.
[1:44:38] We are the ones doing the, I'm just trying
[1:44:41] to get a timeline.
[1:44:42] Just like starting March,
[1:44:44] you should be talking about budget in August, you know,
[1:44:46] not December.
[1:44:48] So again, with this, if you're making an improvement plan
[1:44:50] for the school, when are you starting to talk about it?
[1:44:53] For the following year? Yeah.
[1:44:54] Again, the hope is that it never stops.
[1:44:57] The hope is that continuous improvement is just something
[1:45:00] we're living and breathing and always saying
[1:45:01] like, how can, how are we doing?
[1:45:03] How can we do better? Is what we're doing working that,
[1:45:05] that's just kind of the water that we swim in starting.
[1:45:08] So right now we apply for that federal funding
[1:45:12] before July 1st to be able to pay people July 1st
[1:45:16] or enter into contracts
[1:45:18] or whatever we're gonna decide to do with that money.
[1:45:20] And then continuous improvement plans have to be approved
[1:45:22] and submitted to the Agency of Education by the end
[1:45:24] of September, starting next year, they will have
[1:45:27] to be approved by the day that we apply for federal funding.
[1:45:31] So I will come to you
[1:45:32] with next year's continuous improvement goals
[1:45:35] in June of next year.
[1:45:36] Okay. That's a, that's a shift that the state's making.
[1:45:39] Okay. We'll see you before then. Oh yeah.
[1:45:42] I'll see you probably in November with, with fall data.
[1:45:44] Okay. Yeah. Great. Cool. Thanks so much. Thank you.
[1:45:48] Okay, moving on to policy reviews.
[1:45:53] Let's go one by one because I have a couple
[1:45:54] of questions if that's Yep.
[1:45:55] Nope. PD six, health insurance, affordability
[1:45:59] and Accountability Act, compliance, hipaa.
[1:46:02] I'm wondering if this practice changed in any way.
[1:46:05] None from previous? No. No. So we're just renewing? Yep.
[1:46:12] I'll make a motion
[1:46:14] to approve B six ubstance Transportability
[1:46:16] and Accountability Act Compliance. There
[1:46:18] Are no changes in any of these.
[1:46:21] No, but there are questions question.
[1:46:24] And I'm happy to hear, don't believe, Vince,
[1:46:27] I can just let you know that there were no changes.
[1:46:29] Okay. So we're, you're just doing a review
[1:46:31] of them on a five year cycle and we're just talking about
[1:46:34] Yep.
[1:46:35] We're bringing 'em forward again.
[1:46:36] Say, is this still what we wanna do?
[1:46:37] Is do we need to make a tweak?
[1:46:39] So I think we just sent it through one by one real quick.
[1:46:42] That's up to you. Okay. I can second. Thank you sir.
[1:46:47] We can't make a vote so we'll move on. Okay.
[1:46:51] B12 personnel files
[1:46:54] Ask there any comments from the board about it?
[1:46:58] No.
[1:47:01] No, we'll move on.
[1:47:05] B 13 resignations.
[1:47:07] I wondered if there's a difference between license,
[1:47:10] what is the difference between license and unlicensed?
[1:47:12] Sure. So a license would be anything
[1:47:14] that the a OE is gonna have a purview over, such
[1:47:17] as a superintendent's license, a teacher's license,
[1:47:19] special educator license,
[1:47:21] non-licensed would be food cook or a non-food cook.
[1:47:25] Is there a different kind of cook? Yeah,
[1:47:29] custodian bus driver.
[1:47:31] Irony there is that they have to have a license in the sense
[1:47:33] that they have to drive, but yep.
[1:47:39] Thank you. Any other questions about B 13?
[1:47:43] Alright, B 15 Standards of behavior.
[1:47:49] This one's not new either.
[1:47:51] Nope. And how is it reinforced?
[1:47:55] I'm, I don't understand what you mean.
[1:47:56] Reinforced. Like if I don't make eye contact
[1:47:59] with you respectfully during our conversation,
[1:48:02] is that a writeup?
[1:48:05] No, I don't think that would be the concern.
[1:48:06] What I'm more worried about is professionalism.
[1:48:11] For example, I had to write a, a teacher up
[1:48:13] for this back in in June because June or May
[1:48:17] because they were cursing during class at students.
[1:48:20] So when I see standard of behavior,
[1:48:24] are you making this a better place or a worse place?
[1:48:26] I'm not gonna worry about, not necessarily somebody looking
[1:48:29] me in the eye, but if somebody's cursing out one
[1:48:31] of my students, I'd like to be able to say my,
[1:48:33] my school board thinks that that's not a good thing to do.
[1:48:36] And
[1:48:37] I wonder, I was noticing the eye contact cord as well.
[1:48:41] I mean there's a lot of, I think even just
[1:48:44] If I had something come across my desk with eye contact,
[1:48:47] I would be like, really guys we're having
[1:48:48] this conversation but
[1:48:51] Have neurodiversity what I've thinking about
[1:48:54] and I, I guess if we don't care about it
[1:48:58] Language, you're welcome in our,
[1:48:59] if you're more than welcome to say, Matt, I think
[1:49:01] that we should take out this
[1:49:02] because we have a concern about staff
[1:49:05] that's perfectly appropriate.
[1:49:07] But I don't think we should be striking an entire policy
[1:49:09] because we have a concern about making eye contact.
[1:49:12] Yeah. Well I wonder if we could strike eye contact.
[1:49:14] I think you're more than welcome to make that call.
[1:49:17] I know that for myself, I would not be worried about that.
[1:49:19] Yeah.
[1:49:24] Like I said, if that came across my desk
[1:49:26] and be like, guys, we're really having
[1:49:30] Space for neurodiversity
[1:49:32] and how different people interact in
[1:49:34] their clinical perspective,
[1:49:35] If I think that's perfectly appropriate, right?
[1:49:39] So let's look at that
[1:49:40] and we're gonna just table B 15 for now
[1:49:42] and we'll come back to it.
[1:49:44] You guys got some thoughts on that please.
[1:49:46] But in and of itself, this is a, a meaty one
[1:49:49] for professionalism that's appropriate
[1:49:51] for us to have for staff members.
[1:49:53] Would you like to take a look at this? And we go on.
[1:49:56] I mean, I just don't see why,
[1:49:58] why we can't just take out make eye contact
[1:50:00] or maybe that's a harder thing to do than,
[1:50:03] but it is, it is twice.
[1:50:04] I mean it also says not making eye contact is another,
[1:50:08] You know, you know, like I said, you
[1:50:09] Say You don't care.
[1:50:10] You're right. And, and I don't, so I don't think
[1:50:12] that's gonna be a leverage point for me.
[1:50:13] And I agree with you guys from the point
[1:50:15] of view from a yeah.
[1:50:16] A neuro to voice verse perspective. Yeah.
[1:50:19] Yeah. I guess it's just, you know, one
[1:50:22] of those things where
[1:50:23] At the SU and every other building, it did not come up.
[1:50:26] I appreciate you guys saying, Matt, we're the board,
[1:50:29] this is a policy that we're gonna be approving.
[1:50:31] Not sure if this makes sense
[1:50:32] for us in this today's day and age.
[1:50:34] So go ahead, take some time
[1:50:35] and look at that. That'd be fine.
[1:50:37] I mean, to me it almost feels like a policy piece
[1:50:43] is the, like the sections with the one sentence
[1:50:47] underneath the two sentence eight
[1:50:48] and then the bullet points are almost like
[1:50:51] Examples.
[1:50:52] Examples. Yeah. Yeah, yeah.
[1:50:54] Not don't do this and you'll be hammered. Right.
[1:50:56] It's more, this is sort of what we mean. Yeah.
[1:51:00] Ing every single interaction.
[1:51:03] But I don't know what that means from policy language.
[1:51:05] Like I weren't accepting without the bullet points.
[1:51:10] I, I don't know, maybe you need that. I don't know.
[1:51:12] I don't know. And can you have a policy where part
[1:51:14] of it policy and part of it's
[1:51:15] Well no, no, I think you're,
[1:51:17] you're asking a great question.
[1:51:18] So policy, the idea for you guys is you're creating, right?
[1:51:21] What's the goal, right?
[1:51:22] So you're trying to be able to shape what
[1:51:24] that looks like in reality.
[1:51:26] And maybe in 1985, having the concept of,
[1:51:30] please look me in the eye when you're having a conversation
[1:51:32] was much more important for whatever reason.
[1:51:35] Even though we know that there were still people
[1:51:36] that were neuro reversed and that
[1:51:37] was still painful for them.
[1:51:38] Right. So as that is a, a portion of this to be looked at,
[1:51:42] to be excised, not a big deal in the big scheme of things.
[1:51:45] If you guys wanna do that, that's, but you know,
[1:51:49] I, I mean I feel fine about the policy
[1:51:52] and I think that, you know, there are people
[1:51:58] if you are, if you're not here anymore
[1:52:00] and the next person comes in
[1:52:01] and is like, wants to be, you know,
[1:52:05] a hard ass about that thing,
[1:52:07] Boy and I've left them a really good,
[1:52:09] easy kid if they've got that going on.
[1:52:12] I'm just saying No, I appreciate you saying that. Yeah.
[1:52:14] You know, and, and that people who have a hard time with
[1:52:18] that could feel targeted. Sure.
[1:52:20] Totally. I I think if we could take that line out,
[1:52:22] I have no problem with the problem.
[1:52:25] Alright, well then the twinfield board strike the make eye
[1:52:28] contact respect.
[1:52:29] And also maybe just listen the second thing,
[1:52:32] not making eye contact being
[1:52:34] Well I'm gonna take rolling the eyes.
[1:52:36] I saying, I'm saying as I'm sitting here
[1:52:38] with crossed arms, like
[1:52:40] I'll tell you what, you know, if somebody
[1:52:41] Just say, be aware of your body language, example of what
[1:52:45] that means because body language.
[1:52:47] Yeah. Because if I had somebody rolling their eyes at me
[1:52:49] in front, in, in public, if it was inappropriate,
[1:52:53] the whole situation got to take in totality and go
[1:52:56] Yeah.
[1:52:57] You know, here's a suggestion.
[1:52:59] Don't roll your eyes to your, you know,
[1:53:01] your immediate supervisor when
[1:53:02] they're trying to give you feedback.
[1:53:03] Things of that nature. Yeah.
[1:53:05] If it happens again, we might have
[1:53:06] to have a conversation about this. Yeah.
[1:53:07] But do we, do you feel, do you feel okay about not having
[1:53:10] that specific wording in the policy?
[1:53:11] Just be aware of your body language.
[1:53:13] I think that would be appropriate. Yeah.
[1:53:15] You might see, be aware of your body language in the sense
[1:53:18] of you're working in a professional environment.
[1:53:20] That might be the way that you kind of tailor it
[1:53:22] because your body language at the beach
[1:53:25] or at the gym's gonna look a lot different Right.
[1:53:27] Than in a professional environment.
[1:53:28] That's really what we're trying to get at here is
[1:53:30] Listen to the intent to understand.
[1:53:32] So I think, yeah, like
[1:53:34] If I had a neurodiverse person, I, I know
[1:53:36] that I'm when I have to be made aware of it.
[1:53:38] Right. So we might have a conversation with a person
[1:53:41] and say, Hey, talk to me a little bit about
[1:53:44] how you were you were feeling during that last conversation.
[1:53:46] Right. I, I saw you seem to be a little bit put off
[1:53:49] or a little bit nervous and not everybody
[1:53:51] tells me they're neurodiverse.
[1:53:53] Right. But it sometimes will come out in a personal
[1:53:55] conversation when somebody's had difficulty
[1:53:58] in a particular situation.
[1:53:59] How do you like this wording?
[1:54:01] Be aware of your body language in relation
[1:54:02] to your professional environment.
[1:54:04] I think that's perfect. That sounds lovely.
[1:54:06] Can the title? Yes, it's administrator.
[1:54:11] Thank you very much. Yeah. And have we had
[1:54:18] Great, we're kind of going through them one by one
[1:54:20] and then we'll make an approval
[1:54:22] and I'll send you a picture of this.
[1:54:23] So you have the Yes ma'am. Changes. Yep. Great.
[1:54:27] The next one is V 16 Sports Hope policy.
[1:54:31] Anything to comment on that one?
[1:54:36] If you do, I'll be happy to bring in our
[1:54:39] athletic directors because they're the ones that'd
[1:54:41] be really working on this.
[1:54:42] And we did that at the Danville
[1:54:44] school board meeting last time.
[1:54:48] If not B 17. Workplace breastfeeding, pumping policy.
[1:54:53] I need to strike a 12 week maternity leave is sufficient
[1:54:56] to establish breastfeeding.
[1:54:57] I don't think we should be clearing that for anyone.
[1:55:01] Go right ahead. Anybody else have something in here?
[1:55:05] There, there was.
[1:55:11] I think our intent here is to make sure is
[1:55:13] that there is a, a place for breastfeeding to be able
[1:55:16] to occur and that we're not gonna
[1:55:17] prevent somebody from doing it.
[1:55:18] I think that's the overarching goal here for it.
[1:55:20] Well right. But also that, that
[1:55:22] the time allowed will not exceed the normal time
[1:55:24] allowed for lunch and breaks.
[1:55:26] Yes. And in the first two weeks back of breastfeeding,
[1:55:29] mother might have to breastfeed every two hours
[1:55:31] and like you can't just, and how and how long?
[1:55:34] It's a lot different than probably when
[1:55:35] this was first written.
[1:55:38] So I'd like to just say breastfeeding employees are
[1:55:41] allowed a flexible schedule for nursing and pumping.
[1:55:46] Pick out the best of that number one.
[1:55:54] Yeah,
[1:55:58] I would say employees may use normal break times
[1:56:01] or adjust their schedule as needed.
[1:56:02] I would put in parentheses there with
[1:56:05] working in conjunction with the administration.
[1:56:07] Okay. Last thing, Steph
[1:56:11] and Rachel need to do is go play, find the person.
[1:56:13] Well, we'll be in the pumping.
[1:56:15] Not if they don't want to. They can go to the car.
[1:56:17] They can do, I mean we
[1:56:19] provide it doesn't mean they have to use it.
[1:56:22] That's, I mean, I think it's sort of the same thing
[1:56:25] with the eye contact thing.
[1:56:26] Like most people understand this isn't a, you know,
[1:56:31] I'm not just gonna sit here, everybody on my phone
[1:56:33] for 45 minutes.
[1:56:34] You and I agree. I, I think the, it's, it's, it's great
[1:56:37] that the VSBA does not feel like they need
[1:56:39] to have these enforced anymore.
[1:56:40] And as we develop our policy committee
[1:56:43] and we bring these forward, I think we can have a much
[1:56:45] better in-depth conversation around these
[1:56:46] to go, are these still valid?
[1:56:48] Are we still needing to do this? Let's talk about it.
[1:56:52] So how do I state this motion since we've changed a few
[1:56:57] words on a couple of these policies? Just say,
[1:57:02] Say add amended.
[1:57:03] Beautifully Said
[1:57:05] Rita.
[1:57:08] I'm starting at the beginning here. Yeah.
[1:57:10] Let's see. Okay. So
[1:57:12] You didn't mess with B six, right?
[1:57:17] B six. Health insurance portability. Accountability.
[1:57:19] Act compliance.
[1:57:26] No, one by one or second. I'm sorry.
[1:57:31] You can group all together and do what I think, yeah.
[1:57:34] Think Rita said. Just say as amended. Just
[1:57:36] Do I need to call out the ones
[1:57:38] that were amended as opposed to ones that work
[1:57:40] It?
[1:57:41] You know? No, I think you would just say, yeah,
[1:57:43] I would just say we, I would like to approve these in as a,
[1:57:48] in total or as a group of policies.
[1:57:50] As amended by the board.
[1:57:52] I propose that we approve
[1:57:57] policies B six, B12, B 13, B 15, B 16, B 17
[1:58:02] as group as amended by the board.
[1:58:03] Well said. I love
[1:58:06] to All in favor.
[1:58:09] A. A. Anyone opposed? Great. Thank a moment.
[1:58:19] Okay. We did the strategic
[1:58:21] strategic plan to share information.
[1:58:23] We are gonna have a staff spotlight.
[1:58:28] I chose de, excuse me.
[1:58:32] And it was a little selfish
[1:58:35] because it is my daughter's teacher,
[1:58:37] but I want to know more about her and is a, it's abusive.
[1:58:43] Aaron is an abuse of power. I'm admitted to it.
[1:58:47] I don't Well it's okay then.
[1:58:49] Anyone? All good? No animals.
[1:58:52] So I asked a few questions
[1:58:54] and Deena gave it back as a paragraph.
[1:58:56] So I'm just gonna read through. Throughout high school,
[1:58:59] I worked as a recreational gymnastics coach
[1:59:01] and summer camp counselor.
[1:59:02] It was through that work that I realized I enjoyed working
[1:59:04] with students, helping them reach their goals,
[1:59:06] and experiencing the joy of helping a student overcome the
[1:59:08] skills they once found challenging.
[1:59:10] When it came time to decide what to study in college,
[1:59:12] teaching was the natural continuation of that work.
[1:59:15] I came to Twinfield post-graduation largely
[1:59:17] for the school community.
[1:59:18] I've grown up in and substitute, taught in smaller schools
[1:59:21] before and have never experienced such a wonderful sense
[1:59:23] of community than in a smaller school.
[1:59:25] During the interview process, everyone spoke so highly
[1:59:28] of the community and staff collaboration
[1:59:30] and I knew that Twinfield was
[1:59:31] the type of place they wanted to be.
[1:59:33] With that, I'd like the board to know
[1:59:35] that everything I suspected had been told was true.
[1:59:38] The staff constantly goes above
[1:59:39] and beyond to collaborate with one another
[1:59:40] to best support not only our students but each other.
[1:59:43] I couldn't be more proud to be on a staff such as this one.
[1:59:46] Finally, my favorite subject
[1:59:47] to teach in fourth grade would have to be writing
[1:59:50] students get the chance to complete fun writing
[1:59:51] assignments throughout the year.
[1:59:52] And I love seeing the creativity they bring to the table.
[1:59:56] Amazing. I just wanna spotlight that fourth grade last year,
[2:00:00] which Dena taught writing was the subject
[2:00:03] that was 75% increase and it's the one she loves.
[2:00:06] Nice. So interesting.
[2:00:09] Good writing teachers are hard to find. Yeah.
[2:00:13] So that was good. So staff spotlight next month.
[2:00:18] I say she had one. I would love
[2:00:19] to see like if people are reading her posts
[2:00:22] because she has been so amazing with this,
[2:00:24] the information she sent home so far.
[2:00:26] Wonderful. It's just really cool.
[2:00:30] So 2, 3, 2 or three.
[2:00:33] My hope is that if there has been a good open rate
[2:00:36] and if there has like share it with her
[2:00:38] because like she's going through a lot of effort
[2:00:41] to provide those updates
[2:00:42] and I just have to look to figure out
[2:00:45] how to break it down by class.
[2:00:47] I can just see the whole picture,
[2:00:49] but I, I'm pretty sure it's possibility just to figure out.
[2:00:55] I just try to appreciate everything Whenever
[2:00:56] I see it pop up, I just,
[2:00:58] I'll have to get back to you about who has next month
[2:01:00] and I don't think I'm like
[2:01:05] that last January.
[2:01:09] I don't know. Let that,
[2:01:15] I do wanna just talk about the annual conference.
[2:01:17] Raise your hand if you're planning on throwing
[2:01:19] or have thoughts of going
[2:01:20] And please sign yourself up.
[2:01:22] Katie can't do it. I gotta let Jan know.
[2:01:25] Jana did it for me. Right?
[2:01:27] Well Jana email, Janet emailed Katie asking Katie
[2:01:32] to do it and Katie said, man, I can't do this.
[2:01:33] I don't have her card. So
[2:01:36] I mean it won't hurt if I do it twice. Right? No,
[2:01:39] Go ahead.
[2:01:40] Put your F put your friends in too while you're at it.
[2:01:41] Well, like if they charge
[2:01:43] you money then it would hurt you twice.
[2:01:45] But I got like a, you are signed up
[2:01:48] for the annual conference email and I haven't done anything
[2:01:51] and Janet was like, I think I did sign you up.
[2:01:53] Excellent.
[2:01:55] Excellent. That's possible.
[2:01:56] But, but the room reservation wouldn't have been able
[2:02:00] to be done without a credit, right?
[2:02:01] A credit card? Yeah. Yes.
[2:02:02] So I signed up, for example,
[2:02:04] I didn't need a credit card, but if I wanted a room,
[2:02:06] Needed a credit card.
[2:02:07] Right, because that's just a reimbursement. Correct. Okay.
[2:02:11] I cannot go on. Okay.
[2:02:13] Don't think I can, but I'm still about, I have a
[2:02:17] possible trip to BC that week.
[2:02:18] Oh cool. Figure out whether it's actually happened. Okay.
[2:02:21] I guess the only question is, 'cause there's,
[2:02:23] it starts Thursday
[2:02:26] board, I can't remember.
[2:02:28] Yeah. What, what is Thursday? I know it's different.
[2:02:29] Last year I only went Friday. I
[2:02:31] Have to look at the agenda again. I,
[2:02:32] I know it said feel like it said school directors,
[2:02:35] but I was get confused about That's you.
[2:02:37] Is that all of us or is that just the chair?
[2:02:39] That's all of us. That's you. Whereas is the actual Okay.
[2:02:44] Whereas the, is the actual conference open to anyone
[2:02:46] or is it only open to school admissions?
[2:02:47] School board members and school administrators?
[2:02:51] Maybe it did just say board chairs because otherwise Okay.
[2:02:55] To be continued I think I probably will not be able to go.
[2:02:58] Okay. Okay. Okay.
[2:03:01] I would like to make a motion to adjourn on
[2:03:06] Mike.
[2:03:07] All those in favor? All. Alright. All right.
[2:03:09] Thank you so much.