uh members of uh some I guess local music groups um our town poet laurate who that I didn't even know we had um our uh uh town council liaison Mr. Wolf uh uh several of the members of the library which were here tonight were also there. Um and we and so and I was the lone representative of the board of education. Um and so firstly Arts Place which I had no idea what had been done there. It's a fantastic place uh that they I guess they raised a lot of money privately to build this wonderful space for to do any kind of art that you can think of except for maybe drama. I maybe you could fit that in there somewhere, but it's a really great place and if you've never been there, I highly encourage that you go. Um, and so I went with the mind of a musician, being a former musician.
And so um we're there to help each other pick up the slack and if we have those barriers uh one day somebody's there to help kind of move those barriers for us. Um part of what we talked about before was that skill wo um so we're constantly looking at various data points like student data observational walkthrough data look and learns rigor walks and we're discussing that data and student evidence of the MLI practices teacher practices and that's when we discovered some that were uh skill issues not they just didn't know from like how to implement start doing PDS um based on what we saw in the classroom what was missing And then um since then some of those teachers are coming back and they're excited. They're like coming I just tried this. Can you come and see what you think? And so we're getting some of that uh buy and success again some celebrations.
Um, and so and uh and I went in there and I actually saw some of my old music teachers because basically I was not the youngest person there, but close to the youngest person there. So, a lot of the people who had time to volunteer for things were uh say older than mostly older than 50, let's put it that way. Um and uh but we had a great discussion uh about mostly about how to get the word out on uh having uh more uh arts, having Cheshure get more involved in the arts. Uh this this consortium uh based out of Waterberry, I guess, represents mostly all the towns in the Waterberry area. And so they they're visiting all the towns to kind of get everyone together. Um, and the the main uh like kind of the main points were communication to the community since we don't have really have a paper anymore.
So our instructional leadership team we're you know we've recommitted to that coaching process. Um we've taken the opportunity to discuss coaching cycles and analyze our look forth. the teachers are expressing excitement about teaming tests and then sharing that success when they see you in their classroom, they're sending send us a picture. Um because it really is amazing when you walk into a kindergarten first grade class and they're respectfully disagreeing like I and and they say that I respectfully disagree and so you're like wow. um the teacher are asking for feedback. They're taking ownership more ownership of their PLC's and um they're coming to PLC with tasks and then be able to talk about those tasks and whether they they're going to hit the mark or not. And the collaboration students, they're having conversations, they're using roles, they're working through their problems, and they're agreeing, respectfully, disagreeing, adding more.
How to communicate uh events and how to get people to Arts Place and and get more involved in the uh uh art the uh artistic events that occur here in Cheshure um and uh meeting space. And so that naturally led eyes back to me because of the schools have meeting places which we currently charge for. So that was something I had to deliver to him. It's like well we do have meeting space that is available sometimes but we do charge for it. And so that was something that I I guess would bring back to the I told him I'd bring that issue back to the board to discuss as far as charging for artistic events and that sort of thing. Um, and of course to get the students more involved and and I that wasn't something I could really answer to as to how involved people already were because the poet laurates suggested that she was already doing an event here at the schools, but I did not know about that.
And so if you um this slot was up and we went through classrooms and you can definitely see a difference from last year, two years ago versus now in the classroom. Students are having conversations and so we're teaching them important life skills, not only because they're doing the work in learning standards, but life skills of how to interact appropriately with groups. And so hopefully in 10 years you're going to see less, you know, negative Facebook posts because people conversations to read what you're saying, you know. Um and so then um our 45day goal is that our last one here is that May by May 6 uh 70% of our classrooms will have teens uh participate equally and interact as they uh collaborate on tasks or open-ended questions um and prompts as measured by that rigor walk questions four and eight as we are higher. And out of uh the initial part of IIE, oh our initial part of IE was just our vision statement that night every day.
Today, okay, so maybe that was just something she was thinking about doing. Um but uh anyhow uh there was a great enthusiasm in the room and so I just uh told him that I would come back and report uh to you that there was great enthusiasm and uh that they would like to have the students uh more involved in the artistic community. So I fulfilled my promise. Thank you Mr. Gripple. Mr. Perene, anything from Cab? No, not a Okay, cool. Can I just go? Yes, Miss Colin. So, since Adam brought up this subject, um I was also invited to the Cheshure Town Players. They come under the umbrella of Reread Books, um new organization, and um they're very excited to engage in drama and music and those kinds of things. are having a um program in April. I think there's some information out on it, too.
Uh we say over announcement, it's on um our Facebook everything. But uh we had used to have a vision statement that I thought how can people not know? It's on my go email. It's everywhere. But teachers didn't even know what the vision statement was. So now we have a habit. Kids have actions to go with it. Sunrise empower students to shine with 21st century skills. They share ideas, hold each other accountable, illuminate evidence of learning, nate, navigate grade level standards, and embrace multiple viewpoints. So that shine piece. And so you walk in classrooms, you can see kids doing their actions and they're empowering, embedding what that stands for. Thank you, Chris. Hi, good evening. I'm Stephanie Mccoral. I'm the proud principal of Diamondback. Who walks alongside with me every day is my assistant principal, Miss Emlin, my instructional coach, Mrs. Cop, and my school counselor, Mrs.
They had some of the same concerns like there's no newspaper. How do we get our information out? And um if we are having a play um is there space available for us for practice andor um to actually do shows? So, I just want to put that in everyone's because it's kind of the same thing with the kind of the visual arts and this was performing arts. So, and there's a lot of interest in it. I mean, lots of people signed up to be part of this. So, so Vim, would this go through renting the building space and so forth? Yeah. What I was going to Well, renting is the tricky word there. Okay. Well, certain groups, first of they're chaser based groups. Um, certain groups don't pay an actual use fee for the building. They'll only pay a use fee if a custodian is required.
Pep. Here we have kindergarten using manipulatives and sharing their thinking mat thinking with summarizing thinking mats. So, think of five-year-olds This is what MOI and IE has done for 5-year-olds. 5-year-olds can sit, have conversations, build and use instructional materials. We have our fourth grade teacher shares on the road again with one team. And this where the kids, they have the card and they start to talk about to get them back focused on what they need to do. Our second graders again that you can see the roll cards. They're using the roll cards and then the samurizing thinking guide to help them guide and they're building doubles. Here is a first grade teacher that would their students were building uh sentences based on their phonics skills that they were learning for that week. Here again, five-year-olds. You would be dazzled if you walked through our school and saw what five-year-olds can do using teaming structures and having discussions and they're holding building groups of 10.
Um, and if it's a Cheshire group that does pay, the fees are typically pretty modest. Um, so any group that's interested, if you're talking to, you can encourage them just to go to the Cheshire Public Schools website and fill out a building use request. We will provide a price or if there is no fee, we would let them know. Um, and then related to that, um, Emily Taylor, our assistant COO, is working on a project. We have been reviewing, you know, our prices, what groups get what prices. Um, and we'll be coming to the policy committee with some recommendations for changes. And this is something that actually, you know, has been pending for a while. So, I thought while I had the opportunity, I would let you know that that will be coming up soon. So, anyone who's on policy can weigh in on the building use uh prices.
As said by the previous principles, here is my implementation dashboard summary. After examining our data in the learn metric, we have noticed that teachers are not going into the classrooms regularly. So, as a core team, we determine where our teachers are in their learning. If we see them struggling with a certain aspect of MOI, then we sit with them and we go into empowerment central and we watch a certain course with them and then we reflect and build action steps to implement what they might be struggling with. Our look and learn data has really dipped for the month of January. February it went higher. March is going up, but March we've only had two weeks. Um, as we discussed as a team, we were going and seeing what trends we see. Most of our teams are are very strong. They work together as a team.
So it would be just a change in pricing. We have existing language already. We're not necessarily change we're not necessarily changing pricing for the groups that don't pay now. We are making some updates though mostly to the groups that you know are not treasure community members because there is just so much demand depending on spaces. I mean gyms are you know very difficult to get into between our programs meaning our school programs. uh park and and wreck programs, travel basketball. So, gyms are at a premium. You know, fortunately, when the new schools open, we'll get some, you know, improvement because we'll have two much bigger gyms, you know, replacing, you know, the gym at Darcy, which is quite small, excuse me, the gym at Chapman, which is quite small, and Darcy doesn't really have a gym, and Norton's gym in the new building will be much better.
They build the same powerpoints. They have the same learning targets and sex criteria in their classrooms. And then we're all using, we have a lot of new teachers, so they're using MOI 101, MOI 2011, and still integrating the MOI 301. and really impressed with their growth that they have had. Here is our metrics. We have staff mastering 101, but at the same time incorporating which I just said in the 2011 and 301 strategies. We do encourage our teachers to go into the classes offered by empowerment central to help. We discuss this during our PLC's and conversations along with using the implementation pro progression with a reflection and building goals. our rigor walk data and this informs our action boards. You've heard the last principles talk about action boards and how that goes. When we do our rigor walks, we look at trends. What what are we seeing throughout the classrooms and what are our next steps to move forward as Julie told you the rigor walk data is a four-point scale.
So, but building use is has always been a challenge. Lots of demand, not enough space. You oversee the scheduling of that. Once somebody submits a request to use I I do, but I don't do it. It's I don't mean that. Yes. If I if a building use request comes in, I don't see it. We have someone in the office. But when there's a problem, I certainly get to see those. Okay, got it. But the approval comes through. The approval process is actually it's multi-layered because if a building use request goes in, it first goes to the school for review to see if the space is available. And then we make sure that all the components if you use the building, if you're required to provide an insurance certificate, that has to be included as part of the application. So it does go through a an automated routing.
So you have four points and it's reasonable to represent and your research shows that the more action the more explaining a brain does and the more coaching so when the kids are sitting and having conversations with the other kids the more learning that is going to take place. Here is our rigger walk data. We've had some dips, but on March 6, I'm proud to say we met our 45day goal and we were very proud and the teachers have showed a lot of strength in that. Here is our benchmark ELA um one and two second to fourth grade data. We look at this as a journey because I'm sure what you look at is the big red bar which I look at, right? So the data shows all we can do is look at that and then plan of how we're going to move forward and make it better and what steps we're going to put in place so that there's not that big red bar.
It's pretty cool the way it works. The final decision comes from your office then. Yes. Ultimately, yes. You do do something. Great. But it's on me personally. I just wanted to comment that reminded me the the uh the uh the scheduling for for building use the the new system is much improved and relatively easy to use as long as you have your insurance certificate ready to go. That's the that they stop you dead in your tracks without an insurance certificate. So anyone out there who's looking to for building use have your insurance certificate in PDF form ready to upload and then then it's pretty easy after that. So thank you Adam. Appreciate that, Mr. White. Thank you. You mentioned about policy committee. So my two cents is that just generally speaking, precedent I think means something in terms of what groups have done for years, decades probably for some, but generally speaking, I think covering their costs makes sense.
So what we have done is we've created data folders that include reports from Galileo and Dibbles. We've had data days with each grade level and we've gone through the standards. What has been taught? What still needs to be taught? Which of our students have mastered or not mastered the standards? We've also analyzed, we've broken down the Galileo questions into is it a question, is it an issue that the child didn't understand the question or is it a question type such as sometimes there's two parts to the question and so maybe the student didn't reprod what kind. So we really digging in to analyze is it truly not the children not understanding or was it a question type? So we've really dug into that as as staff. We've helped each grade level. We've built small groups based on this, created common formative assessments to see if our interventions have worked.
I mean, electricity is expensive. Getting in uh somebody in there to clean up afterward. Um, and I think our budget's really going to probably be kind of tough next year in particular. But I also add that when I first had this conversation 20 years ago on the town council, I I was under the impression, the assumption that it would basically be not for profofits that do this that use facilities, maybe town facilities, I'm not sure. But there's other groups, too, like condo associations. Um, so it's not just strictly not forprofits that use town facilities. Would that be an like a revenue for us though? Yeah, it is. Okay. So, we need to look at it. Yeah. It's It's really not a big money maker when you consider the cost of just keeping the building open, lights, and and heating the building, but it's there as a community service.
We planned next steps and we're constantly reflecting on what is working and what is not working. Here is my third and fourth grade math data stated in the last slide. We still are analyzing date data daily, weekly, and monthly with reflections and we are planning instruction based on what the data shows us and then moving forward. Here is our dibbles for third and fourth grade. We had a slight drop in the dibbles data, but we are continuing to progress monitoring and track our students and make sure the students that need the interventions and specific skills are getting that. Here is my fourth grade cohort data. So you have the math. It's kind of as a school and co leadership team, we look at the data, reflect on the practices. We plan to monitor small groupoup instructions to move our school forward. Our teachers are an integral part of this process by using our PLC's day-to-days and planning for next steps.