ruby has and it's called the word of the week program which sounded really fun so she's going to be meeting with a representative the brookfield chamber of commerce and the idea is that we would have sort of district-wide words of the week that you know that they would really if the business community signs on you would imagine them seeing in your local stores or your deli or and so that the whole community is sort of buying into this idea of enriching our vocabulary through the celebration of words and their meaning and I think it has a real potential to have a real positive impact and just celebrate the importance of words and then lastly Maureen told us about the preschool curriculum and so there's a real effort to work on developing a high quality preschool curriculum at centers school and that's something that she's looking at with that team and they're looking and reviewing several programs right now and they're working to select a program that's a pilot in the future so a lot of exciting developments Jen do they have a date that they're looking at to implement the standards based so for K to 4 is the report guides gonna come December 1 so it's gonna be this year this year okay thank that as you mentioned Jen thanks to Deb Deb has really done a ton of work with the schools and with the curriculum rating groups and the administrators and yeah we well we've been working towards this for like almost three years [Music] so I say wow but that's really the word of the week I gave an update on that I did meet with the the chairperson of the Chamber of Commerce and Marie I can't pronounce her last name she's from the why I'm very bad about things yes you got it and she was delightful and very supportive and she's presenting it to the I guess the board tomorrow and then I'm going to some Chamber event in the middle of the month and but she she thinks that there will be a lot of people that are very interested in it so we have a target start date if people sign on of January starting it in January and then hopefully it'll just continue forever and ever that's a great idea I'm excited about that I can see it being email and everything else I would also recommend we can also get the library involved as well oh yeah definitely I mean I'm sorry with the chamber because that's a big group and it gets it's very diverse and then once we get people from there I'm also going to invite the parochial schools and library post office anybody that you know can possibly in it I know that I live in Stratford but I'm very close to Shelton and Mary Rose lives in Shelton and the Shelton public school does it and you just see the word all over the place and kids use it and families use it and people in stores use that there's stories online of what some businesses do in other parts of the country like you there I read some little story about a bakery that had the it was in the Midwest and if the kids went in and use the word they got a little butter cookie here so you know so we can get to like build vocabulary that because that's just gonna help us with everything that we do in school with Oh guys we have to slip the word of the week into our three yeah yeah you know we'll see how it started on either now right great idea literary community involvement in our children's education I like the addition supporting up and then Bob had the idea actually he's just saying perhaps once we do get the implementation of the standards based grading if we can have Deb come up and just give a presentation as to how it went and how it's going and what it looks like to us just so we can see it as a board you know and online we actually do plan to do that Devon and there's a lot of people involved or there's a going to be a PowerPoint presentation with embedded links that you've been working on I think it's done already so that we can put that on the website and then parents who either can't come to parent meetings with everybody can't even when you schedule them throughout the day there's always conflicts can access it and then parents who do come to the meetings have you know a resource to reference and there will be a parent handbook that the curriculum development team it has been working on over the past almost two months so yeah we're trying to do it right because it's going to be a big change but I think that when people see how much more information they get that it's not arbitrary because it feels arbitrary when you don't have a lot of information that you can share in a conference and I just want to say we all hear about this more but I just want to say that the way we get us you know the information that tells us how kids are doing and with regard to mastering standards isn't a test it's not like we're giving Big Bird some testicles if John was my student and I was sitting and working with him I mean I'm a teacher I know what we're working on and in the conversation and in what I see him do with with Ken and his classmate over there in this little activity I'm taking a girl notes and that is an assessment in itself an assessment isn't the types of assessments that I had when I was in school where you're sitting down taking a test and you're getting it marked said what if if they were my students and I was working with them and I did I assessed them that they could do whatever it was they were supposed to be able to do it to align with the standard I'm just marking that down on a tally sheet that I have and then transferring that into the computer where I'm keeping track of who's where and so it's not something to be tests that you get with red pen and circles and X's and numbers it's that's not what it's about so it's gonna be different thank you thank you Jen thank you next we have policy communications okay so we last met on September 18th and really the majority of the meeting was approving for policies that are actually later on the agenda so I'll save the meteor discussion for then in the communications portion of the meeting dr.
Perel said that there was going to be another you know so we probably all saw the ruler video so this next video from in advance is going to be the next in this short series of videos and this one is going to or the new one is going to highlight students athletics service projects clubs that they're involved in and it's just a really I mean if you saw the ruler video and how good that came out this is just another really good piece to kind of highlight all the great things that are going on in the district any questions for Rosa policy communications clear thank you hmm next we have security task force which was posted with an agenda to meet on September 20th but we did not have a quorum so we did not meet that meeting has been rescheduled for the 18th of October and that moves us to the consent agenda recommend a motion that the board approved the items listed on the consent agenda new hires resignations terminations transfers new assignments second any questions all in favor aye proposed ok that moves us to new business first item is the 1819 school implementation plan yes so I am gonna welcome Mary Rose to be the first principal to come to the podium tonight we're gonna go right in order from pre-k all the way through to to the high school ending with mr.
bowl and based on the feedback from the board prior to last year's school implementation plans presentations we took a different we turned a little differently and we decided to celebrate a little bit of remedy in the presentations really get to the salient points and kind of tell a brief story about kind of where we've been where we're at and where we're going and the exciting things that are going on so you see kind of that format going through as we celebrated toward the back in June at one of the the the board meetings we talked about some preliminary aspect data that came back that showed a lot of student growth then we were pretty excited about so we're going to talk a little bit about that as well tonight so Mary Rose will turn it over to you thank you I'm working on the brevity piece in general but that's best for tonight so I apologize in advance if I'm a little not sober you see I can see it [Music] it's something just thank you she's got the magic fingers so good evening as you know I'm Mary Rose diamond very proud principal of Center Elementary School and I think you for the opportunity to share with you about the teaching and learning that's happening at Center I mentioned this last year as well but I truly believe that the work that happens at Center school and the foundation that we create for kids it is I would say arguably the most important work that happens in the district a little biased but during the trio's that students spend at center and we're responsible for giving them the tools that they need to forge their paths foundational reading writing and math skills and shaping their mindsets about what learning in school are all about and depending on how we they don't deliver those messages really determine how students are inspired to use their imaginations make mistakes collaborate with others and change risks so that's a lot of the work that we're doing it's a huge responsibility one that we take to heart and it drives everything we do as a school so the data that I'm sharing with you today reflects students achievement in key leverage skills that are critical for them becoming competent competent readers initially need to be successful in their learning I will say that I just attended the acadians reading mentor training so I have a newfound level of understanding and appreciation for all this data which also might influence my the jargon that I'm included I'm going to try to limit that but I have a like just a lot more of a foundation myself to share with you so for kindergarten are we're talking about phoneme segmentation fluency and nonsense word fluency and then at first grade it's nonsense word fluency or reading fluency those are the assessments that we're giving them at the foundation of what we're doing I wanted to stress that these are indicators of students future reading success so they're used to informed our instructional decisions and support students as well as keep students informed about their learning both of which are essential and guiding them to become self navigators it's important to note that the assessments that our teachers give are purposeful and intended to change students lives we're doing that we're giving these assessments to catch them before they fall and to track their growth to ensure that they're on track assessment for the sake of assessment is not in our practice so these are really essential to making sure that we are doing right bye kids so you have in front of you just our car key date equates I'm going to start with ich with kindergarten as I mentioned we have three years of dating click on the slides in each represented got a different group of students so just to keep that in mind as well as you can see our kindergartners consistently score high in the PSF or the podium segmentation fluency measure this assesses students ability to fluently segment words into sound and is considered a strong predictor of future reading achievement it's a crucial component of phonemic awareness and is essential in developing reading and spelling skills yes you can't see oh [Music] alright better so children have strong phonemic awareness get a brownie make awareness skills and demonstrate better literacy growth so you'll see that for PSF last year for students in kindergarten we had 94% of students at core above that's pretty typical for students in kindergarten that nine students who did not achieve the core levels that our only night of them and they all have specific plans or on top of it and those plans have carried into the first grade as well so really making sure that we're monitoring them from kindergarten to first grade nonsense word fluency is also reported here it indicates a student's ability to decode individual sounds and then blend the sounds together to read Werner's which is another fundamental reading skill this assessment is administered in both kindergarten and first-grade and provides two scores the correct letter sound score and holworth read in kindergarten however there's only a benchmark for four correct letter sounds so you'll notice that while last year's scores we had 89 percent of students at core above while last year scores were relatively high they were lower than the previous two years and of course that prompted us to stop and say what's going on why is that the case and what we discovered is we look more closely that students were actually attempting to recode or use the blend new skills that they've been taught through open court phonics in order to read whole words which was then not something we've seen as prevalent in previous years and because they were attempting to read actually actually read the word their curricular sound scores went down a little bit because they were they were trying to and recode so well it's the score went down for that area it's actually a good indicator that they're actually using the skills that they have to move forward and then we tell I'm going to skip ahead to 1st grade because we'll talk about the literacy data you see the same thing in 1st grade with the the correct letter sound so it was at 87% which isn't which is a relatively strong score but again you can see here where we report out whole words right with 94% of students achieving that benchmark that they are they are using the skills that they've got but it's impacting their correct letter sound so we're going back with teachers now and taking a look at how we can make sure that they're they're getting both also in first grade we we administer the oral reading fluency benchmark that assess its accuracy and fluency with text this is important as fluent readers can apply their decoding processes automatically and that automaticity I'm going to say that again and again over the my next couple of minutes is really important it requires no conscious attention and then enable students to focus their attention on comprehension and making meaning of the text so we want at center school our goal this year is automaticity of foundational skills because that's going to allow students to then be prepared for what's coming for them the assessment provides three scores it's Worth's read correct accuracy and the retail quality retail quality is not on here Center school has not traditionally administered that portion of the assessment however we are starting that this year will be doing training will be starting that in January we had reason to celebrate at the end of last year we had higher percentages of students scoring at or above benchmark in both areas where it's correct and accuracy and we believe this is a direct result of actions that have been taken by our teachers to change how they are approaching instructions they're providing more opportunities for students to apply their decoding skills that they're learning in isolation to reconnecting text through our code focus lessons so that was a that was really we kind of broke the barrier of that 70% we really did a nice job and teachers applying their learning in order to help students be able to better accurately read the text that they during those assessments I'm gonna go back to writing in kindergarten so that went to the the comb-over that said opinion writing on demand prompts so ours are historically our writings worth have been very strong we had nine last year ninety-five percent of students in kindergarten scored a sheet a scaled score of three or above and then in first grade we 99% of students achieve that scaled scores so that when numbers are that high we do take a step back and make sure that we are calibrating accurately making sure that we are all kind of looking for the same the same aspects of the rubric we are going to implement blind scoring this year so teachers will not be scoring their own assessments which has traditionally been the case and that's that's not to say that teachers are not being accurate but it's when you know the learners it can it can impact you know without consciously even doing an impact how how we're assessing is scoring so we want to take a step back we're also in our school improvement plan this year looking at particular aspects of the rubric so first grade is looking at I believe they're looking at endings and kindergarten at Leeds so we're looking at breaking it down a little bit further to what that data is telling us about students writing so that those are writing scores and then for math and go back to kindergarten again we report out on the my math benchmark which is the aspect a lion benchmark and you can see here that our kindergartners demonstrate strong achievement though it was lower last year than the previous year we as Maureen started talking about earlier and you're referencing through the standards-based work that we're doing we have a lot of items that we've been giving students that are really specifically aligned with the standards that are also giving us information and indicating students achievements so the my math benchmark is one component it's a program based assessment we also have item Bank assessment that really give us additional information the show students are doing a great job in mastering our math standards as well and then in first grade this was our second year last year with the second year giving the star math benchmark and you can see we did have a slight increase and I think that's also attributed to the fact that we're really working on computer skills with kids this is the first time they're taking an assessment on the computer which you know has an impact of course and we are our media tech Steve Clark and our teachers have really been working hard especially with me we've been fluent in st math this year those kinds of things to make sure that kids have those skills that they need in order to facilitate and navigate through the technology which is a one component other they're a piece of data that's not on here is that 73 percent of our students Matt had made average or better growth from the beginning year to the end of the year on the assessments so that's that's another good piece of data so in summary our student achievement data tells us that students at center school love to read they absolutely love to read and they're working on language development that's at the heart of their teaching and learning at Center most students are developing really strong reading foundation skills that they'll need for you know for the future they move up through into huckleberry Michigan year our opinion writing that they mentioned is very strong as well we're going to continue to examine our scoring practices and look at break that part the rubric a little bit to make sure that we're looking at all the components and not just the overall score we are again experiencing success in math but again we're looking at establishing that the concrete pictorial understanding of skills and concepts and then moving into apply to solve actual problems we're really looking at that problem application moving forward and I think what one things I'm most proud about is just the adult learning that's happening at Center and how teachers are turning that into their practice and changing how they're approaching their instruction and their assessments and on their understanding of the standards and I've just seen a great great amount of growth for our teachers something I did not include these vessel is only slides I have but something I did not include in terms of a slide is the fact that are underlying all of this is that incredibly supportive school community that that really defines center school our panoramas survey results last year were just but nothing better than they've ever been they always been really good but you know I don't I think we maybe had three questions that were under 95 percent approval so you know that that speaks to the dedication of the staff from from our secretaries to our teachers or custody's to our parents everybody really making sure that we take as I said before the responsibility of educating our youngest children heart and doing the best we possibly can so in moving forward as I mentioned we're really focusing at automaticity and providing students the opportunities to apply their learning to new and different problems because we know that they're going to have to do that when they get to the a spec so what does that look like in first grade in kindergarten that's that's kind of what we're focusing on this year we are implementing the standards aligned curriculum and reporting in ela and math so this you know there you'll hear a lot more about this as we've said already but really I think that it's it's narrowing down it's providing teachers with confidence and when they're reporting on to parents to say this I have evidence that children or my students are able to achieve this whatever the skill happens to be because I have all these items to demonstrate that and to show that so it's improved their understanding it's allowing us to give more specific feedback to students and really be targeted in what we're doing and it's also then freeing up time to do other things all the all the authentic work that that allows for problem-solving an application is being freed up by us adopting the standards-based yeah just say something about how long these other tests that you're talking about because it's a lot it sounds a lot of testing it's not which the ones that I just talked about your one minute yes so they are quick and it it's not the bang that you get for your book I think is is absolutely just tremendous because it allows us that it's an indicator tells us which students do we need to take a closer look at and which students are on track and we can we can continue doing what we're doing so it's not it feels it sounds like a lot of assessment then there are a lot of assessments but the amount of time that it takes is not equal to the number of assessment that we're getting I guess I would say and the items are the same way so we in fact we just had we spent the last two days working as a curriculum team on this and putting together the assessments for the first trimester second trimester that kind of thing and we're you know we we told first grade that they do not have to give their math chapter tests anymore because quite frankly there's a lot of information on there that's not specific to the standard and it's not giving us the information we need in order to really drive instruction so instead of giving the tires taking a whole day of math to give this assessment we're giving we're selecting two or three of the the questions from the assessment that are really linked with the standards that they're instructing to give us evidence of students understanding so it really is rethinking that you know really thinking how we're doing everything to make make everything more efficient to free up time to do the more authentic tasks that we know are more engaging to students and teachers and are you know going to further their learning so it's been it's been a great learning for everybody we're really working to take advantage of the expertise that in our building solook doing working up here walkthroughs looking at how we're collaborating and and really supporting each other in that we're building our knowledge and skills we're going to confirm strategies for reading and writing so that we are making sure that we take or we're purposely planning and selecting what we're what we're targeting with each student based on our data we're implementing acadians math so again the acadians math assessment that we're never giving will give us the same kind of indicators for math as we have for reading and again not to be overdramatic but really to help us change students lives catch them before they fall and make sure that they don't they fire on the right trajectory we're implementing st math as a complement to my math and everyone loves Gee Gee all the kids love the teachers it's just it's been great it has been a true testament to the patience of our earning teachers as they're logging in twenty and twenty-one students for the first time using Chromebooks and you had to use their clear EGP you have to see you going they have their clever badges on their foreheads and they're looking at the try to move their hand around and get it to register so they're very cute so that's going really well and we are you know ii i'm working on ruler we last you as our adult learning year we've started we just actually today rolled out a faculty meeting our feeling of the week so we're doing school-wide we're trying to know knowing that kids are coming to us and we have to build that foundation again we're working to build their vocabulary their feelings level of vocabulary so that when they when we present them with the mood meter in January they are not just saying sad mad happy that they have other words to use to describe how they're feeling and we're doing a lot of that through literature so we purchased a large number of feelings related books and then the staff have been you know kind of exploring those as well and then I don't badly miss last but we're really looking at our pre-k program and I know that mention you've mentioned that as part of Cape but just I say reimagining our pre-k program because it has the we've had such a dedicated staff and that program for so long doing work that with so many kids that it you know you lose sight sometimes of what our goal is now with the additional staff that we have and the class sizes are a little bit smaller everybody can take a little bit of a breath and really kind of come back to you know what is our purpose and what are we doing with with our youngest and most vulnerable students and how are we supporting with curriculum and assessment that's going to help us move them forward so there's a lot of things happening at center they fantastic place to be I'm grateful every day to be there and I and for the people I work with and for the fact that they really are dedicated to making a difference for every child so thank you very much it's very questions I'm happy to answer them we can catch me afterwards but okay thank you thank you Mary Rose [Music] yes absolutely now mrs.
labra shadow from huckleberry will come up good evening everyone so as I embark on my second year as the huckleberry hill principal it's actually really really quite exciting because you really have to live it and experience it and I was actually giddy writing my school improvement plan this year because I know it's funny right I was I actually called Maureen and John and I'm like is this normal that I'm this excited to be writing you know where I think the direction of huckleberry needs to go so one of the areas that I'm most proud of and was very very important to dr. Petoskey and I as we embarked on our first year as the new leaders of huckleberry was just really building a positive school climate and making a lot of connections with family family staff and students because if you don't have your staffs that like if your staff isn't going to back you it's really hard to make effective change and based on the panorama surveys from June 2019 94% of families felt there are ample opportunities for them to be involved with in help at huckleberry 95% of families feel well-informed about their child's academic progress which was an 8 percent increase from 2018 and our biggest area of growth is that 96% of families feel the principal and assistant principal are available to parents and willing to listen which was a 20 percent increase from 2018 and we continue to communicate to our families through monthly newsletters our PTO meetings email blasts teachers are continually focusing our efforts on updating classroom websites bi-weekly and some are using classdojo and other apps to foster the school and home connection in addition huckleberry calendar is updated daily so we constantly tell families you know see that on your phone app it's a great resource insight we will continue to work with ruler with our staff through our school charter and our staff that dr.
peps ascii and i have an open-door policy and what was really exciting for us was based on the data we received from the panorama survey 90% of staff feel respected by the school leadership team which was also up 20 percent from the previous year so here are some slides the first slide that you're looking at is the growth rate we can only compare the growth rate from 3rd 4th grade at huckleberry and the average percentage of target achieved and as I mentioned last year the growth model sets achievable growth targets for students smarter balanced assessment scores based on their scores in the previous year rather than expecting students at a very low proficiency to all of a sudden attain a high proficiency the to growth outcome measures are aggregate aggregated for schools districts and student groups thanks to the growth model we can see the proficiency rates and districts and individual schools do not necessarily reflect how much progress students meet there so it's so hard for me because I wish I was able to have all my slides on one one page but as I would if you want to take a minute to look at them because then I can talk a little bit more detail of how I'm addressing our data but what we are really excited about and proud of is our math or math growth rate has gone up and also the average percentage of target achieved oh no where's my other size we have a side missing hmm yep so the other side that's missing which I can email you all and share are the comparison data of third and fourth grade from the previous years I should be able to [Music] it just disappeared and then here's our Acadian CLA data for 2nd 3rd and 4th grade which measures words correct and also accuracy so I'll just go into my plan I believe you're seeing such a large increase in growth rate and average rate of target achieved and math because in 2018-19 school year huckleberry was signed a math curriculum specialist that supports our staff and students this past school year moving forward we will continue coaching cycles with continued emphasis on problem solving the mathematical practices application of skills the math workshop model and using manipulatives in the classroom in addition our math curriculum specialist has helped staff members create targeted goals and instructional strategies for students who are struggling in math whether that additional support is carried out by the classroom teacher or students our pulls out of the classroom by our math curriculum specialists the use of akkadians math in 2018-19 school year this current school year I'm sorry 1920 school year will also eat an identifying student needs with specific targeted areas of growth in regards to our ela data we will continue working on analyzing student data to guide instruction also through our curriculum market implementation teachers are getting a better grasp and understanding of prerequisite skills and what students need to know to become better at applying their skills in written form last year administration spent a great deal of time providing staff actionable feedback which supported core instruction now our emphasis and focus is on student application of their skills our akkadian CLA supports that students are reading words in isolation in text so now the emphasis of applying those reading skills and written responses and understanding how to apply the reading skills into open-ended questions and supporting our responses in addition our focus this year is using our programs and resources that support our curriculum fidelity the use of open court in the 4th grade will continue to support our work and I also believe the work with dr.
Marie Alcock and the implementation of the standards aligned report card will continue to provide new learning for staff and also richer instructional and written richer instruction for our students the new schedule implemented last year will continue to support staff and students this school year our schedule really does set the foundation for our work especially every grade level attends a weekly PLC which is geared towards new learning or extending on professional development that has already occurred our schedule this year also includes the 90 minutes per week needed for st math and second grade in daily 45-minute block for open core and fourth grade every subject areas taught daily for about 45 to 60 minutes also we continue with our 30-minute block when no new learning occurs and a time for students to receive additional support or enrichment in ela or math support can be pull out services provided by excuse me a special education teacher resource provider or reading teacher and/or curriculum specialists or instructional strategies implemented in the classroom by a classroom teacher I'm also excited about continuing our SRB I work in conjunction with circ teachers continue to work on differentiation of instruction and will continue to build on their knowledge of writing specific targeted academic goals for our struggling learners every six to eight weeks teams come together to have meaningful conversations around students instructional strategies and data this important work continues to guide our next steps we are thrilled with our work and implementation of ruler which I'm glad you can see that slide recently staff had an opportunity to visit each other classrooms and reflect on classroom charters and use of the mood meter we will continue this work for our professional development and our ruler coach from you with the support of Eric this year we will be and this is kind of brand-new we will be implementing bring your own devices for our fourth-grade students and our goal is to begin really not exciting opportunity out around November 1st and I am just so proud to be part of the Brookfield community and I'm excited to be continuing my journey here and working with such amazing educators and staff so thank you any questions and I'll have to share my slides with you all because I don't know why what's missing sorry [Music] next we have mr.
Randolph rum whiskey near [Music] all right good evening I'm Dean Renda principal at whiskey near middle school I thought I'd first go through some of the data that we have that we've got back as you know from the other schools they're the assessments that we give we want to make sure that our purposeful and are useful for our so progress for our students but more importantly to help our teachers be able to differentiate their lessons and also create small group interventions for students so that they are successful in meeting the grade-level standards but in the meantime I wanted to just go through some of our s back scores as part of our sip from last year our school improvement again similar to what mrs. lab Bracciano was talking about huckleberry the growth rate that we have you can see is over the last four years staff what we were very excited to see the growth that we made and in many of our areas and and obviously there are other areas that we still need to make more growth in but you will see the arrows the black arrows going up is the arrow that means that the number in the cohort went up so for instance [Music] so that's what the arrows are for and the star means that that's the highest as you can see the highest number we've had since we started taking the smarter balanced assessments so that's the first thing hold on [Music] as you'll see an area that you'll see in fifth grade ela that the cohort has gone up those last three years something that I know we put a lot of time and effort with our PD thankfully we've had professional development with Amanda Aaron's also with you know dr.
Ruby with Debby Farias and just being able to improve our instruction around readers and writers workshop I think has been a huge success and as you can see in seventh grade the last two years have also been have gone up and then in eighth grade we've made gains in three of the cohorts for the last three years that's the growth rate the next one is the average percent of that target that was achieved from the growth rate again you can see that in this past year for 1819 the cohorts again are with the black arrows going up as you can see in fifth grade we had 78.1% our highest number that we've ever had that have for the target achieved so that was something that we were definitely excited and was a great success for us now switching over to math with math UK as you can see three of the four areas also the cohorts went up and I do want to just point out that you'll see four fifth grade as you can see our numbers from the previous year's we're a lot lower and we've made some great gains there and we're up to forty eight point eight percent which is the highest we've had and when you think of the percentage of based on the number of students there's about 190 students in that class so the difference from one year to the next it came comes out to about nine percent but that's a taking the students that are not a hundred percent sure but the students that are at grade level or met the benchmark are able to add 17 more students so again the number of that's increased sometimes gets lost in the percentages but again that's something that you know we continue to put a lot of work in to make sure that we are doing the right things for our students and those are just some of the other areas in in sixth grade you'll see the cohort for sixth grade the growth rate went from thirty five point three to sixty five point nine that's a twenty point six percent and that's almost forty students moving them up to the level three and four that they would need to be at again this is the average percent target two of the areas of the the stars of the largest that we've had and again as you can see if going from that fifth to sixth grade from fifty four point nine to eighty nine point two is a huge huge success so that's again something that we were excited by as you could see three of those four areas again and the cohorts went up and went up significantly this is the I changed a little bit this slide the lis back I put gold but it's level three and four-year comparison again going from fifteen sixteen up to eighteen nineteen as you can see that oh man I did change his slider I didn't want it to be the white and black arrows I apologize but the black arrow oh gosh alright the black arrow meant that they went up both in the cohort black arrow meant the white arrows meant that they did not go up in the cohort but went up in the grade level I actually had taken those out so it wasn't so confusing but that didn't make it in as you can see they put it depressed before I finish the fifth and seventh grade in those two areas are the highest scores we've had a goal levels three and four since the smarter balance started and then I just put the equal sign obviously because that was a equal to the amount where that we had in 1516 and then in math as you can see again the two biggest areas are sixth grade and in eighth grade where we had our largest scores and the 74 being the highest score we've had in eighth grade obviously as students grow in the school we want to see that progress and to be able to you know start off when those students came in if you as you can see in 1516 they have no I'm down here I'm sorry 52 and they end up at 74% so again showing that that growth is um is what we're all looking for this I will talk a little bit about ruler but for this 2019 2020 school year we always feel that and we have conversation with their staff at the beginning of the year myself mr.
Bednarik and miss Gordon about our missions to increase the academic achievement of our students and sometimes more importantly the social-emotional abilities and skills and awareness of all of our students we look to ensure that students have opportunities to comprehend complex text their problems form opinions and arguments and their writings we know that students can a lot of students can do that very well verbally but it's definitely something that you know we want to make sure that they're able to also do in their writing perform our own higher-level thinking or what I like to call and recall real-life tasks because we all know when students are more engaged in their learning it's more exciting when it has some meaning for them and lastly you want to teach our students to be social have social emotional intelligence what does it like when you're socially and emotionally aware and how that affects them every day in their life first and sometimes the hardest thing to do is being able to be aware of their own true feelings but then being able to take into consideration others feelings and as we know also sometimes that's even a hard task for us as adults as you can see as we as I'm sitting here with a slide of ruler again this year a staff will focus on some of three questions that we've done with our professional development being able to go into any classroom when we want our students to be able to answer these three questions of what are we learning about what are you learning about today why are you learning it how do you know if you've learned it this is something that we provide as the staff and the teachers if we provide creative engaging in these real-life connections and our learning that students will be more engaged in their learning obviously and then have those different opportunities to be able to use their critical thinking skills and problem-solving and all of these things along with being socially aware about themselves in the world around them because I know that's something a lot of times as we talked about again our own feelings as a middle school or we know it's all about us but obviously with the bigger community being in the class the bigger community being our school and beyond that the brookfield community and even beyond in the real world we are going to continue our focus around the gradual release of response responsibility model math workshop that we have started and that was something I apologize I was going to mention about our fifth grade scores the increase that we made the next generation science standards and we have been lucky to get the I know we've talked about our Smithsonian science kits using our benchmark assessments I know we've talked a lot about assessments tonight including a cadence reading star and last year we started a pilot with acadians math and this year we have started a cadence math with our students so again using all of these assessments to be able to create the differentiated lessons in small group interventions obviously because we want to make sure that students are making progress to be at at a grade level obviously is is the important goal that we have I'm also very excited to combine our trauma-sensitive Schools training I know which we've talked about here I was myself two of our school psychologists special ed teacher regular ed teacher and a counselor or part of a trauma sensitive training we're going to use that to combine that along with our social emotional intelligence training out with ruler and using this approach to help our students be successful in school with the relationships with their friends and family and everything just really in their life in the world around them our staff surveys that the panorama surveys that we had we are going to continue to focus on one of the areas that we continue and will always have to focus on is improving our communication with parents this year a question that was that parents felt well informed about what's going on in school was at 79 percent this year again it was at 79 percent last year I had put out a survey to parents like what else they were looking for in their response of it was 225 responses from parents and it actually was mixed there was some that wanted more on the website some wanted more personal email some wanted phone calls so it was actually kind of hard to to you know glean real information for that for communication although we still are challenging our staff with finding other ways to communicate and whether that's just around academics but also around just things that are going on in the class the students work habits behaviors so on and so forth positive obviously it doesn't always have to be a negative behavior but also with positive behaviors I think that helped families to feel that there is that communication and on the other end of that we had 90 percent felt well informed about their child's academic progress so I thought that was a good thing so between myself and all of our staff making sure that our communication is is is quick consistent in the way we do that meaning if there are issues we reach out to parents as soon as we can some of our greatest strengths I think at whisking here and some of our successes that we've talked about are around our school environment school is a safe place we had 93 percent of our students feel uh parents say that their students feel that it's a safe place the school environment is caring and supportive was 94 percent the adults at the school treat my child with respect which was 93 percent at least one adult at the school knows my child well ninety percent that one bothers me because I feel like those other ten percent of the kids but to be able to feel that your son or daughter has at least one person to go to I think is so so important so that's something that we're going to be building on the low ones was our school is a mostly safe place for my child that was 88% and we've been talking about what we can do as a staff to help students feel that it's an emotionally safe environment obviously that is their interactions not just with staff and adults it's their interactions with it with other students and that is something that I'm going to be talking with our student leadership a student council and also peer leadership about in what we can do to help and make sure that our school is itself is a mostly safe environment for them and just and I think we all know that when students even adults are in a positive environment that that's emotionally safe environment we know that they perform their best again similar to what we would do as adults so in ending we would we would like to continue to improve our teaching which again I spoke to about our PD that we've had around with Amanda Erin's especially for our teachers instruction and literacy create appropriate interventions and help our students that understand that their emotions matter they will become more excited about their learning and be more successful in developing those skills like being able to ask questions being resilient when things don't come easy being able to bounce back from failure working collaboratively etc all of those skills that we know will help students now and later on in their educational career I think is going to be helpful for them to be successful in high school and also beyond in college or past that thank you thanks mr.
runner finally mr. Miranda from the high school [Music] so it's always uh never as a competition it's always difficult going after three or thirsty principles and being the last one sometime feel free to go in reverse just put that out there I'm doing my best I remembered last year when we did these presentations one of the reflections uh dr. Braille asses it was wash it back our presentations and try to you know think about what you did I went off script significantly and was up here a lot longer than I intended to be so I will certainly share information than I am gonna do my best to keep it brief we tell principals to keep it to five minutes it's kind of hard because there's so much we certainly want to share so so I'm starting the same way did last year Brookfield high school is a learning community committed to fostering intellect respect and integrity we begin each school day with a student reading this statement over the loudspeaker to remind our learning community of our core values and beliefs as educators we are responsible for this statement and we are committed to ensuring students are prepared for life after graduation I am very proud to say that based on our descent December 2018 visit from the New England Association of schools and colleges we are fully accredited I know because I have a nice eight and a half by 11 thicker card stock certificate that says so almost ordered a banner we're gonna hang as well so it's not good that that piece of paper is not gonna be enough we're gonna put some more stuff up there so we're very proud our staff worked so diligently last year it's been it was a labor of two and a half years really of work and it showed in our accreditation last year you know over the past year I continue to take the opportunity to provide monthly open forum sessions for parents through coffee with Melinda and I've had a few parents come to that and for students I do student voices sessions once a month your students have an opportunity to come in and meet with me and share their concerns questions suggestions about how things what we can do to improve the school both these structures are going to continue this school year you know staff input was anecdotal really from drop in meetings you know you may have seen on the way in as you walked in tonight there's a round table top and two chairs you'll often find me sitting out there having that discussion that gets me out of the office I bring my laptop by mobile unavailable to parents and kids as we walk through the hallways it's a new thing I'm trying this year to try to get some more input from people I've had more staff members actually sit down than kids as they watch their mailboxes or walking through they just pop a squat and sit down next to me and we have a discussion about anything that's going on so it's a really nice informal but helpful way for me to collect some information about what's going on in the school you know we did a school improvement survey specifically for the high school staff that went out to them they filled that out to help me develop my our school implementation plan for this upcoming year for nineteen twenty I worked closely with our PTSO this past year and continue this year to create themed meetings so instead of just having a PTSO meeting for those of you that have know about these meetings it's every once a month on a Tuesday night we joke it's usually family and friends it's myself and not a ton of parent involvement so we're looking to they'll be information going out we're going to talk a little bit more about the ruler work we're doing with staff we're trying to theme some of these meetings to try to get some more people to come in and be engaged and maybe learn a little bit more as a learning opportunity rather than I think what some people have a misunderstanding of those meetings is talking about fundraisers and things like that it's really not what our goal is we have a lot of really good improvement stuff we're working on and that one's going to be in October 22nd we're going to be talking about the ruler approach I continue with my weekly email updates and the results of the spring 2019 panorama survey show that families felt as well-informed about the school as in the previous year right so that we were at 87 percent of the families responded that they felt well-informed same as the previous year and then another positive was a 6% increase in positive responses from parents indicating that teachers communicate with them as frequently as needed so that was great to see that we have saw 6% increase there one of the conversations we have moving forward and we talk about our teacher goals and what we're looking for and parent communication is always one it's one of those ones that is often difficult to measure you know we got a lot of conversations about you know submitting a phone log or what emails and so we're trying to use the term this year and we're working through this as are with our administrative team about meaningful dialogue right so the word communication oftentimes means I've communicated to you right and basically shared information with you but we're looking to find a way how we can open some of those doors with dialog rather than just communication so we're trying to shift that around a little bit and hopefully we'll see some of those scores continue to improve this past year I did change my goals for an odd four 2018-19 in previous years my school implementation plan had goals relative to benchmarks right percentage of students reaching a benchmark I want to share that what that means in terms of the SAT is that if a student right meets benchmark either on the evidence-based reading and writing or on the math section of the SAT test which we're using as that metric that's what the state uses they have a 75% chance now we're getting with some more percentages of earning AC or better and if their math it's going to be an algebra s stats precalc or calc and a first semester credit bearing course in college so say that again if students meet benchmark on the SAT it means they have a 75% chance of hurting a C or better in math it's for algebra stats pre calc or calc or in the evidence-based reading and writing it's in history literature social sciences and writing but what I found is well that's an important statistic right to share certainly you know I really need to focus on individual students course because when I looked at percentages and I'm going to show you this first slide I still have it and I want to include so you could see it but when you break this down in terms of the actual class when you look at a percentage point it's really 1.75 students so fluctuation between 1.75 is not a ton of students when you go up and down but it is important to know so there's a couple things on there that I'll share so looking at the class of 2020 which is the green you can see if you just go right down to the very bottom you can see the fall of 2018 you know in I guess so it doesn't show on the left so the left is gonna be evidence based reading and writing so somehow that got left out when I did my slide I think we all have slide issues tonight congratulations principals and that's little that's my issue not anybody else's so on the left two columns are going to be the evidence-based reading and writing scores you'll see that 11th graders last year in the spring you had earned 77% we're at benchmark for evidence-based reading and writing where they were at 78% when they took the PSAT in the fall then when you look across at the math you saw that 44% of the 11th graders last year in the fall 2018 we're at benchmark and the PSAT but jumped to 61% by the time they took the SAT so really they did see that class of 2020 cohort so a drop of 3% which is about five students on the evidence-based reading and writing section of the PSAT from 17 to 18 but they also had a 1% drop longitudinally which is about 1.75 students on erw from the 2018 PSAT to the 2019 when you talk about the math section that's really a bit all over the place because the class of 2020 cohort saw a 17% drop from the 2019 to 2000 PSAT to the 2019 SAT but they had ass launched little increase of 17% so they dropped but they went up I mean we saw some fluctuations certainly there and while moving in the right direction from PSAT SAT math scores do remain relatively flat and we have already started to review the erw sub scores to identify any additional instructional curriculum curriculum abnormalities looking at some of those sub scores that this shows you some really interesting information but doesn't give you as much direction as I thought it might for example we have we know one of the reasons our scores went down from for example in spring 2018 for that 11th grade class of 2020 cohort they were at 81% then it dropped to 77 percent last year we looked at that and that would come and of evidence the subscore of command of evidence is one of the dynamics in the evidence-based reading and writing that went down but at the same time writing and language went up so we're really we're wrestling with trying to figure out exactly what's going on here we know that 1% doesn't necessarily represent a ton of students but it's it's still going in the direction we don't want it to go and conversely we're talking with the math department to say okay what what happened there you know there's huge jumps in scores you look at 44% in the Fall Meeting benchmark for PSAT for math and then jumping all that is 61% and if you look at that that's still relatively flat but that's a huge jump what happened between that and now that jump isn't usually that high so well we're in the process of looking through that my updated goals I hope to see a hundred percent of 11th grade students improve their evidence-based reading and writing scores by 45 points from the fall of 2018 PSAT as compared to the spring 2019 school day SAT so that was a pretty ambitious goal that I set for myself to make sure we had across the board for all students showing growth of 45 points well you don't have a slide here because there really isn't anything to compare to I'm just sharing with you orally that the average growth across the grade was 25 points not 45 and 37 percent of our students made a 45 point growth you know 45 points was well above the average growth that we've ever seen in years past was a very ambitious goal but I wanted to set it high my plan is to really scale it back a little bit but still have an ambitious goal above the average of 25 points for this upcoming 19:20 school year my newly formatted math goal was 100 percent of the 11th grade students improve their scores by 50 points which is even more ambitious than evidence-based reading and writing because those scores are traditionally lower as you can see on here and I want to make sure we focused on growth balloon or not we had 46 percent of our students made 50-point growth on the math section you know and the average growth was 46 points so we were really close in terms of getting the average script growth there again it was ambitious I did not get 100% and 50 points was certainly one what we've seen before but I'm gonna adjust those accordingly next year at this upcoming year bring it down a little bit it's a little more realistic but still ambitious growth target some other things I do want to share in terms of test scores and results the board knows very well that we have been a focus school Brookfield High School since I started in 2015-16 based on our gap between our non high needs and our high needs students and performing and reading I think dr.
Ruby has shared previously and I'm happy to share and remind everybody that we are technically no longer considered a focus school because we've actually jumped from a classification of what is a four for a focus school now to what really would be a Tier one which is the top tier but because of attendance or participation rates and two sub scores we they dropped us automatically to a level two so I'm very proud of that and so is the staff that the work that we've done getting money through the school improvement grant has really helped us make a real change and then have also be able to support professional development district-wide and that piece so we're really excited about that next ap which is something that we've talked about significantly I've made presentations at subcommittees of the poor and Cape I can say that our highest achieving students enrolled in advanced placement courses saw higher scores and 11 out of 15 when compared to last year which is great a particular point of pride comes with our computer science course English language and Composition courses environmental science and government and politics because not only the dates did they see an increase in scores they also saw an increase enrollment so the number of kids taking the test went up and so did the scores so that's a great really good sign in a positive way we hit 251 students take 525 exams with 73% of the scores at three or higher we are unbelievably pleased the improved performance and the dedication of teachers to support student achievement and our advanced placement courses there's a new AP program and plan for this year just so you know a lot of online resources the registration deadline has been moved up from what used to be usually March we have registration now it's due by November 15th this year students have to register for courses everything is done online now so it's going to be interesting to see as the College Board really looked to level the playing field for students across the board across the world taking AP exams so everybody has access to the same sorts of resources and materials whereas previously depending on the district that you worked in you may or may not have had a significant amount of access to supportive materials now they really level the playing field to make sure everybody has a baseline of question banks and resources to help teachers help their students prepare for the exam so we're excited about those resources or Chiefs are exploring those now and working with those you know they all have online accounts and they're utilizing the new resources you know is important for our learning community reinforce the concepts of respect and integrity our student-run organizations National Honor Society Key Club peer counselors Future teacher's of America and diversity Club to name a few continue to contribute to the improvement of our school culture and environment our new tile mural which most people have seen as you drive by the auditorium I have to recognize them again and embarrass them a little bit but thanks to the efforts of parents Kari Todd and Melissa mamuni it's now we have a constant reminder of what I consider to be the most important world we all need to follow every day be kind and that's for not just students that's for adults as well we're in the midst of ruler training for staff we are the last school to get on board with that this year we're in the process of doing it we're seeing a fantastic as I think every other schools has seen as you start to roll out ruler training to staff it's a very intentional year-long implementation plan for staff to get it before you're allowed to kids but inevitably in every school that's ever been in teachers are requesting we want to start doing this so I've had to request some help teachers and from social workers and those sorts of them there they want to start doing this with kids right away I think they're getting a little frustrated to me with with me as I release just pieces because they're so excited and so I'm meeting with them and we're talking about what the next steps are gonna be and so our staff is really on board and excited about that this year to continue to do that and we're really working to what we call and I it just so dr.
Ruby knows I did do every part of every faculty meeting now we have whether it be you know kind of a ruler moment today we did some some mindfulness work with one of our teachers that's in that's on the ruler implementation team did a whole breathing exercise with us today at our meeting but I did a presentation two weeks ago prior to mark Brackett who was the director of the center Yale Center for emotional intelligence he created a new blog it's called the emotion scientists and I look like like I was telepathic because I had a presentation the week prior to his blog coming out talking about how we all need to become emotion scientists and then his plot and I was completely validated so thank you mark Brackett you know I continue to celebrate the work done in our larger community learning community with a 212 recognition program I'm likely to be renaming that I think it's kind of run its course there's nothing wrong with 212 but that term is kind of run its course here at least in the building and I've seen waning participation in that program where a parent or a student or coach anybody can recognize somebody else for a job well done or whatever it may be there's a letter that's recognized dr.
Brill gets a copy we've seen those numbers kind of go down I'm looking to kind of revitalize that and bring that back and you know that is you know that allows anyone the community recognize a colleague friend peer coach mentor or cetera from making a difference in someone else's life things were looking at this upcoming year from a school improvement perspective we're starting to begin talking about a new schedule and looking at what we can do to provide enrichment and as well as intervention for all kids moving forward a schedule block of time we're taking a look at that and we'll be looking at that this year I'm just so thankful for the feedback that I've gotten I think the feedback from staff has been really important for me and they're seeing a real change in how we're trying to approach certain things and it's been a real positive start of the school year and we're looking forward to the rest so anybody have any questions I'm happy to answer okay [Music] yeah that's what it yep that's the table is there for yep thanks much [Music] okay moving on we have the 20 2021 budget assumptions and priorities [Music] alright so um as we annually go through to prepare for the budget and I know for some watching at home they can't believe we're talking about the 2021 budget on October 2nd as we only yeah some here can't either right I don't think I haven't believing myself as I say this one month into school we begin the budget process for 2021 we always like to start with kind of key things that we assume in a budget and make that very public for everyone and then and that's kind of on the first page the second page really starts to get into priorities and we break those up by the leadership and curriculum and operations and things like that the board has had this in advance I also brought this to the Finance Committee a couple of weeks ago we talked about it a little bit and I received some really pertinent feedback and incorporated that and then in addition to that we really had a excellent fruitful discussion at our last principals meeting early last week where we also had the opportunity to invite a number of classroom teachers that joined us and they also got to participate in this process so it's a relatively inclusive process and I'd like to just walk through some of the highlights of these now I'm not gonna read every single one and then certainly this is up for board discussion and we could adjust this as we go one particular note on our budget schedule that was approved at the last meeting this was actually due to the board for October 16th so we're ahead of schedule but we had it ready so I figured I'd bring it before the board tonight so in support of the strategic plan the board will recognize the responsibility to develop the operating budget that provides sufficient and appropriate resources for most continuous improvement you heard a lot of that tonight affords sufficient flexibility because we often have changing these throughout the school year and throughout the budget process [Music] it's an important reminder for everybody that the budget process is close to eight months long and so things change during the budget process enrollment changes might come up needs might need to be addressed that are different than when we embarked on the process and then we obviously want our budget to represent value in the eyes of the community after all as I always say the the budget is a financial representation of our values for what we stand for in terms of educating our students so in the operating budget some key things we want to talk about is that we maintain establish programs and we look to improve those programs but we're responsive to changing needs I want to kind of have that theme of flexibility there we want to work on our staff hiring the best people retaining the best people we want to ensure that our class sizes remain at the board guidelines and that we're providing the necessary resources for social emotional needs again eight constant messages you heard tonight this is nothing changing here in addition to that we really need to support our curriculum work you hear that over and over again all the focus on teaching and learning and professional development technology infrastructure another an enormous piece in today's educational world we need to continue to support that in addition to that there's lots of federal and state mandates around special education that we must adhere to there is no wiggle room there and we want to make sure that we are meeting the needs of all of our students who qualify in that area and then any other funding requirements by contractual obligation or the like and then we're going to do our best to be as efficient as we can and get the best value out of every dollar so those are some of the key highlights it's not even read that word-for-word in terms of the assumptions going into the budget on the next page the second page is specially had a little more into the specifics of what we're starting to think about for the upcoming budget for 2021 again aligned to our strategic plan continuing down the road I often say plan the work and then work the plan we don't want to be jumping all over the place we want to have our plan in place and we want to continue to provide resources continue to provide for learning stay the course so in our core business of teaching and learning so under curriculum assessment and instruction we want to continue to look at expanding classroom libraries aligned with the curriculum that's very important obviously integrated with the curriculum work that we're doing we want to continue to support faculty capacity development aligned to driven by student assessments and our teacher evaluation data continue to develop assessment literacy of professional staff you heard a lot about that tonight actually before the principals even spoken heard dr.
ruby talk about that we're not talking about heavy burdensome tests when we talk about assessment it's different tasks different items mary-rose talked about the one-minute tests assessments excuse me so really focusing on where we can learn from teachers can learn from what how their students are performing and then adjust instruction accordingly support ongoing development of standards aligned assessment to support standards-based grading and that's where we're talking about the k4 work that's going on analyze outcomes of the standards-based grading to develop standards based reporting with support of professional learning for all of our departments continue to research and identify through inclusive process curricular tools to support high school science and K through 12 social studies that's going to be a focus for the coming year you heard st math and Cayden 1 k 1 1 & 2 and we're going to be moving in 2 3 & 4 with RSD math we'd like to do that develop in-house analytics to make sure we are able to more quickly ascertain the different data and make decisions more quickly and that we could and work through that we're working with Eric through power school on that rubicon Atlas is our platform for curriculum we want to develop that and the majority of our teachers are getting training in that throughout the course of the year evaluate pre-k curriculum pilot for adoption we just talked about that earlier and then another piece that there's been some hasn't been formal discussion here at the board excuse me anyone over 13 is evaluate the need for an additional TESOL teacher there is legislation and just to remind everybody that when we have one particular language spoken at a school and that number reaches 20 students the district by law has to have another teacher for that so that's something we're evaluating that right now specifically we're looking at huckleberry in terms of our enrollment in the way that's shaking out and will continue to update the board on that and the other pieces obviously in is continuing to examine school start times and board members are on that committee and rows will be getting into that a little bit later in the meeting tonight in terms of leadership we want to continue to develop the capacity of our leaders through professional learning and analyzing instruction and providing providing targeted feedback that never goes away because that's that cycle to continue a cycle of teaching learning that we continue to talk about and then finally in operations and facilities number one is really a big one we've been talking about the new school project for quite a while so we need to analyze evaluate and plan for the transition to the new elementary school this includes looking at teacher certifications leadership organization enrollment trends which we just talked about last month and will report on at the next meeting on October 16th working with transportation company again that's impacted by start times so there's a lot that's going to go into getting organized and remember we're now inside of three years to have our students in the new school so that's all going to start to ramp up probably after the holidays we'll start to talk about that more and more as the budget process continues on number two under operations and facilities continue to collaborate with the Cape subcommittee and our educational leaders to identify space configuration to support creative innovation and learning implement safety and security plans we our security task force we've had assessments from Homeland Security and working in concert with Brookfield PD so in terms of facilities and operations our protocols our hardening our facilities and all the things we do to keep our students and staff safe we want to make sure we do that presentation stations and digital integration are critically important we're going to be finishing up each BHS and moving forward Eric's plan and with the Technology Committee I'm moving forward at whisk in here with the presentation stations advocate plan for the upgrade of our athletic fields now it's important under operations and facilities for everybody to remember that our athletic fields capital improvement there is driven by the Parks and Rec Department not by the Board of Education but we need to advocate and work in concert with our colleagues across the across the hall to make sure we are saying right on top of our facilities they're our fields and then the last one is look at extending the transportation contract because we're planning for the new school we're looking at the start times and ken has explained a little bit we've talked with the Finance Committee that we're nearing the end of the five-year contract but without knowing what we're doing with start times and really needing an analysis of going from four to three schools what the tiered situation looks like we need to get costs and there's a lot of work that has to happen there and it probably wouldn't be prudent to just jump into a five-year contracts or working with a transportation company for a possible extension for two years while we make all these other determinations because there is a lot up in the air so that's some outflow there there's a lot but this is what would really be the core that drives the budget if anybody has any questions thoughts feedback suggestions thank you for including social studies that was the comment I made a nice chair thank you this next time you join don't get science in and that will rolling right into it can you just expand a little on number 11 under curriculum update talented and gifted identification process yes so there was some recent legislation passed where talented and gifted has to be identified in a different way we have had a we identify our students typically by standardized tests here in district and we want to really look at the whole child and see how they could identify in terms of talented and gifted and we don't just want to look at academics we want to look at creativity so we have some work to do there dr.
Cipolla had started some work there and with mrs. Y Ganic now in place she's going to be looking at that with a team and the reason I talk about special education director for those people who don't know talented and gifted actually falls on identification falls underneath the auspices of special education we're obligated by law to identify students as talented and gifted not obligated to service students who are talented and gifted okay thanks welcome you said something that caught my eye kinda I just was curious about is isaw yes as we put in a new elementary school and combined center and huckleberry does that push us up over the mass on certain things you said I knew that simple consolidation will cause the Spencer metal detector really so fast enough so what's on the sheet that Jonathan was a TESOL teacher because we we feel quite strongly come and I have looked at the scores of the students that we have what our exit rates are and how much service we can provide and as you'll recall we had to had another TESOL teacher in the budget last year and we cut that and we yeah we got some tutors but we really think that we need an additional TESOL teacher the question that you're asking what John was talking about before is not a TESOL teacher it's a bilingual teacher so when you reach 20 students in a building that speak the same language and that we have a significant number impressive number of students whose first language is Portuguese huckleberry and I believe if the enrollment hasn't changed in the last week if we had one more student we would be required to have a bilingual teacher not a TESOL teacher thank you for Portuguese to have a bilingual program in Portuguese at huckleberry not this year not when the student comes that pushes you into the next year your question is a very interesting one because when we combine the two schools or three schools and two right into one there is a likelihood that we will see some Korea support reduces by goes [Music] yeah when you put them all together there may be we may be looking at being required to provide bilingual instruction in one or more languages we probably oughta get ahead of that sure yeah yeah we're thinking about that but the one that what's in here in the budget ours is a TESOL teacher at this point in time because we really think that that would be in the best interest of our students at this point in time looking forward and the the second thing I wanted to bring up is we've heard it a couple of times in different forums about the feeling that the administrative process around special education is strained yes I'll just say it that way we probably ought to make sure we've thought about that as we look at the budget it's not a budget minority here per se yes it's but as we're thinking about things that are on potentially on the weak side that we might need to deal with that would be one I would want to make sure we've specifically addressed I appreciate you bringing that up and that is something we're evaluating as we as we speak here and as we've been talking about how we can support our our staff and it may not mean a change of anything staffing wise but it would be something that we have to thoughtfully walk away through yes think about appreciate that all right thank you for listening everybody so we will I will take that the questions and the feedback as this is a document that the board is comfortable with and will use this to base our budget deliberations going forward and build our budget thank you thank you much appreciate it okay next we are moving into policies and the first is policy 51:18 residency recommended motion that the board approve policy number 51 a teen presidency for first rating as recommended by pops of communications upcoming second okay so this policy we spent a lot of time editing and going through and really making sure that it was logical and it made sense to someone reading it so I just I'll just walk you through briefly sort of what it is and then you guys can take a time to sort of digest it but essentially the first page talks about who a non-resident or what type of student that would be a non-resident who they are what they situations would define that and also instances where a non-resident may be granted permission to come to school to Brookfield and into the next page house um in some situations non-residents attend Brookfield may have to pay or the sending district would have to pay tuition lower in that page you know the board reserves the right to reject any of these instances unless they're from a specific program called open and just that you know I don't think it specifies really in here but that's a program that allows urban students to attend suburban schools and vice versa for program programmatic needs or or diversity needs really it says that we won't provide transportation hire staff or really create any special programs at our own cost and then finally it details the removal process if there is an issue so that is basically the gist of it so we have a policy now but this is the Kay policy that will be replacing ours yes right terney edits and policy committee has done a lot of work on this and I would suggest once what if we approve it and once we approve it that we send this back to cave because their version was you could difficult-to-reach very difficult to follow and so I think we could take a leadership role okay any other questions [Music] host next we have policy 34:10 system of accounts recommend a motion that the board approve policy number 3410 system of accounts for first reading as recommended by the policy communications so for me second okay so unlike the residency policy this one reveal like because it's really short and this is really just an update to a legal reference so no big changes here at all all in favor all right host [Music] so now we have policy 34 30 periodic financial reports recommend emotions at the board approved policy number 34 30 periodic financial reports for a first reading as recommended by the policy communications upcoming second alright this policy is somewhat close to what we currently do but there are some new things that we'll have to do so one of the new things is a quarterly posting of our expenditures and revenues on the district website technically we do this because it's in the Finance Committee minutes and that gets posted but this needs to be directly on the website as well as it needs to go to the Board of Selectmen so those are the new things in this policy which was driven by a change of the General Statutes questions all in favor I'm the host so our last first three I would see 3432 budget an expense report and a financial statement recommend a motion that the board approve policy number 34 32 a budget and expense report and no financial statement for a first reading as recommended by the policy communications second okay so this one is similar to the last one we don't currently post those budget expenditures by school but we can do that very easily so that's just what this policy is stating here you'll also see one paragraph that is repeated we notice that and because this is exactly how cabe wrote it and we didn't see any major edits to it we probably just it's easier to just read that paragraph in there and update it as camp updates their policies any pushes all in favor I host [Music] okay so wins that's uh for policies that were for first read yeah so when would you like feedback I actually don't have my calendar out in front of me my phone sorry the next means the sixteenth so that way in the policy clinic one sixteen verse twenty three sixteenths the next policy before that would be the ninth is next week but no the a week before the first November powers earning right because these won't go that so that would be the the policy meaning yes and that is the sixth so we don't have a policy don't thirty thirty days I don't think we have a policy meeting on this insect its twentieth we have a policy committee xx but there's no board meeting on the 20th that's what you're trying to get out right okay so technically these can be this can be voted on at our November meeting on the sixth but the policy committee will not need to before then so how would you like to handle this I mean unless you want to get them before the second October we do me on the 16th of this month if you guys are comfortable getting your comments to me a week before that would be next week next week that's right is everyone ready to do some homework okay all right okay okay so any any other concerns questions in regards to those policies please send to Rosa and the policy committee by next week all right that brings us to the healthy school start time surveys see you again all right heavily anticipated we referenced this a couple times right okay all right so I have here for you guys a copy of each of the surveys [Music] so these we've gone through two official edits with the healthy school start times committee they have also gone through a finalization with dr.
Beryl and I and they have been looked at by dr. Nick Freeman who is an expert in statistical information gathering so really I mean I would love to have your feedback and I want to give you guys sort of a look at what we're gonna be asking the community but I really can't stress enough that the point of this of these surveys is to sort of capture sort of a day in the life of parents staff students so it's really really not to take an informal vote or have taken opinions about whether school start times should be changed that is sort of going to be left up to the committee and then a recommendation later to the Board of Ed so you're not going to see a whole lot of questions asking for people's opinions on things and we do think it's important to educate the community first on all the new all of the nuances regarding this issue before you know the board can really ultimately make that decision but so these I think will will really kind of capture the data that we actually need some actionable data [Music] any questions for Rosa mommy's oh and I will add these are gonna be online for the most part so I'll be working with Eric as well to sort of because you'll see especially on the parent survey there's only a few questions that pertain to the whole household but then most of the questions pertain to individual students so parents will have to fill out the questions for each student so we're working with Eric to kind of see if there's a format where we can do that easily without parents having to go in and take multiple surveys and things like that and students will be able will be able to a lot some time for for students this shouldn't it's pretty short it shouldn't take that long but students will be able to do it on their devices and staff probably at the same time so we should get a really high participation rate [Music] definitely if you have feedback you know if there's any you know sort of glaring concerns but yeah otherwise just on the parent number three if you work outside the house on a typical day what time do you leave the house I think the word other is confusing I understand it but after doing surveys with yeah my facility do you wanna maybe put like a stay at home or yeah so I I know you leaked litter to me yeah but I know that from experience just right right and it's sort of a number three is sort of tied with question one and two only because we we do want to know who is actually there like and what your situation is in terms of child care and uten somebody needing to be at the house and number three sort of gets at that question and but yeah I community we can do you understand what I do oh yeah yeah yeah is it really asking like is the other really asking is that later than 9:00 a.m.
essentially yes although we think that these particular time intervals are the ones that are going to impact sort of bussing in traffic and kids getting leaving and coming home from transporting your child's school if that's not choose to do yeah we want like people to have a place for their answer right so that's right others there right and then the other I guess we would most likely hand score if there was could you just say later than the times a lot that the times described or something yeah up until yeah and we had we had talked about putting every possibility on there but it looked very strange and it looked very long and cumbersome and really ultimately people leaving a returning home closer to these intervals are the ones that are going to be most impacted by a shift so we thought for simplicity we would focus there but leave a space for other things that somebody knew where to put their answer yes so that way they'd have a little line right there next oh yeah yeah yeah they would be typing it in the answer is there going to be a human right for a huge and student staff members later just one I mean unless the parents have more than one student yeah I think I think that's something that we still have to hash out with Eric to see how we can I think he said if you if they were emailed that they would be able to just fill it out that one time assuming that for the questions that are student specific they could just so if you live on like the parent survey basically everything from question five on is student specific so they would fill out you know part of the instructions would say you know fill this out and you know I'm question number five fill this out as it pertains to student to student it brings you back to question number five and then we fill it out again so if you yeah if you have three children it would force you to fill it out three times those kinda just those questions yes yes the only other comment I'd give is on the staff survey just that last question which is please indicate your agreement with the following statements it seems to be asked in the point of view of a teacher and during the question as opposed to thinking about administrator or support staff right you might say that students who I in or engage with you know okay struggle to stay awake or students as head of my students right because administrators and supports I have a very different relationship [Music] students I just I just kind of call my eyes I don't know maybe you mentioned this is the parent and students are they gonna be linked together so you can or no there's no way to do that we weren't playing planning I was a part of the decision the plant joy would be for I think Rosa start to indicate this that we would have students take this in school similar to the asset inventory developmental assets survey as well so we could really get a read seven through twelve on how the kids are feeling about these particular items [Music] so what I've heard work so thank you yeah everybody works really well Thank You Rosa yeah that's great okay any other questions regards to those hey then we will move on to request for discretionary leave of absence recommend a motion that the board deny the request for a leave of absence for the HAES nurse Nicole Warner I'm going to make a motion that we lay this question on the table so we capable the question yes I could have a second on that I'll second that you can have it I've been second thing everything last night something late night all in favor to table the question I proposed hey then that moves us to old business policies the first one is policy 35:41 transportation recommend a motion that the board approved policy number thirty five forty one transportation for a final reading as recommended by the policy communications subcommittee first reading was on August 21st 2019 second I didn't receive any comments on these all right so thing as there was no comments no other things all in favor I like post all right and that moves us to policy 3532 insurance recommend motion that the board approved policy number 35 32 insurance her final reading as recommended by the policy communications subcommittee first rating was on August 21st 2019 second take also no comments discussion concerns [Music] my favorite host okay yes and that moves us to the new school building project just a discussion and update I think the biggest one was the public the first two the public engagement forms last Thursday at huckleberry to say there were 90 chairs set up I believe it wasn't out of those 90 chairs virtually almost all of them were people in them which was really good I it for anyone that did miss it the video and presentation are up on the website both on your school project website and they were also posted to the Facebook page as well dr.
brill are they on the regular district website also double-check that okay yeah I'm definitely on the new-school Facebook and website can I have a question and maybe this maybe you don't even know the answer but a lot of the public questions that were probably asked before nobody really addressed them there that night and I don't think the public really knew that it was gonna be that widely and so it was a little bit awkward and I think some of the questions were straightforward enough that somebody could have you answered them says there um I believe it was the fact that we wanted to either do all or none because it would have been kind of awkward to say yeah I'll answer that and not answer that so we are at this moment getting all of all of the answers that been cut or the questions have been compiled the answers are getting responded and written out it will be posted to Facebook to website within this week yeah well we send a specific note to the person who asked the question or just post the answers um we were just going to post the answers I think we have good form um thanks somebody said here's what was posted an answer there wasn't that many it wasn't manning I think it'd be helpful if there's any way we can incorporate the answers to the questions in the next presentation so the questions don't get asked again yet or similar questions it might just prevent you know similar questions coming up I had some comments from a few people just within a community who who were very happy that the beatings were hat in the meeting was held at huckleberry but suggested things like the sound was difficult it was hard to hear when you were in the back row the also the slides were difficult to see that the lighting in the cafeteria and the size of of the slides up on the screen you know the the text was very small the images were hard to see yes people found that it was just not you know not conducive to really getting the full impact of the presentation so I explained that it was our first time doing it in that forum but maybe for the future ones we can play around with lighting and the presentation itself and I think part of the design was to of the form there was to demonstrate that it's an old-school it is so standard and not that the presentation be difficult to see in terms of lighting right you want to see the presentation but I mean I think that was part of the point but your point well taken absolutely it is well we've done it once now maybe we can see what we can improve for next time sure and you know just back to roses point maybe before the question and answer period I know you met you said it after the question started but maybe just to explain you we're just gonna write down all your questions and the reason why we're doing that is because we don't want to answer some and not others like that's perfectly reasonable I think if people had heard that they'd get it could I just make a comment about the event it was really cool that they had the pictures on the wall that after the presentation seeing the architects sitting there chit-chatting with different members of the public or members of different boards getting their input all the stickers that were being stuck up on the wall I mean I'll tell you what it was a joy to see and I'm saying this because those of you didn't attempt attend its it was really informative I learned a lot on where the the architects head was at and and there's some exciting things that they're thinking about and more than when we talked about it back in the spring I think and so I think I just urge everybody to attend because it was worth going to yeah was exciting to see there's an evolution in their thinking you you just get to see how really progressive their thoughts are and it's exciting how much they wanted input yeah and you could hear them reflect on well when we heard this from teachers so we thought this idea and you could sort of already hear that the change is happening Jim really glad you brought that up because that's something that I continue to emphasize at the forum's emphasized when I meet with staff and certainly here and for the record on video is that the the architects are there creativity is is there you know give them credit where credit is due but it's also the creativity of our administrative team our teachers you know our nurses you know maintenance folks I mean the folks that are going to be using this building and there will be with the input and the questions we received from the forum it'll continue to evolve so it really is again it goes back to a community this is a community project and so it's it's our own creativity that's helping feed that for the architects thanks for bringing yeah sure yeah and I love that they were now that they were doing the site surveys in detail they were thinking about the building and how it fit into the natural contours of location so that it could be much more natural as a building but also more educational opportunities for the kids I thought that was really cool a little presentation on what are we thinking about on sustainability yes without building a Taj Mahal but there's so many things you can do around energy savings and sustainability of a building I mean I'll tell you what I walked out of there saying I learned a lot tonight and I think Bob when the architect Antonio who's kind of new to this phase of the project talking about a well building and really looking at lighting and sound and both the whole child and and really the whole employee and in the ergonomics of things that is fascinating so yeah will develop over the next couple of meetings I expect every meeting there'll be some okay here's the newest thinking what do we learn from the last month the next forum is the 22nd of October and as we had mentioned there it's not going to be a repeat of this one this time you're going to see a ballute that the other eggs surveys and everything that have come through more thinking about the refinement of the design development to explain what Bob was talking about after the presentation and after the input the anyone in the community was allowed we the architects stayed and the board stayed in the NB C state and everyone was allowed to just kind of ask questions one-on-one and mingle as well in addition to all the schematic designs on the wall where people could take post-it notes and put their input suggestions on the Pope on those as well yeah it was fun and then there was a school naming project where you can put in inputs for your thoughts on how we ought to name it there has to be a committee established for doing the naming but but what a great opportunity to give your ideas in and I was looking at the names there and there was some good names and then those on all of the ideas that are given on that one will definitely be forwarded to the committee once it's established I think it was I was great that was a fun evening any other it's all great input so thank you very much and it was relatively quick too so it's not a big time commitment right was about an hour where the future one's gonna be at 7 o'clock also you know I think that is going to actually be decided on Fridays meeting different once we get the embassy in the architects there as well this is the time that starts but yes it will definitely will let everyone know bite it be next week so they can plan any other questions so moving on we have the three main points I'd like that to be one of the three main points new school a new school the forum that we had and built some energy there for the next one I mean that wouldn't be my idea yes No Wow Wow Wow why are you doing art lux Wow wanna talk about the surveys maybe for the help I was gonna say I'm like I don't wanna sound bias especially when talking about surveys but [Music] so then we go to upcoming events okay at centre elementary school if the PTO meeting is next Tuesday October 8th from 6:30 to 7:30 hosts change so it's now tomorrow is it the same time or 6:37 three that's tomorrow the PTO meeting at center school at huckleberry hill picture days tomorrow there's a October 3rd PTO meeting is Friday October 4th from 9:30 to 10:30 there were no upcoming events that was seen here at Brookfield High School the fall cabaret is on Friday October 11th from 7 to 8 and all the schools there's no school that on Wednesday October 9th for Yom Kippur no school on Monday October 14th for Columbus Day and no school on Tuesday October 15th for professional development for teachers [Music] all right so it moves us to an executive session recommend a motion that the board enter into executive session for the purpose of discussing pending litigation concerning a teacher grievance strategy and negotiations as it relates to collective bargaining and the superintendent's goals second all right I'm going to move to amend the motion to also include a discussion of pending litigation concerning ord conduct second discussion on that all in favor aye opposed okay this concludes the public portion or the aired portion of this meeting thank you everybody and have a [Music]
[Music] hey I didn't mean the break-in [Music] you [Music] they meet and thank you for joining us this evening I'm really excited to have all of you here tonight that's all we held a meeting in the public similar to this to discuss school safety and people showed up it was great meeting afterwards we broke up into 17 groups and we took the public comments and concerns ideas and from that we have addressed many of the items that was presented to us one of the items came up into 13 of the 17 roots so it's a pretty large I a very important item and that's the school resource officer so tonight we are going to address that but it's very important thing that we hear your thoughts we are right screening so it's very important that we hear from our public afterwards there will be an opportunity to go online and make comments in the form of a survey and you will be given more information on that at the end of the meeting we also with that I want to say first of all thank you to be mom police department with tonight they are amazing amazing partner to the school corporation and they truly make our community better because of their partnership with us and so I'm really grateful to do here tonight thank you and they look forward to our partnerships continues world Thank You this is makeover members of the board and tribes welcome to all of you my name is Maggie ornament under the superintendent here in the 8th out of Community School Corporation and also like to welcome those who are watching this presentation and on a lot of stream it is also being recorded for later viewing this is very obviously a very very important topic and one that we all care deeply about here's a great quote from Nelson Mandela that the safety and security don't just happen they're the result of a collective consensus and public investment and tonight is evident that our public cares deeply about this topic and elect welcome my health speakers mrs.
despite being a shortened one this week was very eventful not only did spirit week last all week but we also have a homecoming game today and a homecoming dance tomorrow hopefully all you guys participated because it's a great way to kick off the fall season more on our DHS weekly recap we'll be on our first segment the tip of the hat starring Fernando Costa alright the tip of the hat suppose the reality still allows of the interest of Fernando Costa and let's get into this week's events as you all know we have an infant folk spirit week students wore their favorite teams for Jersey days some boys dressed up as mothers for character day people represented their grades for twin day and today people are obviously representing DHS blue and orange there were many places throughout spirit week such as the Twitter bagelman gift card contest the local coming dance is tomorrow night would have seen in 19 New York City get your tickets for 17 dollars at lunch today because we hope to see you there on Sunday the Demery woman centers hosting their annual safe walk for domestic violence please come to the Demery fair more by 8:30 a.m.