Beldon Dan shared me he's really excited about mom's dinner this evening we understand priorities so thank you very much absolutely okay so next up is written correspondence written correspondence from Craig miner regarding educational cost sharing and special education funding for Brookfield from Jerry Friedrich regarding the old museum presentation and Kristina Zimmerman regarding system-wide PTO trunk-or-treat okay important minutes break I'm an emotion that the board approved the minutes listed below is recommended the regular meeting of September 6 second it's been moved and seconded are there any comments on the minutes that were distributed thank you and all in favor no no I understand is a desire to be one of the items on the agenda its motion to move the DECA trip approval to item 8 on the agenda okay so this is moving item 11 up to the next item on the agenda yes it's just before 8:00 or for the superintendent's okay do I have a second we're gonna let Rosa have that slide there's a gate in a second every go home any discussion all right all in favor all right so we're moving that forward so all right so I'd like to invite the deco coordinator at deck advisor mrs.
Docherty and her students outside discuss the decking trip good evening thank you very much for the happiness tonight and thank you for moving this up even though the students are often other ever so anxious to be able to get everything we need to be done before Friday so I'm a stock ready and have had the pleasure of meeting on most of you last year when they do the presentation for the California trip this year we are actually doing a power trip that is going to give leadership for our students going to Philadelphia and I'd love beautiful to hear from two of our deca members that have been members last year and really funn passion they are about being able to take this opportunity and looking for the board to move if there's any questions regarding financing part I will adjust that part after they present thank you good evening good evening my name is spice Kaiser and I'm the vice president of the Brookfield high school deca chapter I'm currently a sophomore and this is my second year participating in deca I like to think of the Brookfield high school deca chapter as more than just a school club I see it as a community of talented individuals who strive to gain as much knowledge as they can about the world of business marketing finance and more conferences like the upcoming power trip are excellent opportunities to gain this knowledge as well as meet people build contacts network and so much more last year I attended the deca international career and development conference held in Anaheim California I went as a freshman and it was a fantastic experience for me besides being able to compete with international students in my event I was able to meet so many people and learned so much from them deca does more than just provide you with an opportunity to compete it gives you the chance to grow as a person from competing in my event and attending this conference I learned about professional etiquette presentation skills networking skills and more I believe that the upcoming power trip will be just as beneficial to the VHS deca students in this trip students will attend a wide variety of learning labs and workshops and they will meet with many college and career representatives attendees will also have the chance to compete in small events but simply I feel that this trip will be an enriching experience for all those who attend and I hope that you feel the same way thank you hi my name is Brian Oliva and I am a sophomore at BHS this year I was elected senator at Decca's for decas Committee of officers dr.
has a great club at the high school which focuses on entrepreneurship business and marketing last year as a freshman I competed and placed fifth place at the state that her competition for Sports energy of marketing I have come here today to ask that the Decker Club have permission have permission to go on the annual deca power trip to Philadelphia the trip would last from November 10th to November 12th the Decker trip would be to teach valuable lessons about leadership business and how to find a college to start over secondary learning the weekend will be packed full of leadership labs and other league learning experiences once the sessions are over students are free to explore this their work city of Philadelphia and C's sites such as the Liberty Bell Independence Hall and the rocky and the rocky Balboa's staircase thank you for your attention [Music] thank you very much I am so proud of these two young men and it's been a pleasure this past year since coming on board at the high school it has been a great experience and this caliber of our students and it just makes me smile and it makes me proud as I've seen what they're able to do and I know that word sports so much so many endeavors and it's evident by the quality of students that we see here so I was already questions I can answer about the actual financial part we're gonna because minis because we can right now I have about five or six that are looking and we're gonna do something a little different this year instead of trying to enroll an expensive bus because Alysha the budgets are expensive we're looking at actually using Amtrak if it's a small enough group I think a great opportunity would you go down on Amtrak it's two and a half hour ride it's $95 round-trip it's very reasonable a and the hotel literally is when we come out with the train station less than like two blocks down the street so it's great crossover we're doing a lot of fundraising and it's a different opportunity to see a different way of you know traveling through to get to a conference like this so what we're really anxious and we're excited about this one and I've never been to Philadelphia either so I think this is going to be a great opportunity for them so any other questions of sources of the funding are actually no citizen funding right now are going to be relying on the parents unfortunately but we are fundraising we've already kicked off our fundraising campaigns our first one is going on right now and then we have our one two weeks after that for an additional fundraising and the Abdul's were going to collect and we also are looking at doing an additional one right before we leave at a restaurant to some additional cash that would come in but right now we have to really wait and see how many students are actually going to go the hotel is $200 for a night for 2 nights four hundred you get four kids in a room it's a really great benefit to be able to stay in downtown Philadelphia for $50 tonight you know and I'm trying to look at the bus costs a cost-saving way of like going by the Train you know just really kind of offset some of the cost so I think it's a great opportunity to you know maybe in about 400 hours we can get this done for three days trip so that's what I'm looking at right now okay raise your fundraisers sorry you list your fundraisers we are daily announcements we need try to make sure that the students have an opportunity to speak out in the community we just do as much as we possibly can and we're trying to get the school store up and running as soon as possible to use that as an avenue to put in resources in revenue so that's another option unfortunately usually a piece happened right at the beginning of the year when we really have got to hit the ground running so we've already started I've told them you know to be successful salespeople will help benefit the cost of the trip so I've got him a little compassion develop ways money themselves by paying very good salespeople you know at the end of each of our meetings we do announce upcoming events so if you let that's a Sturm know when the fundraisers are we can include them in the list of events so there's another vehicle to get the word out excellent we definitely will make that as a high opportunity so thank you for that offer okay very good thank you thank you very much please - appreciate your time okay thank you enjoy thank you all right so we have to attend the PHS deputy power trip as requested by DHS principal mark koh-lanta second it's been moved and seconded any further discussion from the board okay all in favor aye any opposed it passes unanimously have a good time at the trip gentlemen great job tonight thank you miss Akron all right so next up is the superintendent's update Thank You mr.
Beldon I will keep my commentary very brief tonight as we have a number of new business items as well as subcommittee reports um really what I'd like to update everyone on is just in mind to the community in the board about some of our prudency actions regarding the uncertainty in the state budget and what's going on with ECS and so forth so as most everybody knows we are on a temporary hiring freeze as well as temporary purchasing freeze and until hopefully the dust settles and we know what our budget is that isn't easy to contend with with the beginning of school year what I'd like to do is a talk to mr. Harding yesterday's kind of turn it over to mr. Harding to just share a little bit about the Legislature's approval over the budget over the weekend I know they worked into the wee hours entertaining receive a share what's happened and the you know the governor's talked about perhaps vetoing the budget that's been passed and it kind of just what's out there for everybody I think that's important you know so yeah on Friday night or Saturday morning around five o'clock in the morning we've approved the budget which passed through both the Senate in the house far from perfect but it suddenly had to be done and the good thing was the budget was passed we have something and if fully funded Brookfield schools and and the addition of that the next fiscal year we actually got about a hundred thousand dollar increase in funding so it was a good thing in that regard unfortunately the governor says he's going to veto it so I guess it makes it meaningless to some extent with that said it's helpful that a budget that has been passed both through both chambers of the legislature which fully funds our local schools and I think that will be a strong negotiating point when it comes down to working with the governor and coming up with a budget that he won't veto and I am hopeful and I've spoken with my leadership in the past couple days saying that we need to we should be sitting with the governor now prior to a veto being enacted and figuring out where the common ground is and working something out but it was it was a good action on our part to get something done finally because the state deserves it and most importantly to to get it get a budget on the fully front of the schools because if they could send a strong message to the governor that we're not going to accept the budget that doesn't do that and and we talked about just a week ago a couple weeks ago about how decimating those cuts would be and some of the very tough decisions we'd have to make as a board if we were to to realize those cuts so that's where we stand now obviously I'm hopeful that in the next week or so we can work something out with the governor's office but until that happens it's still up in the air fortunately the solution that this is just for him to sign it I think all of us would agree that you know it may not be perfect but at least something's done and it fully funds our schools I mean that's the solution Steve October 1st is an important date can you talk about that so October 1st is is is the day that the governor has sat in regards to when his executive orders which which have those cuts to this to Brookfield schools into about 90 minutes of municipal towns would be enacted it doesn't you know it's still not set in some date meaning that's usually when the board gets his CCS funding is on October 1st if and Ken you can confirm that if I'm correct or not but I that's what I've been told is the case yes I believe so it goes to the town it doesn't go over the board okay so that's what the town would get the funding so October 1st if there was not a budget enacted would come and go without receiving our annual ECS check that doesn't mean that on October 5th of if a budget is enacted which fully funds the schools that we wouldn't get the check October 5th so it's not it's not a deadline in which if we pass it then we lose all funding but it certainly makes our our position more difficult if we pass that date and we pass the the you know corporal deadline so something should be done as soon as possible but I will say that if we do pass the October 1st it doesn't necessarily mean that we're not getting any funding that's still a good opportunity that we would get some farming thank you thank you and then just the other piece to add on that as mr.
Feldon and I presented to the Board of Finance regarding this particular situation last week but a very positive conversation regarding you know areas where we might have to cut you know from half a percent all the way to three percent of the budget you know which gets us into that 1.2 million dollar range if we had to go there so obviously it would be very difficult painful and devastating to the school district to the community into those ninety counselors I mean we're not alone in this so I know mr.
Belden if you had anything you wanted to comment on on that so I thought well Board of Finance was very supportive very appreciative that we we had done the piece of work that we went through in our last meeting and and you know it's it's a hard discussion I mean and it was very clear from some of the comments of the Board of Finance that they don't want to take those cuts either it's not like it's a the Board of Finance and the Board of Education on different planets and thinking differently the Board of Finance other than maybe the first year which were pretty straightforward to go get savings they don't want to take any of the cuts and we had a good was good to see we had the number of members of the Board of Ed did attend the meeting even though we weren't in the session we did have a discussion about going into session once the budget is finalized who are we in a joint meeting with three boards to talk through what action should we take but that's potentially a ways away so we'll have to see how that place in did you want to add anything okay that's all I have for this evening okay thank you thank you alright so next up is our subcommittee reports and and and for those of you who do listen here in the audience and on TV we do a lot of work in the subcommittee's and so this is an important part of our agenda it's not just reading off the minutes it's where we do a lot of the detail work that goes on in the board and each of us serves on multiple subcommittees so this is an important section of the agenda so first up is our communications subcommittee communication subcommittee met on September 7th actually went through several items the first being the parents communication regarding the educational cost sharing and budget prior to that I'd had a discussion with Cavin in light of that discussion we made several tweaks to the letter before it was sent out next superintendent Burrell reviewed the chain of command communication this is very similar if not identical to the one that was sent out last year and this was again approved and sent out last week and essentially it's just a reminder as we all need it flow chart if you will as to if someone has a problem for discussion or a question the the appropriate chain of command to follow that next Eric Conklin who is our tech director reviewed several items with us first was the school visitor management system this the Brookfield schools is now using Raptor where and if none of you have gone into a school recently it's really quite impressive when you go in you hand over your driver's license which is scanned and the picture and information imported then then they just take the visitors purpose for attending to school where they will be going and print out a sticky batch which has all of that information on it so therefore anyone in the school knows the visitors there knows where they should be so if they're way on the other end of the school and shouldn't be there it'll know that and direct them to where they need to be in addition to that it takes the name and birthdate and compares it to the sex offender registry list as well so there's several different tiers of safety there it's a rolled out to a really good positive review so far there are a couple of issues that they're still working on because it is a web-based program it's what happens if the web is down and then they're working through some issues as far as signing out for those that fail to sign out but for the most part it's been a very good rollout in addition to that it reviewed and gave an update on the student data privacy legislation this was the unfunded mandate which essentially it's its purpose is to protect students data that is accessible to third parties so it is a very good intent but the issue is that it requires the district to enter into contract with every contractor that has possibility of sharing or providing access to students info student data any student generated reports now in in the era of technology that we're in if you think about it this would include any software any cloud computing any web-based learning any apps any iPad apps so if you add all of those up we're literally talking about hundreds if not thousands of contracts that we would need to enter into for this fortunately the compliance date has been pushed back to July 1st of 2018 so Eric is taking the first steps right now and that is pretty much just assessing a list of all of the software and apps that we use and from there they will pretty much just take the approved ones and then the the schools and teachers will be able to use the once fortunately Connecticut being the 29th state I think it is to enact legislation similar to this there are sites available that you can go to which have all of the software and app companies that have already provided contracts so it's it's it's gonna keep him saying hopefully in this very honors task the other update Eric gave was in the rollout of the parent consent and review process in the digital locker system this is something new that the school started this past bring it into the summer and essentially it's requesting that parents go into their students digital locker and update or confirm their contact information and other vital information and it's been a very onerous job and in a few think about the safety issues with it if something should happen to a student and the school has to get in touch with a parent but the contact information is is no longer our valid if it's pre create some really big problems so this year with several different reminders in different forms parents were requested to go in and just confirm that the information was correct or updated if they did not past a certain point they were essentially locked out of the digital Locker which meant they could not see their students teachers or schedules so we had a lot of parents wanting to fix it in a hurry we discussed it as with first-year rollouts there were several glitches with this and that we discussed with producing potential problem-solving actions for next year so it's anticipated to go much much smoother next year and I think that is about it for communications because there's any questions yeah no questions all right thank you okay stop it is be enough PNF met on Monday September 11th we go through the financial room check registers and we did Ken give me birth and father EDL won at the end of August can you give a status update what that is everybody knows and what was the result of that sure the 8000 won is a very comprehensive year-end financial report that the board has to the district has to file with the state by September 1st of every year it takes literally at least a couple of weeks to put it all together if you have to take all of your data and kind of slice it and dice it as my friend Dale Cameron would say to get it into so that everybody in the state is reporting the same way which is how they come up with comparable data for for all the school districts in the state so that was filed a couple days before the deadline right and thanks to Kevin Joan for all their hard work and getting that together they and their summer beginning schools always a you know intense time and that just adds to it so the winners only business the water project the high school is on hold the new project at the high school is substantially complete a couple little items but um in general there the project went off without a hitch that was done it was done well it was managed by our architect and consultant and we did apply for the funding the grant from the state for the reimbursement yes so when that comes in will be able to update on that report could you give us an update on - I know we've talked about both name is Andy on it that you're not sure the communis update is that we've been really getting into the meat of our training and setup form unison we actually have for the next month or two we have two days per week already blocked off to have the the folks from unis help us with our training and our setups and then the ordered update we've given everything to Kimberly that is required as of now and she reported that at the Board of Finance meeting last week fantastic thank you for your help on Buffalo's well student activity counts were continuing to revealed the student activity counts you know how they accounts are structured what the makeup is all the counts all hide items and those accounts that may no longer be needed that we can take out but that is an ongoing process and when we get to a to a stopping point where we can report back to the board will do so we didn't have you had a water sanitary inspections in all four schools a couple of minor items that Dan Caldwell addressed but all the schools were pretty good talk about portabellos where we see the design and big specifications from our consultant from the architect we decided to split it into two beds one is take out the word portables and one is what a take to reconstruct because the general consensus of the architect is that what we had allotted for remove and reconstruct probably isn't enough so we've asked them you know at least we didn't know whole board of forces I've been informed with us a budget you know there huckleberry finally is up and operational center school roof repairs are underway the solution seems on the flat roof that just needed general maintenance and repair we talked about our essentially the Friday before Labor Day we were sent communication by the state planning folks our health insurance that inevitably it will be a change the way the partnership plan covers the employees and I will begin first amazing so that's something that's automatic and this is part of what I've already both understand that beginning a new here if a teacher's tell them to change a little bit everybody however right before little bit this communication came and any of those changes implemented as October first we need to perceive some significant savings the problem with that is an old a year we needed that you need to gave your organs together that we have assisted communities here in district and you're tremendously we will get everybody together in about four days time get a fold around and not only it is each individual member participates in health insurance running state of a hundreds of dollars and vividly and as a district we say eighty three hundred five thousand dollars in essentially in a straight across to the hall plan any ninety losses of acidic location for each one so really excited so we'll be talking about that a little bit more and perhaps more questions that I'm gonna be heading under in the business sugar is situation in the response from the district insolvent and John back again to that all communication everybody hand basically water system this is going on their season where we need to update the law degrees law had daya Caldwell's to the gray is an on each and every one of these items he's already has a variation invested like sort of that ad hoc which I'll report a disaster and moment senator landrieu world there's a construction and very compatible wasn't done she's a fact and again right it won't happen - any questions for your charter 12 for the polls first we have shortlisted three to interview and happy not have an inhabited those to be more advanced you back up but a three votes we remove all were quite alright very crustaceans all indicating as you know women he hears about personality what means derivative and news presentations I believe of a question a superior the Matadors and enemies like a detective our taxi with oh yeah I'm sorry electricity but that is the recommendation for the community or education there is the second part of those engines with invasion support this is funding this whole process came out after the last budget and so this is an in this year's budget so now that we have first sighs what about Anthony Sullivan last night the session which even in advance directed summation this is what probably initially by hand in a capital plan and decided not only to these processes the tape in a capital for reversals with our long range outlook what are we doing whistles combined into this economy by doing that my ass will probably be frozen in terms of taking ashes old man stand it was a still more - it's going to be another one of those balanced attacks that we all have to deal with [Music] because we five and apparently also sees in son absalom honorary bill operator possessions and it'll work the road and their seasons and any program that any comin out you know a bunch of mayonnaise in the federal government versus we have to provide similar changes in our program and a marinated the two and come up with a plan best options and I'm saying caution because not option as to how we can economically programmatically educationally we parameters for all of them and the Russian to move forward so some of the excellent instrument as opposed to water just he's probably 80% of the way he's really very there only he provided a report authorities [Music] this actually got an arm would be a doctor office presentation to all the illustrations well some of this work was Ernie so taking a two-pronged approach to the issue and they're going to currently do data collection on assessments what so they have an idea what was going on while you're developing an assessment philosophy as well the ascendant philosophy will be an ultimate administrative decision but unemployment from teachers and from the data collection it will pretty much to sell out and it will like me address the issues of the timeline of assistants and student is retaining tests after their hand back for feedback so we had administrative decisions they need probably deployment into the Student Handbook so looking forward that kind of indication that being in student really chase every decision I think in Casey and his game which I don't think is because it we need to certainly have a and the next thing as well and I just ended up in age we can even you know certainly you know I think this is probably warm or recession and let's see you know and as far as some feedback from parents and their students and as to what is good at practice one of the darkest and purely administrative decision because well uh that has appeared we appreciated the decision last time Asia's Moses exam and in part of this administration it and then it's harder Cape and aristocratic concessions I witnessed in here presented a to Cape the units of study buried or graces rate know the word review murderous and the early part of last year we put it forth cable afforded on the board approved the unit set forty-five cents incinerate has had a new Ashley day pages published just an existence so I thought they would be used as a pilot for this year and they would incorporate into the prudishness underway for next year and years going forth after a lot of question and answer and who knew from Cape we unanimously decided to bring the sword to a full vote of the word because we have a pact and agenda this week that an act worthy he will probably adhere presented and [Music] not married this is a pilot and that it will be you know reviewed and studied working from existing curriculum documents in order to you know provide students with as current standards aligned especially Canon we are using our current curriculum while we're developing the new query cam and we add we have things and to Gerald's strategies to align with standards so to do reporting Harry some of the enhancements to existing curriculum that would be made so okay right [Music] because or anything on there because learning how to use the ruler and getting a change [Music] we always get off to the very beginning of October and our personal making the month will focus on a great role Oh I'm 18 and is we're applying into town just many a.m.
points to have a bunch of roundtable 115th and the public hearing of the budget on the 17th both of India to really push tests probably so that the community knows where of us that has engaged very good okay so thank you very much next on our agenda so two presentations may receive feedback last year this particular presentation of all the previous year student assessment information we presented it not only the standardized assessments when you're presented with for example smarter balanced assessment yes these were these were that kind of thing we also done it be the normal sentence you know even working on what are the measures for student learning that's been done a big party for us and the teachers as well as doing a really nice job and sent us a syllable presenting all that we would hate comment on a story and it was a too long in the meeting last year it's too much with war with Paula to absorb in one sitting so what we're going to do see the deterrent Asian is personally presented under balance as an interpretation and then and older than the EP SAT information at the media / fourth we will read district the page plan house syllables and as well as the principal's mobile local senator pound informative sessions and interim half readings that are conducted work so I didn't want to kind of give you that context and that'll help short bald evenings by doing it this way easier to read about what happy to take [Music] because we have new people on board and parents people maybe see I've included some of the slides our class twice that you've already seen last year I mean it didn't change but I'm not going to spend as much time it going in-depth because we do have archived the really full blast explanation of all that but it is in here because I am cognizant of the fact that not everybody who's going to be watching this or with your watcher yes yes of the the we have assessment its and that because we are and we we have a there safe as possible the state so those are kind of critical appliances the data that are garnished from the assessment such design the tester design the data really are accurate magnitude even in growth when we're looking at how our students are doing with their masters they these scores you accurately describe how so they were reliable and there's a lot of debate and a lot written in blogs about literally excuse me of the opportunity to go to a day-long meeting of the state provided it will even heard educators last week and I personally and other people and desert want to amazing visions on just what the e ology in the development bounced in individual questions I just want to say it it is a test and it this is an important school a snapshot of how we're doing measuring our ability to provide an education that aligned to the standards one of the things really interesting mark will talk about because he actually that this year the state is not really interested in presenting a door-to-door comparison because of the ability for an individual student growth and cohort soon growth matched pairs and what we are really tassel doing is and see how it was changing because we're going because a real important part of the dataset amass back is us to look at what it is how are we responding to the data that we got from slash you're smart about the in-house systems that we have and other measures of learning for students we actually do something with it and we're going to be highway we just don't keep measuring things and either the products that we have to look at results our neighbors these hands are not useful for being a substitute yeah [Music] student work and we totally have screenings of students we don't have a benchmark and they're all they authorized didn't work but this test is a test because the outside world looks at it the seagull is that it we give it a test in way three through eight we have a large tennis anyone know that last part of the school year the individual schools get to make their schedule for this assessment it is computer adaptive and then the computer adaptive for those who have not heard that term before a student right the computer will continue there's an algorithm that will direct the commuters to present the student with a harder question a question right or wrong it will adjust and go to a question and so what it does is for each time saver it's really looking for that sweet spot so that we can really know what we end up what is it actually demonstrated ability to do so taking the best because if you have challenges a math and the questions you know you just know one wrong after I have deflation and takes the how many will appear away so by finding the student it's more pleasant but it's didn't take them so our ela test which I think I spoke to you about how that changed since the 1415 administration in that administration they had a perform tasks and then a student removed read and understand complex gray level text and again they use into the test and find evidence their answers and animate taken information in non master information text and you know and so in this slide you can see the areas that are assessed reading writing listening and in research and inquiry and then what the statement about the expectations are those areas when the spoilers are reported out the two items writing and research and inquiry which the answers are combined into one category or areas enough the investment is to ensure the students can use math to solve problems and you're going to get a lot of exporting what our prince will talk about how other students are doing on that are given in in the actual classrooms and one of the other things that I want to foreshadow here is that so this is important so we're not just looking for students to be a to learn a skill in a math use or or just using a war without having a problem to solve will it management isn't really Serenity's purpose it's what can they do with the skills that they learn in a math so solving problems being fluent can make problems accurately do them quickly how are you Mack on that it's pulling together so there's an isolation and then how do they know we'll be able to express what they what they're able to do mathematically so this is it's a very different approach to mathematics so the next slide shows you similar to do a slide one of the areas of knowledge that our students and you can see that we have problem solving and my only native analysis are separate areas where they are reported out as once were i'msorry so many times for the source and well this is kind of dry to listen to understanding these scores and how they're used is so critical because some charts in a few slides a little bit of the one way you get one message in your brain a little bit away the pictures are totally different and so we either really we are going to be supporting parents to understand the source we are sending home an explanatory report we put it on the website and we video that I'm going to show you that really in very clear because if and what these words mean what CL tours are and G so any formal explaining these and so on it the scales are the basic way and ah the sail skills just pick randomly the scale that was chosen for these floors those from 2000 to 3000 basically do nothing so the floor is women 8 when they actually reported out fall between 2200 so when you look at scores for individual students it's going to tell you boring but way we use it is looking at the aggregates to decide well it's only on individual schools and levels and principals and teachers can actually and from that we could go further and help teachers identify what their own personal learning plan is so the achievement scores are just four else one two three and four and one under the not mean standard yes but there are ranges within those levels and so this is a very crude measure of the best of the first cut they're the people people who are using standards based reporting grading are reporting on a four-point scale so as a slide it's a really an oversimplification and you can't really tell you really know where within that two range the student Falls and that's going to be the scales or and that's where it out you can look on the slide and you have in your hand in these different achievement levels on the report there's also going to be something called a performance category and so those areas that you saw on the charts of ela and out of the areas that we assess this is Judy they're going to get a performance of about standard every under standard or below standard and you'll see that in a little bit ago and I think I have to this video is embedded in the letter that the parents are going to get as well all right now please do languages in English - I'll show you the Stanford [Music] hello this brief video understanding the child's to smarter balance to school report it if your child participated in a test last year and you should be seamless for it work for your China sometime and if our default the supplier Vanilla's test businesses students knowledge to skills in an English language arts and mathematics the test is carefully built around all students be snow in an e string and as is right in a Connecticut core standards the most important numbers into the storyboard is a scale sword this is gorgeous shown an enlargement on the contact through each subject the smarter balanced test is given to the students each string of grade 3 grade eight scale scores for all grades to reported on the same scale this means that you can use the scores to track your child's progress from one grade to the next this female goes from a low of about 2,200 to a high of about 2800 if your childhood at the start of a novice test for two consecutive years those whose ghost words will appear on every word the most recent scan elsewhere it will be on the right while the older scale score will be on the left though instead of the scale free trade is divided into four levels of achievement so once a good score of course higher is better than in a minimum we don't see that the students score is in a novel treat the minimum score for each level is slave within a level the highest score free trade is also the slave to the very top of the bar if you have two scores recorded for your child they'd love to see if your transport is it approved front leg range the next as is the scale score increased as your titled move from one achievement level to another if your dad's achievement levels for being the same the minister child's position within that level improved kind of the point of reference the average Scale score for your child's school and district are also provided on the street work in addition to the overall Scale score each subject also offers three sub scores under than any areas of knowledge of scale score categories to these various will be either the most energetic mark approach a standard shot with an equal sign or a below standard shot with the compassion side another side of the report this is general information about the smarter balanced test remember well the smarter balanced test is that worked indicator achievement in progress it is not the only indicator if you're not any questions about your child to be born please reach out to your child's teachers they're the best position to help you not only understand mistreat work but also our suggestions on how to convert the school this is the quarter-finals education you can also visit the Connecticut State Department of Education and www.viikii.net de slash requirements office for additional information [Music] basically sums up Eddie very nicely whatever it is talking about [Music] so there are so we need to change [Music] standards so how typically moved s course change so we're comparing apples to pairs just because it's third grade other than even come inherit from one year to the next because the changes that have occurred we implemented an email program then we implemented new assessment we have new teachers you know the variables these really is in our own interest and that's really just a starting point you know you wouldn't wanna make fiscal decisions based on that analysis birth cohort change is when you have a classroom 14:13 and then you look at the fourth grade scores from 1516 and i'm in a fifth grade four is sort of in the current year hearing so the same because oh thanks for changing as well in those grades but that's really not the best way that's all we had last you remind me of this presentation that's as far as we could go the state did some some of their magical analysis over the course of the year and they provided us with the with the end why sure that I so she really about where we at mashed pears so the best the best way to look a data to the compare shoulder nacho to the test anyone here is how those same children did the next year and so if you look at a bottom of this column that third column of math student color growth it saves us to the lowest and Roberta growth and in understanding curricular and instructional effectiveness that's what we need to be focused on not charged with third graders show it to you we and we have to be as we're classroom teachers building administrators departures critical people board members we understand this because people look at DSS data so all students in and on the chart these are percentages of students at let's just get a grade three and you look across a comparison if you look at the at the state let's just say Tennessee's this small man idea and they'll take look at a bit of every grade in 14:13 and then the next hard way because those are roughly you know that's the Cold War and then the rounds do 5th grade in 1617 heyyou is completely different picture so this is just like oh yeah a lot of that chart was talking about now let's look at the sixth item beneath yearly data at the bottom of that chart and I guess it is so sweet red easy average for all the race over the course of those three years now I made this slide in color so that it'll be easier to track across grades three through eight the rough colbus looking into the dataset in this way gives you a very different picture than looking at Diaa going across three levels over years which is highly typically been among eight of us if you look in another car when a 1617 you have our data which is the 58.2% then it says available a vertical scale score that's at a scale or that we were talking about okay so that number in that way box for a grade three sixteen seventeen is 2444 in a minute parentheses after that I have all the achievement level is I try to get as much data into this little slide as possible say you good to see how old on the numbers layout I'm gonna move to math and this is just demonstrating the same thing that I did ours now this is the picture I did a story told here if you go to the third grade from 1415 fourth grade 15 16 and an eighth grade 16 17 now you know it's Robert those numbers would make me want to know a little bit more to the story but it's still hot the gold standard and this little slide shows the rest of the grapes that I took a bit of pass for a math and I'm just going to go right to the to the color slide and I want to call your attention to what I talked about with the fifth grade class in 1617 you can see that that is the only 16 17 Davis and full Anna district where the achievement level what are the two I don't know if you remember from last year when I talked about how our 14 see one of our grade levels you're gonna see this later well as our levels to the only level 2 and we use that in and that students is now at a 3 because that was in the air the math coaches and the teachers took the stage heart and they also had the star math data and they use it at a provided and I'm Dina remember while you're in MATLAB and there extra hall session and they targeted their instruction using the data so this is looming act in my mind what I was talking about how the state is asking to what at our data and figure out what we do with our data and instead of spending all our time comparing ourselves to other people so last year if you remember it at the end of the year when I was explaining how the space growth model looks so if you want me to just review this this is a hypothetical example of oh the else aqua model works NRC we're going to pretend that these are for your students this is the class before us and so these two three and four the what we look for through these others model is it a really sweet and I'm going to explain what that is and the average to the side of a target that was achieved so all these dudes in this class their target is the blue column that is targeted for each one many students with a sixty if you wrote it across those four students suited one the the actual amount that they that students use and Wed satsuki 42 didn't meet the target no the students who meet the target yes did a student three meet the target exceeded the target and it is a student for me to target No so two out of four students met the target so for this but it's going to give it a class but the growth rate will sit at the 80% to lose two out of four students matter target within that target there are there the percentage of the department made its not one one area that they have to achieve it so though student one had 42 out of a sixty so the percentage of target achieved a student is that ratio and it's seventy percent so the your student and you knew the destitute your to did not achieve the growth rate achieved year so now I'm going to give you a big picture of where we are students of the universe cools the two schools in which we give the assessment area near but a growth rate which is the percentage of the students meeting their little targets is seen in the two columns with the red lettering so we have put a teen 16 and in 1617 and you can see that yellow arrow stars was about the same and the average percentage achieved from here is that we didn't go down you look at math it is considerably different you can see the percentage of students meeting their targets in math overall very one from 34 to the forty seven point three and for the average percentage of growth target achieved across all the students in that school that took the test one sixty two point seven two seventy two point four and so well this is not you can have a pollination from Asia say that it's caused does it happen you do need started thinking about what was going on in school in a novel berry that would have the data for this assessment a little like this and for a math we know that we made very significant changes what was it going to good at then in ela and this is an indicator that we're going on the right path in terms of the we used at a curricular tool for all our days on through eight that provided teachers that I knew was reliable in line with the status remember we're working off of our old curriculum so we also introduced a coach a math coach to the board approved at a math coach corollary so well we can say this cause that well we can say is we see a change what were the variables that we changed in that school during that time period looking at listen here we see that there was a decrease in another percentage of students meaning their growth targets in ela over the two years and decrease in the average students albeit not huge like the games in math that we made at the other school they were increase and in math there was an increase not huge only made the same changes at the middle school with regards to math instruction you will approved the higher now coach and we split that opposition to make two happens in the sixth grade and instead of an eighth grade and we brought in two curricular tools a by program my Nath and browning going home after seven eight Y growth in the middle school as it was in the elementary school well middle school those students are older they gone for a longer period of time with it it was a vertically aligned and now that's all we have so we're we're feeling that justice overview is giving us positive feedback on some of the changes that we've made I'm gonna take this down to the great laughs I just showed you the overall school data and I'm not gonna you know read it to you but basically if you look at this chart you're seeing the number of matched pairs so the students who were there for years what the scale school will scale out of the channel scores were of those grades in the two different years what the game was what did the growth rate was was and while the average percentage of target achieved the state would like a sanity at 75% for average retiree oh dude that's that's the that's the little benchmark that that we have to be much higher than that [Music] here is more the news about math when we look at the data display by grade level see that I follow the bobaloo in grade five in the sixteen seventeen they were at an achievement level of - this is what I want to call your attention to last year is this a story about the the sixth graders last year and they were at a level student level - at the end of the year and I alluded to the fact that Caitlyn holidays Patrick and Dean and the teachers looked at that idea use a star I'm happy you start now coaching and I can't exactly what they did but they differentiated the instruction they used the math lab and the students performed back the target of the Shiva standard in this year so I want you to know that we're taking the data seriously and we're using the first option if you look now at the average percent of the target achieved for the middle school raise six seven and eight those are pretty healthy numbers we're gonna clear out of 535 you know but there are many things to consider this year we buy one of the things so you're transitioning they were having you know to explain to you what what we did last we've changed the model for creators to make anymore no appropriate they were students who had been in school prior to the they had the they they it was a web-based math program stepping stones it was these different ways different teachers the homework was different we didn't have a common reliable valid assessment that was being used a lot of things not excuses but you know we can't pinpoint what it was but so these students are now in a situation where they're getting they have math OSHA's there wasn't a photo hilarious now they have a math lab we were doing a lot of different things just for those children and I feel very confident that that score is going to change are any other questions about that so today in a high-rise I put it above animal ice I just made it a highways in England us all the stores for all the great levels are within range of three that's not what our goal is the fact not all greater he has the same percentage provision from year to year and there's overall decrease and the rough there's general cohorts growth and stability so when we when we think about ela the changes that have been made the assessments that we're using in England yes where were you the materials that the teachers were using were new so there was a lot of professional development that we're trying to get it for ela mmm and we're we're we asked a lot of teachers and they rose the occasion and so when you have a slide the end we're going to come back and talk about where they cost you about last year at kind of the foreshadowing whatever and you go out in the world you know whenever there is change there's the potential for implementation tip and this has been even widely researched and reported on in education so it's not unusual to see a dip we really didn't see it but what we did see is a kind of a lack of growth and kind of a Billy Idol confident with the work that we're doing and how we are now working with dr. dollhouse and people are getting a deeper understanding of curriculum and instruction and an assessment and analysis and it's part of the instruction and separated to do that we're really on the brink of a really nice turnaround is that I'm gonna happen overnight absolutely not when you do change and we do reform and you try to change things you need to do it very judiciously and we probably are a little faster than we should pushing people and you know we we know what they're feeling but I think as we hand go as far as the mathematics the range with the exception of that current math and talk about what we did with the last year my parents who were proficiency that work in grades four six and seven and eight the data demonstrated an average percentage of the global target see process all foods greater than 70% which is pretty significant what we well we take away from looking at all of this data is the following coherence in the tools that we use were curriculum and assessment that we implemented in mathematics at the pretty having a positive impact when we look at English language arts we need to continue to work on the alignment of PD professional learning opportunities for our teachers within the Society for the kindergarten through grade A and we need really this year and when we decided at work we have we're doing this evening professional learning with revision we really need to continues the instruction override and the k5 foundational skills for reading we need to have more fidelity in how we're using the data that we get to inform instruction of the students and I provide coaching MPD for our educators but we're going with Alcock on standard assessment in their alignment with a storyline that this dataset tells is right on we feel very comfortable about the work that we're doing with her and what the data are telling us that we need to do the SAT will see the mimics whirring aligns with the data we are going to be piloting the use of interim assessment blocks this year in assessment blocks our assessment that focus on specific areas of both English language arts and math that the state has had out since I believe 2013 and when we went to the conference last week and I went to boss districts that are doing very very well on a sac habit of using the interim assessment blocks in and save the negative them there's a library that the State Department has that provides videos supports for teachers to be able to increase their knowledge about common core and strategies for targeting and strategies for using these interim locks and we're going to be working with schools to so they're not assessments you look at your data where are your problems and then there's an assessment that you can use either a part of your instruction or the day would have confirmed that the district's analysis of the curriculum instruction and assessment that is addressed in the strategic plan is on target so we're thankful for that so next steps in critical and instruction are continuing what we're doing we're an amazing course on this page to tell you when we present you the district improvement plan we need next time you're there because we're making progress towards those toward the goals and I'm going to say of course when we need to keep all the plan and how we work the plan this is worry about Angela said and the final slide with the data I just changed this the teen and until right before the meeting start said nobody at all but of course so this is leading at working here and Phillip Hazel's CMT and cap science results he needs to know about CMT and capped their line will be older science standards the state adopted the next generation science standards NGSS that assessment that asset assess what our current standards are isn't going to be implemented until 2019 so we are currently assessing our students within an assessment that is aligned to the standards that are no longer our standards the way it is so while districts are in different places in terms of developing their curriculum I don't need to tell you it's a surprise this district did not start their curriculum revision to align with the new standards when a lot of other districts did if but we have at the high school in particular the department here for the high school science department has been working with the science department and has been infusing next generation science standards into the current curriculum that said in a lot of districts that's where the work has not been done in science with standards with the high school so if you look at our grade 10 data in the last column and you go down you see the book field it was at 75% of students at or above cap goal and then in 16 as 2016 the high school is at 67 point 4 percent and then this year 53% nobody likes to see that but I'm going to tell you that knowing what we know we're not surprised because we're using the state is requiring us to use a test that isn't really measuring what we're trying to do and if you look at the the state data it went from 45 it went up to 47 for some reason then down to 38 in grade 10 we are currently we had a full day of these science curriculum writers from the district k12 working with dr.
Alcock on August 25th and people are going to be working on our developing our NGSS our next generation science standards aligned curriculum for science k12 over the next year and summer so I don't think there's really much more to say about that data but you know if you're trying to figure out how much so many ways and you use a thermometer and you're not going to get very good data regardless of how good to data is the state level or Brookfield level you got to be worried about what's going on in grade 10 yeah well I think that they're teaching the new standards and it's not it's not being assessed yep I think that's probably right because it's happening to everybody so what has changed new materials new behavior practices and beliefs and understandings and it's a process it's not an event it's not like flipping a switch to turn the lights on and off and so and it's messy work and it's hard work and I just am very appreciative of the support that that John gives to me in doing curriculum work and to the board for the resources that you've been able to provide in tough times especially to the board for creating the backup for the director of instruction position because that's going to be very helpful with Deb farias being able to be you know out in the schools supporting teachers and for the principals and the teachers because this this data set represents a lot of work that has gone been done in the district over the past year so thank you for bearing with me a very exciting presentation thanks Marie what do you say it's exciting or not exciting it's the core of that's why we tell about fundamentals there is so are there any questions because that the next and final presentation is the presentation that mr.
Belinda has on the SAT a P and P SAT data which is not one and this morning of one question yeah and so what is it a Kinect or what is the answer to well that we're not testing what we're teaching like you were saying I mean there's nothing there's no what there is no answer but that the problem is that the federal government requires all states to assess in in science in these particular grades and so because the assessment that is being developed for NGSS it's it's not ready to give it has to be it had to be designed it has to be piloted we were I can tell you this probably somebody will get after me for this but we will pilot district for the pilot test and we're never going to get those results because the because of the disparity in how districts throughout the state are implementing the new science standards so some districts have their all of their curriculum already written and they've implemented it and then there are other districts on the other end of the continuum like us but we're in the process of developing the curriculum so they randomly select districts to take the pilot test and what I was told unofficially was that the data set was so skewed that they couldn't they can't use it for anything the data from the pilot tests because we're just not in a place so you can't implement a test until you have done reliability and validity studies and the only way you can do reliability and validity studies is to do pilots and then to analyze the data so we have to take a test because it's mandated by the feds and so the states have to give a test and so the test that they have is the captain the CMT and so that's the test we take it don't shoot the messenger actually maybe it's good because it gives us time to get our curriculum gone before we have to take the NGSS test that test was anybody in the room who mr.
Buland oh and mysterious you took it as well we actually in curriculum meeting so teachers will know what the pilot was going to be about we we did some of the questions they're really hard because they're different they don't ask you content one of the questions that was on the practice test was I forget which grade let's say it was fifth grade it could be wrong I can't remember but it was about magnets and some of the teachers in the room were saying was it fifth grade do you remember what we're saying they can't answer this they didn't study this yet but even though anything they need to know what a magnet was to do these questions that went with this scenario that was set up and it's on the computer and you actually do an experiment and move things around and there's it's very interesting but the whole idea was not about did you come to this test already knowing everything about magnets it was about scientific processes logical thinking scientific thinking the scientific practices and it was being able and literacy you had to be able to read that problem and manipulate the objects that were on the page on the computer on the computer page and you want to be able to think about what you were absorbing and make judgments anyway I thought really interesting when I was facilitating this with a bunch of people from different grade levels is that on the first question there really wasn't one right answer so even teachers like a right answer and I'm in the room was like wow it could be it could be see yeah it could have been any of them that wasn't what was important what was important is whatever answer you put on that first question that carried through to the next couple questions because you were building on the logic that led you to the question that you that you took so you know so it's like it's it honors divergent thinking that honors thinking not regurgitating that you know there's a north and a South Pole on a magnet and if you put two of the bikes they all that stuff that's not what it's about so you didn't need to know anything about magnets to answer that question so it's not and this is the that this is the big change that that were faced with if you look at the Common Core State Standards they're really not content driven their skill driven because we don't want to teach somebody about men and there's some of the things you can teach about magnets so if you learn about magnets but you don't learn about the thinking behind magnets how you ever like who's ever going to ask you about magnets unless you go on Jeopardy or something you know it's about it's about the thinking and the problem-solving and the data analysis and observational skills and you learn that through some vehicle but you need to be able to apply it to all other types of problems and that's the way it is in English language arts so we don't teach Hamlet we don't teach the Great Gatsby it's those books are used as vehicles to teach certain skills and the purpose of that is so that students can go out and they can critically read any thing in that genre or anything in that in another genre because there is just we're not about teaching we do teach background knowledge and wanna but if there's just too much information to expect a school system to open up kids heads and pour all the information that's in the wild and that that's that's not the purpose of education in this century so the tests are very very different than they've ever been that's all I can tell you so if you'd like to take the practice test you just call me up and she lives for this stuff it was fun it was stressful you know what's stressful is because you're thinking about this what you're going through the the reactions that you're having to the thinking that you're having to do an error while I'm 35 and some of these children are like 8 9 or 10 that are doing the same problem what are they thinking about so this was really good exercise for the educators because you have to you have to be able to understand what the thinking is that goes behind being able to work with the this type of assessment because it's real-world problem-solving that's what that's what people do every day we just we need to think through that ones and we need to be providing our students every single day with opportunities to be independent thinkers you know I can keep going all night Harry the real work of teaching through really working the real work in teaching is not standing up in a classroom and delivering the real work of the teachers in the 21st century is the planning understanding one of those kids need to be able to didn't that what they need to know and be able to do at the end so it's like a GPS why do they need to be able to do at the end and if I'm standing here with this group of children and this data set what how do I plan how they get there and so the work is in the planning and if you do the planning upfront then that the teacher isn't really doing the heavy lifting during the class time the students are doing it because they're the ones that are it's pretty exciting when you think about it kids can do amazing things have you set up the right conditions for them so any other questions for dr.
Ruby this is gonna be a lot to everyone there's a lot is the question okay y'all a question yeah bladder you're tired of me no no no question it's interesting okay it uses on the bottom yeah what was that it just said we should take the test as a board and then compare ourselves to other boys we have to take it again next year I just joined up yeah thank you I just pulled up while dr. ruby was talking and some of the comparison I think you did a great job and as a science teacher when I was there the standards of largely unchanged ranked the cytha captain CMT are based on 2004 Connecticut science standards so if you think about where we are that's you know this is classic walk along 13 years ago and I think a great example was here's an expected performance from 2004 that really illustrates dr.
ruby was talking about in grade four describe the effects and strengths excuse me describe the effects of the strengths of pushes and pulls on the motion of objects so it's a very basic describe level for grade four now NGSS has pushed an expectation to grade three so we're going a year earlier and now it's plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object so it's no longer you know just described to make a list there's the whole there's a whole set of scientific processes and expectations we have now for our kids and that simple rescue third graders to do that's so that just kind of gives you an idea and when I took the high school the practice assessment was an amazing just just the interface from what we're used to doing where it's you know the standard pencil and paper and normally with a the cap test which was you know bubbling this basic standard content questions and you look at an experiment you have to analyze it and say what the person did wrong and what you might do differently for this particular one you have to use critical thinking even two-two you had to create a graph using datasets but you they gave you ten options but you can only pick five to develop intervals to put on a graph that it plotted for you and then you have to then you're going back and forth saying is that the right data point is there enough intervals between this measurement this equal as expansive well above and beyond when we display that expected kids to do up to this point so you know to dr.
Ruby's point it will continue to change over the next couple years but it's thought because that would help answer that question all right so moving on to a data review for I will tell you that I do have to live in a couple different years as I go through this data presentation you'll see and I will try to highlight that for you most of that stuff the reason is if it's Brookfield high school specific data that I have access to and I'm talking just about Brookfield high school that will mostly be 2017 data if I have to compare and I do show some comparisons relative to d'oeuvres which we've talked about before that information is a year old so it's going back while I'll talk about AP scores from 2017 specifically when I start comparing to Durge and having those conversations that goes all the way back to spring of 2016 because that's the type of data that I have and how it's related and release sure sure and the question came up I was with some state consultants that do that run the ED site which is the new online site that you the public can go and access and actually pull up information about different districts and schools and performance reports and all sorts of other different information and a gentleman from another school asked well what about you know why can't I pull up derg a and D and urgh e and the gentleman from the state his name I'm forgetting said we haven't the State Board of Education not just this year like a few years ago and I don't have the exact date stopped releasing and talking about district reference groups they know you know that's something that we'd have to do ourselves there's some private industries that are doing it now I can remember there's a Connecticut finance education project that has some similar alignments but it's not endorsed by the State Board of Education so and that ideas in general or just herbs in general that you know so that if you were to call the State Board of Education asked for a list of Derby schools they wouldn't give it to you because they don't keep that data they could refer you back to a list that probably was from several years ago but they won't give you dirt B here's a list of districts from A to Z so that was a surprising to me you know it was always I was hoping when that gentleman adds answer to ask that question I'm thinking I've got to present to the board in a week this would be nice to have a real simple way to pull down Derrick schools but they that was the answer that I got from strangers to stay referred so data for that you spend a lot of time surfing the state website to pull data and make your own charts but they don't give it out anymore because it's not useful for the work that you have to do in your district so the work that I did here that you'll see that's tied when I start getting to Dirk's slides and I will in a minute his stuff that I pulled how I had the full state list and I went school by school to pull them out to get that information I take the workload off the principals of the high schools new and the analysis so the first day the first a slide is about Advanced Placement it's a pretty busy slide I will do my best to try to summarize it for you and talk a little bit about some of the scores that you see overall there's like I said a lot of information here are studies we actually offer in our program studies over 20 AP courses not enough students sign up to take every single one of those courses this year so here there's about I think 16 or 17 we also offer some two independent studies but some general trends you'll see that the first column couple columns in each one talks about our high school mean and then there's also the state mean so some highlights obviously I'm going to start with the ones the scores that are up from where they were in the previous year computer science music theory physics C psychology US government and politics and world history so those are some areas where we've actually seen an increase in scores there's some where we've been up as a high school while the state average has also gone down for that and those two we have to there music theory and US government and politics that's where our scores went up and the state average went down and then we do have some that are aligned sort of with a downfall in the state as well and calculus language literature geography physics Spanish and statistics so overall when I take a look at this I want to share with you that this is not a a I'm really happy and excited with these school these results I've had that conversation with dr.
Ruby at length about you know what could possibly contribute to some of these things that we're seeing and the first answer I had really went to this points to a curricular issue quite honestly things that in we'll reference a lot I think over the course the next few years our work with dr. Alcock and I spoke very highly about our work with her at our last meeting but I've already seen in some of the teachers here that teach some of these courses start asking those questions about alignment to standards right and are the course expectations and our sequencing and the things that we're teaching are they as well aligned to standards as they should for the AP course they certainly have released items they have released tests they know what the test is going to generally look like but we're taking a deeper look to see what else we can do from our perspective to align our curriculum a little better with the standards and also take a look at some of the other resources there's two out there right now well there's one that doesn't really cost as much of anything and you've probably heard of Khan Academy they've aligned themselves with College Board not surprisingly for SAT and PSAT prep you know students can go online and actually create accounts and work through that Khan Academy is actually connected to it so as soon as a student does sign up to get their score reports they can sign up through Khan Academy and it actually directly connects with PSAT scores and SAT scores and develops a customized plan for learning Khan Academy has also started releasing some ap programs that students can access for free in areas like calc BC statistics physics one in physics to chemistry bio world history u.s.
history in art history those are areas and those are courses that we do offer that our AP teachers are going to be working with kids to make sure that they're online and doing some practice and making sure that our courses are also aligned with what's going on there there's also a program called Albert IL once you start using a little bit last year in our science department Gillian vigman Ali had found it and been working a little bit with it there's a paid version and a free version but also it's aligned to AP standards and there's things for computer science language Lit geography music psychology Spanish and government there are more and more opportunities for us to help bolster our curriculum and make sure the experience that we're providing for kids is robust so it's not just the experience they get in class there's multiple opportunities outside of classroom as well and our teachers can integrate those as well so that is kind of a general overview of where we are at the high school certainly improvements needed there's you know this is not something I'm happy to share and say yay rah rah from this perspective this is where we start taking a step back so this is a question sure mom I noticed there's a blank on u.s.
history no one took no one took AP US history last year really it's an interesting question I don't some students didn't sign up I think some students there was a fear of who the instructor might be and I'll be 100% honest and so students some students chose not to sign up yeah I imagine it was I mean this year a highest number of tests that we took was in psychology which is great because that is actually an area where we went up and there was 84 students took that ap psychology test that was pretty significant it's in puts our most popular AP course at this point so the 2016 der comparisons this is the stuff I was talking about I had to wait until that information came out from the state where they published a list of schools and all they've done you'll see here we are certainly as far as know this percentage this ranking where I highlight Brookfield High School in yellow seventy three point eight that's percentage of exams with scores of three four or five so we're second from the bottom they're slightly had a New Fairfield there's some also there's some other interesting information that I've included in here that I'll get to in a second kind of reorganized chart that talks about enrollment policy when I talk about open versus recommended some districts simply recommend students if you're recommended for the course that's how you take it from a teacher's recommendation other districts say you can take it if you want there might be some more conversations but we really want want open enrollment for kids to take AP courses if they're interested in taking so that's what that last column is for you know as you start looking at you know percentage of total population there's a lot of different schools with a lot of different total number of students in this list if you were to rearrange this and just start looking at it's very similar to this next section here if I can get it to come up I guess I didn't if this is the old one this isn't the new one so I'll just share with you verbally okay that's fine so we work through this stuff all the time so and we're going to this data john Amorian asked me to include slide that included kind of a reorganization right to take a look at number of exams taken compared to our actual total student population as well as open enrollment versus recommended when you kind of rearrange that and take a look at the open enrollment so anybody that wants to take it can take it along with the percentage of students that take AP tests come total enrollment we go from second from the bottom to eighth total we jump up well above a ton of schools so it is certainly interesting and I want to put that out there when you look at our total number of tests you look we see 526 exams taken the year prior in 2015 we're at 498 so we took there's about 28 more tests the more important number as we start to extrapolate some data and take a look at is I look at the numbers of three four and five and the reason that's out there if a student gets a three four or five on the AP exam that is where they're most likely going to earn college credit it's no guarantee that they're going to in fact a lot of schools are depending on what your major is may only take a four and a five to test out of a course or give you credit but if you start thinking about our increase between 15 2015 to the spring of 2016 there was 12 more students that scored a three or better and if you start looking at 12 more students you know each of those that got ap could have got a three or better 12 students that's three credits per class you're looking at 36 credits essentially and at UConn and I'm not saying that's where everybody would go but just as a standard of comparison a college credit costs about a thousand dollars this year so we kids may have saved over all the district $36,000 from their parents to help them actually take courses get credit and move forward there's also discussion about ECE and that's not included in here and so you know ECE is our early college experience we do offer some some courses here at the high school that are Yukon ECE we also have a partnership with West con that allows students take courses that are aligned with the Yukon or West con College curricular syllabuses are approved syllabi are approved by the universities our teachers go to specific training and there's been increased interest in ECE courses and I think some of that has to do with the fact that if you earn a certain grade let's say if you're in a participate in a Yukon ECE course you get a certain grade a C or better on that course you can actually earn a college transcript so instead of having this three four five AP score you could come in with let's say AP and UConn calculus right with a Yukon transcript not an AP score but an actual physical UConn transcript that's becoming more and more enticing for some students we're finding a lot more interest in students they're looking to do that so we're working to try to align our courses a little better to have options for students to take AP & ECE in the same course so we can kind of align that a little better that is generally where our AP is here's where it starts to get a little better I like to keep going in a positive direction this data in really is collected from the 1516 school year and the 1617 school year so this is cohort data so that first table on the left-hand side is for the class of 2018 so that's this year's current seniors they took this new used to call the new SAT or PSAT they took it first in 10th grade in the fall of 2015 last year they took it in 11th grade and then this year they're seniors they won't take the PSAT as seniors but you can see in that cohort that information we went up in the class of to date 2018 from tenth grade to 11th grade we went all scores went up you can see and the mean score that that erw so you know what that stands for that's evidence-based reading and writing used to be called the verbal section of the SAT and then math you see we went up in all three areas for that graph on the right for the class 2018 we also went up a little bit in benchmarks with the exception of math so you know what I'll tell you about benchmarks is while our scores may go up the benchmarks also go up with them so there is a little bit of a shift there which could be - again it's speculation as to why the math benchmark in the class or 2018 one from 53 to 52 percent of students if you look at the class of 2019 so this year's current juniors right I'll have another set of data to share with you next year that'll show the 9th 10th and 11th grade but right now I've got ninth and tenth grade for our junior class you'll see again went up everywhere and scores but you'll see they went down in benchmarks so the answer for that the the best that I can speculate is we don't it's not the exact same test yes their scores went up so to some degree I want to be able to compare them for you the 8/9 test it's called the it's not even the PSA I think it's the 89 PSAT right so it's intended for eighth and ninth graders and then the test definitely shift and gets actually longer we know that from the expectations what collegeboard cents us for actually setting up the test the test does get longer and a little bit harder so it isn't surprising to me that our benchmarks dropped a little bit from ninth grade to 10th grade but if you look at the full 2016 for 10th grade right so that far right column and compared to the left column for fall 2015 you'll see they almost match up directly as far as benchmarks meeting so our 10th graders well it's not cohort data right they're not matched groups like more dr.
Ruby talked about you do see you know similar statistics for pSATS looking at the 11th grade 2015 ok now we're getting back to Dirk so I can't share 2016 data I can share 2015 data so you see where we are there our total mean score the evidence-based reading writing and the math score the difference between you know the overall score ours of 1051 and Avon high school which has the highest score from two Falls ago is about a hundred and three points editing based reading and writing is about 36 points and math is about 66 points again you know while I understand the the value to some degree of direct comparisons and where we are relative to other similar groups I think dr. Ruby said it best we talked about a growth model for ourselves is what we really need to look at and that growth model I showed in the previous slide does show that we actually are growing as we continue to move now school day SAT okay this is we no longer give the it was the cap test for the math and there's a whole bunch of sub tests but for math and what we would call language arts anymore in the spring of 2016 we started actually giving the SAT as the official measure for the state and you'll see that you know happily across the board while they are different cohort groups in every area we've gone up and have an evidence-based reading and writing math and total scores we've increased from one year to the next same thing with our benchmark percentages they continue to go up you know even in math which is a great thing to see because I know sometimes you'll see our math scores generally a little bit lower but it's exciting to me to see that we are actually making some progress with the school-day SAT last slide I was able to get some dirt comparisons for 2017 it was a miracle I went on Ed's site and they had some updated information I also don't want you to be fooled right by looking at how high we are on the left-hand column for evidence-based reading and writing you'll see a whole host of schools that say nd which means no data right in fact if you were to go on Brookfield's schools if you went on Ed site that website I told you about before and you clicked on Brookfield High School you would not actually see that data of 87 percent of students meeting the erw benchmark because that data in Brookfield as well those one two three four five districts at the bottom that data is suppressed for privacy issues so the public cannot access that data they're not going to see what it is and I can tell you the reason for that is that I asked this question at my conference is because if there is a subgroup whether it be will there be a specific ethnicity whether it be a gender whether it be a status of free reduced lunch or English language learners special education if that number is low enough below I believe it is 4 4 or below they don't publish the information because what that means is that somebody could actually go through and start splitting apart the data and figure out who for kids or at least narrow it down could be so they say public you don't get to know that information I can access that information for Brookfield which is why our score is here but I wanted you to be aware that's why Glastonbury Granby Newtown Simsbury and South Windsor there was no data there but that is and so you when we talked about benchmark multiple times I've talked about percentages you've heard that and I thought it's helpful this last slide to show you what that benchmark is so an editing based reading in Riva and writing if you get a 480 that's the benchmark that means you have a 75% chance of burning AC or better and a fresh semester credit bearing course in history literature social sciences or writing so they're fine that's a pretty good predictor and we have 87 percent of our students taking that get hitting that benchmark which is pretty great and then the math one you'll see is a little bit higher at 5:30 and that talks about credit bearing courses in algebra statistics pre calc or calculus so that is not too bad but I imagine there might be some questions I'm certainly happy to answer those for you one thing I just want to add is that when you look at alright when you look at the math you know true traditionally being lower in brookfield historically I'm hoping I know hope isn't a strategy but the fact that we're seeing progress in like the middle school data with the changes that we're making because we have a lot of lifers and Brookfield kids that you know start in our school district and stay through unlike you know urban districts where kids are coming and going so a lot of our children that are in the high school and who have been in the high school in previous years have had math instruction that might have worked or some but with less coherence and lost fidelity of using curricular tools such as programs because we didn't have them we may not have been meeting kids needs and i dint know we didn't have a test like star math or anything so we weren't able to fine tune the intervention and the way that we can so it would seem logical to think that there's a good potential that the work that we're doing in the lower grades is going to eventually impact how the students and the high school are faring on these assessments as well as the curriculum work that the math department is doing in house for high school level courses and I also want to add to what they do our next board meeting we have our presentation we talked about our individual schools and some data I will break out some information I think which is also helpful as far as the school day SAT this is this is an overall mean for all kids right but there's there is certain specific populations that we want to make sure that we're addressing and helping them continue to progress and there's some real positive data that I have to share specific to those higher needs populations and the ground we're making and just want to make I'll let you know we'll share that more at the next meeting in October I'll be able to specifically explain that thank you right thanks mark thank you okay thank you any general questions I'm sure we there's a lot to absorb here I'm sure we will talk about this more and more often I want to thank you for splitting it into two sections I think with this background and a couple of weeks to absorb it it will make the next conversation even better yeah yeah any general questions from the board no question you know what I just remember sitting through sitting through presentations in the past on 18 I don't mean more concerned with the slide in the AP scores is there any way can we go back I mean Harry I don't know if you have some of their historic presentations that we were given on our AP scores those seem to have really taken a decline in recent years and and really I mean my concern is really run those AP scores and where we've slipped you we've always been a district that's private ourselves and the amount of AP offerings and the amount of students who have you know excelled in those AP courses and I was really surprised to see that data yeah well mark and I have talked about that and he think he explains a little bit about the work that he's doing with you know he has been in contact with the with the teachers that teach to find out what their perspective is on what's going on and if the data that he shared and I apologize for not putting up the PowerPoint with this slide that we asked him to rework where he when he explained about the open enrollment and the percentage of students and the size of the high school and all that stuff but that doesn't take away the fact that the scores are going down right that's just spinning oh so that's you know that's that's what you're you're addressing and I my personal impression from what I've discussed with mark and Mark if you disagree or agree chime in I think that even though ap provides the syllabi for the courses I'm not sure that we are providing the type of instruction in those courses that that the kids need because we need to differentiate when AP courses is a traditional AP course for you how to be recommended to the class and that there was a homogeneity of students that were in the class and so following syllabus and just and I'm not saying that our teachers are doing this this is a hypothetical but just following the syllabus and delivering that instruction could work for kids who were recommended to take an AP course but we have open enrollment because we believe that students should have the opportunity to participate in in these classes that puts an onus on the teacher to be able to take that AP syllabus and that'll make it come alive in in a way that where they're differentiating the instruction because it's not a homogeneous class is a very heterogeneous class and that you know I have not been in to observe in an AP class and I don't have to find one that I'm qualified in terms of my content knowledge to go in but I think that that's something mark that you're looking at with the open enrollment concept right but I would agree with that if we were looking at a data set that had maybe all the open enrollments toward the bottom with an outlier here there or three of the top five or open enrollments so I'm talking about us no no I am your I understand that but we're trying to look at something hypothetically that may not be an issue because when I'm going from this data from the jerk comparison and I know that's not the end-all be-all is that he had recommended or open throw all over the place exactly and so it doesn't seem to be any type of matter so I think that in some districts there may be a there may have been overtime they focus on differentiation in providing differentiated instruction in open enrollment AP classes that that's really what my hypothesis is and in other districts there hasn't been because if you have children who are really challenging themselves whether they're challenging themselves or somebody else's challenging them to challenge themselves and it's a stretch it's going to require more work on the part of the student then it's a two-way street and an instructional relationship and you know you need to that's why we have the gradual release of responsibility model as our instructional framework and I would you know and Mark is looking at what is going on in those classes in terms of the the way the material is presented and the opportunity for interaction to differentiate have we always have them open enrollment in Brookfield yes no no no when did we go to that mom Abby I need about four years ago yeah before I got here without trying to put this as soon as possible but wouldn't it be expected with an open enrollment that the tests the scores would go down simply because of how of students challenging themselves and trying to you know better themselves and it and it's not a slate on the student it's just it's it's a tougher down this year yeah and that's not what we're seeing here was even recommended in the open all over the board I think it's four years but I mean I wasn't pleased with the scores last year and you know because that's when those are the only scores that I'd seen having the scores from the first year the second year would be prior to that except for the one previous year my understanding was it was a recommended so 1314 is that that was the year that we went to open enrollment yeah I mean I think so I'm substantiate I think that the first step is to look at the level of differentiation or the degree rather of differentiation that's going on in AP classes with a heterogeneous population because they're going to be students that yeah they're going to need differentiation and that's not that's not a negative that's just a that's a fact of life and these are opportunities we wouldn't want to go back to recommended only so that we could increase our scores so that we look better that's not what it's about we want to go to provide opportunities for students because sometimes students who haven't been challenged in this way the kids mature over the high school years you know these are courses that can really turn you know turn them on to something that they hadn't even thought that they had the ability or it never had the opportunity to do that before but we need to be meeting them where they are not expecting them to just be in a class and perform as though they had been recommended students and I'm not saying that's happening I'm just saying that that's something that we need to look at you're saying we offered an open enrollment but we didn't offer the vehicle or maybe an entirety of a student body okay just a yeah so I'd be interested in seeing actually the raw numbers behind the courses if you could send it I would I was sitting as we've been talking and looking at the scores in Brookfield right and on my theory that says if we're measuring how many kids are three four and five those courses that have three and a half average and out probably had mostly threes fours and fives and ones that are too in the tools those are the courses that are going to be the ones that had more under three four and five right just because the average is 2.75 or 2.4 or whatever so I started looking at which those are and a lot of them type of classes you know you just kind of look at them a calculus PC a great great great exam but usually there's a calculus a B and a B C you know structure with the PCs or like there are ones who are ready and that a a B is for the one so pcs always been a niche computer science is in which human geography I think that's a little more broad-based but I don't know a lot about that one physics one physics is another niche type of course kids who really are focused on physics of the one in physics you know I there's not that many courses and we know kids took us history which is usually the biggest one so uh we may have a mix issue we have a mix issue right and I think you're hitting it right on the head I mean there's you know when you think about human geography students have never been exposed to that content before there might be a piece they've exposed to but the content in AP that they may not have necessarily seen same thing with computer science if you're interested in computer science at Brookfield High School the status that we are now and you want to take computer science course ap is the only game in town this is the first time you're doing can where I don't mean to do it and take the test right so there is whereas when you're taking ap bio or company you're taking those classes beforehand you're getting exposure you've usually had a couple of it your English courses you go to it your math because another a B and a B C building to what Mr Fitzsimmons is working on how we're gonna work on that already he's already heard music fury is usually a one-shot type of thing and that's the score we went up in right and no and just so you know what it's also in the tools in 2013 there was four hundred and three exams taken AP exams taken in 2013 2016 we have 526 exams taken so that's a hundred and twenty three more exams taken over over the course of those years our percentage of students with scores of three our hire only went down it went down a little bit it was seven seventy five point three in 2013 seventy four point six in 2016 which is a point seven percent decrease but we increased one hundred and twenty three tests so as soon as you start increasing the numbers will I mean the statistics of it shows that it will go down a little but certainly I'm happy to share idea I'd really be a nice one soon enough just gives you an example whatever you need sorry sorry interrupt but to give you an example a Calculus BC I mean I've got a family it's all been about math over New Year's and Calculus BC is a your teaching to the highest cohort of the of the calculus kids of the math kids it's hard to differentiate in that space because you're not dealing with the spread but yet that's one if you look at just the things we have went from three point four to three point nine down to two point seven there were some turnover on the instructors that you might have classes that are different but you don't have the ability to differentiate as much in that class because it's such an advanced stretch at the high school level [Music] is is complicated it's you could have I'm sorry you could have students who were what you would call your high flyers who have taken court patcon pills be see how I teach the student to do a certain procedure and how I teach that student if this student isn't give it isn't doing it and getting the answer I don't tell him do it over again you know I could it's not you may do it over again wrong the same way along a different way but I'll have the differentiation is the process so just because kids are very good students high end students highly motivated students doesn't negate the fact that we still may have to differentiate for those kids but I'll give you a thought like the math how many kids took the math BC twenty-eight students okay so in a class that had math and we're doing calculus of 28 students that's great I mean just just uh just to start with that's great that we have 28 kids I'll date myself many years but I went through calculus in high school and I have two children who went through calculus in high school they got most of the way through the calculus and the teacher was guiding them to the a B versus the BC test okay based on their differentiation right because because that's exactly what the levels are in calculus that's the same content it's the matter of degree and and when I saw only Calculus BC being taken told me that we're saying we're gonna we're gonna put all the kids to take difficult of the two tests and I don't think that's necessarily right and maybe differentiation in the which tests to take not just in the teaching in any class right okay so just see and that's the only one that I think has two levels so you know there was 12 students who got below two or one in that particular course judge clearly would bring that down to where we are sure mom we've had we've had this specific discussion because there's been such a significant drop in the BC calc we've had this this question of Mr Fitzsimmons and with mr.
Jewett as to how we're gonna do that and it's almost like you were sitting into the conversation because you know we are gonna differentiate the course we're focusing on and we'll know relatively quickly and the first or second marking period and we'll be able to guide students towards the a/b tests you know that's the most appropriate place and BC for those others so they we're going to differentiate that within the actual course to make sure the students are taking the test that they are best prepared for because we do a disservice to students who do it do so because I'll tell you what you hit to college and EB if you get a three or four that a beam test is just as good as getting it three or four on the bc test it makes people that different get out of different classes but the college credits are the same so you know helping the kids choose the right test too sometimes very powerful I would guess if you went to Avon you will find a different mix of tests being taken that would be my surmise and I will talk with dr.
Ruby well I'll put together a whole bunch of data with individual scores for I'm not into scores but at least score points for each year you know where we were where we fell in five four three two one so you can see what that looks like short I wasn't great and the total number of students who took each yeah AP course absolutely yep there's kids WI share some of your concerns but I'm looking at things like English language and Spanish and chemistry seeing a steady three-year decline yep those are things that you've been building on for 12 years that is very different than musics clearly where you haven't necessarily been building on that topic for 30 years or even human geography as you say that's that's just kind of new for everybody those are the English the English different English things that's something you build to over a career in your schools and your math you should build to certain degrees so but you know what All Things Considered it's good that we have so many kids taking these tasks and uh you know you can't you can't shake a stick at that another thing that I think would be interesting to look at my what the grades are for the course and how quotes because you know how we the grades that we assigned to kids influences how they think they're doing and if we're not really we're not really engaging with kids and having these honest conversations with them about how they're doing and they're getting good grades being after the test then why don't you study before the AP test those kids study for those tests is going to be impacted there's so many variables it's I we're not gonna sit here at this table and figure it out I think that marking the teachers need to really that needs to be always over for people you're teaching ap yeah so somebody who teaches an AP has to drive it like a college course right I'd be curious about hearing back um about this on a regular basis though this time next year just just informative of what we're doing to wrestle that meet you have about four more meetings so Lisa well that's that's an assignment for you when we have it on the agenda for the talk we have to make a special invitation the pause I was thinking about would also be for AP classes might be snow delays snow days everything else they're made up at the end of the year but AP exams are always taken on a certain day so it seems to me and I my own daughter has mentioned this if you have that then you fall behind in the content and the schedule of what you're teaching that the teachers do and they have to constantly make up so they may not be getting the information at a certain amount of time because they're missing the days when AP classes are being held but the makeup is after the AP test is taken so just a thought okay so in the hope that we can finish the meeting before midnight why don't we move on is that no one okay with that okay we'll have a chance to talk about this again all right I don't D our our our agenda is on under new business is the Board of Education collective bargaining agreement for the Connecticut partnership plan changes recommend a motion that the board authorized the Board Chairman to execute the MOA with each Brookfield Board of Education bargaining unit to implement the Connecticut state partnership plan changes effective 10:00 1:17 second okay so moved and seconded um mr.
Birrell you've already talked a little bit about yes nothing else to say unless somebody has a question just that each bargaining unanimously they're ready to go so we just formally as a board need to authorize Bob to sign off a memorandum of agreement which is what an MOA stands for kudos to everybody reaching out to bargaining units into the bargaining units themselves to all coming for this agreement especially Terry and I don't know to Terry Cavanagh HR director and Michelle kinsman our benefits coordinator position that this board supported really does great job on that turning around quickly hey John just out of curiosity I know you guys from the board side we're able to hop on this right away insofar as actually even you got the letter of the day you're supposed to execute it and you asked for the extension yes and given the financial state we are in the town the town taxonomy of us I'm not sure what if the town acted on this or not they are part of the Connecticut partner plan you know just like us in any school district or town that city that is on the partnership plan but I'm not sure what what the town did if they will have done this or not I I kind of put out there that when we were going through our list with the board of Finance and had basically no reaction whatsoever from the Board of Finance or even the town staff members who were there so it's curious I don't have as big a benefit as we would because of its as much about a 30 aside wishes I see about 1/3 the size I think about 1/3 the size but 100,000 I maybe $1,000 okay any further questions all in favor aye thank you okay and then your own business we're going to revisit for the second-leading the new policy number five one four one two one three administering medications opioid overdose prevention and that's in particularly the emergency administration administration of I never pronounce this right I always get that stress on the lungs it's allowable recommend a motion that the board approved new policy number fifty one forty one about two thirteen emergency administration of naloxone for a final reading as recommended by the policy subcommittee first reading was on August 18th 2017 which that's wrong and was it was it said correct is that what we did it yes it wasn't a second second okay moved and seconded so Steve do you want to any update all addresses that it's the only comment I received was some very good remarks from our new member Rosa who had mentioned kind of a chain of command in regards to who the procedure for god forbid something does occur who's contacted when their contact etc so working with John and working with our Christine on this particular issue as well as the rest of the policy subcommittee we have found out that the policy is or the regulation is the procedure is that the nerves or whoever's administering the nalaxone immediately contacts 9-1-1 there's no other procedure involved for anyone else to be contacted so with that said we're going to keep the remaining policy I think there is one section that just discusses the fact that the school nurse ever responsible for building level administration and management of nalaxone so I think that would cover the direction that Christine would give his Director of Nursing in regards to 911 immediately be in contact and every teacher we live by and so they will be contacting they will be calling that great teachers as opposed to a noisy train even take the survey in blocks up situation no other comments and seems to be a good policy and something good that we want to enact actually nice leave a comment so obviously we need to have a policy for this and I think obviously calling 911 is something that needs to be done regardless of who administers the naloxone first but I think I have an issue with not having sort of a chain of command in the building only because if you don't have you have someone administering this particular medication what comes after that is typically advanced breathing assistance as well as the person possibly needing a second dose or them sort of recovering somewhat to the extent that they could be fighting with the nurse let's say who administers it so if she is the one administering it by default then I have a problem with maybe does that put the district at risk for should somebody get hurt because the nurse can't restrain the person or she can't perform those advanced breathing methods that's a good it's a good point John or Christie might want to address that question at that point I generally you know our policies are int kind of open-ended and that's what we create you're in the board and the regulations are usually done at the administrative level so such things like chain of command such things like particular procedures and particular situations are done by the enacted by the administration so the policy from the board's perspective kind of just sets a general overview of what we're looking for correct the administration then sets particular procedures and that's on their end but Christine can explain that Thank You Christine just mention that we have district I mean this really a pet each building or crisis intervention team that is identified I want to be clear that when we talked about this with the nurses and we talked about a flowchart they said we're gonna call 911 for any kind of breathing emergency for example whether or not we're actually administering this because it could be another issue nine-one-one is something that we're going to do we have crisis intervention teams that are identified in each building and our procedure could be to have the those teams contacted and come to the scene when there's a medical emergency so so Steve see if you don't think we need to get to that level of procedure it's up to the port I mean if if the Board believes that it would be beneficial to kind of set a stricter path for for the administration of this then that's something that the policy subcommittee would certainly be giving forward on the naloxone policy and if the board wants to have a laid out procedure that goes with this particular regulation with this particular policy the board doesn't actually have to vote on such a procedure or regulation but we could certainly as an administration put something together and bring it forward to share with the board so I mean that's another way to go that I thought we would also get it off on the policy yeah I like that direction better I have been concerned about putting procedure in policy from a standpoint it opens you up to potential litigation in the future because if something does happen then it's going to be scrutinized that well did you follow the policy that the board laid out step by step by step by step we have nurses in each building nurses are medical professionals they're under the guise of the administration and the director especially services who they should be the ones to set that regulation and that's what we established a long time ago we set policy with the implementation how that policy gets administered is the purview of the administration not the Board of Education I mean if that's something that makes the work more comfortable we'd be happy to work on that and come back either you know at some point in October if it's not in the next two weeks maybe in the next month to have that laid out for you to share with you something you know that that provides a comfort level we can do that so it would be helpful yeah just a kernel question would the Emergency Response Team and the order of the crisis team be different for a naloxone and it would be the other nurses going is the crisis teams are called when 911 in a 9-1-1 situation or even when there's not a nine one in one situation there's certain codes in each building they have different names for them and those folks assemble to help with the situation okay and so do we even just need to cross-reference that the the responsibility of the nurses that they've addressed this topic as part of the emergency response plans I mean at the very least that would connect it into you know what the crisis team does as a responsibility I thought that's not an occupation change the policy right now we could go there or we could go to let's go back and re review it if you'd like but I would submit that the policy to what Paul was trying to was articulating is that's the policy is the policy the regulation of how to handle things and manage the policy is under the regulations and while we don't always bring those regulations forward in this particular case it's a sensitive issue it's a new policy it would provide a couple of little comfort for the board we were more than happy to bring that forward do we do we have a policy remind me if we have a policy on crisis response teams we have an administration of medication policy which is similar the business and crisis response team your album that I don't so I think that that brings over topic if I may about is that maybe maybe we want to and I don't know if this is the chicken or the egg here is whether or not we want to create the policy for some sort of crisis intervention and then you guys create the regulation or you guys just create a general regulation right we aren't having in place so I don't know maybe maybe Christine knows the answer to the question is it a mandate from the state that each school have a crisis intervention or yeah there's other you may not know why our policy schools are required to have a crisis intervention team every team is required to have that the principal's put together the teams I actually maintain if you ask me I could pull up the Kristin germench of teens at each school as told to me by the principles and those teams are trained in de-escalation strategies as well as physical restraint and seclusion so that those could be used for safety purposes when needed so they are going to respond to a variety of different things this would be one case in which you would want someone there a team there to be able to respond if there is a safety concern but it is one of a variety of different situations in which you might call the crisis response team but we're required to maintain them that state right so which would supersede having a policy for having a crisis leadership team the state mandates it thanks to me so Paul are you recommending we approve this and/or have a come back on it no I I the policy's been gone through a couple of times it's been vetted you know I personally as an umbrella policy subcommittee are comfortable moving it forward and Rosie you're comfortable yeah that was helpful thank you thank you any other discussions on this okay hearing none all in favor of approving new policy five one four one two and three is on the table please signify by saying aye any opposed okay thank you good discussion by the way that's it for business so before we adjourn we have our upcoming events tomorrow Thursday September 21st there is no school in observance of Rosh Hashanah Monday September 25th whisk in your meals school has their seventh and eighth grade open house 6:30 p.m.