um with the new Connecticut school climate policy which is again required by state law um that will then supersede the previous policy of 5003 the school bullying um the the bullying uh policy apologize any other conversation hearing none move again board of education resend the bullying prevention intervention policy 5003 all those in favor I Felicia Still 7. Okay. Thank you. Uh I have a motion move board of education approve Connecticut school climate policy. Motion. Thank you. Russell second. Thank you Erica. Uh Mr. Bishop, you want to go any legislatively required for us at state law. Um and our team has already been working with a number of folks to be able to do the implementation of this. will also take some time at the beginning of next year with the board to be able to provide some additional information on how this is operated as there's an opportunity to communicate with our community regarding how this uh how this operates.
So we just got those linking studies. Okay. Okay. Thank you. Um the next interim measure is third grade students that pass the fastbridge A reading screener from 8 8% to 20%. And this one um we met this interim measure for the fastbridge a screener. So, going back to the original question about um monitoring oral reading fluency, the A-reading screener for third grade is one component. It's like one screener. There is also an oral reading fluency screener that all of our students do take. So, that as we're looking at in measures be one that we add. And then you can see from last year they ended with 13% and this year is 20%. And as we showed before, each time they take the assessment, the the cut cut score gets higher because they're throughout the year they get they have to be able to get more correct than they did the beginning of the year.
Thank you. So move that camp board of education approve the Canadian school climate policy. All those in favor I Kim are you on still? 70 again. Thank you. Okay. Move the camp board of education approve the restorative practices response policy. May I have a motion? Thank you city. Thank you very much on the second. So I have first and second um Mr. Bishop. Another required policy by the Connecticut state by the by the state. Uh it discusses the utilization of um practices that bring kids into restore uh the community when there is a challenging behavior. that restoration is really around being able to talk about the value of community and then how we look to be able to build back into that. Um and so it's guiding uh guiding legislation, guiding policy for our operation and we are engaged in conversation around further professional learning for our district and fulfillment of this as well.
And so there is an improvement from last year from 13% to 20% this year. Okay. And um just one thing I I I want to and I made this comment earlier, but I want to clarify it again. There's really two things that we need to take into account as we're looking to these. one is is the tool correct? The other one is are we setting the cut scores that we're using as indicators of success correct? So there's actually there's there's kind of multiple elements that we need to assess. Um but then the other piece of it is like we've got this other screener that's that's related to oral reading fluency. Now that we actually have scores to assess, one of the things we may be able to do is look at how those results relate to the test results we've received this year, which will give us at least some indication if there's a possibility that might need to be one of our interim measures for next year, accurate um predictive reflection of what the results might be.
Okay, any further questions? The motion is that the camp board of education approve the uh retention of electronic records. I move that the camp board of education approve their restorative practices and response policy. Thanks for keeping me honest. Okay. All those in favor? I can get a yes. I don't think Jordan's on. So that's a 6 again. 60. That's all you. So we're missing Joe. Missing Felicia. No, but she didn't vote. She's on. You count me as yes. Oh, you did? Okay. Ago. say. Okay. So, the other Thank you, Felicia. Okay. You did not vote on the prior motion though, right, Felicia? I did not hear you. What' you say? Did you vote on the prior motion and I did not hear you? The one on the can board of education approved the Connecticut school climate policy. Correct. Yes. Yeah. Okay. So, it's 80 on that too.
Um Dr. said she can add to this. Do you want to come up and add what your what you did at your school? So, we use just to answer the question and and as a person who has a lisp, it doesn't always pick up what I'm saying accurately. Um, it's kind of a running joke in my family that we speak Amy. Um, so because I don't edit my text. Um so for our students it was really eyeopening for them as they were um they were they we were using the AI tool in Seesaw for it to grade their oral reading fluency and then they would practice the passages throughout the week. And so the first time the kids saw their scores they're like that's what I got and it's like well let's talk about it and let's look at it. You said the word um they instead of them.
Hannah, that's 80 on that one. It's 804 the just the most recent one and the one before. Correct. Okay. All right. Now we're moving on to the camp board of education approve the employment and student teacher check policy motion. Thank you. Thank you. Wait, did we do the ret? No, you didn't do the retention. Thank you for continuing on. All right. I move that the camp board of education approve the retention of electronic uh records and information policy. I'm just keeping an eye on the clock. That's why. Thank you, Jordan. Thank you, Cindy. First and second, Mr. Bishop. This is a procedural update uh with guidance from Shan Goodwin, our attorneys around uh OP's uh recommendation for uh new operation.
Does it really change the meaning of the context? and they said, "No, it doesn't really change the meaning when you're you're reading the context of the text, but it does count it wrong." Or sometimes there were accents or people with um speech impediment speech impediments like someone like myself that it doesn't always accurately pick those things up. So our student, it was very eye opening for the students. And so we said, you know, instead of trying to go as fast as you absolutely can, you want to read, you know, part of reading fluently is reading with accuracy, taking your time, making sure you're reading all of the words correctly. So we did see that that shift with our kids, but it gave them that they were the ones that are like, I said that word right. I know I said it right. um or sometimes it might um when the whole class was doing it, it might actually pick up if a student was too close to them.
Any questions on that? Then I have a motion that says the camp board of education approve the retention of electronic records and information policy. All those in favor? I. Kim. Yes. Jordan. Felicia. Yes. I'm going to drink after I am. Okay. Adal. Adolf. All right. Let's Let's moving on. I'll just change my style. God, I'm I'm going to be in that bridge school. All right, here we go. Move that camp board of education approve the Canton Public Schools strategic plan. You've all had a chance to read that. You've all participated in it. We've given comments. You've been asked to give comments back. It seems that everybody is lined up on what we employment and student teacher policy. Okay, you're almost done. It's a lot board case employment and student teacher checks policies. I thought I just did that. That was no John. John. Yeah. So, this is again based on updates from Connecticut and recommended by our attorneys.
Um just one of the weirdest things that's coming up for me and thank you so much for saying that which now is bringing this up is one of the things that I've learned and have my coach or my leadership has helped me is my coaching and how I record myself and I have watched myself right and I know sometimes with student it's hard to record students and stuff but what does that look like having students hear themselves as they're practicing this test because if they're hearing themselves it's different from you saying well when you did that two seconds ago it was wrong but if they're catching themselves and I just think, you know, sometimes that's helped me in my coaching when I'm they make me watch my own videos and and hear me and that's how I can improve because now I know, oh yeah, now I'm seeing it.
Any questions? All those in favor? Eight. Kim, Felicia, I eight eight on Thank you. Can I quickly ask who first and seconded that one? Uh Jordan and then Erica. Okay. Thank you. You're welcome. All right. Move that the can board of education approve the CA public schools strategic plan. Can I have a Thank you, Becky. Thank you, Jordan. First and second.
It's kind of like we always bring it back to sports, right? If you're if you're in a sports team or you're a dancer, I've been a dancer for many years. They always make me watch my own videos so then I can perfect myself. I'm wondering if that's a tactic that we can use for students on when they're doing this and if this is something new, having them record themselves and then they hear themselves so they know what to correct moving forward. Absolutely. And that is something that um we're working on bringing to more teachers through the Seessaw app that Amy was talking about, Dr. Bras. And also that translate to our coaching model. We have part of it is our teachers recording themselves. So they can when their coach and the coach watches the the recording and they watch it and they talk about what to improve because you can improve faster when you watch a video.
Um, I don't think there's any any questions on this. I think we all did a good job. Appreciate the work on this. All those in favor? I, Kim, Felicia, I know. Mr. Daniels, can I add something to that? Oh, sure. Um, that's a big deal. Um, so I want to commend the the board of education for adopting the Kent public schools 25 to 30 strategic plan. A five-year plan is not a small accomplishment. Um, so the work that you've done since I presented you a draft in August to where we are now in June, minus a strategic plan for the previous four or five years. Um, I I commend this board for the time and energy that you put forward. It's the administrative charge now to work with our team to implement that and I I'll work with the board chair on how we are going to roll that out to the district and to the community.
Yeah. Cuz I know Seesaw helps with the lower kids, the lower grades, right? It's not something they do. And that has actually helped even in my case as a parent because sometimes I can hear my daughter when they're doing certain things in classroom and then I'll go back and pull it but that's just me being extra. Um but yeah, that's I think that's a a great mechanism on how we reflect and hear ourselves and then take corrective action based off of that. Um the next the next one is looking at our kindergarteners, kindergarten students, because they will be the ones that are um uh in 2028, the cohort, the students that score at or above the benchmark on the FastBridge literacy screener will increase from 11% to 18%. Um and if you look at that if you go to the next slide we um got 20% when our goal was 18% and it went and last year we ended at 17 and this year we ended at 20%.
But I want to thank you that that was a heavy lift to spend almost every board meeting discussing that and the students you also involved with company. So thank you. um it really sets the course for the camp. There's been a lot of good work done this this year. We we'll sum it up in the DI and in your email to everybody, but thank you for that and thank you for your comments on Okay. Um we're going to move to go into Yeah, we'll move to the bet. So, we're going to move to uh executive session. If I can have a motion that the board of education enter into executive session at 7:07 p.m. and we're asking Dr. Gman, superintendent schools, Mr. Bishop, super assistant superintendent and uh board attorney Mr. Rich Mills of Shiff and Goodwin to join us for the purposes of secretary on negotiations and in discussion of attorney client privilege communication regarding the matter involving US Department of Education Office for Civil Rights.
So there is some improvement with our um from compared to the previous year and then the next slide um Sarah Beth George will give update on our input. All right. Okay. So in terms of professional learning, we were talking about the foundational training on how to use our new intervention materials. And so our goal was that 80% of our K8 ELA teachers will have engaged in training. And we had not met that goal um by September 30th, which was the end of the vendor training. And so in the spring semester, what we did to catch more of those teachers and provide support to the teachers who were not able to attend the vendor training was our language and literacy coaches provided that onetoone and small group training to 51 teachers across their when you add up all of their schools. That's how many additional teachers we were able to serve and train.
I have a motion. Thank you Peggy. Thank you. City first and second. Any any discussion? All those in favor? I uh I I suspect we're going to put you on on the phone when we move into the other rooms. One will call and one will call so you can listen. Okay. Okay. Thank you. We'll come back and then we'll come back after meeting. Would you please? That'd be great. contract real quick. Oh man. Yeah, I got to take a motion on that. Okay. Okay. I mean specific. Okay. I don't have a motion to give my chair motion to approve the secretary's contract. I get away from here. Okay. Quickly, if we could, uh, we stepped out of there. Oh, yeah. It's right there. All right. We stepped out uh Kim Kim's gone. So, we stepped out at 8:11 or 8:10. And uh now I'm going to ask for a motion to move that the camp board of education approve the contract between the Canton board of education and local 1303-304 of the council floor as me AFL CIO secretarial union for July 1st 2025 through June 30th 2028.
Um, and then in terms of instructional materials, we the updates are from February and May. So, I know last time I shared I'd only I sorry, I didn't have the February data yet um included in here. I'd only had the December data. So, I added the February data and the May data that shows the usage of our newly purchased intervention materials. And then again we have our family engagement this year. Oh this last so in the professional learning we had another input was our training seminar for how to implement small groupoup rotations. And so last time they came they shared the data up until their third session. And so at this point we've completed all four sessions and we have a hundred responses from all four sessions. And so we've updated that pie chart. And then again the feedback from the teachers is specifically from that fourth and final session.
I have a motion. Thank you Jordan second. Thank you Cindy. So first and second any questions? All those in favor? I is Felicia still? I I am. Okay. I 1 2 3 4 5 6 7 up. Thank you very much. Thank you everybody. Motion to adjourn. No, we don't need one. We just need this journ. Thank you. Thank you everybody.
Okay. All right. One of the pieces that we wanted to share was our third grade students at risk of retention. And so this so our move on when reading legislation says that students in third grade are at risk of being retained if they do not meet a specific cut score on the third grade reading portion of the third grade test. And each year we receive a list of students in the middle of May who are eligible for retention. And so in going back to 2022 we had 23 students eligible for retention, then 29 and 21. And so this year we have 16 students who are eligible for retention. And as a result of summer school we can have students retake the post test. um and if they make significant growth to show that they have advanced in their reading skills, they're able to move into fourth grade.