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So, we have we have put money there to to expand and to offer more services. is and part of that is because we're seeing a larger population of people 60. I mean, if you look at our numbers here in town, our population of 60 and over is larger than our school population. >> So, it's important that we support what goes on there, not for just the recreation, but also for the seniors and to give them more to do >> because they're they're more we want to keep them active and we want to keep them in town. I mean, there's great programs regionally for art and things like that, but if we can offer some things in town, that's a positive. I also think it shouldn't go unnoticed too that the amount of volunteers that go into this building and help that right there is a reason to get up in the morning.
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So we did through Google forms, we put conduct forms together where teachers could put in to their administrator uh depending on those size. It could be right to the principal or it could be to their vice principal and it would say this happened in the classroom with so- and so I dealt with it but I just want you to know. Um and then they could put this happened in the classroom. It's not an emergency but I need support on this. It did not take the place of emergencies. you know, the administrators still have walkie-talkies. They still respond to emergencies, but this was a way to um make sure that administrators saw what was going on and was responding to it. Then on the Google form, um they could see what the response was. they could see if the principal or the vice principal, depending on who it was, sometimes a counselor even, um, called home, did a parent meeting or some other alternative um, alternative methods for suspension.
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>> The So, if I can explain the moratorum is for the outside institutions. So, if we have 14 educator preparation programs right now that are building out programs so there's no moratorium on our instate. So, if uh Manoa, HPU, BYU want to submit more programs which some of them are, those are going through the review process right now. to answer the question about enrollment. Um I know. >> Right. So, so but but why did you put a moratorum in place then? If if if if when you here talk to the TECC and understand what they're trying to do. They're talking about we're trying to use every single institution out there, but then you're putting a moratorium in place. Doesn't make sense to me. >> Correct. Because again, there's an NC SAH federal law as well out there that the board is in compliance with. So, they have to go through an entire review process.
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It does help to mitigate it but when you're trying to look at one schedule you can't start picking and choosing well this one gets longevity and this one don't doesn't. It it's not um administratively feasible. We don't have the work power to be able to navigate at that level. So, um, get them on one schedule and then move from there. Uh, making adjustments as what we have dollars for and what you guys see value in. So, when we're talking about that, let's just go ahead and look at um, so years of service, that's for the the classified. Um, Joel, going back to that folder, can we look at the certified compression schedules? Okay. So, um here is what the certified compression schedule looks like right now. Um you'll notice, you know, last year we got it to 50,000 is the starting pay for a brand new teacher with no experience.
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It is it's remarkable the amount of volunteers. I I'm I've learned a lot since I've started this. Um and I am amazed by how many people love going in there and helping out. >> Nice. >> Michael knows somebody that does. >> Yes. [laughter] And as a matter of fact, tomorrow morning the Lions have their their breakfast first Thursday of the month >> at 9:30, right? >> Yes. >> And I'll [snorts and clears throat] be attending my first >> um >> Oh, council on aging. >> Council on aging as leaison. >> I missed it the last time. >> You can go to If you let them know, you could have gone to breakfast first at 9:30. >> Oh, I already told them. >> Oh, okay. You let them know. >> I I never missed the opportunity for something to eat. Never. [laughter] You know, that's a beautiful photograph.
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They could see it right there. Did not take the place of conversations, but it was a way in a fast-paced world for them to make sure that their voices were heard. So, that is working. And then I get those reports. um I can see them anytime but I get the full reports every Monday and so I'm not just using open architects to look at discipline data which I do use but I'm also seeing what the teachers are saying and I've been able to support teachers that way and support principles that way um by having that system. So, and then we are dovetailing that system into also I'm not going to say a change necessarily, but using a lot of what we're learning from that to strengthen our MTSS structure. So again, we have had um we have great we have varying levels of strength in our MTSS structure in the 15 buildings and some you know have great policies and procedures and some were a little different and not that we want every school to be the same.
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>> Why why a moratorum? >> It's up in December. So we can work on our instate programs currently to build out those programs. >> But why why haven't you been doing that over this this past period of time to get into compliance? Why moratorium? >> Oh, excuse me. Oh, uh West Aahu has put out programs. Mono has put out many programs. >> I'm talking about the moratorum. Why did you put on moratorum? >> I didn't put it out. The board put it out. But the the reason why >> So I'm asking you why did the board put that out? If we believe that we want to have more teacher training programs, >> I I just wanted to clarify that there are more teacher programs that are in state from the 14 that are growing. >> You put a moratorium in place. That's the question. >> Go ahead.
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Um then you move along the path uh as you get PD. Um, and you can move along the path as we have opportunities to move people away from the base. That's what we do for um, retain. Uh, we bring the whole schedule up for recruit and we try to make that 50,000 as high as possible over time so that you're constantly increasing that schedule to bring um, new teachers in, right? But to take care of the teachers that exist here, you try to move them away from that 50,000 as much as you can. When you have dollars, it makes sense to try to do a combination of both. Some years it may may make sense to leave the schedule alone, just move people. Some years it may make sense to move it up and don't move people. Um, that's what you get the ability to do in this type of schedule.
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>> That's a great shot of >> that building. But you know what's missing? >> Solar panels. >> Seriously, >> they're on there, >> aren't they? >> I don't see any. Is that one? >> I don't think so. So, >> sure. >> Think we have So, they >> I'd like to speak to I don't know if I'm father's project because the town forest would meet at the police substation and now we're homeless. >> [laughter] >> you could go to D men's club, >> but just kidding. I think it's fant. >> I think it's a fantastic project. Uh just a couple additional points. Um um uh tangent part of Ashton is United. We're looking for a place to have meetings on occasion. Luckily, Cliff Wilson is going to open up Ocean House for us. Um, I would say as as part of the facility thing, we also look at procedures.
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That's not the goal. But if the expectations are high and the expectations are the same, um then teachers know what to expect, administrators know what to expect, and the students know what to expect as they grow up and as they go through our system. So I was able to dovetail that district change um with the online reporting with um improving the MTSS structure and I did that with the help of um the director of counseling and the assistant superintendent of instruction. And so we were to make that really strong and if I'm and we also had a lot of PD on that if I'm to be honest we're still working on it. Um and we're still working on that. We've gone to some conferences and we've also worked with um some of the you know the Massachusetts blueprint and so it's a work in progress but we've already seen behaviors go down.
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Why? >> The moratorium is up because we found that there's four educator preparation programs approved by our board that were not in compliance. We had one that went bankrupt that let teacher candidates just hang. >> That's right. We saw that in TECC report. >> Yeah. And then we had another one that was uh doing some unity things with not giving the right recommendations content area. We actually had issues with another state no longer taking our license for reciprocity. We had another one not guiding their candidates correctly and giving them wrong advice which extended their program. And then we had another one that was in compliance with IDA federal law. >> So So why were they at that point though? Weren't you guys supposed to be overseeing that? >> Correct. So I started 5 years ago and these programs were all approved prior to that. When we found these things were happening then the board decided maybe we should reook at our programs but didn't stop the programs from instate to from developing more programs.
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You have the ability of choice. Okay. As we scroll down a little bit to the next section of data. So, right now, what happens in certified? Uh we had to repair the schedule last year a bit, a tiny bit. Uh that's what creates the 4,000s and the 100s. Um because in the past what was on here was uh a um so this is amount horizontal. So as you move from uh BA to a BA + 18, you would get 1,13. I don't know if you see a pattern right now that may be something we want to look at. um BA plus 36 to MA you get a 1266 you get the next one the next oh MA plus 30 you only get 844 there's no consistency in here uh consistency is king when it comes to addressing compression being consistent and formulaic will allow us to do lots of things very quickly and efficiently Daniel can do napkin math when all this stuff is tied up really quick at the table very quickly Okay.
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Uh, when the town forest committee hosted the statewide town forest um event for the DCR, um, Candi had to threaten to come in in her pajamas and open it up for us. So, uh, right. [laughter] So, it it would be really nice. For instance, right now for the town forest, you know, we are homeless. we'll find a place. But if if that could be open at night, if if there was a procedure for certain trusted people, >> chairs [laughter] of committees or something like that to be able to gain access. And then my third comment was going to be exactly right on u I'm the proud owner I mean in terms of solar and ground source geothermal. I'm the proud owner of a heat pump geothermal. I have two 400 foot wells in my driveway and solar on my roof. I'm not sure that roof is the best place to put it, but you have a parking lot out there uh that would offer uh not only coverage for the cars, but adequate solar space that would probably power the facility.
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uh we have seen teachers being feeling more heard um and feeling that if they don't feel heard there's an avenue where they can say I've reported this so many times and I can go look at it and I can make sure it was addressed and it helps the conversations and so I do think that has been an effective district-wide change and I look forward to how it continues as we keep putting in more social emotional supports um into our procedures. >> Hi, welcome. Um so requesting feedback is often described as one of the most impactful practices of effective leadership even when feedback may be critical of district decisions or working conditions. Please give an example of a time when you actively sought out and responded to feedback from teachers and IAS, our instructional assistants, and how you validated and followed up on the responses. All right, I'm going to read it real quick.
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>> I understand that. >> So the mortorium was up to re-evaluate like you said so it doesn't continue to happen because it happened four different occasions with four different preparations. >> But isn't that a failure of your oversight powers and why did you guys let that happen? >> Um it was not a failure and oversight problem. We've [music] we've had two different executive directors prior to me and so when we were finding this out we were getting phone calls and we actually found it out when they are doing their accreditation process as well. Accreditation happens every seven years and as a state entity we sit on these accreditation and we're finding that things weren't lining up and then we were started getting complaints and so that's when we had to investigate and we did immediately investigate. >> Okay. So, so when you read the TECC program, the the report that we just had info briefing on the the the vacancies was because of the the DOE's aggressive hiring practices, right?
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All right. Uh, scroll to the Mount Vertical. Okay. So, Mount Vertical, there's a cliff in all of our schedules that you go from A to B and you get a big old bump. I'm sure that was for a reason at some point. Um, I don't recommend it as a strategy for us to work on compression. It always gives one certain group just it puts them ahead uh in in weird ways. and it creates more compression problems. So, um, last year when we did the years of service, our A to B's got a bigger bump. They got over a thousand dollars. Um, and, uh, everybody else got less. And this is one of the reasons why because we didn't have authority to completely change the schedule yet. Um, we did have authority to go in and do a years of service. So, we fixed the schedule to the minimum need to do that.
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Uh you have a lot of ground in parking lot that you easily could put in the geothermal wells. I think it would be a worthwhile uh capital project and would also be part of the town sustainability issue. Great idea. >> Thank you. >> Yeah. Thanks, Rob. >> Thank you, Rob. >> Thank you, ladies. >> Thank you. >> Thanks. >> This is great. Berlin and Ara and Candy, you know, >> thank you for all the work that you do. >> Greatly appreciated. >> Thank you again. All right. Um, under old and new business and moving along, uh, review and vote on the open meeting law response to complaints filed by, uh, Steven Morgan regarding executive session minutes dated January 3rd, 2024. January 31st, 2024, and February 7th, 2024. Now, I thought we had done something like this already. I don't why. >> So, here here's the thing that I sort of have to laugh at.
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Okay. So, I I absolutely agree. I just wanted to make sure I understood the question right. So, when I actively sat out and responded to feedback, so I want to make sure I get it the right way. Um, so there's a so there's a lot of ways I don't think you can be an effective leader unless you're willing to to hear the truth, the good, bad, and the ugly. Um, it doesn't do any good. I'm I'm pretty straightforward. I say what I mean, and I appreciate people who do the same. Um, and I think that's why, you know, some of the people I've surrounded myself with, uh, with district leadership teams and teaching teams and and just people I've made relationship with over the years, um, tend to be people who just sort of say it say it as they see it. So, some of the ways that I've actually sought out um, as principal, we established um, a pack, which was a a principal advisory group, which was teacherled or um, instructional assistants.
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But it seems to me that the standards board is not part of that, you know, process of trying to figure out how do we retain all these people that we're bringing on board. That's my problem with what the HTSB position is is what are you actually what are you trying to do to help them keep all these people that they bring on board? What essentially what what we it seems like is once you get to year three, you don't care. You know, you're you're you're at the point where the standard needs to be really high, which is great. That's great that you want the standard to be high, but I think at a certain point, we have to be practical because we'd rather have to me when when when I'm in a district where I have the most emergency hires, I would rather have someone in the in the classroom that's, you know, that the principal's overseeing, right?
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Okay. So, as you scroll, you can see we did do a slight fix. There is some rounding going on in there. 306 to 309. It's mimicking the prior schedule. So, uh, when you scroll down one more, this is where we start getting into some of the recommendations. Um, and now we'll go to the other screen. This is a summary. So, all of the schedules are in there. We're still working, you know, really hard on the classified. We got ourselves to a years of service, but we have to work on this part, the compression part. And that needs more than just uh some spreadsheets. It needs our teams to get together and look at job responsibilities. I'll talk about that in a minute, but I do want to get to our um if you go back to the the main folder of the compression and it's the meet and confer summary, the second from the bottom.
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