though. Um, at this SACE meeting, the biggest thing I could really say is that we grasped a visual of like really like the event because we we actually visited the community room and just being able to conceptualize what are we looking at? Do we have tables here? We have chairs here. How many chairs are we going to have? Um, where's the food going to be? Is going to be in the back? What's what is the visual going to look like? Right? What's the plan? What's the idea? So just being able to have that idea planted in all of all the SSAC members that we can cohesively work together that was just a beautiful moment and it was really the stepping stone into our action plan. Some of the perspectives that the students were providing at the SSC meeting were regarding like the delegation of roles because this is an event we need people.
Other tier 2 interventions that we could use could be like a check-in checkout where you're working on building that relationship with somebody. You could have a mentoring intervention. There's I'm taking steps as we move along the intervention because got carried away. Um, there's lots of different things that we can do and we can layer interventions. So, we may have a student who started with check-in checkout. They built that strong relationship, but now we see they're struggling with the peer interaction and we're seeing that in the discipline data come up. So now we may add in this additional intervention. So we have a lot of again same same but different. We can layer, we can taper on, taper off. There's a lot of flexibility, but a a broad number would be maybe 10%. >> Okay. Thank you. >> So this is probably a bigger topic than than my question and your answer will be able to address, but but I'm going to bring it up at least.
>> So this is something that Mr. that we have staff to support during this time for lunch and recess supervision. Currently, we do have community staff at our elementary school who are being pulled to support um and is from their job responsibilities also about consistency and the expectations during those time and having staff you know will allow for that to happen. Some people just sorry. So anybody [clears throat] that's correct You think you're gonna get someone to come in for 15 minutes? >> I do. >> Is there a song that you want to hear? >> All right. All in favor 8h. uh supporting the recess and lunch supervisor job description as presented. Say hi. >> I hear eight I the uh integrity network solutions. I'd like to get a motion to discuss the internal broadband services and IT admin and EMG for non- rate support.
So, um, but nothing all that exciting happened in January as far as food wise, but we have a lot of new menu options coming up. Um, Super Bowl kind of menu last Friday and the kids love it. It was like buffalo chicken nachos. So, everything's going great. Um, cafeteria rules. >> Thank you, ladies. Danny, >> anything. >> School board members. I need a motion to adjourn. Make a motion to motion. Say I. Thanks everyone. >> [laughter] >> It's easier when you [laughter]
>> Carla, could I ask the question? um the days we had off >> are we doing with what the state is requiring and do you expect the state to be lenient in any way? >> So we were off six days and we used asynchronous for one of those three synchronous days. So in total we had four virtual days and we used two that technically right now we we would lose our snow makeup days, those potential days we had in the spring. We did submit a waiver through IDOE to see if we can get a waiver for those days for the two that we didn't have a virtual instruction and if we can then those would bring those days back for us in the spring and that's assuming we get no more weather events that call school off but we did apply for the IDO waiver.
How often are we teaching this particular standard? Um, what does that data look like specifically? Um, how can we change our instruction to make improvements there? Um, and every grade level came up with an action plan. And it's also something that um we're hoping to or not hoping to we will carry forward. Um I think it's something we'll start looking more at the building level at specifically. So I always tell Mrs. Starky, thank you so much for applying for these PD days because um they're worth it. Um and it's not often that we all get together. Actually, we never get to get together like that. So um it was a really successful professional day. >> Thank you. Yeah, >> questions for Mrs. Rosie. >> Thank you. >> Dr. >> I'll continue with that. So, last Wednesday, Dr. Jenny French was here and she spent the morning with the academy and the junior high school and we were looking at before, during, and after reading strategies and how to annotate text.
[laughter] So, thank you all very much. I think we we heard um so much about what the students are learning and it's really for me that's very gratifying to hear the the kids be able to talk about what they're learning in just such a um articulate way and without any notes. I know >> impressive and we didn't tell them to say all those wonderful things. We just let the camera go and they just they kind of said what they need to say. Right. And that's what's so I think uh important to recognize is the authenticity which we heard uh when the students were speaking to us and that's the best part of the work you um said I think I think Mr. Oliver, you said this is the best part. I mean, I would rather talk and listen to students over talking about budget and policy as well, just but um thank you so much and thank you to all of our students and thank you to our families.
>> Wow. >> And then we have to have a monitor on there as well. But um I agree I I agree. So there's times I see the buses go by and and there was not, you know, as much as you would think on there. It's hard to tell. You know, they could have dropped off. Sometimes they fill up a bus and one or two stops and half the bus empties out. So, um, but we do have we, you know, we've had, uh, very full buses in the past. I think it's more, um, it's better now than it has been in the past. Uh, but, you know, the the settling of the routes will will really start to take shape once the last phase of the high schools open be a stronger predictor of where you can really consolidate. Um because even if she consolidates now, >> yeah, it'll change.
So, with that being said, if we put questions involving any questions involving a new building, it might be confusing to people and they What is it? We we we I think the survey you're wanting is to find out what's what's the people I mean people's interest really truly in that in the renovation piece. So, um >> I agree with that. I was just trying to say that if you're looking at the first seven questions on Nolan, they're on here. >> Yes. >> It's just they're in a weird order, so it's hard to see them. >> So, if you're going to look at this and try to say, "Hey, do any of these need to be on here?" It should really be questions 8 through 16 that we look at. >> Okay. >> How are How are we going to propose this survey? It's what's the population of the survey?
JBCC talks about the enrollment of non-resident students. Um, we've talked about this just a little bit. The the policy on non-resident student enrollment was updated to reflect laws allowing the district in which the student will be attending to drive into the student's district to pick the student up for transportation after giving notice to the school that they're driving into. So JCA talks about interrogation and investigation. Uh the policy was revised to provide clarity on when a district staff member should notify parents when conducting investigations into violations of students code of conduct or or law. JDCC the bullying plan uh talks about removing references to gender gender identity and sexual orientation. They feel like it's already addressed in the policy itself. JQI talks about adult students and references a policy for adult students being revised by clarifying that administration will determine the placement of an adult student who wishes to attain a high school diploma.
You'll get another uh set of revisions during the summer but these are the most urgent. So if you don't mind um Miss Mazone to go over some of the changes that you are also um recommending. make sure the microphone is on. >> So, uh the recommendations after the data review um were specific to the goal and the outcomes uh of the purpose of the school which is um generating the focus and the target to high school graduation. meaning that uh not sure the my notes are are are not showing but um and the page number however um from what I recall and on my notes maybe I should grab the >> Yeah, you can go ahead and give you >> specific pages are um listed on there to specify the grades 10th through 12th only. >> I'm sorry. >> Um the one of the changes is specifying the the grade change uh to 10 through 12 in Okay.
So, that's the way that we intend to use the space. Um like I said, we're pretty close to the drawings. I think we're expecting kind of that last set of drawings again tomorrow um for one final pass to make sure we didn't miss anything. So, it's really exciting to tell you the truth to be able to do something that's new. It makes me feel really good. Like Julie said, I feel like our students deserve like like a nice facility, right? So, I think that's really fun. Um, and we'll have air conditioning, which is amazing, too, because the rooms that we're vacating will not. They still have swamp. So, we are still expecting to turn the door knobs um for August of to have our first day of classes in there for that school year. They actually think they'll probably be done by the June prior.
Then we get to a student that did a little bit better in terms of their like academic outcomes, but to also acknowledge that they did some, but maybe didn't turn in about 50%. This student did come in for help once the morning of the test, but realizing that that could have been a behavior to better serve them would be to come in more. Here's a student who's realizing from that first test, they did study notes, but for the SCP 2 and five specifically, they didn't do as much review. So that student's really seeing that direct connection from the first to the second test and how their behavior changed. Also just seeing in their own preparedness, I would agree that this student was at about a three, like mostly prepared, but that realizing they could do more to prepare and they did. Um, so it's wonderful to see that reflection.
So that's individual students the percent of individual students who earned one D or F minimally one D or F. >> Just curious why you looked why you looked at the numbers differently between the two. Is there some insight you're getting like why? >> So the difference between the two. So if we go back that's all the grades. So a student could have six seven classes. um and get C's and all of them that would factor in and it's so it's all the grades it's thousands >> why would you look at them differently between the two >> to look at overall how students are doing the percentage of grades that are falling each area but also to look as individually as students what percent of our students are earning grades >> okay >> of in the case of this slide here obviously um grad and you can spin it the other way so right so if you look >> you can't just flip the percent one's looking measuring grades.
We need volunteers and at that meeting we were encouraging those opportunities for the students. So, we actually have um a couple of members who have received club um incorporation and support from VSA, Bionic, and Coalition. So, they're willing to give volunteers for this event and to support that lunch and learn. Um we also have our assistant student ambassador for um board of education, Joel Asuk. he has volunteered to specialize in the decorations and design of the lunch and learn because I mean if we're going to host it, it's got to be very inviting, right? We have to make sure that the students come in and they're they're enthusiastic and they're in a very comfortable environment. Um we also had another um student member at SAC, Milo, who will be in charge for creating the upbeat music to also ensure you know the comfortable environment because you know this is we're we're building some steam here, right?
I'm curious about the uh be good people online source and other sources that you have. Do you feel like those sources are adequately addressing the fact that boys and girls are different and whether that's age 8 or 11 or 15 and their behavior sometimes is reflected as well. >> So one thing I appreciate about the be good people curriculum is that I think it does offer a lot more representation. Um that's something that's very important. We know that Avon is a very amazing melting pot. We have so many different things and our differences are what make us strong. So when we're looking at curriculum, a core piece for the counselors and social workers is that we are finding something that is representative um and that hits those different needs that we have. Um part of the be good people curriculum. One of the pieces that they do is kind of that scenario-based situation.
Yeah. >> So, [clears throat] integrity with this outside service helps us with high level IT expertise in network configuration is issues such as managing DHCP and IP addressing, provisioning and configuring new switches and access points. Uh unlimited remote help desk support for network level [snorts] issues, knowledge transfer sessions for our internal IT staff. um configuration backup. Uh they ma they manage the settings for the backups. Uh firmware and security patching and VLAN segmentation just to name a few things that they help with. >> I'm not sure what number you're looking at. If it's the 24,000, yes, that's per annual. If it's the 1900, that's per month. It looks like you've got quite a big discount there. >> Part of those services are eligible for the -ate 80% discount, but the way that they break it up, not all of them, not all of the services are eligible.
>> I have a question if uh it is declared a state of emergency like state and local or city is that help the waiver at all? It does and the turnaround has been really fast. We just submitted um I think this morning early or maybe late Friday and so we hope to hear something here in the next couple of days. But certainly that helps. There are some rules like you you have to have used up all of your asynchronous days that were allowed which we did. We were allowed three and we used that on our last one on Monday. And then the choice to do synchronous was really just to keep kids connected to school and prevent in the event that we don't get a waiver prevent from using all of those days this spring. So we're hopeful to get a we're hopeful to get a waiver because of the state of emergency.
Um, and then she spent the afternoon with departments uh within the junior high. And we invited our academy friends over again. And then on Thursday, she did a tour of LHS and the intermediate school just to see kind of how ELA um some social studies and science instruction is going. So, generally speaking, when you see shifts in student data, it's not just on the ELA teachers. It's not you can't just put it on the English teachers. That shift really happens when you get your science and social studies teachers on board and implementing those changes. So, she just was looking to see what that alignment looked like. Continuing with the junior high, they had a year with Frog and Toad that was a huge success. Their musical, they had broken their attendance record on the first night. Um, their ELA department, they're looking at some curriculum options.
Thank you to our teachers. Um so much work went into this and it really showed. So wonderful job. And if you want to hang out and listen to us talk about budget and policy, that's just about what we're going to be doing next. So, thank you again for coming out. Stay warm. >> Thank you. [applause] >> And school committee always has an open invitation to visit us anytime at Dlo School. Come and walk through the the rooms with us and see in action for yourself. We'd love that. Thanks. >> Thank you. >> That was awesome. >> All right. Um, so next up we have a consent agenda and we all should have >> Madam Chair just wait till they leave. So give it a second. >> Thank you. >> They're excited. Okay. >> So, >> thank you. >> As I said, we have a two consent agendas coming up.