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yeah they've always been lower or bigger numbers are coming up through the elementary and they're sounding that right i mean remember we're going from class sizes of like 250. no no i know that that sounds about right because i think the fourth graders were up outside the high school we had been the lowest you know this that section had been the lowest uh in the the outside the high school numbers and now it looks like a 320 in first grade as well so we got some certainly some lower numbers i think our challenge will be as you watch them roll through remember we did the addition at the high school but we were already at capacity at the high school again so there'll be some challenges there we know we're looking at additions at pkms for cafeterias because pkms's cafeteria is too small so we're looking to see what that cost might be as well as country trails which only has the one cafeteria they don't have that added space that the other three or the two bigger buildings have so there's some adjustments that we're going to have to make in terms of building just for the capacity of the students at this time and all the housing starts are going to increase too so there's a lot of those in our district it's townhomes and west plain gardens all right thank you for that um next steps to teacher shortage so uh in terms of substitute teaching part of the challenge has been to try to fill up the absences that have been occurring this year which we would anticipate part of that is we had decided to look to see if we had substitutes on board that would be willing to do long-term substitutions for us we've been beginning to fill those positions currently we have two long-term subs that we're placing at central high school some of the challenges are that we have teachers that run long leaves of absences so some of those people are filling those long-term leave of absences so dates of when those can start are kind of mixed in terms of each building so we have two going at central high school two going to central middle school one going to country trails one to hbt currently we do not have anybody for lilly lake two at prairie knows middle school and two at preview some of them have started enrolling if they don't have a sub position for that day in that building they do they have been made aware that they will be shifted to another building to help us fill a gap we have we did extend the salary rate for the long-term sub to all these employees and contracted them for the rest of the school year which is a cost to the district but we thought it was a cost that was worth in incurring to do that additionally we put out some feelers for other subs to try to pull subs into our district at this point in time we have seven that are currently interested in long-term positions some additional ones we've not had before as subs uh so we'll be taking a look at them to see if we can get them in for long-term subs as long as we've received 24 other uh responses that we've been working with to try to get them either certified as a substitute teacher to try to work within our system or to onboard them in some way to try to get some some assistance so i do think we're doing our best we can uh to try to plug the whole of what we're seeing here in terms of some of the substitute challenges that we're having uh but just so you're aware of where we're at if we had somebody you want to be a long-term sub but they said well my kids leave for school at 8 30 is there some flexibility in there if they need to show up you know maybe not before after the start of school but they don't have to show up an hour and a half early like our elementary school teachers do i'm assuming or is that there no we do not we didn't have them set up they're not on the contract day no their contract is coming up for the sub day correct all right and we do have flexibility like some of our people i know they need these days off so we have a calendar worth tracking where they're not going to be on these days on vacation this week but whatever that's a pool of eight or nine right now existing that we've that's for the year for the semester that's we have ten right now that we've long term sub for the year okay and we have seven more that we are onboarding right now that are interested in long-term subbing depending on how that works out for references and everything we need to do there and then we have about 24 or so others that we're currently working on to see what we can do to at least on board as subs to assist does that put us in bed i mean i you know see enough people in my office with various roles in different districts around the area and i mean obviously everybody's hurting but as far as what we have with our numbers and our students and we have 10 and we're looking at 10 more or whatever that ends up being are we looking pretty good compared to other area districts that we might know about as far as their current sub and teacher i think we're faring much better than others we're one of the only districts i know of in the in the county that's able to have all of our bus drivers pam porter's done a phenomenal job of staffing uh bus drivers keeping bus drivers on target we actually had somebody call us today and said hey i'm interested in being a bus driver you guys hung yeah yeah please come on we've set them up but we've been trying to fill all of our positions um even with the mandate for some of the testing that we've had to do we only lost one employee to a retirement otherwise we've been able to maintain staffing by working with them and some some options that we could do um so overall i think we're in pretty good shape uh pair pros we're definitely down trying to find a pair of professionals has been a challenge we might go pick up some of these subbing pools that we're picking up out of indeed sometimes indeed it's not our best solution sometimes they're putting in because they're getting unemployment and then they don't show up so it's really about will they show up for us to actually interview them and have them take the job but having 24 online right now is a pretty good number to work from and hopefully we'll at least ascertain a few of them you know it'll be 10 or 15 and maybe some prepare for or for paraprofessionals so but i think we're in better shape than many districts around scu-46 still hasn't they're way behind in their teaching so it's district 300 they have to fill their teaching positions let alone some of the other positions so we feel fortunate all right next we have a cobia 19 layer protection strategies i included this on the board packet on friday because um although the governor spoke on friday regarding mass continuation his executive order that required masking universal masking was set to expire on october 16th so um thinking okay we need to be prepared to be talking about some of the reduction because we are at 2.8 positivity rate it not as a district is our district we're below 1 but 2.8 across region 8 which is kane and dupage so our numbers are low on our metric levels our metrics are are moving in the right direction um covet is still out there but hospitalizations are coming down county's still concerned about the number of cases per 100 000 being a little high um i meet weekly with the king county health department and i said that we need to begin having discussions about um support for the removal of some of the layered prevention measures as our numbers remain low what i found out this morning was that it was it was um filed on friday on the 15th but it wasn't uploaded until this morning but the governor did execute executive order 2021-27 which extends all of his previous executive orders until november 13th so in my conversation today with the health department i said we need to be having these discussions now because at some point um some of these some some of these executive orders are going to go away and then we have to be prepared for what um our strategies for reduction of layered preventions todd and i were able to speak last week for a little bit about this and i think um you know we had that we basically the same conversation that we had in the meetings over the summer which was hey if we can be creative with who we're masking how we're masking them and when we have some flexibility that we inherently don't have now what would that look like and so i would like to come up with a very clear who are we focusing on we have our you know our early childhood too we have our sped kids or anybody receiving services with especially again early childhood to two we figure out kind of what that looks like we had talked before school started which we all agreed on i think in the july meeting and then that had to change obviously based on everything that was going on about you know sitting when you're sitting in your seats and you're stationary and you're working great your masks can be off so how can we continue as i think we've done consistently over 18 months here um push the the to the very edge of of what we are allowed to do essentially i just want to make sure that it's that that is everyone's at this table is clear that that is my intention to continue to do that um as safely as possible and i think based on our conversations over the summer i think everybody from my recollection was pretty aligned in doing that and i think we have been um again since mid-march of 2020 so um i just wanna also wanted to make sure that that people that are watching and the people that we have here are also hearing that and that is ultimately the goal from my perspective personally and as a board member and as a physician and also kind of you know balancing all of these different things that that i think we have to so um i hope that again whether that is you know if the county says after finding after a conversation about kind of what the county expects in different situations if there maybe is um we make a recommendation and we find out that there maybe is some flexibility there on on our side that if we have again the numbers that support that we feel like the staff can support that making sure that everyone's clear on what those expectations are that again based on our numbers which i would like to use because we are a rural-ish district 90 of it anyway uh land wise what what can we do so that's that's my take on what i would like to see moving forward at least when these executive orders fall away when we do have a little bit more ability to be flexible i think we would agree with you i know todd i talked consistently about how do we you know start to take away some of the mitigation factors are in here but underneath the governor's order we just keep it's a it's a moving timeline and we continue to put through options and how we would start to release some of these mitigating factors once that executive order is lifted um i was actually surprised since i think that was two we were talking about yesterday we thought for sure it was not going to be pushed through and then we saw it this morning when we got in we started looking and there it came so we thought maybe he would release it just because the numbers are said but he did not so we would agree and i think i mean i i i think it would have to be some intentional conversations with our young teacher our younger our teachers teaching younger kids i should say i'm sorry uh because that's going to add a whole layer of you know challenge to a classroom when it's not just your math needs to be on so i think that that may be disruptive initially depending on what steps are taken at which level and and how that would feel about setting up structure right and just recognizing that you know that may be flustering to teachers who have found a group a quarter in when they're still trying to get their bearings and how overwhelmed we know our teachers are when oh by the way now if they're here they can do this if they're there they can't do this and they have to do that and so again just not assume that it'll be not a big deal for our classroom teachers when they are potentially having different expectations i ask that whatever solution they come up with is has some agility to it so it's not like one size fits all like like there could be a certain building that's having an issue at a certain time so therefore you might need some more preventions but if you have other buildings that are doing and tracking really well you know you have to have some some agility in how you how you how you present the preventative measures i think it might be helpful you know what what's our next sporting is the 17th governor is that right something like that um that you know maybe if there's any way if it's data that i don't know what we're doing with the data like if it's something just to kind of show in you know visual format whether it's a very brief kind of outline again our board meeting is going to fall after the potential expiration of something which might pivot us pretty strongly but hopefully if we need to be prepared like you said if it is something we're going to talk about at this table in four weeks then we need to have again an intentional conversation about what that looks like and why we feel the need to implement x and y in one level and maybe not in another so i think that's just going to have to be i think some graphics would be helpful for understanding especially if there's a difference across the system or seven schools yeah we have graphics and all that okay the thing i want to address is um we are moving forward with a different remote learning plan for the people that are out on quarantine in isolation so rachel we we've heard you we've been working on it um we are staying with the liaisons at the elementary school level we did meet with uh some teachers uh the cea to try to talk about income and problem solving it was three three pretty intense meetings where we were able to really be creative and think outside the box and come up with some solutions so i felt really good about that um they're pretty you know on point and targeting and we did a lot of questioning of staff members to see where we could land at the elementary school level we're going to stay with the liaisons but we're going to target them at specific grade levels so that they're locked into certain grade levels and we'll notify the parents we are loading up on our website underneath the coven link kind of what they should be expecting at the middle school and high school level because we a we don't want to overburden students that are home some students that might be sick so we don't want to do too much but we also want to make sure they're getting covered in their core academic areas math ela associates in science and at the high school level we're really looking at mostly the graduation requirements uh so we're not doing personal finance or pe health they really felt that they could catch kids up in those areas easily even though those are graduation requirements but we are focusing on math of one which is algebra one algebra two geometry in uh for ela because it's a four year requirement we're doing english language i was the freshman level one two which is sophomore three which is junior and then a twelfth grade course we have a teacher who will be kind of doing a plethora of what's offered there in some kinds of activities at the science level there's two years that are required so we have bio in chemistry that will be offering a specific direct instruction in in those areas and then for advanced science which days do i miss science we're doing u.s history and a us golf at the end global studies at the high school of our global studies is one of our requirements we have which is more civics-based but an important unit that our important structure that we believe is important for all students to have as well as u.s history and us gov which is a requirement we have teachers who have agreed to take on that peace during their flight time while we're putting them in overload for that time but they'll be covering the remote learning for their content area during their planning time and so they will be reaching out to students that are out so that we talk a lot live there'll be synchronous learning every day uh it could be 15 minutes a mini lesson and then the rest of the time might be trying to connect with a small group of kids that might be struggling some of those types of things emailing talking to parents whatever it needs to be done uh our expectation is 15 minutes of some kind of mini lesson specifically on a day-to-day basis unless there's an activity that was done and there's really not a need for it but they'll communicate with those students relevant to that we believe this is the best way to approach it and to make sure that the students are getting what they need in their core academic areas uh that will begin next monday october 25th uh right now we're putting all the guidance together making sure everybody's kind of on board we've got new coding all kinds of things that we're doing internally it's just taking us some time uh to get everything in place and established uh because we were hearing that parents needed a little bit more support we are still providing for our parents because we do have parents that we've heard that work during the day and maybe they want to do it at night they don't want their kids on during the day they can opt out they still have the canvas and the week at a glance and some of those elements that they could work with their students if they so desire so it's not gonna be forced upon them they do have a choice to opt out of uh remote options or for them for their students some high school students who are really good students or middle school students that don't want to sign in maybe their parents say you don't need that they can handle on your own they can opt them out so we'll have an opt-out form as well for every parent that needs it so they can make the choice for their child that they think is appropriate so i think um i certainly share uh rachel's frustration if my kids were home for 14 days i wouldn't be the one dealing with that because i'm working outside the home but i share that frustration i what i have heard from some parents was that the teachers wanted to take over the classroom teachers wanted to be the ones in charge and and it doesn't sound like that was her situation not to talk too much about a specific situation but i certainly frustrated that nine weeks in we don't have this figured out so however however it is that that situation or other situations are looked at and if we're obviously shifting things and we have kind of a new plan starting monday next week fantastic uh but you know process improvement all the time i suppose it's always a constant trying to listen to what parents are experiencing i think it's it's been difficult in that um our liaisons have been pulled for subbing and we've said you cannot pull them to sub that that it's not their job their job is to be liaison but early on they were pulled to cover for some absentee absences uh which then impacted that so it's just it's finding out all these elements making sure that we're getting things established what they should be doing uh rightfully so i apologize for your experience we surely did not want that for our parents and our community members but i do think people are doing the best that they can and we have you know there's a lot of balls up in the air we're trying to to juggle as we're trying to meet the needs of of all all members of our community do we have that in place though on the third day i thought the liaisons they had been in place all year but i think they were pulling them when they were getting short subs and putting them into different buildings to teach instead of doing their job as a liaison there's holes of communication basically in some abyss where they couldn't really communicate the way they were intended to communicate because they had other obligations correct have you seen less remote need now that the testing the onsite testing is available website testing for our students begins on the 25th as well monday uh we currently just met with uh med lab again today between my curriculum meeting in this meeting and they have established now a qr code so our parents only have to sign in one time other than the students will be in the system so be much easier for our parents to be able to manage for their students um to be able to do the testing and the test to stay so that will begin monday email will be going out to all the people who have opted in tomorrow or wednesday whenever i get it written but it'll be the next couple days all right well we received two foils one from nbc universal related to unclaimed property for the district and that response is included in your in your board packet and some of those are refund checks that maybe were returned or not cash and the next one is from a community member diana rendon who requested all information related to the oath of office name of central's risk management company the official bond carrier and the policy number ensure contact information and i was able to answer all of those requested items of the foia and that's also included in your board packet all right that wraps up the first portion of the meeting would um need motion second to adjourn go on executive session a thief yes fog yes hanfield yes nolan yes panera yes rabe
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oh is under god indivisible with liberty and justice for all we are six tonight is there any correspondence none on my desk okay do we have any visitor savings thank you if you would i think you know the drill if you would please hi my name is dale mclean i have been a resident and property owner in lincolnshire for over nearly 20 years i am disappointed in the lack of home value appreciation in the last 20 years which i believe is directly caused by decisions by this board i only have three minutes so i will be direct i will spend two minutes reminding the board of your decisions protecting home values and one minute with the recommendation nearly two decades ago this board approved the tax assessment which resulted in about a 10 million a year surplus operating surplus instead of subsequently lowering the tax assessment to be in line with the spending this board has repeatedly and continued to approve tax assessments which generate that level of operating surplus as they reported to the board on june 21st of this year from 2006 to 2018 the stevenson award budget for board approved budgets which generated an operating surplus averaging 9.7 million dollars a year so i'll round that to 10 million a year for 13 consecutive years this resulted in an operating surplus or fund balance of 144 143.9 million again i'll just round that to 144 million some people call this accumulation of reserve some call it a fund balance a skeptical person might call this at this level of reserves maybe a slush fund i realize some level of reserve may be legitimate however to me a year and a half cash reserves for an institution that receives over 90 percent of its revenue that's almost guaranteed from property values that stretches the level of intellectual honesty to me growing this fund balance to 130 million in 2017 was apparently not enough so the board raised an additional approximately 50 million dollars of funding issuing two separate 25 working cash bonds one in 2014 one in 2018 and subsequently abated that which means they released it for spending these bonds do not require taxpayer approval and are above the maximum tax allowed by law this working cash law was created to ensure districts had enough cash on hand during the school year and that makes sense it's a repeated issuing this non-taxpayer approved bond though and then subsequently evading the funds probably begins to search stretch the intellectual honesty lastly while taxpayer funding for normal capital spending seems appropriate major capital footprint expansion seems to be the purview of the taxpayer interestingly by building a 144 million dollar fund balance stevenson seems to be in a position to circumvent the need for any referendum for major capital footprint expansions such as an indoor new track or classroom expansion to summarize building a 124 million reserve by taking property owners by taxing property owners about 10 million a year for 13 years in excess of their actual spending using a working capital loan technique which has effectively circumvented the um taxpayer approval for nearly 50 million dollars and approving nature capital footprint expansion uh that ineffective and circumvents the need for taxpayer referendum in my opinion that's intellectually challenging how do we fix this three things very simple in the next budget discussion reduce the annual tax assessment by 10 million dollars a year second stop circumventing taxpayer approval for the by the serial use of working capital loop the working cash loophole and lastly delay any incomplete footprint expansion and submit all future footprint expansion to taxpayer for taxpayer referendum regardless of whether there's a fund balance thank you for listening thank you thank you um any other comments for saving okay uh nick the floor is here sir okay we have a pretty hefty one since homecoming and homecoming week has passed so um to jump right into it um like i mentioned homecoming pass so that was the culminating event for student activities tradition season um so now we're moving on to gratitude um so i think there are four seasons throughout the whole school year um and with gratitude um giveathon can collections and a bunch of other activities that just reflect gratitude so i think that was one important thing to note especially because as we move into the holiday season i think that's just like an overall theme okay so starting off with student council um the pictures are a little cropped in the frames but that's okay so um the four main things i'm going to talk about today are homecoming the assembly student congress and can collections um so starting off with homecoming that pictures just a behind-the-scenes photo of student council eboard decorating for the dance so on thursday night before the dance we have all of our general members um help decorate and then the friday afterward the entire e-board takes a day off of school and we prep um the hallways and then also my team was working on getting ready for the assembly so one important metric for homecoming is that we sold 2 800 tickets this year so that is well over half of the student body which is super important because with homecoming it is um just a community event and when we were talking about student council's purpose at the beginning of the year and recently in our reflections community is something that's always brought up in our mission statement so to have over half the students student body in one event is amazing for us and it's our highest homecoming total in the history of school yeah also something that we were talking about when we were debriefing as a student council is just that obviously we didn't have homecoming last year and we had virtual assemblies so i think it was less of a school dance for fun but more school dance out of necessity just to bring back students and culture and get everyone reintegrated into the school and then also moving on to the assembly when we had our senate meeting which is just a meeting between all four class boards of student council it was widely agreed upon that homecoming assembly was a top highlight of the homecoming week so these are the home stands and the football stadium and as you can see they are completely packed so i just think based off of views we don't actually have actual numbers but it is pretty evident that this was our biggest assembly as well so to have two huge events back to back is really important for student council this was also our first homecoming assembly in the stadium which i think was a great option for cobit and then also it accommodates um a sheer amount of students that showed up for the assembly so that was super amazing for the first time ever the uh the entire student group got to see the band do their marching or their halftime performance it was incredible a lot of like i said it was the season of tradition so great of you to bring up the band obviously is our our football is huge for student culture i think everyone looks forward to friday nights to attend football games so we had pretty much our own halftime show during the assembly period during the day and also we had a couple of student groups um do fun activities for everyone to watch and then the third thing i have on here is student congress so student congress is held every activity period so it's been happening consistently on mondays about once a month so through two student congress meetings we've accumulated over 60 petitions so this is kind of just a subsection of student council and i think it's a great way to represent student voice because if anyone um because class representatives can go to this meeting during activity period and talk about any grievances or things that they think they can improve upon that will help the student experience day-to-day and my team is actually reviewing them so this year we're having a super public list of all the petitions that we've received and seeing um where they are along the process because obviously they get submitted through google form and then student council general members review them and see which ones are feasible and then our executive board votes on them and then they get passed up through um administration and student activities so that's just kind of the process and it's being very transparent this year which i think is important for all students to look at and then the last thing i have is can collections so this really aligns with um the upcoming season of gratitude so student council is supporting nhs in their effort to um promote um and help families during the holiday season so i think we are going to call long grove sunset as well as well as the mariano's on 22 so um and the upcoming weekends we'll have some general members and boards sit out and collect cans so people will go in the store and they see our signs hopefully they'll come back out and have donate a few cans so that's how it always works and that's been super fruitful for the past couple of years and moving on to fmp so um recruitment season is upon us i think i touched on this last time during um fmp also this picture is from missed it men's email so that was nice for me to get um and then also an fmp something super important the signs of suicide or sos program is running an advisory so freshmen will not only be an advisory for half period they'll be there for the whole period and lunch will be provided for them and i think sos is not only essential for freshmen but also mentors alike i think as leaders in the school and people who um kind of develop and create the culture among the school it's important for us to be able to identify signs and others and even ourselves and one thing that i've heard about regarding mental health that i always like to keep in the back of my mind is it's okay not to be okay but it you shouldn't be able to suffer in silence i think as students at students in high school we have so many resources at our disposal to be used like our sst is absolutely amazing i love every member on my sst and i've talked to them when i've gotten a pass or when i just need someone to talk to so definitely lots of trusted adults and programs within our school that can be used that can help students then for nhs so this is nhs's payday with gratitude so going back last week so the blood drive happened on friday and it ran through periods three through eight in the wrestling room as you can see in the bottom left corner that's me donating blood i don't think it shows too much so hopefully no one gets like these or anything but the winter units of blood were donated so that approximately stays about 300 lives so that's super awesome um and then moving on to giveathon this is something that i've done every year at stevenson and i think there are a bunch of kids who love giveathon season so it's central to the season of gratitude um so the classroom leader so basically for givathon there are three to four classroom leaders for each class every period of the day and you go around selling items or just fundraising through classes like fundraising in class like penny wars or anything like that and um in november you actually go out and buy gifts for families or that money goes towards donated baby food supplies or anything like that um so this year they're helping out 300 families and i'm actually working um i'm being a classroom leader for my english class so i'm working with olivia falco and i used to accept two of my good friends and um so we'll be doing that and then yes and then going on moving on to service outreach um one thing that was mentioned at the recent nhs general meeting is tutoring at jack london middle school so this is just an nhs experience for any member um to view so there are seven spots and what's significant about this is it's helping out another school in our community so it's deemed service outreach and with kova that has been on pause for 18 months so it's super exciting to see another aspect of nhs come back in person and then slack and senate updates um so slack is just a bunch of leaders from different clubs and that um that meeting was held a few weeks ago so one thing that we talked about was vision and specifically what will make this year the best year ever so it's a lot of rhetorical questions that you ask or that you answer within your table groups and it's really just an amazing time to reflect to make sure that um your club is really grounded in its initial values um and then also we debriefed homecoming which is something that we also did during senate because student government is super involved with the homecoming decorating process and then also the other activity we did during slack was um defining our culture in three words and also kind of determining what our ideal culture would be so an overarching theme that i saw during this meeting was that we have a lot of student engagement which i think they're just reflected in the metrics like i said for homecoming and the assembly we've had the biggest turnout we've ever had so i think we have students attention when it comes to um putting on events and building a sense of community it's all about just making sure that everyone is super um everyone's like super um going along with stevenson tradition in that sense because with covet um sophomores didn't really have an in-person experience so it's almost like sophomores are freshmen and it's up to juniors and seniors to kind of instill stevenson values in them i think that was also reflected in homecoming like the line outside was very chaotic that's something that we also said about our current culture so it's about making sure that we turn that energy and making it into something positive because we do have the most excitement from the student body that we've ever had last slide oh and this is also a graph for mr eddie sorry um so he made that so like i said we have a lot of student engagement right now because it's homecoming and the assembly um and then it also dies down as we get into the school year and then this actually represents winter break which is kind of sad but except at the end of the school year because school summer break so it's um he said our goal is to keep this as a horizontal line which i'm hoping we can continue with giveathon and other events coming up i think mr odi actually that's the potential in kinetic energy graph for a roller coaster as well yeah so he's going to find the second derivative to find the acceleration just to be sure not so sure but hey student highlights last slide best slide so something super excited that's in person again is diversity council's world fair so it's coming up on the 23rd and 24th of this month and i think divco is super important for the numerous affinity groups um at our school i think one that i've really noticed this year is isa or the indian student association a lot of kids um that i know are a part of that and they've been planning for this so i think it's super important that um they're able to show their pride and their culture through world's fair um and then another thing that i had on here was avisanka so political action club had um is hosting zooms with guest speakers and he was one of them so he's a stevenson alum and he talked about working with the biden administration with government-funded copied research he was super helpful not only and providing insight into what he did during the pandemic but also his experience as a student leader since he was involved in debate and student council and fun fact he was the only student council member to hold three officer positions so i needed to pick his brain about that one um but then next up we have students in voice hockey so like i said last um last meeting i think that students in soccer has also had amazing student turnout but also stevenson boyce hockey is a team to look out for they just beat the number one ranked team in the state and a bunch of my friends are going on the weekends and that's actually a picture in the bottom left corner i think that's from amir's disposable he also took pictures during um dance decorations for student council so shout out to him mr schweinke showed up to this meeting i use your i use your smug mug every other meeting but this time i use football so um that's it for seams and voice hockey and then october 15th was the date set by the college career center to turn in all early applications for college let me emphasize that it was a suggestion i'm cancelling all my plans until november 2nd so that's kind of where i think the senior class is at right now and then some stuff that i didn't get to fit on the slides um this was mentioned at slack but kiva club which um is um focused on helping entrepreneurs in third world countries is hosting balaclousa on october 30th with the benefit night at culver's and all proceeds go to their mission pure helpers is hosting an lgbtq awareness week at the end of october um my friend aditya ombrevan institute student council vp was elected illinois congressional debate association's captain to captains so she basically leads captain meetings um during state tournaments and um sets the agenda for an equity initiative within the association and then also the sketch reds are performing between the second and third period periods during the hockey game on the 30th so going back to students and voice hockey and how that's really garnering a lot of student attention any questions is that it that are important i think for the students on wednesday this week we're having our no homework night so people can have conversations with their family about their class choices for next year as the course book comes out and secondly um just a an interesting thing for homecoming first time ever we had the girls field hockey team perform on homecoming and so instead of having a sophomore football game the girls got to play field hockey on the field in front of the fans and then and then after that was the football game and i think it was i think true it was awesome trish butthauser our athletic director was a great experience so i think we're going to try as we move forward every year to have different sports get a chance to be highlighted during the homecoming game so that was awesome as well no homework night is also known as do your college apps night that's what i'm doing thank you thank you so much [Applause] all right well um thank you everybody for being here and we are excited to continue with our um curriculum team presentations uh last month for our uh folks from um our engineering and computer science and technology division you may not know but this is only the second time we've been back in action with our curriculum team meeting so we're excited to see you uh here tonight uh we had to take a little break with covid but uh we're excited to continue our uh monthly team presentations from our board and um as you all know we've been focusing the last couple years on our social emotional learning initiative during these presentations so i will turn it over to wendy to introduce her um we keep growing team of people here tonight yes this is awesome yeah this is the technology education team and i think they'll go into just a little bit about there now as eric said in our new division of computer science engineering and technology so this is the technology and the technology and engineering half of the division so they're very excited to be here and if you want to put the presentation you put the photos up as we introduce so this is quite the group of individuals you see the personalities definitely come out um in our pictures that's right um so our core leader is michael anderson um team leader is frank radice and then um griffin ford fordberg um ryan may pam kate rossi and kelly smith and i'll hand it over to mike to start us off or brian starting up madison yeah it's hard so just a little bit about the seaside division we are relatively new division um starting in the year uh the 2019 school year um some opportunities came around was to actually like put into place uh some discussions that have been happening for a few years about uh joining the two divisions together computer science had been in the math department uh we were in the applied arts department but i think we found with the course offerings as well as a lot of times the like future goals of the students that take both classes there was a great opportunity there for us to combine and uh kind of integrate our curriculums together make sure that we can offer more assisting um pathways for our students that choose to do this at secondary levels or careers this is a little bit of our course offerings we have engineering courses architecture courses our technology media courses and our computer science courses so currently right now this is our catalog and we are in discussions about how we can further integrate ourselves together with one new division with all these course offerings that we have uh the the people you see in front of you now we teach pretty much uh i guess i'll call it a lowercase r shape of courses um it's a lot of classes to teach amongst all of us so we've got a lot of classes that don't necessarily overlap with each other in terms of curriculum but in terms of theories and how we teach them how the kids learn in them there is a lot of overlap so we looked at our student voice survey which i'm sure everyone is familiar with at this point uh we've been offering it we have data going back to fall of 2017 for this uh we looked at before starting a challenging project in this class how often do you think about the best way to approach that problem and then we also looked at when you get stuck while learning something new in this class how likely are you to try a different strategy so these two questions kind of guide a lot of our classes regardless of what the curriculum is again it's all about that method of learning essentially and what we kind of notice with all of our classes is that we have this one kind of common theme in mind we all have these long-term projects that kids are going to be working on and with those long-term projects there's not necessarily guaranteed success with that okay so if you're looking at the data here basically when we look at the positive responses that kids are indicating to us we hit our peak in spring of 2020 which we all know what then happened after spring of 2020.
⚗ AI-reconstructed · cite from original above
have a roll call please mike davenport here christopher espinoza here fuller jenny hagstrom here terry patterson here joanna vazquez drexler here a little hera here jade toledano here thank you all right sounds like we have a quorum so let's stand for the pledge of allegiance where's the flag where's the flag i pledge allegiance to the flag of the united states of america and to the republic where we should stand one nation under god indivisible with liberty and justice for all all right thank you next we have the approval of minutes can i from the october 18th meeting nope i'm sorry i'm jumping ahead we're on the october 18th the we need approval for the september 20th meeting business meeting in the october 4th workshop meeting is there a motion to approve second thank you exactly i'm sorry thank you very much i'm sorry all right joanna vazquez drexler aye terry pavich aye mike davenport aye christopher espinoza aye drop fuller sounds like the meeting minutes are approved next we move to the reception of visitors uh public comment um the meeting agenda includes two opportunities for comments from the audience the first reception of visitors is intended for audience members to address the board about any agenda item on which the board will vote the second reception of visitors is intended for audience members to address the board on any topic pertaining to community high school district 99 comments will be limited three minutes to provide all visitors an equal opportunity to address the board individual need individuals needing more time to submit their thoughts and writing to the board's secretary visitors addressing the board need to submit a comment slip to the board secretary and will be invited to the microphone prior to addressing the board audience members should state their full name the proceedings may be tape recorded for the purpose of producing accurate meeting minutes well i don't think we're really tape recording anymore are we we're video streaming yes and the board's presiding officer reserves the right to modify these protocols if circumstances weren't audience observation of these protocols is appreciated so i have no slips for action items we do have a light agenda for action items this evening and have not received uh any slips for that but we have some for the second reception does anybody else uh well you still yeah i flew up ahead of time so if there was anybody that wanted to speak on these items we just need to slip from you okay so we're going to move on to recommendations and reports as superintendent and i'm going to hand the gavel over to mine thanks thank you all right good evening everybody uh before we get started on our regular business i'd like to recognize the principles and associate principles at both north and south high this is national principles month in october uh the last i think the last week day of the month is actual principal's day um but we will be recognizing our administrators for all of their excellent leadership and hard work in the district this month and today is one of those days that we recognize them courtney is here ed unfortunately couldn't be here this evening and i'll just show everybody the goody bad try not to drop them so courtney on your way out courtney if you need help [Laughter] i only deliver i i don't know what happened to yeah no thank you thank you i wish ed was here this is his uh last year as principal so yes and this is ed's last year yeah so and courtney's first all right so it's really to recognize the the work of the entire principals or uh assistant or associate principals uh during this month so they're a wonderful team of people to work with and uh we appreciate them greatly so thank you both for all all right uh just a quick update on return in person learning we updated our metrics this morning you can see for our numbers are really i hate to say it really good yeah comparatively especially uh you know at the high school level we're doing really well with all of our activities running and the number of cases new cases won each of the last two weeks so overall people are doing what they need to do to keep our schools safe so i appreciate the work that everybody's doing we did receive some updated guidance late today on new definitions around what outbreaks are going to be considered from idph i haven't had a lot of time to process that yet but it looks like it's more reasonable than what we saw before with you know just any transmission being an outbreak so i'll i'll take a look at that but it didn't look as a cursory look of the new guidance and faqs that there's anything that substantially impacts what we're doing so uh you know new guidance coming in uh the governor's executive order on masks expires this week so we'll see what happens uh with that we expect to hear something by thursday on that so we'll see what happens i think that's all i have for the return in person learning update any questions from any board members all right uh the core of tonight's meeting is really about uh the proposed new bell schedule for the next school year uh gina and i are going to tag team on this a little bit really as we head into this week we'll be communicating a lot of information with students families and staff over the course of this week tonight's presentation is intended to be a general overview of kind of what we're we're starting to look at proposing to do over the course of this week we'll be emailing everybody a a whole bunch of more detailed information a 20-minute video that jaden scarlet helped me put together that go dive deep into all of the information it includes the full slides that make up the video it provides an overview of kind of the potential bell schedule and a feedback form for people to offer their feedback on what we're working on at this point what's important to recognize is that people are seeing this as we build it okay so we we will present uh in in the in the materials that go out some of the challenges that are being presented and some of the things that we need to work through these are all things that we administratively could easily solve if we just wanted to make a decision from the superintendent's office however we feel like these kinds of decisions are best made with input from the folks that are closest to the impacts that we're making so and really the way that the flow of a school year works if we're going to make a schedule change for next year we really need to outline the core of that change by november when we start to head into course selection so that students and their families are selecting a schedule knowing kind of how the flow of the day and year will will occur so we don't have to have all of the answers by november but we definitely have to have a structure built by november and then we need it in november to be ready for it to be in place next august yes no that's a fair question all right so overall what is the change that we're talking about uh really we're talking about just changing substantially two days of the week actually all of the days will change slightly but really two days the week go from the eight period day to a block type schedule where you see half of your classes one day and the other half of your classes the next three days a week are traditional eight period days so we're still building around a traditional eight period schedule it should not at all limit the ability for students to get the courses that they want to get or you know it's still built around that we just restructure time on two of the five days by restructuring those days you're going to see some of the benefits that come from a team that's going to share some of those with you in a little bit but other features that happen on those two days are access periods which is some time each day in which all students and all staff are freed up at the same time so that students can get help from whoever they need help from or they can accelerate using the resources that we have here or take advantage of the building resources or see triple s or support staff or whatever students need they can access those resources or we can drive students towards those resources if we know that they need something during that time also you'll see a feature in the schedule is when their lunch period rolls around in the block days they get an extended period of time to do some of that as well also in those times we can push in and provide resources to students so things like the college and career center or scheduling or college planning or meeting with the trades or meeting with businesses in the community tasks that just eat up time throughout the year like a yearbook photos or bubbling in for the sat or survey any of these number of things that chip away at instructional time in various classes throughout the year can fall during these times as well which keeps our class time our instructional time with our teachers more protected and it actually puts more instructional time back into the school year [Music] and like i said more details will come out later this week with actual times and and structures and those kinds of things now really the way that it benefits students is in some key ways i just shared with you some of the flexibility in their day in that schedule access to teachers and resources a huge piece of moving to a block a couple of days a week is stress management because students so monday they'd come to school they'd see all of their teachers tuesday they'd see all their teachers that establishes kind of the baseline for the week then they go home tuesday night and students only have to prepare for half of their classes the next day so it takes the workload and cuts it in half on tuesday night when they come in they see they're half of their teachers and they have to go home and prepare for only half of their classes the next day because they're longer durations of time then finally they come in they close out the week and see all of their classes to close out the week and then we repeat the following week so that kind of break in the change in the schedule in the middle of the week really tends to lower stress levels for students and then the the last piece is preparation i always hear from students that we prepared them wonderfully academically post high school i hear over and over again that students were easily outperforming their peers when they ended up either in work or the military or in college once they leave schools with what they know but i continue to hear from students that wish that we would have better prepared them for managing their time and activities because they're so structured in over the course of a school day and post after after school with their activities that there's not a lot of time where they get to make choices as to where they are structuring their time and spending their time we've started to add some of that this year with the full period lunch schedule where students have at least half of their lunch period each day to structure and make choices and and to get help but this would add a little bit more of that throughout the course of the week and i keep hearing from people like why are we going to make this change now well we were preparing to make this change starting with this school year because the we've looked at a variety of schedules for the last two decades and what's really prevented us from making a substantial change is the physical layout of the buildings that we wouldn't just like what we see with lunch periods this year we didn't have space to to house students and to get them access to resources where our new common spaces allow for that to occur so we had planned on this being in place for this school year pandemic got in the way a little bit with that but now we're here the spaces are up and going we're returning from the pandemic in our traditional schedule to give us a year to kind of work through this understand it get feedback but now we can accommodate a schedule change moving forward all right anything on what i just shared there i'm going to get a little bit more into the weeds here all right so if you walk away with three key takeaways uh this is what i'd like for you to to take from this really the the first change is uh this allows students more access to teachers and resources and it lets students spend a little more of their time where they need it right now the way that the schedule is locked in you get 50 minutes per class every day each day of the week and that that's how the time is structured but by adding the access and the resource periods there's some student choice there or for a student that's having trouble making good choices will structure the time for them so that they are applying more of the time over the course of the week where they need to spend it or where they choose to spend it if they're performing at a level where they should have choice the next thing is it allows staff to leverage different opportunities for lessons and activities right now everybody's kind of working in the same 50-minute box every day if you want to do a longer activity you have to spread it over to you can't get kids into the flow of this longer activity and then stay there it has to end in 50 minutes when the bell rings and what this allows is the same kind of thing we've done with the building is build in flexibility make it so that they can leverage time to work for them just as we've started to change or drastically have changed our buildings so that the building can work for lessons and activities so it gives teachers another tool to plan and build around throughout the course of the week and finally as i said earlier it adds instructional time into the school year it compacts the school day one of the features of this is that we get rid of the late the extremely late start on monday and instead we're when the schedule goes out the proposed schedule later this week everybody's going to see a little later start every day of the week which we know the research shows for high school students the later that you can start and still make the day work and all all the things during the day and after the school day work the better it is for our our students to learn and then there's a consistent start time and end time each day of the week as well so those are the key takeaways there so this just takes everything i said and puts it on one slide i'm not going to read it to you again but this helps people that want to go back and review that information so let's let's look at it in big chunks and as i said going out to the community we want to make sure that the all students and family members received this information at the same time so that's why an informational email will go out on wednesday to everybody but what it'll do is it'll fill in the times into these blocks and dive in even deeper into some of these concepts and ideas but this is the general flow of the week so you can see uh on monday tuesday and friday as the board has seen before we have eight period days just like we have now like i said three of the five days a week don't don't substantially change two days of the week you can see wednesday the odd period classes meet you can see the featured access period in there which we discussed and you can see there is a lunch block that lunch block is an instructional block and the lunch period so when you look at this every class period 1 3 seven five all receive the same amount of instructional time that seventh block on wednesday the third block of the day is your instructional block same length as all the other classes plus there's a lunch period in there and then the way that this flows because we need to move one third of our kids through the cafeteria at a time there's a group of students that would start that block with lunch there is a group of students and this would be determined by class so your class would either start with lunch have lunch in the middle of that block or have lunch at the end of that block now that's where they would be typically scheduled from the beginning of the year there's certain classes that you wouldn't break up typically you wouldn't schedule to break up the long block classes that naturally would benefit from the longer block or would have challenges transitioning like a pe class you're not going to have students dress start an activity come back change go to lunch change go to go to pe right you're either going to start with the instructional or the lunch block or you're going to end with the lunch block science classes are another one because typically they're going to try to schedule longer labs into that place but there's other classes where you can make it work and structure your activities either way the nice thing of how this is structured though is if a teacher necessarily needs a longer block we can just switch that class with another class and one class would get the longer block and one would get an interrupted block there are some classes even science classes as a former chemistry teacher there were many labs where you would do one half of the lab and something would have to filter or cool or something would have to happen before you could move on to step two so like a science class that would traditionally not have a break i might go to the associate principal and say hey you know on next thursday it would be much better for the lab that i'm teaching to have a break in the middle so if you could could i start with my class and have lunch in the middle and they'll probably be a list of other teachers that are listing out hey you know the activity i'm doing that day it would be a lot better i typically have a break in the middle of the class period but it'd be much better for me if i could teach a full block consecutively and it's just a switch and then we make it work for both teachers both classes and it all comes together so there's flexibility in that structure as well you'll see in this sample student schedule their lunch period that in this sample is sixth hour happens monday tuesday friday at the same time but then that lunch period rolls back through as a block so that's another chunk of time in the students schedule in the week where they can get help they can meet with counselors they can get ahead they can there's any number of things that we have throughout the building where students are always trying to squeeze those things into their calendar into their school day that now they can take advantage of those during the day and not outside the day um so that's the general feel can you elaborate on the thursday it looks like the whole they're gonna have lunch and then lunch yeah i mean it's just the way that it fell in this sample for this this student another student might have lunch fourth period and then they don't right so what is that resource then that resources when their sixth period lunch rolls back through the schedule so that sixth period that happens on monday and tuesday it falls again in their schedule somewhere on wednesday or thursday so that becomes unstructured resource block where we'll put activities into that time and students will have that time to also get work done just like they do on the back half of lunch right now so it's about two hours at the end of the day of unstructured on thursday for the student it'd be a 45 minute lunch period and then whatever duration of that other lunch block is yes so um can they leave that's that's one of the decisions that we have to make over the next year as to whether students would be if they would be able to leave and on what days like if that's a day where we're putting in programming and you're meeting with your counselor or we have some kind of programming in place then no we need you to be here but if it's a day where it's your time that's a discussion that we have to have about uh would that that be the time that you you could go where parents could plan on that being there and that's where you schedule the doctor's appointment or you know the trip to the dentist or uh a work experience you know any number of things that that are going on that families need to find time to schedule into the week as well i have a question during that unstructured period how will you keep track of students who are not choosing to use that time wisely yeah it's the same thing we do now with the back half of lunch periods yeah so if if a student needs some kind of intervention or resource we can schedule them into that during that time so it wouldn't be free because they haven't demonstrated that either they can manage that time or they've demonstrated to us that they need some other intervention or support during that time someone's monitoring that correct okay and who would that be it's a combination of the counselor and the administrative team that are putting all of that together we also have our student success coordinators on on staff that are helping students that are struggling as well that would be part of that team i think part of the idea here is that um that this is an opportunity to help the students transition into being better managers of their time as you were saying earlier absolutely as opposed to everything always being just so you can see the beauty of it i'm just concerned there are some students who really oh sure never really mastered that skill into college and so i'm going somebody's got to be keeping track of them well part of this structure allows us at the beginning of each year especially of our freshman students to teach them the structures of how to manage your time and the strategies for that and the expectations and like right now we have to rush through that at the start of every year because you know we have that first day of school where we do some of that but it's you know about an hour presentation and then it's like okay kids let's go and then we kind of shepherd them through the school year where now we have time built in where we can teach some of those skills that we know students need whether it be managing their time or studying or you know reaching out to teachers or activities they can be involved in all of these things that we hope that students just naturally absorb by being here we can be a lot more strategic and intentional about giving our students the skills that they need to be successful here over their four years that right now kind of the way that the the year and everything is scheduled you kind of have to absorb that and we're seeing a lot of challenges especially coming back off of a pandemic with those soft skills so this intentionally allows us to structure a year where those activities and lessons are built in and we can definitely help our students be more successful at all times here and during the less structured time thank you so i i know this has yet to kind of go out you said on in the notes on wednesday are we finding that a lot of the students are wanting something like this well let's ask our students jade scarlett what is your take and be honest on the hybrid schedule yeah i mean that you're here to represent your peers i like the hybrid schedule i liked it last year it takes a lot of stress off and with my course load if i could only have to prepare for half my classes it would make my life astronomically easier so i think it'll be benefit there are going to be some you know quirks to work out but i think i think the students will like it they talk about it now they're excited i mean personally i agree with scarlet 100 i feel like with the course load i'm taking it would be really helpful to only have to prepare for half my classes but i also have heard from other students that they're not the most excited i guess but i think that is to be expected since everything is still changing a lot this year so i think implementing this it will be something good as long as um we work out those little things that we still need to do and then i know chris is a previous student so just curious yeah i think i agree with them that only having to prepare for half your classes at a time seems to be uh easier to prepare for the day before it takes a little bit of the stress off you know in college for me i have classes monday wednesday friday and then tuesday thursday and only having to prepare for the the test that day you know instead of even like monday tuesday and friday being all the classes i think you know you can you can suffer through friday because you got the weekend to come up and then monday is a good reset to get all your information from your teachers but that break in the middle of the week is usually when the stress sort of hits its peak and i think that'll take off some of the some of the mental wear that it puts on students okay thank you so while they would only have to prepare for half of their classes isn't there a theory though too like hypothetically with an english class you might have more reading to do or something because it's a longer class absolutely yeah yeah but there's a lot of research about this the switching and uh getting into the flow for one you know half of those classes is easier on a student than prepping for eight separate ones right because it might be a little bit more for a class that night before but it's not keeping track of seven different classes it's now three or four different classes that you're really digging into and then just to confirm on the day where there's math and lunch they're going to have a full hour and a half of math or they're going to have a broken down yep that would be uh it would be the same amount of time as the other classes that meet that day okay but it may be split in half it might be split for you know because we still need to move uh students into the lunch period we you know can take a third at a time so some of our classes are going to have to be split that way in order to accommodate uh getting everybody in and out of the lunch period so last question for me um so the classes on that we see thursday are longer classes correct how you know i think about attention spans right yes and having kids in that class for so long i think sometimes breaking up a day you know gets you to kind of refresh and get ready to go back and fit into some other course um so just that movement so that's another thing i was wondering are we incorporating a break because you're talking about an hour and a half long class right not necessarily yeah you're talking about a longer class yes okay but what what teachers will do in that space is very what activities and lessons are occurring during you're not going to sit and listen to a lecture for an entire block it's a time to build in longer based activities things that take a longer duration of time to engage in i doubt but no teacher should be lecturing for you know you shouldn't sit and get for an entire block that's the time where we should be building in more active type of activities that take a longer period of time that are a lot of times either not built in because we don't have time to do those in a 50 minute or they're truncated so a teacher has to get it up and going the kids have to start it and then just as they're kind of getting in deep into that activity like the bell rings and we gotta pack up and we we gotta move on where this would allow at least one day a week where for that class you could really go deep on an activity or you could structure multiple types of experiences during that block where for a little bit of time you might be listening and then you might go do an activity thing then you might have a little bit of group work all structured around that same topic for that class period i thought that that was one of the criticisms that students had with remote learning is they felt like the classes were kept going on and on and on and there was no breaks there was i mean you know sometimes you have to have a potty break or yeah yeah teacher's neck breaking and i think that that was one of the big criticisms in some of the questions so i want us to be really careful because we did run a hybrid block last year and we did that for a lot of the same mental health issues for this year but students working from home for 80 minutes without the structure of a school or the adult in the room is much for class period after class period after class period is very different than what this would look like with students back here in person all right one of the things i had to do when i because i had a similar reaction to you know oh my gosh you know and my mind goes right back to when i was in school you know i'm thinking oh man how many times i sat there watching the clock you know and and um but school isn't like it was you know uh for us um thankfully so i think we i think i think we've learned a lot of lessons i think teachers also know from one of the benefit last year was unusual and we did have the blocks in there but it did give us a year for teachers to find some things that worked and some things that didn't and how something structured actually help students make the time go by and use it efficiently and other things not so much right so although i would never say that last year was a dry run for this because it wasn't but it wasn't lost in the fact that teachers did learn that there's different ways to structure time and activities and things that make it work and things that don't right um and i think we'll all be well served by having as we are this year students back with us in person as we structure those times and activities was also going to add that that um you know this experience last year obviously helps us as you interested you know learn and this was something that we were working on prior to last year as well right so um for you know for our community to know that this is not something that we've just quickly put together here in the last couple months and we're trying to you know this is something that we've been developing over a large period of time and having our situation with covet last year um while not ideal at least we got to experience experiment a little bit with this and see how that would help with remote and we learned some things from it and i i'm i'm hopeful that all that experience is going to lead to more success coming into next year than we would have had and we've gone into that this year not having gone through what we've gone through for the last year so yeah the the time frame a presentation similar to what will go out on wednesday we had prepared to go out towards the end of the school year in when did we go out 2020 yeah uh that was supposed to go out and ask the same get feedback and you know but then as we were dealing with the pandemic and then we we had a window of time where we were going to send this out even over the summer there but then we knew based on the guidance that we're going to have to be looking at alternative schedules we just thought it was just too confusing to be talking about a year from now with right now so we just put a pause on it so we're back to it now that we're back to a normal somewhat more normal school year and a more normal schedule we feel this is a time to have that conversation and as i said we need to make a decision here by november so we know what we're doing for next august so you have the fact the faculty support or yeah we've worked along with the teachers on this since the beginning and then again if there's an opportunity to offer final exams that would be yeah it would fit naturally within the schedule and that's going to be a department decision course team yeah yeah because each course kind of has a little different approach and different material and topics and strategies that they're using to teach that material so i had a question um in terms of teachers and and maybe you're going to talk about this tonight you don't have to talk about this tonight um but from what i've read which is not extensive but from what i've read about black schedules oh sorry sorry can you hear me now i don't think it's a little bit hello hello no no um i was going to say maybe you're going to talk about this later or you don't have to talk about this later but the question i have the reading i've done about this which is not extensive but the reading i've done you know there's pros and there's cons either way you go but we're i've seen a thread is that where block schedules have failed it's because some teachers embrace it and run with it but a fair number of teachers don't change the way that they teach and so there is actually then lost time because they don't teach the last 20 minutes of the class so i'd be interesting to know if we go to this how we're going to work with our teachers how we're going to do development how we're going to support how we're going to do evaluation so that's also one of the strategies of trying to have this structure out and approved and in place now because it gives us half a year to work on those strategies we also did a lot of professional development over the last year when we were in a block schedule of how to plan appropriately for those lessons right so we've already started some of the professional development around this i think a lot of school it's also i'll also caution people that look at some of the research out there we are not moving to a full block schedule right so schools that move to a full block schedule five days a week that are structured like this it's a lot of changing in the planning of how you're going to do things we're moving to two days a week right so three days a week our planning is if we've planned in the past now it's one less than a week that you're changing and many of our teachers have lessons that span multiple class periods already in a week right so instead of that lesson spanning two class periods you'll be able to restructure it and get it into that single class period where it makes sense to do so for that longer duration of time so this is not as drastic of a change as a school district that would be going to like a four by four block or or some other structure like that you know this is restructuring the middle of the week to provide some extended time so it's not a drastic i know it may feel that way is a massive change but really in the whole scheme of planning and building lessons and activities this is not a seismic change it's just a it's a good change for the reasons that i've mentioned you know the especially the mental health aspects and stress management aspects the flexibility and designing structure and the ability for students to get the help and dedicate time on what what they need are really the keys here making this change i've been talking a lot i'm going to turn it over to gina she teased me earlier before we go to gina could people just make sure everybody's got their mask on please thank you ma'am [Music] could you put your ass down please over your nose thank you thank you all right uh so i've talked about a few of these but i'll let gina highlight some of the things that i haven't talked about which may not be anything sorry gina um some key points in terms of an increase in instructional time aimed at some of that late start monday time so there's a consistent start and end time to the day for students every day we're also pulling back out of sometimes going into classes to actually get some of the activities required activities done for example um we've mentioned bubbling for the essays those kinds of things taking those out and putting those it's also an opportunity for students to meet with teachers to ask for help during the school day and giving them some choice giving them the opportunity to make choices about where they go to get them home increased instruction time on the black days will help for deeper lessons and activities in land-based sources and will also provide time this schedule also has some flexibility built into it not only for choice since you can help the possible stands for enriched furthermore currently professional development primarily on the late start funding this schedule we've been building [Music] development built into the schedule one of the questions that we've been asked by that goal especially in life really taking the best of three a day we along with the information that's going out this week is an faq that has some of the common questions that we've heard on it this is one of them that will be included and this is basically the timeline so we finalize the prototype and that's for students and parents to give their feedback on the schedule we are planning to finalize the schedule and seek for it next month then december through may and including teachers on those cities [Music] uh one thing i will i'll point out that gina mentioned the committees up to this point uh we've had over 20 students providing us feedback or you know had the opportunity to provide us feedback on this about 30 parents and about 50 staff members that have been working on it up up to this point to see this prototype that'll go out uh this week and now everybody will have their opportunity to provide us feedback that then we'll go back and and see what concerns in there maybe we haven't thought of or or haven't uh responded to yet um it's important to note we're we're not like blazing a new trail here right there's other schools across the country in the chicagoland area that have made schedule changes that incorporate aspects of these changes so whether it be the access period there's lots of schools in the area that have something similar to that whether it's block you know later start times there all of these aspects have been worked into high school schedules in the area or across the country in the last uh last 10 to 15 years many of them correlate with changes in facilities because you you have the flexible space to be able to make these kinds of changes uh in the school day all right any other questions that we haven't answered yet you're waiting on the to give us the actual time yeah all of that will go out to everybody uh on wednesday so a sample schedule and everything else as i said i i could have debuted it tonight but then it would kind of go out to some people get it tonight some people would get it over the next couple of days we really felt it was important that you know all the students and families saw it received it at the same time so wednesday that information goes out all right the only other agenda items foia documents is our monthly report that we've received foias and we have responded to them and all the information is available on our website anybody here yep okay moving on to our consent agenda is there any consent item that any board member wishes to extract yeah no then we need a motion for the board of education to approve the consent agenda as presented which includes a the personnel report appointments exempt appointments classified b the personnel report retirement administration retirements classified resignations classified see the financial pages indeed the educational tour ggn bands inquires 12 27 22 through 1 323 europe united kingdom so moved second mike and terry thank you mike aye jerry pavich i with a heavy heart juana vazquez drexler aye christopher espinoza aye troll fuller hi jenny hagstrom aye the consent agenda carries moving on into new business the first reading of the policies and resolutions [Music] uh policy committee met this month we reviewed many policies recommended by the press uh a couple recommended by the board's attorneys and one resolution recommended by divorce as always this is the month to take a look again if you have questions asked about recommendations oh we'll take action on exponential resolution separate from the policy for the resolution no you covered it thank you oh one other [Music] last couple of years we looked for any policies that we had that press did not and i believe a board member pomonado put us on schedule uh how we're frequently reviewing our own unique policies uh mike contrell this time asked for us to put together a schedule to prove new policy if not yet julie's got a nice spreadsheet of course she does thank you thank you julia yes absolutely julie okay moving on to the second reception of visitors with public comment this is the second reception of visitors which is intended for audience members to address the board on any topic pertaining to community high school district 99 comments are limited to three minutes to provide all visitors an equal opportunity to address the board individuals needing more time should submit their thoughts in writing to the board secretary mrs nadiak visitors addressing the board need to submit have submitted a comment slip to the board secretary and will be invited the microphone by order prior to addressing the board audience members should state your full name the proceedings are being recorded for the purpose of producing accurate meeting minutes and are being strained live and i reserve the right to modify these protocols if circumstances warrant audience observation of these protocols is appreciated that there will be a timer up there please wrap up first up is fridge print are we up and running hold on [Music] good evening i'm rich brennan the downers grove taxpayer do you remember nikita khrushchev's prediction in 1959 quote we will keep feeding you small doses of socialism until you finally wake up and find you have communism end quote remember socialism leads to communism today more than 50 percent of college graduates believe in socialism i wonder where they learned that they were not taught about the great american land of freedom and opportunity here's the progressive communist recipe eight ingredients control health care and you control the people d-99 board follows all masked mandates and lockdown orders teaching young people to obey government without question evidence that masking and lockdowns will not eliminate covid19 virus is called misinformation increase the poverty level poor people are easier to control and will not fight back d-99 equity politics says outcomes must be equal for all equity politics just spreads academic failure and poverty by lowering standards d-99 academic performance hasn't been too hot the last five years increase the debt and taxes to an unsustained unsustainable level woke federal spending and insane debt will impoverish d-99 graduates poverty helps communism federal tax money influences d-99 to obey politics rather than parents the welfare state creates dependence on the government the failed u.s welfare state is not challenged within the d-99 educational system the 99 kids don't know of a world where the family supplied lunch not the school gun confiscation opens the door to the police state look at canada new zealand and australia where they have no second amendment to remind government that government is instituted to preserve our rights take control of what people read and listen to and take control of what children learn in school the d-99 board has taken that control with not so good results remove god from the government and schools so government becomes god how about the ten commandments as a counterforce to oppose inappropriate sex education in school divide the people into wealthy and poor as in crt equity politics class warfare is a tenet of crt even if you don't call it crt any questions thanks to our wake up hotline callers and one more thing you know why we're here because we love these kids they're our nieces and nephews our grandkids our neighbors kids just like you and one more thing we don't hate anybody we disagree with i guarantee you that thanks [Applause] i'm sorry my name is marcela durdik cheray i'm a 25-year district resident i've mentioned here before that i've spent over 20 years researching threats against children via public health initiative i'm not willing to give up my fundamental civil liberties for the false narrative and mass psychosis that is coveted i refuse to perpetuate what's become a two-tier discriminatory system based on perceived health status that's the real covet threat the slippery slope that threatens our freedoms more than it does our health you fail to understand this or worse you purposely disregard it you've shown where your loyalties lie and that they most certainly can be bought you sit here month after month and obediently parrot what the kovitzars tell you that understanding that decrees from alphabet agencies do not override individual rights to bodily autonomy or parents rights to make decisions for their children you've implemented masking you talk of test the state strategies quarantine policies which you can't enforce without parental consent or court orders a call from the school nurse doesn't cut it parents please understand that and you advocate for vaccination you provide nothing but ad nauseam regurgitated mainstream medium talking points all for some supposed greater good freedom is the greater good we should all align ourselves with not propaganda campaigns i stand in truth so here's what i challenge you to do cite the authority of law that supports any reason for violating an individual's constitutional rights provide the statutory laws that give you authority over personal health decisions not executive orders business policies or directives but law to be clear provide the legal basis and rationale not remarks such as it's our policy or we're following health guidelines on second thought don't bother it's rhetorical those laws don't exist there is no question we the people are free to choose freedom is not bestowed it's innate and divine the question is whether we're shaping a society that supports and protects our freedoms or one that subverts and overrides them while discrediting those who descend you either align with freedom or you don't if it's the latter i suggest each of you renounce your citizenship and leave this country because you clearly don't understand what it means to be an american [Applause] good evening i'm linda schranz 35-year resident of downers grove my daughter is an alumnus of donor school of north and i came tonight to speak in praise of the board's effort to maintain safety for the children teachers and other staff despite pushback you're receiving from some members of the community i voted for each one of you up here and the reason i did was because some of you i knew already some of you i spoke with in person some of you i read about but the thing was is that you all presented to me people who cared about the children in the community so that's why i voted for you that's why you're standing up there right now i um i really believe that you would be able to craft policy and oversee the education process by trying to provide every child a positive and safe environment i've heard a lot of talk about masks and personally i hope they stay because they have been demonstrably shown to minimize the contagion of covindite and an added benefit is they also help spread they help hinder the spread of the cold and flu so i just want to come up and say i think the board has done an excellent job of providing clear direction during this turbulent time i hope you know that the majority of people in the district support you and hope that you will continue to serve us in the future thank you for your service [Music] i'm janet winningham i'm a district resident i'm not sure i can speak um more eloquently than linda did but i'm here to thank you for the work you do i think that the um covid numbers that you showed tonight prove the uh the work that you do that that you those numbers uh say it all and that masks are effective they are important and uh for my own personal opinion if somebody doesn't want to wear a mask fine stay home but school boards as you know are under attack nationwide it's a stressful time and i appreciate that you are serving and doing a wonderful job for our students thank you [Applause] [Music] hello i'm margaret brownlee i'm a resident of westmont for over 30 years i used to teach school but it was too hard so i quit and became a chiropractor instead it was much easier i'm here because i'm interested in helping you create and support you in creating really healthy happy community in school i'm really willing to listen to others with opposing ideas i believe that's how we grow but i'd like to read a couple headlines that kind of alarmed me the first one is the right wing political machine is out to take over school boards by fanning fears of critical race theory and i can lick my tongue okay we'll just go to the next one the coke connections and the sham grassroots appearance defending education parents defending education is corporate school privatizers going hard right to attack school boards superintendents principals and teachers it is kind of a dirty game i guess you're aware of it i hope and it says a lot about a grassroots system particularly one related to a political operation so now i'm kind of wondering if some of the controversies not all of them here but some of them that i've observed and you have to may really be about healthy choices and freedom or are they more contrived movement to break down an institution that is part of our local governance we need institutions we need you and i think you do a great job a book written by timothy snyder called on tyranny discusses 20 ways to break down democracy number two was to go ahead and destroy all institutions we as a community will either rise together or we're gonna fail together we are all connected the human body if one cell goes dysfunctional i don't know if you're aware of this but every other billions of cells in the body at that moment are identified notified and communicated that something's gone wrong so every other cell actually harnesses energy to go help rescue that one cell if a group of cells continue to dysfunction we get something called disease of an organ and it ends up usually not very well they can often end up in death that's how a community works i know um that we are here to listen and to work to others and listen to others views but i want you to have the task to pull all of us together i know that that is your goal and you're doing your best but if there is a concerted effort to actually destroy you as an institution i think you need to be aware of it as i have grown to be aware of it thank you for being the warriors that you are trying to keep the school system working and keeping all of us together i want you to just be cognizant and consider this may not really be about masks or vaccines or coveted or racism many of us have your back and understanding this challenge i hope will help you in negotiating your institutional goals thank you for all your good work [Applause] excuse me could that gentleman in the second row please put his mask on hello i'm laura hoyes we have been addressing the board now for six months as an organization known as wake up d-99 and we care very deeply about our kids and that's why we're doing this we really want information we're seeking to understand what is happening in our schools and rightfully so i think that there are three areas that i'd like to address tonight where we have questions and i understand that board policy does not permit answering questions in this forum but i'll go ahead and let you know what what's on our mind and then follow up with questions and hope those hope those answers will be forthcoming we have made email employer requests and direct requests for information and we've gotten a few answers but we've dealt with a lot of resistance to disclosure of information that we simply need to know first of three items is we want to know what educators are being told to teach our kids we want to know what training is actively going on and in those responses to foias we learned that district 99 has been conducting workshops for faculty members since 2015 and spending thousands and thousands of dollars for seed training which is seeking educational equity and diversity so it looks like every faculty member has been through seed training over the years and it's been thorough and it's under the category of professional development but we simply don't know what that is and in our request we've been asking for training materials what is it that the teachers are being trained we need to know that so that we know what's going to be related to our students our children our kids in this goal and it's not forthcoming for some reason it's close to the vest or you know i've heard that teachers are told not to say what they've learned in these training sessions it's about equity and diversity and i know that the founder of seed is all about white supremacism so this is something that raises some concerns and if you would please be forthcoming with those training materials we greatly appreciate it secondly sex educate education we want to know what is being taught in the health portion of the class that is sex ed we are told that there's no book no videos no documents that each teacher presents in its own way as long as they follow the guidelines that's fine but what is it what is being presented and what will the changes be for the national sex education standards if the isbe is gathering those materials and those are forthcoming we we're asking to know what will the content of sex education include so discussing amendments to a policy about parents can complain about the curriculum is difficult to make a complaint when we don't even have the curriculum information that we've been requesting the second point is why did this district give panorama 27 100 last year that also raises concerns thank you oh first of all i'd like to say hello fbi and doj my name is paul dravik i'm a downers grove resident i serve my country and i'll be right here in front of this microphone every month exercising my god-given constitutional rights i'd smile for the camera but apparently showing faces just like free speech has come dangerous in this country i would urge the parents of district 99 to read the district's covet protocols if they have not already they read some they read like something out of 1984 or animal farm i wonder if our schools are assigning those books along with the marxist equity paddle i wonder what you might say if the kids confronted you with some facts for example if they were to reference the study out of israel that shows the vaccinated are anywhere from 6 to 13 percent more likely to contract covet than those that have natural immunity or what if they asked you about the india province of uttar pradesh where they used an ivermectin protocol and saw a 97 percent decline in cases yet in america we have contact tracing and quarantines for a disease that has 99 percent survivability and is less dangerous to children than the flu but here we are watching our school board impose segregation on our children these measures are draconian not science based i wonder why a government who has shifted radically toward authoritarianism in a span of less than a year might want to silence parents surely it has nothing to do with parents calling out basic facts facts such as this is an experimental shot mrna technology listen closely has never been used in humans we have no concept for the long-term effects it is a lie that is fda approved the only vaccine fda approved is a brand named komer nati by a pfizer affiliate named bioentech that is not available in the united states all the vaccines you've been made to believe are fda approved are still under emergency use authorization or perhaps they are worried parents might point people to theirs report which shows that over 16 000 people have died from the vaccine and over 1 million adverse events have been recorded but we can't say that because the vaccine is safe and yet in 1976 about 30 people died from the swine flu vaccine and it was immediately pulled from the market perhaps parents are curious why the government's threshold for acceptable vaccine deaths has jumped 50 000 percent and i know this parent is wondering why this district is helping big pharma market an experimental vaccine to children who are virtually safe from this disease but don't worry i'll submit these questions in writing along with my recommendation that you resign from the national school board association for calling parents domestic terrorists do the right thing you work for the taxpayer for our part we will continue to be the voice in opposition to the true domestic terrorists our government [Applause] good evening my name is noel manley and i'm a resident of darion illinois the united states is not a racist country and district 99 is not a racist community however it's difficult to maintain these positions when we have critical race theory under its rebranded form diversity equity and inclusion being taught to children case in point we've obtained a copy of the textbook used in the downers grove north government class school year 2020 to 2021 titled magruder's american government by william clinton on his facebook appears to be benign however when you do a deep plunge with material you discover its wokeness for example on page 20 the book declares it is clear however that we are still a considerable distance from a genuine universally recognized and respected equality of all america's people by what measure are we considered a distance off there's no mention of the civil rights act of 1964 the voting rights act of 1965 even the community reinvestment act just a blanket declaration with no contacts on page 35 the book makes what appears to be an innocuous assertion about the russian revolution stating 1917 the russian revolution ends the harsh centuries-long czarist rule pretty bad what the book fails to mention is that the russian revolution ushered in a period of communist rule that forced conformity on its population through sacrificing the individual to advance the interests of the state of course the cost of the revolution was 50 million people dead as a result of political purges collectivization and show trials i'm sure old joseph stalin would be proud of our government's pointless mass mandate in the weaponization of the fbi against parents on page 112 the book discusses the full faith and credit clause of the constitution instead of using court rulings and criminal procedure to illustrate the clause it uses same-sex marriage to articulate the clause's meeting and finally on page 156 the book discusses voter qualifications and citizenship here the book declares the following still nothing in the constitution says that aliens cannot vote and any state could allow them to do so if it shows it's important to note that the constitution is silent on a number of issues the silence includes judicial review the right to privacy and executive privilege yet the subtext of this reference on alien voting is a clear endorsement of such activity as you know voting is a fundamental aspect of american citizenship without this right citizenship is rendered meaningless and validates open borders so once again we find critical race theory to be alive and well in district 99 undermining our institutions by indoctrinating children and foregoing any critical thinking thank you [Applause] [Music] good evening i'm just going to talk from my heart i'm an american like all of you and i wish that you would teach this generation of kids to love america this is what the land of the free the home of the brave the land of opportunity but this is the land that my grandparents love they came here from another country made a way for themselves and they love it here i'd like you to teach our constitution how can you argue with all men are created equal it does not say white people are supreme like it or not our country is founded on christian values yes there were slaves both races work together to abolish it race was a non-issue until about five years ago anybody can be anything they want to be if they apply themselves in america that's the freedom of america why that's why people come here because we're free thinking we don't do what the government tells us to do um we've been paying 50 plus years for the school board and the pensions and maybe we should change that to use of the public schools to 12 years if your kids go or cut it down to however many years the children use the public schools uh is your teacher's union ordering you to use this criteria if you refuse are you going to lose your jobs are you the teachers you and the teachers comfortable with teaching all manner of sex is acceptable these days what does a people group that makes up less than 4.5 percent of america get their agenda in our schools is your paycheck worth poisoning this generation of teens do any of you have the courage to refuse this repulsive and vulgar teaching any teachers i can't believe they're all on board with this you're all okay with this i would rather pull my kids out of school and get them jobs rather than expose them to this indecency we are not the enemy truth is and if satan's offering you a piece of bread you're supposed to say no seems you're drinking the kool-aid and want us to drink the kool-aid too and our kids are not your kids or the government's kids don't you see what's going on here it's government control is that what you want socialism then communism and you'll be a part of the downfall of america it's not too late freedom's worth fighting for motives matter what is yours a paycheck you all can change this whatever happened [Applause] [Music] hi i'm mary lemanski my son is a student at downer school of north um after speaking last month at the meeting um the people behind me wrote a five-part blog post about my conversation i don't know quite why they did that maybe to intimidate me but i'm not intimidated one bit um one the i went on their thing and i was going to do a point by point rebuttal of everything they wrote but when i went on their first post it said of they criticized my one in eight americans infected by covid and they put meanwhile can you guess how many americans have been infected but not died the answer is also one in eight i'm just wondering how statistically that's possible if you have one person that's sick out of eight how only one person lived out of eight so in seeing that they don't know what they're talking about i decided that i would do a side-by-side comparison of the numbers from last month with the numbers from this month so everyone can see why dr falchi's opinion has changed over time because the data changes last month there were 41 million coveted cases now there are 45 million coveted cases that means last month there was one in eight chance of getting covered now your chances are one in seven um there were 670 000 deaths last month now there are 724 000 deaths your um chances have actually improved of not dying of covid 1 in 62 which is interesting um 1 in 89 million people have been fully vaccinated compared to 173 last month so last month there were 12 908 breakthrough cases and now there's 14 992 which gives you a one and twelve thousand six hundred sixth chance of getting coveted vaccination compared to one and seven and finally the numbers for death uh last month it was 170 million we're fully vaccinated 189 now there was approximately 2 000 deaths from people who were vaccinated from covid and this month there are approximately three thousand and so now your chance is one in sixty thousand of dying if you're fully vaccinated compared to one and seven or i'm sorry uh one in 62 chance of dying from the new numbers thank you thank you for following the science because the math supports it that's what i want to say [Applause] final speaker hi my name is cynthia hopkins i'm a resident of hinsdale so i still consider myself a president of dallas grove because we're still in thunderstorm township so it took me 10 years over 10 years to become citizen and i think i have decent education and a fairly successful career i have two master's degrees from university of chicago and i never took a penny from the government so now i escaped from china to come to united states where the white supremacists discriminate me based on the crt and i found it to be an insult on my intelligence there are two things about crt i hope you all understand one crt is insulting to accomplished minorities it automatically categorizes us into a victim into victimhood instead of giving us the credit where we deserve i don't need the elite who's pushing for the crt to feed me fake directory sympathy they're not my savior secondly crt indignify those hard-working minority families once you take their dignity and their pride away what's left have any one of you being in a situation where your family your freedom your wealth was taken away from you that kind of despair i have i was in that situation so without the opportunity that this great country gave me i probably would be somewhere in a in the third world china so now if you gener every one of you if you genuinely genuinely respect minority americans i please you to reject the crt and by the way if you really want to experience what discrimination and racism is i will pay for your round trip to china just let me know i'll pay for it thank you that you can make a good job thank you [Applause] our final speaker [Music] it's interesting that the last speaker is from china because my last daughter is also from china and i have a little bit of a different uh opinion i am a resident of downers grove i've been a resident for 23 years in downers grove both of my children came to this school i trusted you to protect my children and i have never been disappointed and for that i thank you i thank you for following the science for doing the right thing i know now it requires courage and all i can say is thank you and let's keep working at it thank you [Applause] let's have a report on legislative education network of dupage okay that's me um we met for the first time for this school year on september 24th um it was really my first probably substantive meeting um with with the group um we sort of split into we had a lot of state legislators um attend the meeting as well and so we split into breakout groups um based on you know which representative represented your district etc um a lot of what we focused on are some of the shortages staff shortages substitute pay things like that that are kind of in flux right now we looked at some of the conflicting laws as to bus drivers because we have such a shortage and whether or not we might be able to you know amend some of those laws so that we could allow more of our district staff to provide such transportation to students both during the school day and after school to accommodate the shortage we focused a little bit on issues about local control right now we're still obviously under a statewide mandate so that's not relevant um sorry i'm working off of a bad set of notes and then we sort of got shifted into a group where not all the representatives represented our district so it wasn't quite as relevant but and we'll have another meeting um on the last friday of october thank you uh yes sir julian well as of last week we at sasad we closed three classrooms one at north elementary school in villa park district 45 and two at waterbury elementary school in kenyville district 20.
⚗ AI-reconstructed · cite from original above
ready all right good afternoon um i welcome all of us and it's it's an eclectic array of folk that we have here um i welcome you all to our special school board meeting here in the terrace room we have three of our school board members and then online we have another three so i do appreciate everyone making an effort to come together for this very special school board meeting we also have dr roberts online and then sitting at our table for the first time we have dr pleek and chad phillips so thank you all very very much and notifying that we have six of us here we do indeed have a quorum so i get to call this meeting to order we are here for one uh item only and a very exciting and important one and that is to discuss our 2021-2023 tentative agreement between our school corporation and columbus educators association so i will turn to who is starting the discussion off good evening and thanks for for having us this evening it is a very special board meeting joined by amy london our kind of co-lead for the cea for with bargaining during this last session and want to thank her and her team for all their work along with thank you it's not clicker's not going to work today helps if i turn it on there we go so it's on i just got it thank you i just had to turn on right this process this year was probably i think one of the most collaborative and efficient bargaining processes that we've done together as a team started back in may with informal meetings even before the school year was out last school year and continued through the solution that the legislature created where there wasn't a problem with a public input session back in september that we haven't had anyone attend yet but then formal bargaining began in the middle of september and we reached our tentative agreement just there at the beginning of october continue then i'll let amy take over from there so once we reached our tentative agreement we had informal or informational meetings with our members that was on october 7th we had almost 100 members show up we offered it at two different times in the auditorium at north and we shared this presentation with them um and then we also when they left gave them an individual salary sheet so they could see exactly how much they made last year what they'll make this year next year and then their referendum amount we also included fica turf their 401 accounts to show them what else bcsc contributes to them as an employee so that's been very helpful i sent out an explanation for that to them our members are going to vote on thursday and friday of this week and they're going to do that electronically this will be the first time we voted i believe electronically for our contract so we voted electronically for other things but not for the contract yet and then provided that it passes we will then anticipate a vote from you on monday of next week at your scheduled board meeting oh and we also one of the other things we did to help was after that meeting on the seventh i sent out a survey for members to be able to reply with questions so we can have those things off and answer things so nobody had any misconceptions or misunderstood something that way they were sure to have all the information so they could make the vote that they felt was needed and we want to thank the members of both bargaining teams on the ca side you see the names listed there and bcsc side and i think probably this is one of the reasons that this the whole process of bargaining this year was efficient and productive and collaborative because this is probably um the fifth or even sixth year that these teams have mostly been together and so we're getting used to working with one another getting better each time that we do this amy mentioned the individual salary sheets i guess the first time that that they have done that but we also collaborated back and forth to make sure that every single one of those we agreed with what those sheets were saying before they were handed out and so we helped with the information but it came from cea helping you know members feel like they could trust both of us and they knew what the information was was valid so we appreciate the the work that the folks on the screen the names on the screen what all those folks did plus both teams had people behind the scenes working on committees doing research and things like that so thanks to everyone involved in the bargaining process the other reason this went really well is that we fed everybody this time we had food every time i think oh okay and i too have to thank the all both teams from uh each side for bargaining everybody worked really hard so um so this is the slide that talks just about where we've been and and you know you can you can see it here um the the third but our bullet down talks about the master's degree and i just want to clarify that was a one-time step that we did we i've had some members ask me about that if that was part of this year and that was something we did in the past and you can see our percentages of our votes there um for the last time and then our average of our increases and when we start to share with you our average increase for these these coming two years you'll see the difference so i'm happy to say our health trust reserves have stabilized and then we started our referendum as you know in january of 2021 for folks and so that's been good and then the added covid and work related days along with the calendar changes that i think are on your agenda for your next board meeting have been a big big help as well and then our last part where we've made class sizes smaller because we've restored our staffing levels has been a good place that we've been and and making sure that we can do what we can for kids with that and now on to the the tentative agreement there's several slides that cover mainly the compensation related portion of the tenant agreement which is obviously you know the most prominent part of the collective bargaining agreement and then some other items as well this is this slide here describes the first year of the agreement we do have a tentative agreement for two years the first year of the agreement the salary schedule changes the bottom starting salaries changes from 39.065 to 42 000.
⚗ AI-reconstructed · cite from original above
okay oh she didn't hear i guess all right um uh seeing the presence of a quorum i'm calling to order the budgets when finance subcommittee of the amherst regional public school committee at 6 33 pm on tuesday october 19th um please we'll do a roll call um to see who's here um so we'll start with heather lord president carrie carrier president and margaret present and we also have um dr slaughter with us tonight um all right uh we don't have minutes um [Music] we don't have any public comments um so i guess we'll jump right into the agenda and i the first thing on the agenda is is the fact well the three items just real quick the three items are fact or facts um a possibility of a of a meeting with the four towns before we start talking about money just to see where they are in terms of their own town stuff and maybe what they would like to see from us in terms of budget and then the third thing is a public forum so we'll start with the fact um and i i received no suggestion for questions um i have talked with dr slaughter some thumb and we've talked in our retreat about some of the things that we think people might want to know so i think at this point dr slaughter do you have anything that you would like to tell us you had indicated you might start working on this well yes i sort of have uh in a way um i think there's a number of these kinds of documents around um i'm pretty sure that masbo which is the business officials organization probably has some um i know the massachusetts association school committees has some i'm sure mars which is the regional school committees has some so you know what i'm going to do is i've asked one of my staff to to kind of go and uh troll the uh the internet as it were for for uh existing documents that we can kind of leverage because i don't want to reinvent the wheel here but i think there's a number of good things that way that we'll we'll use i've seen some of them over time but i haven't seen them recently and then i think the key is going to be um you know sort of definitely leveraging the the existing um um you know questions and and and structures that people put together you know in trying to explain this and then you know tailoring it and editing it to our specific circumstances and uh so you know some of the things i think of in the in the you know an faq is really the broad stuff that absolutely is true whether it's a regional school or not um you know that might be some section in some of the regional stuff um from the town stuff but i think there's a bunch of stuff that that uh we can touch on that it's really true to anybody any school district massachusetts so we'll want to make sure to have that in place um you know i think that the trickiest thing with something like this is and is you can get pretty lengthy pretty quick uh how to structure it in a way that makes it easy for people to kind of get to and find uh what they're looking for um so if they have some knowledge and kind of skip over some things but if they need to look into some more detail then they can do that so some of us about how we structure the presentation that sort of thing um and i think the other question i have i mean you know so we we're beginning work on that um it's as usual with things you try to get started and something comes in hijacks your time but but uh um but i i think if there are any particular topics that you that any of you want or that you know of that people are interested in and wanting to have in in this kind of a a format um you know please make sure to send us along so we don't miss those things or or emphasize certain things if there's certain things you want to emphasize that'd be pretty pretty important terry so um so sounds great and i'm sorry margaret for not sending off questions but i having been on the committee and getting questions from folks just directly as a people know about school community i think some of the things that keep coming up are you know why is her pupil cost so high so i think one of the things that might be useful is to talk a little bit about um the makeup of the amherst like not just about the budget but like who are the students that we're serving and how that might compare in some ways to the students that we're serving um you know so i think they're you know one thing that changes our costs our students and one thing that changes our costs are the services that we're providing i don't know if there's i know desi has good data that we might be able to should you know compare our district to some others it feels like a funny thing to put in a fact because it's not like our student population is not necessarily you know part of the budget documents always but i think it drives some of this stuff so putting it in the faq might might be useful and talking about some of the services maybe that we choose to provide because they align with our district's values and because they're mandated by um the states but i i don't or linking to stuff rather than actually putting it in the fact but i think that's one of the questions i get the most and it's sometimes hard to and the other thing is like enrollment trends over time and how they intersect with the budget and also things like i'm sure you're gonna have the charter school piece in there and have what you know the funding impact of kind of these things that are outside of our control yeah another thing is that along with uh the enrollment is the um state funding the trend in state funding and other associate yeah yeah okay i definitely i mean i think that in in regard to the couple of comments that you guys have made you know i think uh you know there's sort of fundamentals of budget that go into it but then there could be things that are fundamental to our budget so you know two of the things that are like on per people that really drive our costs are our class size and we have a policy relative to that and we have um and there's and i think there's state data it's not always the best to look at it's a little you know it's misleading because you know you get certain classes and they have like three or four kids in them because they're super specialized um and so you can have you know an average class size of like 12 you know and i think if i remember from looking at i think like our average class size or something it's some weird number like 12 or 15 for regional schools the reality is is that obviously our class is much larger than that most of them are that most kids attend but there's enough of them that have you know technically three or four because of a particular need or you know sophistication you know that the average gets kind of weird in that regard but at the same time that's true of every district so um that's that's a useful thing to show is is that by virtue of our choices around some class size um and then the the other thing is just you know we can also how we staff because one of the real drivers of us is how we staff things we have as as para educators is much larger number than most other districts and so um that's uh you know something we can include as well and and i i see those details getting a little further down the document just because that's you're more specific um uh but nonetheless you know very very useful sort of stuff um um i think one of the things i've been thinking about you know and is also sort of you know you know if we could build and i think this will take a this is a longer project but it's sort of playing in my mind at the same time is you know how do you build things that that uh sort of lay it out in some in somewhat of a visual way but then have ways to sort of allow people to drill down into more detail if they choose to but not if they don't want to um so i think that's you know that ultimately as far as like a website section that has stuff about the budget on it that could be useful in that way it could be just an instructive way for people to kind of get up to speed on things and sort of see some detail and then you know maybe ultimately branch into more specifics about our specific district budgets but um but nonetheless i think some some some faq on trends and state you know in state funding trends in in ways to compare ourselves to to other districts um you know class size being one and and number of staff you know by type because those really you know like we said before you know when you have this is from pretty much any sort of public entity 80 to 85 percent of most um you know public entities costs are the people that they have and the benefits for those people and so if you have more people it costs more and you know it's sort of as simple as that i mean it's overly simplistic in some respects but you know um that that really drives the primary things i mean you know the stuff that um and that's the hard thing when you want to reduce like a per pupil is that you then have to look at well which people are we going to get rid of because that's really what boils down to there's not there's not that much wiggle room in in the other parts of the budget we've talked about that that's also kind of thing under under this that people mentioned is is um is you know one of the the requirements um you know the the things that don't have um a lot of wiggle room uh as far as what you're required to do um and sometimes it's you know you can sort of state what those are but it's hard to understand sort of or hard to you know capture well i think um how significant those are or not because they vary every year it depends on you know kids are and that sort of thing but certain compulsory things we have to do um we have to transport the kids we have to provide you know pre-appropriate public education which has very much broad term but but really gets to you know the heart of what special education costs are and the needs we have to meet there um you know gonna heat the buildings turn the lights you know those things and you know so we try to shrink those as much as we can but but those start to really um you know there's not a lot of wiggle there so it's really around when it gets down to the sort of nitty-gritty it's about how many people do we have and and what programs do we have which dictate how many people we need and and and some of those things you know i was thinking about this a little bit today there's some some of those staff you know you can't shrink it's like you know you need a certain number of bus drivers a certain number of custodians you just can't do the the fundamentals of you know keeping buildings open and getting kids to school with less than that so those people you know that part of the budget's kind of uh also inflexible to very much change relative to uh how many staff you have so those are other things that you know how well to sort of put that into into a an faq is is gonna be you know the the work is how to how to do that in a way that's uh meaningful and concise i think because you know this can get really really long really really quickly um i think though what you said about um sort of the broad the broad things that really apply to everybody you know we really need to have those things in there um uh i think also something well you i mean you're talking about it but you know where we have options and where we don't have options um because i think people don't understand how much of our budget is about people and benefits and um those are the less flexible things so doug i hate to ask but um i i think you know we would like to get this out sooner rather than later and have a chance for the for the whole committee to review it too so i don't know is there any possibility of having this ready for our next meeting which is a week from tonight or at least a draft maybe for people to look at alison i was just gonna ask if um i wonder how much of this we needs to be created the new or if there's examples of from other districts that you know we copy and paste or adapt um i can't think of i always go and look at the budget presentations from worcester but i don't recall if they also had an faq or something like that but i wonder if there's other models that might make it more of an editing and adapting exercise as opposed to creating from scratch yeah so before you joined i gave you really to that uh so i asked one of my staff to do a little bit of that i think that masc mars mars um potentially even the map you know the massachusetts uh business officials organization any and all of those have some pieces of that so i think we can kind of accumulate those and help um so i i think that next week would be a little quick and i also my understanding is the agenda for next tuesday is pretty full okay so i think that you know the the next meeting after that is is what day in november the 9th the 9th um uh that's that's a much more you know likely and it'll be fairly polished at that point so i i what we may do what i may do given that time uh would be to potentially sort of circulate to you guys and have you provide feedback if you do it individually it's it's not an open meeting law violation as long as i don't get all of you on the same email chain all right um and for that matter i mean we could also you know you know depending on after you guys have looked at it and potentially you know broaden the the the reach out to the you know the broader um full committee to to provide any uh feedback on it at that point before the meeting of the night so that that um if there are edits that they they want or things that they're wanting to have in there we can get those incorporated by by the ninth um in preparation because if the meeting is on the ninth which is tuesday it's gonna be in your packet on friday probably um which is you know like the fifth or something like that right yeah you know which is two and a half weeks um but that being said i mean i think that that's that's entirely doable i think that that it'll also mesh well because i think we're going to talk about fourth quarter and first quarter uh at that meeting on that on the night so it's um there are examples of of sort of budget-related stuff that will also play into that overall conversation that that evening as well so okay all right does that sound okay if if i put something together you know obviously i'll have to but but if i can get this together sooner than later i will sit it around is that okay for you guys to to do that and provide feedback that way does that seem agreeable to the group well is how do people feel about that that's yeah okay great that would be good all right um and then i guess another question then that comes up with about the fact is how are we going to present it and when are we going to present it and is that going to tie in at all to a public forum for example might we send out the faq in some way to to notify the public so that they could have it before we have a forum um any thoughts about that well i think that i mean it's certainly um you know useful to get on our website and you know make available and and uh i think there's going to be an update to our website really soon um so i've heard uh i've seen it but i've heard so this could be something kind of new that we put out there that could be something we put on sort of you know like on the current website you know there's a sort of scrolling banner we can put something and we could put a link to it there um uh and obviously if you know if we're trying to do outreach for a general public forum about the budget you know putting together that and having that available for folks is is obviously you know there's a number of ways to sort of share that so maybe it's something that we either have attached or or easily linkable to in the notification of that that medium reform for the public at bar um and then i think that you know obviously we can circulate it to uh members of select boards and councils and finance committees of of the four towns um just you know hey we finished this here's your copy if you want it you know some background information some of you will need it some of you if you're new might neither want it um you know and and to be uh just long since amherst has an election in a little bit and you know that uh may that will influence um there may be new counselors not well there may be new counselors but there may also be new uh school committee members who will benefit from having a kind of a document too so we'll consider it to all of them once the election results are are final um so it'll be a nice primer for them to get ready to go for for when they take office in january okay all right um that seems reasonable um [Music] maybe we'll jump down to public forum i'm uh well no so i think in terms that the town meeting or meeting with the four towns the possibility of one of those that we talked about prior to assess the actual assessment meetings um i guess i'd like to know if people think that's a good idea um i would be interested dr slaughter in in sort of your view and um timing on that um because time is moving along and wondering whether mid-november would be appropriate and i'm sort of wondering too if uh and well and then there's the question of will it be a full full school committee meeting with those people which would make it a school committee meeting or not so those are kind of all questions in my mind and i would appreciate feedback from anybody if i could i think that you know traditionally we do a meeting in early december um to give a first look at sort of what the the broad budget is going to look like um but i think that the the and that and that gives some sense of where we think we are and we have some some uh you know initial projections about what we think the uh state budget is going to look like and and you know usually amherst has some some indication about what um it's beginning to think about what it can sort of afford um and so you know i don't think that i mean i think we still would have that meeting um it's it you know it's kind of interesting because we're kind of in a we would be in a circumstance where we'd have uh potentially you know folks on their way out of office and on their way into and new people in there on their way into office so certainly um i think i think we still i would still want to keep that meeting as we've kind of traditionally done and it's a it's a an opportunity to get a sense from from each of the towns uh more immediately sort of what they're knowing about their budgets and their circumstances and and answer questions and and that sort of thing um you know i think one of the things we've talked about that you know that might precede that which would be more of a mid you know november would have to be what it would be would be to have some conversations about just the assessment method um and sort of the constraints people are operating on and the facilities now you know we've done this traditionally through these kind of conversations traditionally been done through um in working groups and that sort of thing um you know and we could do that again we could kind of do a quick working group to do a couple meetings in november potentially to talk about assessment methods and constraints that that different communities are operating under but but it's um i think one of the struggles we've had is we might have the agreement in a working group because people have a real fundamental understanding of of the assessment and then when it gets to a larger audience of select board finance committee or thinking about town meeting as a as a whole there get to be a lot different opinions and and a little more um polarization of opinion between towns and and so i think it it there's part of me that's of an opinion that it might be nice to just talk have a have a meeting kind of mid-november ish that is about not not getting into the specifics of this year's funding and that sort of thing but to talk more generally about uh our collective you know approach to assessment methods and and you know it's it's been uh the last couple of times you know i mean we heard folks from you know i mean mr remember this but i think folks from all over there like we'd like to go back to the you know the regional agreement method that's you know the five year rolling average of students period and they sort of said it that way and then likewise you know uh i think shoe spray was we'd like to go to the bullying statutory method and those can't coexist you know um those are those are not the same i mean but i think one thing that might be useful and this could be part of the faq i got to think about this a little bit but you know the the difference be differences between some of the things we've done or are have big financial and difficult financial impacts uh for the four towns um but when we you know when we really kind of step a bit back from the particular mechanics of each of those methods i don't think that the general change for any given community is sways wildly one way or the other through those different methods um you know if you did all statutory or all you know regional agreement method that's those are very different looking but as we start to blend as we go and have these conversations around you know 45 percent 55 65 you know those kind of things um you know those those differences are are are smaller in other words the difference in what you know the communities are paying um you know as far as their share is is not changing wildly from year to year which is kind of by design but but it also is um the level of support that we're giving uh from each community is kind of similar um so i think there there's a i'm hopeful there's a way to sort of explain that so it's um clear to everyone the the we're talking about sort of smaller percentages of the total than what we might think we are in other words you know when we get into the specifics of a given year you know the the ability for one community or another community to take on the particular changes is difficult and and specific to that year's sort of finances and whatnot but the overall kind of slice of the pie that everyone's owning uh doesn't really change that much so you know when you when you think about a particular year it's it's how big is my slice of the pie but also how big is the pie is you know those two pieces are completed with each other and i think we talk about assessment methods we can talk about well just how big is the slice of pie regardless of how big the pie is it's like what seems like it's a reasonable approach as far as slicing the pie and then the second conversation which i think is more of what happens when we get together in december is well how big is this pie there's how big is the overall budget um so i think trying to separate those so you can have a more meaningful conversation about the assessment method might be a useful first meeting but that's just my thought so i'll stop and let you guys talk carrick terry i think i don't know why they're waiting i'm sorry um i don't disagree with anything you're saying guys themselves that might help if uh if if you mute yourself while kerry's speaking um so i don't disagree with what you're saying i think there's also this piece of it that's for lack of a better term it's it's emotional like it's not technical it's about kind of the the towns have a long history and i think some of it has gotten now to the point where even if some of the numbers aren't that large some of the frustration around it is is not about the amounts but about kind of relative to so and so how much is my amount going up or down or who's potentially going to be making up this difference that has arisen or and so i don't i guess i want to put out there that like it feels like there needs to be some at least open dialogue around these more um these less technical issues and i think if we keep approaching it as though like we just have to write to find the right formula like i don't think there is a correct formula um that's going to make everybody happy and i'm a little like it makes it a harder problem to solve and one that um i'm not sure we can do without some outside help to be honest like i'm i'm i want to think creatively about what i'm not saying we shouldn't do any of these things but i think it needs to be this and a little bit something else and maybe it's even bringing in you know outsiders who aren't part of you know intricately in the town or part of the school committee to help kind of for lack of a better term mediate some of these kind of long-standing historical issues and i think there's a lot of different viewpoints that you can have about these issues that are totally valid and have to do with where you sit and stand you know within our community allison i i think that that's what the the assessment working group did before is they i think the district did hire a consultant that came in and looked and examined all of those and and did that that work um and what we've seen in recent years is that didn't matter so so i i share i i totally um i totally have that same opinion that it that a lot of there is a lot of emotion tied up in this and i'm not sure that sort of that kind of mediation i don't i don't i hate sounding like a pessimist but i don't feel like that's going to change or that is something that we can tackle in in just this one budget year right so we're it's already too late in a way um so if it's something you know we don't know how this budget year is going this budget process is going to go this year and if we encounter some of the same things maybe that's the conversation that we have in march at the time that we're finalizing the budget say okay we need to kick it off now and have and work on this over the summer so that we can sort of work through this um i like the idea of decoupling it and and really um just using the numbers as as a way to sort of raise all of those issues and and and sort of have that open discussion ahead of time before we're trying to work through the budget so i i i like your suggestion doug of a november-ish meeting um if we can if we can pull that off that because i think if if we stop changing the assessment method every year then the year on year changes for any one town i don't i'm you know this better than any of us doug but in mathematically it seems like if we just stick to the same assessment method your changes year on year may not may be a little bit more manageable than what we're doing is we're sort of changing the assessment method and both the size of this the pie slice as well as the size of the pie every year versus let's just change one thing every year um so i i think if we can get if we can demonstrate that um that might help folks reach some sort of compromise at least for near term i don't know but yeah so if i may um so i think you're i think you're right we're we're in a little bit to curious original points like it's a little bit of the happy feels mccoy's here where it doesn't matter what it is we're just agree we're disagreeing for the sake of disagreeing sometimes um but i do think there are fundamental differences in difference of opinion and and um so i think making sure that people fully understand their point of view because i think sometimes people will have a particular point of view uh and we want to make sure that everybody's fully informed in having and staking out that point of view is their point but then i think the second piece is definitely want to get to a place of compromise and um you know it's and so that's and that's really like you say kind of a difficult piece and i think that that um it's a it is a multi-year thing i think the the point you made about sort of we're sort of dialing too many knobs simultaneously to try to solve this and and they work um you know we do that i think in in some respects to try to keep the end point for people as far as what their particular assessment is moderate um and and manageable within their budgets for the year and so i think that's why i like the idea of decoupling because it starts to when you are moving multiple variables um simultaneously and you know you can't be as planful so you know um uh and and so the impact of a particular thing whether it be changes in your student enrollment or changes in you know your town's eqb and all that sort of stuff that plays into the stature method you know those those kind of things it's hard to see how those are specifically impacting and whether they're um whether your point of view about whether it should be statutory or five year assessment or some combination you know um you know is is it's hard to make a true judgment about your point of view sometimes if you've got too many things kind of simultaneously moving so i think that's that's um i think part of it but i mean i think we're going to continue to disagree about what the right thing is i think it's just you know can we get to that compromise of for just holding things steady for a while that that allows people to uh truly measure their their uh the impact of of change um the regular sort of changes year to year uh independent of the assessment method also changing um uh and then and then make you know and then you know suggest changes after a few years of something sort of steady um you know just to that point i mean i think one of the difficulties i have with the purely statuary method is that the it's it's a one-year look and so um that you know sort of minimum contribution that you're required to to have as the sort of basis for for figuring that out changes every year and that for small communities like ours uh not so much for amber's but for the other three communities can be really uh that can significantly change from one year to the next which is one of the reasons why with the rolling average and even with the methods we've been using we've been using a five-year average of those minimum contributions because it's decidedly more it mitigates spikes and valleys which are much more likely to happen in smaller communities and much more catastrophic for planning and budgeting for those communities so so that's that's another piece i think we talked about sort of size of the slices and size of the pie that's important to impress upon people's i mean there's some folks that you know are all in i think there are a few folks that that are are all in on um on the statuary method as written which is which is i would recommend against just because i've i've seen the impact of uh and that could be a thing we can demonstrate some of the sort of informational stuff to kind of play that out for folks but um anyway yeah if if if it's amenable to people you know a november meeting you know i'd want to push it as late as we can without getting into the thanksgiving weeks but you know not to rush anybody but to have that conversation but then probably like two weeks later have that first meeting where we're like all right here's what our budget looks like and here's what is your level services looked like which is you know the other piece of conversation that we sometimes will have a little bit of and and in and curious you know people's thoughts about this is you know that's really their opportunity at simber meeting is if there are things programmatically they would like to have done differently so if they want to offer input to the regional school committee about we like this we don't like that as far as what we're offering anybody know what it costs i mean they want to have an opportunity to say oh i like do we offer chinese i want to have more of it or i don't want to have it i don't want to french anymore who speaks it the french and that's it you know or whatever it is you know i'm just picking poor language because it's a simple analogy but but that meeting in december is an opportunity to have them provide that feedback we don't always have that piece of the conversation i would hope that we can kind of structure our our meeting a little bit to to talk about that distinct from or in part uh you know on its own but as it as it plays into you know and is separate from the the other conversation about sort of how people's uh projections of what they think their budgets are looking like you know um because if they you know if people have meaningful or or thing you know thoughts about you know what kind of programs we have and that sort of stuff that would change significantly sort of what we're coming back to them in you know january or so with as far as what stuff looks like you know what cuts are necessary to make that happen or if we somebody's like i think we don't need to do this anymore you know what kind of savings that produces and therefore what other things are available to us i mean it's it's an important question i think to ask that we don't always spend as much time on i think i would suggest we should be deliberate about asking that as one thing and independent of sort of the cost question because i don't think we can necessarily depending on what what people suggest we wouldn't be able to sort of answer how impactful or not that is plus or minus so i think that's a useful piece of conversation in a december meeting um as as well so i don't want to suggest that so allison yeah i i think it would be helpful sort of when we come back in that november ninth um meeting if we had a sort of roughed out timeline with with some of these ideas for when might that sort of assessment method four towns meeting happen when might that sort of more i think the word you used was like the traditional december four towns meeting happen um and what i like about sort of your your the way you framed that december um fort towns meaning is that could also then parallel a a broader community forum as well right so it maybe it's part of that we actually maybe we actually include a public comment period at that four towns meeting um and uh we don't have to i'm just i'm just throwing out ideas like just to sort of get our sort of thinking going on that is like what are some of the ways that we can include that and i and i think having um a presentation maybe from the school committee that's talking about our objectives even though we haven't started the planning we're going to have the superintendent of objectives we have the strategic plan we've had conversations so we can sort of just remind folks about some of those trends and and what's happening in the district before we get into you know to your point doug you know we don't need this anymore this this program we don't you know if that's going to cost us x much we don't want that right like before we get there that the school committee sort of shares here's our goals for this year and remind folks about sort of our mission and sort of trends that were that we're seeing and working on um in the district so anyway long story short i think at that november 9th meeting it would be helpful if we had sort of as part of that discussion here's our proposed timeline and process for that um i think that that's good i think we have to sort of start setting some dates because time is time is moving on so um [Music] so we're looking at sometime before thanksgiving um for the fourteenth for the meeting with towns the question is will that would that be a full school committee or not and we're then looking at right after the early december for the first of the traditional meetings about the budget and also a forum i alice and i like the idea of sort of having those not too far apart you know sort of in that beginning part of the month in december um any other thoughts about that allison i i think um how we've normally done or typically done the four towns meeting is we post it as in in all zones and if we don't have a quorum we don't have a quorum we're not making any decisions at those but i think um any like it gets posted so that in case that we do end up with a quorum there which is quite possible with you know four towns um then then we just call it as that meeting so okay thanks for that clarification i did not know that if i may yes um so i think that what i can do is is um and because i think it'll just be easier for for the regional committee to sort of process it if i put together timeline with these meetings um for that meeting of the ninth um and then obviously you guys can and edit accordingly but um but i might also you know sort of in in and amongst that sort of you know select some dates i mean the four time means we typically do on saturdays because saturday mornings because that tends to work for for everybody um their weekday evenings or meetings like this one and and uh and then during the day people are often at their at their at their job so i can put together uh a rough sketch of some of those dates and and also some you know kind of an outline of potential topics as well um and then that way uh you know or ways we might present material in in those meetings based on this conversation and so that would give you um it's a little easier to edit than to create from scratch so if i can give you some some of a frame to work from i think that'll be time efficient but also productive for the for the committee as a whole um and again that's something i can share with this group in advance to sort of see if there's other topics that the folks are are thinking of and again we do it and it you know that's really kind of an agenda one so we could actually all be on the same one it's not so much an opinion as it is you know coordinating uh uh agenda and uh agenda dates and times and topics so we might have a little more latitude but we can still be cautious about that so um if that sounds good to folks um we'll target that i'm just looking at the calendar here and and so the fourth thursday which is thanksgiving is the 25th of of november so you know that means the 20th or the 13th are the likely you know sort of candidates for for uh you know sort of early meeting so that i'd lean towards the 20th because you know if we meet on the ninth it's a really quick turnaround um if there's i mean depending i mean you know it could be if uh if there's not a lot of you know edits or suggestions relative to the to the meeting of the ninth and the third is possible but i would want to count on that for sure um so that would lean toward the 20th um and hopefully that's you know not so close to the holiday that people are starting to leave town um but i think that you know again we want everybody to come you know to that one i think it it it but i i would want to make sure people understand we're we're not just talking mechanics of how things work i mean it's part of what we're going to talk about but i think we want to keep the conversation focused on understanding each other's your place and point of view and and demonstrate the sort of impacts of certain things from uh from the standpoint of you know these different assessment methods and how they function but um and see if we can kind of soften the ground as it were for a compromise because that's you know back to carrie's original point that's what we ultimately need um and and you know and and make sure that we're we're being uh logical in our are are compromising and not as emotional but you know there will be some emotion regardless i think but but i think if we um you know are working through that a little bit in in in november you know around the 20th you know and get some feedback from folks because then that can give me there may be some really clear points of view or ideas um relative to the assessment method that may provide some some clarity about how um you know shape a conversation you know at that that meeting in december which would probably be either the 4th or the 11th um typically we've done it that sort of first saturday in in december but you know two weeks may not be enough space for everybody um and i don't know if 11 is still fairly early i don't think it gets us too late into to things um and if anything that gives everybody a little bit more time to to kind of digest their and and estimate their uh their own budget stuff because uh you know stuff from the state comes out late uh november i think they are during november so it gives a little more time to kind of get there get them uh get their picture of what their projections might look like a little bit longer it gives them a little longer to do that so that's um those are just kind of glancing at the counter looking at the dates that might work and then i think you know um the you know when we when we have this what would be this year the third meeting but traditionally it's the second meeting of the of the four towns um usually do that one fairly late in january occasionally early february but we can kind of leave that one open-ended let me get feedback from folks um at that meeting in december about their their preference there or what what works we can kind of see what their individual town timelines for budget are and whether uh they're ready to have those conversations um but that's that's kind of just taking a quick glance to the counter that's what i'm seeing is options and and sort of i think it creates enough space for us to get some things prepared but also enough space for people once they've seen something to sort of think and digest and come back with some some thoughtful input for us so hopefully that'll work carrie um so i remember attending these meetings i think as a candidate or like a elected but not yet seated um member of the school committee i i i guess just as i'm thinking about this i think we should unless there are any barriers that you all can see they probably try to bring in folks who have recently been elected but will not be seated until january to not as like speaking members but as like sitting in the room listening members is that an option on these because they're publishing meetings are public meetings so they are absolutely welcome to attend but um but they're not officially seated so they can't actually participate yeah yeah yeah can we invite them like i just think it would do us some good to like say hey you know you can come attend this i'm just thinking like the typical person who's maybe following school committee pretty close they may not know about these four town meetings and i just think it would be a courtesy to and make things to go better in january if folks have that background i would i would strongly recommend that as well um because i think you know i've been around this a while and not in this role but in some of your type of roles so it is invaluable to have people come and start to gather information and start to get there you know get up the learning curve because i know when we when amber switched to a council i as a select board member you know met with some of the counselors that had been elected um a couple of different types to talk about a variety of topics just because they were like uh you know they weren't they weren't panicked but they were definitely they were aware of how much there was to learn um you know and and and so i was able to you know there was a lot of i couldn't answer because it's like well you guys have to figure that out as a new council but you know here's what selectboard did and here's how this structure worked and what we did and here's some things you know you'll need to be able and or things you'll have to figure out you have to figure out what your own process is around some of that but but i know that you know newly elected folks who haven't uh kind of been through the through the mill before are are definitely going to need that and so i think at you know inviting them and trying to formally welcome them is is very useful and powerful and and you know they don't make it or can't make it that's understandable but yeah we can't start educating folks too early on this stuff and so i think it's helpful and i think one of the things we probably well i guess you know the election cycle for the other communities is all in the spring so their staff they don't tend to have a turnover so generally that they're not working with with newly elected folks but but if there was somebody that had resigned and you know like a select promoter resigned and they've replaced them with a full time meeting like that we want to make sure to explicitly get those folks all invited so no doubt about that all right thank you so um so we'll look forward to you're presenting that at the meeting on the ninth um and i think we talked about um allison i don't know if if you were had joined us yet we were talking about the fact and the time sort of timeline on that was to have something a draft a hopefully pretty well ready draft or um presentation for the ninth on the fact something he would share with us ahead of time so that we could suggest changes and ask questions and then present that also on the ninth so that might be a heavy heavy budget meeting um okay so then that that really for now leaves the question of the public forum um and finding a date for that and also you know what is what is that going to be the format of that public forum and i think um we talked about providing the fact ahead of time so that if people were interested they could see that before the forum um i i'm not real familiar with how to run a public forum because i've not done it before so if if anyone has any thoughts about that i'd appreciate them allison what um the amherst school committee held a couple forums in the in the last year um and we typically and actually this year on the um middle school the sixth grade question so what we've typically done is had a short presentation um at the very beginning um to cont to frame and contextualize the topic um and then um just invite uh attendees or whoever in the public to um to speak or ask questions um we've done it this year we used um google meet so people were actually in the room um the room and could either um add their question in the chat or raise their hand to speak if i could um so let me pose this question to talking about a short presentation i assume that would largely fall on me at least some aspects of it would i mean i would presume that we'd want to do uh a little bit about the in very broad terms the sort of mechanics of the of the budget like we're talking about on you know sort of the beginnings of an faq um just to again sort of you know frame and contextualize you know the environment we're operating and what can and can't do that sort of thing but then uh the source richer conversation which you're wanting probably more feedback about us about sort of what are the things we're doing what are what are the sort of programs and offerings we have um which might be better for the superintendent to provide or school committee to provide you know some of that and and i think that um sort of having those two sort of pieces and keep you know probably both of them brief so that people have an opportunity to to wrap their head around that but then also to then offer whatever suggestion they might have brought with them um would be kind of how i'm thinking about that um does that sound kind of what you were thinking about as far as how to approach that i was thinking you know it would be a good time to um speak again about our mission and our goals um so that that would be something i suppose more appropriately done by dr morris or maybe you allison as the chair of the committee i um i was thinking that probably the very similar to how we did presented budgets to the amherst town council last year um for their in their fincom i think could that was a you know exactly how you just described it um so we we talked about mission values and gave sort of just some basic statistics about the school as well as talking about the goals and priorities and progress and then the financial side of things um doug doug presented that brief all right well i that sounds good to me i doug yeah the the other thing i'd say is one of the one of the ways that allows you to have a shorter sort of uh presentation beginning is to have good materials prepared for it so like the faq will be a pretty significant piece for that um you know having the budget book in its entirety sort of prepared uh with some of that uh as well you know if people are really wanting to get into the nitty-gritty of something then they will have had the opportunity to kind of read through and look through that um you know in advance so they can offer uh their comment to it so i think that helps make the presentation a little shorter but this presentation can still provide some some uh uh tie through between the different pieces there for folks to to help them get get prepared to that um oh shoot not lost my train of thought about what the other question oh i know it was um so you mentioned google me you know that and it may all be driven by you know the state of public health when we get to you know mid to late november and december may change things especially december because uh after thanksgiving holiday you know it may you know uh change the thinking you know i didn't know how comfortable uncomfortable you know uh in-person meeting would be and whether we want to even contemplate that i'm not suggesting one thing or another i just don't you know it it is i think it's difficult to do a virtual meeting with 40 people um you know because it's it's just hard because you know i mean it's hard to do it in person too so i don't want to divide the difficulty of that larger meeting um but i and i don't think anybody needs to you know sort of decide but we should think about that i think a little bit i mean i'm just offering that as a suggestion because we've been virtual they have to we may have to be virtual maybe the wisest choice for all of us but it does i think change a little bit what and how we present and how we interact and how we try to engage people in that we want to be thoughtful about that if we're for fully electronic or hybrid of some electronic summon person or fully in-person that kind of thing i think that's that's a another layer that you know sort of impacts us because of the how public health circumstances we're in at the moment so um i don't have an answer to that question i just wanted to pose it so people kind of let that percolate the back of their head and think about how we might go about some of that stuff um because i think to to do things well and have people feel engaged in and that they were heard and that and that we were able to hear people's you know thing uh points of view is is gonna be it's important to structure the meeting in a way it lets that happen thank you um so i don't know if we need to decide a date right now for the public forum or if that's something maybe i don't i i'm thinking maybe oh i don't know what i'm thinking um uh if i could make a little bit of a suggestion i i would i i would think it'd be best to have that um perhaps after the second four-town meeting um but before we get much later in the you know later in the either holiday end of year season or january you know um just because you want people to be able to provide input early enough but at the same time you also want them you know some things to have been uh surfaced by the sort of leadership of the communities i think i think they they often have had those conversations and sort of surfaced some things and so um that can be kind of in the public realm and then if people want to uh provide additional uh feedback input etc i think that that may be uh helpful to kind of keep it focused a little bit um but that's it's my thought at 7 30 today so we we have a regional meeting on the 7th um and we're going to try and schedule that other meeting probably for the 11th um [Music] so perhaps it could be that week of the 12th it starts monday the 13th i do have a pelham school committee meeting on wednesday um but that i mean thursday the 16th might work yeah that might work and that's still that's still a ways off this gives us another week before the holidays so um so maybe tentatively then on the 16th for that for the public forum okay all right i think we have a plan for going forward we just have to implement it now it's a little matter of doing the work just yeah just just a little bit thank you doug yeah so um i don't know if are there any other things that people wanted to bring up tonight before we adjourn no okay great then um would somebody like to make a motion i move that we adjourn the budget subcommittee uh motion motion made by me by kerry seconded by heather um i will take a vote um [Music] heather moore uh carrie terry i hands dancer uh you muted margaret you're muted i know i have to i'm letting sasha know that we're done yeah good night good night everybody i have to send it right okay you
⚗ AI-reconstructed · cite from original above
hello [Music] you foreign you guys you good evening ladies and gentlemen welcome to the east saw meadow girls varsity soccer team facing off tonight against west springfield i believe and we just kicked off [Music] it immediately goes out of bounds and we're gonna have a throw in here there's west springfield [Music] there's lacoria in the back holding on to it that's to machowski over the tallest tallest out to cacovia she tries to give a pass to it's tallest again the corey on the right side i'll go back to machowski machowski gives it up to the fourier and that ball ends up going back out of bounds that's man tony now with the goal kick with the roster yeah i can't see a number carrying out midfield on the west side back to islamato islam controlling the ball west side comes out with the steel back to you saw meta oh carrying it up through the middle and that'll be tallest there with the with the uh clear and now it's smith on the left side trying to carry it up that's back to tallest and midfield hollis tries to make a move and she can't west springfield going the other way now and roman attempting to defend nice block there that kicks back out for a west side shot and it's a save by man tony so far enough action we'll see if either team can get something going here quick shout out to the seniors of east long meadow that'll be mantoni cantanzariti machowski cacovia wainwright lejulier lecori smith and brown as it is their senior night machowski is able to clear that ball that's looking for cantanzarity but she can't get there now westside with an opportunity here and mourinho is able to defend and give it out to smith now westside is able to gain control once again and cacovia steps up there and she makes the play tallis now kicking it out tomorrow no more no with a nice pass to smith she can't get there morneau now trying to advance it she has two on her and that will was gonna go out of bounds but she saves it smith now with control some nice ball movement there by some metal she kicks it up aimed for aim towards cantan's reedy and goes back west springfield's way now number five on the west side tries to make something happen falco yum but now a foul is called tocobia will be there to take the free kick kokovia directs us towards la julia julia tries to make a play on and it goes out of bounds west springfield here will have the throne that will once again go out of bounds but corey steps back to take the throw in now that's given to lugu there now brown brown kicks it back to machowski machowski to la corey well corey with a nice move there she tries to advance it but can't now it's machowski moving up field some nice moves there but she's going to give it back to lacroix macquarie with a nice pass up to cantanza edie who's almost able to get there for a nice chance now once again cantana dude another ball tour but a little bit too far now west springfield going the other way and machowski is able to stop that with an interception mr michalski moving it to the right side to la julia it's the tallest paul is trying to give it to the canteens already it's a little too far right now with julia are coming up to make a move she tries to make a play on it now it's hollis to makori it's now ken panzeriti and a clear by west springfield where the chelsea will once again step up some nice moves there by cantanzuri she steps it back to morneau or no with a quick pass to the right side it was a little bit too short for la julia la julia now is able to run for it after a second attempt that'll be cleared out to la corey and corey holding on she tries to give it up and a nice body there but she will be called for it and it will be a free kick for west springfield [Music] 33 minutes remaining in the first half we have a zero zero game so far as the hooligan now gains control off the right side now that's given to brown brown making a move to the middle she tries to give it to cantan's already and it's just a little bit too outside for her to grab onto west side goalie with the far kick up towards the middle west side keeps the ball now muchowski will uh give it up to la corey cory fighting for it she gets to keep it pass it up west side kicks it out of bounds one passes it to the middle nice little touch pass there a shot from deep outside man tony is easily able to handle that she rolls it out tomorrow now we're now with a quick pass to roman roman with a chip pass out the right side to la julia and now west springfield is trying to do something themselves hollis is able to shut that down with an interception she's fighting for it but it's going west springfield's way after she's overwhelmed nice little pass there and that seemed to have gone nowhere out of bounds on west side and tony seems to bring the ball in she will be taking me [Music] covia passes up to ainsley smith that's intercepted but that ends up going out of bounds off west springfield it'll be more no there to take it and now somebody was fighting for it tony is able to come out on that and she's gonna take a punt here or she's gonna we'll see yep she takes the pun and she's gonna try and advance it to midfield that's julia on the right side the hoolier taps it back to the corey the corey gives it back to her nice move there by brown she moves it up field she's gonna get past midfield tries to give it to cantanzari but it is intercepted and now the cooler has it once again on the right side she's going to give back to oh no that went out of bounds so that'll now be a throw in for west frankfurt west springfield and then we'll see what they can do here and now west springfield is an opportunity here but that is played up on by maybe machowski or covia i'm not sure which one so now what springfield has another throw and they'll take that quickly trying to move up field but tallest is there to make the play on it she makes a nice pass to smith smith trying to make a play on it and it kicks back out and now a nice through pass to the right side in a shot from deep outside by number one oh and now man tony will be there to take the pun after that save so far not much for me some meadow [Music] as we've usually seen all season there's a bit of a slow start now it's going up field and that was a through pass directed towards canton's radio and she it's unable to receive it it's now brown making a nice little move at midfield to get it back out to cachovia cacovia makes a move to the left now it's roman roman gives it to cantan's reedy and now morneau is in a battle with it it's going the other way and the chelsea with a nice play there which housekeeper trying to make a move and it's stolen and that ball will just go right back out to mantoni quick weather update it is 49 degrees here in east alabama a little bit cold that punt will be saved by roman with a nice touch and it'll go out to midfield more known now in a battle with it brown ends up with this she gives it to talus polish tries to give a quick pass to contanzarity and that'll be cleared towards the west springfield bench so now i believe roman yep will take the throne that's directed towards morneau it goes out of back out towards west springfield and now it goes all the way back to machowski and cobia who control it that's roman on the left side she makes a nice move right and she tries to give it out to the middle now it's corey making the play on it to machowski which house be dribbling that ball end up out of no it will not cooler saves that nice play there by machowski given to brown [Music] so now tallis will have it she'll make a play up to the who there now it's brown making a pass back to cachovia she gives it up to smith smith will make a move here and she'll move it to the right side and that'll be stone so now kokovia there to play the ball and she's able to get it but it's stolen so now watch springfield going up the right side and machowski is able to make a play on it there smith looking to make a move and that just goes off the head of ahead of number 21 on what springfield that would be uh i don't think we have a 21 on this roster oh no we do yeah okay so now kokovia with the ball back and deep she tries to make a play in west springfield number five miami gets tripped up and that'll end up being a free kick presumably for west springfield as number 12 runs up to take it sofia callahan callahan here with the kick she's far right side tough angle if she wants to take a shot on that she tries to do a little test in the middle and tia tallis is able to make the great play on it and it's going out to midfield but it gets all the way back to kirkovia kokovia making a pass to roman that's touched up to smith and now morneau has it we're now with a nice pass to cantanzarity but loses control and it's going back now and a nice little play and it's a deep lefty shot from outside and then tony is able to handle it still a 0-0 game not much has happened and not much has happened for you summit offense so far as well so now west springfield is going the other way and here's an opportunity but kokovia is able to clear that to the right side out to la julia and now it goes out of bounds that'll be a west springfield throw in [Music] hurry up that'll be a free kick after that throwing i'm not sure what happened it might have been a handball so now it's played out and that'll go out of bounds off west springfield it'll be another throw-in we have subs abby davis and i believe number seven bridges jordan and coming out is mahoulier and smith i think yep so now look corey will have the throne after that ball is directed out of bounds mccory looks tomorrow now morneau passes it back to machowski macholsky tries to make play on it ends up with flacory mccory makes a body there and she'll try and pass it up field and great play there now ken tanzari with the ball in the middle she passes it to roman roman makes a what was gonna be a nice pass after that great defensive play by west springfield now it's gonna be a punt for west springfield's goaltender it goes short as it seemed to have gone off the side of her foot and now contains already trying to make a play on it and that's back out tomorrow now tallis makes a play to the left side a good pass that's abby davis making a nice little play she crosses it to the middle and ends up with nothing but morneau is actually able to defend a nice little cut move into the middle and she was able to split the defenders but ends up going out of bounds it'll be roman with the throw in now that once again goes out of bounds off west springfield defender roman taking the throw into brown brown looking across the middle a shot from outside she was looking for top right so now west springfield will have a goal kick after it goes a little bit too right so now west springfield has control of it mimic and pass it outside which doesn't work out as it goes out of bounds and cory will immediately take that throw into jordan it goes back to the quarry she makes a pass to the middle and now brown is there to make a play on it but it gets cleared out to tallest more no to cantanzarity with a nice pullback move and she's able to once again gain control that now davis trying to play for that but it's intercepted before she can get to it it ends up back with cachovia kokovia playing it to the right side that'll be there for jordan jordan trying to get through and it ends up going back out to tallest her pass is intercepted but she's able to get it back and give it out to machowski gives it to tallest hollis is going to play it tomorrow now but it's stolen it's now going west springfield's way an attempted through pass there ends up with cacopha deflection and now what springfield is able to gain control once again after that clear and now mantone comes out for the save and another opportunity for what springfield and it goes off the post and it goes across the goal line as nobody is able to get there to put it away so man oni is still able to maintain her shutout so far after miraculously that didn't go in roman clearing it wow i'm astonished that nothing went in there initially man tony with the big save it i believe ended up going off the crossbar and then directed out to another west springfield player who had a breakaway and she tried to carry it to the outside and have a little patience to try and make mantoni go down but antonio was able to stay with it and it went off the post the second shot and then it went all the way along the goal line and now can't hand rudy going the other way and with a nice lefty shot it goes just right at the goal post so eso meadow almost able to turn around what was a huge goal opportunity against them into a goal opportunity for them it'll be west springfield now with the goal kick and now morneau is able to handle that and that'll get out to jordan jordan gives it to la corey now jordan with it on the right side and she's trying to make a move to it and it ends up going out of bounds it'll go west springfield's way for a throw-in that will be played to the middle for number 18 on west springfield reed and now that ends up with tallest and jordan tries to cross it to the middle but it is grabbed by the goaltender with the ball she'll give it out to davis davis cuts to the middle and she is pushed down so now west springfield is able to start going the other way caroline lukassic is here to make the play on it and she just lets it go out of bounds so she can take the throw in she fakes it to davis and gives it to morneau we're no holding on she gives it back to lukassic and lukassic is able to make a play out to brown and we'll end up going back to carolina kassick for the throwing so now machowski with a nice move to the outside and she'll give it up to brown brown handling it and giving back to like with kasich trying to make a play on it before she's overwhelmed now brown cutting across to the middle she'll try and give a pass to the outside to jordan but it ends up in west sides so now what springfield's going the other way but chelsea once again is able to make the play and kokovia is there to back her up she's playing up the right side up to jordan it's now going the other way after an interception but tallis is able to gain control of it hollis is giving it up to jordan jordan trying to make a play is overwhelmed by defenders and that ball went out of bounds i believe so that'll be a throw-in for la corey and now a throwing for i'm pretty sure la cory will once again take that yep so another throne for the corey she'll give it to cantan's already already back to lacouria la corey with a nice pass out to machowski micholsky gives it to tallis tallest at midfield she'll try and pass it to davis it's complete and and she tries to tap tomorrow now but it's a little bit too far and hollis ends up with it on the outside again and now brown with a nice opportunity and it's almost able to go in off a weird deflection as the west springfield goalie was going one way and the deflection put it perfectly to the left side of the net for it to almost trickle in but she's able to get there for a nice save so now from the outside i believe haley brown will be taking the corner kick saw meadow with their set play here [Music] but we crossed the middle and it'll be a bit too far so now more no will be there to try and make a play on it and paulus and machowski getting back to make a play that's springfield on the attack now tia with a nice defensive play there and she'll now cut to the middle and try and give it out to jordan but the pass is intercepted and now jordan trying to make a play on it is overwhelmed by defenders there's 11 50 remaining in the first half currently west springfield able to gain control of it hollis steals it paul's gives it out to davis davis making a pass over to what was intended for caroline lukassic but it was a little bit too behind her so now the cassock is able to gain control after that and cachovia with a nice little clear there out to brown that'll be given to cantan's already cantan's already making a nice move there she's looking to advance it and a nice move there tries to give it to brown but she's not able to get there it was just a bit too far a nice play and now davis will take the throne over to contanzarity contanzerida will touch it to the middle to brown brown trying to carry it across she'll touch it over to jordan jordan will tap it out to morneau where noah will give it to tallas haul us over to jordan jordan handling it on the right side and that'll go out of bounds off west springfield will have a throw in here that'll go out of bounds off of west springfield immediately and it'll go back you saw metal as well so now more know gaining control on the near midfield and that'll go all the way back out to machowski given to cachovia morneau with a nice touch there and she'll give it right back to machowski mitchowski makes a play tomorrow now morneau with the give and go to back to machowski and now machowski trying to carry it up it goes a little bit too far right for her control and goes out of bounds 928 remaining in the first half as that was thrown in that means that paul is stepping up to make the nice defensive play there and she tries to make a move but it just kicked back out to a west springfield midfielder now tallis making the play over to smith smith taps it to luke casick lukassic makes a nice pass to cantanza already canton's really trying to advance it but it's stolen and now contaminating the battle and that'll go out of bounds off of isa meadow springfield the quick throw and it'll get back to caroline mukassic now brown making a nice pass to the middle directed towards cantanzeridi who can't get a good touch on it there and now it'll be back out to tallis paulus making it past the middle and cantanzuru with a nice chip shot and it almost goes in and now brown in the middle and it's with a shot on the left side several great scoring opportunities for east almetto initially a great chip shot by cantanzarity to almost put it in and now machowski will end up with it deep on issan meadows defensive territory it will be west springfield with the ball at midfield now they're playing it to the middle and now smith tries to pass to the outside the scramble for the ball here [Music] and i'll end up with more no who makes a play up to brown or canton's already cantons are eating in the middle fighting for it you know get out to watch springfield and kikovia try step on up on there and it's successful and it ends up going out to kokovia to the classic and then it gets to smith brown making a little pass to the middle to can't answer 80 it's unsuccessful now west springfield going the other way machowski there to defend it's more no carrying it up the right side now and she'll try to give a pass to jordan yeah so the problem no offense no yeah no i got this yeah i can't give him a card to the studio i need a college kid because i need them to care enough so now smith on the left side trying to reach [Music] west springfield now has a throw in here and they will look to make something happen throne is taken and cantons cantansuri is able to gather control immediately she gives a nice pass to brown brown trying to carry it up to the net and it's touched away by a west springfield defender lukassic here now throwing she gives out to brown matcha who is i believe something a few moments ago i haven't seen her yet is if we get it it's giving out the tallest tallest tomorrow now we're now trying to make a move with it and now why springfield able to gain control of it then tony coming out to make a play on it and now it'll be some switching of possession and hollis will be able to give it back to kokovia kovya carrying it up the left side kokovia with a nice move there and she's carrying it she gives it to cantan's already ken panzeriti making a nice through pass and brown is almost able to get to it so now it'll be hey throwing for you some meadows gives it out to smith smith tries to make a play to brown and it is turned over so now west springfield is going the other way it'll be able to get out to kokovia kokovia gives it to the middle that'll be the tallest hollis taps it over to more gnome or no plays it deep up the right side it'll be a little bit too far oh getting possession so things we've noticed um chad throughout this game a lot of back and forth action at the beginning of the game we did notice a lot of heavy west springfield's offense yeah which is unlike you saw meadows so far this season absolutely last time these two teams played i did get word from luigi the last time these two teams played uh scoreless one nothing he sang meadow uh only goal scored by song meadow was by haley brown a 30-yarder hit top corner the only reason that they were able to pull out with a win see usually i see uh people selecting their senior nights like off teams that they're gonna beat but like no matter what but tonight it's just gonna be a good matchup it's still a zero-zero game there's all these they pick their senior night uh they choose which net or which matchup it's gonna be so it they have their uh they have their set schedule yeah and then they they usually just choose which which game is going to be their scene in it usually it's done they should have done the longest one yeah they play they play a long metal at home but whatever we're here and i butchered the names so now it's on the right side with awesome i believe more now final two minutes of the half will be recorded off of restaurants so now west springfield carrying it the other way and kokovia is successfully able to step up and that all will go out of bounds so now west springfield was a throw-in and that's given out and west springfield is now trying to make something happen and tony is able to step up there for the nice save from that dpk ball is attempted to play up the right side it'll go out of bounds off a west springfield defender and it'll be salmetto here with throwing metro with it on the right side she passes it up to who is that i can't read the number from this far i had to bounce on eo west sides thrown the ball back in west side with the ball kicking it up the field okay jordan on the right side i'm unsure though so now that ball goes out to east salt meadow caroline the cassette carol caroline lukassic tries to make a play to the middle and now it's cantan's reedy with the lefty trying to put it in the net but the goaltender for west springfield is able to handle it and that'll be the half ladies and gentlemen we'll be back in 10 minutes so join us for the second half of this game it is still 0-0 and we'll have another 40 minutes coming up thank you foreign yes rank one [Music] also welcome back we are in the second half of this east long meadow versus west springfield girls varsity soccer game and we just kicked off it's now machowski with the ball on the right side she gives it to la corey so far it has been a 0-0 game and there hasn't been a ton of action there's been quite a few scoring opportunities but it's been a back and forth game so far it's now lecori with the throne she gives it to smith smith taps it tomorrow now morneau tries to give it back to smith but it's a little behind her it's going to be a throw-in for west springfield west springfield now controlling that's pass directed up the middle to their striker and now and tony will gain control with it the ball end up going out of bounds and it'll be roman here to take the throne now you saw meadow controlling be more no with the ball she's passing it up to smith smith trying to get there to make the play on it it's now more no again pass it to ken hansarity and it'll go out that's a deep chip shot or maybe a cross to brown either one almost worked out and now it'll be clear to the middle you saw meadow now gaining control it'll be tallest with the ball she gives it up to brown brown making a play to morneau mourinho has it now and she gives it out to smith [Music] tallis trying to get there before the interception and kokovia steps up there to take the ball away from west springfield fight for the ball and it ends up going out of bounds off an east el moto defender and oh now west springfield has control that they just take a deep shot from the right side just trying to put something on that and it won't work out man tony scoops it up there and punts it out to smith and a miss touch makes that ball go out of bounds so now watch springfield with a free kick on the outside after that play and she said she said that'll be played to the middle by number 12 sophia callahan and mantoni will scoop it right up and clear it out to the hoolier the fluid tries to play a head ball on it but it just squeaks by and west springfield now trying to make final talus is able to steal it she tries to play it to smith but it's short and now machowski will be back to the fender she tries to take it up herself and it isn't able to and now more noah is trying to make a play on it it gets out to cantanzarity canton's already carrying it past midfield with speed she gives it a great through pass to haley brown with a shot and it's saved a great through pass and a great save after that shot [Music] oh so now it'll be a corner kick for hayley brown and she will look to cross that to the middle it's a bit too far and tallest will be back to make a play hollis tries to cross it to the middle and it ends up going out of bounds it'll be a goal kick now for west springfield goaltender [Music] so now it ends up with cantan's reedy off that goal kick and stolen and it gets back to machowski machowski makes a play to lecori look for he tries to get a touch on it and it goes out of bounds and now my springfield with a quick throw in here machowski there to receive after that miss header and once again goes out of bounds this time throwing freestyle meadow [Music] look corey they're back to play that clear mccoy taps it over to machowski machowski back to lacori and it gets the middle and the chelsea makes a play on it but now pass and they will be called offside after that pass or the prior pass so now it'll be a free kick free salmeado kokovia will be back to take it she plants it next to more nose feet and we're now trying to make a play up field but it is stolen and now west springfield is going the other way and that pass is just a bit too far it will go out of bounds for a throwing well corey's set to take the throwing she gives it to smith it's back to lacquary but it goes out of bounds [Music] so now the corey will end up with a throw in she gives it to la julia julia out to make a play on it that'll go out of that'll be too far and it'll go out of bounds so now west springfield with a quick throw in watch springfield touching it up the right side and trying to control there but can't hold on it's brown and cantanzarity with the ball now contains already carrying it across the middle she'll tap it to juilliard the hoolier with an opportunity but west springfield's defender is just a bit too fast luffy is able to garner control once again and it ends up with more now and like corey plays the tallest in the middle of tallis with a nice move tallis tries to tap it to brown but it's a bit too far and now kokovia will step up to play that clear and it'll go west springfield's way after they call some sort of foul there i believe that was on cacovia and springfield number 12 callahan will take it she plays it deep and an opportunity for west springfield is quickly taken away and that ball will be attempted to clear out to uh smith but it goes out of bounds so now west springfield takes their throwing and it's stolen but gets back in their control moreno makes a nice play on that mccorry taps it over to the fourier the hoolier tries to give it up to mornell and now the cooler is overwhelmed by defenders macquarie holding on she plays it up the right side and that ball goes out of bounds it'll be a west springfield throw in here no machowski will step up there she tries to give it to cantanzer it goes off of her back and it's out to the islamic bench now and it'll be an east salmeado throwing but there will be subs taken first jordan comes in for julia and now lacorie takes that thorough and directed towards jordan and that will be played out of bounds by west springfield the quarry will have another throne to take that throne will be intercepted and placed out of bounds by a west springfield defender and once again the corey will have a throwing play that to jordan jordan in a battle for it and that'll just be tapped out of bounds presumably for throwing for lacquari there'll be four throw-ins in a row so now tallis is able to get to that midfield but a miss touch ends up in west springfield's possession it's played up field but machowski is there to intercept it and play up to the left side to smith smith with a nice move to get to the middle and give it to morneau no tapping it out to the right side she'll play it up to jordan jordan controlling jordan taps it back to the quarry mccory plays it to the middle but it is intercepted now he's somehow back in the fence machowski is able to get control machowski plays it to the middle to brown brown trying to make a move here in the middle she makes a nice touch pass to cantanzuri cantan's already looking up field and it's stolen so now west springfield is going the other way west springfield crosses midfield and then a through pass to the left side but cacovia is too fast and is able to gain control and pass it out to morneau for a nice clear but that ball is stolen west springfield with an opportunity here and they will take a shot it is wide right and mantoni scoops it up still a 0-0 game 27 minutes remaining in the second half and that ball will be cleared to midfield some i don't want springfield competing for the ball here that was probably a call but nothing and they will play on that is played up the right side by jordan it's brown in a race now brown almost able to use her speed to get there and she forces no all right that was definitely out of bounds off watch springfield but they will call it a goal kick [Music] and that is sure and almost taken out field by salman khawski is able to play up on it off the clear [Music] now west springfield carrying back with it watch springfield crosses midfield nissan overwhelms them and it'll be cantanderity with a nice play over to morneau morneau touch the back door and tanzarity with a nice roll move to the left and it'll end up going out of bounds and he'll now be a throw-in for east salmeado [Music] you someone finally ready to take the throne here that'll be directed towards smith smith making a nice play is able to get by two defenders but he's finally overwhelmed smith gains control of it again and it's out to can't catch the number here but a deep shot from the left side i believe that was more now could be mistaken yeah i am mistaken huh oh that's roman so now tallest with the ball paul is playing it to the right side to jordan jordan taps it over to the middle to cantan's reedy and tanzarity making a nice play to the quarry but corey holding on gives it to jordan jordan here trying to make a play and it'll just go out of bounds and look corey no jordan will step up to take this throne jordan plays it tomorrow now [Music] where no [Music] tries to make play on it something has called on her and now the referee will call her over for a little meeting probably a warning no card is pulled from the referee's pocket so that is good news for you some meadow 23 minutes remaining in the second half that ball is cleared out to the middle more noah is trying to make a play on it now hollis is able to step up and make the defensive play paulus gives it to cantan's ready cantanzer he plays it to the right side of jordan jordan with a nice little pass to brown but is intercepted and it's going the other way able to get by machowski but machowski is able to recover and make a great defensive play and give it to kokovia kokovia playing it up the middle and it'll end up with west springfield now brown with it at midfield brown to jordan with a nice pass jordan has an opportunity to cross it here she'll make a move and she tries to cross it that'll go out of bounds off of west springfield bringing up a east law meadow corner kick great opportunity for esau meadow here that'll be cantan's reedy who will take it from the outside kentucky crosses it to the middle and a header and it's on net but it is garnered up by the goaltender of west springfield and she pumps it to midfield tallest with a nice head off and that'll get out to brown brown to jordan jordan passes it back to brown brown tries to do a give and go but is stolen and tall is once again able to step up and make a defensive play it'll be ken tanzari with the ball after that pass she tries to take a shot from outside and it goes left of the net so it'll bring up a goal kick for west springfield with 21 minutes remaining gold kick has taken and west springfield is able to cross midfield and that ball by machowski will be deflected off of west springfield head well springfield able to start going the other way now machowski with a great defensive play to put it out of bounds this will bring up a west springfield corner kicks west springfield now has a corner kick it's taken played to the middle and they're unable to get a shot off so now it's jordan defending she makes a great pass out to cantanzeri it's a one-on-one with brown but she isn't able to receive that pass but she's now able to control it and make a play out to tangeriney and she will she will get a call there for a 30-yarder free kick i believe it'll be brown taking it we'll see if she can repeat her last 30-yarder that won them the game against west springfield last time no it'll be yup it will be brown off that fake shot and she plays it to the left side of the net but it is saved that'll be a throw-in for esau meadow roman able to play it up field to canton's rudy and cantan's out of bounds and it'll be a free kick for salmatto after that plot i think [Music] once again so the back goal kick will be played out to midfield it'll be tallest now with the ball tallis plays it to brown and that'll be back out to roman roman will try and take a high shot at it out to mid or out to the center and a shot from outside by brown is almost able to sneak by but it's a little bit too left it'll now be a goal kick for west springfield so now that's davis trying to make a play to morneau morneau is able to get to it with speed gives it to brown brown taps it back to morneau morneau with a nice cross an opportunity for esau meadow there it's shut down as cantanzarity can't put it away just a bit too far and it'll go out of bounds to the right of the corner post or the corner flag and it'll be a goal kick for west springfield that is immediately intercepted but they're not able to control it and it'll be going the other way for west springfield who tries to make a plan on it but it just goes out of bounds roman passing it over to cantanzuriti cantanzuri tries to make play on it but it is deflected out of bounds roman with another throne here she tries to play at the canton's radio once again is deflected out of bounds and another ball is played to cantanzurini and this time it is able to stand and it will actually end up going out of bounds again so here roman will take another throw-in trying to direct it towards smith now it's tallest with the ball tallest plays it up [Music] paul's holding on at midfield she tries to play it to brown but it's not fast enough and it'll be a turnover but machowski steps up for a nice defensive play it'll be kokovia with the ball kokovia plays it up the left to roman what's springfield with the ball now that is deflected out of bounds off canton's already so now well springfield with that throwing it ends up going out of bounds off kentucky again they immediately go back to make the same play and they get through this time but that time interesting call without free there that time i'm not sure who was able to step up there [Music] maybe kokovia yeah was kikovia able to step up there she gets called for it and it'll now be a free kick from the outside [Music] he'll take the kick that's directed towards the middle tallest is able to get a head ball on it now davis fighting for it she's able to [Music] deflect that out of bounds 15 remaining in this still zero zero game this amount of trying to make something happen in these last 15 minutes they have been controlling pretty well in the second half a lot of opportunities for them at the end of the first half as well so now the goal kick then tony plays it tomorrow now we know the ball gives it to brown brown makes a play tomorrow now but it's a little bit behind her after that deflection and now machowski will step up to make the defensive play more no with the ball more no plays it up the right side to brown brown with an opportunity here she plays it across the middle and she'll take a lefty shot from outside and she will be taken down slow to get up and that was an aggressive play by that west springfield defender ends up working out for her brown able to get out fortunately and mantoni will step up to make that kick far past midfield roman with the ball she plays it up [Music] that'll go out of bounds and a sub will be made for west springfield [Music] a prayer [Music] that throne is intercepted now and west springfield trying to make a play here but is overwhelmed by roman moreno gains control she makes a play to davis davis with a pass up to brown that is cleared out by west springfield and now an opportunity for west springfield but is a one-on-two and those strong center backs are able to make a play on it and [Music] that will be a through pass made by brown able to get through and it'll be grabbed by the goaltender and it'll now be going the other way and dangerous play there so it ends up working out roman with the ball on the left side she tries to give it to kent hans rudy and tony steps up on that she'll punt it and now alice is able to make the defensive interception there and [Music] moreno is able to reflect that west springfield controlling here and he's someone who's finally able to get the ball roman plays it far up the left side aimed towards smith ten minutes remaining in the second half of this game it'll be a free kick free salmeado tallas with the ball paulus makes a move to the left side she tries to play it up to to cantanzuriti but it is deflected and now west springfield is going the other way west springfield crossing it and an opportunity here but they can't capitalize they're able to garner control on the left side though davis with the play to brown brown with a great clear smith in a race and that ball will just go out of bounds that was definitely so now it'll be a corey with the ball and a timeout will be called i believe by issan meadow 8 48 remaining it is still a 0-0 game and it'll be a throw-in for eso meadow coming up we'll be back there's 8 48 remaining still a zero-zero game on esau meadows senior night [Music] mccory immediately tries to play it to smith but it's stolen and now roman will be able to try and make a play on the left side and that'll end up going out of bounds it'll be roman now with the throw in she plays it to cantans very quickly and he's somehow now in a battle but west springfield later able to come out with it that is cleared out to kokovia kurkovia makes a playoff field on the left side that pass cannot get through and it'll be deflected out of bounds for any summit of throwing smith crossing into brown trying to make a plan i can't and it'll be directed back out to tallest hollis plays it to more gnome brown gets it brown trying to make a move on with it it'll be back out to the corey the corey will play it over to tallas tallis gives it to roman roman plays it up the left side it'll be back out to cacovia kokovia with the ball she gives it to roman that'll go out of bounds for a west springfield throw-in so now brown receives that pun and morneau tries to do a little through pass on the right side it'll go out of bounds and what corey will end up with the ball she tries to pass it to davis can't get through la corey will have a throw in now mccory to brown brown plays it up the center now it'll end up with machowski machowski will tap it over to mccory lecori will look to make a play look corey taps it to the middle to tallis paul's at midfield she makes a pass directed for roman roman comes out to make a play on it for goes out of bounds and west springfield will direct it out of bounds themselves and now you saw meadow trying to make a play but it goes out of bounds west springfield throwing that is cleared out polish receiving and now more no comes out to defend can't get it west springfield with the ball at midfield that passes a bit too far brown has troll tries to play it to davis but it is intercepted and now west springfield able to save it from going out of bounds machowski's stepping up to make a play on it she's trying to carry it up the right side of speed and that goes out of bounds off of west springfield the corey will have the throw in here lecori plays it to brown brown with a head ball to advance it and now that'll force no that will be a goal kick actually i thought that went out of bounds off west springfield the ref says otherwise so i don't know they will call freak okay that makes more sense free kick for springfield it'll be paul's trying to make the defensive play there let's play it up the middle kokovia back to get that ball roman passes it to the middle the tallest paulus was a nice move talus gives it to roman roman holding it past midfield she directs it up the left side towards smith now davis with the ball almost an opportunity for esau meta if brown was able to get there so it'll be a throwing for west springfield i don't know that's a timeout taken by west springfield in the final five minutes it is still a zero zero game we are in the second half and we will be back in a few moments we are back we will have a west springfield throwing here after that time out there is exactly five minutes remaining in this zero zero game throne is taken and someone is trying to take over here that'll be cleared all the way out to kokovia kokovia able to clear it into midfield but west springfield now with the ball hollis gets back to make the play smith tries to reach it before it goes out of bounds but it's unable to reach it now west springfield throwing that'll be quickly played in and it'll be a throw-in for east salmeado now roman there to take it roman plays it to machowski running up to try and get a foot on it and a west springfield player is knocked over it'll be a free kick now [Music] is so now man tony able to scoop that up [Music] right to brown with a miss touch and kakovia is able to step up on that what's springfield playing a high ball to the center moreno steps out on that it'll be kokovia with the ball now she plays it just out of bounds safe play there for a west springfield throwing to settle things down tallis able to defend she tries to play it up to cantanzer it it's a bit too loud for her and now it'll go all the way back to roman roman with play right over to mantoni mantoni with a oh no that'll be a throne all right um [Music] this is west springfield now with a throw in here watch springfield trying to make a play machowski is able to step up on that [Music] still a thai game only a few minutes remaining is on the referee's time so if i had a guess we're a little bit over two minutes remaining [Music] meadow is called for that it'll be more no called for fallon west springfield with a free kick at about midfield that'll be played up immediately and roman goes to take it and [Applause] smith sends the ball to the right brown with an opportunity plays a through ball to cantanza reedy but it's a bit too far for that opportunity for east almetto west side goalie is able to scoop it up takes the pun this time it goes far and tallis is almost able to scoop it up there it'll be going you saw metal's way now cantandarity with a nice play there she gives it over to brown brown trying to dribble here she it's stolen from her and metal they will i believe call the game there yes they will so they'll call the game there it'll be a tie on issa meadows senior night versus west springfield thank you for joining us on lcat have a good night you
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and hurricane here take him here thank you and summer should we ask the club [Applause] the united states of america and to the republic which stands one nation under god indivisible with liberty um first order of business is a review of the minutes of me oh public comment i'm sorry my customer went all together do we have any comments okay now standing here okay um okay so first order is to review the minutes of the may 10th 2021 meeting um curriculum committee meeting which needed some changes amendments to the um yes to the minutes um followed by the september 13th minutes and which became the 10th meeting minute so um we've had a chance to review them do you are you okay with the changes that were made so i'll move to the vote okay just for the public so they know what happened was that there had been a discussion that ensued regarding um later school start times so that was omitted in the original minutes so we added them and to reflect the accuracy of the accurate reflect meeting there was a question raised in the september 13th meeting about that and um again the accuracy of the minutes so we postponed them or tabled them all till today um and for so we could update and um and then some kind of change in the other minutes something was added for september now and then the september 13 minutes would regularly come up at this meeting right for approval from our last week so do i have a motion yes okay a second and all in favor we're on there okay so that is great um under the areas under the heading of new business we uh have before us a um the 2022-2023 program of study changes uh for cheshire high school so i wanna talk to you more about this do you have the chart in front of you i do can we so we have a lot of new courses which is exciting i'll just run through them we have the ap research course this is the second part of a new course we offered last year called the ap capstone experience course ap capstone is for juniors the ap research is for seniors and it includes doing a research paper and i think it's to the tune of like 4 000 words or something so it's a lot of research involved and um just continuing that process of the ap capstone course eventually we could take those two courses and actually have a capstone diploma which we might be headed in that direction from the college board but at this point we're just offering this this course to seniors and that fulfills the national based performance assessment requirements the next course is the ap ece micro economics course so for years we've offered an ap ece macro economics course and students have we've also offered an ece economics course for ucron students have requested the micro economics course so we are going to put that forward so that we will you know we also have the one-year macro this will be the one-year microeconomics course and in order to do that we will remove the semester ece economics course so this kind of expands the offerings there so for the next one is the elementary discrete mathematics uconn ece course the math department wanted to offer an ece uconn course and they've even listed the indicator that that would pertain to it would be a semester course offered to grades 10 11 and 12.
⚗ AI-reconstructed · cite from original above
um and it's the same for both graphs essentially so what we're looking at doing is potentially you know writing our course of action here on this so again why we chose these first of all the nature of our classes and in some form or way we all deal with the design process that we're walking through or guiding our kids through um another important factor with this stuff is talking about these long-term projects talking about the way that we are designing um projects or or learning new content is this idea of self-efficacy how students are kind of gauging their own ability levels i think we've all had conversations with people where we talked about you know how the kids actually gauge how well they're doing um and everyone does it differently but especially with last year being the way that it was i think students kind of lost track of that ability to kind of gauge themselves because they had a lot of different resources in place that they wouldn't normally have and now we're all transitioning back into a more you know traditional environment we have to be mindful of that okay we're all changing the ways that we're learning here along with that is just growth in general so having that growth mindset understanding that you can fail and grow from it and just understanding that your skills now are not the skills that you will possess later on cool thank you so we are currently using this sel pathway that molly has given to us so thank you very much to molly and our work started like may said by collecting this data for several years going back to fall of 2017.
⚗ AI-reconstructed · cite from original above
we're also advised of a positive individual at hillcrest school at donner's grove 58 and will now be closing that classroom uh due to the activity within the cooperative we are now in collaboration with dupage county health department to determine whether or not we will be designated as experience in outbreak we are having a difficult time due to lack of staff we are shifting caseloads and making required notifications where we are not able to fulfill a service on an iep we're also on the cusp of having to halt enrollment where we cannot provide services particularly for students who require nursing at southeast school also we are not able to offer the alternative to suspension program at southeast due to the lack of staff and space needed for social distancing and substitute shortage is further straining the classroom is there anything that would be relevant uh north shore clinical administer 20 test first the asset staff at the administration center so 86 of staff are vaccinated um i don't see anything else nope that would be it okay thank you thanks trian uh terry 99 foundation we're meeting uh wednesday so um i don't have anything to report right now okay uh chris do you have anything on ies uh there were two uh well the upcoming vote in november uh that i did want to put up the discussion uh as a board um both uh resolution number two and 15.
⚗ AI-reconstructed · cite from original above
that's a difference of 2935 essentially year one if you want to boil it down make it very simple every teacher with the exception of those that are those handful of teachers that are above the scale are receiving an increase of twenty nine hundred and thirty five dollars the bottom of the scale shifts 2935 the top shifts 2935 and so everyone moves along there so that each step along the way the steps between each the the distance the dollar amount between each step on the scale remains 1200 dollars in year one of the agreement the top of the scale again increases the 2935 dollars there are just nine teachers remaining a few years ago when we were bargaining we had i think it was 121 teachers that were above the scale somewhere they have each year we've gotten each of those kind of captured back in the scale this will be the last year as those remaining nine teachers move on to the top of the scale and those are the only teachers that don't receive the 2935 dollars they receive some distance between i think it's as low as 400 and as high as close to 2935 the maximum salary in year one and also increases from the 85 000 to 87 935 and that's with the referendum you know the top of the scale before the referendum is 80 400 but with referendum increases the top of the scale changes to the 87 935 all of those increases will be retroactive to the beginning of this contract year for teachers and that's an average for those teachers again not including referendum dollars but it's an average increase of six percent in year one and like like amy said looking back at our prior contracts thanks to the dramatic increase in per pupil support from the state we're seeing increases that are more along the lines of what we've hoped for for years um just a quick add to that the chad and i have talked and we're anticipating it being the second pay in november for the retroactive pay that's mentioned there on the bottom so and a quick funny story those nine teachers some of them are members that had come to me and said it looks like i must be one of those nine people i'm not that old am i or and and we also figured out that most a lot of them were in special ed so that that said a lot about to me at least as a special ed teacher so i thought that was cool um so for the second year of the contract um our starting salary goes from 42 000 to 44.6 which is a 2600 increase and our steps are going to increase from 1200 to 1500 and i'm excited to say we have made the steps reduced to them from 33 to 27 steps we've tried for a long time to see how we can reduce those steps and maximize our dollars for our teachers and this year we were able to do that and so i'm real happy to see that it's a minimum increase for all teachers on the schedule of 2600 and the changes in the steps it's requiring them people to have new placements so our scale never has been well i'm at year three so i'm going to count three years three steps down um it's it's not it's not based on that and so um it has changed what that looks like for folks and so we've had a lot of conversation with members about if it's not based on years then if i'm here in the first year of the contract then why am i here in the second and we've talked about how it's not saying that you're not get it you're you're not getting you're not missing any money on there it's just because we had to reduce steps it's where it places you so um folks have have done a nice job of understanding that and um working through that and and that was one of those reasons we had that survey and it was a oh moment so that was a good thing the last part about the 90 the referendum maximum with that it's going to go from 87.935 to 90 000 and i'm pretty excited about that because to say you're a teacher in bcsc and you can make it potentially 90 000 that's that starts to put teachers up there with folks who have degrees that are similar to ours who are professionals so um that's really good and and i'm sorry i missed there our scale increases from eighty thousand four hundred to eighty three six hundred so a thirty two hundred dollar increase so that's an average of six point one um so if you add the two minimums up a teacher over those two years could make uh 5 increase is what the base minimum would be adding those two amounts up so i thought that was a really good um scale for this year the other thing that the bargaining team we're already thinking about next time and talked about once we have this nice scale with 27 steps in the future we really just need to start focusing then on taking steps and moving steps on that scale so i'm hoping that will make it even easier when we bargain our next contract so and speaking of that scale the next slide demonstrates again like amy mentioned these don't represent years of experience there could be a teacher on line six that that has nine years of experience or a teacher online 12 you know that has seven years of experience it just depends on where you were placed when you're hired and what year you were hired and any time that you change the number of steps in a scale everyone's going to get shuffled to the you know to the next step that's most appropriate for them and that's where the minimum of twenty six hundred dollar increase comes in year two you set uh a scale where the teacher moves to the next step and if that's not twenty six hundred dollars then they move to the next step after that and so the the left hand side shows the the 21-22 proposed teacher salary schedule and then in year two you can see it's dramatically shorter and so that's the reduction to 27.
⚗ AI-reconstructed · cite from original above
who is the economics course the business department the microeconomics course that yes if it's an early college experience it doesn't have to be associated with it or university important yeah that's sort of content because this math one says you can't yes oh the next one is health and education in urban communities so the cte department rebecca daddio who also those courses offer courses like adult roles um human growth and development child growth and development which are ece courses she wants to expand to offer health and education in urban communities it offers quite a bit of experience for students they actually take field trips to other districts like waterbury and have different experiences working with urban communities that's a semester course offered to grades 11 12. does this um how does this compare with state standards i mean is this they they all align with state standards um the math department actually put that into the description but all of these courses would align with any of the state favorites that need the de manufacturing machining principles de meaning dual enrollment with naugatuck valley community college and bcc so this is sean started last year a like an academy and last year he offered two new courses this is the next step in that academy so it will be the next step for those students who took those courses this year it's a full year course and it's offered to grades 10 11 12.
⚗ AI-reconstructed · cite from original above
so with that as well as some of us being a part of sel cadres and our work with molly we are now in this stage of finding commitments and how we're going to act on those commitments so that leads us into our next steps which are building these practices and implementing some high leverage teaching practices so we're in that commit and extend expand stage we just collected our uh next our fall of 2022 no 2021 uh student voice data so we just collected that data and we're we're excited to look at that and now we're into this uh commit and expand and it's down yes cool got it right so these are our commitments and these are kind of our informal uh goals they're kind of what we were talking about uh when we looked at our data and what we've been collecting it and we compared it where does that data fall in terms of these castle competencies castle's an organization based in illinois that has put together these five competencies which are five skills or abilities that we value students to have so we know that they are being successful with their social emotional learning and social emotional growth so the two areas that we identified were self-awareness and then self-management so we want to connect these castle competencies to that kind of informal goal of being problem solvers and how we deal with failure in the case of larger problems so under self-awareness we want to have a growth mindset when we experience failure not to just get stuck uh in one spot and that leads us into self-management where we also want to make sure that when we fail that it's not the most tragic thing in the world understand how we can look at failure in a positive light and claim from that we also are looking at using planning and organizational skills so that we avoid failure and that would be great that'd be really ideal but also planning on what happens when we do experience failure how do we go back and use that information that we got from failing in an iterative action so we're continuously improving and then the last one is showing courage to take initiative and we want to encourage students to try risky things because that's fun it's innovative and that's how we innovate in our classroom so we want to try new things and encourage students to take initiative try something that's risky and it might fail but we'll deal with that when it happens so this is our timeline um so in september we invent as a team to set our seo goals here um our next step is to develop common language as you saw from all the different courses that we have that's going to be kind of our next step is to work through that then we'll create a student pre-assessment working on self-assessment and reflection we'll then administer the spring student voice survey we'll reflect on that data we'll continue to work with molly and then we'll develop a plan of attack from the start of the next school year so our goals are going to be to establish a culture that embraces taking risks and approaches challenging from challenges from different directions we want to reward students by demonstrating the ability to solve problems in unique ways we also want to reflect on the success and the failures within the design process our projects and all of them together all right so one of the first things that we want to do following this board presentation is sit down as a team and create a common language that we're going to use in all of our classes that establishes a culture of risk taking so one of the things that we kind of thought of initially was using permission to fail which is what troy has given all of us teachers is the permission to fail we want to make sure that we tell our students that it's okay to fail in our classes we actually expect you to and we're going to help you through that process and the goal is to keep trying and then eventually succeed another thing that we want to show our students is that even as adults we take risks and we fail and that's okay and we want them to see that and understand that that's going to happen in their life and that's okay so one of the things that one of the classes that we think we can implement this common language in right away is our advanced architectural design class so students during their beach house project have a wide variety of options to communicate their first rounds of designs as you can see on the projector screen students can build physical models that middle bottom one is actually minecraft if they want to design minecraft they can or they have a wide variety of apps on their ipads or they can do kind of the traditional paper and pencil as of right now without this common language and really stressing that it's okay to fail 90 of my students just dive into paper and pencil because that's what they're comfortable with so one of the things we're thinking about doing is telling our students okay out of these options which tool are you most comfortable with and which tool are you least comfortable with and then asking students to actually do a design using that tool they're comfortable with and then also do an um another iteration of their design using a tool that they're not as comfortable with and getting them out of that comfort zone and telling them that's okay if they don't feel comfortable awesome so the next thing that we're kind of looking at as an opportunity for our students is finding ways to reward students who take risks so as we've been talking about a bunch of our classes are all centered around trying to encourage students to take these risks appropriate risk obviously but trying to attempt these new things then what can we do to celebrate um the risks that they're taking um and they continue to encourage new ideas so one thing that we're looking into doing is rewriting our success criteria to encourage the diversity of ideas so have it built right into our ebr um grading that how can we show students that taking risk is part of our courses and something that should be attempted and tried not having this constant fear of failure okay let's take a risk and see what we can do from it and our engineering architecture and design courses documentation is a part of that you know if students aren't documenting the process process they have this kind of kind of backbone to fall back on it even if something wasn't working what can i show you to kind of prove what i tried why didn't it work ultimately the hope would be that students learn from that reflection and then as time permits they have the opportunity to try and try again so the class i teach that really fits this whole perfectly is our capstone engineering course the whole goal of this course is for students to identify their own problems identify the criteria of success for those problems then basically work through the process of research and development to create solutions um this class is a giant risk all for a whole year so it actually is a risk for a year um because there's no clear-cut answer to the problems that they're trying to solve they're not just hacking on you know google and googling the answer they're just not watching youtube tutorials this is something that students are very uncomfortable with this is something that's not familiar to them a lot of classes that they take um it's something that really is a roller coaster of trying something learning how to fail learning to learn from that failed and balancing back um to hopefully make more more progress i use this saying like one step back or two steps forward all the time in that class you get an idea of a couple of the example problems and solutions on the slide right here where students trying to design crutches that are more energy efficient and more comfortable we have students that are trying to design a kind of a retrofit damper system for homes that would take regulate temperature throughout so using raspberry pi's arduinos communicating between those two devices to actually solve this problem and again these are things that students have very little experience with coming in this classes they have to try new things and they have to kind of learn from their trial and error throughout the year all right another big piece that we felt falls into this is reflecting on your designs and so um we do it like we said a lot of those long-term projects and if we get to the end of the project and we just end it there then we're putting the focus on just whatever that product is and so our thoughts are what if we stop slow down a little bit and have the students reflect there's going to be a handful of students that come up with a successful design there's going to be a handful that come up with a design that maybe didn't match the criteria maybe failed in a sense um so having them reflect on those would have the students push their further the learning doesn't stop at the product now what we can ask questions for the students whose designs didn't work like what would you do differently next time what failed what parts were successful and how can we incorporate the successful pieces and redesign the unsuccessful pieces and having students talk through that and actually take the time to stop and reflect on their designs um we think could be a good piece and then if possible in every class is gonna be different but if there's time to offer re-performance then i think giving them that chance to redesign and try again is huge um we can also within those reflections because we will have students whose um their design met the criteria that we set up for them but then we can push their thinking even a little bit farther by saying okay what would you do if and we changed some of the constraints and requirements what if you had more time what if you had more supplies what if you know whatever this design is uh what if you had more power whatever that might be so it just pushes there for their learning a little bit further than stopping at their initial uh product um over here this is an example from print media and so the students they're learning uh vector illustration and then they're also learning how to use our laser cutter engraver and so they come up with a design some sort of product so in this case students creating a keychain and then they go through that process they design it it looks great on the computer they output it on the laser cutter and realize oh no all those pieces don't they are all separate so it doesn't hold together and i think as adults it's really easy for us to jump in and natural to be like all right well what happened they don't touch let's help you get them together but i think that one thing that we'd like to do is work into our classes that before we intervene and before we provide feedback let students look at it and ask questions like did it match your intended design what went wrong what would you do different and then that allows i kind of put a couple different different ways that that project could have been solved or done differently where if we intervene we tend to probably push them in one direction when our whole class what we're saying is there's so many different options and so many different ways to solve the problem so allowing students to test out their proposed solution i think is uh really big and so we're going to try to incorporate that into our classes as much as we possibly can all right so to wrap up how do we know if our team is achieving our goals and our commitments to increase students management self-awareness it's going to be reflective in our data of our student voice survey so as you see from the pandemic the numbers went down for both you know how often students find the best way to approach the problem and then also how likely they are to try a new strategy so for both of these we would see that these would be increasing back to pre pandemic thank you are there any questions um you've got seniors who are going to graduate this year where are they going with this knowledge post-secondary are there colleges that they can go to is there businesses that want them i think it's both everything that we try to do in our classes whether it's the software or the concepts we're teaching we try to align to whether it's industry standards or what's been going on at different universities so i know like the you know the machines that we use whether it's the laser engraver the color the 3d printer those are all you know something that they'll see whether it's in industry or on um during their post high school education um you know even the software we all do every piece of software whether it's autodesk software adobe software we make sure we're actually using things that are going to help them be prepared for what they're seeing at school or in the you know in careers i think most of the curriculum also has been aligned to you know what is going to best prepare students for courses like the engineering course that i was talking about you know that's a course that a lot of students will see either their freshman year of college their senior year of college it's a design capstone course typically it's done over a semester there's a lot more freedom to it where they check in with their professor you know once or twice a semester sometimes um so it's much more like guided structure high school feel for something to better prepare them i think i can probably speak for everyone that every year around i don't know probably close to winter break we get some nice emails from students saying like the stuff that they learn in our classes is helping them in college and then a tough time here sometimes it's like a really pleasant surprise from these students i i have several questions and comments uh um so how many students are in these classes how many totals i was not prepared for that question so let's see we have eight teachers teaching while we're teaching we're actually there's a whole teacher that we're sucking up is yeah so we have an equivalent of nine teachers teaching five sections of 28 students each semester i have to tell you i i find what you just did unbelievably exciting um and it's in addition to being prepared for college and what you're doing you're really teaching life skills i don't care what you're going to do to to adopt the scl skills that you're teaching and have a project or a goal long term and work and do the documentation you're talking about and keep track i mean this is life skills whether you're going to be i don't care what you're doing um and the way you're teaching it is absolutely fantastic and the way you're making use of the resources that we've provided for the types of courses and classes that you've got this is i'm thrilled it's great this team very much values the problem solving skills and that's that's a really hard skill to teach in one semester class so by providing it four years where they're hearing the same language they're he hearing the same message across the board helps build that confidence and skills along the way i just have to share with you so you know i'm a retired lawyer sorry i know one of one of the partners that i had in mind was a chemical engineering undergrad and then he went to law school and the way he thought and the way he approached problems and analyzing deal structure and our workflow you know the skills that you're describing he was he was amazing so those skills really came into play just in practice a lot which this i this is i could keep going this is great so did you yeah i looked at it 1050.
⚗ AI-reconstructed · cite from original above
i'm sorry we'll have those resolutions [Music] and that's going to be a bad date yeah okay our upcoming board meetings november 1st we will have a meeting at 6 30. it'll be a workshop and it will be here at south high but in the auditorium and then november 15th we'll have a regular business meeting again at 6 30 p.m it'll be at north high school at the auditorium do we have a motion to adjourn someone who moved second joe this is joanna yeah sure all those in favor aye well the suppose we are adjourned thank you thank you [Music] i have a question for you then you have something all right you
⚗ AI-reconstructed · cite from original above
one of the things that i'm most excited about is we didn't put it on the screen because we didn't want to mislead anybody about the you know the potential but if you're a new teacher and you look at this this 2223 schedule you can go down and count to your sixth year and say i'm going to make five thousand dollars more to that than that thanks to the referendum you go down to step 11 and i'm going to make an additional 5 000 thanks to the referendum and so in 22 years in your 22nd year of teaching using this scale the proposed 2223 scale and the a new teacher could get hired in in their 22nd year they could hit that 90 000 maximum and that's a place where you know we str we strive to be as competitive we can with not only other districts but like amy said other professions and and make it look at a traffic an attractive profession to a high performing student coming out of high school or out of college considering education has a potential for them and speaking of the referendum be remiss if we didn't mention you know our appreciation to the public for passing that just a year and a half ago or so and and what it allows us to do while that scale did not show on the last slide those referendum dollars in there they make a massive difference for our teachers and so the point system that we have in place today the 5 10 and 15 would remain the same under this agreement [Laughter] just that just to clarify the point system like chad said it's after they complete the 5 10 and 15 year amounts then the following year they will get that that amount on there all right so other compensation changes so in the back of our contract we have our appendix b and c and in those um this this year they get a six percent increase and next year they get a six percent increase that's on an average that's uh they get a six percent increase each time so that includes things like our coordinators and our band directors choir directors coaches so that is a nice increase for them one that we've not seen for quite some time so we've also increased our curriculum rate and covering another teacher's class and the best supervision at the secondary levels to 30 an hour and that's going to start in january um and then until then though it'll still remain the twenty dollars before i move on from this i'll just mention like amy listed some of the folks who filled these appendix b and c which are basically our co-curricular positions and extra curricular positions and the six percent each year is a terrific terrific increase for them but we know that many of those coaches work for less than a dollar an hour and you work it out by by hourly rates and the amount of time they put in out there with students on the banned fields that you see all summer long and so this is a a good thing we can do to increase that appendix b and c uh at a similar rate that the salaries increase other non-compensation items that are included again this is a two-year agreement that we're proposing the language would reopen the contract next fall and on september 15th when we can bargain again if both parties agree that it's necessary or if the health trust recommends changes that are needed due to some change in the market we also are proposing tomorrow the health trust meets and we'll we'll formalize this but dental premiums would incr i'm sorry decrease by five percent the dental reserves have reached a point to their about 60 percent of annual expected expenses and so this is just to start slowing down that growth in those reserves that is more than what is necessary and the health trust has agreed to this as well and has been made aware of it we've discussed it at prior meetings before bargaining it's not technically a bargain item the premiums are not but it is an important item that we discussed with both cea and the health trust we also are doing something that the private sector has been doing for a long time and that's default enrollment in the 403 b so any teachers after this year starting next year any teachers hired would be enrolled at three percent of their their salary going into a 403 b which then is matched by the district at 3 percent into an investment account they would have to as opposed to have having teachers um opt in they would have to opt out in writing if they wanted to opt out and so it's just making what uh is good practice in the private sector and bringing it into our corporation we also made parental and adoptive leave consistent across all types of leave so both maternity paternity and adoptive leave would all be 30 days or six weeks and then a minor change of uh notifying us of a request to have summer pay off uh to january one from i believe it was sometime way early in august for some reason so those are some of the non-compensation items and here's some of the details on appendix b and c as well so in our appendix b this is um all of our folks who aren't coaches and perhaps have to work with or work with the athletics so we added a pbis committee lead so our positive behavior support that we provide in bcsc we added a position there so that person can get a 1 223 stipend for schools that have more than 700 or less more than 700 students excuse me and 818 dollars for schools with less than 700 students our middle school special education coordinator their stipend was just was very minimal and the amount of work in the last few years they've been asked to do has has increased with the things that we need to do for kids so we've got them a nice stipend of 2453 there and our high school choral director was able to say you know i'm this is how much i'm doing and this is equal to what i see band directors doing can we talk about making my stipend that and so we were able to do that so they're now making 5 316 for that and our high school special ed coordinators are going from five days to eight days um that was something they had in the past and and now we've got that back to eight days but all of these four things here and as well as the adoptive leave on the previous slide were things that our members and ca had told us that they were interested in and so we brought those things to the table so we appreciate their communication with us of saying these are the things we would like to see so it's awesome that we were able to get that info and then share it with admin and collaborate on that so we can have things that our teachers are looking for and these appendix b and c changes it is very rare that we make changes to appendix b and c because every change you make um it's usually not a subtraction right you're usually adding something and so it's a rare year that we have enough new money from the state to apply both to salary schedules and then look at appendix b and c and meet some of the needs of folks that said you know what let's make some things more consistent um or at least try to do our best the best we can at rewarding folks for the work that they do and so those are the appendix b changes that amy just listed off appendix c we just have two changes proposed one would take the middle school athletic directors and move them from they were called activity directors and they were on appendix b for some reason but it's been decades since they were the position was such that it was an activities director they do work very similar to that of the high school assistant athletic directors and so we put them on the same line for a stipend as the high school assistant athletic directors takes it from around 3 600 to somewhere around 10 000 for the work that they do and then the second proposed change to appendix c this is one that has been talked about for a very long time at the elementary basketball league level girls and boys basketball coaches have had a stipend in the appendix c for a very long time but we've had cheer coaches and athletic directors at those elementaries um you know for for a couple of decades now that basically just volunteer their time and so we're proposing that we'll add a stipend for both of those positions at the same level as the elementary basketball coaches are and so just to summarize quickly this slide puts it all in one place for you it's a two-year agreement six percent and 6.1 percent on average both appendix b and c would increase by six percent each of those two years uh five percent decrease in dental premiums um referendum increases remain unchanged uh and then the parental adoption leave changes and uh changes to the ancillary duty rate to 30 dollars per hour and then several adjustments we just mentioned to appendix b and c and so we would be happy to take any questions you might have at this time dr all right thank you so colleagues i can visually see todd and julie and i oh i can see rich and nikki so do you all have any particular questions regarding the proposed agreement maybe my question is just for amy as you reviewed this with the 100 members that participated what was some of the feedback that you received in those sessions or maybe questions that they had um the biggest question i've had from my members and and we have um right around 465 members right now so on the survey that they've sent in those evenings they showed up or that evening and they want to know why we have not we don't have a column for a master's degree and on our survey that was a big thing that they had said to us we would really like to see a column for a master's degree so um on our first slide you'll notice that we had some folks from ista who are also on our team and we spent hours and scott rayburn this year he would agree we spent hours trying to figure out how can we do a master's column and get folks the most bang for their buck and every single time everybody made less so we were not able to get that in this time so that that is the the biggest question that they've had um but then the other thing i think is that they have come to me and said is this right are you sure this number is right on here when they looked at their increases so um that that's been a nice a nice thing to hear too so good and how so you know i'm learning the scales and the steps and touch so how does it work if a teacher gets a master's degree they get do they get an increase right away and that moves them up the scale or or not no in the years ago probably close to a decade ago we're getting close to a decade it's been since every school basically had a very similar almost identical salary schedule that looked at a bachelor's column and a master's column and then sometimes they had additional columns for credit hours the legislature basically mandated that that went away almost a decade ago and then we've slowly gotten back to a salary schedule and that's what you've seen on the screen is a schedule that teachers can look at when we transitioned back to schedule the first time we took every teacher and this was five years ago probably four or five years ago we took every teacher who had a masters and gave them an additional bump back then so even today even though there's not a master's column those teachers that have been with us for those at least four or five years since we made that change have permanently gotten an increase each year as they you know they were on a separate line basically than what they would have been but it doesn't show up in the scale as an additional column and i'll just mention nikki and others that might not know we started last year amy mentioned the survey that she's doing with her members at the end of bargaining last year we each both bcsc's bargaining team and cea's bargaining team we did a debrief independently and then together where we said what went well in the bargaining and what do we wish for still what do we think we can improve upon and what do we want to accomplish next time we come to the table and we'll do that again this time i think it really helped us understand where each team was coming from and what our goals and targets were so that we could start planning in the this time it's two years between between bargaining but that's really helpful and i think it's helped with our collaboration go ahead mr stenner okay thanks there's the button um can you talk a little bit chad about how the uh the second bullet the six percent and the six point one percent average increases are calculated and and what exactly that means sure so we took um every teacher is really easy in year one because we took their current salary added twenty nine hundred and thirty five dollars to it um and got a new number and and then took an average of all of those um percentage increases and that gave us the six percent and so while some teachers who maybe are at the bottom of the scale and they're a new relatively new teacher their percent increase could be you know in eight and a half or nine percent and the teachers that are already up in the 80 85 000 range you know it could be in the three percent um you know or somewhere around three percent they average together um across all the teachers to be six percent and then year two is similar but this the increases aren't the same for every teacher they range from 2600 to 3800 depending on where they are on the scale and again each individual teacher's percent increase and then an average of all of those to get 6.1 percent would it uh i don't know the the steps in the process would it be um okay not a question statement i i would be interested in seeing um what's the measure where it's half above and half below the median the median thank you i'd be interested in seeing what the median increase was maybe in dollars as well as percentage terms i can and then also i know you forgot right now the percentage i would have to look up um obviously in year one the median is 2935 since everyone's getting everybody's yeah right in year two it is 3200 is the median increase in dollars okay but i'd have to look up the percentage median for you that's okay that's that's good information to have just the flat dollar numbers and then also in terms of what it costs the corporation would you say that we'll be spending an extra six percent in year one and six point one percent year two that's correct that's exactly right thank you but conceivably isn't it more than that because of other things but salary wise yes but we're paying for a lot more other things than just salary correct so teacher salary expenditures will increase by about six percent in each of the two years in addition to that we generally use the conservative 20 percent you can add 20 percent to that to pay for fica payroll taxes and then turf which is five and a half or eight and a half percent almost all eight and a half percent at this point uh and then also the 401a matching dollars on the 403b investment all adds up to about 19.15 but we round up to 20 when we're doing doing estimations about what that would cost us in addition of course the budget you have seen twice now that will be on the agenda for monday includes the nine percent increase for support staff as well uh thank you for mentioning the support staff and this always confuses me a little bit i believe that all the administrators principals and the folks that work in the corporate office they all have teaching licenses are they covered by this agreement good question they are not covered by this agreement they're not part of the collective bargaining unit but we will bring on monday night proposed increases for support for administrators as well okay so we kind of have three groups of employees we have teachers administrators and support staff is that the right lingo that's exactly right that's how we think of them as three different groups and on this final overview we don't have a bullet i remember amy mentioned that the health trust balance is getting better some years it seems like the the whole raise we were able to give teachers got eaten up by additional health benefits costs some teachers not all how how will our health benefits be changing in january that's another great question mr stenner tomorrow the health trust meets actually tomorrow afternoon dr bills represents the board on that health trust and they'll be looking at recommendations from our consultant as well as projections but thankfully we anticipate a modest increase the budget that you have you might remember the first presentation i gave to you i used five percent as the assumption in there and i would guess that we will be somewhere close to that five percent um increase in health premiums for 2022 but that will come to you for approval on monday as well dental and health premiums this collective bargaining agreement and then administrator increases will be on the monday's agenda do you you might hesitate to predict before the health trust needs but would you anticipate that we will have teachers whose entire raise will be not by increase yes chad is shaking his head now the only thing i wanted to add to this mr center was that when we bargain and we talk about health insurance the piece that we can bargain is the amount that we each party pays towards the premium so the percentage that the employee pays versus what the employer pays that's the only part we can bargain and for that portion of health insurance that's done there's not anything else about that so the percentage that the employee pays is remaining the same so then tomorrow the health trust meets and the five of us that are on the health trust we will then vote on what is proposed to us for what health insurance where that needs to go is that fair thank you for help and so mr center just to give you a rough example our most expensive plan is close to a total cost of forty thousand dollars for a family plan on the ppo but the employee pays about twenty percent of that cost and the district pays about eighty percent of that cost so a five percent increase to the employee on that would be about three hundred and eighty dollars and we have very very few employees still on that that ppo low deductible plan that's so that's worst case scenario with a five percent increase would be a 300 approximately 350 380 increase great questions thank you both are there questions here when i say here i mean in the room no anything else well thank you this is extremely thorough and i appreciate it very very very much and just for me so there's only that one little piece that doesn't start till january 1 of 2022 right everything else goes back to july 1.
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the next new course is digital art it's a semester course for all grade levels and this um came from joe castardo is interesting in the curriculum um in writing institute this summer in his department i spent some time listening to what they were saying and there's so much digital going on prior to high school they really wanted to bring that forward to the high school level too so they've decided to do that in a semester course the mastery based performance class this is going to be offered to those students who have made absolutely no progress on their mastery-based performance assessment that is something they have to complete by senior year by the end of senior year so this will be a course that's offered in the fall of senior year for students who are just really struggling to do that independently semester course the next course is musical theater course and this is a music slash drama of course a semester long so taught by a music teacher and uh taryn shawnee does the drama course uh drama courses at school um so just a combination offering you know an opportunity for students combining those two areas um some of the description is up then sounds like it would be a great course action and the last one is the black and latino american studies grade nine ten eleven twelve which we began to offer this year it was put into the program of studies and um all students were made aware that parents were made aware that last spring when we decided to offer it this year we are just and it was put into the electronic version of the program of studies but this will be in our print version which comes out this year so those are that's probably the most amount of new courses that i think i've shared out in the many years i've been doing this um if you go down lower the the deleted courses we're going to remove economics 1000 ece because the microeconomics will replace that it would be um they would be offering the same type of curriculum the uh d e manufacturing and d e cad cam and d e manufacturing fundamentals those were the two semester courses that sean began offering last year as a game of the academy and he realized that offering them as a full year course instead of two semester courses makes it easier to schedule and more sense for the students because he has the same students in both semester courses why not just offer as a year so we're going to collapse that into just manufacturing monthly fundamentals so the same two courses but in a year-long course so it has to be the same students yeah and it is this year yeah it does because they're in this academy idea um it just makes it easier really all the way around to schedule and for sean programming um in the math department this we're going to remove this because continuously every year there's a lack of enrollment just because there are so many other courses we offer for example comp science course more students will take that then they do the programming so there's no need to continue it when we don't have the students who are requesting it and the last change is that accounting to de that's dual enrollment it has been ccp competitive college prep but it's becoming dual enrollment with tungsten so that's a change in terms of how will the ap research i'm going to just start at the top and go through the box okay how will it help facilitate this capstone so um currently we have the capstone junior year the capstone course right and captions a year long anybody who takes that is going to do all of their work really in that class and then just present at the end of the year the same thing is the case of ap research it'll be grade 12.
⚗ AI-reconstructed · cite from original above
[Laughter] some might be the same i don't know if some kid might be taking more than one class but yeah that's amazing i have a question what do you see as the next evolution of this program it's interesting that you're asking that question because since we've only been an actual division for a year and a half ish and now starting a pandemic so actually the first late arrival coming up on thursday the whole team is really it's coming together and visioning out what the next five years are going to look like so we've already started to take a look at curriculum um and there's some courses that were already kind of overlapping a little bit where we have a couple like computer science courses that are now could be kids to take as prerequisites for our electrical engineering program so we're trying to figure out how to integrate because we know students are going to need all of those skills so trying to find different pathways for students for success um another thing we were looking at too is it was actually something that kelly smith looked to a few years ago was students leaving stevenson with certifications and different pieces of software so things that can actually be transferable whether it's jobs or something on a resident or some sort of official recognition you know how can we better prepare kids for what's the next step for them are you offering any dual credit courses or not yet not currently some of our programs like when we first introduced the project lead the way programs along the way those are still recognized in some universities and we always encourage all of our students to take always the the final and exam for any university they go to it may not get them credit but it may get them to the next level up or may get them into a program and may get them on a letter of recommendation into immediately into the school of engineering for example but that's one thing mike was talking about that we want to really explore more with that just anecdotally i don't need an actual number but um how many would you say of your kids sort of try whichever field just as a whim i want to take something different and how many come in saying well i know i want to be an engineer and so i'm going to go through this you know is it is it a mix of that no i speak i teach a lot of the introductory engineering courses like this anecdotally say from my end that i'd say more recently we've got like a perfect combination of things like stem being a very um like spotlighted uh career path uh in the most last couple of years um and i we do get a good mixture of people that are like i want to be an engineer i don't want to be an engineer let's plan uh my let's start doing my job applications now we get those people um which are awesome because they just bring a crazy amount of enthusiasm but then i think recently with a lot of the work that we've done with like our hour of code that we do uh with our middle schools we also do visits to our middle schools and we have like a like a stem day where we go visit them and bring activities and kind of talk about what we have to offer i think we're getting a lot of students that may not be predisposed to like pursuing that as a career but are dipping their toes in their water in the in the water which i think is amazing at a school like this where there's so many opportunities that um we're able to kind of spark that interest that they may not know that's what they want to do forever but they want to try it so i think there's just going to be continued growth in that aspect and i think that's a direct reflection of the work that we put in kind of spotlighting what we can do in our classes of those kids i remember when we first went to like changing up the structure that had been in place for many years there was this big question that kept going into it with what are you offering for the students who are like jung ho this is my thing and then what are you offering for those students who are taking as an elective i think a lot of our presentation that went in that we talked about today that problem-solving it really doesn't matter what career you go into these are going to be life skills that help them in any area absolutely and hats off to you guys that's great risk taking and you know being able to fail and creating a safe space for that is it's really needed for our students and i i really appreciate that you're doing it what is the pull of the survey you presented i don't think we heard you sorry what's the pool of students you presented the survey about is it that students who have taken the courses in your department all the students in our courses so each year currently in your course they take it so we do one in the fall and then one in the spring and we administer it or administer to our our whole class load and then as you envision how the department is going to develop and offer new courses um it's nice to hear like the graduates providing kind of feedback thank you i'm so happy i learned this but then on the other hand you thought about collecting feedback from graduates who would say oh i wish i've learned something so so we actually and you'll hear this i don't know that you heard it your first year but we'll actually hear in november from our student services division they do our one year and five-year surveys of our graduate students and we ask exactly those questions what are courses that you you know um wished you had taken while you're at stevenson of course is you know do you wish that we had offered but we didn't offer you know we they have all of that data and we're going to share that at um the november board meeting from student services and that actually has impacted a lot of the thinking that has gone on with wendy and her teams you know about courses to offer as well and in fact you know early on and i'm looking at this group they're so young like but you know ten years ago um when they were all in middle school um ten years ago when um you know when we were first kind of rolling out or 15 years ago now this project lead you know this engineering and project lead the way stuff a lot of this you know as one people remember was really kind of new and um cutting edge and it was really our kids on our senior surveys our graduates who are saying you know i really wish there were more engineering classes at stevenson and that that's what really pushed us into this you know 10 15 years ago and you know 10 15 years later look at where we're at you know we have you know now an entire department devoted to engineering technology computer science so that that is exactly as how we tend to operate is we rely a lot on you know our graduates to give us feedback excellent is that a fair summary yes very much what's the gender ratio in your classes is it that's a good question even is it leaning on you it depends a little bit of the course i would say yeah the technology design is pretty unique i would say the technology architecture is pretty even um as we get to the upper level engineering it's getting it it's getting it's getting better i think we also have our um steam club too where they in our architecture and engineering clubs uh the numbers are more diverse there i think we're starting to see a lot of that like filter through and then not just take the introductory but move on to the second third capstone classes as well and that data data is actually available in panorama so next time we meet we'll explore that well thank you guys so much that was really amazing awesome well done thank you quite a change from doing t-shirts did you still do a little sure awesome thank you guys thank you thank you [Applause] all right um moving right along um we have tonight uh just a quick snapshot for you of uh our enrollment numbers as of september 30th of this year we are at 4354 students again this this number moves and fluctuates um there's no such thing as the six day enrollment really anymore uh the state does ask for uh enrollment on a certain date but that old number um is you know uh no longer used uh but as of september 30th we're at 4 354 students um that is tracking sean um right about where the um uh numbers from the site yeah have been projecting so we'll just continue to keep our our eye on that um and thanks to decision insight and our feeder schools uh and the work that shawn's been doing with them to keep updating those numbers because it gives us a very clear picture of where we're going to be over the course of the next few years and and again um you know by 2030 eight years from now ish we could be in that 40 4 800 4 900 student range so that's that's the number of kids who are currently in the feeder districts who are going to be moving up um to us eventually it doesn't count anything on the new developments does not include new development so those are those are um butts and seats if you will they're coming they're they're there they're coming all right the next item we have for you for your approval is an intergovernment inter-governmental agreement for the sharing of student data for educational study this is something i mentioned to you previously but we are going to be bringing to you over the course of the next few meetings um uh separate intergovernmental agreements uh with our three primary feeder districts so that we can share um very specific uh data as it relates to student achievement for our elementary middle schools and then our high school as well we just feel like we'd be in a much better position to be able to [Music] analyze and study and make decisions about course offerings and interventions and supports and everything moving kids from middle school to high school it's difficult to do that without having a very clear picture of the data that the elementary middle schools have so tonight we're bringing to you an intergovernmental agreement for the sharing of student data for educational study this one is specific to kildare countryside district 96 uh that is being presented tonight can we have a motion so moved second any other questions for eric on the agreement the only thing i'll add is that over the course of the next and this one has already been improved carol i think by uh district 96 and then um over the course of the next couple months we're waiting to get approval from district 102 and 103.
⚗ AI-reconstructed · cite from original above
super cool how exciting i can't thank you all enough for all of the work and the the team i'm not talking about myself but the two teams thank you so very very much it's wonderful to work someplace where we're all collaborative all right thank you doctor said i would just add a real quick comment um first of all echoing everything amy and chad said and thanking both teams for their hard work and getting to this point and just reminding the board that this is a required step by statute now to have the public meeting that we just had to share this information for you now to ponder and consider and maybe get comments about it whatever the case might be as the community is aware of of this proposal now and by law we had you have 72 hours you have at least 72 hours between this meeting and then voting on it we have much more time than that given that we are having our regular school board meeting next monday night and this will be a recommendation we'll have a slide or two a much much shorter presentation for you at next monday night school board meeting just to put the information back in front of you for proof but actual approval will come now uh monday night if you have questions you know following uh this is besides what you've asked here and you want to reach out certainly amy chad myself gina and dr please uh could knock her shed she said in as well could address those questions but hopefully you have the right information that you need and you can ponder and approve uh given that the caa membership which does vote again i believe it's thursday and friday amy of this week to hopefully approve from that side of things and he'll have the opportunity next monday night awesome thank you very much for that clarity it is nice to have all this detail ahead of time because every once while our meetings are like drinking water from a fire hose so we won't have one of those are there other comments that my colleagues would like to make this is that official board input review stage of our agenda so i'm more than kathy dey hof dwyer did you have a comment you wanted to make i just wanted to say i agree that it's nice to see that we're finally getting the salaries of our teachers and support staff back you know moving up the scale a little bit between cost of living and especially we all love living in columbus and it's not the cheapest place to live you know and we want to enjoy life it's nice to have a job you love and that you're passionate about that you can truly afford to work at i know you're not let me rephrase that i know i'm not to the point being on the board where i'm you know super happy with all the salaries with our support staff and you know our teachers and you know everybody involved but at least we're making steps to get there and hopefully we'll get there sooner than later great thank you very much there are other comments any from any of my colleagues i've got one dr shed sure go ahead yeah i would just uh like to congratulate and applaud both sides for you know what seems to be working very well uh together for in coming together for a much improved contract uh for teachers um having kind of been in the business myself for 30 years and done a lot of this work i've seen and studied a lot of contracts across the state and you know i can say this is there's ranks right up there and hopefully this is a step in the right direction and positive relationship that will will continue well into the future great thank you your perspective helps us all all right again i can't thank you enough it was wonderful working with you i can say that as a representative i appreciate all the hard work and the research that went into everything and i'm so glad we could tackle things that we haven't tackled for a couple of decades like hey that's most impressive so thank you very much and i appreciate the thorough information that you're giving to all the members so that they can have a true understanding of what they're voting on and what they can look forward to when they're a part of bcsc so thank you thank you all for coming together for a special board meeting i should note that we as has been referenced a couple of times we will be having a regular school board meeting on monday october 25th 6 30 will be here and then there is also a strategic planning session planned for friday the 29th will start at 9 00 a.m and will be here in the administrative building in our boardroom any last comments all right everybody stay healthy it's gorgeous outside enjoy with all of this i'll call this meeting adjourned thank you
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so any student who takes that will present at the end of or halfway through that that course and get received their nba credit for that and what is what this allows is for a student to get a a capstone diploma through the college board so this is a college board course that was developed for them to give students a really authentic collegiate research experience and that's it's a two-year course and so it deepens those skills in research and then the application of that writing paper during the presentation so it's a deep dive into those skills do you have productive enrollment for that i mean currently we have how many for the current capstone there's about 12 students so being that it's a new course next year ap research it probably will run about the same until it starts to catch on and then students realize they can't after the first year but i would guess about 10 to 12 the first year okay but next year they have to start producing all the seniors have to have it right so if they if they haven't they can take that class okay so there are a number of options for students so that we can ensure those who have not done the independent work of the masterpiece performance assessment have a really structured course one is to support them one is to give them that challenge at the deepest level yeah i'm just curious um it just i you know listen to leslie just almost pleading for people you know for folks out in the community to help with the capstone project and i'm just wondering if this could make her job easier if if this could um you know just it just seems kind of there's a lot that's going to pull on these kids do they and they understand this is coming up yeah they've worked through the process since they came in this freshman you know what would get them in there the class of 2023 and the parents and their parents we have a manual that we send to parents and students starting in ninth grade that outlines the timeline of every year and what they're expected to do okay so between this course and the master face performance yeah of course much will have everybody covered and nobody coming up short and many saying oh my gosh that's why we have these courses and we have a number of students who are well on their way uh maureen looked at probably 250 plus um proposals last year of students who have independently developed their their project so these guys are now mostly juniors yes they're they're trainers okay so some of them have begun that work already which is just okay all right and you say non-current english teacher um so so none of these have staffing applications okay um and i thought it was every part of this research search course would um it's being going to be taught by an english teacher whereas the other courses have a distinct department i think microeconomics is business department the math department the cte so um ap research could fall anywhere but and english teachers might need to teach it that's why i specified there okay great okay and then with the microeconomics i'm thrilled that we're doing um a solid you know really good and not that um the yukon ec economics class was not but um to perhaps that will get more kids um will there be a textbook associated with this or is it that's a good question um and actually um leslie didn't put in for a textbook so i'm not sure if they're still researching what they want to use but i can ask when italian about that because they're working with this and student okay um and then um uh computer science where were we um deleted do you mean the programming no joy yes okay i guess you're right thank you um how many kids are enrolled in those ap current science or computer science courses it's hitting the same audience yeah i was just i mean if we're not getting them and i would like to know that there are if we were offering two ap computer science classes then we're getting the numbers they both have 17 in each computer okay and then the last one i have a question on is the health and education in urban communities if this is just a suggestion um i would love to see instead of just field strips like field trips just real outreach to these communities can we set up um after school programs if the you know the schools the wise the other community organizations in these towns um could use the help to set up you know see if we can set up tutoring arrangements or you know some kind of real social interaction versus just a field trip and part of your competencies so comparing cultural differences and roles and responsibilities and parenting determine explore community resources that are available analyze the benefits of community resources and so you were going to say no absolutely it is i think field trips is a poor representation of what this is it's 12 hours of field work in an urban community and we have some partners like the boys and girls club in the ymca party um right now so typically if you're running this through uh the harford county schools you're going to what's called husky sport which is an urban center in hartford run through the uconn parker's branch and it's something that is very tight within the yukon area and they don't have that their waterberry ranch yet but they're super excited to have us on board youtube um maybe start a new program directly in waterbury through their uconn's campus so is it going to be peer-to-peer is it going to be working without you know older folks younger mostly younger folks so it would be either peer-to-peer or a high school student working with someone that's in a younger grade and it can be done um either during school hours during like a full day field trip to these places it can be done after school we're still discussing transportation and how that also works out for next year but as part of the course you need to have 12 hours of service learning okay okay good thanks thank you okay so um thank you doctor yeah i i actually had a question um actually i don't need to see it but um so we have ece with uconn and and then the business programs are starting to do that collaboration with tungsten community college are doing are we doing any other they're all regionalized so essentially it's the same same thing it's just the naga talks manufacturing program aligned with where we wanted to go and the business department line better workforce and i think the business department is starting to reach out to gateway too because i think there's some connections there so we want to give kids as we want to give them options that are as broad as possible to give them this real world and as post-secondary their points that they can as they want and to really expose them as much as we can great so how does one go about who does one contact at cheshire high school if for instance somebody at queenie you can call me and then they would figure out where that would fit and then we would bring in department heads and see which department these are the folks who would take take the ball and run with it okay we'll talk yes okay thank you you said a couple more no okay great um okay good um all right next item of business is what going to hear about two new textbook recommendations julie do you want to go first with the person sure thank you thanks so um we are proposing uh the inspire earth science book uh and resources so now when we are presenting to you a textbook we're really presenting much more than a physical blog so we looked at this resource the textbook and its associated online platform resources and really saw some strong benefits for the ways that it's offered supports for students to personalize our learning for them uh in the types of things that are offered through when students interact with it um with literacy supports that are in the online platform uh in addition to the way the textbook is set up and then also supports for teachers in aligning with and really integrating the next generation science so we've all been kind of waiting as science teachers to find textbooks catching up with ngss and at first they were just they said oh we're ngss aligned because they would give you a list of where their things in their book match the standard this goes beyond that this takes and integrates the instructional strategies the instructional approach along with the dcis which are the disciplinary core ideas the cross-cutting concepts and the science and engineering practices it's all embedded into everything in the textbook into the resources for the teachers as well so we really liked how this provided support that our students needed and flexibility for our students and then also the materials and the supports there for our teachers as they develop their instruction so that was kind of what we really liked about it readability wise also we often run into struggles with high school science textbooks that the reading level is quite advanced um and in this book it advances throughout the book which we like because as they progress through the year they should be improving with that but it also provides a lot of literacy support so a teacher could actually on the online version decide okay i have a particular student who's struggling with this content let me provide them with a reduced reading level reading of that same content and see if that helps them access the material or providing lessons and reading supports where a teacher can assign a reading out of the book and it's a structured note-taking reading for the kids it takes them through it it will read aloud to them if they need that support so that huge variety of supports was what we really liked it really feels like they're finally coming up with high school level resources that really embed all of this together which was nice and then the online platform for it is very user friendly from a student perspective and a teacher perspective and also from the perspective of integrating with um with being able to roster the students automatically and so all of that was pretty seamless for this platform so i remember you [Music] um mentioning that that they were starting to catch up with with the um new standards uh new science standards so um is this earth this is an earth science course is it it's a full year for our our freshmen take earth science and and it's a full year course so a majority of our student body will take that class yeah um so it's not a course that's offered like ap or you see well this is for ninth graders so um we wouldn't really be expecting them to be at that level we do have additional opportunities for them to study similar material later on if they are really interested they might do ap environment or go on to some of the other ap classes there isn't an ap earth science class but there are many options for happier electives as well if they really like the astronomy hair science they can take these drawing class to go into more depth on that one topic so this is one of our core science classes that we have our students taking and on the ngss exam and the ntsm standards earth science is one of the core areas urban space science and then life science and physical science in the physical science look at both chemistry and physics our life science that's our biology classes and then her science with your skill sets we are going to propose going with a class set of textbooks for each of the teachers classrooms and then having the students have a digital access instead of the issue of having every single student issued a physical book we have been moving towards that with with most of our physics are our science book adoptions over the past few years it's more cost effective and the benefits of the online platform they get things that the physical book doesn't give them like the ability to read them or linking to the glossary and all of these other features that we find are very useful for students and this would be a multi-year license as well so they take it just to take me through take a third unit if i'm looking at the the flow chart so encounter a phenomenon so every unit is model that aligns with ngss instruction okay and so then the student asks the questions based on how much information is present i'm sorry but i'm just how much information is presented about the phenomenon before the student starts asking or is the student ask immediately like you'll well we ask immediately and then we investigate them and then we come back so it's a it's a whole process through the instructional process of teaching the whole unit um it's not just that they ask questions once yeah no and it's always just um so by by five you you know lesson five or stage five or question five you apply your evidence and your reasoning back so they'll take one of their questions and based on their research and everything will come up with an analysis or if they they might have to make a claim about something so they might have uh investigated about using resources um in a unit on minerals and then they might have to make some claims about whether it would be a good idea to um for a community to invest in mining this particular resource or what the environmental impacts of that might be okay so it's a lot about how how they're applying things in real world and we've always done that in our curriculum but what this book does is it provides sort of that structure aligned with that ngss so that um that's what we liked about it from a teaching perspective in helping us develop our curriculum even further to help us as we continue on uh wanting to improve with ngss you know is there again just quickly looking and i'll look at it more um is there are there opportunities for hands-on absolutely yes yes so yeah all of this includes all of the things that we would be doing hands-on as well so in planning the unit we now have a structure to follow and teachers can fine-tune and say okay we want to have them do an activity or a lab where they investigate the mineral the chemical composition of the minerals or look at the crystal structure of the minerals so all of that hands-on is embedded throughout okay and it's also provides a structure that we can take the things that we have been doing so successfully which is a lot of hands-on and inquiry-based things and structures it nicely into units for us to help us support that ngss style of learning and and making sure the students have a chance to practice those science and engineering practices that they have a chance to practice making a claim and then using reasoning to support that claim and providing evidence to support them those are just examples of some of the steps so um and then just stepping back a little bit not related to the topic but i guess the the method of delivery electronic resources um and we're going more and more and more toward in all courses so this i guess is coming kind of your way what are we doing i'll just start asking this probably with every new e-textbook to protect the students security or here to ensure security and privacy well regarding the digital textbook it's for us to ask us we are not putting our information into the book it's a resource for us to utilize okay and as as far as this particular textbook we already have a privacy policy in place with this company because we use other textbooks from the same platform our current biology book uses the same platform so from a privacy policy standpoint uh all of that has been already generated what i could do things related to that question is um perhaps for our one of our next meetings we could really spend some time explaining all the work that the district has done over the last five or so years regarding data privacy and our district policies every single digital web-based tool that we use has to go through a pretty rigorous policy for us to meet the standards that the state has set for student data privacy so we can we can talk about that in more detail but your question is a nice opportunity to share all the work that we've done okay that we've gotten is pretty impressive yeah um yeah i think in our notes for our next challenge yeah with um i just think with every new story that comes out positive negative or anywhere in between um you know it just raises more questions because these guys are you know like they're that much further ahead of us somewhere just in the game it seems almost like we're constantly in a game of catch-up with programmers and textbook companies and and so and probably the bad guys out there so i just want to know what we're doing to keep our kids safe that's all yeah and this particular resource it does connect with our credit portal so this is how the students are are getting into it they're not having to go to say another external site to give their their logging information and things so um it is one that has all of that's already in place for this okay thank you all right so it's very um precursor to this for the next generation science standards at the middle school level so um since i'm just running for 12 i don't know don't what specific but something that we are doing i think across the board in the district uh and you can probably speak to this as well some more is that we are trying to update our resources so that we are looking at things that are aligned and not just the line but really integrated with the ngss standards um so i know for for us we'll be looking at chemistry and physics coming up as well and so that'll be part of our criteria to evaluate um and i i'm sure that ryan lopez middle school has been looking at resources as well right i'm just thinking of those students that come from middle school to high school and pass this test pass over this course um for more advanced science courses are how where are they getting the information that then they're so there's to be tested and we do make an effort in our advanced science classes to integrate the links to this content because they it the the content spirals so they've had exposure to the content and and they're practicing the skills and and everything throughout um so that's that's something to try to do continuity wise and you just need to think of this about the students coming up students going from 9th grade into 10th grade should we adopt this textbook they would have the same platform for their textbook from freshman year to south korea in earth science to biology and that provides a nice transition as well thank you um and just to make sure so the um you've listed the price at the cost to the district um this will affect this budget here it's going to be it is it could it it depends um if you needed to get them starting you should place those orders in the screen again yeah we usually place textbook orders yeah okay or just into the next school here but all right thank you um okay so the next thanks so much for the presentation and then uh i'd say let's do i think you should do them separately okay all right um here or you can make a motion so do i have a motion to move the recommendation to the full board the adoption of inspire or science second and so this will we will take this up with the board after a two-week review of the book yeah and the books will be available in the curriculum office in homestead thanks [Laughter] machine technology yeah thank you for uh listening to me this evening this is a book that is used by the navigator advanced manufacturing classes and it does transcend their their entire program so i'm looking to mimic that by getting the same exact textbook encryption as well i'm using portions of this book for my lessons in the cheer as well as a couple other textbooks that i got from cengage as well this one would work with the full year course that i am proposing to start next year and it would work with a full year course that is being consolidated from the two semester courses this year and when i come back next year to talk about the third and last course of the sequence this book also would work well for that class as well it works all the way from drafting and sketching all the way to layout on materials and bench work with machines manual machining and computer analytical control machining all which we are prepared to prepare for our students at the high school the book because we are partnering with the community colleges we are asking for them to purchase the first round of textbooks because that's something that they can do as part of their federal perkins grant and it's just whether or not they would be able to purchase all 32 of them because 32 is really 16 would be for the new course next year so it has to be for a new course so if you see the prices and what we're looking at over here it's not nothing nothing like the sparker's asking for but it's a different program um i i did a different number of students actually and i and i gave all the paperwork to the head uh at economic talk because it's something we have been talking about for two years so you know they are supposed to invest back into our program and most of the time they do that through through the textbooks so the plan is for them to purchase all 32 but we might be able to put 16 of them because the law says it has to be a new class 2020 textbook so it's all pretty recent this technology does evolve and change but there is a good chunk of this book of stuff that has not changed in 30 40 years it's pretty fascinating when you go through this and see the see the pictures and then the text in there but this is something that we'd like to have um hard copies and it also comes with the online learning platform this month have you uh review that online platform i've used their online platforms for other things it's a lot of it is the testing and the digital version of the book personally i find it a little bit cumbersome um it's i prefer just a pdf if i'm reading an online text this is more like a page flip type of interface but the test banks that are available for you and not only that but the projects that our with kids which is what nonstop is using for their students to show their proficiency with machining and when i went i spent the week there this summer with one of our other teachers and all the projects that they had us working on that they worked with their students with were directly both from this book and from the nims organization national institute of networking skills it's good that you just answered it before yeah and there's a ton mean you look through this it aligns very heavily with math and measurements yeah and which is manufacturing precise congrats yeah i mean you you look at this up in there and it's it's precise and semi-precise measurements the stuff that we started talking about this year in our courses you know we're we're measuring the thousands of minutes to start i think it's really great for students to just be able to read a chart or a graph it's a wonderful practical application of special work with science skills yeah i mean you look through here you're going to see a ton of stuff about material properties heat treating of metals alloys metals here's your map yeah trigonometry geometry you know it's called shot map but it's harder than some of the stuff that you do well you know that's interesting that raises the question so how many of these kids who are taking this course are in trick or treat that i would have i don't know ahead so i'd have to cross-reference their schedules but what i can tell you is i have nine through twelfth graders in this course this year and there is a very wide range of learners in the class i have some students that i really wish they were younger so they can carry on to the next level of these courses but i also know that they're really thirsty to take this up next year in college so they might they might move right into non-talk um and i have a student who's looking at industrial design and biomedical engineering he wants he wants to make body parts so he's in this class and the other day i told him or the design needs in he needs a hundred made and he's learning how they're made in this process this year he's gonna go somewhere and probably north carolina yeah but they don't count and your course doesn't come with a prerequisite of truth or not no it does not but so these kids pick it up i mean yeah they can finally pick it up easier than if they were in the classroom what i can tell you is next semester is all of the heavy math and measurements because we have we spent a decent amount of our supplemental parking ground last year on metrology equipment and what's what i find really cool about teaching that through that lens is there's all these tools and all these things to measure and to find your angles and set your angles and when you have something in front of you that's a practical application of your of your science code science even just just last week we were drawing in the computer drawing program and i had to re-introduce the tangent right so why is this line tangent to the edge of the circle and now let's not just draw a line that we think touches the edge of the circles but let's put a constraint on that line and tell that line you've got to get into the circle into the circle and then you start looking at parts and really analyzing how you draw that part and say well why waste our time drawing the other half of this part it's a reflected part on the y-axis so let's look at a reflection process of drawing only half of the part and then copying it over on that y-axis and now you have this whole second half of that part without having to do all the dirty work two different times so i'm also teaching them how to be incredibly efficient as well wow it's exciting for me i'm halfway through my career and i'm starting over with something that's that's uh not necessarily brand new to me but related to our community here and something that i've enjoyed doing for a while and i'm learning not necessarily with them but um um i'm learning a lot through this process of doing the professional development and how to talk and and preparing to teach these kids and the equipment that work that we're getting is is really exciting to walk into that lab space i don't see something like that you know i've asked you in the past are you what are you seeing in terms of enrollment trends we're full um what i can tell you is next year year two won't be as full because we're graduating some of those students right so as i said i have students who are nine through twelve in the program we didn't give reference to the to the younger students in order to have that enrollment for next year but i i cannot take another student in that lab this year and it's gonna probably take two years in order for that second year to be full because next year we'll get a new crop up students in and there will probably be one or two seniors in that in the first year of course as well next year um but once we start getting more of the ownerships we might even just come back to you and say we can't take 12 fairness in this first year anymore because they've got to be taking it the next year they got started i just went through the kids really quick their math their math ranges from algebra 1 cp to aps includes modeling with method it's it's all over the it's board and i can tell you i i originally started i was going to be a math teacher and i found techet for my first semester by just really listening to my high school tech teachers in the shortage area and i can still do my math it's just in a much much more practical way [Music] well you are a great steward for this program because your enthusiasm has always come through quite a clear and it's contagious so keep it up all all right so yeah i knew that we send the precision machining technology third edition onto the full board for approval uh a second kevin's going to write that up so that it sounds a lot better taken care of no problem all righty so all in favor aye it's a fruit thank you all right thank you guys for listening thank you very much for being here tonight so this really is just to make sure that everyone is aware that we are planning to go to washington dc again or i should say that eighth grade class is planning that and they are working with mora esposito to make sure that there are enough safety measures in place so that this trip can run again this year as it did at the end of last year the trip is scheduled for [Music] the may may 25th through the 27th you know they leave at 6 a.m on the 25th and they come back late at night on the 27th um they see all the you know great sites in dc and they have reflection activities when they return it's a really great trip and that's all there is to report but it all turned out very well right yeah really do you feel like you're going to do a lot of extra they did they did they were very careful in the planning and making sure that the students were safe before they got on the bus and you know they had to take a lot of precautions but it was unrelenting and we're doing most of those precautions again i think it's too early to tell yeah okay testing it every year yeah i think after the new year when we have a better sense of what this spring will bring but we are making parents aware of it because if there is a cost associated we want to ensure that you know people are prepared and we don't give them plenty of we move on to the notices institute so the coaching institute is something that we have wanted to do for a number of years and i think um at the end of the year is when those registrations happen when we always found ourselves you know looking for just that much more money that we could sink into this it was really nice that with um some of the esser funds that we were able to spend the entire team this year through the connecticut center for school change they've changed their name now i believe they are ed leadership something i'll get you the new leadership partners i think it is um so anybody worked with two coaches from the center who um worked with myself and kevin plus five administrators from school buildings one at each level and one representing each of the elementary schools and then we took 13 teachers so our brands at the elementary level plus the math and ela culture that was approached from the elementary level we took our math coach from the middle school plus a division leader in math and ela so in middle school we're really targeting english language and math and then at the high school we tapped into three teachers one ela one math and then a little bit of a reading map and then in well speaker who is one of the librarian specialists and so we figured that we had this real tailored coaching along the lines of the subject areas that really help our teachers as well if you've got a chance to see convocation we know that we had a guest speaker come who was a coach who comes from dartmouth and spoke a lot about that you know that process and we're really hoping to again with this extra fund really raise everyone's talents and tap into the experience of the people that we have in district by i wanted to give you an update on that because we went for three days and now concluded last week support within the district kevin and i have set up monthly meetings to create a community of practice for the coaches across the district so that they can come and both learn more about the acceleration model and have partners to work with around the coaching sphere so we're very excited about this and are hopeful that um it will be successful we've got an amazing team of people really grateful so then they're serving as coaches to their peers so this is going according to a plan that you've set in motion a year ago good stuff so when we spoke you know you are funding this with us or funds and we talked about it maybe you could just you know fill in and about um you know those esser funds don't last forever so what what's the long-term plan for this so the long-term plan is that we are investing in our own people so that we are building the capacity of those teacher leaders within the district so that they can now have this training now rely upon the community that we've created for them within the district and they can continue to build on those skills so we intend to go to one more training in the spring to sort of wrap up that work but that is the same now the coaches are all our own people we did not hire coaches from outside we are simply building the capacity of the people that we have within that answer yeah i think we you know i had asked i think does this become a budget item going forward and that was i guess where you know that was my question yeah just ask that um no because in other fees none of these people who look at this are new hires on our existing staff yep okay so thank you um and now we get an english learner's enrollment update thank you uh october 1 every year is our psis date the day that we capture our enrollment for the year so it's a it's timely for us to take a look at our el population our english learners and um some of the trends that we're seeing this year are not entirely unanticipated you'll know this let me just orient you to the document that top chart shows now the last six years the top row of that chart shows the last six years of our total enrollment based on october 1 numbers so you can see that in 2016 and 17 we started with a population of 38 english learners in the district and we're now at 93.
⚗ AI-reconstructed · cite from original above
okay are you really gonna do it yes uh would you pull the board please certainly art wow worse than five moons i no i shane frost here is six to nothing okay and then the other two items we have for you are first readings uh one is the um approval of our action steps for our goals projects and initiatives which you approved last month mark is continuing to work with the administrative team on uh making sure that we've identified what are the specific steps that we want to take toward those gpis uh and so we'll finalize those and bring those back to the board in november mark we're about one admittedly we're about one month behind um on this process if you recall it's just that this year coming out of covid things were still a little bit wonky at the start of the year so uh mark and the admin team though are doing really great work and we're excited about where we're at and we only have some minor changes to bring to you before november and then the second first reading we have for you is a new series of board policy updates if you look at those however nearly every single one of them carol is uh legal footnotes references and things like that so uh we'll bring those back to you as well uh in november and then um we'll also bring to you the next iteration of the press release and then we should be all caught up with uh our pandemic gap of more policy updates and i just want to thank carol because i noticed it in the policy the two two six five that you went back and filled in the stuff that we were talking about so those two items will be coming to you in november for your approval um you'll also see the personnel report um there for you that will present in as part of the consent agenda and then um we will not need an executive session following the meeting as we had one prior to the meeting and then that takes us to the business section um and sean you want to begin with our lead certification of course um as the board is as well yeah re-certification this board is uh cognizant um the east building edition uh phase one received leed platinum notification and that was after our original building received gold certification from leed as an existing building um back in 2015 and then excuse me back in 2015 as well as in 2010 um it's now time for us to recertify um again and the the the need behind the recertification is really just a verification that our building is operating um in the sustainable you're following the sustainable practices that we've outlined in our board policy so it's important that we verify every five years that we have that we are continuing to follow those sustainability practices that the board has decided um are important to our community um so with that tonight we are following are following any discussion we are recommending that the board of education approve a contract with white and company for consulting services related to the sustainability and the lead recognition um at a cost not to exceed thirty eight thousand one hundred and fifty dollars can you have a motion so moved second um well and and the other point that we talked about at the last meeting sean is it's not just a sustainability it's also confirming in um that the savings uh correct and financial are realized and realized in any changes we need to do to do that's exactly correct okay this all plays into the amount of energy that's purchased and used for sure um any questions for sean other questions would you pull the board please certainly are well worsen it carries six to nothing okay the next item is uh approval of our um recommendation for new registration software and i'll let sean talk through this in a minute but i'll tell you that over the years if there's been one complaint that we've heard uh in may and june that troy and i usually get from parents it's how cumbersome our registration software is and so one of the things that we asked sean and doug to do is look to see if there's a different solution to this problem because we have so many different inputs from payments for athletics to yearbooks to the foundation to the ppa's notebook or guidebook or whatever it is that now we're also verifying residency and there's just so many inputs that the current system um is a real struggle for our parents to navigate and utilize um so sean kind of tell us where you're at with this and and what the recommendation absolutely that would be great yeah we we looked at this five years ago as we periodically look at all of our software and we we felt like at that time we could continue to operate um with the existing software um but that software at this point is kind of past its useful life and so we evaluated several out of the box um or what i'll call out of the box software packages and really what they they they're they're fine in the primary function of registering the student however it would force us as eric mentioned to use multiple different platforms for a student or for basically a family to not only register but then also pay their fees everything would go through a particular portal and we could not find one that not only um would do what we needed on the front end the front facing end but also on the back end in terms of generating reports downloading the information to put into our student management system and then downloading the money that's collected to put in our financial software system as well so we uh we evaluated several and at the end of the day um none of those features would allow us to custom nature and the one-stop shopping that we want to provide for our families so that they don't have to go to multiple places um and so what we ended up with is we'd like to work with metrics and if you recall metrics is the company that helped us build our interactive report card which is now very popular and widely used and and i think many uh people are envious of what we've built people i mean other schools of course um they're envious of what we've built and what we would like to do is um basically do the same thing um with this custom software the nice thing about the software is that there would no be there's no annual licensing fees we would um represent or we would own this software and therefore it's really kind of our product we don't have to charge us off the licensing fee and so if you were to look at an out of the box feature that has you know licensing fees associated with on an annual basis and if you look at a custom software the payback is around 10 years and that's assuming that we don't have to pay any money whatsoever with the out of the box feature to customize this which is almost never true um and the also thing the other thing is that with the back end reporting that we would get out of our custom software we wouldn't be open to human error for translating data that came out of the system and then uploading it into a different software so tonight we are going to make the recommendation to the board of education to approve metrics to build a registration software system at a not a cost not to exceed 150 000 do you have a motion please second thank you um any questions for sean i have like a million questions they're very technical and pretty specific better suited i really like to delay this if that's not going to completely throw everything off so i have a little more time to really dig into it with you and doug because i mean that what you're taking on i i mean it's 150 000 that's not going to be a one-time expenditure and the ongoing costs well there's a whole nother cons and there are things the questions i have about the security of the platform the modification of it what's the impact with the impending upgrade to windows 11 and how's that going to impact servers and and the platform that this runs on and questions way beyond some of the the things that you touched on that i'm i don't i'm just one quick guy a lot of technical yeah this number uh an exaggerated number um doug thinks it's going to be significantly less this was the number to kind of throw out there well i think it will be significantly more actually yeah this is i think highly understated i would really like to have a deeper conversation with you guys yeah i i had similar questions so these certainly we could we could have conversations about it however the the timing of this if we were to implement um you know if this were to be implemented in time for the summer registration for the 22-23 school year which typically occurs at the second or third week of june um we would want to make sure that they have enough time to complete the the build so we have a registration software today what's that we have a registration software today it's not like we won't be able to register kids next year we do we would have to pay for that licensing fee but it's very cumbersome it's prone to error there's a lot of mistakes we have multiple systems at place so it's it is far less than ideal i mean this is not the system that we have right now is um it's just terribly inefficient it it doesn't do what it's supposed to do for us doug spends more way more time on the back end of this than he should ever spend yeah not even including his time and energy yeah so let me uh eric and i were just talking for a moment if we had the motion subject to approval of the technology committee and if you guys could meet uh with doug and gary um you know the reality is if we get too far um away from this we're you know then we're just not going to have time for the build and then we would be kind of delaying it one more year you know and so it if we could um pull together that meeting that's gonna make it happen we can make that happen in the next couple weeks so that if the technology committee approves it then we can still you know move forward in mid-november later november that would still keep us probably on a time frame sure it would certainly absolutely and that is that okay is that uncomfortable okay okay so we'll modify the motion yeah carol already did yeah for the most now reads that we take do we call it the technology community executive technology executive technology committee please so do we want to pass this motion as amended as yeah as amended um and before we do that are there any other questions other people want to ask what is the ongoing cost of the existing system it's a great question i think we're up to twelve thousand dollars a year now on this particular software but that doesn't put just that doesn't mean yeah that does not include all of the customization work that we have to do correct in addition to that 12 000 a year so we're constantly trying to modify that existing registration software with other technology solutions is that a custom solution too no no it's tweaked it's registrar register so any system like that we're gonna have to customize you know like even if in campus see that that leads to some of the questions that i have for you guys what about the process itself maybe there's a problem with the process there's commercial software available that hundreds if not thousands of districts are taking advantage of maybe there's something amiss with the process that you're using that you can't use the same kind of software no i'm not expecting an answer no i'll answer that and i apologize yeah no i'll answer that i think i know a lot of those people who use those systems and they end up doing exactly what we're doing which is they end up spending more time and money on the registration processes because those solutions don't do for them what they need them to do so they'll have the registration system but then like we have then you have a whole other process that you have to go through to submit your health care forms you have a whole nother process you have to go through for residency forms you have a whole another process they have to go through for you know you have all parking for athletic fees for so parents end up going to like four five six seven different places because no out of the box solution is going to give you the portal the process that you need so they end up having multiple processes for what could be and should be a fairly simple portal to register your students so all for the low low price of yeah okay right so i have a question not a not a technical question like they're asking in the past when we've had when we've incurred expense like this for something that we then owned and didn't have the license haven't we also actually licensed it to others we have and we can't we have so would we be if with this would we be able to license it and charge fees to other schools yes we do that with um the ir crc right now from metrics it's not from us people are not you know putting people on our network um the technology is what we're like not we're not putting people on or not and just there's a liability associated with selling the software yeah sarah does abc and who maintains all that moving forward when the underlying operating systems and databases all of those things are what's in our agreements that our lawyers write up lawyers that are not retired lawyers who are not retired have already created those documents for us and they're already out there yes your honor all right so we will this will be pending approval of the executive technology committee and we will get that meeting oh we haven't we need to vote for it yes okay would you any other questions before we go would you please pull the board certainly gorson all right wounds i know hi shang i frost hi i will well it carries six to zero there you go okay moving on to our uh construction drawings for the summer of 2022 projects um we we had a more in-depth conversation about this at our site facility meeting in october on october 4th um there were a series of projects we discussed um we did remove um projects um we did remove a couple of projects that we talked about that weren't necessarily preventative maintenance um and or renovations to improve the instruction what's going on in the classroom um the estimates that we came up for for october were between 7.1 and 7.5 million dollars but as we remove those other projects it will be under um seven million dollars and once we receive the actual bids my guess is they'll be more in line with um that five percent figure that we've talked about to give everybody an idea five percent of our budget this year would be six point three million dollars um so we would be spending um basically are the five percent that's recommended that we've talked about for years in terms of what we should spend on our facility to ensure that our facility doesn't fall apart um and in fact we'll get to our carpeting bid here and our carpeting bid came in 130 000 underneath um but we do have to uh um authorize white and company um to create construction drawings from the designs that they have already created the expense here is only for white and company it does not guarantee that the construction is going to occur those decisions will be brought to the board in february for the board's final approval before um you know before we actually begin on any of the projects so um tonight we are only asking for the board of education to approve white and company to create construction drawings for the summer 2020 the summer of 2022 projects as discussed at the site and facility meetings at a cost not to exceed 286 thousand nine hundred dollars okay any other questions we talked through this at the same facilities any other questions for sure is the join is the expense for the drawing also included in the budget correct yes that is correct we will not be getting drawings on the things that we said correct we've eliminated those other projects those will not be those are not in there so that that figure will come down it's an estimate that we then true up once the projects are completed okay would you pull the board please oh i no i changed frost or wall here is six to nothing thank you um the second part of this has to do with then once we authorize white to actually create construction drawings we have to authorize uh gilbane and company to conduct a bid on our behalf for all the projects so that we can get a final dollar to present to the board so the board knows the true cost of all the construction items so tonight we will be asking the board of education to authorize gilbane to conduct a bid on behalf of the district for the summer 2022 renovation projects again we talked about this exciting facilities any other questions for sean would you pull the board no i shang frost or wall gorson moon's eye carries six to nothing um as i previously just mentioned um one of the things that i'm going to be asking for tonight is the approval for carpet installation we went ahead and actually bid the carpet replacement earlier because we would like to take advantage of both winter break as well as spring break to replace those the carpeting that's worn and torn and needs to be um replaced anyway um we uh put out the bid um we received five different bids although i will tell you that the winning bidder um did or the lowest bidder i should say uh midway flooring did ask to remove uh their bid because they had missed the part of the scope we did agree to allow them to withdraw their bid um the second lowest bidder um was about six thousand dollars more than the low bid um and that was for commercial carpet consultants and so tonight we are rebecca recommending to the board of education to award the summer 2022 carpet installation contract to commercial carpet consultants at a cost not to exceed 147 140.85 so this is the people that were in it last year that we had to undo yes so we had um we had uh we had a really um an unfortunate uh situation with our contractor from the summer of 21.
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last year when i gave a similar report we had a bump from kind of in the 50s up to 75. what we weren't sure about at the time was how much of that was um related to kind of situational copied uh related enrollment how much of that was related to the general trends that we knew were going to continue um and it looks based on this year that we're continuing to trend up on that front um just below those numbers you'll see the top five home languages for each of the years and the numbers next to it just indicate how many students have that language's home language so you can see that in most of the years spanish has been our highest home language but not in every year and you'll see an interesting mix of languages throughout so it's not we really do have a wide number of different home languages in the district representing this population that's important for programming on that front the other two graphs in here give you breakdowns of similar information both by school and also by grade level and in thinking about the grade level it does run tend to run that our elementary english learner population is the highest and this makes sense to us in a lot of ways because as students are in school for a period of time getting um getting both in instruction all day long and also support as developing english learners become proficient in english and no longer qualify to be english workers so it makes sense to us that our highest numbers of english learners are in kind of the primary grade levels one of our most of our buildings back on the front page did see uh increases uh the largest increase actually was last year at highland had a significant number an increase in the el population one of the things that i feel really good about though is this is not unanticipated for us so we have been they have had we have things in place we continue to have them in place to make sure we have the right supports for our english learners through our teachers in programming and so on um we did re-establish a support relationship with aces this year we had a one-year pause on that we have people internally who can give that training and bid last year um and there's something beneficial about having the outside person who's got just that next level of expertise provide that training her name is maggie stevens she has been in once um to support teachers who have english springs either for the first time or for the first time in a long time because there's a lot of the supports for english learners that some of which are counter-intuitive like we tend to want to translate everything and that's not really going to be the best approach for in all situations help develop an english learner situation maybe translate but not always so some of those things it's good to have on the expert training from aces and maggie has actually also provided us a really good resource we've added to our resource catalog this year a book that has any language that's spoken in connecticut by 10 or more students is represented in this book and it tells you the typical grammar sounds syntax errors that those learners are likely to meet which is really helpful um to know where does the object show up in in that sentence how are those where does the modifier show that where are the typical sound that a student's going to have a hard time picking up and reading so to really she's a really good resource in this this additional resources also we're also consciously supporting um getting more of our existing staff t-cell certified and tesol as the certification that we can directly support english learners so we have uh two people in the process to additional people in the process to get that certification this year um so there are a lot of good things in place to help support our english communities and also the addition of the that i know we've spoken about and we approved at a board meeting recently um brian murphy our family and community engagement coordinator helping connect with us with you know families our numbers are trending in the the direction that um we anticipated we weren't quite sure what was going to be happening with that bump last year um but we have good things in place to support our growing young population kevin we don't get el ninos and how many um teachers are peaceful so we have um we actually have two uh t-cell certified teachers right now one is only one is actually operating or teaching under that certification but we have multiple people with two cell certifications we have two additional that are getting trained now so that will be one tesol certified teacher at every grade level bands someone else elementary something like middle high school and they just move from schools so elementary level yeah yeah pat castle is the elementary or person who oversees that so she's really helping support um support the people who are helping their english learners whether that's a classroom teacher or a literacy support team tutor so she's overseeing that kristen castellanos at the middle school she in that well oversees supporting teachers and also provides direct support and now russell in high school serving similarly to supporting teachers and students so most of our um english learner families are moving out and these this is a reflection of families moving in district yes and um clearly they're moving into this highland area um well highland just has more it does have more students but do you is there are they are they identifying highland as the school of choice or is it just the patterns that i i don't know for sure um what we have seen anecdotally sometimes is that's pretty significant i would say our significant year that bump was last year [Music] their increase in the oil population this year is more in line with percentage-wise the most of their building increases but last year they did um they did have a they doubled yeah so that was a significant and we did um provide some more support there because that was not we weren't anticipating that many students at that school so we did provide some direct additional support there well highlands had like a 4.7 rate of english learners on that rate 4.7 enrollment chapman had 1.8 doolittle had 2.7 so yeah but i don't know i don't know if i'd be able to say that families are choosing highest doesn't matter okay yeah and then so where we see declines you know some languages falling off the chart is that are they have they graduated out of the program or multiple reasons so so some is because as students exit the program um because they pass the last links um that and some of our decreases in uh home language identifications from that process i thought you were getting at these are the top five languages we have representation of over 20 right right and um but for example urgent urdu would still be there if it were nine yeah yeah it still shows up on on there and that's one of the next ones down it just happens to be a few less through both students passing the loss and some moving so it's me i didn't realize mandarin okay well thanks i love your charts yeah that's thanks it's good to see it it's good to see officially yeah so okay um next up is approval of the charts and graphs so this one is something that at our last board of education meeting the full board had agreed to adopt the flexibilities for teacher administrator evaluation he put into the state for that and they approved it to close the loop on that and give you that update okay okay and then now the um sat overview for the high school yes so i'm giving you a sheet that has green and red on it i'm not trying to jump to another holiday what i've given you is a five year summary of where you are and i'd like to talk a little bit about some context so just let me take you through the charts you know this is all the grade 11 school day s.a.t the 2021 administration which this year seniors when we were juniors took place on march 24th so it's typically a mortgage test so this is the 20 so in 2017.
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