We are very thankful for their continued hard work. Um, in recent weeks, we've had several ESPs apply for and take on different roles within the district, and we're thankful for these opportunities for them to change or advance their positions. As a matter of fact, over 75 ESPs have worked for the district for at least 10 years, and about 20 ESPs have worked for the district for over 20 years. So, those employees are to be praised for their dedication and their commitment to our district, and we are very lucky to have them. After returning from spring break, the buildings will be administering the grade specific ACT test to our freshman, sophomore, and junior students. And the ESPs who help organize and facilitate it, as well as those who administer it to our students with accommodations, are an important part of the success of this yearly test.
What color is that? Melon. >> Melon. Let's call it melon. I like that. Melon. So, um sixth grade 2021 43.5%. Right. >> Oh, it's amazing. >> Stacey. Um, and so if you see like, okay, they started sixth graders at 43.5%. We don't have that particular cohort's fifth grade score on this map, but as you follow that color diagonally, you can kind of see from, you know, basically went from 43.5 to 44.7 and kind of stagnant, right? when we look at that. And so, but if you look at these other ones, just look at the first one, fifth grade, and compare it to the last one, eighth grade, and you're going to see that um from fifth grade to eighth grade, these percentages are either staying stagnant or we're going down a percent or two. And um you know, you can take a look at the green as well.
The other one is this um uh automated how would you describe it? >> Reading assessment. Yeah, the the um digital reading assessment. Uh we have personnel spending a lot of time doing pencil, paper, accounting and uh using you know their time and resources um because it's expensive. It's something that it was it in our budget that we put forward or we didn't think it was >> or we didn't include it. >> Yeah, we didn't. included. >> So, this is what happens when >> Matt had asked about that. >> Yeah. >> So, this is what happens when um our budget that we want to put forth to the town gets then cut back further and um we need to be sensitive to that and and aware of what's going on during this budget season. I just wanted to point that out. Any other items? >> Yes.
And then we did some follow-up site investigations and most important was a geotechnical investigation of the running track. Uh we'll talk about this project which is the track and field replacement um which involves the running track, the event areas, the synthetic turf. Um we'll talk about our current scope and schedule and then project considerations. So the existing facilities that we're talking about is the synthetic turf field. If you want me to hold these up again, this is probably the most exciting picture. Um, thank you. >> The turf field, the track, uh, the pole vault to vent area, the long jump runways and sand pits, and we added in the discus area, which I'll talk more about. >> Could you just hold it up for a second? All right. >> Orient yourself. >> The football field, the track is >> and I'll make this PDF available.
We discussed this um in executive session. Is there anyone else who wish to comment on agenda items at this time? Seeing none, then we will close that portion of the meeting. Now we will move on to approval of the minutes. Do I have a motion to approve items 6.1 and 6.2? Mr. Massen, do I have a second? Mr. Fiser. Thank you, Mr. Yates. Roll call, please. No.
The ESP's participation is vital to the success of this educational requirement, and again, we are very thankful for their continued hard work. Lastly, uh the sun will now set after 700 p.m. every day until midepptember. So despite anything else that is going on, I am enjoying this gift from mother nature and I hope you do too. It's something that us Midwest Midwesterners uh you know we get through the winter. So this is a small gift that I hope everyone will enjoy. Thank you all for your time and for giving me this time to speak and uh I hope you all have a wonderful spring break. Thank you. >> Back at you. >> Thank you, >> Jennifer. for our district 230 foundation update. >> Pardon? >> Um, thank you. I'd just like to start by congratulating the music departments at each of our schools. Last week they participated in the foundation's grant-f funed D230 band showcase um at Wheaten College and it was a spectacular event and I applaud each of the wind ensembles for their for their performances.
Um looking at 45, you know, 45.9% 46% of our fifth grade of our students when they were fifth graders um were proficient uh on both math and language arts and then um by the time they got to eighth grade about 42%. So we don't have as many um kids out of the total number of kids that we have that are passing those tests um in eighth grade as they did in fifth grade.
>> Oh, yeah. >> Keep it going. >> We also shared some information about the um kindergarten entrance inventory. The kindergarten entrance inventory is another required um survey that our kindergarten teachers need to complete for each of the incoming students when they it's around October and they uh it's it's semi subjective. Some of it is based on observations of the kindergarten teacher for every student and others are more easily determined based on did the child go to preschool the previous year or not. And so this information um really looks at six domains. It looks at language skills like literacy skills, numeracy skills, physical motor skills, creative aesthetic skills, and personal social skills. And this information again is sent up to the state department of education so that the state can it use it to inform their decisions on on you can um surmise what they might be using it for but certainly for reading growth but also I think more specifically around preschool.
>> See, it's the long the long jumps over there. I didn't >> Yeah, there's a dual long jump. The full volts hidden down here. B represents the whole track, the high jump event area and then the distance gauge. >> Okay. >> So the only thing we're really not talking about is the shop put to complete the whole track. It's tracking through complex. >> So this was a rendering that we prepared for the master plan concept. Ignore the numbers because that involved a lot more. Um so what we're talking about is full depth construction of the running track. Uh, and that's due to our uh, findings of the geotechnical investigation, a new synthetic turf multi-purpose field within the running track, a new discus uh, throwing circle and cage and new ball safety netting. >> Yeah, feel free to interrupt us. >> Full full depth. You got to rip the whole track out.
Um, any questions or comments on the minutes? Any questions or comments on the minutes? No. Seeing none, Mr. Yates, may I have a roll call, please? >> Roll call on the approval of minutes. Mr. Dear, we'll come back. Mr. Fischer. >> Yes. >> Noted. Mr. Dearcy also replied yes. Mr. Fischer. >> Yes. >> Thank you. >> Minelli. >> Yes. >> Mr. Compton. >> Yes. >> Mr. Masson. >> Yes. >> Mr. Pelman. >> Yes. >> Much moitz? >> Yes. >> And Mrs. Null? >> Yes. >> Motion carries. >> Thank you. At this point, we're going to move to item seven, the superintendence report and administrative items. Do I have a motion to approve items 7.1 through 7.6? Do I have a motion? Miss Ayanelli, second by Mr. Massen.
Um, last week Stag hosted um or excuse me, this week Stag hosted a human library where more than 40 students had an opportunity to check out a human book and hear their stories of inspiration and hardship. Uh, this program again funded by the D230 Foundation provided an excellent opportunity in um empathy and perspective. Next week, at the risk of sounding like a broken record, is the foundation's uh hosting its annual uh annual fundraiser, Whoop It Up. And again, I encourage you all to come on out and enjoy a great evening of basketball, all for a great cause. >> Thank you. And it's a great event. If you haven't signed up, there are still seats available. >> Yes, there are. >> Okay. All right. We have two public comments before I let um call on the speakers. I am going to read something if you haven't come and spoken before.
Any questions? I think you Lyn and I have talked that we're not saying that the structural change makes academic performance better. What we're saying is instructional quality and these targeted interventions are what's going to make our performance better. Not changing schedules. That's that's just a piece of that. But it's really high quality instruction. We've talked about, you've heard us talk about Hattie and teacher efficacy, how that has is the biggest influencer on academic performance, but it's about that and these targeted interventions that we plan with MPSS that change that. I didn't want anybody to think we're saying >> a schedule in and of itself. There is no correlating strong correlation between a schedule and academic performance but a schedule does allow you to implement programs and systems and supports differently. So the schedule then becomes a necessary change in order for us to be able to look at structures and academics or instructional quality from a different perspective.
So that was something that we looked at. We looked at numbers of um about three years worth of data and I would say that overall we're trending about the same year overyear and in growing in those places around um there they they sorry there's three levels level one two and three and at the highest level where students need the least amount of support we have seen a bit of a trend in that direction students needing less report. Now, that also might be coinciding with the kindergarten legislation that students need to be older, need to have have reached 5 years old before they start school in September. >> Questions? Questions on >> is that this not to be confused with the sparkler? >> No, kindergarten separate. Yeah. K. Lastly, I will just share that I had gotten a few questions about Cheshire's response to AI and AI literacy.
>> So that track is >> not just a surface, >> right? That asphalt's 34 years old. >> It's We were impressed in 2011 when that rubber was scraped off. We had carried unit prices for crack repair and patching. Basically cutting out big areas of damage. >> Uh and there wasn't a ton. There was some. So that those were patched with concrete. You're seeing cracking again because the asphalt's drying up and shrinking. Okay. So no asphalt, you know, a roadway wouldn't obviously wouldn't last that long. But asphalt nowadays, unfortunately, is not as good as it was 34 years ago. So that's a whole another issue. Just uh you said the discus circle >> the discus circle and the cage are non-conforming >> to >> non-conforming to the National Federation of High School standards. Uh the circle >> isn't recessed. Um which I think you can still get away with that.
Do before we get into any questions or comments from the board, we'll hand it over to Dr. Smith for his comments. >> Thank you, Mrs. Null. Uh, and I'm really excited to dedicate my comments to three people sitting back there. Miss Green, Mr. Delasy, Miss Fry. Um, the uh tonight's agenda contains recommendations for their reassignments effective July 1st, 2026. Mr. Delasy from Vanzant to Deacy here. Miss Green from here to Rice and Miss Fry from Rice to Vanzant. Um, you know, just to highlight that through these voluntary reassignments, the three of them are embodying and modeling the core values, and you can see words around this room as well. The core values that we emphasize for our students, namely teamwork, a growth mindset, and community spirit. These moves are part of our district's efforts continual and this came in through the budget presentation as well to maximize our resources and in this case our greatest resources which are our human resources.
Per board policy 2230, we ask you state um address the board and state your name and the reason for your comment. Each of the two people will be allotted no more than five minutes for public comments. Per board policy 8:30. The school district expects mutual respect, civility, and orderly conduct among all people on school property or at a school event. Disruptive behavior or use of vulgar or obscene language will not be tolerated. Please be respectful when addressing the board as well as be respectful of the speaker who has the podium. Disruptions will not be tolerated. While the board appreciates your comments, please understand the board does not actively engage in dialogue during public comment. We take all matters very seriously and if there's a specific question or comment that requires follow-up, the appropriate board member or administrator will follow up with you. So, that being said, first one, Nikki Smith.
So it's a piece of it but there's not a direct correlation between the schedule and performance. No, you're good. >> It's mine and two slides, but that's >> um you've seen this student achievement um slide before as well. Um just reminding you know some different um things that this schedule will allow us to accomplish. Um but again it's it's multiaceted, right? the the schedule itself is not going to change that achievement. It's the schedule that allows us to bring in those new opportunities and those different strategies um and systems that we believe will improve that course prior to nth grade below average. So what is average like how many credits and where are we? >> So um I have that data real quick. >> So when I I looked at the top 30 performing middle schools in the state is what I looked at. So that's one thing I think it's important to point out too is that we want to compare ourselves to the top 30 performing middle schools in the state.
So, I've prepared a little report for you that's I shared with the board of ed that is also in your packets. I won't go into great detail with it, but I will say that we have a committee, the Cheshire Strategic Planning Initiatives Committee that's comprised of preK through 12 certified teachers, and we've really been looking to address this issue twofold. We're looking at the reading of the book Anxious Generation, and we're also looking at a lot of um a literature review really around AI, which as you know is ever changing day by day. It's very hard to even keep up with it. But looking at AI and education in the workforce and we're trying to make a philosophical shift with our students and our teachers shifting away from this being a cheating tool that you cheat on homework or assignments to really a thought partner.
>> It's got to be a lip, right? >> Usually there's a half inch lip. Yeah. >> And then you have your toe board. Maybe it wasn't installed. I stopped by today. Um but it didn't. >> It's just a concrete square. >> Yeah. The bigger problem is the net is 10 foot steel post with just a net strung between it with the post on the inside. So an aaron throw could hit that post and then ricochet back and injure the athlete. >> So what ends up being the post instead >> so you have an arc pole on the outside so the net hangs in and so if the discus hits the net >> there's slack. Yeah, there's slack and it doesn't ricochet back. >> Okay. Does the discus does javelin get thrown from the discus spot? >> No. >> Do you still do the javelin or is it >> Yes.
Um change brings opportunity for growth and positive. We are excited that that will we will see that unfold through these changes as they bring a new chapter for both our valued school leaders and our schools. For this and more, they are to be commended and celebrated. I commend and celebrate you. Um and we want to join and support you through this transition in that same positive spirit. So, I wish you wish the three of you like tremendous joy and success and uh in your work and our work together through this process. Um I don't know if you want to wave that you're not on camera, but [applause] >> thank you. >> You're welcome.