001everybody is here with the exception of our chair FEI you guys need something um I don't believe we have any added agenda items and next thing we're gonna talk about is the board of the board recogn recognition Food Service the cards that we've received um for board appreciation as Patrick mentioned can kind of like pass things around them great if they're great really really are to um on behalf of the Board of Ed um books are donated there's a box here so if you want to take a look at the end of the meeting um uh each of the media center specialist put in their requested list and we uh we purchase books on behalf of the board of EV on inside cover um it says donated to East Winds of public schools on behalf
002of the Board of Education 20 2 so I know they'll be excited to get the book so we certainly thank you thank you this little guy said Thank You from broad R school for the books that are like 10 11 or12 Finance director all right next up is our minutes we've got the February 12th minutes and the Fe 26th special meeting minutes does anyone want to make a motion to approve either of them I'll make a motion to approve the February 12 2025 regular meeting minutes okay that's a motion by Courtney second I'll second Jerry are there any corrections or notations anybody wants to discuss no okay um all in favor and then we've got February 26 special meeting minutes make a motion to approve the February 26 2025 special meeting minutes second was that
003bie no that was Denise sorry okay anybody have any notes or changes or comments no all in favor all right now we're at public participation I don't think there's any public here but um great there's nobody online all right next up we will do the high school report you me I do I ask a question about previous item which is the student representative she hasn't been here in a while is that okay oh sorry I skip that um she's all sick today there was a couple times where there was sports related and um just conflict yes y today no no um and she it was a late notification um um I believe she has the flow okay so she so it's all right I you hadn't started yet no you're good to go sending R
004very nice the letter r this evening it's been brought to you by you say that Sesame one that would be good for trick or treat next year haed highway there you go there we go different letters up there now um first I just want to say thank you so much for allowing me to come tonight and share some of our data for the high school to give you hopefully a better picture than the exact path data gave you from the C report a couple weeks ago um so um in this data packet I have some sat data some um onrack data which I'll explain what that is and some Alliance District data so hopefully this will kind of give you more a better picture of where we are and where we kind of are with
005um in comparison to some other uh um towns and with state of Connecticut so just like anything else uh this is all going be linked to the district plan which is um you all are very familiar with I'm going to be speaking primarily about goal one tonight obviously the link to the porch of The Graduate so as you all know the port of The Graduate is to create lifelong Learners that are responsible citizens and self- Advocates and at East wior High School we um our goal is to have all our students reach 80% grade level proficiency with 100% growth on internal and external um assessments so internal assessments would be your curriculum type assessments and external would be the SAT assessments that I'm going to show you tonight so what I have done for you
006is each current grade level and last year's data if I have if I have two sets so the fall in the spring for grade nine we don't have the fall in the spring because we only had grade nine in the fall so what I'm going to share with you is how they did last year in the eighth grade in the spring and then the Baseline that we have for this year in the fall so on all of these slides all the gray bars are the state of Connecticut's average uh percentage and all the yellow bars are our students eastwis are high school students so if you look at the first and every um every assessment every year The Benchmark increases just like anything else like they they have a higher grade level expectancy for each
007year so for grade um eight for example uh The Benchmark for evidence-based reading and writing is 390 and for math is 4:30 but when the students come in the fall of their freshman year the Baseline The Benchmark is 410 for evidence-based writing and reading and um 450 for math so each year you'll see an increase that way also just to note the PSATs is not out of A600 it's out of a 1520 so it's not you're not comparing like apple to Apples but it's still the P the PSAT is kind of the you know the test you take to get you ready for the SAT so as you can see in grade eight students um if you look at the middle bar the middle bar is the evidence based reading and writing so the state
008of Connecticut the students that did take that assessment in the eth grade of their spring year 62% of the state of con students that took that in um in Connecticut hit that Benchmark of fourth of 390 whereas in E Windsor we had 49% of our students that reached that so not the 69% the state Connecticut did but 49% and in math we exceeded the state average which was 38% in the grade8 and we had 42% of our students perform um Benchmark on that and so obviously you can't we can't have for both can't be more than 42% because math is 42% so both we had 35% of our students score in both and that was 1% less than the state average for the eighth grade so then they came into the ninth grade and like
009I said The Benchmark shifted from four from uh 390 to 410 and from 430 to 450 and we saw a decline but we also see a decline in the state um and you can see that we didn't have too much of the decline in the evidence basing and writing um and we didn't have and we had more of a decline in the math um and and the state also had kind of a greater decline in math as well so we'll see how the ninth graders do in the spring they're going to take that assessment on March 19th and we'll see how they compare from this assessment in the fall to how they do in the spring next slide so you can see this is just the Baseline for the fall of our current nth grade
010class and how to compare question y so like I know like when we were talking about like the I ready stuff and stuff like they'll say like you know they might say that you're below grade level but you're in fifth grade but you're at fourth grade level because you haven't gotten there yet the decline there because like they are just giving them harder stuff that they maybe haven't gotten to yet and like they're freshman the year or that Benchmark is I know the benchmarks higher but how come they're not like not even just us but like kids across the state less kids are hitting those benchmarks is it because that the testing has gotten more difficult for the ninth grade level versus the eighth grade level like so I think well I'm not I I'm
011not really super familiar with that already but I'm already really does the skills for the students and so that's their grade level Prof skills um College Board you know these these assessments are out of 1520 which is and like you know students who get 1600 for example on the sat there there's not there's they're few and far between so whereas I already you want kids to get I would imagine like like I don't know what's out of but let's say it's 100% you want them to get 100% And you want all kids to get 100% because that's the grade level score well in sat the grade level like you're exceeding grade level if you get 100% on the SAT you're you're kind of like almost at the genius level so that's why they come up
012with these benchmark scores and that's where we want to get as far as how the the College Board Benchmark score relates to the IR ready assessment I don't know I just wonder why like there's such a drop between the spring and the fall you know what I mean like in like the oh hitting like the percentage of kids hitting it like that's what I'm just curious to like if it's just well there's some there's some factors that happen we we do lose about 15 to 20 students from the eth grade to the nth grade that go to other schools and those students many times are positive T scores so that kind of um attributes to the drop a little bit so um so that's a little bit of it but I mean still these are
013the students we have so we want to you know yeah and I wasn't even just saying like our school dist it's the whole state the whole state yeah yeah so that was not like a picking on our school it's everybody she interesting yeah I think too kids are not um this is just aside they're not used to sitting in a room taking an assessment computer for two hours straight and being highly motivated the entire time so that's why we give them this PS so that when they do take the SAT in in their junior year when it really is the one that counts for the state accountability index they've had a lot of reps and a lot of practice and that's one of the reasons why I really appreciate the board and Daryl finding money
014so that we can offer our kids these opportunities because just like in like sports for example the only way you get better at anything is if you get a lot of reps and so the more reps we can give our students sitting in these kind of environments um with with like this high stakes feeling the better they'll do when they get to the real one not the real one but the SAT and when they're juniors all right so the class of uh 27 this is grade 10 so I'm going to show you how they did last year as ninth graders so um last year as ninth graders you can see where they came in they had we had 26% of them um scoring The Benchmark of 410 on the um evidence based being in writing
015and 16% of the math and you can see the where the state fell and on both and then in the spring you can see that we did grow in both areas we grew in the math area from 16 to 23% and from evidencebased reading and writing from 26 to 57% we did we did a really nice job in the evidence based reading and writing obviously like I said our goal is 80% and that's we tell you know we tell kids all the time but like this was a nice nice growth and so you could see that 23% of our students um reach Benchmark on both so on the next slide I just show the light gold bar is how they came in in the fall and the darker gold bar is how they ended in
016the spring that that cohort and so this cohort then took I don't have that this this slide for you I'll have the slide for you you know after they take it in the fall but this cohort then took another assessment this fall and we'll see how they do again in this one this is the current grade 11 students so this is how they did in their 10th grade year I'm just wondering so so The Benchmark from I'm just the Benchmark for right this is PSAT yeah are we setting that Benchmark or is the state that's the state okay it's actually college board that sets it and so um car's Point like the College Board also does like how I already does uh approaching meeting and exce they they they do that the only thing they
017don't do is they don't give you like an average I have to like but I could always no no no no and the reason I asked that question just um and it's been a long time since I've taken you know my SATs than God or anything else afterwards but you know it seems to me if you look at these benchmarks overall they're kind of low if you are looking at these scores to enter you know a middle and and I'm just saying this overall because because you know you need to be in 500s right in order to be in any kind of a not even highly select but a selective school well a lot of schools since the pandemic have not been requiring I see so so that's been another barrier to motivate our students
018to take seriously because if the if the if the schools are saying they don't need it now it's coming back it's trending back so there are schools that are starting to say we want to do this so that's kind of what I tell the students like you want to be ready because you don't know what year they're going to start cting them that kind of thing okay so a lot of schools it's optional um and I and you know I have a current current senior right now that's and I my husband and I laugh because like if you don't submit your score what does that mean right you didn't do well so it's not really optional right they know you didn't do anyway anyways all right um thank you and so if you want to
019go back this is this was um so this is the junior class how they did in their 10th grade year um so they came in and they the first time they took it in their 10th grade year they they met the same level as the state of Connecticut in the reading and writing and they were a little lower in the math so they came in and they didn't lose as much ground as we had seen you know from the previous years and then when you look at um how they did in the spring we had 20 uh 58% of them the state went up by 2% but we we were right there still and 25% in math um so overall you know that's where we kind of lined up with that the current um junior
020class in their 10th grade year and then the next slide just shows you the comparison of the light gold to the dark that that cohort and then last is um this this of the SAT data is this current senior class the class of 25 and um they took the PSAT um in the fall and then they took the sat in the spring of their 11th grade year so these are totally different um scales the the PSATs out of 15 1920 the SAT is out of, 1600 so they're taking different assessments the benchmarks increase so in the fall The Benchmark was 460 for evidence-based reading and writing and in the spring The Benchmark is 480 and then in the fall The Benchmark for math is 410 and in the spring is 430 so they've increased the
021amount of the the the score and the test has changed so I just want to kind of put that in perspective um so we started the year in the PS with 12% of our kids hit in both 35% and then 12% in math 35% in the reading and writing and you can see we did grw grow them um not as much as we want obviously I mean we do we do know that we wanted these to be better but I I just want to put that out there I know we want this to be better but we did make increases from the fall to the spring on a on a more rigorous assessment with a higher Benchmark um we went from 35% of our students in evidence based Union writing to 40% and we went
022from um 12% in math to 21% in math so the next slide just shows the comparison even though they different assessments I just wanted to see though this is where they started on the PSAT and this is where they ended on the sat in the spring and I will tell you for our accountability index we have to have we just a number of student we have to really aim for 100% of our students to take the SAT so I think we were at like 99% of our students took the SAT so we're not missing kids here when when you see the the scores all right so this is a slide of we're part of what they call Alliance districts and so Alliance districts are districts that have similar demographics to our town the state of
023Connecticut determines if you're an alliance District or not and Alliance districts in Connecticut equate for 42% of the student population in the state so 42% of students live in these these districts and so that orange bar is where East Windsor lies within the Alliance districts so we're right in the middle this is for um evidence based read and writing we want to be at the top and so that's our goal is to get us our scores higher and to be up there where Windsor Locks Windsor and Enfield are that's where we want to be but I just want to show you where we are um we're not you know we're not we're New London and um and Harford but we're kind of right in the middle with evidence space reading and writing as comparable to
024other Alliance districts and then if you go to the next slide that's math you can see of course other Alliance districts we we have better uh we're we're a little higher even than in the other districts for for math so um obviously once again our goal is to get to the top third of that the next slide is our last year our advanced placement data um students who take advanced placement classes they take the assessments and the goal is to score three four and five some schools take a three score to give you college credit most most schools take only fours and fives now and that's dependent on the school you apply to but for our data purposes we look for three fours and fives and we say those are the kids that did proficient
025on those assessments so we had 42 students who took an AP class last year that 16% of our school and all those 42 students they took 74 tests so some took obviously multiple tests so 70 of those 74 tests the green bar which equates to 38% you add all the greens 38% of those 74 T tests were threes fours and fives and then 38% which is the yellow were were twos so a lot of them were like almost there but didn't get there and then like uh 24% of those students those tests taking little once one of the things that we we really push is to open access for our AP classes we want all students to have the opportunity to get into those classes because it like there's a lot of real soft skills
026that students learn when they take AP classes like time management study skills stuff like that so some many some a lot of times students take those classes to try college level course work and maybe they haven't traditionally been in our honors level classes and we we like that so I always tell the teachers like I I care about these scores I think they're really important I really want them to be in the green but these guys that ear in ones maybe this was just their first try try a college level class in high school and I you know I I don't want to knock that or not allow them to do that so that's kind of uh something that we really promote at the high school so I have another question about that so just
027what I read in terms of the math offerings so in order to be in some of the advanced placements though you have to have you have to have the skill development it can't be I'm just going to try you have to have a GPA correct other math courses in order to get in correct is that my assumption yes yes so there's certain courses that like like AP Calculus yeah AP Chemistry um and when I do I do a um like a recruitment breakfast and I invite the families in and explain to them the difference between like an AP Chemistry and an AP um psychology class so AP Psychology class you have to be you have to be ready to study and and the AP Psychology class if you get a four or five some colleges
028will give you three credits or four credits if you get a three four five in AP Chemistry you might get eight college credits So based on that right there you know the rigor of that class is going to be a little different than the rigor of the AP site so we try to if kids are going to try on an AP or try it we try to promote like AP site a you know if you're uh we have we have a couple also we have um Patrick want go the next slide sorry you're about to take s um um we have a number of ECE classes where these students get Yukon credit and that's kind of like a college level class where they take Yukon assessments and it's not as high it's not taking an
029AP class um test and so like the Spanish and the Spanish language especially for like a lot of our native speakers this is a really good opportunity for them to get some college credit prior to going in and not have to worry about taking an assessment um and then we have uh we have the English class the AP English uh senior level class also a Yukon ECE class and students who pass that get four Yukon credits a Yukon um transcript and everything and it's like $75 anyway so so that's um so those are offering but obviously you can see the different n titles of the AP classes that we offer and you can see which ones probably are a little more rigorous and a little and ones that are more entry level if they want
030to try it yeah a quick question how do you get to be able to offer more of the unine e C classes um for me I think the advantage is that you don't have to take that advanced placement test and it's almost like a guaranteed College how do we get our offerings to increase so the hard thing is when you become a you when you become the ECE class you're almost like an ad junk Professor for Yukon and so the teacher credentials have to me equal the credentials that Yukon wants for that particular department so that's where where we strug a little bit um that you they have to like actually apply as if they're going to be a teacher at Yukon and so if you don't have whatever that's part and it varies by
031department at Yukon so like maybe one Department's a little more leaning at what they're required another department wants you to be like took like five whatever kind of classes to be them so that's kind of the challenge and we've tried to find some um opportunities too with Eastern Connecticut State University and we do have some courses but we're still waiting there's a there's been a little um the dual enrollment situation with state of Connecticut is kind of holding us up there so we do have some of those but we're not fully offering them yet so these are um you can see on the bottom we have other AP course offerings that we're not offering it this year what we do is we do we we try to offer especially uh AP environmental science we kind
032of offer them every other year so um based on student enrollment and student Tes um if we have a student that wants to take AP Calculus BC we certainly will allow BC is like the second semester of calculus for high school I mean for college excuse me principal computer science um and then the AP Smit and culture and language and culture we haven't been offering those because we do have the Yukon option right now and that seems to be what kids kind of gravitate towards and rather take um so you can see that in 23 24 we had um I just wanted to show what our current role in is an AP last year we had 42 students taking AP classes this year we have 46 which last year that made 16% of our our
033school this year it's 18% and of those 42 students they took 72 tests last year this year they taking 89 tests so we're try we're increasing the offerings increasing the students increasing kids that are taking those college level classes grade levels excuse me grade levels do it started usually 11th and 12th grade but actually Sharon and will and I we're just talking about maybe a 10th grade offering that we could maybe think about so to be to be determined so how are we going to get ourselves to 80% proficiency and 100% growth based on the data that we've seen I just want to commend a lot of efforts that we're already doing here and and talk a little about our tier one instruction but if you remember when I when we first um came on
034scene Tim and I like we didn't have World Language at the middle school so now we're offering we language at the middle school and so now there is you know more students get hooked to hopefully stay in E Windor and stay here we have a Pathways program that Barbara's been working really hard on and getting you know our our college and uh career Readiness classes going in Pathways we have tier one instruction which I'm I'm going to talk a whole bunch about stay tuned um we have we've been doing a lot with our family engagement and communication with families especially if you if you get my quick five you see I'm really trying to put some data into that and so that families know what's going on at the high school we have we've have
035the internal measurement system of the exact path which you all saw um the open house and black party ideas to kind of drum up people coming and coming to see us and then obviously our sports program is growing and our music Pro our music program is definitely growing as some of you know from the the um the meaning we had a couple weeks ago so what are we doing for tier one so Barbara and I go and do informal walkthroughs to um to all these to different classrooms and as of um February 24th we had done 254 um informal walkthroughs this SCH year and so what are we looking for when we do these informal walkthroughs we have commitments at our school um that we want all teachers to continue to do but one of
036the big ones that I've been really really focusing on this year is our depth and knowledge questions so do level questions are the lower the number like the more like do one is recall um you know uh simple like maybe just facts that you're pulling out of texts all the way up to D do4 do4 over here like create analyze predict compare like compare contractions do3 so it's like we want to get our students those higher level do questions and if they can't get to the answers to those questions we want scaffold our instructions so we can get them there so when they take those big high stakes tests they've seen questions like that before we haven't we haven't not expose them to that so that's kind of been our big push this year so
037we're trying to higher our level Expectations by higher our question level our questioning levels in our instruction so how do we and then if they can't access it we're trying to provide scaff buity so all students can access that and how we're doing that is we're targeting our professional development based on the needs of the walkthrough so if we go through a walkthrough we see a lot of students we're not seeing a lot of do we've been doing a lot of professional development with our staff around those questionings and how they can kind of plan better for those those ideas and then also how we can scaffold to get the students to those levels so one thing that um we've been doing is something called the three reads this year at the school and it's
038something that we all do in our adult life and probably don't even realize it but if you don't understand something you read it again and sometimes you might read it three times or four times or five times so we're trying to teach the kids the strategy that if you read it once and you don't understand it that's okay you got to read it a few more times and so what the teachers are doing for the scaffolding is they'll have the kids read it once with one question in mind maybe do do1 type of question and then they'll have them read it again with a different prompt it's the next level of questioning and then they'll have a read a third time and now we're getting to the higher the higher level questioning but some kids
039might need more than three reads they might need a couple more and so they've been really working hard on trying to figure out which kids need more and which kids can kind of do less on the do once the first read sometimes that they're doing a read aloud so that everyone could hear how it's supposed to sound and then um and then we're taking that away from some some classrooms they don't need to read aloud anymore so that's kind of what we're trying to do to kind of up the rigor a little bit with that and then we're really trying to use our data to make decisions um so we're looking at how we're doing with our attendants behavior and academics um I know uh we're targeting cohorts that need the inter ion um and
040trying to figure out what we need to do to make things better for that specific cohort um for example when we talk about Behavior La uh this year we had uh we felt our gr grade nine students had more Behavior than the other grades we targeted some interventions with grade nine and now they're they're kind of all lining up together our attendance data for example our 12th grade is not attending as much as the other other classman so we're targeting interventions for 12th grade and our academics as you all know we H we're not doing so great as great as we want to so the the percentage that we look for for when we need to do what we call tier one targeting is we want 80% of our students to be at a goal
041when we pull um some of our tier two data for math and reading we have more than 20% of students that need that intervention that means that's a tier one problem that's not an intervention that's a tier like if I have 30% of students that aren't doing grade level on the math assessment then we all have to do work together on that so that's kind of we're using to kind of measure what we're doing and kind of figure out where we need to put kids and and how we want to intervene and the last slide uh is this is about our state of Connecticut accountability index state of Connecticut rates each School based on um a bunch of indicators but one of the ones that um we get rated on is our credit status and
042so item um number seven is our on track to high school graduation and what they do is they add they say how many of your ninth graders have obtained six or more credits at the end of nth grade year and that's how you get those points and so you can see that we were able to get we could earn 50 points but we got 46 and a half and so we were the percentage of our points earned was 93.1 where the percentage of the state was 89.8 so we exceeded the state and the credit bearing because like um that the question about credits came up last time I was here so we we we are a little higher than the state in that area our cohort rate is our graduation if you notice this is
043talking about the class 2023 so not last year's cohort the cohort before and so that one we're a little lower than the state average on on that and then as far as the sixth year the high needs those are students that maybe need a little more time to graduate um we are exing we're right where the state is with our high needs population slide good I thought it was okay like do I have more data so um I don't know if you have any questions or any more comments I have a question six year yeah six year graduation it says it's the 2021 cohort no I know just because my son was in the 2020 C that that was covid yeah so do we have any idea I would I would imagine that the numbers
044increase but the state average probably has increased as well do we have any idea or that's the only so when they do the accountability index they actually take out 2020 not it's not even on the chart okay um so so I think everyone's increasing yes from that year right I'm just thinking because that's 2021 right there and 25 I yeah I mean one of the data points that hurts us um for the four year and six year graduation we brought this up with the consultant that works with us from monitoring for our alliance District I think we've had three uh consultants and Daryl and I bring it up every single time and they recognize it they acknowledge it but still we still get kind of dinged for it is that um it essentially doesn't exclude
045uh the kids in special education that are mandated and required um additional time as part of their program um to finish so technically you um do not graduate or do not get your diploma um handed you may walk during graduation but you cannot get your uh diploma until you um exit a special end otherwise your diploma signifies that you've um exited special education so if you you can receive special education as you can see like our transition program is a perfect example of it um and be eligible till you um uh through your 22nd birthday which is beyond uh the sixth year and they will complete their program they'll have the necessary credits they might even have the necessary credits to graduate on time um and many of them do but it doesn't matter because
046they still require programming uh for their post secondary and so those students count against us um and we get and when you're a small School District um um you know every student represents you know um um like a half percent essentially um almost um so uh um so there is a frustrating component to uh that number eight and nine which is still from my perspective unresolved so Patrick they're not content is that is that thing I'm just kind of listen excluded they're not actually they're not included Ed in the overall members is that what you're saying or they're excluded they're not excluded meaning that like because yeah because they haven't um technically graduated still they're founding against us yeah so they graduate so your graduation percent down yet if they were to graduate we wouldn't
047be able to service them by law before requir to give yeah if you have a high population of that and one to your class your graduation rate is going to suffer that year yeah but even two or three kids each year um impacts that number for us uh you know when you have graduating classes somewhere you know like small schools I know we were talking about Mass tutors and stuff like that when we were going with a budget and like with some of these course do we know like how many kids really do require I know we don't have a lot getting it because was scheduling conflict when was TI late like do we actually know how many kids actually do require these these tutors like if we in Ideal World their schedule was perfect
048and we could get someone in there to good thing so um I've been since that last meeting I've been doing a little stuff so there there is a high percentage of students that could use some math math support um but to Patrick's Point I believe he said that we could probably free up some sections of certified teachers to teach that math support section so I have some ideas around what I would like to do with that but I want to like flush it all out but I think we do need to hit math hard as far as like um getting our students back to where they need to be um but I think it needs to be kind of like messaged really correctly um students need to be in schedules prior to the start of
049school year so you're not pulling them out of a class that they want like they they'd rather be in um and we need to kind of um make it really um non-negotiable like you have to be in this if you if you're at this certain cut mark um one of uh my ideas is to have like basically math block and all four teachers are teaching math intervention at the same time and um anyone that knows anything about math free that period and we're all that would be myself included because you all know I'm a certified math teacher so we'd all be included in trying to get the students to where they need to be for math um and then if we did have F support we we would include that in that block um so
050that's just one of my ideas but I haven't it all out how it would function how it would work how I would communicate it but just based on what I was the conversation you all I mean Alison and I and Daryl have uh spoken since I mean we do have the data so for example like uh there' be 30 students um currently for just a tier three um certainly like with the utilization of a a tutor certainly that would support and having it up front and obviously having greater oversight through the instructional coaches and classroom teachers would only strengthen the invention that we could provide So when you say 30 students for tier three those are the kids are what two grade levels below one and then so the ones that are one grade level
051go like do we still want them having some kind of intervention as well right that may look different though but it um but yes you are correct they would still be serviced it seems like it would be more than like with the sport it must oh yeah so our students yes yep that's why like because the scores are that way well that's excluding too uh special education too so you're talking about uh regular education so you might have like another 10 students in special education based on just our percents uh but they're getting their math intervention through special UC so sorry I just was wondering if um there's anything that we can do to help the um grade 12 students before they go out the door um I I think grade 12 students we could
052try to help them but they're pretty much have one foot out the door right now yeah I know you had a 12th grader so you know what I'm talking about um so I think uh we certainly can support them and we are we're doing you know they're they have um like a we have school day coming up so they're going to come in um we have some doing mock AP exams on that day so they're going to practice they're going to get a rep of doing that on that day since they can't take the this um many of them work on their graduation portfolios on that day and get them ready for the credits to graduate um but yeah as far as like putting them in a in a math intervention or in the last
053two months of school I mean just to payback off of that I mean I do want to umh say that like I mean SATs and PSATs and even the aps um I mean they're all like singular data points and like I mean every year report and I'm sure it'll be part of this year's end of the year uh school reports um like the outcomes but like our kids go through some really good college uh schools um there's no shortage of the uh uh colleges that they're get into uh kids are going into Tech schools um we do have kids that go directly in the work uh force or apprenticeship so that's something we will report on I think that will provide I think um um some of the information you're looking for because if I
054understand your question Fran is like are the kids you know ready to be successful once they they leave and I think you know what they're doing next and what they're signed up to do would answer that question yeah you know the other thing the other thing is Community College Community College are real open you know they really have open classes and mully it's kind of it's not adult education it's Community College but you know that whole the guidance Department kind of helping kids if they have a desire in some career and you know it's it's math head heavy or you know language heavy and they they have some deficits really kind of steering them in the direction of a community college right is really helping them it's it's not it's not the fix but at
055least it's another Pathways for yeah I I hear what you're saying I'm not in any way blaming the high school no don't get me wrong you know me you guys we're good I just um I feel for those kids that's still Co effect if I'm not wrong that circumstance yeah and I just I feel badly for those kids because we do I mean and math is everywhere oh I know I know that you know I just have to ask a question oh no say 18 format change she said that and they said she said that a lot of the kids out of 100 time think it was a new format yeah it's all on the computer now so it's not like it used to be ones more bubbles so they have to get used to
056that um if they if they call for extra time they can self- select to opt out not to have extra time even though their parents maybe want them to you know those kinds of things so um they have a lot more latitude now which I mean obviously it's gonna that that's how it probably is happening at colleges so it's preparing them and we just got get better at teaching them how to use those those tools better and be motivated to take an assessment on a computer I'm just G to say um you kind of going back with regards to the tutoring and more kind of like one one test is um you know I'd really like to see a lot of that instruction kind of focus more on like the ninth grade because kind of
057just looking at the results here it's like and I don't know if I would be curious to see if this is like a common trend on a year-to-year basis like you said maybe it's because some students are leaving the school system going to private mag schools whatever um but also I wonder if just like the natural transition from one school to another also affects performance um on some of these early year tests um but just in general it seems like you know the results across the board kind of decrease on the state side but it looks like some of our results math in particular decrease to a larger extent than the rate at the SE um so and that being said you know we you talking about once you're focusing some of that one-on-one instruction
058with the 12th graders they're kind of mentally checked out by that point but I think you know if we're focusing on the ninth grade it helps to kind of close that Gap sooner rather than later as they're just progressing R and it just get worse and worse and worse um and I guess my other concern that I didn't bring up to the last meeting was um you know I hear the potential for the certified teacher doing some of that tutoring I guess my concern with that is that if that means combining some other classes to free up time with that certified teacher to provide that one-on-one instruction then you're resulting in larger class sizes for the remainder of the students which I think kind of also adds to that Downstream effect and I get that
059there no you know there's pros and cons to each option um but I think just concerns in general so we're looking at all those options too so like I mean we recognize like you know obviously we have to approve the U the budget and the budget's process but I also think you have to have multiple plans and contingency plans yeah of course um far from finalizing anything at this time too I just want to say thank you for a realistic presentation I think that's something you know that's something um not to be not to be afraid of um because because we are making progress and I really appreciate the fact that it's realistic in terms of where we are and where we want to be and how we can help kids so thank you I
060wanted to say somewhat on what Betsy said um as we look at these scores and as we see and and nobody ever comes here and tries to tell us that it's all wonderful um I think there was a between covid in the previous few years prior to that and this is my observation is that there was a group of children who really kind of just didn't get the best that we could give from um and I think some of the results of that is what we're seeing we should not be implied to be a negative towards anyone who's dealing with this now because none of you were here you're kind of fixing the mess that was created when these kids were younger and I appreciate that you come here and you're honest about it and
061everything you're doing to try to to fix it um from you guys up High School Middle School Daryl Patrick um have kind of come into this situation of oh Lord um and I appreciate it and one thing that I bear in mind in the process of having to look at test scores or results that we have is that that me here as a board member that I always have to remember we need to focus it from the very beginning and we cannot back off on that because they're doing well we have to remember they're they're doing well and it's all going to scale up there and what has gotten put in place over the last four years is beginning to show those effects um and I think this is more hurt anybody ever were to
062watch this video is to not to think that anybody who's involved with this right now was the cause of you guys are the people who are fixing and um unfortunately it's a long process to fix it it's a whole lot easier to crash it than it is to build a back out um so thank you for what you do I appreciate that I mean I thank you all for support because you know without your support we wouldn't be able to do these interesting things that we're trying to get the scores where they they need to be so thank you well thank you some of these conversations were very hard um I look at the the whole team and I think God there were times where I thought this had to be such hard stuff to
063present to us but we're all in this together so um we're here to help we're here to support and we have a great team to support so thank you thank you all for your hard work for your tough Communications and um we'll keep on keep on going one last if you were to look at these kids who took the PSAT which one are you looking at I look at grade nine okay yep um and then you were to look at their General their current math grades is there a correlation or is it possibly a factor that the PSAT was just I'm not paying attention to this so they're they're they um the last slide with the onrack data that showing you how much credits our students are earning in the ninth grade so because we
064are we are higher than the state average on that they are still earning their credits regardless of how they're doing on these assessments so that's it's just it's a skewed picture then yes yeah okay thank you again welcome thank you than our next item is um uh business discussion for the board policy review and it's our first reading for the 9,000 Series so I know for us their wor policy we went through these um we read them in two separate this is a huge change from our full dialogue I was like look at how big it is is it because ship sh I they supposed to be all streamlined um um supposed to be um essentially what is and what do you really need to do and um definitely this is just a first reading
065so we're Notre there's nothing to vote on um you've done a first reading after this on almost every uh policy we still have the 6000s um we were just this one was a little bit shorter so uh the form man so since we had it we wanted to get on there the 6000 is just about done they'll be on the very next meeting the to the 6000 no students is 5,000 EXC um and you still have the other half of the 5000 the edits and the feedback for the 5,000 one it's one of the largest sections um but it also takes the longest to add the feedback that was in BPR um so we'll have that in April and then um working with BPR U what we'll do is make a plan as far as
066how to swap out like and do the second reading because that's what it's really going to come down to um and how to present it organized way that makes sense that um uh the board feels comfortable yeah for the 9,000 Series the one thing I would say is that just like with all the other series you give the opportunity for the group to go through it ask some questions but this one there were really no questions that came forward on it it's pretty just one thing with relative to the agenda the construction and posting of the agenda um changed the law last year the Board of Education agendas must include all the backup documentation um you can't just put an agenda I just want to make sure that that's clear you're talking about the number
067nine or page nine page nine there's a it only applies to board v e okay we can just make sure that back to the legal reference there and that that because um yeah it's a legal requirement that when we post our agenda and it has to be posted electronically now on our website um it must have everything that's in our board package except for they give you a little leeway if something had come in at the last minute but all supposed to do there it's covered by D but we can take a look at looking and D well um I think it is but we can take a closer look at that and if it does just revert back to the right statute because I'm not sure if they have a different statue if it's
068something that's falling under Foya or oh I see him you can remove board officers after there's a me that be getting removed um 6000s is instruction um so it's about like cry for online courses curricular exemptions uh talented gifted um homework um alternative assessments um okay thank you yeah does anybody else have any other questions on it so we'll go our next item is a new business for vot we've got FY 26 budget and we also have a c TR as far as the budget goes um I was not at the meeting that we had um last Thursday um but my understanding is that think it went relatively well we talked about the um tutor math tutor and um it didn't sound like anything really did you want to add anything more to that um
069no I mean uh so we uh we discussed that uh because we had a Finance subcommittee Prior so it was also on the agenda there I know that we were um passed to look at the high school math tutoring keeping that position in um and um uh doing some followup and um and doing looking at the budget at the whole and receiving some good news since our most recent uh budget Workshop um we can maintain that tutor without um um uh raising uh the percent or the dollar amount since we last uh met um since we last met at the workshop uh Ryan was able to work out an IT credit of 12,000 and then um we got news of a medical um uh insurance at and a.m today as far as some adjustments um
070along with some adjustments to salary so we can maintain the tubor without um um going any higher than we last discussed at the 633 Ryan can give the actual dollar amount as far as what that increases y I was my uh my file closed so I'm just trying to the 29 Million number you're asking for yeah whatever the actual number is for the local yeah to open again I have it yeah it's the the 29 the B number there 29 Milli 79,3 498 7,000 could we just round that until but I'll make motion okay I'll make a motion to you doing we're approving this is our budget to send to the board of Finance C yep I make a motion to send to the board of education budget for 29 m79 44298 to the board
071of Finance discussion thank you Ryan I just want to make a comment K about B tutor um that the money be in there um or how my thing is that I want to make sure we have something in place for September 1st whatever it need to be um the money either the tutor I don't I really want it to be in place for their schedules September not find we get somebody so I don't want to say I don't want to apply to anybody that I want an extra body if that's not the best way to get those 30 kids into some kind of math intervention so I leave it to your figuring out how to do it um in the best means possible that's my biggest concern with that MTH position I want those 30
072kids getting something appreciate that thank you that like so that doesn't end up being spent on mou tutor because we can't find one and we are able to utilize one of your ideas then so the other thing the other importance I think of this is that we can see the trend and we can see the kids are there um um for me personally was to have that mind rather than all you know every year kind of having to go back and to advocate for something so I'm hoping once it's there we know there's a need that whole scheduling and preparation will be uh sustainable right and we know what's going on you know I understand that it's difficult understand the difficulty of scheduling something mid year so this will be I'm I'm I'm very happy
073anybody else have anything else all in favor I next item is we have there's a high school field trip request and for it was um so this was u b your um the agenda was amended so it was posted town Friday it was amended on Monday so it's the separate it's um um so it's yeah show that it's underneath your packet want to some have the high school U Administration here I don't know if anyone wants that but uh basically I'll do my best to summarize and then now and Anor barara can uh jump in so um uh we didn't have enough kids to do such a like a uh um fantastic program um a trip uh to Spain but we do have a number of kids that are interested so the opportunity presented and
074uh kudos to the World Language teacher who look to partner up with poin because tand is running a trip and um uh they did bring it to their Board of bed their Board of bed did vote to approve to allow East Wind um to join them in partnership with the trip thus making this opportunity possible um because again we didn't have enough students um on our own um World Language teacher woodn't pen um and they just approved it last week um and uh so the opportunity presents um my understanding is there's some fundraising opportunity as well and certainly because obviously um it definitely is overnight and it's definitely not check yeah it does it does require board approval I don't know if um Alison or Barbara if you want to add anything or there's any
075other specifics regarding information I can just say from as a parent standpoint Jon was able to go to um Europe with Education First um they have a fantastic way for kids to actually do the fundraising it goes right towards the C their communication with parents when the kids are abroad is tiptop for parent out there who needs to know it's a fantastic opportunity the our kids will have a chance to join Spanish teacher was so excited she told me about at Max she was like oh he's Spanish 3 next year and Max is like but she was very enthusiastic she's very enthusiastic and I mean all week she's like can I put the posters up yet I'm like no not yet you have to wait till after Wednesday night I do not know not yet
076so I understand there's a mandatory number of board of bed member so I'll make the sacrifice I'll be one of the ones at the board of bed that have to be you have a travel account I think it's great though that would be wonderful it's got a number of students is six but what happen can we add more yeah so the minimum requirement of town would like us it's six kids per sha R so we have six then we can have our sha R go so that the goal is however many kids want they'll help they'll MI for us but six is the and that's this year yeah it's like in a few month no it's next next year okay that's right calendar my bad next Patrick's like what is she oh my God I
077hope they have passord sorry f I um oh I went on some abroad trips while I was in the high school as well um we did won one year to Spain Italy and France and then the following year to Costa Rica and my parents went on both trips because my parents have to get involved in everything um but it was phenomenal like to dat it is one of the best experiences that I had as a high school student and I think really just added value to our world language Department um the other students on the trip also L it my parents loved it of course um and I recall the first year that we did it I think it was the same thing that we didn't have enough students to go like kind of on
078our own um so we combined we also went through Education First We combined with kind of random schools across the country across the state um and even that went perfectly fine like we bonded with the other students that we met on the trip from other school districts and it was a phenomenal experience um so I'm glad that this is still something we to offer to the students thank you want to make a motion to approve this trip second to Spain Madrid in April 20266 all in favor I okay can you extend the thank you to their Board of Education um okay uh next is bison and subcommittee does anybody have any I was she I missed the last Board of selected meeting because it was when we were doing our hard bucket Workshop but on
079February 20th um Bob mayor um came to talk about the East Windsor greater together Community Fund and around town you've probably seen sign for the mford foundation for public SK um but this is their 100th year anniversary and they are giving $100,000 and there's going to be 5,000 per group for I believe he said 50 participants in East Windsor um so the East the like the BMX skate park had utilized this diversity Council they had listed that East spcer public schools had actually gotten some some funds for them previously um's the date but the applications are due by April 15th so I think it would be you know $5,000 if the kids have can come together did you end up playing in propos or you are 10 no forward it to everybody yeah okay I
080did one of the PS we did the outdoor eating picnics lunch that's where we got the fence we we didn't get the approval for the second one that was for the yeah was 50% is it for any like is it do you know the guidelines are for it like we have like gu this says like a 501 C3 is preferred they really want to be looking for projects He said and they want to know what the money is being used for but it does sound like if you have like a group that's doing something for the community he would be open to that I think it have to be a five I was to begin with when we started when we started I think it does have to be a 501c3 or it can be
081somebody else come through will use that town can be as a past gr he just said he's got a lot of money right now this year and let's try and go get some for the maybe NHS or the Leo Club could apply for service project just maybe thought run by the advisers or anyone at the middle school that has like an equivalent kind of community out program I think yes think of her name um she's helping with the track to shot PTY area who's with marel um Ella Ella I think Ella is on that committee she she came to us at our athletic meeting about the shop thing and I had mentioned that and Ella said that she's actually a representative on that board as a student in oh you're right they have to have
082two students right he made no about in each other room it could be for I go to the school and it could be could be a little bit for your cheerleading interest as well there's a lot of different things that could go into but yeah I was just gonna say vingo was Friday night Friday night at the middle school six o'clock 6 come it's a funf evening everyone goes home with something oh yeah multiple is the all Pops concert be the high school six o'clock and it'll be really fun because it goes all way from like the fourth grade all the way through the high school level that'll be it'll be a fun I'm sure is getting to do some announcement she's right no facilities committee has not met subcommittee hasn't met um the ad
083hoc committee has your next meeting is second I H everybody was there last week so not going to waste any time with that but um uh the next meeting is April 2 which should be a pretty um Action meeting will be taking action are you opposed to if any board members have questions of things that maybe we want to get some answers on between now and before the next meeting or you do you have communication with them yes you can send them to me if you send them to me in writing so that I'm not in interpreting what somebody has said I be sure you can do that and I'll make sure that somebody gets the information okay because I would imagine a lot of us especially those that are on the committee last meeting
084was kind of there was a lot of stuff that we talked about any I sure plenty of us have questions that we might have they will have the survey results at the next meeting I know they um they said uh the analysis is is complete they just haven't uh synthesized and summarized okay I I pushed for it I think yesterday day before he said we were supposed to have it by last Friday where is it so um I have not seen it yet but um I'm on on point on making sure that they stay with the things I've got them calendared actually if they said they're doing something I'm I'm giving them an extra day no and the day after it's due that's when I'm checking to make sure that we've got it so they
085stay on point okay um I have one thing um can we can we talk about maybe having the uh architect come to the next meeting to the next architect yeah to the ad hoc yeah um that's yeah we're going to see if that's because I feel like some questions are going to be more geared towards that yeah and they've even said that the architect know better about those things yeah and I think they I'm I'm not sure the agenda is still but it's on my list of okay things on where I keep notes on that okay yeah I just I just wondered uh I wondered who does things for the for the website is it Justin or is it Ira that does that because you know the the questions that we answer people ask questions
086like I thought you did a great job answering answering the question the pros and the cons um piece paper I mean but it was it's there and so you know if if we could have I don't think we have to put people's names on there but just quite questions that were answered asked and we answered them people would know that there was a two-way conversation but I think it should be on that side I don't know who does CU I can answer it um Ira was supposed to set it up okay Justin was the one who did set it up okay just the one that's managing it now but um um I will say if you email and you you have suggestions as far as um just send them to me and we we'll I
087will say there's been quite work on the website last two weeks so if you look all the meeting EVS are there all the recordings are there um so I know it is being updated but um somehow we absorbed that then what let me just say IA is no longer in the picture at all he was advisory to um CSG anyway and he was more are we still paying for him no okay why would we pay for him well no I'm just wondering because yeah no I didn't realize it okay okay all talk about that man yeah okay um anybody else have any on right um second P public participation does anybody have any Miss I have a miscellaneous okay our we got uh enrollment again Y and our um total enrollment is down 26 in
088March um last year what what causes that Patrick I mean I can defer to I mean I don't know if ptim or Alison maybe could speak to and just see where the change was it's more the primary um 3K through four we had a couple kids move to different towns especially in March this is this is per school oh all right we had a couple kids like you're not you're not we three three kids move like last three weeks the parents bought a new house or you know is it Faceook the kindergarten just be sorry I was looking I I thought it was a recent change if you're just asking from last year this year oh sorry I misunderstood um primarily kindergarten so um um so kindergarten um because of the age change um yeah
089so kids that normally had birthdays all the way leading up to uh basically January 1st um would be able to enter kindergarten that's been um pushed to September 1 now so essentally we should have a high no because now it's so it's going it be what previous grades have been but this will all that grade everywhere will always be like a low grade um um so it's one one of the things where you just thinking about as far as like that grade going forward yeah um um you know correct you know there might be a way to reallocate staff creatively um because that like everywhere that grade's going to be lower okay thank you but there were 14 kidss from January to February that left District yeah y so okay does anybody else have any
090other miscellaneous uh correspondence we [Music] have does anybody else have any other questions on that and then we do have a need for an executive session so [Music] yeah that wait if anyone wants to take phot off oh she was so helpful yes anytime for nursing and going to field trips and got too all they so God oh my God then I could stop looking