001Good evening everybody. Welcome to tonight's It's June 1st. It's an exciting meeting. We have lots of people to celebrate, students to celebrate. So, we're so happy to see so many faces here this evening. Welcome. Uh Mr. Angley is not here to um take attendance. So, Mary, since you did such a lovely job last time. >> I'm so loud. >> Thank you, Joe Abdella. >> Joe is at the game, I think. Come soon, I'm sure. But this can't be right. What? No. No, that's not right at all. >> Here. Do you want this one? >> Because it says Greg here. >> Oh, gosh. There you go. All right. Uh Jesse Leeman here. Right here. >> Victoria Salon >> here. Oh yeah. >> Stephanie Colnik. >> Yeah. >> Angela Macherulo. >> Oh yeah. >> Alex McNorton >>
002here. >> Justin's not here. Jen Pod >> here. >> Jane Sergeant. She should be here any minute. Peter Tagley >> here. >> Mary Weber here. And Christine Whit not here. >> Okay. Off this side of the table's a little light tonight. >> Well, I think Joe should be coming soon. I know Justin's not coming, but um anyway, so with no further ado, the recognition of students. >> Well, this is one of our happiest meetings for sure and I think the first thing on the agenda is recognition of Agra Science students for proficiency awards. Mr. Cremines, will you want to approach to do that? Hi everybody. Um so we had four students this year participate in our SE capstone class which is uh the aggrocience class that is an option for students to take in place
003of senior project to demonstrate their learning. uh the highest level project-based learning that we offer essentially. So we had four students like I said to do that with extremely high quality projects and were able to qualify for that experience. Part of the project is uh to complete something called the proficiency award application. So basically what that is, it's a written report of all of their SAE accomplishments over their uh the time in whatever business that they're working for. So, it includes a lot of reflection questions, some pictures, um financial entries, uh it's a pretty extensive written report basically of their SAPE project. So, the students complete that project here at Chap and then uh they we we send their application to the state FFA where it is judged against the 20 other other a centers
004in the state of Connecticut. So, uh, three of our four SAE capstone writers actually won first place for their, uh, award for the proficiency, which is great. And they were recognized on Saturday at the state FFA convention and received a check for $250. So, uh, that's cool. And, uh, we'd like to recognize all of those students tonight for just completing, uh, four of the highest quality essays in the program. and three of them were recognized at the state level and we'll go on to the national level too. So um so I only I only see one in attendance. I will read all four though. Okay. So, uh, the three state winners were Hannah, uh, Maggie Shrivever for sheep production, um, Rachel Sturk for environmental science and natural resources who is here in attendance. Rachel, you
005want to come up? >> Then we had Hayden Fischer who completed her proficiency in diversified crop production. basically uh vegetable farming which uh that is one of the most common proficiency areas in the state of Connecticut. So uh it's a hard area to win for sure. All of these are and then our last student who completed this project was Hannah Coelloo for veterinary uh science. She was a vette for Valley Vet and Tri-State Vet in Lichfield doing two different uh experiences with small animals and large animals. Um, so that is uh those are our four kids and I think I'm am I recognizing no no volunteers yet though, right? >> So, not to spoil anything, but uh I'll get these to those other students. Thank you guys. >> Thank you. >> All right. Well, again,
006good evening everyone. And I'm pretty sure that this is one of our favorite nights for the board and the community because we get to celebrate the wonderful work of our of our students. And this first award, I like to say for the students who win it, you're breathing pretty rarified air because about 1% of the students in our state receive this award. It comes from the Connecticut Association of Public School Superintendent. in this case specifically the Lich Kil Lichfield County uh subgroup of that group and I was able to have attend a really nice banquet with the folks we're going to meet in a minute where they got recognized on a statewide basis and now it's time for them to bask in the glow of the love of the their own board. So they're here
007again now to um be celebrated. Now, this award, the superintendence award is given to students who demonstrate community service and service to others, academic prowess, and leadership service to the school community. So, it's a pretty well-rounded kind of thing. We're talking about Renaissance uh persons here. So, first up from Booth Free School, and when I call your name, come on up and then let me say some nice things about you, okay? And get your award. First up from Booth Free School is Alexander May. Thank you for Alex. Alex is a fifth grade student at Booth 3 School who is a kind, caring, hard-working leader. He has shown great determination this year, always striving to do his best and offering a helping hand to encourage others. Alex is a dedicated percussionist in the school band. He
008also enjoys playing tennis and spending time with his family and his dogs, Zayn and Ellie. Alex's consistent positivity and dedication make him a valued and respected member of the Booth Free School community. Congratulations on this wonderful work. from the Burnham School. Fifth grader Avery Gustoson. Okay. Avery exemplifies kindness, hard work, and perseverance. She demonstrates these qualities in the classroom, on the basketball court. Can you teach me a crossover dribble at some point? I I never picked that up. On the basketball court, with her horses, and in many other parts of her life, Avery manages her busy schedule with impressive balance and still finds time to enjoy her favorite book. Do you want to say what your favorite book is? >> I think we should say your favorite books, right? Okay. Her dedication, positive spirit, and
009love of learning make her an incredibly talented and inspiring young person. Congratulations on your wonderful work. >> From Washington Primary School, fifth grader Nora Chic. >> Congratulations. >> Well, Nora is a standout fifth grade student at the Washington Primary School. exemplifies the spirit of Glider, their school mascot. As student council president, she is responsible, respectful, and dedicated to her peers. Her teachers admire her commitment to learning across all subjects. Norah shines in chorus, band, and newspaper club, bringing creativity and focus to each. A triple threat athlete in soccer, tennis, and basketball, she balances academics and sports with ease, making her a deserving superintendence award candidate. Congratulations on your wonderful work >> from Chap Valley School. Senior Jacob Tendler. It's Jacob. Okay. >> Jacob has been a remarkable role model demonstrating the strong character strong character
010and the ability to effectively balance academics while participating in multiple sports year round. While Jacob is intelligent and capable, it is his kindness and support for others that truly distinguish him. I whenever I hear that combination, I can't help but cite the poster I have in my office, which is a quotation from Nelson Mandela. I love it. It says, "A good a good head and a good heart are always a formidable combination." So, it sounds like a lot of these folks have that combination here tonight, including you, Jacob. Right. His kindness and support for others truly distinguish him. He intuitively understands the needs of those around him and is quick to lend a helping hand. Jacob's positive energy is infectious, uplifting his teammates and fostering a sense of unity and camaraderie. Good for you. Congratulations
011again. Also from Chapag, 11th grader Nicole Koreah Wright, who maybe could not be here tonight, but let's celebrate her anyway, please. Um, she is a dedicated and hardworking student whose character and service make her a deserving recipient of this year's award. Her friendly demeanor and positive attitude impact the entire school community. Nicole also serves as a volunteer firefighter, showing a strong commitment to helping and protecting others. Looking ahead, she plans to join the Air Force and pursue a career with the Air Force Office of Special Office of Special Investigations. Now, that's not looking into UFOs. It's um they it's a law enforcement thing, the primary federal law enforcement agency, although these days you can look into UFOs. All right, so congratulations to Nicole and we'll make sure she gets her plaque tomorrow. And then we
012have from finally from Shepog we have Eliza Bar. Congratulations Eliza. Eliza is a thoughtful student who is steadily building confidence to share her voice and ideas. Each day she sets meaningful goals, reflects on her progress, and often surprises herself with what she can achieve. Eliza works well with all personality types, showing patience, empathy, and genuine kindness. Now, that's a triple threat. Her passion for animal husbandry reflects the way she interacts with others. She is both a caretaker and a quiet leader. Eliza consistently does the right thing. It's nice to be able to say that, isn't it, Eliza? Uh, supports those around her and models humility in her success. Congratulations on your hard work. Okay. There's also I get the added privilege now of presenting another award which is the student leadership award for 2026. Student
013leadership award recipients are selected for their leadership skills such as a willingness to take on challenges, a capability to make difficult decisions, a concern for others, ability to work with others, willingness to commit to a project, diplomacy, ability to understand issues clearly, and their ability to honor a commitment. Sounds like I should hire a few of these folks as cons for a consultancy uh to help me forward. So, first we have uh 12th grader Hayden Fischer. And Hayden might not be able to be with us tonight, and she's going to have to build a bigger trophy case. You heard Mr. Creines already spoke about her. That's true of a few of the folks here, but let's again celebrate her anyway. Hayden is a fierce and determined young woman. Words like independent, selfless, and determined come
014to mind when speaking about her. But she is also kind, loyal, lo loyal and empathetic to all who across her path. These are not just descriptors. They are the essence of who she is at her core. And she will take this with her as she moves on from Shap next year. From the day Hayden entered Chapag's Agra Science Academy. She stood out as someone with a clear vision of her future. Her hope is to attend college as a prevet student with the eventual goal of becoming a large exotic animal veterinarian. Her love for animals is evident in the way that she speaks about them with a gentle authority and a profound sense of responsibility. Hayden's dedication to her dream is unwavering. Yet, she's not afraid to reflect on past mistakes, learn from them, and rise
015to the challenge of achieving at a higher level every day. This award is a well-deserved recognition of Hayden's drive, integrity, and lasting impact on those around her. Okay. A few of the folks might that that I'm announcing here now might be at sporting events or otherwise engaged, but I just want them to have a moment in the spotlight. Anyway, so next up is Wen Abraham, also a 12th grader at Chipog, who I'm pretty sure must be at some sporting event right now. Wilder, are you? Yeah, he is. Okay, but he's another one who bears uh some attention. So, let's do that. Wen Abraham is a dedicated and driven student who consistently raises to meet new challenges, balancing rigorous academics with the demands of a threeseason athlete. Through his involvement in Model UN, he demonstrates strong
016diplomacy, thoughtful decision-making, and a clear understanding of complex issues. Wilden is also deeply committed to supporting others. He has demonstrated this by fostering connection and unity in his roles as an NHS tutor and a link crew mentor. Most recently, he dedicated himself to a senior project aimed at strengthening community connectivity. This effort reflects his passion for creating a meaningful, lasting impact on our school and our greater community. Wilden's unwavering integrity and reliability not only make him a natural role model for his peers, but also an ideal recipient for this ward. And I'll go off script for one minute saying I saw this young fellow uh at our resurrected um world affairs forum recently as a panelist giving a great paper. So let's put that in the in the list of accolades too. All right. Good
017for Wilden. Next is Maline Takloski. Grade eight. Congratulations. Meline is a diligent and engaged student who consistently asks thoughtful questions, supports her peers, and reflects on how what she is learning shapes her understanding of the world and her place within it. She approaches her work with curiosity and intention. That's a great gift to give a school or give your teachers. We can't demand it, but we love it when we get it. Curiosity. Curiosity and intention, demonstrating both depth of thought and a genuine desire to grow. While she is deeply contemplative, she remains approachable and light-hearted, contributing positively to the classroom environment. Maddie is truly a pleasure to teach as she not only strives to meet her goals, but also puts in the sustained effort both in and out of the classroom to achieve them. Congratulations
018on your very fine work. And then from grade eight we have Benjamin McKinley. >> Ben is a hardworking and dedicated student who consistently puts in the effort required to succeed. Although he joined Chapag later in his middle school years, he made a seamless transition and quickly became an engaged and valued member of the community. He is inquisitive, willing to take academic risks and approach his learning. Here we go again with genuine curiosity. There's a theme developing and I love it. Ben is well respected by a wide range of peers and moves comfortably among different social groups, demonstrating both kindness and maturity. A quiet leader, he remains focused on his personal goals and works steadily while achieving them. So, congratulations on this award. >> And I think um I'll invite um Miss Ullette to the podium
019for the next segment. Good evening everyone. I have the pleasure of announcing the top five students at Chapag Valley School for this school year. I think we only have one in attendance tonight, but I will start with the validictorian and that is Joseph Dicki. Our saludiatoran is here and that is JP Styeno. JP, you want to come on up? >> Yeah. I've gotten to know JP some this year through her senior project which combines psychology and ceramics. JP is off to RPI next year, correct? And it's been a pleasure getting to know her. Um, the same characteristics that have been said about all of the students tonight so far can be said about JP when I learned about her senior project. Her curiosity, her leadership, her passion, her dedication, all of that have shown through
020and she's going to do remarkable at the next level. Congratulations JP. Rounding out our top five, they are at sporting events. Hayden Fischer, Christian Person, and Sophia Pson. All right, I have my favorite phrases and if you're stuck around me long enough, you'll hear me repeat them, but I they're heartfelt, so I I keep saying them. And the one that applies now is I believe I have a strong belief that public schools are a reflection of the communities they serve. So, it's time now for us to stop and talk a little bit about some members of our community who have gone above and beyond for our schools as volunteers. And every year it's customary for us to honor them and talk a little bit about what they did and how they've enriched our project for
021the benefit of our students. So our first um honore cannot attend tonight but selected by the Burnham School is Tony Scalo who is a deserving nominee for the voluntary extraordinaire award in recognition of her outstanding dedication and service to the Burnham school community. As vice president of the PTO for this past school year, uh Tony has consistently gone above and beyond to support students, staff, and families. She played a key role in planning and hosting Burnham's annual harvest gathering, which was a wonderful event over the past several years, helping to create a meaningful community tradition for families to enjoy. Tony also organized and coordinated the teacher appreciation lunchon this year and last year, ensuring that staff felt recognized and celebrated for their hard work and commitment. In addition, she led multiple PTO fundraising efforts, including
022the Lyman Pie fundraiser, helping to raise funds that directly support school programs, activities, and enrichment opportunities for students. Tori's time, energy, and unwavering commitment have made a lasting impact on the Burnham School community, and we'll be sure that we deliver her hat and t-shirt to her as soon as possible. The Booth Free School selected Heather Hemsy. Heather, are you here? Come on up. I guess you can pick your hat. All right. Heather is an ex congratulations. Thanks. Thanks for all you do for our schools. Heather is an excellent nominee for the volunteer extraordinaire award in recognition of her continued dedication and contributions to the Booth Free community. Heather generously gives her time and energy to create enriching experiences for students both during and beyond the school day. She leads the school's garden club, providing students
023with hands-on opportunities to learn about nature, sustainability, and teamwork while fostering responsibility and curiosity. Heather also organizes and supports the Haunted Story Trail for the library. I want to go to that next year. The Haunted Story Trail. I like Halloween. Creating a memorable and engaging literary literary experience that families and students look forward to each year. In addition, she's volunteered her time at multiple after-school activities, consistently supporting student programs and school events. Heather's creativity, enthusiasm, and commitment to our students and school community make her highly deserving of this recognition. Thank you. Congratulations >> so much. Thank you. >> Washington Primary School is selected Luna Garcia. Luna might not be here tonight, but let's again celebrate her. It's a pleasure um the Washington primary folks say to celebrate Luna as their 2026 volunteer extraordinaire. Luna is
024someone who brings positive energy and a full presence to everything she does. As a past classroom representative, she's been the friendly go-to person who keeps families connected and informed. Luna's willingness to volunteer her time brings a unique sense of fun and flare to our community. Whether she's pitching in at the spooky trail, chairing bingo night, or showing up at the Banttom Cinema dressed headto toe as Glenda for our Wicked 2 movie night, she reminds us that working together makes a real difference. I'm willing to dress up as like the lion or something. I I could pull that part off. I'll talk to you more about that. Her vision for adult night has been particularly impactful. She didn't just chair the event, she was the creative spark that brought it to life, helping the PTO raise
025an incredible $28,000 over the last two years. Always the first to ask, "What if we tried this or how can we make this better?" Luna leads by example with a constant smile and a forward-thinking spirit. She has refreshed the way students, families, and staff connect. We're lucky to have her in our corner. And then Chap Valley Schools volunteer extraordinaire this year is Chrissy Dowling. for our schools. Well, stay up here for a minute, Chrissy. Get some get some positive PR here. Okay, so this year's volunteer of the a year award for Shap honors Chrissy, whose dedication, leadership, and tireless efforts revitalized our PTO and strengthened our our school community. Through tireless effort and a deep commitment to our students, she brought new life to the PTO this year. Her ability to connect with alumni led
026to meaningful donations that directly supported our programs for both students and staff. She also recruited other parents to get involved and help out throughout the year. Thanks to so much to Chrissy for her relentless support and effort. >> Thank you. >> And and they're too modest to to step into the spotlight, but we have two board members here tonight that were a big part of the team that really really revitalized the PTO. And it uh I think it's worth just thanking uh Angela and Vicki as well. Okay. Yeah. On top of everything else that board members do, right? And then finally from Agra Science, we have Mark Manin. Okay. This year, the Agra Science Academy is proud to recognize Mark as their volunteer of the year. He dedicated countless hours to supporting our program, most
027notably through his work on campus, assisting with the assembly of our new evaporator in the sugar shack. Anybody can put an evaporator together. I can do that over the win. It's no big deal. Helping expand our maple syrup production. He also worked closely with Mr. creines providing valuable troubleshooting support and offering thoughtful recommendations on equipment upgrades, including the maple syrup press and finishing pan they implemented this year. Beyond campus, Mark has generously hosted numerous plant science and food science classes for field trips to Sullivan Farm, giving students hands-on learning experiences in a real world setting. In addition, he continues to support our students by providing SAPE employment opportunities. We're very grateful for Mark's ongoing commitment, expertise, and generosity. Thank you, Mark, for all you do for our program and our students. And this last one
028I got to select. So, this is the volunteer extraordinaire on behalf of the district. And this year's volunteer extraordinaire for the district is Mr. Mike Abraham, who also cannot be here tonight, but Mike um stepped up and helped us bring back a tradition that was had always been woven into the fabric of Shap and was always a very important intellectual exercise for Shap and that is our world affairs forum and that's an event where um a high-powered outside speaker comes in to give a keynote on an important topic which this year was ethics and international corporate practice and then our students weigh in as panelists researching and writing papers and discussing with the audience this important topic. And everyone comes away with a richer understanding of something that really matters to us. And um with
029the resources we have and the time we have, we were struggling to figure out how to make this happen as well as we possibly could. And along came Mike, who's a retired social studies teacher and it shows um from New Milford High. And of course, you'd think he would want to just enjoy his retirement, but he stepped up and worked with our kids hours upon hours to get them ready, reading their writing, helping them improved on their drafts, helping them with public speaking, helping them ready to enga get ready to engage with the important issue. Um, and it was a wonderful event. I attended it and I thought, yeah, we're we're seeing something really good uh spark up here and I think it'll catch fire very soon in years to come. So, uh, that's our
030district. um volunteer extraordinaire this year, Mike Abraham. >> Just want to close this segment by highlighting how important these things are to our school. And you know, we have folks here might know we're pretty thoughtful, our board is pretty thoughtful and our team is thoughtful in adopting a strategic plan, which is the way that we want to go forward with efficiency and improvement. And it has four different pillars to it. And this year we focused in particular on the community engagement pillar which is where we talk about the importance of connections between our school and our community and our stakeholders in order to drive ourselves forward. And I think these volunteers extraordinaire are amazing components of that and really help us hit some high notes with our kids. So from the bottom of my heart
031and on behalf of the board and our faculty and staff and our students, thank you to all the folks that we just honored. Well, thank you, Dr. Shells. We um have some really wonderful goodies behind us to celebrate all of our wonderful students and volunteer extraordinaire. So, we are going to take a short recess so we can do that. So, thank you. um happy as you said meetings to celebrate our students and our parents. Um and I just love seeing all the faces here. I wish we could get more Maybe we should have awards every board meeting to get more people here. Maybe that's a way to do it. An award for just being here. Well, actually, um, a point that that I picked up from my smart friend, Miss Snowden, and we talk sometimes,
032you know, she um >> is that we and I should have put this in my entry plan results, but I'll just we're going to try to widen the types of folks that we recognize. I mean, we're really good, as we should be, at recognizing artists and athletes, and we want that to continue, but what about somebody that writes a great essay? What about somebody that designs a great science experiment? So forth. So, we're going to look to make sure we celebrate the whole kaleidoscope of what our kids are doing going forward. So, you might get your wish. >> I think that's really um actually a wonderful idea. So, I think that's important. >> We should hear about the invention convention. And you know what, Mary? Um I'll make that happen before we close for the
033year. Thanks for that for that insight. >> Yeah, that is really a good idea. >> Great ideas. See that? Thank you. So, uh, we're moving on now to public comment on agenda items. So, is there we really know how to clear our house. Do we, um, >> the cookie? >> Um, is there anybody uh here that would like to comment on agenda items? Ben, no one. Okay. Thank you. and the consent agenda for the May 18th meeting. Is there anybody who has reviewed it and has any >> comments? >> Oh, okay. >> I thought >> microphone please. >> I thought that there was an air on the uh new lockers and I realized the air was with me >> that it was correct. they are going to uh Washington primary. I was thinking they went
034to Shapog. >> Ah >> so I found the only mistake I found then was a capital C in the word school. I have to find something to show that I read it. >> Billy, it's not you. It's him. >> But I'm teasing you. Anyway, I found it I found the minutes to be >> sterling. >> Okay. So, we will just we won't amend it. We'll just Great. So, the there's nothing to change on the consent agenda. Wonderful. Thank you. Um so, now we move on to the year- end presentations and we will start with Burnham and Boothree with Emily Rue. Hi. Hi, I'm Dr. Rue and this is Emily Jud. We work together so closely with what we do in our schools. So, as you noticed the last few years, we actually do our presentation
035together. So, if you don't mind, Eminem are going to go up here and take turns. Um so what we want to start with is just sharing with um a link to the strategic plan what we've been doing in our schools and really we wanted to start with um growing leaders of their own learning. Uh this really embraces the practices of Ron Burgerer um to move students to a position to be leaders of their own learning. And um all these pictures are of students working or doing something that relates to his work. And it's just really impressive to see even at such a young age how much they just soak this up. So tonight we'd like to highlight some of those practices that are increasing the likelihood that our students will become partners in the learning
036process. Okay, >> teachers share learning targets in a studentfriendly language with the expectations for success. The learning target that you see here on the board is from a kindergarten classroom. This really helps the students know what is expected of them and and to what degree. It helps students answer the questions, what am I learning today and how will I know when I've achieved it? Usually you'll see teachers in the classroom share this. Students will read out loud and then they'll share in their own words what the learning target and the success criteria means to them. If you take a look on that slide, we even have some students who share how learning goals impact them. Like knowing what the learning target is helps me understand vocabulary in the lesson. It also helps me know what
037my goal is and what to focus on. Another student said, "I think knowing the learning target is helpful because it gives you an idea of what you are going to learn and when you are done with the lesson, you can reflect on it. A third point that um encourages students to be leaders of their own learning is there we go. Knowing what success looks like helps raise the quality of student work. So, elementary teachers provide opportunities for students to analyze work samples or models to identify the patterns of strength and note areas of improvement. This approach encourages students to learn from well-crafted examples and to set achievable goals for themselves. It also helps the students and teachers reflect and give feedback on progress toward their learning goals. You can see a quote here from Mrs.
038Hoskins uh third grade experience. She states that models help students understand complex ideas by making them more concrete and easier to visualize. They support learning by showing relationships, patterns, or processes in a clear and organized way. Models encourage students to explain their thinking, ask questions, and deepen their understanding. Then we also have academic talk in the classroom is an hallmark of active learning environment. Here we have actually two kindergarten students and I happen to be in during this lesson. So it's wonderful to see at such a young age as five uh students interacting in such wonderful discourse. Elementary students are encouraged to share their thinking with their classmates building on one another's ideas and to challenge each other with their thinking. Here we have two students who are looking at uh text together uh based
039on their learning target and with them you'll see those little papers that they have one on the those have prompts to help them guide them in accountable talk so they're not just saying oh yeah I see that too it's saying oh I agree with you and then just giving them a prompt to help start their discourse. Um I think this is amazing to and very powerful if you were to go in a classroom and see this happening. Um, and it really helps them be like, "I like the way you think or what do you mean by that?" And it just helps with clarification, too, so we don't always assume what somebody else's intentions or thoughts are. The next most powerful strategy um is in um having students um practice reflection. So, reflection plays a key
040role in helping students take ownership of their learning. So, this can be done in the classroom in very small ways such as quick check-ins, a thumbs up, thumbs to side, thumbs down, um some conferences, or it can go to a deeper um reflection state of having students look at multiple work samples and allow them to um notice patterns in their learning over time. Um, so I wanted to share with you something that a few teachers um that are working hard and have been trying to do in mathematics um in our third through fifth grade classrooms at Washington Primary School. It's a very complex process, but they have really uh grown to um be able to help students uh look at math samples. So, what they have done is had students collect all of their math
041work, whether it be like exit tickets, quizzes, or even just like uh pages in their um math book, and begin to analyze what they know about the work and what they still need to learn. And so this is a process here where students looked at each part of their unit and found work that matched the unit learning targets and began to uh make identify their strengths and areas of needing improvement and then set a goal and then write steps to achieve that goal whether it be doing additional practice or having maybe small groupoup instruction with the teacher. Um, so this has been pretty powerful and the teachers have found that the students have really taken o ownership of their own learning and have really found um, you know, uh, an ability to see like what
042they need to do next and really take the steps to to go forward. So, um, I do have a couple of samples here if you're interested in looking that at that at them, but we're really proud of the work that they've been doing. >> The next me Oh, so sorry. Okay. So, um our whole point that we wanted to share with you this evening is that when learning is made visible, teachers and students become partners in the learning process. So, the focus shifts from the students as leaders of their own learning applying effort uh active engagement and practice as they work toward and achieve meaningful learning goals that they the teacher sets but they also are partners in setting too. So any comments or questions? >> Thank you so much. >> Wonderful. Hi everyone. So,
043I have the pleasure of talking about uh the year in review at Chapag. And you know, this first year for me has been a whirlwind. I can't believe we're already in June. Um it's been a year of listening, of learning, and of understanding what Chap has invested in in where we are going to go. And so in reflecting and brainstorming and thinking about the year in review, my mind was going in all sorts of directions because I was listing out all of the areas that have impressed me. And it's quite a list. And I'm not just saying that because the former principal is sitting there, but um I saw that they fit into the strategic plan so nicely. And that wasn't surprising to me at all either because early on I saw that coherence and
044concentrated effort was happening in those areas. So the first area and this goes along with what Emily and Emily were talking about was with powerful learning and project-based learning and leaders of their own learning. I saw so many wonderful examples this year of projectbased learning, you know, from the antiggony trial to uh sitting one- on-one with freshmen and them talking to me about their reading life and their reading year in review to um looking at crime scenes in forensics and allied health. There were case studies where I walked in, there was a patient and they had to figure out what was wrong with the patient. the cutting boards that the Agra Science students made, the syrup that I put on my pancakes every morning, you know, um the honey in my tea. There were so
045many examples of project-based learning that had students doing. They were learning, but they were applying their learning. And it really goes hand inhand with what Ron Burgerer was saying and what Emily and Emily were saying with making learning visible and the work that's being done with um leaders of their own learning. So many teachers focused in their evaluation goals for this year on aspects of leaders of their own learning. Whether they were talking about uh tying their learning targets and their success criteria that was to work that was being done in class using models and critiques in order for students to create the most effective products and also using data with students to see and really plot their own growth in the in their classroom uh learning. I saw aspects of leaders of their own
046learning everywhere. Another another really impressive thing that I saw w were lab sites. I was lucky enough to be part of lab sites this year where a teacher would invite other teachers and administration in while they were working on a problem of practice. So they wanted feedback on a lesson. They would they would tell us ahead of time what the lesson was going to be, what area they wanted feedback in, and we'd go watch the lesson. And then there was a protocol where we would debrief afterwards about what occurred in the lesson and giving meaningful feedback to the teacher. And I I did this in art, in math, in science and in the humanities. And the discussion was rich. The teachers were the feedback they got from their colleagues was amazing in terms of using
047it to propel their growth and when they were going to do the lesson again. So that was wonderful and one of the other things was um the vision of a learner. So right off the bat when I came to Shepag we were in the middle of the NAS collaborative conference visit. It was going to be happening in a couple of months and we were working hard with the faculty on the vision of a learner and I'm very excited about this because it's this core set of beliefs that is going to run K through 12 and it's not only you know a NEAS requirement right but that's secondary to the fact that it will be quite the the thread that will that will be going from our schools from kindergarten through 12th grade. Right. the set
048of expectations and what that looks like when you're a kindergartener to fourth grade to sixth grade to eighth grade and then when you walk across that stage at graduation. And then when I looked at diversity, belonging, and well-being, I thought there were so many aspects of that that I saw this year, but these were three of the three that I wanted to highlight. And one was work with unifying Chapag and this idea of that we are one school, right? And that our everything we do is for a for the the overall purpose of growing all of our students. And so one of the things that we did is we had one open house this year. It was for all of Chapag whether or not you wanted to join our aggra science academy or you wanted
049to be part of our um middle or high school. We had one open house and we also had all staff take part in tours of the aggracience facility and it was um it was surprising I guess that some staff had never been to the barn or had never been to the greenhouse and so it was a great opportunity for both students and staff to see all that shap has to offer. Um, we're working on capitalizing on link crew. And we've we're bringing in a program called web, which is where everyone belongs to our middle school. And our middle school counselor, Kelly Norris, ha um during April break went and got trained on web. So now we have a transition program for both middle school and high school that links together. And so we're really excited
050about that. And then I also saw a lot of work with the first stages of restorative practices. We looked we did a lot of professional development with faculty and we really looked at our behavior matrix and tried to revamp a lot of the um behavior matrix to mimic what it would look like to look at each behavior in a restorative way. We have more work to do of course but that also um impressed me this year. And then in the two other categories of the strategic plan, family and community and innovation and delivering value with the innovation and delivering value. We worked hard to implement some new ECE courses this year in financial literacy, in music, contemporary issues in sport, and Spanish will have a dual um AP and ECE enrollment. um this newly redesigned
051library learning commons. Um when I came I I couldn't believe how much was invested in it and the outcome you see on a daily basis is just just beautiful. And then um senior project right now the senior project final presentations are going on and I know that a concerted effort was done this year to bring them to to the board and for you to see what I think is the magic that happens with the projects. You just for an example today I went to a senior project that was called forging the future. I went to a lot of great ones today, but I went to one that was called forging the future. And this student forged this axe and just the passion that he brought to that um project and the way that he could
052speak so articulately about what he wanted to achieve really struck the chord of what senior project was about to me. And so I thought that was wonderful. And last but not least, you know, family and community engagement. Three areas to highlight there are this year's career fair. Thank you so much to Sophia and and you'll hear about this when we talk in our counseling presentation, but to Sophia and the staff in the counseling department that brought a real a real life experience to our students when in going to these career panels to see what their careers could be in the future. and we got really strong feedback about the format of the career fair to keep capitalizing on that in the future. One of the very first things that um when we were thinking about
053unifying Shap and we were thinking about family and community engagement, we created a promotional video called Why Shap? And I think some of you may have seen it early on in the year and we used that at our open house. And I think that it was met with um it was met with real um excitement to see the one community and I know Ben and I are going to actually work on that more this summer to bring more examples into it and enhance it even more. And one of the the last things is we have um news from Shepog every week. And one in order to get have the community get to know me a little bit, I added a section called from the principal's desk where every week I talk in about and highlight
054try to highlight some key events that are going on, some key things that I saw and then maybe some ideas for the future. So I don't know if there's there are any questions that I can answer >> questions. Mary >> are we where are we with um getting uh technical advisors that are from the community? >> So there was as part of senior project. >> Yes. So as part of senior project uh as part of the oh in the last slide were just some pictures from this year that I had um put together but quite a few one of the pivots we made from for senior project was to try to stretch students to get technical advisors that were not in-house but um that were really experts in their field. And what we tried to
055talk to students about was you can have mentors inside the school because they're the people that know and love you and will support you, but from the for the technical part of the project, let's try and stretch you outside of the school. And I would say according to the senior project teachers, we meet every Tuesday morning and I'm in those meetings. This year more than ever there were technical adviserss from outside of the school >> because there used to be technical advisors from the community almost all of them were were done from the community and then co happened right >> so that uh that but um >> so we're trying to build that community that know >> a lot of people and know what they do and if a whole bunch of us I don't
056know that as many people as some of I some of my friends, but if if they could help, that would be great. You know, we I had talked uh to Don about um having a community uh community council to help meet up met meet the kids with the with their adviserss to see who see if we could have them uh meet and have a better and have more um technical people. And I know we were creating a spreadsheet with um community members and their areas of expertise and how we could link them to students. >> But there's so many there's there's a few quite a few people that can help you with that. >> And in in the community so I hope you'll take advantage of that. >> Of course, >> I can tell you
057who they are some other time. But yes, sounds good. >> They and I think they will help you. >> I think so, too. >> So, I I have a question. Sure. like do I raise my own hand? I never know how to handle that. So, um this being the end of your first year and as you were saying doing a lot of listening and watching and the review, I'm curious how next year what you might want to implement in terms of things that are part of you part of the part of you're observing that you would like to see implemented on on your end. who that it would be now that your transition cuz I know that you were saying that in your principal's corner, you know, some of the ideas that you had. So,
058I just wondered if you would want to share some of those with us. >> Sure. I think one of the the areas that I'm really excited about where I see a throughine in many aspects is the concentrations proposal that we've been working on. And I think that that proposal um can reach into so many facets of the work that we do when it comes to college and career readiness, when it comes to future planning for students. Um it it really can touch upon their community service. It can touch upon their summer programming just to get students in the frame of mind of thinking about a pathway for their future, whatever it is. Um, it doesn't have to be defined, but I I'm really excited to capitalize on that idea and see the throughways. Carrie and
059I have been talking about this course that Ed Advance has and if we can if we can work that through and then I know Jesse had great ideas and suggestions and we're working on that as well. But we want to get students right when they come in in freshman year thinking about all of the ways that they can contribute and how all of that can really in a sense create this portfolio of who they are. And it's okay if it changes and it evolves, but we want to set that that purpose and that standard right when they walk in the door. So, I'm very excited about that. >> Thank you. >> Any other questions? >> Yeah. I I just have a question about uh so you talked about the web program, which I think is
060great um to get kids better oriented. Uh but I'm curious, there has been the uh I think they call it primary partnerships program that the primary school kids come to Shap or the high schoolers go to the primary schools and you know they do some activities together which I know just for my kids they've really appreciated and they they've thought that was great. Is there any uh thought to sort of continuing that even when the middle schoolers arrive or the new middle schoolers arrive or even within sort of the middle school to high school cohort to continue that kind of peer learning and mentorship because it seems like it's really powerful but that it we mostly focus on the transitions not necessarily sort of an ongoing. So one yeah I that's a really great point
061and one of the key tenants of the web program is that the students the eighth grader the seventh and eighth graders that are part of the web pro web web they are web leaders they it's a continuous um check-in with the sixth graders throughout the year. It isn't just at transition. It isn't just as they're orienting to the school year. They have activities with them throughout the year and they establish buddies uh through the program as well. And in fact, we have our last primary partners tomorrow and we do have a couple of orienting activities there. But when they meet their web leaders, they will really get to know them and they will keep checking in with them throughout the uh through the year. So it will it will have that enhanced we believe that
062enhanced mentoring support not just sort of a oneandone >> right okay great thank you >> thank you >> any other question >> thank you so much >> okay I think we're staying up here >> say I'll get comfy Sophia you coming up Okay. Okay. So, we are now Sophia and I are now here to talk to you about um the counsel our school counseling program and some work that we've been doing there. So um really good questions were raised at the beginning of the year and um we took part in a self-study and as a result we have a vision for the following areas. So we we heard the questions that were raised. We really reflected on them and did a self-study and these are the areas that we um have some ideas about. We
063took part in uh implementing some things and then we have some future ideas as well. So modernizing student tools, diversifying communication to families, an ASKA partnership, optimizing daily operations, and fostering continuous datadriven improvement. So the first area that we're excited about is new tools uh for engagement and success. And here one of the one of the biggest things that we're doing is we're moving away from Naviance and we're moving to a new platform called school links. And we're really excited to be transitioning to this. We know area districts that have transitioned uh and are very pleased with this product because it provides students with a more modern, interactive, and engaging platform for career exploration and college planning. So, we can't wait to get started with that. The counselors are u receiving training any day now
064on this to get ready to roll it out for our students in the fall. Uh we're going to make some website updates so that we can have comprehensive information like a one-stop shop on our school counseling page and we're going to work through we've thought about Sophie and I have met and we've thought about ideas of how to uh plan that and what it would look like and we're going to be working on that. We've also, if Ben, if you don't mind clicking on this resource hub, um, this is meant to be a spreadsheet with comprehensive resources to support the college process and it has, you know, various various resources to help students and their families in the college process. And this just is one prong of resources that we will be sharing with families.
065And if you go back, Ben, we also uh thought about social media and the different ways that we could utilize social media and in particular some Instagram accounts. Um there's this Instagram account called the college navigators that is really um upto-date. It's a former admissions counselor. I have intimate knowledge. You know, my third daughter is a senior this year and I went through the process and I found and um and I also ran into a couple of parents who were talking about the college navigators, but really had key information about just all the different aspects of planning that um parents are wondering about and then as well college expert and college wise. And then we have our own Instagram of college and career visits at SPS Counseling and Career Center that we are going to
066optimize as well where Diane Decker puts all of the college visits on or career visits on and we're really going to promote that more and have more um announcements and we're going to actually target students more who would uh who we know through the planning process through the counselor's planning process with them would benefit from seeing this HVAC technician or seeing this particular college that's coming. And so we're going to optimize all of these social media tools as well. So communication and partnership really the idea is increased positive and proactive outreach of upcoming events and using like I said diverse methods you know email best social media in school announcements um emails to families one one thing we did this year that I think we um we started that has been beneficial it our postmeating
067summaries to parents via email. And if you could just go ahead one slide, Ben, this is an example. So I think a key something we noticed and a key idea that might not have been there from the start is that if a parent can't join a planning meeting, they can't be there whether it's a work commitment or whatever it may be, but the student and the counselor are meeting oftentimes it's it's a it's an overwhelming process for the student. So just relying on their record of the events may not be enough. So what we started to do is to have and this is an example of one that um Sophia had. She had a a a meeting with a junior and this is an outline of everything that was discussed with the with the student
068and the email was sent to the student and the parents were CCD on the email to say, you know, this is what we talked about. here's the next steps that need to be done before the next meeting and we look, you know, I look forward to meeting you on this date. So, we think these postmeating summaries when parents can't be a part of the meeting are very impactful to keep parents in the know because I think about it like you I'm going through my email at 9:00 at night. I'm looking and if I saw that, I'd call my my child in, right, and say, "Let's talk about this. let's talk about what you talked about today, what part do you need to do, what are the next steps, and how are you going to move
069forward with this? So, it's that shared accountability with these um post meeting summaries. If you could go back and then we also have we the counseling department has created an this um junior timeline as an example timeline. if you can click on that. No, that's okay. So, this gives juniors, right, a really good idea of their spring timeline, month by month, and what they should be working on. And when the counselors are meeting with them, again, this is something that they hand them, they go over with them. Um, and they, this is being shared with parents as well. There's a weekly counseling newsletter that used to be embedded in news from chapag and our idea our idea is that it needs to be sent on its own. It's too important. The information for targeted um
070areas is too important to have it embedded in news from ship. It needs to be sent on its own. Um, we're also working on speakers and programming and we're excited we are partnering with the college money method uh to bring in it's this the college money method has financial planning workshops and I and lessons from 9 through 12 has live webinars but then also has resources that you can go back to. And as a parent I'm act I've taken part in you and I've used the college money method. There were templates if you needed to um go back and appeal financial aid. There were sample templates that you could use uh everything. Um and we're excited to partner with them. We also will do the career fair again and we are um we have booked
071the um Princeton review. I can't remember his name. Rich I think his name was from Oh, that talks about it. Oh, though the next slide, right, from the Princeton Review that's going to meet with our students to talk to them. Yes, there it is. To talk to them about um future planning. So, again, when we're thinking about the pathways and the concentrations and then I I could just envision this and then we have um him from the Princeton Review come in and talk to kids. It gets the wheels turning for our students about thinking about their pathways. And one other exciting idea is that I meet monthly with the Berkshire League principles and um we had been thinking about this idea that we wanted a local college fair that our students could go to. So,
072at the last Bergkshire League principles meeting, I had broached the idea to the Birkshshire League, the other principles, and I said, um, you know, what would you think if we got together? Because we're all small schools and we're all in, you know, small towns across the northwest corner. And I asked them, what would you think if we all banded together and we had a Bergkshire League college fair? And they were so excited. So, we are meeting next next month to start the planning for a fall college fair. Deciding on where the central location will be, coordinating the um directors of counseling, deciding um you know, if we're going to piggy back on find out when other local fairs are around our area and then starting that whole process. So, we're excited about the Berkshire League
073coming together for a college fair. Sophia's turn. >> So, going along with our plan to make some adjustments to the counseling program, we are have started a two-year partnership with the American School Counseling Association. This partnership includes six intensive workshops um facilitated by a trained um a certified trainer from the American School Counseling Association who will be shephering us through some revisions to our programming, creating a more data-driven program um and building in um different systems so that we can collect important data and make sure that our program is as responsive as possible to our population. Um, this partnership will establish a comprehensive school counseling support model, allow us to standardize how we deliver academic, career, and social emotional guidance to students districtwide. Um, and ultimately it'll prepare us to apply to become a recognized
074ASKA model program. Um, this is a national designation and schools with this design designation consistently outperform national averages in every measure we use to determine highquality school counseling programs. Next, these images capture our recent career fair. On March 13th, 9th through 12th grade students had the opportunity to participate in up to three 40minute career sessions. Over 50 representatives from the community participated in person and virtually um to talk about their careers with our students. Um by bringing these local professionals, alumni and industry leaders, um we gave students a tangible look at potential career fields. This real world exposure links directly back to the academic scheduling and career assessment discussions that take place inside our counseling offices, making future planning relevant and exciting. Next, the next thing we're focusing on this year is optimizing daily operations
075in the counseling office. So, this includes um again enhancing our data collection processes, identifying what levels of support students need and how to address these needs. Um whether it be individually, small group, or in classroom settings. Um, we also regularly send out an annual needs assessment that is aligned with the Connecticut framework right at the beginning of the year so we can see, you know, what all of our students are struggling with and target and support those areas. Um, we're also analyzing the frequency of student visits to the counseling office. This year to date, we have had nearly 2,000 visits to the counseling office. Um the reasons for the visits include mental health support, 504 plan check-ins, academic planning, and college and career planning. Um we also are taking a look at managing non-emerent visits.
076So, if there is a student who comes into the office without an appointment and they're looking to access a counselor, we do have an open door policy. But if it is something that can be addressed at a later time in order to be efficient, um we are going to work with that student to schedule a meeting um or see another support staff professional such as our school psychologist or school social worker if they need that support. We're also um conducting a time and task analysis to identify non-school counseling tasks that can be reassigned to other staff um to optimize student facetime. So, one of the things we're looking at is what are school counselors spending time doing? Are they spending enough time with our students? are they managing paperwork that can be delegated to some
077other staff member um in a more appropriate role um so that we can make sure that we're maximizing our time with students and supporting them. Um overall, we're hoping that this data will help ensure that we're spending our time targeting what students need most. Um, and then also adjusting as we invite a new co of a new cohort of students in every fall. And then Sylvia will now jump back in with an overview of the survey data we collected this year from students and parents. So the idea here is that we want to foster a culture of trust where families and students feel comfortable sharing real time feedback with us. So we um we are trying to streamline our data collection processes and deploy surveys and use that to make informed decisions. So you'll see
078in the next few slides we have asked students and families about their um college and career planning process. We asked what went well and what they felt needed improvement. And the idea is to take all of this data and to use it to inform what we do next. Right? One example is students, some students said make the meetings mandatory and make more of them, right? Like really push us to be in those meetings. And so we're going to take that feedback and say, "Okay, we will definitely there's always that one first mandatory meeting, but we are going to continue to make the other meetings mandatory." have students, one idea that we talked about was when the students are in that first meeting, have them take out their Google calendar, create the next meeting and have
079them put it on their calendar and be invited to it. So, it will pop up and it will it'll it also teaches that skill of keeping your um appointments and having your appointments in your calendar. So there are there are areas of that they thought went well students and families and areas that they had feedback for improvement. And the idea for us is when we look ahead um Ben if you want to move to the the last you can keep going the student survey parent survey and then the last slide I think oh well there should be one more there it is. So the idea is we're going to take all of these surveys and the information and there's one more survey that students are required to do in Navvian and it's their senior exit
080survey and they're doing that right now. And we want to take all of those all of that information and use it to move forward in the next year. And these are just some of the other ideas and that we are looking at the rolling out the college tools, deepening the community partnerships, ongoing focus groups with students and parents during and after the process. Really, we don't want anyone to be afraid to give us feedback. We want the feedback. We want to keep, you know, using that feedback to move forward and um work on the just all of the ideas that are brought forward to us and capitalize on the strengths but continue to work on the areas that we need looking ahead. I don't know if there are any questions for us. Thanks for the
081presentation and for the work you guys did this year on the self-reflection. So I have a couple of um sort of questions and maybe comments for you. One is it seems like the bulk of the activity still starts in junior year. Are we also looking at starting sooner both for the financial process but then also for the planning process? So in course selection really figuring out the pathway from say freshman year to your college application and other things because it does seem some things might need to start sooner and then maybe I'll ask my next uh question and then let you guys react. Uh but then also I feel like some data as you're thinking about the data to collect and analyze I do think it could be really helpful not only to know which
082schools the kids choose to go to but where did they all apply, where did they get accepted or rejected and then where ultimately do they choose to go because I think there could be some really powerful pattern recognition in that data >> and that We thought the same thing and in the survey that they're taking through Naviance that those questions are embedded now. Sophia and I sat together and we worked on editing the questions that we asked them because of the feedback that we were getting to ask more in-depth questions about just the very things that you raised. Where did you get in? Where did you get rejected? What were the what were the um defining factors in choosing your um your final decision? Was it financial? Was it proximity to home? Was it um
083the merit, you know, various things. So, we have made prestige of the school. So, we we did make edits to that to ask those very things. And so, we're very excited to get to dig into that information once the students take that survey. And then as far as the um starting earlier, the Princeton review, the kickoff speaker that we're going to have, that will be for all of our students. And then the college money method has financial planning lessons for grade starting in grade nine moving all the way through grade 12. And then again, not to harp on the concentrations or the pathways, but I do think that that will be a through line when we introduce that. we can weave that all in to thinking about what that pathway will look like for the
084each particular student as they move through Shepag. >> Great. Thank you. And then just maybe one suggestion. So I think it's great that you're looking at social media as a means through which to do more engagement on the college process. But then um maybe what you could suggest to kids that are going off visiting colleges especially probably this summer or whatnot to tag your account the SVS counseling and career account because then whoever follows it will see >> kind of real time feedback and have visibility into any number of their peers college visits. >> That's a great idea. Thank you. >> Nice idea. I just was going to say something and then Mary, you can go first. You go first. >> Go ahead. >> Um, this is my second time that I've been on the
085board of education. I was on the board of education in the '9s and uh when I was on the board at that time, we made senior projects mandatory. So that's how the the a group was called. It was called the parent council at that time. And one of my good friends was one of the people that hooked up the technical advisors with the with the students and their interests with and they were all experts. The other thing that happened was she also came up with the idea of a career fair and and it was big. It was a it was a really big deal. We had people from all walks of life and if you would like I will I can have you speak with her because she would be interested in because she's always
086asking and so how are things going at your park every time I talk to her. So I would like to hook you up and and you can pick her brain. >> Sure. That would be great. >> That would be great. >> Thanks Mary. >> Sure. First of all, I just want to thank you for coming back and for telling us all that you've been working on this year. I appreciate we all appreciate your hard work and for kind of peeling it all back and looking at it with different eyes. Um I know it's not easy and I know sometimes it can be really challenging and so I just want to say thank you because I know that um it can be a lot but we really really appreciate it. So, I just want to say
087that first. So, thank you. I have some questions. So, I'm just going to start do that. First of all, I just wanted to say is the is the checklist that you have at going to be accessible to parents online. >> Okay. >> So, we're going to put the whole resource hub linked to our college and career counseling page. And we also send links to it in every single one of those follow-up emails that parents are copied on. Okay. >> Um, and we also sent out in the fall and the spring, okay, >> a list of all the resources that could help support the college and career process. >> Thank you. I know that we are in the process of changing the website a little bit. So, I to make it more user friendly because I
088personally don't find it easy to n navigate. So, um I would hope that this could be um much easier for parents to navigate and to be able to find their resources. Um to sort of piggyback a little bit on what Christine said, this is just my two cents. Honestly, truly, it's only worth two cents. So, take it or leave it for what it is, but I'm somebody who's very um literal and need somebody to walk me through things. So for me, it I think even if it were just suggestions for the freshman, sophomore year prior to the the junior checklist, to give suggestions for parents and students to be thinking about what they should be doing in those years to prepare, I think is helpful. Whether that's starting to build their community service, whether that's
089to start adding on to their uh portfolio and and their extracurriculars, whether that's to whatever that may be, right? to sort of do all those things that you are too darn busy to do in your junior year because your course load is really heavy and you're thick into um band and you're really into the varsity g uh practices and all of that. To be able to really encourage your students to start maybe planning that part of their their time then so that maybe they're not worrying about it so much on the back end. Those are just suggest they can be just suggestions or maybe things that parents and students can think about in your freshman and sophomore year. I just think that those things are um can be thoughtful that parents and kids can refer
090to and use and I just like them. So, if I had, which I will never have a a freshman high schooler again, but it would just be nice to have even if my my child was in middle school and I'm they're in eighth grade or in seventh grade and I'm looking at what's going on. I'm just it's information and I just think sometimes it's just helpful. >> So, those are just um suggestions. And then the other question that I had was from the surveys from parents and students, how many filled them out? So the student survey had 70 responses >> out of 100. >> Great. Okay. So 70 for students. And then what about parents? >> The parents survey did not have the same um response. We sent it out three times. Um and then
091we targeted the people who hadn't responded and we got 15 unique responses. >> There was a couple duplicates. So we combi So we definitely need to work on I think making a more targeted survey. So, it was open-ended. >> Yeah. >> Which can sometimes seem a little overwhelming if a parent gets that in their inbox and they have to construct. >> How many questions did you ask? >> Just what went well and what they would suggest to improve. >> So, you just only ask two questions. >> So, we're going to target it specifically to the different programs that we offer and what questions parents might have about the processes of post-secondary planning, course selection, everything that we support students with. Yeah. um targeted to those topics and multiple choice >> easier for them to take
092in and fill out. >> That's a great idea. >> And then we're also thinking with this idea that we really want to build this culture of parents, >> you know, giving us the feedback if we have maybe a focus group in the fall. I was just going to say that will that will give us some really rich information. But I also would suggest maybe um reaching out to a few of the parents that maybe did fill out the survey and ask their feedback on what they thought of the survey and maybe ask them maybe what they would um you know what would you what would you want asked? Maybe there's some suggestions there that might help you to um help that out a little bit. We were also thinking about maybe after graduation if if
093that we might ask the parents one more time and maybe then if it's all over and they might have a minute and >> it's like the worst thought ever and God help me when people go back on YouTube and watch this but I always think like you know I'm just I'm half joking but also serious but like you know like when you you your kids can't like get like whatever until they hand in their Chromebook or they can't you know what I mean? I'm not saying that, but like, you know, there's certain things that you can't, they can't leave unless they do a certain thing. >> Making them do the exit survey. >> Students, not parents. Students. >> Well, right. So, maybe we, you know, say to the parents, too, well, if you want your
094child to get the cramp gown, you have to fill it out, too. >> I'm just, like I said, I'm half joking. >> I just turned a textbook today and was four years old. >> I'm just saying. I know. But anyway, I just think that there's a I don't know. But thank you. I appreciate the work. I really do. Yes, please. >> Thanks. Just to echo, thank you for that in-depth um presentation about all the work you've done. I just have a question about the American School Counselor Association. Um that partnership you mentioned is it's going to focus on datadriven solutions. Are those datadriven solutions the same as the sort of daily optimization you talked about or is that related to like college admissions data and job data and test prep data and >> It's all
095of it. Um it also um supports us in connecting our work which is sometimes less tangible than you know academics and and and what happens in the classroom to district and school goals. So we want to improve attendance, we want to improve math scores. How can school counselors help those students? Um, so one project we did with the American School Counseling Association this spring was targeting ninth graders who were below a benchmark on the PSAT um by um reviewing study skills, test strategies, understanding what is getting in the way of um you know their success in math um how they feel about themselves, right? and and building up that confidence and identifying their strengths so that they can come to school feeling confident and ready to tackle any challenge and persevere through difficulties um is
096our hope. So over the next two years we'll be having we've had one session so far full day training with the ASCA trainer um and we have them mapped out through the fall um and then we will come back and present to you all um the adjustments we've made to the program. >> Got it. And is there a cost to it? >> There is. Um it was covered through some grant money that Carrie Snowden um was able to secure. So it worked out well. >> Thank you. >> Y >> um I just have so I think it's when you do the college fair I think that's great but I think it would be important to include uh freshman sophomores because I don't think it's it's too soon. So I don't know if that was part
097of it. you know, I know we'd have to get them to wherever it is they're going to be going. Maybe it would be here. So, I think that's important. Um, and I do think it's important to meet with them, um, you know, sooner rather than later when you're planning. And I'm sure you probably already go over this, but you know, do they all know that you need three years of a foreign language or you're going to be taking a foreign language in college and it's going to be a lot tougher. So, you know, if they're not thinking about that, I think they need to put that in. >> Um, >> 100%. Then the other thing is the board outside, you know, that has the the college penants. Those are is that where our kids are
098going? >> That is where they got accepted. >> Okay. Because I think that's important. >> Once they confirmed like where they were going on May 1st, National Acceptance Day, we put their picture to the >> pendant because I think, you know, based on Sylvia what you said, you know, there's a reason kids choose schools, but you know, there's also some pride in, you know, I got in here, here, and here. I might be going here and there's a reason for that. Not that, you know, all of them aren't great, but I think it is important to show, you know, the public as well as to, hey, we're getting kids accepted at these schools. They might not be going there, >> but I think it's important to show where we're getting kids accepted, >> but yeah,
099I think those are my points. Thank you. >> The three-year uh language thing is really important to put in the freshman checklist. >> Yeah. Oh, and just one more thing. and three kids. I didn't learn it at all. The three kids. Um I think it's important because I don't think parents think about this. So if you're taking your family to, you know, even if they're in eighth grade, but you're taking your family to Williamsburg for vacation, you need to say to, you know, maybe put the bug in their ear like look at the colleges that are 20 minutes away and go, you know what, we've got some downtime before we hit that amusement park. We're going to go drive through William and Mary or we're going to go drive through. You know, I think there's
100a lot of places that you're close to that you haven't done it and then when you're in junior year and your kid says, "I want to go see William and Mary." You're like, "Damn it, we were there two years ago on vacation." >> So, I just think it's a good sort of a practical thing that um it's a good suggestion. >> I never did, but it would have been a good idea. >> No, it is a good suggestion. >> Great. >> I just want to a couple of things. I'm going to piggyback on one thing that Angela said. I think it's extremely important. um to showcase where our students are getting accepted to. Um so for my son's personal experience he got accepted into many great great schools but out of state they gave no
101money and to educate you know to ha to to educate him for undergrad for 4 years paying $75 $80,000 versus $35,000 it was a no-brainer. So, um, you know, it was it's it's hard on these kids to to explain to a 17-year-old, to an 18-year-old, you know, um, financial decisions. And, um, but they're super proud that they got into, you know, good schools. And so, I think it's really important to showcase where our students have gotten accepted. Um so um you know that's that's one thing that I know was mentioned a couple of times. Secondly about the parent survey. I think with all of the hard work that you have done this year and I recognize that and I want to say thank you for putting for hearing what was said um and for working
102really really hard this year to correct things and to um expand on what you were already doing. Um, I think next year when you send a survey out, I think you're going to find that more parents will respond. And, um, I think there were many reasons why you didn't get responses this year. um reasons that are unsaid and reasons that you can assume or whatever, but I think next year you will get many many more responses um because you have done so much this year and I think that you're going to get a really good response next year. So, hats off to you for your hard work that you've done this year. >> Thank you. Um, thanks again also for coming up. This was really interesting and obviously very well thought out and thoughtful um,
103in response to the conversations we've been having all year. Um, I hope my question isn't too niche, but if it is, you can give me a broad answer. Um, is there a separate process or anything that you do additionally for our students with 504s and IEPs and special needs? Um, and I it's my understanding and I'm a little far away from this because I haven't gone through this process yet. Um, but there are some colleges and universities that do that better than others and kind of how are we guiding those students towards those programs and are we including those colleges and universities in our career affairs and you know h how is that kind of being navigated? So we absolutely um will address students receiving accommodations that are currently receiving accommodations in the college search.
104We will look at schools that we know have established support services programs. Um there are specialized schools that offer even more support than a typical college um for neurodeiverse learners. So that is something that is part of the conversation when we're building the college list. also how they can go about requesting accommodations at the college level and what that might look like. Um so we yeah we support them the whole way through. >> Is there a separate process on the college end when you're asking for accommodations? Um also do you feel like our department is very well-versed in that or do you generally expect like or or do you guide those students to kind of go outside and get kind of outside help for that kind of search process? So the their plans um or
105accommodations aren't revealed during the admissions process unless they choose to discuss them, let's say, in their in their essay um for a particular school after they complete the admissions pro or the um applying to the school and and receive any feedback from the school as to whether or not they're accepted. they can submit an application for review to the academic support office at the college. Um, they're going to need certain documentation that we might have on file that we can support the student in uploading. Then they meet with someone at the college to talk about their profile, what they might need, what the college can do to support them that might look a little different than it was in high school. Um, and we give them those resources and we'll look specifically at the school
106that they're planning to attend. um so that they know how to get those accommodations on that campus. >> And then are there additional um I guess you grants or scholarships that you guide those students toward as well that would be focused on neurodeiversity and >> but with any scholarships we do look at what makes that student um stand out, right? Because those scholarships that are very specific often will be less competitive um so they have a higher opportunity to receive those scholarships. So, you know, whether this student is um you know, participating in a specific um sport or they have a certain GPA or um they have, you know, something that they've overcome, there's scholarships for anybody you can imagine. So, we help them search for those scholarships. And this year, um we also offered
107a number of workshops that students can drop into during their open periods. Um, so if they needed support in filling out scholarship applications, um, or just finding scholarships to apply to, we um, you know, are able to support them during the school day. And I think that's reported in our at the year- end report as well, like kind of all the scholarships that have been awarded and kind of the total number amount um, just to keep that highlighted for students that are coming up like, oh, that might be something that's available to me. Absolutely. That type of thing. Great. Well, I just thank you for rolling up your sleeves and diving into this for the benefit of our students. Thanks to the board for it's showing curiosity at the front end of the process. Curiosity
108and questions can lead to change and can lead to work that um drives us forward. And I've working with um Sophia and Sylvia all year sense that they we're proceeding with sincerity and something that I think is an important part of these jobs. I mean, yes, you need confidence for sure, but a little humility goes a long way, too. I hope I model that. If not, hit me over the head and tell me that I need to be more humble. But, yeah, you were missiondriven um and answering sort of the call that our board um laid out for the good of the order. They care about our kids and so do you. So, we all want the same thing. And the project unfolded, I think, in a way where when I look at what we're
109doing, I say to myself, I can't think of any good reason why we wouldn't be doing these things. No matter how we we got here, and I think we got here because we realize this is who we are. We look at um blind spots and shortcomings and then we try to move forward. So, you really stepped up and did that and supported the project and I'm very grateful for both of you. >> Yeah. >> Thank you. Okay, moving on to the board chair's report. I'll try to make it short and sweet. Uh, as we all know, the senior projects h uh presentations have started. Um, I've seen um a a lot of you um along the way at um some of the projects and um I'm very excited uh about trying to attend as many
110projects as I possibly can and still working. This one's giving me guilt. And um and anyway, I just think um as I've said a million times, I just think our students are extraordinary and I just love seeing them present their passions and um and then just seeing our students tonight as well. I just think we're pretty darn lucky to have such great kids. Also too, I attended the uh Washington Primary School fundraiser on Friday uh night and it was really fun. I feel like I haven't been out in a really long time. So, um it was just fun a fundraiser at the Lichfield Distillery. Um and they raised $13,000 which was pretty incredible and it was a really fun night. Um I also just have to give uh a shout out to um Briana Killian
111who is our elementary school um art teacher. I'm also going to say something else. So much for being short and sweet. I do think she's an extraordin she's an extraordinary art teacher and the artwork that she does with um the elementary students I think is really beautiful and really thoughtful. It's really thoughtful work that they do. Um and so she had created um some work for them to auction off which was really beautiful. But I also um had a an opportunity to go into the planetarium. Uh I taught uh a yoga class for uh teachers uh last week and Friezo Hermans was in the class and so he took a moment to show me that they um for I I forgot what it was for if it was open house or I forgot what the
112event was but they they showed the uh students artwork in the planetarium from kindergarten through fifth grade and it was really amazing the they um they the way they they he did it and it was uh a collaborative between Donna Wright and Friezo and to be able to see the students artwork up in the planetarium in the way that they had it displayed was really extraordinary and beautiful and our little artists are pretty amazing too. So, I just thought it was just really um another amazing way to highlight our planetarium to um show show the artwork of our students and they're really trying to encourage a senior maybe in the next year or the couple of years to maybe utilize the planetarium for a senior project um to use that as part of their media
113um the media part of their artwork which I think is really extraordinary too. So, um, there's just a lot of amazing stuff going on when you just don't even realize it. So, I just really loved it. So, that's it for me. >> Okay, we're lucky for sure. And, uh, thank you. And now, there are two housekeeping pieces that I have to accomplish at the front end of my report. Both required um, relatively recently by public act 25-93 that requires the superintendent during the year to report on a few things to the board and to the public. And the first has to do with indoor air quality. And the game there is we have to do an inspection which we've accomplished in all our schools that surveys the factors that might impact air quality and you
114have to use um a tool called the EPA tools for schools and then you have to take the results of that inspection and you have to file it with the state department of administrative services which we have done on its prescribed form which we have done and I have to say that those forms are available for public inspection. They're posted on our website for the district and for each school. And I have physical copies with me here tonight should any member of the public emerge and want want to look at them. And the second thing I'm supposed to report on, and this is also relatively new, I think, is attrition data from our schools, meaning folks who move on voluntarily. Um, and we keep track of that. And of course, we uh try to understand
115if patterns or themes emerge, how we're building the appropriate climate and culture so that we can have retention people. And for this year, three of our paras moved on. Um who had been at Chapag um one a geographic location, one to start schooling. Um one just moved on. Uh and um I did meet with our paris just to make sure that I'm available to understand their experience to acknowledge how hard and important their job is and make sure I know what I could do to support them if anything going forward. At Chapag, we have as I as I speak, one person who is moving on and one who's on military leave. At Washington Primary School, one building sub moved on and at the other two schools, Booth and Burnham, no folks moved on. So that's
116our attrition data for this past school year. Now, the next is I just want to give offer some brief reflections on my entry plan. And I know it's a long night. Um, but Ben, can you pull that up? I'll stay here. Okay. just sit among my colleagues and we'll all chat. All right. Uh and now uh the entry plan is something that I forecasted I would do and folks were part of it including the folks here in this room as I listen to you all year. An entry plan is a research um researchbased idea to the effect that a leader to be effective has to listen first. listen and understand, gather ideas, gather data, look for convergences, look for themes, try to make sense out of those by talking with folks, and then coming up
117with some initial ideas and reflections about pivots or steps that we might take going forward. So, what I'm going to summarize on the next slides are some of the themes that emerged during my confidential conver conversations. Can you go back, Ben, just for one second? You got an itchy trigger finger there tonight, fella. Um, she doesn't want my bald head blocking the text is another way to look at that. >> Yeah, I got >> Now, the these what what I'm going to go over here is not the the blueprint for our future action as far as how we're going to deal with our strategic plan or grow or move forward together. This is just a way of tying together something that I told you that I promised I would do and so that folks feel
118heard and respected during the process. Um, and we're working on a lot of things, right? So, there are a lot of things we did or are doing this year that aren't mentioned here because they're already done or already under consideration, already under discussion. And some of the things I mentioned I some of the folks here are going to say, "Oh, I said that." But in order to get into this place, there has to be um like I said, a convergence of several stakeholders that triangulate each other and make me think there's a pattern or a theme that's worthy of our attention. So again, this is not um the end of this process. This is this is not maybe this is the um end of the beginning as Churchill would say, but not the beginning of
119the end of it because we're going to keep talking and making meaning about it. Okay. So, the first theme has to do Okay, Ben, with how we support inclusion. The first thing I hear from all the folks who talk to me about inclusion in this district, by the way, is how lucky we are to have Ms. O'Hara and to have her staff. They all tell me she gets it. She knows what she's doing and she understands how to how to marry high expectations with high supports, which is the game when you're trying to help folks feel included. that we get their kids and that they're so happy to have their kids in region 12. But some stakeholders said to me that maximizing support might involve creating something that I'm aware exists in other districts but
120we don't have yet which is a parent support group for people who deal with students with exceptional needs. So that is a place could be a forum for folks who want to join it that would provide training outside speakers and a community of mutual support for stakeholders. You could almost think of it as a PTO for the inclusion community but it's sort of more than that too. And also I'm hearing that we might want to identify more enrichment experiences for our gifted folks. So, um, the bold moves I'm suggesting that you'll hear more from me about going forward is that I'm going to work with Miss O'Hara. Of course, I've talked to my team about all these things before I'm saying them to you. I'm going to work with her on developing a parent support
121group next year and on moving forward with what I launched this year um, in order to create in a restorative way high expectations for kids with love. And this is called the warm demander paradigm where we take kids aside kids aside and we say we believe in you. We think you're going somewhere and because of that we're going to push you and you might feel pushed sometimes and you might feel like we're demanding things that are hard to deliver but we believe in you with love and with expectation and out of that will come growth is the model we have to push forward in order to make sure that we are showing the right respect for all our kids but especially those who have um alternate learning styles. Okay. Safety and belonging. A lot of
122folks uh remind me of how important this is in this day and age. Not just protecting the perimeter of the school, although that's certainly part of it. But safeguarding the students sense of belonging that every student feels accepted here, respected here, like they belong here. And the pivot there is going to be to continue and expand our restorative practices, training, and programming, which you heard some of the principles talk about already tonight. And then as far as keeping the schools physically safe for kids for kids, I'm considering and I'm talking with various stakeholders about possibly and I'll talk to the board more about this when it becomes more timely. Um enhancing our already impressive security measures by building into finding ways and the financing by building into upcoming budgets the possible addition of a director
123of security. More on that to come. Okay, a lot of folks stakeholders talked to me about Agra Science. One theme that emerged was wishing for a functional, happy, efficient advisory committee and including some board members thought that, but other folks too and um folks want us to do more to develop positive uh public relations for the good work that A is doing. You know, our center is emerging. It's not brand new anymore. It's getting its legs under it. and um it's been sort of in at times I think it's safe to say in the mode of defending its record and now we want to own the story and start talking about all the good things that we're doing uh in partnership with the community. So some bold moves, some responses to that. The advisory committee
124was redesigned and redefined and its meetings this year uh were very supportive uh very functional very productive um we have board members supporting that. We have community members who come in and give of their time and their expertise and it's all problem based now. It's not um it's not full of any palace intrigue. It's just here's something we want kids to learn more about. You're the expert. Can you tell us how to do it? And they talk. So that's been a very good pivot. And I plan to work intensively next year with Ben. You hear me? Ben, I'm promising you up there. Yeah. and Tyler to get more press coverage, if you will, for our efforts and what we're doing so that people can see who we are and why we're great. Okay. Some stakeholders
125say, now this might be hard for us to believe because we marinate in the budget process and we probably feel like it drags on forever, right? But it can go by in a flash for folks who are not on the inside of it. So, I've had stakeholders say to me, you know, pe people need time to process and discuss the budget, maybe even before they get to I mean, we have a pretty robust um program of two or three budget workshops. I visit every board of finance along with Nicole. we're out there. But some folks say, "Well, we might need people might need a little more time, a little earlier in the season, even though things aren't set yet to start articulating some of their thoughts and concerns, and that could only help build relationships
126among the towns and with stakeholders. So, I think it might help for me to add an additional superintendent coffee next fall early for towns people. I publicized it well, especially the towns who in this or that given year feel additional exposure in the process to sit with me and talk about what they're thinking and help me forecast what the initial weather vein is like on our end and maybe build some conversations that help people feel it's not so rushed. They definitely are heard. They definitely are respected. And I'll also do my part to remind folks about all these budget workshops and all the other events we have in the towns. my whistle stop tour to the boards of finance so that they know this is out there. There's plenty of time for you to think
127and talk and ask and and engage. Um you'll have plenty of time to see the draft budget and ask questions about it. Okay? So, I'm going to try to put myself out there and do more so that people feel that we're reaching out. Okay. Stakeholders talk to me about our nth grade transition process. Now, this is a thing for every high school, but um here now and in many high schools, they meet a lot of their freshmen for the first time, or at least they come together as a team for the first time if that district is big enough to have multiple sending middle schools. It's not unheard of, but it's a relatively new thing here since the inauguration of the Agra Science Academy that we meet about half of our freshmen for the first
128time when school starts. And I'm hearing from stakeholders who are wishing for a more robust transition program into Shap. And I think um Link Crew was a quantum leap forward and does so much good work to help kids connect peer-to-peer and transition into the school. But and we have transition programming at Chipog that goes on in class meetings and in advisory sessions and in speaker sessions and in classes the nth grade team, but we could build a more robust experience. I think so. What I want to do is next year work closely with Sylvia and Carrie to design and fund something like a freshman academy or transition program that will help new students acclimate academically and socially to our school to get off on the right foot. Help us know them as soon as we
129can. Help with everything from developing skills in math and standardized testing to feeling social and emotional connection to our school. There are parents and teachers who have been talking to me about tracking and class progressions. This applies mostly at the high school level, but it can start in middle school. And nobody wants to feel, I think, like we're playing we have as if we have a God's eye view of all kids and ultimate know ultimate cosmic truth about a kid in sixth or seventh grade and lay down a pronouncement that's going to lock them into a pathway from which they can never escape going forward. So that that concern is out there. You know, I'm hearing from parents who are saying, gee, how are we defining, for example, who accesses honors coursework or who accesses
130advanced coursework or how you get ahead? um and h how does that process unfold? And then the other side of that same coin, again, all everybody worrying about kids, there are teachers who worry about pushing students ahead too quickly into a situation that they're not yet developmentally ready for. So for me, all this is ripe for some serious study and next steps being and we we've started some conversations already with the teaching and learning um committee subcommittee of the board. I think ripe for our team to review our process in terms of how we define pathways, who gets in and why, who could override if parents have a different vision, what are the escape routes to change or double up going forward? Um how do we make sure that we don't stress kids when before
131they're ready? Um and and do we have the right pathways to make sure that every kid has a way forward given their own internal lights and their interest? So, I think that's a project that will that should unfold. Okay. Am I taking too much time? >> Oh, no. >> Okay. >> All right. Um I know this is a long night for you all. I so appreciate your your attention and I'm almost done. Um I'm hearing from stakeholders about concerns about uniform communication across our elementary schools. And the tension there is that uh parents don't want to feel confused by different platforms used to communicate to parents or by different protocols in the uniformity of communication or the frequency of communication or the content of communication. But at the same time, each school wants to re
132retain some residual right to its own unique culture and how it operates, which is part of the world too. So, um, I would like to I know we have maybe too many committees already, but we have a lot of smart people who are willing to give their time and I'm looking to start a study next year that will try to connect all our elementary folks. That's sort of where this will start um, and come up with what we think based upon our research and what they their input is the best platform and the best protocols for uniform parent communication, then develop uniform practices. And I wouldn't blame you for saying to Michelle's just pick something and get on with it already. But one of the things in education that can be the most disastrous if
133it's top down without involving stakeholder input is a change in technology platforms without the teachers having a say or the parents having a say or without training to move forward or by jettisoning something that they've put so much work and training into already without their input. It's a it's a morale killer and a climate killer. So, I'd like your license to take some time and do this in the way that I think is right, but I do recognize the urgency to the question because a lot of folks are talking to me about it. Okay. Okay. Um, I hear data from teachers, from students, from parents that we want to continue moving towards empowerment. You know, we have compliant kids here, which is a blessing. They're really good and beautiful in that way. They they follow
134the rules. That's nice. That's like a precursor to the rest of it. You know, you can't be learning if you're throwing spitballs and swinging from the chandelier, right? So, they're compliant. But the next step is, are they engaged? Meaning, are their hearts and minds in their work, right? Do they find it meaningful and interesting? Is there a why behind it for them? And then empowerment is where they're taking some control in what the learning is going to be and what choices they're going to make. There's a continuum here. We want to move towards student agency, towards empowerment, and we have data now showing that not all our students report a deep sense of engagement in their studies. Now, that's not a deep surprise in American high schools, but this is the one we're in control
135of, and this is the one we want to try to move forward. Some report they don't always feel a deep sense of challenge. Challenge is part of feeling respected in school. Kids don't always admit that. They might say, "Give me an easy this." But really what they want is to feel challenged so that they're growing and that's part of that warm demander thing too. So I'm going to work carefully with Carrie and our principles and our teaching and learning council to continue the implementation of leaders of their own learning projectbased learning and increase guided choice for our kids with the warm demand or sentiment moving forward which on my view uh is the recipe to move towards empowerment. However, again, I don't believe I have a God's eye view on this. So, I'm going to
136take advice and counsel from the really smart people I have on my team like Carrie and Ally and our principles and our and our our instructional leaders. Um, and then we want to support student growth in the right way. you know, we're going to be talking. There's no blinking at the fact that we're going to be talking as a board, as a community about our standardized test scores and what they mean. And always the conversation among real educators has been what should we measure, what can we measure, how should we measure it, what will we do with the data when we have it that will that will help kids forward. We still have a community and a board and a group of parents and a group of kids. Many of them, as they should, believe
137that our standardized testing data is one of the important external checks on what we're doing in our instruction. And for many of them, is an important part of their path forward into post-secondary planning. Um but at the same time we know as educators that a child is more nuanced and more subtle than the measure of one standardized test score. So our project is going to be to figure out how to move those scores forward, how to move student growth forward on those scores in a way that does no violence to that child and in a way that makes sure that their soul and their heart and their mind are in the in the work. So the next steps are going to be we're making a study right now. We we do a lot of book
138studies around here which is part of being a professional learning community. Uh Miss Snowden and I are reading a book that I think is really powerful that helps school leaders understand how to deploy data uh in service of better future practice. And the executive summary is we're looking for the malleable data points or what the research shows can be changed in a student growth pattern and then we're looking for the high lever strategies that move those malleable points. So, more on that to come as we move into the fall and next year. But this comes out of another thing that comes out of what I what I saw in my entry plan. I think I'm almost done. Ben, is this the last slide coming up? Is that the last slide? Okay. Um, stakeholders talk to
139me about facilities planning. Um, folks are worried about the age and wear and tear on our facilities. Folks want a strategic mindset leading to positive change, but we've got an incredible, incredible process going forward right now that as far as I can tell, however imperfect, I don't think was has ever gotten this far in the 50 or 60 years that you all have been discussing the issue of how to maintain or how to configure your schools in the intermunicipal committee for future study. that committee has made recommendations to this board and um I'm going to work with our team at in central office and elsewhere to complete an ED self-study which is how we prime architects when they're coming up with suggested plans for us to understand our needs and our visions for how space
140impacts learning and instruction and what our needs are technically and functionally as as schools. We're going to keep reviewing and evaluating our capital improvement plan. And I've got another one of my very, very smart colleagues, Nicole Grant, on that one. I'm very blessed to have a team that has good hearts and good minds. Like I quoted before, the two are a winning combination. We're going to open a dialogue about how space impacts instruction. And we're going to explore, I think, together with that committee and with this board's charge, ways to maximize use of space for our elementary students in a way that our taxpayers will support. But um it's a conversation that we are not voiceless in that conversation. Okay. So again, this is not the um Bible or Quran or whatever Talmud, whatever you
141Bavad Gita, I can't name every text, but trying to be ecumenical here. Um, this is not the um only religious text that we're going to study. This is this is my way of saying I told you I was going to talk to folks and care about what they told me and then try to use it as data to make decisions about what we're going to do going together next year. So that's just my summary and these conversations can all continue. And my last point is the entry plan is a powerful way in but it's far from perfect for this reason. I've found I found this when I was principal. I'm sure I'm going to find it again now. In your first year of what you're doing, folks don't necessarily completely trust you enough yet to
142tell you what they really think. And it took in some of my former positions 2, three, four years before I think people really started spilling the tea. So don't think that I believe now that I've got the answers. This is the data that I have now. And we're going to keep talking, which is the most important thing. I want to be the listener chief. I want you to tell me more. I want all the stakeholders to tell me more. and when I know better, I'll do better. And we're going to keep the conversation going, but this is the beginning of that conversation. That was a long report this time. Thanks for your attention. Thank you, Don. Really appreciate everything that you said very much so. And we will continue it later the conversation. So, thank
143you. Um I I hate moving on to the treasures report after that because >> Yes. Um treasures >> treasures report um as Nicole so able pointed out to me u last month only ended yesterday. So, uh we did not have numbers pack in our packets, but she was kind enough to supply them at our FNO meeting which we held at 5:30. Um, as of right now, does everybody understand the idea of encumbrances? Is there anybody I needs to explain that to? Okay. After incumbrances, we have 6.91% of the budget still remaining. That's as of the 31st of May. Um, last year at this time, well, last year on June 6th, we had 8% uh remaining. So, we're about 1% uh less than that at this point, but Nicole assures me that we're in good shape
144and that we're going to make it through the end of the year. Um Nicole, do you think we should go through the uh the uh project transfers now or should I do that under FNO? Okay, we have several items that we can fit in this year's budget. um which sometimes is hard to explain to the towns that by doing it this year, we don't come after the money next year to do it. Um what it does do though is reduces the amount of money they get back. But so it's either you pay for it now or you pay for it later. There are eight items here that we're proposing. The uh FNO committee voted 3000 in favor of of of these things and let me read them off to you. the uh at Chipog paving
145the lower driveway. When the uh Agra Science program was put in, all the other driveways got redone except the lower driveway did was not done. The estimated cost on that is $88,31. the pool. Uh I don't know if you are aware of how uh swimmers take off from a block above the pool level and dive in. Um we have two blocks that are in such bad disrepair that they can't be used and there's some thought that the others uh will go very soon. Uh the cost of fixing that is $29,817.70. Also in the pool, uh the handrails when you get out of the pool um need replacing. Um that will be $8,156.56. Lockers for uh uh Washington primary. Now, I was told this and I don't know if I believe it, but the lockers were
146installed initially in 1932. They have been painted many times. The Yeah. And they're very narrow lockers, so they make it hard for a kid to put in his backpack or her backpack. Um the cost of replacing the lockers, which we thought was going to be a lot higher. Uh Nicole, well on my sheet it shows $88,236. Nicole said she got a bid in today to do it for $81,000 roughly. So that's $7,000 more less than the total that I'll give you in a minute. We're talking about putting in warmer cabinets in the elementary schools. all three of them uh so that food can be brought down and kept warm until it's served. Uh that will be $8,98.80. Uh the the insulated food carriers will cost $1,13550. the outdoor bleachers. We're looking to install three new
147outdoor bleachers. Um, and they will they will come with uh unassembled. We'll have to assemble them, but uh the cost of the three bleachers is $20,545.77. A good portion of that is the delivery cost. And the final item is the to transfer 2% of into the educational reserve fund. If you remember, we're allowed to take 2% of our budget every year and put it into a fund. Those eight numbers add up to $89,268.33. But remember, uh, 564 or 65,000 is is us putting money into another, uh, vehicle. So, it's really um, we're talking about I have to do quick math here, $240,000 of of expenses. Um I won't bother you with the uh other mon other minutia about this but anyway the board the FNO committee felt that all these expenses were justifiable. Two of
148them the the uh paving of the lower driveway and the lockers are on the 10-year plan and were scheduled to be done this year. I will answer any questions anybody has about the numbers and if I can't answer them I know somebody that can. >> Yeah. >> Sorry. Just so I understand at the bottom with these expenditures of $89,000 there will still be return to the towns $981,000. >> That's an that's an estimate I was trying to project year end. So >> that that is not counting the Sherman and Agra Science money. Correct. >> It is it is counting >> Oh, it is counting those >> revenue. Yes. >> Okay. So, >> so the but looking at those numbers, Jesse, the budget surplus would be 629,000. That's what I'm projecting. I still have a month
149to go, so it's kind of tough to get that number tight. Um, and the 352,000 is excess revenue that has not yet been credited back to the towns because we credit the town's $680,000 at bud budget time and then whatever extra revenue comes in we give back. >> And this number seems like it's bigger than last year. >> Last year it was $684,000 that we return to the towns. >> So there so you're right now you're projecting to return more to the towns. >> Correct. >> Even with these >> correct >> capital expenses. Okay. And what would happen if you skipped out on the capital plan for another year? These two things for the lower driveway and the lockers like you I know you said they were on a 10 capital plan. >> Yeah. Then
150you'd have to put them in the budget for next year. >> Okay. >> And that would raise the budget byund whatever it is 175,000. >> So one of them we actually kept off of this year's budget. the lower driveway when when the aggra science program was built, all of the areas of Chipog were repaved except the lower driveway. So that was on the capital plan to be done this summer. Um and the way we had projected to pay for that was through the budget and we didn't put it on the budget to try to control the budget increase. So um we would have to add it back into the capital plan. >> I see. >> For a following year. I see. So right now it's an it's an an an incomplete item on this year's
151capital plan. The lackers is a different situation because those are on a c those are on the capital plan for another year out. So we'd be doing those a year early. >> And as I understand it, the the lockers are slightly dangerous in the sense that the the metal of them, you know, can catch a kid. Excuse me. And I mean, >> the there's a the level of paint, you know, it's there's more paint than material. So, >> we've painted them quite a few times and it's between seven and $10,000 to paint them. And if we're not going to replace them, then we do have to paint them again because the paint helps with the chipping paint and the rust. The paint helps stabilize that for another year, but it doesn't last very long because
152now I think it's like the ninth layer of paint. So, it's >> it's tight. >> Yeah. Are there any other questions? >> Yeah, Jane, >> this is off the track, but we all know like pickle balls become like a mania. Is there any discussion of painting lines at the high school? >> I'm sorry. Painting what? I'm sorry. I didn't catch >> painting pickle ball lines at the high school. I'll I'll look into that. I know it's all the rage and great for kids. And I mean, do could we find a spot and um >> the courts? I mean, they're just >> painting painting pickle ball lines on superimposing them on the tennis courts. I'll I'll find out. Jane, >> I think that was a hesitation because the courts were brand new, >> right? And I
153think that the point in that was I think that >> just so you know the same night that the PTO meets in Bridgewater, there's pickle ball people playing in the gymnasium. >> I know. >> And it's a And they're serious pickle ballers. So I I um I oversee the pickle ball in Washington Primary School because we do it as their husbands do it but it was something I had thought about doing but and asking but the courts I mean the courts were just done so and there they spent a lot of money on the courts. So, I just think it's something that personally that I would just kind of hold off a little bit because they just spent a lot. >> You know, we're having such trouble in town. >> I know we are and
154we're working on that on our end, but I would hate to see us just spend How much did we spend on those brand new tennis courts? 500,000 >> and then paintball lines on them. >> Why would that hurt? I'm just >> It's not hurting. It's just that I think that we should just figure out the town's situation first before we they just were done. So I I'm not saying it's a bad thing. I'm just >> I think that there were some people because it was just done were a little hesitant. But it it's Don's decision. So >> Well, the other question is, is pickle ball something that the students would be interested in? >> Yeah. >> But I think but I think a lot of other people would be coming up here to play. >>
155Yeah. Our job is not to build things for the community. It's to build them for the kids. >> Yeah. >> I'll look into it, including, you know, how it might benefit our our students. For sure. >> Uh, one other thing I probably should say, uh, aside from the, uh, the long list of, uh, eight items, there was a secondary list which was far far shorter. it to it was in three of the schools and some other items came to $22,513. Uh we didn't feel it was required to talk about that. I mean each town each, you know, Burnham was 4,100, Shap uh Washington Primary was 3,000, Chap was 47,000. Then there was uh instructional equipment repair uh Chap for 3,100. The last one was 2500 uh for uh I'm I'm misreading your notes here. What
156does that say? >> The 2500 for ship that was transferred for >> that's for the college money method program that the >> Oh, that we just heard about talked about. >> Yeah. But anyway, we didn't feel that those numbers were large enough to actually even bring up before the FNO committee. Um, >> it's also that they're being transferred within the schools. So, it's Washington Primary transferring its own money just to other small light line items within its school budget where the project and district money that we're talking about is more pooling leftover district funds to complete those projects. Are there any further questions about this? Uh 89,268.33 >> we need a motion. I believe >> you have to change number because of the new um the new bid that came in today. No, because we
157can authorize this amount and it this may come in less. >> Uh and that would be one of the items that $7,000 left. Um knowing the wizard of uh Wall Street over here. Uh she could uh maybe save us a little more money than that. >> Yeah. So, so I'm asking for approval to transfer up to this amount, but we may not complete all of this work and we may not um it may not cost as much as is reflected on this sheet, but it's just so that we have the board's approval to move forward if we're able to do so. >> So, moved. >> All in favor? I >> anyone opposed? It passes. Thank you. Okay. Um, moving on to committee reports. Mary Agra Science. >> Uh, there's no report. Uh, the plant sale
158made $5,000 I found out tonight. So, that was so thanks for everybody that came out and supported those kids. >> That's really great. Uh, curriculum Justin is not here. Um, Ed advance Joe not here. Finance and operations. Alex, is there anything >> much of what we talked about was what we just told you would transfer fund from one account to another account. >> Mike, >> it's Alex, not Mike. Yeah. Uh anyway, uh uh there's really nothing to report other than what we've already discussed. Um let me just look at my notes. Uh that that's pretty much what we discussed is moving money from one account line item to another and then voting on this one project. >> Okay. Thank you. Um, labor negotiations, Vicki. Nothing. Nothing to report. Thank you. Policy. Um, we have nothing
159to report. >> I think there will be one one more meeting and there we will um have some business uh on a policy revision, but we're not ready to to talk without Justin about it yet. >> Okay. And I have nothing to report for uh the long range planning committee and old business. Nothing. New business to consider for approval the transfer which we we just did. So I'm good about that. Uh consider for approval. Uh we did that too, so we're good discussion. We're we're not doing this tonight. The SSPF >> um that was for the first but she didn't come. So I think she's doing the 15th. >> Okay. I'll make sure we move that to June 15th. That's fine. >> I don't know where she is, but Okay, that's fine. Um, can I
160have a motion to go into executive session? >> Do we need anybody to come in? >> Uh, for the first uh item, I'd like to invite Miss Grant. >> Okay, we need a motion for that. No. Can I have a motion for uh Miss We don't need a motion. Do we need a motion for you, Nick? We can I have a motion for Miss Grant? Second. All in favor? Perfect. Thank you.