001Good evening everybody. Like to welcome everybody to the May 11th edition of the summer's board of education meeting. It is 700 p.m. I'll call this meeting to order. Please rise for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. So, I was talking with Dr. Galloway this week and he brought up a good point about our why for the board of ed and why we do this, why we volunteer, why we put this work in. And tonight's one of those reasons because there's a lot of excellence in these schools. Um, and what we get to do is we get a front row seat to it and tonight we
002get to celebrate it. So, um, at first I'm going to ask Mrs. Martell to come forward and present Annabelle Kahanik and Weston Cass with their cave awards. >> All right. So, good evening. Thank you for coming and celebrating this evening with us. The Cape Student Leadership Awards are presented to students who exhibit exemplary leadership skills. Specifically, recipients must demonstrate a consistent willingness to take on challenges, the maturity to make difficult decisions, and a genuine concern for the well-being of others. These students work effectively within a team, employ diplomacy in their interactions, grasp complex issues clearly, and honor their commitments with integrity. At Mabel B. Avery Middle School. Two eighth grade students have been selected by their teachers and their peers to receive this prestigious recognition and I am honored to introduce them to you this
003evening. We will begin with Annabelle Kohanik. Annabelle Kohanik is a distinguished leader who influences her peers both inside and outside the classroom through her actions and her character. Annabelle arrives at school each day with a vibrant, positive attitude and an unwavering willingness to support anyone she encounters. She is a person deeply driven by intrinsic motivation, striving for excellence, not only in her rigorous academic pursuits, but across a diverse range of extracurricular passions. Annabelle is an active member of the cross country team and the drama club and she has notably expanded our school's cultural landscape by founding a new student book club this year. This club has done more than just encourage literacy. It has strengthened our school community by creating a dedicated inclusive space to celebrate the joy of reading. As an avid reader herself,
004Annabelle's commitment to setting and achieving ambitious personal reading goals has served as a powerful inspiration to students and faculty alike. Furthermore, her dedication to the arts is evident through her involvement in the MBA band and chorus. Annabelle is held in high regard by her peers her who view her as a natural leader defined by her collaborative spirit and the kindness she extends to every member of the MBA community. Come on up Annabelle. This is for you from the board of a picture. Thank you. CONGRATULATIONS, >> Principal Martella, before you. >> Yes. >> Even though I have to say >> I know. I know you always interject. >> I do. I do. So, I descended upon MBA and SHS last week and I I met with all the students who are here tonight and I think
005an important fun fact about NFL, it's a good one. play piano, little MMA, too. >> So, if you don't like what she's playing, she'll give you what for. Um, so, thank you and Wes for spending some time with me. We walked, we actually came into the room so I could show them where it was going to be. We had a really nice conversation at West like wrestling runs like in your family. I know all about it. They were like, "Oh, is that West wrestling?" like the whole family wrestles. Um, so much respect for that. So, I'll let you continue. >> Right. So, with that being said, I also would like to present this award to Weston Cass. Weston is a young man profoundly committed to the ideals of service, discipline, and community engagement. As an
006integral member of our student body, Weston's academic and civic dedication was formally recognized this past January when he was inducted into the National Junior Beta Club. His contributions to MBA extend significantly into the athletic arena where he competes with distinction in cross country, wrestling, and lacrosse. Weston's leadership is perhaps most evident in the respect he earns from his teammates. He served as the cross country captain for two consecutive years, a position specifically selected by his peers. Beyond his own competition, Weston gives back to his sport by mentoring and supporting young wrestlers, ensuring the next generation of athletes understands the value of hard work and sportsmanship. Respected by students and staff alike, Weston is seen as a model student athlete who balances a demanding schedule with grace and focus. He is a remarkably well-rounded individual whose
007leadership qualities do more than just earn awards. They actively help a build a better, more cohesive community at MBA. Congratulations, Annabelle and Wes. Now, I'd like to welcome Dr. Rekenberg up to present Dana and Wyatt. >> Yeah. So it is the same award for for the high school as it is for the middle school. Then my first candidate here is Dana. Dana exemplifies the core values of the Cape Student Leadership Award through her unwavering commitment to Summer's high school community and her proactive approach to advocacy. Dana will pause me in the hallway, pull me aside, and goes, "That wasn't the best decision. I think you should do it this way." She is very open to sharing her ideas and say and sharing with me the the next best way to do something. Rather than waiting
008for change to happen, Dana Dana possesses the rare confidence to seek out administration and local leadership, ensuring that student voice is a central part of the conversation. Whether she's presenting a new initiative or standing up for her convictions, she navigates complex discussions with a level of maturity and resilience that sets her apart. As a positive role model, Dana doesn't just aim for personal success. She strives daily to leave SHs a better better than she found it. Embodying the exemplary leadership and civic responsibility this award seeks to honor. One little side note story about Dana is early on when I started at the high school, we had a round table to have a conversation about the student experience. Dana was the first student to sign up and she was honest, brutally honest and shared exactly what
009was right and what was wrong in the school community because she really wanted to make sure that everyone around her had the best experience possible. So congratulations. >> So Dr. Reckenberg. I also met with Dana. >> Mhm. >> And I said, "Dana, why do you think you were nominated for such an award?" >> I'm paraphrasing, but she kind of said, "Because I get stuff done." >> I get like her mama. >> I love it. >> All right. So, now we have Wyatt Estes. Wyatt is a remarkable candidate for the K student leadership award, bringing a unique and infectious energy to summer's high school since joining the committee community his freshman year. He's a natural leader who influence whose influence is often felt before it is seen. Wyatt leads through a genuine kindness and a gentle
010soul that makes him approachable to staff and students alike. While he may remain humble and unaware of the full extent of his impact, his naturally gravitate toward his outgoing personality and uncanny sense of humor. Mom, >> Wyatt consistently seeks out ways to support those around him, embodying the SHF spirit through his positive outlook and his ability to uplift others in fun, quirky, and creative ways. His journey from new student to central pillar of the school community is a testament to his resilience and authentic leadership the program celebrates. Congratulations. My favorite memory of you so far, granted we still have time, is last Halloween when you're dressed up as team wolf. All right. Thank you guys. I don't want to speak for everybody here, but I feel comfortable saying that the entire board is proud of
011you guys and that we appreciate your leadership and setting a good example for your peers. Um, there's not enough kids that do that and it takes a lot to be able to do that and to stand up and and we're really proud of you and for your award. We're going to allow you to leave now if you'd like. >> Take advantage. >> Wyatt, did you guys win on Saturday night? >> Uh, we lost by three in overtime. No, that was Sunday. But we had we had three games on the weekend. >> How' you end up finishing? I think we were one and two. So, not great. >> Okay. All right. >> Good job, guys. All right. Thank you, guys. >> All right. On to the approval of minutes. So, we'll need a motion to approve
012the minutes from the April 27th meeting. >> Motion. Sharon second. >> Any discussion? >> Nothing. All those in favor? >> I doain. I think >> so. Two abstains. >> Yes. >> Okay. Administrative reports. Dr. Galloway, >> your superintendent update. >> Great. Thank you and good evening everyone. Uh today at the elementary school they started their ESPback testing in grades three through five. That testing window will conclude on May 22nd. I just received some pictures today and I'll send them to the board on Friday and I will include it in my report next month of motivational posters that are up at the elementary school. they're locked in and you know sometimes that's a forgotten forgotten piece of the puzzle student motivation and engagement to uh this assessment. We do over time we'll get to this assessment
013window in the future and it'll just be another thing. But right now uh the teachers are locked in, the kids are locked in, there's a lot of motivation and high energy to show their very best and what they can do. So, I'm very proud of what's happening at the elementary school and also not to be outdone at the middle school as well. Uh, Principal Martell sent me a picture this evening before this meeting and there are personalized post-it notes on student lockers. Uh, they say things like, "You got this, like you can do this. Uh, show your very best." And like I said, in past years, I don't know if the student motivation engagement piece was there to this level. So, I'm really looking forward to seeing how students showed up during this testing window.
014So, I'm very proud of the staff. I'm proud of the the students as they go into these assessments. And it was already put out uh in previous communications that on May 7th at the high school, they took their NGSS test. How do you feel, Dr. Reckenberg? >> The the kids were funny coming out of it. They were like, "That was that was a little bit harder than we expected." All of the answers were in it. So, they figured out like they could read the left side to get the answers for the right side. So, I'll take that as a win. >> Yeah. >> But overall, they they felt pretty confident. So, you know, I think districtwide it'll be a good baseline for us uh for the first year of curriculum with e with ELA, with
015mathematics, with tapping into student motivation, getting locked into uh assessments that are aligned to the standards that the kids have already seen, so they're used to the format. So, it'll be very interesting when the the data comes out. So, I'm looking forward to that. Um, I would also like to in switching gears, I would like to publicly thank the Summer's Education Foundation, Mr. Manning, I will not steal your thunder. I know you probably have a report uh later, but I just wanted to publicly thank the foundation for their continuous and impactful support of teachers, which directly impacts students in the classroom. So, I'm very appreciative and and in a way aruck that this community has a foundation that supports teachers in the way that they do. So, um it's amazing. And of note, I want
016to report that uh our Hall of Fame coach Ken McCarthy reached his 500th win last Thursday against Ellington 15 to1. Um going to crush them on the field and in the classroom, too. That's the objective. Uh so congratulations to coach uh McCarthy. Uh also I had the there was a panel of three former teachers of the year, Connecticut teachers of the year and I asked them if they would come to the district. So they came last Monday to further embarrass him because he's very unassuming. Doesn't like the hoopla but they came and fawned over him for a little while uh last Monday. Uh lastly, uh I will report that we have Mr. Paul Smith here from NEAS. And I just I mentioned this uh in previous meetings that um we submitted an application for districtwide
017accreditation and we were accepted. We're one of eight districts who are going through this initial cohort. And at the time of the application process, I thought it would be very timely and opportunistic quite frankly if we could get into the cohort because we are due for strategic plan update and all of that good stuff. So I'm very happy that we uh were selected to be part of this cohort and looking forward to the work. So with that being said, I thank you for coming back to summers to talk to my board. uh you came uh previously with Kathy Greeter, a retired superintendent from Farmington. They spent the morning with us to talk about district accreditation. And you know, I'm just really thankful that my team will get to uh participate in this accreditation process. So,
018would you mind coming up and talking to the board? >> No, I'm very excited to be here. Um as Dr. Galloway said, my name is Paul Smith. I am a retired educator from Connecticut. I spent 40 years in education. Uh 16 as superintendent. So to come to a board meeting, it's like coming home again. You know, uh superintendents and boards, it's a it's an important combination in in Connecticut. So I'm very excited uh to share this news with the Summers Board of Education. So um you'll forgive me if I refer to the to the screen here. I know some of you gonna have to look over your shoulder or move to the other side of the table. But as Dr. Galloway said, uh, Summers has been accepted to not only Connecticut's first cohort, but the
019first cohort in all of New England for district accreditation. It is a special project between NEAS, the New England Association of Schools and Colleges, and the Connecticut Association of Public School Superintendent. So both organizations are very excited uh to be part of this. I'm representing NIASK. Uh Kathy Greeter, who's a retired superintendent from Farmington, is representing CAPS. So we're both working with the districts along with the full NEAS staff and the full CAPS uh staff. So I just wanted to share just very briefly with you. And I know as a former superintendent I used to invite guests in and say give me your best eight to nine minutes because we don't want a 45 minute presentation. So I will move this through very quickly for you. You are welcome to interrupt with any questions that
020you have. But just for those of you that are relatively new to the board, if you've been on the board for longer than 10 years, uh you may remember the last time Summers High School was accredited. But the accreditation bureau is is called NAS. It's the New England Association of Schools and and Colleges. It's actually the oldest accreditation bureau in um the United States. And in addition to public schools, uh NEAS accredits private institutions and they are also accrediting a large number of instit uh international schools at this point. I always assume it's because the international schools like to have that New England association with Harvard Mit and you know they're trying to get students abroad to have New England be the uh New England Association of Schools and Colleges to be that accrediting bureau
021carries a little bit of of weight for them. But this is particularly information on the Commission on Public Schools. So the commission for public schools is actually best known for being the agency that does high school accreditation and the original high school accreditation process. NES used to come once every 10 years and it was definitely a process of compliance. you had to meet certain standards and what they did was they changed the accreditation process about 10 years ago and have been refining it ever since. So the new process is much more focused on continuous improvement instead of standards of compliance. These are standards that promote school growth and process giving school districts the freedom to really choose the areas that they want to grow in. Dr. Galli mentioned strategic planning. So your strategic planning and
022your accreditation really can be linked into into one with a focus on district progress. If you've got a superintendent like Dr. Galloway and you've got a team of administrators who really believe in high school, middle school, and elementary school should all be doing the same thing, then it kind of makes sense that you focus on district accreditation. So, New England Association and CAPS are working together to promote high school accreditation, moving to a sense of the full district being accredited. Right now in the New England states, there are about six school districts that are accredited. This cohort in Connecticut is going to be eight rich Connecticut schools uh working on this. So we now we have the Connecticut accreditation cohort. Like I said, CAPS and and NASCA working together uh to develop this this this
023process. Uh CAPS is paying the support of all the training that's required. CAPS is providing professional development. Uh they are really interested in in seeing this through. So SERS High School, we are very excited to SERS public school. Uh we're very excited to welcome you to this uh district accreditation cohort. It's, like I said, the first cohort in all of the New England states and there's eight participating school districts. So, the new process focuses, like I said, on growth. It is not a process of compliance. High school accreditation used to be 16 people would descend on your school district for four days and you'd pull out the big show on Sunday night and provide dinner and then they'd hang around for three more days and they just looked at everything from a compliancy point of
024view and now the whole process has changed and I'll go into the process a little bit more but it is definitely away from accountability and focus on growth. growth. NIAS decided instead of being an agency of compliance, they wanted to be partners in school improvement. And the key piece in accreditation is that ultimately the schools in order to be reacredited, they choose their own priority areas that the accreditation team comes in and looks for growth in the priority areas that your school district chooses. So, I'm not going to go through this. I'm going to go through this very quickly. I don't want to spend a lot of time with this. Your team will be an expert on what the new standards for accreditation are. There used to be seven standards. NAS dropped them down to
025five standards. Obviously, the large one right in the middle, student learning, that is the most important of the five. Very quickly, learning culture, the first standard. It focuses on a safe environment for students and adults from from an emotional and social point of view. It's also where what's called the vision of the learner or the profile of the graduate or the vision of the graduate that is part of standard number one. Standard number two focuses on your curriculum and it also focuses on the instructional practices in the classroom. Standard number three focuses on your school improvement plan, your strategic planning. Is it is it rich? Is it full? Are you making progress there? Standard number four focuses on the learning support that you have for students, regular ed students and special education students. And standard
026number five focuses on your your facility in terms of does it give your students what it needs for them to have a great education. It also focuses on the safety of students. So, it's still a 10-year cycle, but instead of NISK only showing up once every 10 years, now they are very involved throughout the 10-year process. This actually works out very well because Subur High School is just starting the process now for accreditation. So, it really makes sense. You're at a very good point in in in this whole procedure to say, well, let's do the whole district. So the first step is a self-reflection. Dr. Galloway and the principles have chosen what's called a steering committee that will work on your self-reflection. It used to be a monstrosity of a report that was due to
027NEAS. It has been dropped down to a much more reasonable review of the standards and how you align with the standards. Not saying, "Oh my goodness, we have to be compliant with these standards." But how well do we align with these standards? You don't have to align with every standard, but the goal is to, you know, be looking at some of those standards and say, "Wow, we really are meeting this standard." Oh, yeah. We're kind of making progress with this standard. But in addition to the self-reflection, that first piece there, part of that self-reflection is choosing three, four, or five what are called priority areas. And with your steering committee, your principles, the central office staff, and ultimately the board, you're going to want to choose three, four, five priority areas that you work over
028the next couple of years because that's the crux of the visiting committee. When they come, they're looking at your growth on the priority areas that you have chosen. The priority areas typically are linked to the standards, but it's not a matter of them coming in and saying, "Okay, we expect all of those 52 principles in each of the standards to be perfectly ready to go." What they are looking for is growth in your chosen priority areas. So instead of coming once every 10 years, now they send a small team, probably eight to 10 people. So this is next fall. The following fall, you'll have what's called the collaborative conference. They'll spend a couple of days visiting all of the schools and they'll look at your priority areas and say, "Those are great priority areas for
029you. I have no doubt that you'll choose and this team will approve your priority areas. You continue to work on them and then the actual accreditation visit will be in the fall of 2029. After that, there's progress updates due and then you start the the cycle again. But it's it's deep meetings with NIASK. Two teams come out. It's not that we'll see you again in 10 years. Good luck and make sure you're compliant with all these standards. The process really has changed. You'll have support from all of your all of the NAS staff, uh, CAPS and NAS cohort partners. I'll be I'm available to help your staff. Kathy greeters available to help the staff. Uh there's in-person PD which is paid for by CAPS the NEAS website and conferences. There's there's great opportunities through ask
030especially for the districts that are going through the district accreditation. Your steering committee they're going to be a little busy next year. There's 10 to 12 people chosen by your principles and Dr. Galloway. They are going to organize the self-reflection. That is their big process for next year. You've got a full year to put that together. And then we see the benefits are K12 cohesiveness, pre-K through 12 cohesiveness, strategic planning, curriculum alignment. A lot of times when high schools are going through accreditation, they go off into left field and the elementary middle schools are doing their thing. But when you talk about district accreditation, now everybody is on the exact same same page. that strategic planning process that you begin focusing on the priority areas. It's not something that is disjointed from accreditation. It really
031becomes the the heart and soul of all that you do. So that's all I have. I'm happy to answer any questions. >> So if I it's four years before we would be have accreditation my understanding. So you will begin in 2026. >> Yeah. >> The following year is the collaborative conference. Then you have time to work on it. You'll be fully accredited in 2029. But I would not hesitate to start using the word district accreditation that you are part of the district accreditation cohort. >> Okay. >> So to caveat off of you. >> Yeah. >> So because I had the same question. So is it that's for the high school accreditation? >> This is for the full district. >> Or for the full district. So can okay can I have no expectation that this will
032happen but can we fail? >> So NISK is not into failing anymore. Okay. >> All right. I want I want to make that clear that you will have full support. You used to used to have you used to hear of schools losing accreditation or on warning status that is not part of okay >> they want to be your partner. You cannot fail because you are going to pick your priority areas and you are going to obviously work on those priority areas. As a board, you hold your superintendent and staff responsible for the strategic plan and you're doing the same thing that NEAS is going to come and do >> because my next question was going to be is it all or nothing? Like could the middle school and high school pass but the elementary school?
033>> No, you will only be looked at as a district. So the high school now just becomes part of the district. There's not separate reports. There's not even separate priority areas for each of the schools. It's three priority areas for the district. NIASK will look at you as a district. Is it possible in your self-reflection report that you highlight that this school is really achieving here and the other schools need to work? That's great. But that's part of your self-reflection. NAS appreciates when you look at yourself and say, "Hey, we can do better here, but you should see what our high school is doing." So that it's not one or nothing. It one or none. It is all three as a team. >> I got another question. So this is different than it was 10
034years ago. >> The process had changed since you got accredited last. >> What happens if in three years they change it again? >> I can't imagine them changing the the process. Sometimes there's refinements and every now and then they they tweak the standards. Uh but I think they're they're really celebrating the fact that a lot of districts are now interested in that district accreditation and it seems to be this new model and I should say new model because they really changed it in about 2018 and they've tweaked the standards a couple of times. It has just been met with much more positive reviews than the old compliance model. So clarifying question. >> Yeah. >> The last time we were accredited, it was basically just for involving the high school. >> Correct. >> And now it's
035involving the entire district. >> That is correct. >> Okay. >> And we were actually due to do the high school. >> You are due even if you said, "Okay, put the brakes on this." The high school is going to go through this anyway. Their their 10year cycle is they're already I think they've already >> already started the self-reflection. So, what they'll do is the work that they've done will just get folded into your elementary and middle school and you'll go through this as a district. >> Can you tell us what the other seven school districts are? >> Absolutely. I I should have put that on here. It uh includes uh Waterberry, New London, Colchester, Leard, Seymour, >> Vernon. Thank you. So, say we're accredited, what what exactly >> leave out one or two? >> What
036exactly is the benefit outside of the obvious? We have standards across the district. >> Sure. >> Shout out to Dr. Galloway. I feel like you're already rolling out standards for all three schools. So, we're we're doing that already. I mean >> what what what happens you what's the big difference between a school district that's not accredited to accredited what what kind of benefits could we see out of that as a school district and a community. So the the purpose of accreditation used to be if you were not accredited the colleges of would look down and say okay you are sending students to us from a nonacredited high school that's kind of drifted away but it's kind of a check and balance system to align with a set of standards. The standards when you when you
037read the standards and we'll we'll we'll give Dr. Galloway a set that that he'll share with you. These are rich standards that speak to great educational practices. They're probably as you read them, you're going to say, "Well, wow, we do this really well." Or, "Yeah, we're we're making progress there." These are not separate standards that you would say, you know, and I like what we're doing. We don't really need to do this. When you read these, I think you will see an overlap in the type of work that that you are doing. But to the purpose of accreditation, it keeps everybody accountable when you know that a team from around Connecticut and New England made up of educators, superintendents, principles are going to come to your school and say, "Hey, yeah, you're doing the right
038thing here. It's going well." And then another team comes two years later and says, "Wow, you are really on the money." We hope that some of your steering committee members and your principles and staff will go out on accreditation visits now and learn from the other districts as well. So it's it's a great professional growth process. >> Another clarifying question. So >> we're you're talking about so we're this is a partnership between NAS and CAPS. >> Yes, it is. >> Okay. So there are seven districts right now included in that >> in addition to summers. Yes. in addition to summers. So other districts are only doing the ask >> are only doing the high schools >> are only doing the high school. >> That is correct. >> Okay, that's right. >> Now CAPS and the
039are hoping that there will be three cohorts in Connecticut. There there is one district in Connecticut that is working on their own to do this. They started it two years ago. Uh but NAS and CAPS are hoping that after this year two more cohorts will will join the process. >> Okay. Thank you. So, another comment. So, years ago, it at least the rumor was that if you got a partial accreditation, and I think at one point Summer's high school got a five-year accreditation instead of the full 10, and it was well, but if you got the full 10 years, it would help the students get into college. So, I'm wondering, you've done this in Massachusetts already. Uh, right now there's only one district in Massachusetts that has district accreditation. >> Okay. >> So, this is
040the only cohort in all of New England. >> Oh, all right. So, is some of that thinking that might be one of the benefits when colleges that this is the whole district is accredited or is this that you might get more people applying for jobs because the whole district is accredited that this puts us in a better better position? I think a little bit of yes to everything. I don't want to that that sense of the colleges saying >> you come from a district accreditation or high school accreditation is not going to make any difference. >> Okay. >> Um so I would not let that concern you. I think the process with district accreditation the advantage is all of your schools are working on the same plan. when you develop a strategic plan before this,
041all of your schools were working on the strategic plan. So, it kind of makes sense to say it's okay, instead of the high school doing this and the elementary and middle school doing this, let's bring everybody together. So, it improves everything about your school district, which ultimately helps students when they're applying to colleges or going off to careers, right, >> etc. >> So, how does this impact the budget? Is it a like our overall >> you would be preparing for high school accreditation anyway. All of the professional development is is free. Ultimately when you are accredited there is a small the high school is the anchor fee but then there's a small fee each year for the other buildings but that's being covered in the meantime >> by how? >> By caps. Oh, >> so
042CAPS is paying for the training for your staff. There's on June 5th they're CAPS and NAS are going to be training your steering committee. There's another date on October 7th. Kathy and I are available to come out. The the staff from NAS is available to work with your team. That's at no charge to the district. So, we're overselling it if we say that the students have a better shot at getting accepted to college because they're coming from an accredited. What about employment? Like, does that help? Like, would a teacher that's seeking employment here in the district be more inclined to seek employment in a accredited? I'm in sales and I'm trying to sell this. I'm trying to figure out how do we sell it and are we overselling it if we become an accredited district
043because I understand the value within the district and the benefit to the students. Sure. >> But then as a board and as a community, where's the return on investment of time and obviously there's some funds associated with this as well. >> Sure. So I I I firmly believe that the return on investment in this process is that is going to make your strategic planning process more cohesive. Ultimately it's you know when you focus on instruction K through 12 when you focus on skills the vision of the graduate K through 12 things change in your in your district. Change for the better is only going to hit students right right away. So this is a a growth process and rather than just the high school benefiting from people coming in and looking at programs and saying
044okay this is where you need work now so people are coming in and they're looking at your whole district. So you're treating the district as a whole unit and you know I mean what other what other school district in Connecticut has you know one campus for the for the entire district? already got a cohesiveness just out of physical proximity and now you can take that and and make it a a a whole package. >> Sure. Thank you. >> So you're right. There's you know when we when I I would not hesitate to wear district accreditation though as a badge of honor saying that look we are going as a district we are going to promote practices K through 12 that every student will benefit from ultimately. >> Appreciate that. If I can just add to
045that, um I see the benefit. We would have had to engage in strategic planning anyway. It was it was time. So that was a must do that we had to tackle. But I also see this process as just fortifying a culture of continuous improvement where we are always examining uh practice where we are measuring our efforts and making course corrections if necessary. It's just part of our DNA. And for a teacher who's looking for a place to work, I don't think I'm going out on a limb to say we would be a very appealing district to work in because it shows that there's curriculum alignment, there's supportive board and community and through this process, it's it's a strong district. So, you know, part of my phrasing has been how to move a good school district
046to an exceptional school district. And to me, this process kind of undergurts that that way forward. >> Sure. >> So, and and I've always talked about alignment, continuous improvement, collective efficacy. So, I I I see this as a as a good fit. and um you know to actually pay a facilitator a lot of districts pay facilitators to take walk them through the strategic planning process >> is very expensive. So >> we've done that >> right >> and it was very expensive. >> Yeah. >> So one last question how in your process because this is a long process. How is how is continuity taken into account? Because over the next 10 years, the odds of all of us still sitting in this room is probably zero. And >> well, Ann will be here. >> Yeah. Well,
047besides me, >> we discussed it. It's kind of um >> it's a long story. I don't know who I am, but >> and then um >> although I'm hopeful that this isn't the case, the odds of all the administrators still being here in 10 years I find highly unlikely. So how do we when once we start this process make sure we finish this process? >> Sure. So >> the high school comes off a cycle. It's now the district gets on this cycle. So, NASC is going to continue to remind you that, okay, um, you know, you're accredited in 2029. Um, but there's a progress update that's required a couple years later and then another cycle begins and they'll remind you that, you know, this here are the standards and, you know, the self-reflection process begins.
048But by that time, I think you'll see a lot more districts focused on uh districtwide accreditation. um your high school principal. NIASK is always around offering growth opportunities, professional development. It's not like she has pulled out the manual now and it's time to review the standards. They are all you are always living the standards as a school district. Now, your whole district will will live the standards. And I urge you to to give them a a look because when you read the standards, you're not going to say, "I don't know if I like that." You're going to say, "Wow, this if we were could do half of these at a at a high level, we would be in very good shape." They are ambitious educational standards in the areas of student support, instructional practices, curriculum
049expectations. They are like the gold standard. In fact, you I I kind of began by saying, you know, the standards used to be standards of compliance. You had to meet the standards and the ones you didn't, your five-year report, your follow-up report, you had to make sure by the time you were getting ready for the next accreditation that you had met the standards that they felt that you had not completely mastered. And that has changed. They've chosen standards that are like the gold standard. And the goal now is to align yourself with as many as as you can. So your strategic planning this this board, you are still going to have a say in your priorities for strategic planning. And I think that's the best part of this accreditation process in that it is still
050in your hands. It's in the superintendent's hands. It's in the principal hands. It's in teachers hands. And that doesn't change even when the players around the table change. >> Okay. So once we get this accreditation, >> yes, >> would you consider failing other districts so we look better? >> I do actually have one less serious question. >> You don't get what you were asked for. >> That is true. >> I think people will be envious though. >> Yeah. I think, you know, as the first cohort in New England, I think you are taking a a a brave new step in a direction that other districts really should be going anywhere in this direction. This is not something that's so outlandish. It is just a logical step in districts that already consider themselves a prek through
05112 institution and look at themselves as a whole. >> Yeah. So, I'm I mean I love this idea. I mean I like that's my knee-jerk reaction is I think this is a really comprehensive and common sensical approach to um bringing the district in alignment with moving our kids forward and all of that. So to Sam's point um earlier and I don't know if this is a question for you or Sam but um when I'm looking at teachers today right and you know we're all here for kids right but the teachers really sincerely matter to me and the staff that's actually directly on the front lines working with them um you know public educators are we're in a taxing culture today you know when it comes to resources and all of that >> it sounds like
052this would actually be more supportive, increasing resources and increasing the culture especially to the was it the first standard the learning culture is that the yeah increasing um the the the learning culture there where now to your point Sam it's making it more attractive for teachers to want to work here because of that level of support and resources. Is that am I correct in that understanding or >> yes because when you when learning culture it is not just a safe productive environment for students it's also for the adults in the building a lot of these speak to the professional development practices for staff the social emotional wellness of your staff in addition to students. Yeah, because I just feel like if they're, you know, it's kind of like I'm going to bring it back to
053home. You know, if mom's happy, the whole family's happy. You know, if the teachers feeling supported and we have the right resources to educate our kids, then, you know, it it does it's a game changer in the classroom for kids. So, but that's that was my question was understanding that that's supposed to increase that not be more taxing >> on educators. I think that they're gonna have more responsibility on top of what they already have instead of I don't am I making sense? when you when you write your strategic plan. >> Yeah, >> there may be teachers that disassociate it from NAS completely but you will know and ultimately they will know that wait these are aligned with the standards of of NAS when you look at the instructional practices in classrooms and they are
054found in standard two it speaks to great education whether you're in first grade or high school. that talks about critical thinking, higher order thinking, problem solving, uh, students leading their own learning, and how does that look in first grade, and how does that look in in in high school? >> Yeah, I guess I'm just again, I'm I'm I love the idea. I'm I'm loving that we're taking this on. It's more I just don't want it to be another thing, you know, that other initiative or that, you know. Um, so anyways, I digress, >> you know, and it used to be seen like that because when I was superintendent, I wanted my district to have a strategic plan and the high school's getting ready for accreditation, but I used to say to them, hey, don't forget
055I still expect you to meet the the goals of the the strategic plan. The high school's like, we got to get ready for NAS, you know, we're trying to do all this work. And it kind of like separated, you know, took the high school offline for a number of years. And now your strategic plan, what will be your priority areas? They are all going to be linked into a nice throughline of of planning for the for the district as well. >> Thank you so much. This is >> I'll make a quick I know you want to say something, Dr. Let me just say let me just say let let me just say say this as we're talking about it. I see this as creating durability around success because you are putting a culture in place
056that's almost impregnable, right? Because teachers are going to work on it, coaches are going to work on it, the board members are going to work on it. So people can kind of come and go, but there's old saying like, I don't know where you come from, but this is how it's done here. And this process kind of solidifies that that thinking. And also, you know, uh, part of my push a few years ago, I mean, I can sit here and tell you that SCES, MBA, and SHS that they're all great, but when an external party comes in that I don't know and and we don't know and they come in and evaluate your practices and what you're doing, then they say according to the standards, you're performing at a high level. Now, we've seen that
057in two schools, according to Cass, with with climate, with culture, etc. Jamie at the high school you are third right in that school of the year running and you're also a school of distinction so my goal for you is to get both right right school of the year and maintain the school of distinction right so no pressure no pressure pressure but anyway you wanted you wanted to say something >> I just wanted to like kind of summarize something for you because you're saying like this whole concept of sales right now if you look at our buildings from accountability index we're looking at 60s, we're looking at 80s, and we're looking at 70 percentiles, right? The way that you get all of those to be on one one common number, hopefully in the upper 80s or
058low 90s. Um, what you're doing is you're building a process to review and revise and get all of your buildings on the same path in terms of practice and systems thinking. And when you're following those standards and you're building that into your practice and every is speaking the same language, it just starts to happen. So that is really the real benefit of it is that that systemic approach, systemic language and that thinking that carries everybody together. >> I appreciate that. >> Yeah, I that's what I wanted to hear. Thank you. >> Yeah, I when I say sales, it's like a differentiator. Like what do we do? Is there a differentiation for our district, right? And can we prop that up and throw it on a sign? Plaque and >> Facebook, social med. And it >>
059honestly the silver bullet in education in my opinion is common language and expectation. >> Yes. >> And so the second that you share that common language and everybody knows what everything means and that expectation is set now you just know what you're reaching for. Right. >> Right. And these standards allow for that to happen. in a positive way. And it also shows the whole staff in the district that we're not just making this up. We didn't pull this out of nowhere. These are best practices that are that are being pulled from the best researchers and the best, you know, committees from around the world. >> Awesome. >> It creates a sense of clarity of mission, >> right, districtwide. And I would put money on the next time you open up applications. A whole lot of
060soups are going to submit. >> I too had a little PTSD when I saw the invitation to apply because I was was under the old system. >> Yeah. when a team descended on your high school, looked at every nook and cranny, >> right? >> You could not fail. So, I had to sleep on it for a couple of days >> um before we submitted. But, thank you, Paul. >> Thank you very much. >> Thank you. >> Happy to come back in a year or two and get an update, give you an update along the way. >> Well, thank you for coming. >> Thanks. Thank you. >> All right. Our monthly budget report. Stephanie. >> All right. So, you have April's financials in your packets today. Um the the uh not much has changed with the
061exception. I just want to draw your attention to the under the maintenance section, the general and department maintenance is negative 110. That is because at the board of finance, we started saying that we were going to take on with some of the additional money that we had um available to us. We were going to take on some of those projects to reduce what our um oblig or what the town's obligation to us was for next year. So the library project is in there. It's also in the under equipment there's a negative 34,000. Um that's just more of the equipment and furniture that the library is going into the library. So, um, just wanted to let you know those are the projects that we're working on. That that's the biggest change from, um, March to April.
062Um, and then in May and the May's report, you'll see a little bit more of that. And, um, hopefully the last deposit of excess cost will will be reflected in this. We just haven't gotten it yet as of this morning. Um, so that's the biggest change on the monthly report. Um, there'll be some cleanup later tonight. We have you will all vote on the transfers. So that will start cleaning up some of these lines. Um the lines that I don't anticipate touching very much before the end of the school year. Um and we'll leave some of these bigger ones until the August transfer or end of year transfers. >> Any questions? >> Okay. >> Might as well just stay there. >> I was just going to stay here. >> Okay. Opportunity to add or delete
063agenda items. Nothing. We Okay. So we will need a motion to approve the consent agenda. Kim second. Any discussion on the consent agenda? Just one question on um DBS code 6141.32 curriculum computer usage. Uh was there any discussion on that policy? It's underline. Scroll down here. around gameplay computers. Um, and so it says line 11. >> Do you know what page in the packet? >> Yeah, it's >> it's right I got it right here. It's number 11 game playing that is >> yeah was there any discussion on that or is that just simply is that just an old part of the policy? It says game playing is that is not part of any academic coursework is considered to be a misuse of computer privileges and subject to disciplinary actions outlined in paragraph 4. I was
064just kind of curious because there's so many um resources out there that are almost gamified but are still kind of academic. Um, and so I wasn't sure if the policy committee had talked about that or if it was I don't recall that discussion >> and it may not be a problem in the schools right now, but >> yeah, I would say I don't think it's a problem, but I think anything that's like that would be under the supervision of of a teacher. >> Yeah. >> Um, and administration as well. >> Okay. Because it calls out that's not a part of the coursework. So essentially assuming that you're just knocking out an hour and a half of Oregon Trail and not >> right school. >> Yeah. My only concern with that is like if it was
065an assigned resource, but some student found it to be like it's helpful for them. They're they are actually learning for it, but it wasn't assigned as part of the academic coursework, but there's still some learning happening. Like that could be appropriate, but by this policy might be considered inappropriate. Just a question for us. >> Thank you. Anything else? Okay. So, all those in favor approval of the consent agenda and that is unanimous. There is no old business. So, new business um Stephanie come up for the uh >> Q3 budget transfers. >> So, in your packets, you had a transfer request. Uh the majority of this is either salaries and just cleaning up some of those salary lines that I don't anticipate being touched for the rest of the year um to any uh significant amount.
066And um the second half that was big was the tuition. The special ed tuition was freed up a little bit. So I helped that helped offset some of the overages in the regular tuition, general ed tuition, which is your magnet schools, your VOAGs and adult ed. and the climate and culture survey service that we have moved to Panorama. So there's any questions about that I'm happy to answer that >> any questions for Steph. >> Okay. So we need a motion to approve the Q3 budget transfers. So all those in I'm sorry want let's make oh JT motion second Shane all those in favor that is unanimous as well. Thank you Stephanie >> and those will be reflected in the May report next month. >> Thank you. >> Okay committee reports curriculum >> no update at
067this time. Okay. Policy. >> Uh, we just met tonight and we'll have a couple of revisions for next meeting and our next meeting will be Do you want the first one in June? >> All right. So, we'll meet on June the fourth Monday in June at six o'clock. Okay. Planning and finance. >> Um we met last week on the budget transfers and we have um nothing planned right now. It'll depend on where the 18th goes. >> All right. Salary negotiations. Um we will meet the 20th with the maintenance group to hopefully finish that up and get those contracts done. And then on the 27th, we have a meeting with the nurses association. So, >> that's this month, right? >> Yep. >> When's the maintenance? >> The 20th. >> Okay. >> I I know it's on
068my calendar. >> I was going to say I think I >> Yes, you did. I just >> um building committee, there is no real new news. I wasn't at the meeting, but I did get an update. We are still waiting for a legal opinion. >> Um so, in the meantime, CES doesn't have an architect. So, we need to find an architect for the project and u but we are moving forward with the the boilers, the heaters in the basement in the elementary school. So, at least we'll be getting something done in the meantime. >> Wow. >> And the next meeting for that is uh Tuesday the 19th. >> So, starting this summer is not realistic >> for the HBAC. It doesn't seem that way. >> Nope. Uh, okay. CIP, >> no report. >> Correct. >>
069No report. >> Okay. SCF. SCF. So, they had a very successful fundraiser this spring eclipsing oh, just over 20,000 raised, which was really impressive given the fact that there was only really 100 tickets available. So, not the same attendance that you would see, but it still yielded a great turnout. Uh, they have about a little over 1 It's like almost 1.4 million in endowment to and they started putting that in perspective in the grant review meeting. They started talking about other education foundations and other districts and it doesn't even come close. I mean it's a fraction and and most of them are less than half of what we have in endowment. So kudos to SEF for sticking with their rules when reviewing those grants because it can get very easy to just raise money, spend
070the money, raise money, spend money. They did a great job of making sure they retain the funds, only spent a certain amount which allowed that to accumulate over time. And now our district is benefiting. There was grant reviews of upwards of 49,000 request or grants requested of about 49,000 uh last Thursday. Uh All of those grants were approved, including one very cool one, which is virtual headsets. We have five VR headsets that we got to try. Apparently, it's going to be implemented as part of the STEM program and helping students have a more cooler look and feel and unique insight into certain parts of their curriculum where they could either follow a rover on the moon or be somewhere virtually. Um, I had mixed emotions about that one just because, you know, I don't want
071to have the entire school classroom with headsets. They're we're only getting a handful. They'll probably use it a couple times a year. It's just a really neat thing to have in the district and I think there could be a lot of benefit to that just given the fact that it could be very prevalent in their future. So, overall very successful year. I think we justcliped what 85 84 85,000 worth of grants awarded this year. So, Great. And it was a nice event, too. >> Yeah, >> they did a good job. So, and the place is nice. >> First time I've been in there. Uh, okay. Advanced calendar. We have a busy busy uh month or so coming up. So, get your pens out and make some notes. Uh, tomorrow night we have the PTO meeting.
072That's at 5:30 at the elementary school. Yours truly will be there making a presentation. So, if you'd like to come by and uh check that out, feel free to stop in. >> Uh that will be 5:30 to 5:33. Um okay. And then Wednesday night, uh yeah, Wednesday night, we have a celebration of the arts at the high school. Uh drama awards, a cabaret dinner, art show. Sounds like a nice night there. Uh the 14th we have the SCES band and chorus concert. That's going to be at the high school auditorium at six o'clock. Next Tuesday is a big one. It is an all day event. That is the budget referendum. So um let's make sure we have some good attendance for that because that is going to go down to the wire. >> 14 hours
073>> available and you only need to be there for like three minutes. So, um, okay. On the 23rd, we have the Memorial Day celebration. That will be 10:00 a.m. at the high school. Uh, the 2nd of June, we have the spring capstone. That is also at the high school. That's 7:30 to 2. Um, I don't know if they're still looking for volunteers for >> I believe Tenley has put out all of the invitations. I think they're okay. >> Okay. >> Um, I can email you. Yep. Yep. It's a It's a fun day. Those kids work hard on that stuff and they got a lot of courage standing up there. I don't know that I could do that at at that age, but they do a good job. Uh the 10th we have graduation day on
074the turf. Um sure everyone's excited for that. That's at 6 pm. On the 16th, we have 8th grade promotion. That's also on the high school turf at 9:00 a.m. Uh, and then the 17th we have the last day of school and the fifth grade promotion on the turf. So, a busy, exciting, happy month. So, a lot to look forward to here in the district. So, all right, audience to citizen staff students. Okay, so we'll need a motion to adjurnn. Make a motion to adjurnn. >> Shane second JT. All right. Journ the meeting at 806. >> Oh, I'm sorry. I got so excited. All those in favor. >> All right. That is unanimous.