001in order and we have our sensory cognizant playing going on here so everybody can be calm and relaxed and let the attendant show that the committee members are all here except Mr. Ukalito. Uh, and other than that, Mercy, >> he's on the phone. >> Mr. Ukuo is on the phone. >> Okay, I'm going to have to ask and I'm sorry about this. I forgot my hearing things today. So, please use teacher voices if you have them so I can hear what you're saying. I think it helps Bill too, just judging from the times that Bill has wanted things repeated, too. But anyway, >> that would be helpful. Yes. Uh like a motion to approve the agenda. >> So moved. >> Second. >> All those in favor? >> We have our agenda. Like a motion to
002approve the minutes. >> Move second. >> However that >> Yeah. >> Uh discussion. I didn't find anything in there worth talking about. >> Okay. Uh all those in favor please say I. I. >> We have our minutes. Public participation. No. Yet again no public participation. We are unwelcomed or we're not doing anything controversial. We should do something controversial. Discussion of next steps. Fast academy credit for work experience. Please start. Would you like us to just review from the beginning what we talked about last time that we were proposing a work? >> Not everybody has heard of that. So yes. >> All right. Okay. Okay. So perfect. So um Dr. Torres has done a really nice job and she can share with you of calling around to different alternative programs and schools around the state to
003get input um on the possibility of us offering a work for credit experience at our alternative program and she can give you the details. >> Okay. Um, so like Sue said, you know, reached out to a lot of different alternative uh, high schools across the state. Um, and it seems to be, you know, a program that is enacted in all of those alternative schools. Um, 200 hours is what is the requirement um, in all those schools in order to earn credit. Um, so we really modeled and we brought like a sample of what that would look like for in order to get approval for from the school, you know, to be a part of that work experience program. Um, the 200 hour requirement for it and also a rating um to be evaluated by a
004supervisor of that job site. That way we're looking at attendance, uh the participants willing willingness to learn, um follow directions, take initiative in the workplace, um accepting criticism, um all those kind of pieces that you would look for for workforce skills. Um and being able to get that signed off on and approved by the school. Um, one of the other components that we had talked about and Amanda, please jump in and fill in the blanks is helping at Fast Academy to coach the students about resume building and just some of the the job skills that are going to help them to be successful uh employees, right? And even like interview skills, things like that. like some of our students really want to go out into the work field and get a job. Um, and we
005want to really be able to help them and support them to do that. And you know, we want to be able to also offer credit for those students that are able to meet the requirements of the program. Um, you know, we do have a lot of students in our program, too, that we're trying to kind of close some gaps for them, um, and get them, you know, to a really good space and to kind of build those ties between the school, um, and that like engagement in the community. So, we want to be able to provide this experience for our students. >> And this is paid experience. >> This would be paid experience. >> Paid experience. How many hours a day would a kid probably work? >> So on here it says 200 hours for
006a semester. So when you really look at that, I think it would depend on whether it was, you know, maybe 4 hours after school on a weekday. Saturday or Sunday might be a little bit longer of a day. Um >> that's a lot of hours for a semester. not an unreasonable amount if you're working, but I'm just wondering if they if they can fit that in. >> That seems to schools do things a little bit different. Like um when I talked to, you know, Bristol Prep, this is a similar form to what they use over in Bristol for their alternative school. When I talked to like Karen Smith Academy in Southernington, um they didn't put that semester piece on there. That way the student had more flexibility. They also offered one credit versus this sample
007form is offering a half a credit for the 200 hours. So there is a little bit of flexibility there in terms of what we could offer. We went a little bit more stern. This was just our draft certainly open for discussion. >> Yeah. >> Now would we have to run this through policy as well? >> It the way that it was explained to me by Mr. Wilson is that it was really justformational to the board and that we do have the right to do this and it would not have to go through policy. >> That the administration has the right to do this. >> Correct. And I think we got legal support on that. Yes. >> Fast 8:30 to 1:30. you you um you you mentioned that that that there would that there that the
008part part of this program would would be uh resume building and interview skills. I'm I'm wondering if if if if there if there will be opportunities for the for the students to part um to um to participate in in in in mock interviews and and and and get and get feedback from the from the person who who uh conducted the interview. Yeah, we would absolutely love to do that because I think that's a really important skill for our students to have and that's a really scary part. I know even when my oldest son went, you know, to do his first interviews, you know, it's I think that's some really important skills for our students to have and feel prepared for to go out into the workforce. >> I'm sorry, I can give you >> Do
009we have employers lined up? So, I mean, currently, you know, we do have some partnerships within um the community right now. We've been building kind of like a job board for kids that's more informational. There's no credit attached to it. We don't currently have this program there, but we have a board for students for volunteer hours and different volunteer opportunities. And as we see job postings, we've been posting those up on the board. >> But some of our students currently have jobs, right? And the thought was that, you know, we are trying to build our program and partnerships with, you know, the manufacturing coalition and that sort of thing to really place our kids into employment situations where there's going to be some upward mobility and some growth opportunity. But we have kids who are
010working, you know, busing tables in restaurants and that sort of thing right now. um that would actually qualify for this type of thing because it's it's all the same type of skill, right? Attendance, punctuality, appearance, all the things that you know, person uh personal interactions and that sort of thing. >> Okay, Erin, you were asking a question. >> No, it's fine. I just wanted to offer some perspective. You had a concern, Mr. Gusto, about the time. So, for one semester, we're looking at a twoh hour a day, five days a week. Um, or 10 hours for a school week, which is in line with what many of the students who have jobs, actually a little less than what many of the students are already doing with the kids who have jobs. So, it seems to
011me to be in line with current practice. >> I love the program. I'm all for it. Um, I just have a question. Do we think we would maybe get some backlash? um from the students who do not attend Fast Academy who are work who are going to school a full day 720 to 220 and also holding down the job and not getting any credit. That's where I just have a little bit of a concern on top of like sports and two or three hours of homework a night and it's a lot. So legally we did we we went to the attorney to ask that very question and yes and because this so this is something that is allowable in alternative schools. I don't know if it's something that I I know it's not common practice
012in comprehensive high schools in your more traditional setting. Um, but if if the committee or the board was interested, we could certainly research that if it was something that you're thinking we would offer across the board. It's it's really kind of geared towards the alternative student, >> which is totally understandable. And and again, I think the program is is great and everything that you're trying to do is is wonderful. I just know that we have, you know, hundreds of students at the high school who are holding down a job, going to school full time, and also, you know, playing in sports and activities and >> visits. So, I just, you know, >> but those students are getting their credits through the academic programs that they're in at at a comprehensive high school, hours included. >>
013Correct. They they have more access to that type of thing. Um, you know, we have, and you know this, we have um kind of we've communicated that our alternative high school students can participate fully in our extracurricular activities. Unfortunately, right now, we don't we cannot provide transportation. It just doesn't line up. So, that's something that is a little bit of a drawback. It's a wrinkle. And Amanda can speak to this better than I, but and I hate to generalize, but the students who are at our alternative high school are more motivated by this than by playing a sport perhaps. >> Sure. Yeah, I know. I definitely understand that. >> Yeah. the the billboard that Alan >> uh the the job board that you're talking that you were talking about is that something that's something on
014um online or >> you said >> currently it's not online currently we have it right outside our school counselor's office. >> So what is like like on a blackboard or something >> on like a bulletin board? have all of those >> back to the 200 hours. >> That seems to be how many days in the semester? >> 90. >> So roughly like 90, >> Not counting weekends. That's 90 days. So 2.2 hours a day. >> I didn't realize it was. >> No, it's it's doable. The math works if the kid actually shows up and is scheduled for those hours. Not every business can schedule it. >> And that's the thing, you know, right? They couldn't get weekend hours and they can only get what about the person that can only do like 180. >> And
015we could be more flexible and not tie the like the semester language on there. That way, you know, if we have a kid transition into the program, you know, quarter two, you know, from the high school, you know, or it takes them a little bit longer. I mean, that there's flex. This is just a general sample of what we could use, but your suggestion is to go with this because it's you feel it's doing it. >> Well, I think we went with this 200 hours per semester because that's what's been modeled across the state in other alternative programs, but certainly we wouldn't have to have it per semester. It could just say 200 hours because we've already limited the number of credits that a student can earn through work experience. >> Yeah. If it works
016in other places, there's no reason to think it won't work here, >> right? And and you can try it for a semester, say, or whatever, a year, and if it's >> right and I do, you can always adjust it. >> We could adjust it. And I think also, you know, if students are coming back and saying, "Hey, my my employer can't give me enough hours per week for me to, you know, attain this." We can certainly make an adjustment. So, while I can see everybody's point here about this, on paper 200 hours looks like a lot, but when you break it down, it's 2.2 hours a day, which makes perfect sense to me because they're going to school 2 hours less than the kids at the high school or the middle school. So, I think
017that makes perfect sense to me. And I just wanted to point that out that while I see $200, I'm like, "Whoa, this isn't a lot." But when you break it down, it's really actually very fair considering ths is in school for two hours. >> So there any reason not to pass this on to the board as recommended by this committee or at least as having been reviewed by this committee? >> I move that. I move that we do so. >> We need a motion to do that. Um, >> you're not on. >> Can you unmute Gary? He's trying to ask questions. >> Sorry, Josh. I just saw the text now. He sent me four of them in a row. >> I think he's muted on his end. >> Can you hear me? >> Oh, there
018you go. >> We can hear now. >> Sorry. I guess I was I was muted. Yeah, I think you should pass it along. I was going to say to the 200 hours can be achieved. I' I've probably had 12 kids. >> Um, and but I think the school is going to have to make sure the kids that I have had that were expelled that have worked, we're going to continue supporting them with the help with the um possibility of going to college or going into a trade school or, you know, they're still going to need that help and not get lost, not assume that they're not going to go further on. Correct. I mean, this this is just the work experience because a couple of kids that I've had, they didn't receive the attention they
019probably should have received once they were expelled and in another program, but it went to another program. In this case, we're going to control from start to finish. Correct. meaning the same guidance, the same guidance help and the same maybe if they want to go to, you know, another school afterwards for electrician or or whatever the case may be, they'll help them with scholarships and things like that. Look for scholarships or no? >> Yes. >> Do we know? >> I think he thinks it's maybe for the expel. >> Yeah. Well, he's Yeah. >> Can you hear me or no? >> Gary, can you hear us? I can hear you, but I'm trying to scream. >> Yeah, we we heard you. >> You hear me or no? >> It's really hard to hear you. Um this
020>> I know. >> We can usually hear you loud and clear, but tonight, no. Um this this proposal is not for expelled students. I don't know if that's what you were saying. This is for the children attending the alternative program. And we are still looking to develop um you know job coaching skills with them and to try to place them in uh employment opportunities that you know offer certifications and apprentices and all of those things. But while that's all happening, we wanted to be as closely aligned as we could with other alternative schools that are meeting with success with this type of thing. Um, and because this is so highly motivating for the kids, it actually keeps them engaged in their academics because that's a part of this. >> No, I I like it. I
021can you hear me? >> Yes. >> Can you Yeah. No, I think it's great. I'm just saying hopefully we engage from start to finish. That's all. Till they're out until they're out of the school. Help every step of the way. I like it. >> He likes it. >> This connection sucks. >> Sorry, Gary. >> That's all I >> really hard to make out what you're saying. >> I know. Anyway, we have moved to send this on to the board. I mean, I'll take a vote on it if you want. All those in favor? >> I We're moving it on to the board. >> I I I >> She texted yes, too. So, >> I got you, Gary. >> Okay. Moving on. >> State testing results, follow-up questions, and discussion. Now, I asked people to get
022in any questions that they had, and I don't think any of them did. >> I didn't receive any, but I supplied in the packet. There's I put a lot more or we included a lot more information than what >> we had originally um shared just some of the growth data because, as you know, the state moved to a growth model several years ago. So, thought that might be of interest to the committee. I like the glossery part the idea that telling us what what exactly these mean for those who aren't into cognizante haven't had to deal with this all the time what is growth rate why are we happy about the growth rate >> yep so full disclosure and any member of my team please jump in at any point um because to be very
023honest with you. There are some times when I feel like I understand this very well and then other days I'm like I don't even know what this means. The psychometrics and the way that these things are tabulated and calculated are almost like um a foreign language truly. So there are two indicators. There is growth rate which is defined as the percentage of students who meet or exceed their personal growth targets. So essentially it's a binary measure. It's a yes or a no. It's essentially the count of students who hit their growth target. Those growth targets, it's important to know are set by not us by the state. Okay. They also use something called the percent of target achieved. So a target is set for each is set for each student and then they the measure
024is a score that shows what percentage of that target students have met. So if you're looking at I I gave you a chart that outlines all students as compared to the state of Connecticut and Torington, right? So all fourth graders for example across our district, what percentage of the a on average of their growth target did they achieve? I know that sounds clear as mud, but that's the that's the way it's defined and explained. And the good news is that if you look at our numbers, our growth numbers are very impressive. They're very, very impressive. We are growing in all categories. We are particularly at the early grades and we're growing across all domains. were growing in all our high needs areas. In fact, we are being recognized um by the state for that growth
025in high needs because in some cases we're outperforming the state in those areas in terms of growth. So the kids in Torington are demonstrating exponential growth. Mary and Gad and I were looking at it this afternoon. in some cases what 20 percentage points right Mary that >> leaps and bounds just they're starting to take off and >> we firmly believe that that is a direct result of the changes that we've made in our instructional delivery at the lowest grades to really teach those foundational skills that are necessary to start to be successful as as kids get older So, we have a long way to go. There's a huge difference between achievement and growth, but we're getting there, which I think is is something certainly to be happy about. >> We are moving in the right
026direction. We aren't where we want to be. No, >> but we probably never will be where we Nobody should ever be where they want to be. There should always be something more you can get. So, we're doing fine. My assessment. Uh, anyone else? Kristen? >> Um, yeah. I'm just These charts are amazing. Thank you. Um, they really show a lot of information, detailed. Um, very in depth. Um, I'm loving what I'm seeing. Um, I'm gonna contradict myself because I tend to always say I don't put a huge amount of stock into test scores as a parent because I just don't necessarily think that they truly measure a child's potential cuz some kids just don't do well with with testing. But what I'm seeing here is just a true testament to how amazing our teachers are
027and how well we have invested in programs and I mean this is this is amazing. I'm I'm really impressed and everybody should be proud. Every single member of Toronto Public School should be proud of this course. So thank you. >> Well, thank you. Um, nothing from that. >> I'm going to solicit. Now, the uh the agenda says I can solicit comments. Alan, I'd like to solicit any comment you might have. >> Okay, Mr. I I do have a question or two if I if I could. Um, the I have two questions. The the target achieved. So, the goals it says they're set not by us these targets. Are these targets for the students? Is it individualized or or just by grade or by how does they how do they give them a target? And if
028it's individualized, how do you handle giving somebody a target who rolled into the district 3 weeks before the test? Not you, but how does the state handle that? Because a lot of times our test scores have been skewed by we live in an area with a highly transient population, which will lead to my second question. But for now, how do how are these targets assessed? Do you do you have people who get a generic target because we don't know what their performance would be or I guess I'm just not understanding the target aspect of it. >> So I don't know the answer to that question. That's an excellent question. Do any of you? >> Yes. So um let's say in grade three they'll take SBA. So in grade three um there are four achievement levels
0291 2 3 and four which are actually split in half. So there are eight total bands 1 through eight. And then um based on what band you are, you get a growth target. So the state defines for each grade level eight bands and depending on what your previous year's SBA score is, what dictates your growth target. There's one for ELA and one for math. >> So one would assume then that if you were a if you were in band two that next year's growth target would be band two >> would have to be a little bit higher, right? But it wouldn't be incremental, right? You are now being targeted to be in band 2 3 4 5 6 7 right. You're not they're not actually giving them like the smarter vouch get a numerical score.
030Are they targeting by numerical score or they want you to be >> scale? Yep. The scale score where you are in that band will dictate what your growth target is going to be. >> Okay. >> Do any of you know the second part of his question which was what if I came from a >> a different well yeah a district that I don't know the answer to that question. Sounds like every kid in the state in that same situation with that same index or that same indicator would have the same growth target. >> But if I'm a student who hadn't taken the assessment, right? If I because not all states do anymore, right? So if I >> Okay. I don't think I was talking about kids. >> I was asking now that I know I
031knew anybody in Connecticut would but during co obviously we had a large influx. So some of our data I was just curious more so for the past we don't have the same influx of people coming in from a state that may not give the test but some of our historical data you see some of the peaks or the valleys in it and I wonder if it's attributed to people coming in from out of state and having no base. >> So they would need to test twice in state in order to get that growth value because the first time they test is setting what their growth target is for the following year. >> So are they excluded from these results then if they are new? No. >> Oh, for the growth. >> For the growth. Yes.
032>> And have to be for target achieve too because you wouldn't have a target, >> right? But we would still we would still get their achievement, you know, their right. Not the growth numbers, but their performance. Yes. >> Sure. Percentage. >> Two questions. >> The second question, sorry. The second question was a couple years ago, you guys did a great you pulled out a group of students who followed from grade to grade. I forget what the actual technical name is. >> Matched cohort. matched or has anybody even just looked at it out of curiosity because we do have that highly transient a small percentage of our students probably make their well a percentage go from third fourth to fifth sixth. It's just interesting to show what their growth looks like compared to the overall where
033you have somebody coming in who may not necessarily have had the same background, same teaching along the way. >> Yes, we look at that. individual teachers look at that for kids that they've had previously and along the way. I know what you're talking about. There's a match cohort which is as close as we can get on the state assessment. I think you're referencing a couple of years ago. We Yes. We looked at it. It took weeks because we had to manually pull out who we called Torington career students and then kids who hadn't been with us for the entire time along the way and we did it um for the SATs to see >> if I'm a kid who started in kindergarten and Torington and I'm an 11th grader and I just took the SATs,
034what does that cohort of students performance look like opposed as opposed to students who may have joined us any other year along the way. That that was a very big undertaking. But but >> I was just curious if knowing just knowing you and your love of looking at those things, I wasn't sure if you'd kind of looked at it without making an official report >> kind of looked at it and said, "Hey, this is, you know, good news or otherwise." >> I mean, teachers who are sitting here can can speak to this, right? I mean, look from year to year. and you go back and look at your students at their performance on these assessments over time, right? And adjust your instruction or your curriculum or whatever. And we did in the spring just look
035at the cohort data for SAT from 8th grade to 11th grade and showed growth in every area. It's really heading in the direction you want to head. Um, and some really big jumps um in certain grades. >> Excellent. Okay, Kristen's up again. >> I'm not up. Uh, it's Gary. He's going to give his um comment. I asked him if he had any questions. He said, "No, I concur with you and John. Give teachers the ability to teach and we will get results." >> Yeah. And I I agree with Kristen about teachers and how important they are. But we also should give a shout out to the admins. I had the chance to talk to Mr. decline last year about and I don't think I'd run into so much enthusiasm from from an administrator about anything
036that they and they're enthusiastic as a group. They were ready to go. It was a buzzsaw. He was very happy with what was going on with their test prep. So, they're on top of it. Admins are on top of it. Teachers are on top of it. It's it's working. It's working. Anyone else comments? >> Gary agrees with you in what you just said. Thank you, Gary. Miss you, Gary. You should be here in person. We miss you. >> I can't believe you. >> Anyway, anyone else? Once, twice. Thank you, Sue, for all the all the work you put into this, all the information you you present. Uh you gave us Was there anything you wanted to spotlight? I mean, you you you did spotlight some of it. I really was most excited about the growth.
037You know, the achievement numbers, and we talk about this, our our student achievement numbers are they're getting there. They're getting better. We're making progress every year, but they're still not where we want them to be. But when you look at growth and you look at up to 20 percentage points, you know, from one year to the next, it's very exciting. And you see as you disagregate the groups of students and in in the case of the kids in Torington where we look at our high need students who are kids with you know for whom English is not their first language who are perhaps receiving special education who are socially economically disadvantaged their growth numbers are on par with everybody else's. So, it's it's a testament as you said to the teachers who are working with
038these kids every single day. It's amazing. Um, the only other thing I would invite anybody to if you I know John, you mentioned uh encouraging people to noodle around on Edsite. It's really fascinating. It's really a rabbit hole that I I mean I could spend hours. There's so many different, you know, drop downs and you can go here, there, and everywhere. So, if anybody wants to take the time on a rainy day to do that and even if you wanted some support with that, we would invite you to come to central office and we could do a little tutorial. Um, we have a beautiful new conference room with a a big TV screen. We could help and because it's it's fascinating. It really is. And it is a rabbit hole because you go in there.
039Well, okay. But I wonder about and then and so you can spend a say good rainy day activity. >> Yeah, >> rainy day activity. Poking around that site. >> Um so what do we want to do with the uh full board meeting? We said full report to the full board on in the October meeting. I think is is what the expectation was. >> Did it I can't Did we not do this at the full board? We did it in September at school improvement >> school improvement and said that we'd run it over to this meeting which is why we have the information we have last year you presented I still have it this beautiful binder full of material which is good um your call if if you want it on the the agenda to talk
040to you I saw your face you're like waiting for we might have already done it we didn't do this in August August at the full board for board meeting. >> August. You said that the results were heading. >> Oh, they were in March at the last minute. >> They were still in. >> If you would like us to bring it forward at the full board and give people these handouts to put in their Bible, >> put right put this information in the packet and then if anyone bites at it, we have half the board here today with a chance to ask questions. Actually, more than half of Gary online. So, so you shouldn't have too many questions. >> This is great. Put this Right. This with the chart >> makes a huge difference. >> Well,
041and we will start to try to provide more of that just because I think it provides the context as people are they know what they're looking at, right? Um I know that it in the October at the October board meeting, I think Joan, our you were going to do your EL stuff too, right? At that October board meeting, right? >> Yeah. Joanne has a presentation under our you know OTL report to because it's October today's October one this October 1st is a big deal in the life of the Connecticut school system so all our numbers are kind of gelled as of today so at the end of October Joanne will have a nice report >> but this is good news we should get it out we should at least have the chance to say it
042again even in a very short form >> the October may okay Gary would like to also see accept members of the board. >> Okay, >> I have I have a half a second question quick to use some of this data. We started to collect it for judging the success of benchmark and IM cuz we're this is I wasn't sure if we actually do set that aside but you always want to look back and see that million dollars twice right math and and reading was a million. So if we look at it, do we look at this a couple years from now? Here's the band that where we had benchmark across these grades. Here's the band where I am. Are we seeing I would expect as we saw the growth in ELA to be more so
043than math because we're just now bringing in the math program. I wasn't sure if you guys kept track of that as a indicator of how successful the choice was. >> So the short answer is yes, but I don't know if either of anybody here wants to jump in. >> I think we're going to use multiple data points to look at that. We have our star assessment which is given to all students three times a year. We have um high quality common end of unit assessments to measure that along the way. >> Absolutely. Same thing with benchmark. We have end of unit assessments. We have our star assessments. So we look at all of those data and that helps us evaluate how students are progressing. >> Thank you. >> Moving last chance. Okay. Next item on
044the agenda is the self- evaluation process. We have talked about that. I sent it out in the packet. Last chance to say anything. Otherwise, we'll just do it same way we did last year. Have a question mark about the date. It's October 11th. Another week and a half sound reasonable to people. Do we need people to have more time or get more time to give people something? Well, it's true. And no one's going to complain about the Okay. Then Sue, will you will you get this out, please, to the board? Someone have to put it out to the board. Just we're doing this. Um, still waiting to hear more questions from people. Otherwise, nobody has sent me anything that they want to see about it. >> I have three for you. >> You have three.
045You haven't sent them yet, but you will. tonight or tomorrow? >> Tonight. >> You have three. >> Okay. So, uh what does it say here? Suggestions for the south for by the 11th. And then after that, I will put together basically the same document as we did last year with whatever new concerns and questions and criteria we want and are we ditching the extra questions from last year in favor of the new extra questions or >> uh it's got to be all new. I'm not if you want to suggest something we did last year by all means do it but Rosular Ros else 2526 school visit schedule now we have every year visited the schools and our meetings in that school and heard some very comprehensive reports from those schools I think it's one of
046the positive things that we do. We make the school visits beforehand, etc., etc. Discussion first of all about do we want to keep doing that committee? >> I'm fine. >> Bill, you like that? >> I do. Yeah, I'm in favor of school. >> Sue, we uh checked with admins a couple years ago and they said keep doing it. Any reason to think that would be a different answer? No, I think everybody's always very happy to show off what's going on. >> Yeah, and that's exactly what it what it comes down to. We hear a lot of good things about the schools and what's going on in the schools and the students and the faculty and everything else. So, that brings us then to the next question of what do we want that exact schedule to
047look like? I got that out. Um, November 5th, Early Elementary. December 3rd, intermediate school. February 4th, Torington Middle School. March 4th, Fast Academy. And April 1st, Torington High School. Any specifics there need to be? January. >> Why no January? >> Just because the school visit would have to be probably too soon before school district visit. That's why. So ju >> just a question about um so the first one November 5th early elementary. So would you visit all three of the primary school? No. Meet at Southwest. I'm confused about this. In the past, hasn't it been that you've been to one school and then that month you would Is this the same? >> No, we did we've been doing it by grade level for the last couple years and we have committ for instance Kristen would
048be willing to go on a visit by yourself to one of these schools, right? And >> Sure. But I think what what Sue might be asking is if November 5th, are we doing all three visits the week prior? >> All three schools. That's my question. >> Well, those are all the same grade levels we're talking about, right? >> Mhm. >> Do we want to visit all three in the same? >> Yeah. Combined. >> Now, unless you think the admins would rather have it individually, we could do that, too. >> I just want to I thought this was a little bit of a change from the past, but maybe not. I don't know. Um, so, so November 5th, are are you thinking that on the agenda for November 5th, the three primary schools would make their
049presentation? >> Three early elementary. >> Okay. Okay. >> You only had two last year. >> That might be a bit of a long meeting, especially with Halloween. >> So, can you remember last year, Johnny, you had only had two early elementary schools. So, you've you'd have a much longer presentation. >> Why it's on the agenda? Do we want to change that? Do we want to do individual schools? >> I think it would be easier to do individual schools. >> You have seven months left to say. >> Well, and the and that's what we were going to do until a couple years ago when we said the grade level schools, but now the problem is that we have three early elementary school. I think if they each took five to five minutes or so, we could
050have a 15minute primary K to3 presentation, which is probably what we're thinking >> because the supporting material is always there anyway. It always comes out in these these PowerPoint presentations that are sent out as part of the packet and >> people can ask and >> Okay. So, you would visit the board member would visit the three schools the week prior and then >> yeah, somebody from the committee would visit. >> Okay. schools. We could figure that out ourselves. >> Okay. >> And then the meeting would be at Southwest. >> The meeting the meeting is scheduled for Southwest anyway. Conveniently, >> coincidentally, that meeting is at Southwest anyway. >> Okay. >> Now, so if there's any real problem with that, if you talk to admins and they if there's a problem with that, we can change
051that between now and then, but it it' have to be over the next week or so. So, >> okay. We can we can get it out to everybody. Make sure this works. But I I think it's fine. >> It should work. I hope it does. Uh intermediate school looking good for December 3rd. That would mean we would change the December meeting from the high school to the intermediate school. Yes. February 4th, middle school and we are scheduled to meet at tomorrow. So that would change to middle school. Can I make a suggestion? >> How long is it going to take? >> 8 seconds. >> Could you just line these up with the existing schedule for buildings? Well, because we want to do grade levels sequentially, I think is is is why we why we're changing
052buildings. We we start with early elementary and then just work our way up. Fastmies in between the middle and the high schools only because it leads into that's that's why we do it that way. That that makes sense. Um, Fast Academy and April 1st, DHS and again we can always change. Um and just just a note um John that policy since policy meets after then would need to change location. >> So the rest of the meetings would be where >> at the schools that they're already scheduled >> on on the last page page 20 not the agenda page. All set once twice topics for future meetings. We will eventually get to homogeneous versus heterogeneous movement unearned first marking period grades. That's something that we've been involved in policy too. We might remember history on this
053one from a million years ago. We had a superintendent of schools who thought that you were dooming kids to failure psychologically and statistically by letting them by giving them the grade they actually earned in the first marking period. Now, those of us who do expulsions see so many comments from teachers saying that the grade that shows the 50 is a result of school policy. um [Music] like to discuss that and look at that, but I'm not sure when that'll fit on the agenda. Um AI concerns, that's something that we said we don't look at. I have a workshop. I swear when I'm retired, I'd never do this again, but I have an all day workshop at >> at Advance on Friday. >> Is Matt Marvis doing it? >> Matt Marvis? He's amazing. He's amazing. Yeah,
054you're going to enjoy it. >> I could. It's possible. I expect to learn a lot. I expect to learn a lot. And that advance does things right. So, and it'll be it'll be fine. It's just the being surrounded by teachers, professional development, really annoying, but it should be a good it should be a good anyway. So, we will get to that. I think that uh Gary has also mentioned right Gary you still there Gary you AI is something you're interested in looking at right no >> yes if you can hear me yes I don't know if you can hear me >> so anyway uh >> did you hear me >> yes any other things >> okay >> any other things we should >> you texted yes I'm not sure if we can hear you so
055>> items for future yes or no So, what are we talking about next election months? >> So, next month it looks like we're going to have the primary schools presenting, right? Because it's going to be on November next month already. Um, that's right. >> Yeah, because it is on November, right? So, so we're going to have the primary schools present on November 5th. Is that what that is? Uh, yes. >> That day. >> Yes. Yes. So, I would imagine that that'll be the primary item on the agenda. Um, and then you and I can talk between then and now. We will also the day previous, right, is election day. So, we're going to have a professional learning day all day on election day. We can give a recap of that. >> Are we ready for
056community partner presentations yet or? >> Um, maybe by November. Okay, I'll put a question for her. Anything else? That'll be a full month agenda. Might even give the elementary people a little bit more time than than the six minutes we talk about. Now, it's a shame to limit them really when you come down to it because there's a lot going on and they just want to tell us about it for all the right reasons. Well, I think particularly this year because of the redistricting and you know, we have a new math program. I mean, I think there's a lot to hear about. >> Eventually, we will want a math program down on the topics for future meetings, too. Sometime later in the year, maybe in the springtime we've got a few months of see how
057things are going. >> Yeah. >> Interested in seeing how that's >> Absolutely. For the record, John just offered to give somebody more time to talk. I've never heard it before. A >> fair point, Jeff. Fair point. >> Well, I do appreciate this out of character for me. But five or six minutes goes by awfully fast when you get a principal talking about their school and what's going on with the kids and so on and so forth. And that's why we're here. That's what this committee does, but you know, that's what we do. >> So then that makes me think perhaps you should do each school individually. >> It's >> you decided to. >> Yeah, we've we've been there already. We've decided we're going to do them all together. Just bite the bullet on the You're
058not going to be here anyway, unfortunately. >> I may come. >> Well, I hope you do. Jonathan makes it easier. I can just tackle touring for by myself. I live right there and my days on school. >> We'll do touring forward and then we'll worry about the other two. Bill and I will do it at least one of them and maybe we'll ask you what we'll >> month to deal with that. But getting an elementary school around Halloween is always a lot. >> Preferably before Halloween. They just do Halloween. >> It's a Friday. Halloween's a Friday this year. >> I'm sorry. I'm babbling. I belong in the meeting. I don't like doing that. Um, how much for the good of the order? >> Great. Thanks for putting all the data together and of course answering
059my questions. I always appreciate it. So, nice job everybody. >> D. Thank you. That was a um great meeting. That was I'm I'm excited about the prospect of the of of the work for credit uh presentation that um that that was given and I um want to want to thank Sue for her team for her diligence and in putting all and putting all of the information together for the test scores. Although I I uh I have to admit with without being able to see the charts, the disc the discussion didn't mean much to me. Gary, >> he said good meeting. Okay. >> Um, great meeting. Uh, thank you, um, for the presentation on the desk work program. Seems like you put a lot of time into it. So, thank you for that. Um, obviously you're
060an asset to the school. Um, and we thank you for the time that you put into it. I think it's going to be great for the kids to have that opportunity. So, hopefully it works out. Uh, in terms of the test scores, again, I will say again how proud I am of of every 20th public schools employee. Uh, certainly is a testament to their hard work and dedication and their their love and care for every kid in this this district and uh their their desire to see every kid succeed. So, I'm proud to have my two kids in this district. Um, and uh yeah, I don't think I have anything else. Um, have to wait for I just think it's my first official meeting as a representative for EA to school movement. So, thanks for
061having me. >> Big shoes to fill. Big shoes to fill. >> Welcome. >> Thank you. Great meeting. Thank you. >> Thank you. >> Join us if you're around the table tonight. Thank you. Good. Thank you for letting me come to the big big people table. >> Thank you. Good meeting and Amanda, great job on what you're doing with with fast and this work experience. >> Thank you. Great meeting. Thank you for your support. Nice job. >> Thanks. >> Thank you. And I look forward to talking more math with you. >> More math. >> Thank you. great meeting and thanks for the opportunity. >> I just I have to give a shout out to Amanda. She is really really infusing energy into Fast Academy. I don't even know if the woman sleeps, but um it's she's
062doing an amazing job and the kids are very fortunate to have her there. So, thank you Amanda and thank all of you for all of your support. Aaron, thanks to Marissa for capturing all of this in the minute. Thanks to Josh for capturing it on the big screen. >> Those are those are the true heroes. >> Yeah. No, it's great. This is the best committee. Sorry to everybody else, but I This is really what it's all about, right? People teased me because when I first became an administrator, I made a silly comment to Charlie McSpirit a million years ago about I really thought it was going to be more about teaching and learning because you know you get caught up in all the garbage and this is really all about teaching and learning. So, so
063thank you. >> I agree with your assessment of the relative importance of this committee. >> Right. Yeah. And I thank everybody. >> Not what you >> Go ahead. >> What was that? >> I Nothing. I couldn't hear. Keep going. >> My phone's a mess. >> Thanks to everybody knowing for being here, but for putting everything together for us so we can deal with it expeditiously. And an incredible amount of work goes into, for instance, the well the report on the work study credits and checking with other schools and everything else and also the state test results and it's it's good to get good news on these results. >> Thank to Gary's here. I'm I'm I'm just the author. I should participate. >> No, >> I if you can hear me. I can't I don't know
064if you can hear me. So, All those in favor,