001Um, and it's now 7 o'clock on my um my computer and so I would like to uh call the uh special meeting uh for the board of education um to order and it is 7 o'clock um and um it's April 6, I guess I should probably say 2020 21. Um and uh the agenda is discussion of the superintendent's transition plans and goals. And since um Susan, you are um the superintendent um and it's your plan, I am going to let you then over >> and I'm just going to make sure I can share my screen, but I just wanted to have a conversation when I can see everybody in the beginning. Um, so really, um, when Kim and I spoke about my transitioning in, we talked about kind of having a threepart series, um, of
002kind of a retreat. This isn't much like our usual retreat when Leah is feeding us and Dr. Acriman is feeding us and we can go, you know, to a place where we can really talk and chat. But the first thing I really wanted to do was, you had seen the transition plan. You've probably seen it a few times because I think I've sent it out in board notes. I kind of reviewed it during the interview process, but I told Kim that as I've gone through it, I'm kind of it's been a very helpful document because I've just kind of checked off as things have moved along. And there's actually a slide that I want to end with. It's like the first 100 days and what are some of the questions and reflections that we can
003think about because I'm almost there at the 100 day mark if you can believe it. Time flies when you're having fun. Um so but um what I did was there's a couple documents I've sent you. So I sent you the transition plan probably for the fifth time and I've sent out the CAB document which is their leadership document and I found it intriguing. I've been working with a CAPS mentor Dr. Betty um Fezer who was actually my assistant superintendent new Kanan and she was a superintendent of the year not too long ago. So, she's someone that has just been wonderful for me to just talk to to for her good advice, you know, um because she's been a longtime superintendent and she had recommended this document and I feel like we've looked at this document
004before. Um, but if I can pull it up and I'm going to start with that because when you think about a superintendent's evaluation and and trying to um really coordinate what my goals are with what the board wants to see happen, you know, that's something that kind of is a marriage that really is um very collaborative and I think anytime the board and the superintendent kind of come together with that common belief system um you know we are able to make so much more happen. So let me just share my screen. And so this document is called success strategies for leadership team evaluation board of education superintendent of and superintendent of school. So basically it outlines the goals which are these are the leadership goals that I have followed since I've been um had my
005own 92 and now my 093 and this is how I've been evaluated even as an assistant superintendent um around these goals. So um you know they they fall into the category of growth um in student achievement. I think the board wants that as much as I do. Um that's something that's really a common goal on ed leadership, organization management, um comm community, community and board relations are really important. You know, that's something that I've always valued, but now more than ever before. And then your whole personal and professional qualities and relationships. So those are the things by which this document would evaluate the superintendent. and they're also the things that the board can use as a self-reflection tool. So, when I went through this document, I just highlighted a couple things that I thought were
006important. And this was a collaborative effort between CA which is the board um organization and CAPS which is the superintendent's organization to properly communicate the strong belief that both the board of ed and the superintendent have to view themselves and function as a district leadership team. And I feel that that's something that we actually do do. And I' I've seen it happen with Mike as well. So I feel very comfortable um you know in in that role teaming up with this board. And then this document had been revised in um and it actually is used as a CAPE superintendent evaluation instrument by which I set goals and the board um I can self-reflect and then the board can assess how I've done towards those goals. and they actually use some of the similar work. Um,
007and you you saw it in there in a self assessment and I think the board has done that before too in my time here. >> Yeah, we don't do it faithfully every year, but that chart that um you've heard um Mike and I talk about and Susan and I have actually mentioned it last time we met um there's like a things that we talk about in January, February, March, April, May, June, you know, the different months and that's it where the board could do a self assessment on it. >> Yeah. It's been a while since we have done that. >> Yeah. So, um but this is just a good, you know, time when I'm starting out just to kind of take a look at these things. Um so, of course, the evaluation process, like all
008educator evaluation, is set around certain goals that we make and have we accomplished those goals and what's the evidence that we've accomplished what we've said we set out to do. Um, and then of course student achievement is always number one. Even in the middle of a a COVID pandemic, you know, to me, I've I've been saying all along, I want to know how our students are doing. I want to be able to um give them what they need and accelerate their learning so that um you can we can move forward and get back to better than normal. Um and then you know it talks about the belief um that it is vitally important that every board of education conducts a self assessment. So there you go, Kim. You know, like you said, the attempt to
009do it annually is there. Um and then when we look at um the traditional model, now I came in in January. So my June July eval might be like a midterm eval kind of a mid year. And then if we wanted to get to a regular structured year, we could do that in the future. Um and they did we we talked about should this have been an executive sum um executive session and unless it was an evaluative piece where you were actually evaluating me it doesn't need to be. So this is these goals will be shared with my um colleagues. You know it should be shared really for the community so they know what our goals are or my goals are. Um and then they they they give you kind of step by step guidelines
010um in the year you know about the evaluation process and you know how the formal evaluation should look but I know we have a committee that works on that. So I would suggest that we start with this document as a a good document um in discussing that. Now, here is where they give you a sample of what these would look like. So, I took my transition plan, which I had, you know, kind of committed to when I first got here, and I took these goals and I was able to make another document, which were the super superintendent Austin's goals, and I sent that out to all of you, too. So, I'm going to stop sharing here. Do you have any questions about that document? Have you seen that one before? Does that look familiar? >>
011Yes. >> Okay. >> Yeah. Um >> yeah, you you've been doing this for a while, Rita, so I'm sure you >> Yeah. Well, you know, I I think I what I'm going to forward you is um the executive director's evaluation, what we developed at Learn for the the executive committee. and um her goals are tied to the mission statement. >> Mhm. >> Which I believe is basically yours, but they it's actually and when you when we do the evaluation of this, it's it's also tied to the goals and the goals of the the of course it's a little different. It's an agency, but we have our own mission statement also. and um you know and and she is as thorough as you are doing the halfyear pages and pages and pages the end of the
012year >> colleague of mine. So >> yes and the end of the year reflection before we do the um the evaluation. She always does an end of the year evaluation that she sends out to all board members >> because then all board members and you know so we were having problems getting >> every board member of course there's what 26 towns >> to so we we sort of simplified it a little bit and do and did it at a meeting and we found that worked better than having everybody send things in. >> Right. Right. So, I'm hoping we can do something like that because I think it's it's more constructive. And then we wrote it up afterwards. >> And that's what I had done for Mike. I would do a self-evaluation. You know, I'd meet
013with him in the midterm and that's what I do with the principles and then I wrote final and then he would then evaluate me and he would use some of those talking points. You know, he did it in his final letter to me. He used some of those talking points and I I would say to him, you know, while this is my reflection, it's also our work together. >> So, I want to be able to share this with our new assistant superintendent, Dr. Phil Piazi. Piaza. So, um, >> Piaza. >> Yeah, I'm looking forward to meeting him. Well, >> I'm looking forward to introducing him to you. So, Rita, um I am hoping that you would be willing to pass on that to make sure that Andrea has it because I'm still hoping that Andrea
014is interested in kind of leading us through >> I I actually sent her some of it already last year. Well, um but I can I can download it all and redo it again also. >> Yeah. >> Um but I did talk to her about it last summer. Thank you so much, Rita. Thank you. Um because I think that um I feel this commitment when when we have these goals in front of us. Um I feel real commitment that we need to marry our evaluation to hers um and to make that work. And so any example I think would be helpful. So Rita, thank you very much. And then while I got the the chance, um I just want to let you know that um Jay um is trying to join us, but he is in
015um he is busy doing something, but he is going to be >> I had a very hard time getting on. I had like get off, get on, get off, get on, and then finally I got on. >> Well, I'm glad. But so I'm glad that you're here. >> Yeah, I was I was here, but I don't know. So, as I showed you in that CAB document, these are the performance goals for superintendents of school, you know, and certainly CAPS has has put those together. And I don't think there are any surprises here. You know, one of the things we need to do is update that strategic plan because it comes to an end in 2022, but it's been an ongoing process. and we we've been able in the last seven years to upgrade all curriculum
016in the district in all the core areas and even in the unified arts prek through 12. So that was quite an accomplishment but I feel like curriculum work is never done. you constantly analyze and revise it. And as you know with the COVID, thank goodness we had everything ready to go because we had to compact that curriculum, make priority standards, you know, now we're accelerating the learning. So, we're using that document, but we've had to fine-tune it all the way along. So, a curriculum needs to be kind of a living dynamic um piece of work. Um and so that that new strategic plan and that strategic plan, you know, with the idea that CABE and CAPS have set forth that it's kind of a leadership plan between the board and the superintendent, you know, that
017it's the board's strategic plan as well and and what are some of the things that would be in my strategic plan that wouldn't be in yours or vice versa. Um so and of course the other thing that we're looking at um when we're looking at promoting academic improvement is the new courses that we bring to the board and using that timeline that was very carefully craft crafted by our board of ed curriculum committee. I've already said to the board to the um Fitch High School chairs that that information would need to be coming to us now for the following year. So, um, kind of getting them ready and then, you know, looking at what we have, we have one more year in the strategic plan, but looking at our current action plans to really find
018to them, fine-tune them based on COVID and some of the losses that could have occurred and how we have to really move kids kind of in a in an accelerated fashion so that um, you know, that they really understand things better and that we really make sure that they have the information they need moving forward. Um and then you know the resources and materials um have to be re-evaluated. We purchased a lot of computer software and while there are still some grants I think we're going through an evaluation process with surveying looking at usage. We had done that in the past and we'll we'll be doing that again. Um and then of course there's the um Connecticut State Department, Department of Education Performance Office which is still expecting us to give the SBA, the SAT
019was given and the NGSS for science. So there's that comprehensive accountability system. They might not be able to do a report card or or have a growth model from last year since the kids didn't take it, but certainly we're going to gain a lot of information that will help us in helping our kids. And then, you know, just annually the superintendent needs to report on those. And I think that's where you said, Kim, when you and um Dr. G had first framed out that kind of monthly organizational chart on when those things needed to come to the board. So we we can look at that and you know we might have had to make some changes because we weren't evaluating in the same way last year um but we will be doing it from now
020on. So um and we usually typically look at ESPback data. Sometimes I'll give you a preliminary look in the summertime, you know, but as soon as it um is not embargoed anymore, I give you a full, you know, several full meetings of what it's telling us as well as the principles. >> So, yep. >> I'm sorry. Can you go back just a bit? I'm being a little Don't Don't take offense, okay? But I just if this is going to be a document that's going to be presented to show that you're going to be presenting or or posting somewhere and that's what I I kind of understand that I did uh I went through and and did um some um editing. All right. And I don't Please go all the way go up a little bit
021more. Um I think it's >> though um you can send that to me. >> All right. I'll send it to you because there's a on a couple of things and >> I had I had Joyce do um some careful review. >> Um >> well, a couple of things got through and I was like, okay, I just wanted you to be aware. I'm not being picky. I just wanted it to look good on your part. >> Thank you. >> All right. >> Dr. Acriman usually does that for me with policy. It's very helpful. So the the ed leadership um is really grounded in relationships as we all know and it's with the board, it's with our community, it's with the faculty and staff. So here's where it really ties in. I think Rita you were saying
022that it's really about implementing that mission, the vision and the goals of the school district. So that's where we're really kind of aligned directly. Um and you know it's in the area of um you know providing leadership around instructional um areas and while I'm going to have an assistant who can help me with this you know it'll always be something that I'm responsible for um with the curriculum instruction assessment the evaluation of staff and really looking at the data honestly with the board so that we can uncover and discover ways to make improvements um which I'm looking forward to doing. And um you know, of course, my meeting with um the administration team, the central office team, the AGSA and GA and other professionals. I spent my morning going from Fitch High School and meeting
023with the principal and having some serious conversations about things he's looking forward to doing at Fitch and um you know and walking around and walking around at Graten Middle School. I can't wait to take you all with me. >> Yeah. >> To see that beautiful building and and of course the classrooms are really filled up now because everybody's back. So, but I was hearing from kids and teachers that it's it's good to be back and they were doing some pencil paper math and problem solving together and they were actually happy about it that they weren't on the computer. So, that was good. Um, and sometimes I find things that aren't so good when I'm doing my walkthroughs and at least I can address them, you know, so it's good to be out and about and
024meeting with folks throughout the day. Um and then of course working with our town building committee as we're um getting ready to pack and purge with our three elementary schools that are going to close and they're going to be making this big move to the two new elementary schools and we've got the magnet lottery happening. So there are a lot of things a lot of moving parts in graten and then the organizational management and once the assistant superintendent starts working with me we're going to kind of look at the org chart and kind of bring that to the board um to take a closer look at but I really feel one of the things Kim always says is we've got the right people on the bus and I really believe we do and you know
025just growing and nurturing ing those high quality teams to build capacity I think is so important and using data to help us drive it. So um so developing the org chart is going to be important working with the communication coordinator to really try to get information out there. Um, and sometimes it's not only the positive news, it's the challenges that we're facing, especially this year and being very clear and listening to people and trying to get, you know, whether it's FAQs, um, you know, where they can really have answers to frequently asked questions. Um, whether it's bringing someone in to the office just to have a chat and see how I can help support families. So, you know, one of the things I'm looking forward to doing um is to also have focus groups and
026maybe do it quarterly. We've talked about that. You know, have coffee with the superintendent and maybe it's a virtual coffee at first, but to annually just to be able to sit and talk. We used to meet with the PTO's, remember those days where the board and the superintendent and I always got so much information from that >> and that kind of fell apart. But we've talked about, you know, and you know, maybe it's something around a structured conversation or surveying parents and what are some of the things that they want to talk about that, you know, we can have um a focus group around. >> Susan, some of the um superintendent in the area have like on Fridays like a nine o'clock coffee session, >> you know, and they're invited to to come and speak
027with the superintendent and share. So there, you know, it doesn't have to be every week. Some people, some of the smaller districts do do it every week, >> but um I think it's just a time that that parents know >> the superintendent's always available at this time. I mean, there are some some schools even the principles do it so that the the parents could come in and talk. So I I I I think that that is wonderful if they if if parents know this is a time that I could, you know, address a question that I have and um of course you won't be having coffee still. It'll still be on Zoom, but still it's it's sort of nice to put it out there and I I hope some of the principles do it also,
028>> right? I I used to do it as an elementary building principal and you know and they would just be able to drop in and I do it in the library and >> sit around and chat and um it was very helpful to me >> to you know see what their needs were >> um and >> and I think they feel heard. >> Yes. >> You know I think it's a two-way street. >> I agree. I absolutely agree. um some of the um parents who reached out to us early on about some of the challenges um during CO 19, they have been the most helpful. They have served on several of my committees to accelerate learning. They have um asked me questions like recently about travel and I've been able to communicate back and add
029that to an FAQ. So, I'm very appreciative of that. >> That's great >> support, you know. Um, so and then of course these retreats, this one around the goals and then we're going to have Floyd Dugas later in the month to talk about roles and responsibilities that I hope will set the stage. We've talked a lot about those 9,000 series being able to look at that in the policy book again. So, um, you know, me being new and the assistant superintendent being new, I think we really need to know, you know, for our sake, this will be very helpful and and we have some new members of the board, too, that I think um, it'll and it'll be good because it's going to present, but it's also going to be a discussion with questions and
030answers that people can ask. I think one of the important Kim I I I'd like to just mention that um there is a board handbook that I think is overlooked a lot. We it was u we worked on this a lot but if you go to it online and and I wish everybody all board members need to read through this. It's not a big document but we need to revise it because in our mission statement which has changed um we need to put the DEI we need to we need this needs to be modified a little bit otherwise it's really good and it talks about the superintendent's evaluation I mean it's it it talks about the goals of the board of education so when we have our retreat to me this is a document that
031we should be discussing y >> and somebody needs to go over this because there's a lot of valuable information in there that I think some board members probably were never even given this when they joined the board. >> Well, I don't think that's I don't think that that's true, Rita. I think that but I think >> everybody's gotten it. >> I think to your it should be in your packet because I remember passing that out that that was part of my job with um >> so you have yours. >> Yes. So I think I I I think that makes sense that we do another small little committee very timelmited to update the um board. Um and my recommendation for that would be that committee then um to come up with ideas about how to keep
032that a living document versus a static document. >> I can check Joyce too. She might have the original format and can help with that project. >> Yes. I think well is Joan Joan Joan would also >> yeah Joan might also have a copy >> it was adopted June 22nd 2015 so it does >> too long ago >> it's not too long ago no that it was yeah so um but definitely our mission statement now has changed everything else is I think very very much the same >> well if any board members don't have a printed copy and would like that just let me know and I can put it in the board pack for you and that way everybody and have their eyes on it and you know when we go to make adjustments we
033can update it. That's a good idea >> and it's also on our website too. >> Right. Right. >> That was actually before my time. >> Yes. Yes. Yeah. >> So this is really about the board relations and the community relations um providing leadership and better communications. And I had said that in my transition planning that was really a big goal of mine a real focus. Um, and it's interesting that my weekly updates really hold a lot of information that I'm sending to the board and I've gotten some positive feedback from, you know, all members. I've had custodians write me back and say, "Thank you for this." I've had secretaries, teachers. So, um, um, and the pictures go a long way. I don't know if you saw the last two pictures um of a little guy
034that is back at Graten Middle School after being home and big old smile. So those are the kinds of things I get to see when I walk through. So hopefully I can bring you with me soon. Um so you know really and here again that we really and you've said this to me over and over again it's not just the polyiana the happy news. I mean, we like to showcase the good things that are happening in Graten and feel graten proud, but it's also the district improvements, the challenges so that we can be honest and clear with our community and, you know, more inviting of information that can be both positive and negative. And you all model that all the time by really accepting, you know, any kind of information that comes your way and
035passing on the information to me so that I can really if a a problem's been identified, I certainly want to be able to work with the school communities to help solve it. So, um, I thank you for that. So, of course, we have, you know, the things that go out in writing weekly. Um, I talked about quarterly public forums, but maybe it's a little more often. Um, you know, participation in community events, um, and being visible, you know, visible in the schools and visible in the community events. I think one of the the best things that I got to do when I first got here a couple years after was the cut the submarine century and you know really meeting a lot of people and um being able to spread you know the education component
036through the region. Um so that was really fun and um you know making connections. Kim Dreich did another fine job on um writing the article about the two magnet schools and all having all five magnets and she got quotes from several of the principles and um you know she just always does her research and her careful work. So I'm very appreciative of that. And then um the last one I think is really the most important that you know that we're all kind of representing the school district. So it's really important for me to always make those ethical sound decisions um when I'm interacting and you know put out what's best what's in the best interest of the school district. And then it talks about a healthy balance. So, I'm taking a spring break next week,
037but I got people at central office, you know, there for me. I'm doing a sisters trip, so I'm very fort I'm very u much looking forward to that. >> Fantastic, Susan. >> Yeah. >> So, that's part of my goal. >> Yeah. >> And you guys know how much I love my family and and my friends, so those things are really important to me. um you know and the belief and I believe that there's no other board who believes this more than you do is that all students can achieve at high levels and raising that bar and really looking to see who's in the seats and getting more kids in the highlevel courses the IB the AP and IB isn't just for high level it might be hard work but it's good hard work and it
038really helps kids to get ready for real world so um you know really looking at the data and and focusing on student improvement and student growth. And then, you know, with attendance, it's been just so scattered this year. It's been hard to take attendance. Um, you know, and I would say, how can we incentivize and re-engage kids and have engagement strategies for attendance improvement? I am really on a mission, you know, not only in these last couple months of school, but all the way through next year and the following to help, you know, this school district improve attendance for kids and um even with some of the summer things I'll be talking to you about on the 19th to re-engage kids. And then, you know, it's it's necessary to um communicate effectively with all stakeholders.
039And I had to add, you know, I just love this part that the board came up with um you know, in accomplishing our goals in a richness of cultures and a respect for all. I think that's so poignant. And um expanding the work of the diversity, equity, inclusion committee to, you know, to all members of the school district. you know, we had a a 100 person team and we want to make sure everybody has that bias training, anti-racism training, and that, you know, we're we're kind of have that common goal together. So, I I know that's pretty long- winded. I can stop sharing my screen unless there's anything you want me to go back to. Um, but I felt that those were really the goals that I had set out to do and it was
040really that document that I went through with the CAD document helped orient me a little bit and made those a little crystallized for me. >> Um, do do you think Susan that I noticed in one of the statements are you going to be working with Kade as a superintendent? I mean the um like a course or something or was that just for a new superintendent? >> Well, they I do take a couple of their webinars that they've had had some wonderful webinars for educators. >> So, and I've shared them with the board, too. Um so, I feel like Cade and CAPS have have done a wonderful job coming together as a kind of team >> to both support the boards and the superintendents and educators. So, anytime I see something that looks like it might
041be of value to you, I'll certainly forward it. And um and if if it's something that I feel like I would enjoy to, I will take advantage of that. >> You know, having that partnership with Cab and Caps, I think we pay for that. And so, I like to be able to use it to its full advantage. And so, even the mentorship that I'm receiving is really because we are a partner to CAPS. So, >> right. And then in the transition document, I just wanted to look at that those questions, that reflection on the 100 days, if you would allow me to do that. >> Yep. >> I really like that >> you spelled it out for us. So, when I was even looking at this and I was going through it, I was it
042was like my little checklist. I kind of I like planning and I like checklist and I like to check things off my checklist, but some of these are things you check and you check again and you recheck. So, you know, the first goal was really looking at um growing those collaborative teams. So, you saw a lot of that language that was in here put into the goal structure. Um and then you know the second one is nurturing highquality teams and and the organization and using data to help me. And then um you know finally looking at you know um strengthening relationships and taking time even in my role as superintendent to meet with folks again and you know asking them talk to me a little bit about what you want to see. how can I
043support you? You know, and um and then when I looked at for spring 21 and you know, of course, I was doing this probably um in December when I was thinking about that, but these were some of my questions that I had. You know, um where are we with health and safety related to CO 19? And I'll be happy to say that this week we've got our kids back and they look like they're pretty happy and we've got a lot of work to do still, but you know, it's been a long haul and it hasn't been an easy road. I'll be the first to acknowledge that. And then, you know, where are we in the progress of the hybrid remote? Um, and how is our school community doing? They need a vacation. I'll be honest,
044everybody needs a vacation. They need a spring break. So, um, but the transition, uh, teachers are kind of delighted. They're saying that, you know, they're really excited that to have the kids back and, um, to be able to do some things that feel like normal and less screen time. Um, and then looking at the data, you know, having the student data manager at the same time that I lost Dennis, who, you know, is our um, was our director of technology. And unfortunately they did a series of um interviews and it really came out that we had to we're going to be reposting and you know casting our net wider and and trying to really find I said we won't be I I really said to the team and Lee was on the committee and she
045agreed with me and said the same thing that we want to get the best you know person for the job that's going to be able to help lead us you know in the next decade or whatever. So, we're going back to the drawing board on that one. Um but with you know with the work that Tom has done really looking at data and really sharing it with the high school middle school everything from failures who's failing you know what's happening analyzing it with attendance um you know really looking at who are those kids that we need to outreach for now and also in the summertime. So all that work is being done and you know I look forward to having um Tom come back to you to talk to you more about the data and
046what they're doing with it you know and the social emotional piece is also very important to us not only the academic piece um and then of course the budget so you know so far you know we've gotten it through the town council and um you know we have a CIP meeting tomorrow night that Sam and I will attend and um and then we'll have the RTM um next month. And then we still have the FY21 budget. So um we want to look at that budget with um Ken and and the grants and really prioritize towards the end of the year. And we've talked about if there is extra money at the end of the year, um really being good stewards of that money and possibly either putting it in OPED or putting it back into
047health savings reserve. um you know but we'll we'll keep the board and the finance committee might look at that first and then um it'll be brought to the CO or the board and then continuously um you know surveying and finding out how is this two-way communication is it really two-way or is it only one way it tends to be one way you know I'm giving out information but I need to be receiving information too and then of course the transition of the elementary schools So, so that's my 100 days. Check, check, check. So, um, it's been an adventure. >> Yeah. >> What's interesting is that part of your transition plan wasn't the hiring of an assistant superintendent and you were actually able to do that within your first 100 days as well. >> Yeah. And
048once again, I think the the board I think you're just gonna he's a he was a d he's a dynamo. I'm I'm just so excited about >> Yeah. Yeah. I was able to participate in final interview. Rita, I would >> That's great. >> As the chairperson um to to to do that so that we could have it and >> yeah, Susan said mentioned that. >> It was it's just >> that's great. >> It's good stuff. Um, so Susan, um, wow, way to rock it, woman. >> Well, you know, it's like I said, it's a work in progress and it just, you know, but I think the part our partnership is what's essential and that's the part I'm looking forward to in my new role. So, >> right. >> Yeah. >> Susan, do you feel that
049I know with Dr. Gineer, he was also hired December. >> Yeah. and and then we adjusted his contract so that it was July 1st I think right after the first year. So I mean I'm hoping the board we do that with you also so that we get on the same. >> I think that would make sense to get on the same and I'm prepared though to even you know at the midyear I can certainly give a midyear kind of so that we could then start again. But if you know if you'll allow me to do that I think it's important to look at the half year as well as the full end year. >> And I'm kind of used to doing a midyear and then an end year. I think it helps you gauge >>
050um and I mean even having those reflection questions for the first 100 days as I went through it I thought boy they were pretty spoton >> far as where what I was hopeful for you know um >> that we would be >> so Susan has there been COVID cases at the schools >> yes there have >> there have been and we've been giving the information out. We send it um school messenger. We put it on the website and there's still contract contact tracing. It's going to be a little more difficult because we have more kids, but we certainly, you know, they might be closer in proximity, but there are the shields, you know, and they are wearing their masks and they are washing their hands. Um and the hope is that most adults um you
051know in our school system especially with the um Fitch High School um vaccination um clinic that's going to be set up next Wednesday for the community 4 to 8. Yes, we're going to be I talked to Steve Mansfield. We've got Sam on it and and we've got the principal um Keller on it and I'm looking forward to being able to have municipal pe anybody who's like eligible now in grant. >> Yeah. Well, students >> it's a Madna vaccine and students only do the FISA but they've got plans they're they're going to be talking about plans on Thursday for students and bringing it to fit because we're an alliance district and they've prioritized us >> for our kids. Great. So really there are some silver linings to all of that. >> Wow. We need to put
052that in the newspaper. That's wonderful. >> I know. So I I will share with the board as soon as I get the message. It was a really good day for that kind of information. So >> yeah, >> but we are we're we're following through just like we've always done >> and you know, we've asked families, >> but you don't have to close the schools is what I mean. >> We haven't. No, we have not had to do that in a long time. >> Yeah. And are there adults or is it children getting the CO case? >> I can't really answer that. The last one was something that came across my desk from Fitch and I don't know if it was a student. I I would say it's been more of the student population recently because
053a lot of our grown-ups have gotten their shots. >> Yeah. So, so the next group is our juniors and seniors, and we'll have to get parent permission, and then we'll see how this testing goes and continues to be able to support. I would love to be able to have our school-based health or, you know, our school nurses to be able to help out if children are able to and parents want that to happen. >> Yeah, I think that's wonderful. >> Right. >> Susan, I have a question. >> Sure. Um, whenever I hear about cases found, I always think, well, if testing goes on, the more you test, >> the more positives you're going to find. The only thing I'd be interested in is is if if the positivity rate goes up. >> I understand if
054you find somebody who tests positive, that's always a concern. >> U, but I wouldn't read it as something that something showed up that wasn't there before. I think it's been dis it could be just discovered that somebody's carrying something or carrying something that triggers the test because quite often the test shows positive but in fact there's no virus because we think the test is very specific but it's not always you get false positives in other words that >> well and especially with asymptomatic people but you don't know if they're then carrying that and able to infect others. The symptomatic ones are easier, you know, if they test positive because they've got the symptoms and they stay home and they recuperate, but um yeah, it's a little trickier if they're asymptomatic. But >> well, my uh
055my junior's been been jabbed already, so >> I'm sorry. My my senior my senior's already been Okay. >> I forget he's a senior already. >> Really? That's wonderful. >> Yeah. >> Well, that's what happens when you're >> Yeah. I even know McCques and Mystic now has a Johnson and Johnson. So now, you know, getting to the grocery stores is wonderful. >> Yeah. >> So, our community needs access and Yeah. >> I just want to make sure that we stay on on topic, which is about the transition plan. So, I just want to make sure >> Well, that that to me had to do when she talked about COVID and hybrid and >> but we have to be careful about how quickly we we uh >> Right. go off. But Susan, um I it's cool to
056like have this and just to realize sort of like you're checking things off and and um how uh just first of all like it's amazing that almost 100 days, right? >> I know it really is amazing, >> but it you know it's it seems like forever but also just seems like yesterday. So um I just really appreciate um this. And are there any other questions um in regards to the transition plan? Okay. And Liz >> um S Susan on your phase 2 entry plan transition goal two. Okay. >> Just clarification for me. Okay. On the third one down, it says mentor new assistant superintendent with a focus on teaching and learning and discussion with BOE. possibility of expanding the role of a central office director to support operations. Can you explain that please because I'm
057not quite sure what that is. >> So I'm going to be developing an organization chart when Phil is actually here. he starts the 19th and Mike and I had done this as one of the first kind of um roles that we played and looking at how we're going to be doing the evaluation of the principles looking at you know who's taking on you know more of the operations and and really my focus for um Phil Piaza is really the teaching and learning so I really want him to focus on that gradually I'll release some of those other things like Mike did for me you know Um, but I was just thinking of taking um using one of the directors to help out with some of the organization responsibilities. So, it's not a different position. It
058would just be expanding the role. So, um, for instance, um, when I'm gone on vacation because I don't have an assistant superintendent at this time, um, Lori's going to be there in central office, Lori Lepine. Um, and she's really, um, helped me out a great deal during this time when I didn't have an assistant. Um, not that she would be an assistant superintendent, but she could. She's overseeing, for instance, right now when Ken is out for the couple weeks with his surgery, she's overseeing the business office. So, she's a real flexible person having that HR background to be able to help support those other departments. So, you know, that would be something we'd have to talk through and I've got to work it out on the org chart and um I'll be talking to Kim
059too when we have our Tuesday meetings, but I'll keep you posted on that. >> Okay. Thank you. I wasn't uh >> Thank you for that. >> I I need I clearly you are the people who I need to be hanging out with more because you're picking up everything and I I'm such a big picture person. So, to get the specifics, I really appreciate it. Nice job, Liz. Nice job. And I think Liz, I also put that in the goal setting. So I really took what was on that transition plan and I tried to fine-tune it in the goals. But if you have any edits I need, please send them my way. >> Oh, I will. Not >> I want to publish it with any you can just tell me this didn't make sense and I
060can >> I'll send to you tomorrow. >> Okay. Thank you. >> You're welcome. >> Any other questions? >> I'll do the commas. Good. Because I'm horrible at commas. I really am. >> I've learned to love them now. >> No, never. >> Um, Susan, this is this right here is not your doing, right? >> No. >> Okay. Because you could tell them I found typos and stuff in here, too. And you know, Yeah. I was like, are you kidding me? Come on. No, that was that was and actually it's a revision revised as something 2014 or something like that. So >> 2016 it again >> there's some some glaring grammatical errors and I'm not a big grammar person >> but you spotted it. >> But when I find it do know it's there. >> Anything else?
061>> Trivia question. Who is the student data manager? >> So his name is Tom Lndale and he joined us at the last CO and talked a little bit about the ESBAC and the tests and the kinds of questions kids are you know taking the answering on the test. Um and he has just done the nasty plunge. He has worked with the middle school around technology issues that they were facing and we were hearing about and the schedule and and he's worked with the high school around data and um you know so he's been really helpful. >> Good. >> Um I would like to say also with Tom um I am on the committee to find a new tech person. He is a thoughtful um bright person nice to deal with. Um, I think you've done
062a terrific job in and I think he's going to be a great uh addition to our district. Well, I'm so grateful that he's really also covering um the work of Dennis and overseeing that department in the meantime. So, it's it's been great for him to get to know everybody, but it's also, you know, it's it's, you know, extra work, but he's happy to do it. So he came to me and offered. >> I didn't even know Dennis left. >> When did he leave? >> Yeah. He I had put it in one of the board notes. It happened so quickly. >> Yeah. He got a job in New Town and you know he lives >> in Oxford so it's been a long commute for him. >> Yeah. So >> when did he leave? >> Gee, I
063would say um was it January, February? Yeah. >> February. >> Yeah. >> Wow. I didn't know that. >> Liz, >> um, Susan, I I I love you. I love reading about your goals and everything, but I'm going back to my days when I would have to produce the evidence for me. And so, this is the um, you know, we used to have to do it on whatever the computer program and stuff. You had to upload things. I'm not sure if that's something that I mean this is the first time I'm going through this because I've just come in. I'm only been here a little bit over a year and of course when I get in three months later we're out with COVID. So and everything went you know topsyturvy upside down. So the world turned
064upside down. So I'm wondering um one of my my wondering one of my questions is how are you measuring your success? >> Right. So, I think at the end of each one, it talks about the evidence that I'm going to bring forth. And I think also that chart that um Kim was talking about is another area where we'll I'll be able to work with Kim and make sure that the board has um all of the evidence pieces as we move through the year. >> Okay. >> So, and I can even tie it back to which goal it is, you know, to make it easier for people. And then when you do a midterm and an end year like I do with the principles I did with Mike, I would just kind of keep a binder
065of the different presentations and information that I would share >> and kind of earmark them with the goals. So that's something that I'm used to doing. >> I saw that there was report but I'm you know I don't know what it looks like. So um I just wanted to ask >> Yep. Thank you. >> Good question. >> Yeah, we are used to the GC seed process. So, we are used to having the evidence and that's not a bad thing. >> No, it's not. It's it's time consuming, but it's it's very important. Um, when I was doing evaluations, it was very important and painful because it's not always easy to access or it's very you have to take time, >> right? >> But I think it's essential. Yep. Yep. I agree. >> And we are evidencebased.
066>> Yeah. >> We are. >> Yep. >> Anything else? >> No. You know what? I'm really impressed with the the board um coming getting together and coming to all the meetings. I mean, the board participation, the attendance is wonderful. >> It's it's really remarkable. you know, everyone needs to pat themselves on the back because I I've been part of this board where, you know, we had to not have meetings because we couldn't even get five people >> over the years. So, this is very impressive >> and and we have more meetings, you know, we have two >> CO meetings >> and then we have all those budget meetings that we've gone through. >> So, >> and DEI meetings. >> Yep. So, if I'm not hearing any further comments, I am >> Look at Andrea. She's
067like, >> "Are you ready? Are you ready?" >> Yes. Have a wonderful trip next week, Susan. Enjoy. >> I will. >> Yes. >> And >> re-energize, Susan. Re-energize. >> I will. >> Yeah. Yes. >> I might relax actually. >> Yeah. >> Read a book. Susan, are the goals on the website? >> Matthew. Matthew, this is not a this is not a um public comment meeting. This is just for the board. >> Motion to adjourn. >> Thank you. >> Say good night, Gracie. >> Say good night. >> Thank you. >> Bye. >> Good night. >> Bye.