001try to do better then I'm gonna try to do better. >> Okay. Oh, so the I don't see Matthew. Is Matthew here? >> No, not yet, I don't think. >> No, it's me and Beverly then. Um, Beverly, you want to you want to move the minutes? >> Okay. I make a motion to accept the minutes of uh Tuesday, July 12th, 20 Can you hear me? >> Yeah. >> Oh, yeah. 2022. >> Thank you. Second. I'll second it. Discussion. All those in favor? >> I. >> All those opposed abstain. Okay, we're ready to go. So, I it looks like we're on um eligibility. Is that where you are, Susan? >> Yes, I am. >> And I see Mark Romano here. And we actually had time to kind of review um you've seen that one of the
002things we discussed last time was that we wanted to separate policy and we wanted to include regulations. What is the high school doing to support our students, our athletes so that they do excel and do better than you know they at least perform satisfactory. What are we providing? And I was actually quite impressed in our conversation that so much attention is made and there's so much care between teachers and coaches and students that they really are on top of of that. So I want to be able to bring you through this and um you know and have Mark speak to it specifically. I know we looked at a couple things and tried to word smith and I can bring up the document if you'd like or would you rather have him start to talk about
003it first? >> We'll bring it up and Mark then Mark can start and I and then I if it's all right with you I want to look at the regulations as well. >> Okay. >> I like what you did between separating. So, what I'm going to do first is share my document, share my screen. And Erica did a lovely Google Doc. So, I can actually type right on and I can >> pretend to do what she does. >> Not possible. >> Can you Can you enlarge >> I can make it a little bigger, too. Let me just try to see what I can do here. Um, usually my screen just automatically, but it must be Google in the Google world. >> See my what I have in my hand that I got in the packet
004on Friday is not the same as what's on the screen. >> So, we had gone through this together and it is a little different because Mark and I kind of tweaked it. We noticed that this policy for intercolastic sports really is related to Fitch High School, not all of Graten public schools. That question came up by a board member. And if that's something we choose to do later on where we have Graten Middle School follow these very strict guidelines. We could right now Graten Middle School kids participate. We absolutely make sure that they get tutoring after school and we're watching their grades, but we're not following specifically the CIA the way the high school is. Am I saying that right, Mark? >> So, so Susan, so, so should this policy say eligibility to participate in
005intercolastic athlet athletics for pitch high school? >> Yeah, I would say for high school athletics. For high school athletics. Okay. Yeah. >> So, Mark, you want to take them through some of the things that you might have recommended? I think we've got them highlighted. >> Yep. So, how's everybody doing, by the way? Sorry. I'm uh I'm actually at the beach right now, so >> Oh, he works all the time. I might I might be a little in and out, but um so you can see in letter A there, we included the CIA eligibility brochure. It's just a hyperlink and that will bring you to um basically the the handbook of what the CIA offers. Not the entire handbook, but the it's kind of a cheat sheet in a sense of specific to uh how student
006athletes can be eligible to participate in high school athletics. >> Are you talking about the brochure or the handbook? uh the brochure which is the first requirement. >> So if I click on that let's see if I can do this. >> So this is what Mark is referring to. we actually reviewed it and we could we could actually attach it in our policy manual so that we would have it like behind the um regulations so that people could see it but they could also click on if they're on the website looking at the policy >> right >> so you want to speak to this Mark a little bit and kind of um fill the board members in on what this actually provides for kids >> sure so if you kind of scroll down it walks
007you through um basically a quick introduction of what it is and then u the eligibility academic requirements during the season again it's the passing the four Carnegie units um at the end of each school year which for example right there to be eligible to participate in the fall sports that again that would be for the year and then it talks about uh four credits for every quarter of the school year so the at the end of the fall season students would have had to pass four classes to be eligible per the CIA. Um and then in season rules like we talked about talks about the the birth date of student athletes. It can't be uh participating during a season in which her 20th birthday falls. Uh and then it talks about what they're able to
008do. Uh new participant in activity the same sport during the same season. So some sports are allowed to do that, some aren't. So again, consult with your principal or athletic director. And then it continues on. Um let's see, outside of season, it talks about that how students, if you're in the same sport, can't participate in camps. Um and then clinic, same thing. see school of choice transfer rule. Those are all things that we factor into and talk about um during the um you know when when students are enrolled at Fitch the student transfers in these are some of the policies that we would follow >> and you review this with the parents very carefully too and the athletes right on your >> so we we would get information from the school counseling department of students
009who have transferred in and then we would meet with them individually to go over their credits, their age, um their grade, all those types of Homeschooled students are not allowed to participate. Keeps going through performance enhancement. >> That is something I'm totally against that homeschool students can't participate but that's a topic for another day. >> Yep. >> Can can or can I requirement? Mark, >> that is a requirement. Yeah. >> Beverly Beverly, would you say that again? I missed it. I I I don't like the CIA requirement that homeschooled students cannot participate in sports. I mean, their parents still pay taxes and if we're interested in children, no matter where they are, they should be able to participate in the sports. I mean, I'm I'm to I'm totally against the C CIA doing that rule.
010>> Okay. All right. I I I get it. Thank you. and then gives us a briefing on the concussion education requirements. Uh talks and >> can I just say this on your behalf, Mark? Mark was instrumental a few years back. We were hearing a lot of concern with concussions, especially in certain sports like football. And um he really took this on and made sure his coaches were very aware. He wrote policy with me. He was just so on top of this. And you know, I've had students who've played my own children who've played sports and had a concussion. So, I know how serious it can be. >> So, I really appreciate that he's done this for us when he, you know, was here with us >> and and your athletic trainer. Very impressive >> your
011knowledge, the two of you. Yep. >> Yep. Thank you. >> I saw Beverly Beverly to say something. >> Oh, no. I'm good. >> Oh, okay. >> Thank you. >> And then it it continues on recruitment from other schools. Um and then >> it's a violation, right? >> Yep. Yep. And I think that's it. >> Okay. >> So that's that. So that's just a quick snapshot of uh eligibility for for student athletes, you know, and all those all those things are factored into it. So, >> this little window is >> Can you bring Can you bring >> I'm trying to >> I don't know. I've got this thing in front of me. Let me move it a little bit. >> You You have to close. >> There we go. Got it. >> Okay, there you go.
012>> All right. Uh, you see in the under a >> Sorry. Let me go back. Here we go. >> See under a the fourth I think it's the fourth line down. It says CIA recommends four credits. See that? >> Yep. >> Okay. That should be a semicolon, not a comma after credits. It says Fitch High School. Yeah, right there. Okay. >> Great. >> Yep. And then it go then it goes into, you know, what we're asking our student athletes to do, which is requires a minimum, and I I can't stress enough, minimum of of five credits. >> Yeah, they need to do more than five credits in order to get 26 by the end of the four years. >> Um, that's a a total of five credits, not a minimum. >> So, Fitch High School
013requires a minimum of five credits. >> I think those were the words that we switched it to. Andrea, if you look up here on the screen. >> So, we had realized that it wasn't really stated correctly. That's why we said it requires a minimum of five. >> Oh. Oh, I see. >> Yeah. So, we don't want student athletes to think, you know, be complacent with, oh, we just need five. We want them to understand we expect more from five, more than five, but we're saying at a minimum five. >> Okay. Because on our sheet it says total. So, do we >> I know that that we felt was a mistake. we we were able to review it. Mark was able to come to my office and go through this with me and um so that
014and I apologize the timing was just off. I wasn't able to get it back like I know you you like and appreciate um but I thought we could put it up on the big screen like this and go through it ourselves. So anything that's highlighted was actually changed because it it words better and I think smoother and clearer. So on the other line before that CI CIA requires that's what it should be and that recommends. >> Yes. Yep. Brightening yellow. >> I'm just fixing my paper here. >> Okay. And I'll make sure you have these. I can send them right out to you. >> Yeah. So any student enrolled at Fitch High School. Okay. Let me take out that Gruntton public school. >> Yeah. >> Okay. Thanks. Thank you. >> And then letter B. Is
015everyone all set with letter A? >> I think it reads better now. I remember it was really um confusing with plus one and then it was five and CIA said four and I think people were getting confused. I think we simplified this. Erica helped us with that to simplify it to say what it means to say. >> Yeah, we felt like it was a little choppy. wanted to clean it up a little bit. So then we jump into letter B and that's just um a student athlete has eight semesters uh or four years of eligibility to part participate in athletics beginning their freshman year. That's just straight from the athletic uh CIC handbook. And basically if if a student, you know, there's other things that come into play, but overall that's what the expectation is.
016um if if a student was looking to you know a hardship waiver or something along those lines. Um but you know that that would be something that we would have to look at in a different light if a student was asking for that. >> Mark, what would a hardship late um exception be waver? >> I mean we we honestly we had uh one this year that we applied to for a student athlete who was a senior who went through a difficult time with his family. Um, and so basically the process is uh you would appeal to the CIA and either with the information provided whether they were granted or not at and for this student athlete in particular we were denied. We then appealed it um and were denied again. But it's basically u you
017know things that they uncontrollable in their life that you know came into effect and maybe had them miss a year of school or whatever it may be. Um, so th those are be something along like a hardship waiver. >> So you would have to miss miss a year a school. Is that what I'm should I take? >> Yeah, something you know um trying to think of another scenario. >> You don't have to name or you don't have to be specific. just like >> it could be health related, mental health related, >> you know, if a if a student um you know was struck by a serious illness maybe and had to take the year off. >> I see. Okay. Thank you. >> You okay? Beverly, you okay with that? >> I'm okay with that. Okay.
018>> Okay. Then we get into the paragraph below. Um, the administration shall be responsible to determine whether students meet the criteria above. Eligibility criteria would be published in the athletic handbook, student handbook, as well as posted on the Fitch High School or Fitch athletic website. >> And so, we've also put the handbook. Do you want to see that? That's right here um in the paragraph above. So, we have both the brochure and the handbook readily available for families. And you know, we can actually have them in a PDF as well under the regulations so that they can just go to them as well. >> So you can have it both ways. >> Just take a look at them briefly so we know. >> Yeah, the CIC handbook. It's there's so many pages in it. That's
019why we went with the brochure because it's just a quick quick look up. Whereas this, you know, I don't know even remember what page eligibility is on. Oh, >> it's 234 pages. Maybe we won't put it in a PDF. >> Yeah, it's a lot of information in there. >> It's a lot. And you know what? Our student handbooks really try to capture the essence of what this is saying in a very readable document for for families and kids so it doesn't become so convoluted they don't understand it. you know, we don't want this to be like a a you know, course you have to take before you're you sign up for >> Could we put the the pages of the student handbook that apply to this there instead of the CIC? That makes more sense
020to me to have the actual wording from the the student handbook. >> Well, isn't that what the brochure does do, Mark? I think it takes the wording right from the handbook and it simplifies it into a much easier reading document. >> Then that that applies to the other document that we looked at. >> Yes. >> Okay. So, it's there >> but it's there for anybody's reading pleasure that wants to go through 224 page, you know, and someone who might be interested and, you know, make a case for a situation, you know, right? >> Some great summer reading. Beverly, what do you think? >> Yeah, I think that's good. I think the h the CIAC handbook should be there. I know it's 230 pages, but like Susan said, in case somebody wants to make a case,
021they have the handbook that they can go back and refer to, right? And the brochure seems great. Thank you. >> No, it looks good. >> Yeah. And then of course these other the red lines are what we took out >> and and we recomposed this to make it make a little more sense and to do what we really are doing. >> Um >> mine says something about the principle just establishing where is this? >> Oh yep. We removed that right at the end of that paragraph. Yep. >> Okay. Yeah, that makes sense to me. I looked at that this afternoon and I thought, why is that there? >> Then we also we kept in the uh the board of education shall be informed of any changes that the CIC may make in its requirements. >>
022Yep. Thank you for that. >> Yeah. >> Okay. Can we take a look? I know that the regs are your jurisdiction. Um but let's we look at them. These are just um sentences. The only question I had about the raids. Are you going on to the raids now? >> I think I am. >> Right. I read them over. >> Mhm. >> And the only question I had is like if a student gets a D or F or in one course or a DF in two or more courses? Well, I'll start with the DF in one course. Is one session a week enough to help that student? It doesn't seem like that's enough to help a student. I mean, one time a week. How long are the sessions? >> Uh, it's it runs about 45 minutes.
023>> So, one session for 45 minutes is supposed to help that student um elevate their grade from a D or F to a from a F to a D and a D to a C or whatever it's supposed to be. >> It doesn't seem like it's enough. the I think the key word in there is a is a minimum. So we're saying at at worst it's one session. Um >> well I like the minimum to be two. I I I don't think it's enough. So the kid could do the minimum one and I don't know one doesn't seem for 45 minutes. It doesn't seem like it's going to help that student. That's my person. Can you explain the other things that you do for kids besides the afterchool that are in place like during the
024school day? >> Mark, before you do that, I want to say that I agree with Beverly and I thought about that this afternoon and then I looked at the other things and I thought, well, maybe they do more, you know, maybe they do one of these and one of these and one of these, but I'm with Beverly on this. So, go ahead. So, so you know, some of the other supports that we offer during the school day, you can see down the bottom, I think it's number four, um, the onetoone student support. >> Hey, Mark. Mark, I'm going to stop you right there because you say you offer, but you don't require. I mean, it seems like we want high expectations, but for some students, it it just seems like it's disjointed that for some
025students, we we really don't want high expectations. We want them just to move along and do the minimum. And for some students, we want high expectations. So you're saying we offer, but they don't have to do it. And that's why I like the required that they required to take two two courses a week. Not a minimum of one, a minimum of two. And if they feel if they have a D or F in two or more courses, they should be taking the minimum of three sessions a week. >> Well, Mark, can I ask a question? I think. Doesn't Falcon Academy meet after school? >> Yep. Correct. >> So, would this interfere with their ability to attend practice? >> Well, so we have a coaches meeting actually tomorrow night and this is one of the things
026we're going to review again. Um, but you know, if a student, you know, we again we stress academics first. So, the student athlete may have to go to practice late, >> right? And I was gonna say that >> we just suspect we're we're students first and athletes second. They're not all going to go to the NBA. They're not gonna go to the NFL, the NHL, or or whatever whatever the WNBA. They're students first. >> So, they would they would still go to practice, but they would go late. >> Correct. Yep. >> Can I just add this too with powers school? Sometimes a a student might be missing assignment and all of a sudden they get an F. It's showing as an F because they don't have a credit. They don't have credit for what they've
027done. They might be able to get the assignment in the next day. They might need a Falcon Academy only one time to complete the project and then all of a sudden the grade is a B or a C. >> So I think we have to really personalize this and see what the student actually needs before setting requirements on them. You know, oftent times it's um it's even more than that. maybe they failed a test. >> And our teachers are pretty good about giving kids kind of second chances and ways to make up for, you know, trying to understand what they missed on and, you know, maybe retaking um maybe getting some help and then, you know, going back to the subject. So I think every case is different and so with power school you're getting
028parents and kids and are getting information instantaneously but sometimes it's not accurate because it's just that something hasn't been handed in or something was a miss and you know it's not that big a deal. Sometimes it is a big deal and they have to do more than one afternoon. Maybe they missed a whole topic, you know, and they have to go back and really relearn something. All right, I understand that. But there are still the kids that are getting the D's and the Fs that don't meet your exception. So, if you want to write exceptions into your regulations, write them. If a kid misses this assignment, then he's excused. But I'm I'm I'm concentrating on the kids that are getting the D's and the Fs, that are truly getting D's and Fs. So, so just
029I don't mean to cut you off, but I think one of the things that >> is um is part of this Falcon Academy is this that it's a bi-weekly grade check. So, what that means is this. Every Friday, you know, our uh one of the secretaries will will do the grade poll. We will personally assign each kid the day that you know or days that they will be assigned to attend Falcon Academy. So, we're taking that out of the kids' hands from that and say, "Hey, you know, you're required to attend." Well, you know, there's a lot of intangibles that go into it. So, we're actually setting the schedule and assigning them to the actual Falcon Academy and the number of days that they need to attend based on, you know, how many Fs or
030how many D's they had. So, from that, so let's just say the kid goes in, they have an F or a D or whatever it may be. They can also earn their way out of it after the when the bi-weekly grade report is pulled again, we'll say on the 16th, uh, two weeks later. Now, at this point, they have no D's or Fs or A's, B's, and C's or whatever it may be. Now, they don't have to attend for the next two weeks. And then we pull it again in two weeks. Oh, now now I have a D or an F again. Now, they go back in. So, it's a constant revolving door. We're constantly monitoring uh the student athletes grades and along with the coach and supporting them and making sure that they're getting
031the supports that they need. I I hear what you're saying, but I'm still with my minimum of one session is too low and a minimum of two sessions is too low. I hear everything you're saying and it's all subjective. Um, but this is the regulation and this is how it should be. Uh I don't so it without any sub you know what you're saying is I don't know all the other stuff seems to be subjective and this is the this is the this is printed so when I work for the department of correction if it wasn't written it didn't happen so well that's why these regulations there are practices they're really the management that we have our management system so what I would recommend is Mark's getting ready to meet with his coaches to kind
032of review these practices and really see, you know, what is happening and what is been the best practices and, you know, have a conversation about that with the with the people who are really interacting with the kids on a regular basis. Does that make sense, Mark? >> When you meet with the coaches. >> Yep. We're meeting with them uh tomorrow evening. A full Yep. when you when you talk to the co coaches, tell them that the board Beverly and I want those changed and see what their their um their uh >> well there I think the board is concerned that is that enough, you know, and and and maybe get a sense of what seems to be working best um to really support kids. So we, you know, Mark and I talked about how sports
033and clubs can mean and band and music and drama, those are some things that really can motivate kids um beyond the classroom. And I think it's really important for them to stay connected and belong to the school. And some of that is really about belonging. Yeah. Certainly Beverly and I know that >> that's why I was Yeah, that's why I was asking if they can still go to practice >> because for some kids that's their, >> you know, their hook. That's their That's why they come to school, >> right? And I think >> that's okay. That's good, Denise. I'm not no disrespect to you. That's why they come to school, but that's not going to be putting food on their table when they're 18 and they need to get a job. I hear you. >>
034You know, Denise, I I think the world of you, Denise, but when people say that, you know, because I taught in the department of correction. I've seen those kids. I work with those kids. >> Mark, when you go tomorrow, I don't want you to say, "Is that enough?" I want you to say, "That's not enough." and then see how they how they >> No, >> Beverly, are you okay with that? >> Yes, I am. Thank you. >> Let me just remind that when we bring this to the board, the board is voting on policy and we're just suggesting this is what the practice is. So, we'll be able to look at that again and if there are any revisions, we'll be able to add that and make sure we send it your way to take
035a look at. Well, the I realize that maybe then we need to put in policy if it's not going to be part >> if it's part of the regulations and we really don't have any authority over that maybe it has to go into policy. >> So >> that would be my thought too. So, let's see how Mark makes out with the group and um you know, he'll be in communication with me and I'll let I'll be in communication with you. >> Okay. And I don't want this to go to the board until we get this absolutely absolutely um the way we want it. So, I don't want it to go on the next meeting unless it's it's the way we want it to go. Do you understand what I'm saying? I don't in other words
036I don't want it to come back again. So >> and I think the wording needs to be something like depending on the need of the student in each case. We have to look at almost each individual student to see what's the severity of the problem and that's what's going to require um the the level of support. Well, you know, I don't know if you can see this, but this is the book that we read for DEI. And one of the things that that was struck me was that there should be um a a cut and dried nononsense. This is the way it is. A of standardized rules and expectations. It should be schoolwide applying to everybody and and it should not be in a way that we look at the kid and we see what
037he needs and then we kind of mold things to that. And and let me give you um exact exactly what I'm talking about in terms of my own experience. When I was principal, I had certain school rules. You never never never broke them. One of them was I think you know this one of them was you don't chew gum and the reason for that was at the at the um middle school level anyway when the kid crosses the the um threshold of the middle school you've heard this before he turns into Bugs Bunny and the rest of us are yuseity Sam and the re you realize of course this means war so I wanted war to be over gum not to be over some things some place where they could hurt themselves. So that's the
038essence of this book that the the rule should be standardized >> and then you know you know again from my experience one time I I had a rule in class not the school rules in class and if you broke that rule whatever the punishment was so the kid breaks the rule and I know that if I enforce this rule I'm going destroy the kid if I don't in in um enforce the rule. I'm going to destroy the class's faith. So, I go to the assistant principal and I say what I just said to you. And he said that when he was in college, he had a a a professor who said the rule is we never never never never wear shoes in this class except for today because there are snakes on the floor. The
039class will know there are snakes on the floor. So that's how I'm looking at at the rules of anything that they should be standardized. And that's what this book is saying. Standardized. Everybody does as the rules expect. >> But when you when the snakes are on the floor, everybody will know that. I don't know if that made sense to you, but it certainly makes sense. I know. I know. Not only does it make sense, but I have practical experience to back that up. So Beverly, did what did you think of that? >> I thought that was great. That was great. >> So So that's where Beverly and I stand. I don't know where Matthew is. >> So can I just reorient us to where we left off then to because I want to make sure
040Mark, you've been able to go through this regulation document, >> right? Mark, before you do that, Mark, before you do that, >> did that make sense to you? Did you get what I was saying? >> Yep. No, I understand having a a standard uh policy. And I think, you know, I think truthfully, I think that's where that CIA policy is. I think it's a standard blueprint for high schools, you know, across our state. And I think, you know, I know from my perspective and, you know, I think Susan and Ted and everybody else like, you know, we're looking to up the ante. You know, we felt like that four is >> is too minimal. >> Yeah, it's a minimum. And I felt like we could do better than that, >> right? >> So that, you
041know, that was some of the reasoning, you know, why we wanted to go to five and, you know, hold our student athletes a little higher, implement this afterchool program to provide more supports for them. So, >> right. >> Um, >> and Mark actually said he's checked with other colleagues like in nextdoor neighbor, you know, Waterford and Ledger and and they have the minimum requirement. And I I really appreciate that we're holding our kids more accountable and expecting high, you know, higher levels of, you know, academics for our own students. So, >> I appreciate that too, Susan. And that's why I want to see the sessions increase. I appreciate that. >> Yeah. >> Really? >> Yeah. >> Right. >> So talk to the talk to the folks and we'll do what we can do. All right.
042>> Yeah. I think the the other piece to it too is, you know, as a reminder, you know, a lot of the the student athletes are eligible to to participate and a lot of the students at this point in time, you know, they have, you know, three, four games a week at times. So, we're trying to work with them to provide them the sports as well as the uh the ability to participate in athletics as well. So, >> and I I go back to we also have CTL. So, every day and it's not just a glorified study hall. The whole purpose is for the students to meet directly with their teachers. So, if they're in trouble in math class, geometry, and they need their Doug Manford teacher to work with them in geometry, that's the
043perfect time. They have that every single day, >> right? >> So, I think we can do more with that CTL period so that you know in addition to this, we can get them up to speed quicker, >> right? Yep. >> So, bring that up to the attention too that we we have other resources as well. >> Yeah. So, essentially a kid could meet with a with a teacher twice a day. you know, if if say, for example, they were going to the Falcon Academy in the afternoon, they met with the teacher during CTL during the day, or maybe they were offered a tutoring support with another student from either the National Honor Society or another thing. So, it's not just necessarily the the one uh Falcon Academy session. There's also other opportunities. >> I think
044and I I think that Beverly and I would agree that it doesn't have to be from the same source as long as it's up to two and to three. It could be a combination of any of them. >> Yeah, I agree. >> Yeah, that's what I was going to say. You could >> I mean, I'd actually rather have our students meet with their actual teacher. I mean, when you think about the most highly qualified person, you know, that would be their math teacher, their ELA teacher, their science because they know exactly what the student is missing. >> Yeah. We don't want to keep prelude their part participation. We just want them to get the extra help. >> Yeah, we get it, >> right? Yep. 100% understand. >> And I appreciate that our board members care
045so much. I appreciate that you and Beverly are on this because it's important. We have to do this together. If if we don't do this, we may as well hang it. Say we're not educators, right? >> Okay. So, what else? Because I have some uh I have some small things to >> go through. So, I will >> So, I'll follow up with the coaches tomorrow and I I'll talk to Susan by the end of the week and and uh you know, get their taste of it as well and and and uh you know, be able to present this as well during our parent meeting on the 18th. That would be great, Mark. >> Yep. >> But we don't want this. >> Yeah. We don't want this to go forward until we see it. >> And
046I think the next step is we've got to let our counselors know because they are also go-tos for our our sports. You know, I know coaches are often mentioned when I ask who's your go-to, but I want the counselors to be the next go-to or maybe even the first go-to. So, whatever is decided, they're going to need the policy and the regs and they're going to need to know to really pay attention to how kids are performing. >> So, are we through the content of of Oh, what are we doing? Are we um moving this from from the um from the regulations to the policy? >> Let's see what Mark has to say. They come up with it. It really is something that's the management part of it. But um let's see what we come
047up with and I'll give it back and showcase it with you and Matthew and Beverly. >> Okay. I would be good Susan with you with it saying one session of two sessions one of Falcon Academy like India said one of some other one to one student support student to teacher support but it has to be two and it has to be three. >> I'm with you. >> So Susan Let me see where this is. Scroll up to this the number one. >> Sorry. >> So, I'm just putting this to remind myself. >> Yeah. I'm sorry. >> Ah. Oh, geez. I just lost it. >> I have it written down. Susan. Okay. And then I can put with two with CTL support during the day. Okay. I see you. You went up to I'm sorry again
048because boy, I would really push for that. That's a perfect opportunity for kids. I want to see them going to their teachers more now during CTL and getting the help they need. >> Yep. I agree. Not only for student athletes, but for any any student who needs it, >> right? >> And the same thing with a Susan >> with what a >> um Yeah, 3A the one. >> Yeah, I've got that here. >> Okay. I didn't see my I'm sorry, I didn't see it. >> That's all right. >> Oh, I see. >> And of course, Mark mentions that down here. You have one-on-one support. We have tutors during the day. Now, we have tutors, you know, after school. So, there's so many ways kids can get help, but they, you're right, they don't necessarily they're
049not necessarily the ones that go looking for it. Sometimes it's the coaches, teachers, and parents who have to help them along the way, >> right? >> And yeah, and I I agree with you and that's why we're assigning those kids those supports, you know, firsthand. So, there there's really no question. We're not let it we're basically taking out of their hands and saying here's what you need to do >> right and sometimes you have to do that if you want kids to be successful when I taught at the women's prison and my students were going for their GEDs that most of the students did not do math well so we had a rule if you want to take the GED exam you have to stay after school with me every day for the last for
050the two weeks prior to the exam to get tutoed did a math and you know what? Our success rate went through the window because they all most of them passed the math part which >> because you cared Beverly >> h >> you cared. >> Yeah. >> You were interested in them being successful. >> Yeah. And if I if we didn't put that rule in place, they wouldn't have they wouldn't have came. >> Yeah. I know. They were like, "Oh, like they had a million things to do." You know, they had to go home, wash clothes and stuff, and they had >> I get it. >> And I want to say that that's what I'm hearing from Mark as well. I'm not hearing Mark say, "Oh, we want to, you know, come on you ladies. You
051get with it." No, not at all. >> No, not at all. >> So, so let me go up two more things while we're on here. Uh, go to number three and see that butt. Oh >> yeah, just make that regular. And then all the way through here, uh, it's it's it mix it's mixes they and he and she. So, let's go down to the to the to a and make that. See where it says one course and now it's going to Oh, you know what I mean. Make that they, he, or she. >> I'm looking for they, he, or she. >> It's after right after the um >> indicates. Oh, here indicates. Got it. >> Where? No, it's right after. It's right after one. >> Right here. >> Where? No. >> Bi-weekly grade report indicates
052they are no longer. You mean he or she? >> It's no longer >> right. And if you go to the first sentence after the underlined one course, that should be the they should be he or she. He or she. Andrea, you you um can I just throw this in for a quickie? >> Yeah. >> Okay. So, you know, I used to attend all those DEI meetings when I was on the RTM. And you know, some people don't identify as a he or a she. >> Yeah, I know what you're >> Yeah. And they might be a little less >> gender. They might be a little >> Right. And you're absolutely right. I don't care about that. I care about consistency. So then make everything that okay he or she and and everybody's absolutely on on
053>> when we go through this with Erica. We'll make sure it's all consistent. >> All right. I'm I'm happy. >> Yes, definitely. >> All right. Yeah. Only because I went to all those DI trainings. >> I I get it. >> I know. I've learned a lot myself. >> I I get it. And I should have said make it make them all they I and if if Liz were your Oh dear. So, okay, you're absolutely right. >> We could also use the term student athlete then that applies to any student athlete. >> Yeah. >> Because it's specific to athletics. And you know what, Mark, I wouldn't mind seeing some um some statistics on how many how what's the percentage of young men this this applies to and what's the the percentage of young women this applies
054to and or anybody else? >> We the support are you saying? >> Yeah, >> we do break our data down in gender looking at grades and things and that would be interesting >> to take a look at. But, you know, I'm thinking about what uh Beverly just said and now I'm wondering if that's even illegal. So, well, we can think about that, but that that's something I I wouldn't mind knowing, but Okay, moving along. [Laughter] Okay. Thank you, Mark. I'm gonna let you go back to the beach. >> Yes. >> With your family. >> Thank you. Have a good night. Thank you. >> Yep. >> So, we have Denise here. Um, do you want to skip down to the um the challenging curriculum pieces? Um, and then we can go back to naming. Is that
055is that a legal thing we can do? >> Oh, yeah. >> Beverly said Beverly said yes, too, didn't she? Yeah. Yeah, I said yes. >> Oh, thank you. >> Okay. So, let me find 614152, which is challenging curriculum. And I think I really appreciate you being here, Denise. You had offered and you helped us with the guidelines on the gifted and talented. And I'm really proud of our board members um during this policy really looking to open open the doors for more kids, >> you know, and not be biased by even a disability or, you know, with every disability there's a capability and there's gifts and talents in all kids. And I think when a student's really interested in something and wishes to try it, we need to be open-minded about that. So that's kind
056of the premise, >> right, >> um of this That's absolutely correct. But I don't know whether I got the right um um documents in my in my packet, but these documents are they say the same thing that the original one said that we went through. So I don't know what happened, but um that's why I called you today, Susan. >> Yeah. So I actually took time to read through them with that lens that we had talked about. >> Uhuh. Um, so you know, we can kind of go through this together. Um, let me just get this bigger so we can see it. Can you see that? >> Or do you want it even bigger than that? >> Yes, >> if you could. If you could, that would be great. >> That's good. >> Okay. I
057talked to Erica this afternoon and I I think um I told her to take out that second sentence because >> supports advanced courses. >> Yeah. >> Because the first sentence says the same thing. >> Yeah. Otherwise, why wouldn't why would we not you know we have this policy so obviously, >> right? Um, so I like the fact that it says all students in high school, um, at the high school level. Um, you know, this one speaks specifically to the high school level. The next one we we'll look at speaks more to the eighth and nth grader specifically. Um, will be provided an opportunity to participate in rigorous and academically challenging curriculum. >> Right. And that's good. No. Do you want to just do how do you want to attack this? Do you want to read
058it uh or like a whole thing or do you want me to go through and say, "Wait a minute. How do you want to do that?" So, um you know, I I highlighted in the second paragraph such as but not limited to. So they're giving evidence of different types of courses kids can take which we offer honors classes, dual enrollment, >> dual credit, advanced placement, and international baloria. >> Yeah. Where is that? Can you highlight it? >> That's the second Yeah, the second paragraph right here. >> Can you make that yellow or no? >> Um, is it blue for you? >> Yeah. Okay. >> Okay. >> Susan, can I ask you a question? >> Sure. I heard that. >> What What is dual enrollment? What do you mean by that? >> So, um, dual enrollment,
059we're we're now offering for international balarat and AP students the chance to get college credit like to marry or partner the Yukon credit with other highlevel courses. So, a student could walk out with a certificate, an international balorate diploma. They could walk out and um possibly even take an AP exam, you know, to get credit or they could have Yukon credit because we're trying to align the objectives because those highlevel courses have high expectations, but they're not different. They're really very similar. So, a student could get a certificate, they could pass an AP exam with flying colors that also would assist them in higher education, or they could leave with some Yukon credit and save their parents a boatload of money if they are able to, let's say, have um a semester of credit that
060they've gotten in high school when they go off to school, college, or trades. >> And is that what you refer to when you said dual? And that's dual credit, right? Or dual enrollment. Dual. You're enrolled in AP, but you're also enrolled in um ECE or Yukon. >> And so why do we have dual credit there, too? >> Well, I have to figure that one out. I'm not so sure about the dual credit if um they get credit for both. So, I Let me ask that question. Okay. Do you know >> about that, Denise? >> No, I just know. Well, I think they earn dual credits. >> Yeah. So, that's not coursework. That's something they're earning be, you know. >> Yeah. >> Or acrew. Yeah. >> Yeah. So, I think we could take that out, but
061you can check on that. >> Yeah. Let me check on that. >> And then also it says and international veilerat. Let's see. encourages students to pursue rigorous yeah rigor rigorous advanced um coursework including blah blah blah and international balariat. Now there as Beverly said last time they're all in it in in uh 6 through 10. So either either that should say for 11 and 12 or um that that we agree that there would be a separate sentence right >> saying international balaria was defined as a um advanced course but you see it really isn't it's a it's a it's not an advanced course >> what my >> yeah it's it's a way of it's a way of teaching It is a way of teaching but they do um support that it is academically challenging, rigorous
062and relevant for kids. Yes, I agree. But it's not an >> Let me see if um let me just look ahead to see. There is in the regulations on this, we do have a statement that we can put in about my um you know, Grant Public Schools provides M middlear program, IB, middle years program for all students grades 6 through 12. I >> I was wondering if we would want to clarify that. you know, add that in additional in addition because in addition to that, they can um actually be accepted into the IB program junior senior year. So, it's almost like my IB are different in a way. >> They are different. They are different. You see, Beverly advanced that last week and it's Yeah, it has to that can't be in there because it's
063not an advanced course. >> What? My >> Yeah. I mean, it's nice that we have it and it certainly is rigorous, but it it's a it's a a way of teaching. It it's not not an advanced course. Oh, >> we can put international balarat diploma >> program diploma program. >> Well, can they do that? Can an eighth grader take like a an 11? >> This isn't for eighth grade. This is just >> 11 and 12. >> Oh. Oh, see that clears up everything. Okay. Well, oh, if if that's the case, then it is it does belong in here. Beverly, what do you think? >> Mhm. You're talking about the international back laurette courses, >> right? Not not ID. >> Yeah. I not my Yeah. >> Yeah. >> Maybe the title should say Fitch High School
064or N wherever the grades this um policy pertains to so we don't get confused. You know what I'm saying? They have >> I'm trying to find a place. >> In fact, that's what I that's what I have written on my sheet here. And international back balary courses for 11 and 12. >> So you could add that to it. >> Yeah. If you add that to it, then that does it. >> Yeah. Don't you like this idea of Google Docs, Dr. >> And I can just fix it right here. >> I love it. >> Um, okay. Now, >> this next one, um, >> yeah, read this one out loud and you'll see you'll where where I'm going to start. you just >> It says the board to encourage student participation in advanced courses or programs will
065communicate information about advanced courses or programs to students and parents. Offer district-wide counseling to students about the benefits of advanced courses and programs and annually report on district progress towards increasing students readiness and participation for advanced courses and or programs. And that's what we worked on with the admin team at the high school and the coordinators to really make sure that we are, you know, AP Carmea Hajj had all the 9th, 10th, and 11th and 12th graders um listening to opportunities about AP. Next year we're going to have AP and IB coming together and really giving kids the information and having parent nights. like this is all part of coming back to community to really encourage more. Um, and even with the bit that they did this year, um, they saw double the number of
066kids in some of these classes. So, I thought that was for the first year. I thought that was impressive. >> Yeah. And I like >> I I was going to say, excuse me, Andrea, I like the um emphasis of the the role of the school counselors. take a look at and I'm surprised you didn't stop at this at it as the last sentence at at the very end toward increasing students readiness and participation. And that's what we talked about that it wasn't their readiness or their dis um their dis their um participation as Matthew said he was ready but his counselors didn't think so. So here we're back to people outside of the student making those decisions. And if >> they're saying it's the board there, it says the board to encourage student participation in
067advanced courses will communicate. And actually, it probably won't be you doing the communicating to parents. It'll probably be, you know, the board staff. >> Should it be or >> or the district? That's No, that's not what I'm talking about. I'm talking about the students readiness and uh uh participation. >> What if we put the students enrollment? >> That's better. >> So, let me look at >> You're concerned about the words readiness and participation. Yeah. >> And somebody else. Yeah. that somebody else making I'm so sorry Matthew isn't here because last year last week he talked about or last month he talked about how he was not allowed to take AP courses but he took the the uh the examinations anyway and uh he should have been in those courses he just was not he was
068a mediocre student as he called him >> and we know gifted kids sometimes when they're not challenged people sometimes b at that but when they're not challenged. They don't rise to the occasion. >> That's right. >> Maybe replace lots of research around that. >> Maybe replace four within >> enrollment in. >> So read it out loud. >> Um and annually report on district progress toward increasing student enrollment in advanced courses or programs. >> Right. That's the way it should. >> Should it just read student enrollment? I think so because it's like the student body now it's saying students enrollment. >> So Beverly, what do you think? I I I'm I'm kind of confused because I I I don't see what the problem is with students readiness because it's saying offer district-wide counseling to students about
069the benefits of advanced level courses and programs and annually report on district progress toward increasing students readiness because we want students to be ready to take these classes and participate If they're not ready, then they can't take the class, right? So, we want to increase their readiness. No. >> Well, how do >> that means that? >> Yeah, that means that somebody has to somebody out outside of the out of the student has to assess that readiness. >> So, let me say, >> let me go back to this book again. So, there's this teacher and she's she's she goes over to this to this uh black kid and she says, "Uh, you know, let's talk about whatever." And the kid is like blowing her away. And she says to him, "Why are you raising your hand?"
070And he says, "I don't want anybody to think I'm stupid." So you see it's this is always based on what somebody else thinks >> and not the reality of it. >> Yeah, I I like that example. I'm wondering, you know, what are we going to report to the board? I would think we're going to be reporting the number of students that are enrolled in these higher level classes. >> Yeah, it's going to be um like you said, it's more subjective to talk about readiness. I think our job as educators is to get them ready starting I say in um >> you know >> infancy you know before they even get to school. >> That's why I love children first graten as a partner. Well, the counseling the counseling plays a role in that too because
071like Andrea just said, the kids might be ready academically, but they don't have faith in themselves that they are ready. >> And that's why I love having that counselor involvement. To me, that's nurturing the readiness. I just don't know how you report on that. >> Yeah. Well, the how you report is the way you've got it now. um >> who's sitting in the seat, >> right? >> The enrollment. Yeah. >> Yeah. And and that's what we need to know. We need to see the enrollment increasing. >> And you know that I'm going to for I'm going to again go in left field, but you know I I I see this at the academy. I'll be talking to a a cadet and I'm saying like, "Why aren't you applying for a a regimenal position?" And like
072the eyes go down like this and it's like, "I don't know. They they're not going to take me." Are you crazy? I mean, look at what you're saying. Look at who you are. And you know, that goes on all the way through the college and even beyond. >> Yeah. Yeah. >> You're right about that. Yeah. So anyway, okay. So that's one. That's one. Okay. >> Now, the definition kind of repeats what we've already said. We've kind of gone over that. That was actually up above in the policy. >> Well, hang on because that see where it says international baloria program, which is a for 11 and 12, grades 11 and 12. >> Oh, you want us to add for students? of these other though there are opportunities it's it's not often that you see a
073kid in nth grade taking an advanced placement but it could happen but I know that international balarat diploma program is definitely specified for um but that but see it says an advanced course or program and so I just think we should be consistent and just say hello and fall >> as we did up above. >> Yeah, >> that makes sense. >> Mhm. >> Cuz in ninth grade they really don't take advanced courses, do they? >> Well, they do have honors courses in math. They could, right? >> Yeah. Yeah, >> but that'll we can talk to that speak to that uh in the eighth and ninth. >> I think >> I know we might have to have one policy referred to the other. >> You know how we've done that before C policy the other policy
074because it will give us more information. So, um, >> no. >> So, I think I'm okay, Beverly. I don't know about you, with the prior academic performance means the course or courses that a student has taken, the grades received. It's just a definition. >> Yeah, I'm good with that. >> Now, when we get down to guiding um principles, I I um highlighted the second second sentence, but I'll start with the first. The board is aware that Oh, I I don't know, Beverly. I don't know how you feel about this, but it just grabs me to put this. >> The board is aware that minority students are chronically under represented in ad advanced level courses and programs of similar rigor. Low aware here's where I I'm steaming, so calm me down. Low awareness of advanced courses
075and programs, insufficient preparation, and fear of social isolation prevent low income minority students from enrolling. >> Did we take that out? >> Yeah, Susan took it out, Andrea. See, it's >> Well, I think I think that Erica must have heard you. >> She Okay. Okay. And well, you know, it just paints such an awful picture. I don't know, Beverly, what do you think? >> Yeah. Uh yeah. Yeah. Well, we took that part out, but um >> the borders are where uh minority students are. I don't know. >> I mean, our our own students told us right to Carmea, to me, to Dr. G. They want to see more kids that look like them at these in these higher level classes. And I know the Martin Luther King scholars have probably said that to you, Andrea.
076>> There there it's I told you last week about uh Britney Tusant. I would take out chronically. I mean that let's take out chronically and just >> I don't know if chronic needs to be there. We know what underrepresented means. >> Yeah. >> And that's true. You could always say instead of minority, you could you could always say um diverse groups of students. >> I like that. What do you think, Beverly? >> I just Googled synonyms for minority. >> I spend my life I spend my life on that. >> Yeah, that would sound better. >> Yeah, I think it's more >> I like that >> current a more current term. >> Yeah. You know what it's when you say minority and students it's like the kid is >> actually the minority is the majority now
077in graten. >> See that >> Beverly I cut you off. I'm sorry. >> No no no that's okay. >> So it depends on what you're really looking at. Minority is really the the smaller group. If we change if we change minority to diverse group of students, I think we should keep low income as well because we do I mean I do feel that that's um a group that's underrepresented as well. >> Yeah, I was I was thinking that too, Denise. >> Yeah. >> Okay. >> So, you want to change minority to diverse group? >> Yeah, >> that I would say low income. Um, >> well, I like do diverse groups first. You got to keep that in there because that's really nice. >> Yeah, I was going to say both. >> Oh, okay. Go ahead.
078>> Go ahead, Denise. >> Um, a diverse um the board is aware that um how did it say um how about it? I think that um >> why why don't we just say the board is aware that diversity um in this is under reppresentative in advanced level high school courses. Do we have to say students or just diversity >> diversity? I kind of like that. >> I like that. Yeah. >> And that's so true because when my daughter was at Fitch, she was the only um AfricanAmerican student in some class. That's why I was glad she went to uh college at Emmery University Atlanta so she can see that there was other black students that were just as smart as she was. >> Right. >> There you go. And it goes on to say further
079other barriers to participate include the failure to identify students with potential insufficient motivation and in incentives on behalf of teachers andor students and funding >> and then I went through the roof when I saw funding. I mean what is what does that mean? like you're okay, you're all smart, you're all great and so on, but ah, we're not funding you. I went nuts when I saw that. >> Do they mean funding on the part of the district that the district doesn't offer those courses? I wonder. Or lowincome, maybe cultural or socioeconomic conditions in the home. Not sure what they mean about funding there. >> Yeah, it I don't think it means the home. I think it means like, yeah, well, if we got the bucks, we'll do it. If not, oh well. I'm just questioning
080what's insufficient motivation and incentives. >> Yeah. >> On behalf of teachers and students. What do they mean by that? >> I could be that the >> it could be that teachers aren't like aren't motivating the kids to take these classes. >> Well, that's true. >> Yeah. You know, >> let's read it out loud. Susan, you want to do that? I'm so bad at reading out loud. Can you do that? >> Okay, I'm going to read the whole thing. The board is aware that diversity is under represented in advanced level high school courses and programs of similar rigor. Further, other barriers to participate include the failure to identify students with potential, insufficient motivation and incentives on behalf of teachers andor students. I think the funding should go away because we I would never let funding hold
081me back. >> I agree. >> I get another >> I was just thinking that >> but look at the what it says also. It says further other barriers. Um it doesn't talk about any barriers in the first. It just says >> well because we took those barriers out. So we could say barriers participate. >> I see. Okay. Yeah. >> So, this means and this means to me that okay, uh, Mr. Smith, if you'll only take this group of diverse kids, we'll give you an an extra couple of bucks or a day off. You know, that's what to me what that um incentives. What is that? >> Yeah, what is that? I was just going to ask that. What is that? Incentives. Incentives on behalf of teachers. Are you giving them a uh a dollar for
082each student that they get in the AB club? >> Well, everything that everything that we've learned about um diversity, equity, and inclusion really to me talks about expectations, right? So, it's about whether or not there are high expectations. So a barrier would be low expectations, lack of encouraging students to take risks and challenges, >> you know, lack of of of those expectations. >> Let's put that down. See how >> motivation and incentives is not a good way to present it. >> Yeah, >> schedule C for that. >> That's a good point. You know what? because when my daughter, and I hate this, you know, I'm going to say this real quick, was at Westside Middle School and um she never got homework. And I said to the principal, "Well, where's the homework? They never get
083homework at this school." And he said, "Oh, because some of the kids don't do homework." And I said, "Well, those kids don't do homework. Give him a F, but my kid does homework, so don't don't not give homework to the whole group because >> you don't lower the bar because the bar is already low." Yeah. So you lower the bar for the whole school. >> Exactly. >> And that's why I think Westside always had a bad name because you got to have high expectations. >> Exactly. >> Oh my god. That >> kids will rise to the bar if >> you if it's expected. >> Yeah. >> And when I taught at the prison, one of the teachers in the next room said, "Hey, Beth, how come all your students do homework?" And I said, "Because
084I expect them to do it. There's Yeah, that's >> that I'm not going to be happy. They want to see Mrs. Washington happy. >> So maybe we could just >> You got it from you expected. This is what you expect. >> You know, Beverly, you're so right. Because about 10 years ago, the the teacher is gone now. I met a teacher in a grocery store and I said like, "How's how's it going?" And she said, "Oh, I love our kids, but you know, they just can't do it." It was just like that. And I think Oh my god. >> Good job. >> Find out how to get them to do it. >> Never read the little engine that could. >> See, and that's why and that's why there should be schoolwide expectations. >> And like
085I said, you'll know when the snakes are on the floor. >> Well, and that's why we have, like you said, Andrea, that those teaching methodologies in my you know, that approach to teaching and learning. >> Yeah. Okay. All right. >> I like your idea, Denise, what you said. >> Yeah, let's see it. >> Um, it was I think it was I think Susan captured it. You know, low expectations. >> Trying to think of what else I said. Um, it's sometimes it's the belief system too, right? It's like this in, you know, um, belief system that kids can't achieve because they, you know, come from backgrounds that, >> yeah, >> you know, maybe didn't offer them a lot of opportunities. >> Um, >> so that might Yeah. self-esteem. >> Let's So, we're going to take out
086>> incentives. You got to take that out though, right? Incentives on behalf of teachers. I don't know what that's >> I don't Yeah, I don't like that. And I don't think there's insuffication >> insufficient motivation. >> I mean, I can see that a kid might be not be motivated. The teacher's not motivated to have the kid take the course. I'm not so sure how the teacher has >> Yeah, let's just end it at students and take the rest of that stuff out. >> Does motivation have to do with belief system though? could we say? Or lack of motivation. >> I'm looking at failure to identify students because we're I'm back to um you know, somebody else's idea. >> You know, I I I think the term that we've all learned is it's it's almost sometimes
087there's like a systemic, you know, racism that, you know, that keeps those, you know, keeps students, you know, oppressed. Um, >> you know, I'm going back to this. Oh, go ahead. Go ahead. >> Oh, well, I was just going to say to me, it's all about having high expectations and a belief system the students can achieve. So, >> you know what? Go ahead, Denise. I'm sorry. >> No, no, go ahead. I'm wondering if >> maybe we can words smmith, you know, the motivation and incentives into um maybe, you know, like an outdated belief system or, you know, Wow. >> Well, insufficient motivation doesn't always have to come from the teachers. It could come from the family. I mean, you know, sometimes families don't motivate their their children to do better. I mean, my mother told
088me this story and I used it on my daughter. This is the last story I'm going to tell you. Uh, my mother told me this story. She said she had, excuse me for saying this, she said she had a Jewish friend and the friend always told her kids when they were little, you're going to college, you're going to college, you're going to college, you're going to college. So when a kid grew up, automatically they went to college. I used the same theory on my daughter when she was little. You're going to college, you're going to college, you're going to college, going to college. So one time I said, "Oh man, I hope I have enough money to send you to college." She said, "Ma, you've been telling me since I was little I was going
089to but but see it's the motivation. You keep telling them and brainwashing, but I was motivated. You're going to go to college, study hard >> and setting those high expectations." >> Teachers, it comes from families too, right? You know, >> well, so insufficient motivation on behalf of our students. I think this is something we could have Jamal help us with. I feel like, >> you know, you know, Denise, I can't tell you. I sent him an email about an hour before this and I said, "Can you can you call me?" And he said, "I'm I'm" and what I I wanted him to come here tonight. >> Yeah. >> So, he he already knows that >> he would have no trouble were, you know, working with this language. So, all right. >> So, we'll have him
090look at this particular paragraph, but I think >> we're tweaked it to make it a little better, >> right? But let's have him come to the next meeting because, you know, I know >> we could have him look at it in between, Andrea. We could have him look at it, you know, this week. >> Yeah. But if we're not there, >> he's got a big gayla on Friday night. >> Oh, okay. Oh, his award ceremony. Yeah. So, let's let's not let's have him here. I mean, we can send this to him, you know, and but let's invite him. That's I don't think Matthew's here. So, Beverly, is that okay with you? >> Yeah. >> So, this evaluation makes sense to me because this is what we're doing anyway. We're disagregating the data. We're looking at
091it every single which way um to make sure that, you know, there's access for all kids no matter how we break it out, >> right? >> Should we put should we add disability? >> Just to include that, you know, that subgroup as well. >> I don't know. um >> gender, ethnicity, disability, and free and reduced lunch participation. >> I hate to call them disability. >> Yeah. >> Um >> I I think if we look, you know, I think I think disability is in there. I mean, if we're looking at gender, ethnicity, and free and re reduced lunch, a a kid with a disability would fall into any one of those groups. >> Okay. One of the things the state uses is high needs. It's very hard to break out the free and reduced lunch because
092it's all kept private, but they look at high needs and high needs indicate e special ed and free and reduced lunch. >> So I think if we look at high needs students um that would be good. >> Yeah, that would be good. >> Yeah, >> because that'll capture all of those >> because we have a large e population as well. >> Yeah. Okay. Then it says such data will be used I I know what this says. I don't know what it means. Such data will be used during the planning process for course and program offerings in the coming year. See I well it I guess it's for offerings not for inclusion. What does it mean? I I mean I read what it says. Oh Denise, what does it mean? Well, it looks like they're going
093to look at the data and decide what courses to offer based on um the participation. And I would imagine whether they're going to offer more courses in different subjects maybe. I think that's what program offerings mean. Where can we add advanced courses in the different content areas? That makes sense. >> Well, that's why a lot of times when, you know, students are signing up, we're looking at the level of enrollment to determine which co courses are going to be offered, >> right? So, they're not just in math, you know, there. So, students who have talents in areas other than math, you know, maybe >> says by gender, eth ethnicity, well, maybe that would be like black history or in Hispanic literature or whatever. Maybe that's what it means. >> Well, they're they're going to disagregate
094the data. So, how many girls are in advanced places? >> So, they're reviewing the data of student participation in the advanced classes. I think it goes back to that data and the data will be disagregated and this data of enrollment data um >> will help plan future courses plan for what courses um programs are going to be offered the next year. How would free and reduced lunch participation determine which programs are going to be offered? >> It doesn't. It's just saying as a um it's just saying that um annually review data on student participation advanced courses or programs >> and then it refers to that sentence that the data shall be disagregated and then such data the enrollment data the participation data will be used to determine planning process >> that makes sense to you
095if that makes sense to you I I it does not make sense sense to me. I'm going to look at the the free and reduced lunch class and uh gender. God knows even know what it means anymore. And whether you're Italian or or you know, whatever. And then I'm going to say uh okay, based on free lunch, we're going to increase history courses. You know, like based on the on ethnicity, we're going to add math courses. That's what this says. It doesn't make any sense. Well, I think you're going to look for like with when you look at data, you look for trends, right? What trends do we see in the data and how do we adjust our courses to meet the the needs that the data is pointing to? >> Why don't we just
096leave that out and just say the board will annually review data on student participation in advanced courses or programs. Period. And the data will be used um during the planning process for course and program offerings in upcoming years. >> Take that out. Right. >> I do. It is important though that we disagregate the data because you know I keep saying those courses need to mirror our community and if we're not disagregating data, we won't know who's sitting in the seat unless you know you're walking in and out of classrooms which you need to do anyway. But it seems like they're trying to accomplish too too many things in one sentence. >> Yeah. Yeah. >> Because I'm with Andrea. So if a if a a a black student is sitting in a seat, what does that
097mean? Does that mean we're going to offer um I don't know. >> Yeah. >> Hiphop or something. I don't know. >> Yeah. Exactly right, Beverly. You know, exactly right. >> Yeah. I that is confusing. >> Yeah. I do think the disagregated data needs to be somewhere though. >> I do. And I think I wonder if maybe we should indicate that when we analyze the data, we're not just going to use it to make program decisions, but we're going to use it um to um to work with the students, you know, to help the stu. If we're seeing that the data is pointing to, you know, a low, you know, small number of females taking advanced math classes, then we need to work with our counselors to find out how we can work with more girls
098to take advanced math classes. >> No, that's where that sentence such data will be used during the planning pro. Oh, okay. >> You might want to sentence. Yeah, I think maybe Andrea's concern is that we're going to look at the data solely through the lens of courses and planning courses, but we also want to look at the data in terms of what work do we need to do with the students to get more students in these classes. >> That's entirely different than what that says. >> Yeah. >> Right. But I'm saying maybe that's what we need to add in >> because isn't the goal to increase the enrollment in the classes? So maybe, you know, we could tweak that a little bit to add that we're also going to um focus on what the work
099we need to do with the students to increase enrollment in groups that are under represented. >> Right. >> Just a thought. It's it's solved the problem. >> Yeah. >> You should be running this show, not me. >> No, I don't think so. That's why we had her here. She's good at this kind of thinking. >> Well, and we're trying to involve the counselors in doing more of this. This is exactly what the counselors are are going to be, you know, doing more of and focusing more on when they work with students, >> right? Exactly. >> So, now >> that sounds better. Perfect. That's what Yes. >> Andrea, don't say perfect. Say better. >> It's better, but it's not perfect. I think that's what we meant to say. >> Yes. Well done. I stand correct. >>
100Well done. >> So, now here's the thing. It's 7:27. I don't want I I think we're on a roll here. So, I want but I want to know from you. Shall we continue with at least with the um regulations? I know it's not our purview, but oh well. And then and then >> or would you rather go to the actual policy on the eth and ninth grade to set the policy first? >> No. Let's look. No. And the reason I don't want to do that and I'll I'll take it from the group is that um the criteria or the the regulations there are they are so at odds with what we've done that w with what we've been saying all night tonight and last time that I think now's the time to look at that.
101But I'll I'll take direction from the group. Now, we could look at the regulation because this regulation goes with this policy. So, let's stick with, you know, let's not jump to another policy. >> Now, I'm having a hard time finding the regulation here. Let me just see. >> It was probably in one of the um Google docs from Erica. >> You're right. Yep, there it is. >> I'm going to step away for a hot second. I'll be right back. >> Okay. >> Yeah, we're on a roll. >> Must be the heat. Yeah. So, thank God you're home though, Denise. So, you don't have to drive. >> I know. I was I like it when >> there are some benefits to this. >> Yeah. And I like meeting at six. Five is good when we're in
102person, but six gives me time to drive home. >> Yeah. Yeah. >> Okay. So, >> so I can start, right? Let's look at uh it says advanced course courses or or programs eligibility criteria. I thought we t said that there's you know we took that away the eligibility because everybody's eligible. >> Well the policy calls it that too. Um >> yeah that yeah that should go in the policy too. Yeah because we took that away. Do we want to call it access >> for access to enrollment or >> increasing criteria? >> Increase enrollment. >> Say it again. >> Advanced courses. >> Increase enrollment in advanced courses or programs. >> Well, how much is advanced courses or or pro or programs? That's all. >> Don't you want enrollment though? because it's really about getting students enrolled
103in these classes. >> Oh. Oh, it >> increase enrollment. >> Yes. Yes. >> Yeah. >> Okay. And make sure that we tell Beverly when she gets back. >> Okay. And I'll make sure I change the policy too. >> Yeah. Okay. >> Yeah. Okay. So then the next thing is procedures of criteria and you know that's the same thing that has to go I think so I think number three has to leave. Are we ready to say goodbye to it? >> Use enrollment access. Remove this after Susan researches. I've researched. >> Yes. Okay. take it out. Okay. So let's go down to number four because I again I say it's at odds with itself and it says multiple methods blah blah blah but well by which a student may satisfy eligibility criteria including but not limited
104to and um you know recommendations from teachers we threw that out administrators and everybody else. Um, the next one, >> we still do that practice. We still look for recommendations um based on their performance in a class before. >> It doesn't have to be written though, right? It could just be verbal. >> Yeah. >> Okay. So, it could be like, "Oh, honey, I know you want to take that class, but you know, Susan, you're just not up to >> We hear that. We hear even from counselors. You don't want this. It's way too hard. It's too much work. Yeah. And see, that's what I mean when I'm I'm looking at recommendations from teachers and administrators, you know, yeah, you know, you're a nice kid, but and let me tell you how many Martin Luther King
105scholars talk about their um I don't know if you remember the one um her last name is Conception and she she came to Norwich and she's in the elementary school and she's all ready, but she only speaks Spanish. So teacher puts her her in the in the back row and says like um you can listen don't say anything. So the next day she comes in she sits in the front row and because she couldn't speak uh any she couldn't speak English she got crushed and she moved herself to the back row. See >> so that's you know >> I see I hear that stuff all the time. So I I don't know if you remember one of the the D fort twins. He's at Brown now, but he started um he started his speech with,
106"Do I look white to you?" And then I the the the kid said, "Um, you know, I can't believe you're black. You just you act so white." You know what? I mean, that that comes from a kid. So, you know, you can forgive that. But I'll never forget that. Do I look white? Do you? When I told that to Dr. Mitchell when we were before the kid, you know, he saw the kid. He he just said, "Oh my god, no. Don't start with that." But I said, "No, trust the kid." Great. Anyway, that's Shut up. How about instead of recommendation, encouragement from >> I like that >> they're going to say that's it's the same thing. >> No, you know, Susan, >> it's less formal though. I think it gives more opportunity. >> Well, I
107don't think any of these things because we said they can if they want to take these courses. >> So, we could put that at the top. I mean it says students interest in persistence or desire >> to take the course. >> Oh, you want to make that number A. >> Yeah, make that number A. Yeah, move that to the top. >> Yeah. >> Oh, yeah. See, that's at the bottom. >> Instead of desire, Susan, could we say motivation? Well, I think interest is is student interest and persistence. I love that. >> Okay. But they shouldn't have to persist, Andrea. >> Yeah, you're right. >> You know what I mean? >> It sounds like they have to kind of prove themselves or, you know, >> Yeah. Well, and >> so you say >> motivation. [Music] >>
108Okay. Recommendations >> for now. >> Let's say recommendations from teachers. We're going to get rid of recommendations, right? Criteria not exclusively based on a students. That's that one's good. uh you use use of students prior academic performance and must rely on evidence-based indicators. I mean that's what we said we're not going to do is is rely on prior academic performance per Matthew. That was his exact um argument. GPA improvement over time. That too is not what what we said we were going to do. >> I don't know if encouragement from parents, but >> that's what Beverly was saying. >> Yeah, I like that. Yeah, >> me too. >> Yeah. >> Um criteria not exclusively based on students prior academic >> performance. I think we can agree on that. >> Yeah. Let's take out teachers, administrators,
109and school counselors. Just parent encouragement from parents. >> Well, I think school counselors are important. >> I think that that's what we've been really wanting our teachers and counselors to do is to encourage them instead of discourage them. >> I mean, we've really put an emphasis on looking for kids to have these opportunities and and finding those, you know, those interesting kids. All right. All right. I see how you read that. Okay. Beverly, are you okay with that one? >> Yeah. But can you can't say encouragement and recommendation? >> Well, we're trying not to make it so formal. >> Okay. >> So, it's, you know, so they don't have to apply to get in. >> Um, >> well, I don't take a recommendation as applying to get in. the teacher can because you do have
110some teachers that might say, "Hey, Denise, you might benefit from doing X, Y, and Z." That's a is that an encouragement or a recommendation? I don't know. >> Can I tell you the reality? And this is why I am so on top of this high school >> trying to really strategize and make this better. >> But if a teacher doesn't recommend the kid, then the kid doesn't sign up. >> What? So they look to the teachers as the ones who would know if they can or can't do it. But to have that encouragement, that's different than they actually put these recommendations down um what they they think the child can take. And I said they shouldn't be saying they take AP or IB. They should just encourage them to take what they want to take
111of these on these higher level courses because once they've recommended then the student thinks that that's the only thing they should be taking. >> I think it limits them sometimes. >> I feel like it does I feel like it does too. >> Let me give you an experience that I had like maybe my fifth year of teaching. I was at color and um we had to make recommendations to who we had those we had high group, middle group, low group and we had to make recommendations and I had the high eighth grade and I looked at this one kid and I I kept saying you know I if I oh because I had to I had to keep it down and I I I had to make a recommend a a decision about whether I
112was going to recommend her or not and I didn't that kid was destroyed by that. So that's why I'm I I don't I really don't want recommendations in here if it means like what happened that I did to that kid destroyed her. I'm telling you. And uh but if but if it means like I like Beverly said and like I do with the cadets, you know, like hey, why are you doing this? It's how we interpret this. So, I don't know how to make that clear. Does that make sense? >> His is a labor of love. >> I know it. I think when you get to the high school level, you think of a recommendation as something formal, right? Because you need recommendations, you know, for jobs, for colleges. Um, and we don't want to
113make that contingent on a student getting into an advanced course. So Denise, you're in favor of not saying recommendation. >> No, because I think it's something written. That would I mean, if we put recommendation, I would put verbal. >> Okay. >> I just think the encouragement is something where it's more personalized. You really know the kid. You're saying, "I really want you. You should really try this. I think this is something you would enjoy." And you know, I just think it's um >> it builds >> they would join more if they got encouraged rather than recommended because I think recommended can hold them back from something else. >> Yeah. Well, look at what I did. Yeah. >> So, I I like >> this D. I'm not real sure about use of students prior academic performance
114must rely on evidence-based indicators of how they will perform in an advanced class. Well, that's like a crystal ball to me. Well, that's looking at their grades and saying, "You got a D in this class, so you can't move on." >> Yeah, that's m >> Well, and I like I don't like the GPA, but I would say that >> um seeing growth over time. That's what I love about the state testing is we're looking for growth over time. So, um >> so you could say you could say that just don't say GPA, >> right? You could even say use, you know, review of students prior academic performance and growth over time or over time. >> I wouldn't I would just say growth. Oh, I see. Oh, I see. So, review of student um performance um
115in in terms of growth over time >> including growth over time. I would say I would do the other one in terms of what do you think Beverly? >> Well, there but their prior student performance may be all A's and B's. >> So, I think you want to have both. You want to have review performance >> and then include growth over time for those who don't have all A's and B's. >> Okay. >> So, how about review student performance including >> Yeah, including growth over time. >> I like that, Beverly. And who's in favor of taking this thing off use of prior academic performance evidence-based? >> Yes. Get it out >> like as if we have a crystal ball. >> I think we we revised it to E. >> Mhm. >> Um you know now
116it can include multiple levels. It doesn't mean it has to include all of these things. Mhm. >> So, you know, it include and I like the multiple levels. Um, and then this one is gone because we already said this. >> That one's on top, right? >> And scoring near the benchmark, you know, not just always on or above the benchmark, you know, but they're >> I don't think we need it, though. Beverly, what do you think? Did you go? >> Well, D might say it for us already. >> I know. I'm trying to think of what assessments we're referring to in E because the only assessment the only local assessment >> is um Lexia Rapid, which is suns setting, and then SAT and grade 11. Other than that, it's their >> Well, and that's really
117a statebased test, >> right? It's it's really their grades and I think we have that in D. >> I think we have it in D. >> I agree. >> Are you guys in for me taking this out? >> Absolutely. >> Okay. >> And then I have >> the only thing the other thing you could consider, this is just a thought, is participation in extracurricular activities. That really does speak to motivation though. I don't Yeah, I don't know how we would Oh, so you're in basketball. Okay. >> Yeah, I know. I didn't know. You know, we're looking for kids who are really >> Well, let's We're going to be giving this to Jamal. He might even come up with some other ideas. >> Okay. >> Oh, here's the other thing. >> I love this robust set
118of student supports. How do you like that, Beverly? >> I think she took a powder. Mhm. >> Well, where where is that? >> So, it's number four. >> Oh. Oh, I see it. >> I like that, too. >> Yeah, I like that, too. The one I have a question with is um publish six. Publish and disseminate materials that encourage all students for to to move advance and making those Oh, I don't know. I have that one. No, forget that. Okay. Okay. Leave that one in there. And then and providing these materials rather than making >> providing a then you would take up uh available providing these materials in multiple languages. providing these materials in um >> in multiple languages. >> Yeah, >> I don't know what I touched, but >> Erica can figure it out.
119>> Now, here's what I'm thinking for number six. >> Set high expectations for all students. >> Um providing middleear's IB middle years program for all six through 10th grade. So we're we're basically giving them this foundation of rigor and relevance through our IB middle years program for all students that really will prepare them and make them more ready to do these other things. >> Yeah, that's like >> that's the concept. I don't know how I want to say it in words, but >> well, you're providing a foundation with the my program, right? that rigor um that we've been talking about and those expectations and high expectations. And when we >> that remember when we first started talking about this and remember your field trips with Dr. G and how that was really his, you know,
120his vision of how are we going to do this is by because we're going to take all of our kids and give them this really foundational >> level um program that will ready them. >> I love that. >> Did you want high expectations and they're after a foundation of rigor and relevance and high expectation? Is that where where that went? Provide high expect um >> foster high expectations by providing >> how much is provided? >> Providing a foundation of rigor and relevance and high expectation after relevance. Rigor, relevance, comma, and high expectation. I never forget my second comment. >> There's one that >> I don't either. >> There's There's one that we missed above, but I'm not I I'll find it later. And and you know, I have other things about the bottom and and
121and I'm getting punchy. I don't know about the two of you. >> I am too. I think we should replace with and say through. Where are you? Number six, instead of with IB Middleear's program, through >> the IB middle years program. >> Mhm. >> I like that. >> Through the I like that a lot. >> Yeah, I do too. >> Anything else? Because we're really at the bottom here. >> Yeah, >> I know. We got more. >> I know. That's what I we're gonna table the rest of this. >> Okay. >> But if if with your permission, I'd like to be able to forward it to Jamal. Not that he doesn't have enough to do. >> Um but just to have him take a look at it. >> I would. I definitely would. This is
122his area. >> Yeah. Um how about if I if I do it um this way? Um uh Susan just and and you'll know what I'm talking about. How about if I send Jamal an email and say I have directed uh Susan to send you the Would that you know >> that would be fine. Yeah. You could say that we were working on it and we just wanted his >> Yeah. his critique or his um thoughtful >> I'll do that and then you can say whatever you want. >> Okay. >> Yeah. >> All right. How's that sound? Okay. >> Just CC me when you write him so then I'll know and I'll follow up. >> Yeah. Okay. All right. So, >> well, we got a lot done. >> No, we didn't. Oh, we did get a
123lot done. Well, I know Kim wants to do that ad hoc committee for the um the naming of the libraries. >> Oh my god. >> But she you can still do it. We have a policy in place that says you can do that. >> All right, let's finish. >> The new policy doesn't need to be done because the old policy says it anyway. All right. >> You just the board has the right to name any parts of a building whatever they want and that we've just brought a few people together to the only thing that I think is that if we're going to name one library after Dr. Mitchell, we need to think of those as twin schools >> new buildings. And I would like to be able to name the other library after someone.
124And I don't know which library, but you know, it would be nice to come out with Okay. Um, oh, yeah, let's use the old one and table this one. I only have a couple of things here that I'm that I'm thinking about, but and and they're really, you know, maybe I was punchy when I said it. I don't know why I said need a policy. Oh, I know what it was. It was that all of this is in regulations. Yeah, definitely. We'll table this and we'll just use the old policy. >> Okay. All right. >> Yep. Remind me that I said that. >> Okay. >> All right. >> I'm the witness. >> And our tickets came in, Dr. Acriman. And we're going to Simsbury at 5. So, I definitely will call you. So, we'll make
125sure we're on the road in plenty of time. >> Okay. Great. Is that enough time? An hour to get the S. >> What's that? >> Is an an hour enough time to get the sensor? >> I have to I'm I'm going to have to chart it out. I'm going to use my GPS and figure that out before we go. >> Is it Friday? >> It's going to be a little more than an hour. >> It is. Yeah, it probably is. Especially you don't know what traffic's going to be like. >> Is it Friday night? >> Yeah. So 95 gets really congested on Friday nights with people, you know, still vacationing. So I can I avoid 95. >> No, they're not going 95. They don't have to go. >> Oh, where are you going? Route two.
126>> Yeah, Route two. >> Okay. Okay. >> Yeah. >> But even 85 gets a lot of traffic going. >> Yes, it does. >> Yes. >> Yeah. I don't like going on 85 anyway. >> Susan, can I make one suggestion for the naming of facility regulations? Yeah. When you say um in number one, the superintendent shall appoint a school naming committee composed of teachers, administrators, PTA, PTO. Can you do me a favor? >> Yeah. >> Can you just say staff? Because you're leaving out par professionals, custodians. >> Yeah. And you know what? When we named our schools, we had everybody. We had we had I think one. >> Yep. >> Do you mind if I saw that? >> Do you mind if I log off? No. Go right ahead. >> Yes, we do, Denise. >> Yes,
127>> my husband appreciate the lights in the background. >> Stay. You have to stay, Denise. >> Yeah, I have to go eat dinner. >> Me, too. >> Okay. Thank you. Bye, everybody. Good night. >> Thank you. >> Bye, Denise. Thank you, Denise. >> Okay. Thank you. >> That's what I mean when she go when I said thank you. Anyway, um >> the Are you going to do referral? The >> the only go ahead. >> No, no, no. The only referral I have is because when we talking about um high school CIA and my husband was whispering my hair, you need a policy for middle school. So, um so he said, "Don't forget about the middle school, too." So, I know we have one for the high school, but we should work on one for the
128middle school as well. >> Mark had said suggested that they need two separate policies. You're right. >> Yeah. Two separate policies. >> Yep. Okay. I'm going to put that on. >> Your husband is a wise man. >> Yes. So, so let's finish this before we all go nuts here. And um see where at the bottom where it says to access and then it says high school students willing to. It looks to me that it says like if you look at the first sentence, it says that everybody can. And then when you look at the second one that starts with high school students, it's it's really but no, they can't. So >> So you got to you've got to orient me to where you are. >> Yeah. Where are you? Are you on page one of
129two? >> Oh god, I don't even know. I am. Yes. Okay. And I'm at the very bottom where it says to access. >> Okay. To access advanced courses or programs. >> Yes. >> Okay. >> So, somebody else read that out loud and then just stop at the end of that paragraph. >> To access advanced courses or programs, students need to complete sufficiently difficult coursework at the middle school level. This equitable course enrollment policy is based on rigorous learning opportunities for all students in elementary or and middle grades. >> I don't that doesn't sit well with me. It goes back to having them all prepared with a foundation of my that so that they all can access. >> Exactly. And and I read that wrong when I said to you um I read my my arrows
130wrong because that that's what I have here. that if they all can do it, then what does that mean? So, let's get rid of that. >> So, what do you want me to take out >> to >> the whole the whole paragraph? >> Yeah. To >> or do we say that? Um I mean, we set it up above that. >> Did you see what we added here, Beverly? Provide a foundation of rigor, relevance, and high expectations through the international balorate middle years program for all of our students grades six through 10. >> And that that prepares them. >> Okay. So um >> so then the next one says uh to access these courses they need to complete if um sufficiently difficult course work at the middle school. M >> and see that's we said no
131no no they don't >> and this equitable course enrollment policy is based on rigorous learning opportunities for >> all students and >> that just goes >> well I understand what they're saying that you can't just start in high school we really need to be practicing this kind of high expectations, rigor, and relevance for kids all through schooling. >> You can't just start. It says to get into these courses. >> Yeah, but it says to get in into these courses. >> I know. I don't >> Yeah, >> I I think number six kind of says it provide that foundation, >> right? And maybe we come out and call it and say so students will be ready to take these highlevel courses. >> But see, >> yeah, you could say that. >> But see, then we're back
132to that kid where the where the teacher says, you know, why are you participating? So you may not know. >> How about if they're prepared? >> I'm prepared to take. But see, even that that limits who can take it. >> No, we're saying that all students are taking the MYP. >> Yeah, that's what I thought. All students are taking my Let's see what Jamal says. He's a good He's a good thought partner. Yeah, I think that's good. And take out that paragraph there. Yeah. >> Yeah, I agree. >> So, Beverly, >> so I do think that students have to be willing to accept the challenge. >> Yeah. >> Right. >> Yeah. Absolutely. >> Because we can't force them into it if that's not what they want. >> Right. Oh, look at that. >> And there
133are some prerequisite courses, you know, like you have to have algebra 1 before you take algebra 2. >> Yeah. Yeah. >> You can take geometry whenever you want though. I've even taught it with algebra and it's kind of fun. >> Yeah. And it does say or otherwise have demonstrated mastery of the, you know, or otherwise. They could be anywhere. Well, we've had kids come in and take a an end unit or an end, you know, test, a um a final because they've said that they've had a course similar to or something like that. >> Yeah. >> Kind of like what um Matthew was saying, >> you test it out. >> Yeah. >> And what about the part that says it have permission from the course instructor to participate? That's that >> I'm not so sure
134about that. >> That has to go. >> Right. >> Only if you get that will you be alone. And that's counter to everything we said. >> Yeah, exactly. >> You guys are rebels. I love it. >> Are you on with our graten 2020 and beyond? It's all about this. >> Don't >> before I retire. I'm walking into all those classrooms and they're going to be the mirror. >> Don't forget what Dr. Grineer said to me. You're the most ladylike, well-dressed rebel I ever met. >> Okay. Um, so we're on the last thing. And again, district administrators and all these people are going to are are um let's see, >> advice about the opportunity. >> Yeah. You see, so they're just saying they're offering the opportunity >> opportunity. >> They got to communicate because a lot
135of times our kids and families are saying, "We didn't know about this or that. We didn't know that they had this or that." >> Okay. When students success plans are prepared and revised, the academic component shall include appropriate preparatory courses and advanced course programs. teachers shall also encourage. Um, okay. I'm not sure what that means. >> Along with what we're saying. >> Yeah, I'm not sure what that means. And I think it's because I'm punchy. Um, and then the next one is Shefflet versus O'Neal again. Um, and I have uh see where it says to those that should say who, not that to to those who are directly related to a student's potential and according to whom You know, >> the board seeks an equal policy. So, it says the board seeks an equitable course
136enrollment policy that limits the prerequisites and entry requirements to those that are directly related to the student potential for success. So in other words, you're limiting all those stipulations and requirements for kids, >> right? And that's what we're trying to do >> based on perceived student potential for success. >> Yeah. But that's where we we're the problem is based on perceived student potent. >> So that's I think that's what that sentence is referring to though that we are looking at this as an equitable course enrollment policy. >> Yeah. limits the expectations and entrance requirements, >> right, >> to those that are directly related to what someone else perceives as a student's potential for success >> because it could limit the kid. >> I think that's a good sentence because you're saying that >> I know
137it's a little tricky though. You got to read it carefully. But it I think it says what we mean it to say, >> right? Because if a kid say if the kid has a C in in uh in Spanish one and I'm making this up let's take Spanish two you could say nope you you got to get a you need to get a better grade but if he shows he's motivated which we want them to show then we could say go ahead >> and that's what he's saying limits >> right >> and then it goes on to say therefore multiple measures must be used to identify students for advanced course work and no single measure um excludes their participation. >> Yeah, >> I love this policy. I'm going to use it with with our middle
138school when they start advancing kids in math because they really do go through this whole criteria and I was actually part of that when we first developed it, but I'm rethinking what I what we were doing. >> Okay. And then advanced courses or programs must comply with applicable district policy and state standards. And this policy must be in accordance with um state department of ed >> guidance whatever that >> Yeah. Take that out. Just guidance. And do me another favor. >> Must be in accordance with the Connecticut State Department of Ed. >> Yeah. And then go back to the to the paragraph before that and you see where it says to those that are directly related. Make that who to those who are directly related. I think Wait a minute. No, I'm See, I'm punching.
139I'm reading it wrong. Never mind. I didn't say that. >> Okay. >> Um and then I have >> Go ahead, Beverly. >> No, no, go ahead. Now they're back. Now they're reverting that I'm in charge now of making up all these identification. >> Yeah. The superintendent and or design shall ensure the development of or identification of program stipulations. Uh eligibility. >> I would rather be responsible for providing access to all students. >> Yes. >> Who wish to be part of this. >> Yes. I mean, I don't even think we need this. I don't know. >> Yeah, I think you can take it out. >> You want to take out that whole paragraph? >> Yeah. I'm not sure that we need it. >> So, sure. The development. >> Well, somebody has >> also talked about being
140able to add drop classes, but that's >> I don't know if that's necessary in this. >> Yeah. But somebody has to make sure that this is happening. So I I mean I I I like the idea of like the superintendent and her or her designate um she'll ensure the development and identification of of no the development of the program, the um um execution of the program, >> right? >> You know, just like like Beverly says, like somebody's got to oversee this and that's you, baby. How about the the access to these programs? >> Well, the that means that the next guy who comes in after you says, "I don't want any of those black kids taking these courses." >> You know, if that's what it means for that you alone give access. >> Yeah. I
141I really I like that last paragraph. It doesn't bother me any. >> No. This makes susan's making sure that the policy and the reg is going the way we want it to go that students are getting that all students have the opportunity to get into these advanced programs. >> Yeah, >> it doesn't say that. It doesn't say that because it says eligibility criteria. >> See that? That's >> so take that out. Yeah, >> that's why I was starting with maybe the superintendent shall ensure that all students have access. >> Yes. >> Okay. >> Yep. >> I'm not let off the hook, Susan. >> Huh? >> I'm not letting you off the hook. Making sure that this happens. >> I know. You have to make sure I'm an honest woman. >> Yes. Okay, there you go.
142Perfect. >> Again, based on based on this policy. >> Yes. Yes. Yes. I like that. Yeah. Okay. And then get rid of the rest of that, John. >> Yeah. There's too much about the identification there again. >> Good. >> Oh, we're a team. Oh, that was a workout. I'm not even hungry anymore. >> You You are a saint, let me tell you. >> So, >> Thank you very much, ladies. Coming back to community. Can't you feel it? >> So, we're gonna table the the >> I'm gonna send these policies to Jamal. You're going to write him first and CC me. >> But I don't know if we should send him the second one. What do you think? See, because because he won't have um he won't have the uh like all my input. So, he's
143going to be making this, you know, changes and they may not not correspond to what I think should be on here. >> Well, I know we really almost have to have a conversation. >> Andrea. Andrea, it's not what you think. It's what we think. >> Never mind. We She's right about that. >> We're a committee. Andrea, >> why are you always right? >> So So what do we do? Do we sit down as as a committee with with Jamal? Because I I hate to have him do this and spend a lot of time and he sends it back and we're saying uh we are saying um well that's not what we want. He he and I have a DEI meeting this week anyway. Um, so I can actually give him a hard copy and just
144have him take a peek at it while he's there and just explain to him that we're trying to take out >> all of these identification criterias so that we open up access for our kids to take it. And we're laying the foundation with the my program for all six through 10th. >> Okay. >> Yeah. He could give his suggestions and then we can >> and he can just, you know, let us know what his thoughts are, >> right? >> Okay. >> Yeah. >> All right. I'm bending to the group here. >> All right. Did we So, we started at six and what time is it now? 810. >> I know. I >> This is the hardest working board. I know. >> And I've I've had a lot of boards. Okay, >> don't you think it's
145Don't you think it's worth it? >> What >> spending this time on this? >> Oh, yeah. I I I say to Jay, and I have to say this. I I don't know why you all rush through your meetings all the time. Oh. Oh, we got to hurry up and get through. I don't get that. We have work to do. Let's do the work that we elected to do. >> I mean, I said, "Are we on a time?" I always text. Are we on a time frame here? >> Oh, thank you. Thank you that you said that. Now I can rest. Okay. All right. So, Beverly, you're gonna call You're going to do the uh motion. >> Yeah. Can I have a motion to adjourn? >> Second. Good night, Gracie. Thank you all. Oh, thank you
146so much.