10-11-22 Groton Board of Education Meeting

001It's 604 and we're starting the meeting of the u the CO of the city level meeting and I I need an approval of the minutes for September 19th. >> I move approval. >> Second. Any discussion? >> Says do not move. >> The microphone should be okay. >> Louder. >> All right. Dean has moved till I have a second. >> Second. Any discussion? >> That's it. >> Yeah. >> Okay. >> Can you take a vote? All in favor? >> I I >> any opposing she wasn't. Okay. In that case, we're going to go to the regular business which is the overview of the next generation science standards assessment attachment two. So I I wanted to do what we did with the ESPback and the SAT data. give you the broad brush stroke. Once we've done this

002for NGSS, we'll have kind of given you the broad district data. And then we will get into the nuts and bolts at every school. And we'll have the principles also present their action plan, the so what, now what, what are we doing about the data? Where are we moving? What are some of our ideas? And you've met Ben Moon before and he's really working hard with the the K5 and then articulating with middle school and high school um you know science STEM folks. So he's a really good person to have here at the table with Tom um to really give you the highlights of because I said it's been a long time since we've talked about NGSS and the board mentioned it to me the other day. So just to reorient you about what is

003next generation science standards all about >> right >> so I think you're taking up the screen I see some action >> y >> and I should be on mute here correct >> okay all right >> can you hear them >> yes >> great all right um nice to see everybody again I'm Ben Moon um I am the STEM specialist at Katherryn Kaskki Magnet But as Susan said, I'm also um K5 STEM coordinator for the district um working with the different buildings um to enhance STEM and science instruction in GRE at the elementary level >> and the STEM grant >> and the STEM which I met with I I think I saw last month and talked a little bit about um our Godia STEM grant. >> Um I'm going to present with Tom. I'm going to

004start with just kind of an an overview of NGSS and what that means and a little bit about what the expectations are um for our students. Tom's going to present uh some of the data um and then I'll talk a little bit about some of the things we're doing at at a district level to to support growth. So just in the way of definitions, NGSS stands for next generation science standards. Um it is um we administer a summitative science assessment based on those standards. Um it started in 2018 that took the place of CMT and that assessment is administered in grades 5 8 and 11. Um and that's kind of an important thing to keep in mind and and to note unlike testback we only administer this assessment to students in 5 8 and 11.

005Um, so it's a it's a cumulative assessment. Um, whereas ESPback is every year our fifth graders are getting assessed in grade five based on content and skills that they would have learned along the way. And same with middle and high school. Um, science is a lot different. Science instruction is a lot different um than it used to be. It's changed in a lot of ways. NGSS is really um about threedimensional science instruction and those three dimensions are disciplinary core ideas. A way to think about that is the content. That's like what the stuff that kids need to know. There are standards in life science, physical science, earth and space science. Um again, those are those are kind of the facts. Those are the concepts. Um the what of science, if you will. The second of

006those dimensions um are the science and engineering practices. That's the how of science. So, not only are kids being assessed and instructed on what they should know, but they're also being assessed on what they're able to do. And that's a change from um from um previous standards. Those um science and engineering practices, there's eight of them. Um a few examples of those would be developing models um scientific models. that's a practice that kids are expected to be able to do. Another one would be planning and carrying out scientific investigations. Um, so those are just a couple of examples of the things that kids are supposed to be able to do. And then that third dimension of science instruction. It's called crosscutting concepts and it's designed to link different scientific domains together. So kind of the

007overarching ideas or principles um that connect all different parts of science. So examples of that would be patterns or the idea of cause and effect or the idea that um you know the universe operates in systems. So those kind of overarching principles are weaved into instruction um and assessment as well. So those three things make up um NGSS science instruction. And then just to kind of make this a little bit more um crystallized, we thought we'd share a sample task. And this is a sample fifth grade assessment question um that kids would be expected to um be able to do. on the left where you see that animation of a boat and a dock. It starts with a phenomenon. So, some sort of um some sort of thing that that kids are supposed to analyze

008and then a task at the bottom where they're developing a model and an investigation based on that based on that phenomenon. So, kind of the first thing to notice is like there's a lot of text on the screen. Um so, kids have to be able to navigate between some pretty complex text. um the vocabulary is rich. So kids have to have a rich vocabulary. And then over here on the right, part A of their sample question here is they have to use this virtual simulation to actually run a virtual investigation. So it's not just a question about you know how do you make the boat float or what are the factors but they actually have to perform the investigation on the test by changing these different variables. They can change size of boats, size of

009waves and then run the simulation and the computer will give them the results based on the variables that they've chosen. >> Can I just interrupt? During instruction, you might see, you know, real live experimentation being done. And I'm and we do have what we call these IABS, interim assessment blocks, which have kids practice it in this kind of virtual world because a lot of science experimentation really h happens hands-on through five. >> That was my question. My question was going to be when do we really get hands on these things? >> Yeah. So that's kind of the challenge is that most of >> the most of science is hands-on, >> right? And doing the investigations in in real life. Um the challenge sometimes for kids is that they're assessed in a virtual environment. So we

010have to look for ways to bridge those two things. We don't want one to replace the other. >> How do you do that? >> State has provided these samples and they actually practice them out. They might even do a lab and then try something similar out virtually >> and talk about comparing and contrasting that experience. >> Yep. So, the state has tasks like this one. Um they're called interim assessments and it's really a great way for kids to just kind of get exposure, you know, to to the types of questions they'll be asked on the test. Um, and even though these are assessments, we've found at my school and I I know a number of the schools that a lot of times these are best used as teaching tools. >> You know, not necessarily independent

011assessments, >> but as tools that teach kids can work on in partnerships or small groups and then debrief with teachers because because it is different. It's just a different way of thinking. >> Ben, do you mind if I see if there are any other questions from the board? >> Sure. Does anybody have a question for Ben? Mr. Moon, anybody on the screen have any questions up to now? >> No, >> that's what I meant to. Go ahead. >> All right. So, I just wanted to wrap that up where this would be, you know, the beginning of one of these questions, the phenomenon, doing the investigation, and then it continues. You know, kids have to actually analyze the data that's been returned to them via the simulation. and choose different trials of their data to back

012up different claims that could be made. Um, and then last kind of down here at part D, this is kind of where the, you know, the what of the science comes in where they need to know things like amplitude and wavelength or something specific related to the science content. So, I wanted to show this again just so that you can see it. It's not, you know, assessing science these days isn't just, you know, naming a set of facts or remembering a list or memorizing. It really has a lot to do with the doing. Um, >> but there is rich vocabulary and there are a lot of things that they need to know going into this. >> Absolutely. >> So that's why that content piece is, you know, part of the triad. >> Absolutely. >> So

013I see five, eight, and 11. What happens in nine and 10 grades? They're only assessed at >> They're only assessed in 5A. >> Oh. Oh, I see what you're saying. Okay. But are we just doing this for assessment or are we doing this to teach science? >> So, the NGSS annual test is administered 5'8 and 11, but practice and instruction is happening K12. >> And we assess them, you know, kids all the way along formatively, you know, as they're doing their different units. and um and then you at the end of the year possibly an assessment but this only happens 5 8 and 11 and so there's not really a growth model like we see because you're not doing it every year it's hard to fathom a cohort especially in graten over that time period

014but there you know it could possibly happen but mostly we're looking at those as snapshots >> so how do we get to see this >> how do you get to see >> this in action >> come visit at one of our schools. >> That would be good. >> We could administer a practice test group. >> We could give you a practice test if you'd like to take the NGSS. >> Would you like the world to blow up the >> This is This is not an 11th grade. You should see what an 11 frame looks like. >> Absolutely. And I'll say we do we've done this as a staff too where we've taken, you know, parts of staff meetings and had teachers take these assessments and it's really like eye opening. Yeah. Especially especially if you're

015a teacher who doesn't teach in a testing grade. >> Although we are doing those IABS in three, four, and five. Yes. >> And six and seven and eight. So those interim assessments, those teachers >> are becoming more familiar. We still have some work to do. But I think it is the responsibility of all those grade levels. Even though you're only assessing at those three benchmark years. And I think I wrote it up in my board notes that we had a great visit from the state at CK and Ben and Chris and Dan really showcased some of their wonderful work on Mondays with their um maker spaces, maker Mondays, and it gets kids into school on Mondays. >> Yes. Um I'm I'm taking away from this that while they're only testing at these levels that we're

016reusing recycling the strategy at all levels. Yeah. Yeah. And kind of to Susan's point, especially this year coming up, one of our I would say districtwide strategies, I know speaking from an elementary standpoint, is to integrate these types of tasks into our science curriculum. So, this past summer, we had teams of teachers that created different tools, planning guides, pacing guides, looked at assessment resources, um went through all of the interim assessments that are available and highlighted the ones that were the most useful. >> Excited. A question for Susan. Go ahead. Go. >> Oh, I saw Beverly. So, I'll go with you, William, then Beverly, and then we'll go back to Matthew. So, how is this incorporated into the, you know, the classes, you know, for like like my son took it last year and um

017but wasn't familiar with it that much and he's, you know, he's in so many AP science classes and stuff. So um how is it broken down into you know into the curriculum specifically to address this just that they don't experience something that they you know are unfamiliar with testing. >> Yeah it's a really good question. Um, I think a couple things and again we have we had some teams of teachers work over the summer to address particularly that question using tasks like this works really well when you link it with the content that's being taught in the classroom. So each of these kind of tasks these interrums are connected to standards. This one happens to be with waves. Um, and in our curriculum units there are units that address those standards. So we would choose

018a task like this to be either in the middle of a unit or at the end as a teaching tool if appropriate or as an independent assessment if appropriate kind of when those units were happening. Um because that way the content on the sample task kind of makes sense. You know it's what kids are learning in their regular science unit and then have an opportunity to practice what that might look like on the assessment. Is the time standardized for everybody to take the test or is there variability based on you know 504s? >> Oh yeah, there's variability >> and it's all on time. >> It's all on time >> for everybody. It's unttimed. >> So on time on time. >> It would be hard to navigate if it were their first time though. >> And

019that's why it's so important all the curriculum work. We've had crack working with all of our teachers K12. That was the STEM grant that we're ending now this year. And they've created these bundles and units of study across the district in every science and have familiarized themselves with the teachers have familiarized themselves with the assessment task. But I think what you call to mind is that I'm wondering if maybe even some of the APs or the higher level courses haven't adopted some of this. And that's where we probably need to follow up um just to make sure that they're also doing the IABS because they you don't want to come across as kind of an assessment for the first time at the assessment time. So >> thank you for bringing that to our attention. >>

020Bey, >> are you there? >> Thank you. >> Yeah, I'm here. Um when in the school year do they take this test? >> Um in the spring, May. >> Same time as the SAT. Well, SAT is more like March, April, but the um we really push out the NGSS and the Sback for later school. >> Okay. And when you say it test the skills that students have learned on the way, does that mean uh it builds on the foundation? The test builds on the foundation of the like what the students learn in grade seven, is that part of the test >> in grade eight? Yeah, it Yeah, absolutely. And same for grade five. So, a a grade five assessment is going to contain content that would have been taught or introduced in three, four, and

021five. >> Okay. >> Same with grade eight. It's going to be content introduced in six, seven, and eight. >> Wow. >> Yeah. >> Matthew and then >> I'm going with and then it's yours. It's all yours. If you could finish this agenda topic and then I'll take over. Let me settle. >> Ben, my focus of course we talk very well about the middle high I mean the elementary school, but I'm worried about especially in the high school and I think William addressed that was like his child was at an AP class. So how is this being addressed in the um nth 10th grades especially? Um I know that those are my classes. However, are those, you know, is this format being followed in that respect as well? And what work has been done there? I

022know you're saying we've done some summer work, but it sounds to me that that might we need to maybe look at that. I'm not sure if that's something Dr. Piaza we need to look at through curriculum. >> I go ahead. >> Um, so before I came here as data person, I was an science teacher my previous life. Uh, so I will say Gratton's done a lot of work and there's really really strong alignment between the NYP standards and the MGS standards. It's not a perfect crosswalk, but the level of rigor is just as high in the type of performance task they're asking students to do are very well aligned. Um, some of the terminology and vernacular might differ slightly between what they're doing in the my rubrics. Um, but that that level of effort and

023that rigor that we're demanding of students, not just there. Um, so I feel like as long as we're practicing with the IES and I think we're going to be more consistent with that going forward, especially as we've done that curriculum work to make sure they're in alignment, I think you're going to see students feeling more familiar with the format. They already have the skills in place. It's just translating it to kind of this virtual environment that they might have. And I would say over the past five years with the STEM grant, we have ensured that all teachers teaching science have had serious professional learning around this three-dimensional way of doing science and the hands-on science experiments. But I do think that, you know, that the IGS or the IABS are really important pieces of the

024curriculum. And I think that what Ben did with the elementary teachers, ensuring that it's on the pacing guide and it's really spelled out needs to happen at the middle school and high school. I think that is the next step for us. >> Good. That's what my Just a really quick question. >> How long has this test been in access this assessment in existence? >> 2018. Yeah. Thanks. I have one more question and that is in terms of maybe you answered this and I just missed it but in terms of professional development from grade level to grade level how is that? >> Yeah. So I mean we've been working with CRE um both to implement curriculum and to support it with up-to-date science and engineering practices, teaching practices. Um grade level teams meet. Um, actually I

025was going to talk about it at the end, but we've reconvened our elementary science task force. >> Um, which is great. It's it's back together for the first time in a couple years prior to to co. Um, we've got representatives from every building um both from a K2 band and a 345 band. So, we're really hoping to kind of build that cross building and crossrade level conversation around science instruction. And what about the articulation from the middle from the elementary to the middle and into the high school? >> Yeah, I'm hoping something similar happens six 612. Um but in my role as K5 um I can kind of be that link. >> You have you have made connections though with um Caitlyn Crowley >> through um 12 STEM and Jason England who is the chair.

026>> Yeah. And I know Kathy Wilson is working on that as well and the business. They're they're all working together and trying to make sure. >> Yeah, that that conversation is worth its weight and gold. People need to be talking from one level to the other, one grade to the other. >> I know that. >> I know you don't. >> The the task force are students involved in that as well to hear the voice of the customer. >> That's a that's a great question. And as of now, we don't have student representatives. It's an elementary task force. >> Oh, it's elementary. >> But it's more smart as a fifth grader. We might have a few of them on. >> It would be neat to hear what what high school students say, >> could have helped

027them, you know, what could be introduced early or something. >> Yeah, I love that idea. And this is going to be my first experience with it. Um, and and I've heard a lot about it and how successful it was, you know, pre-COVID. So maybe after we get it going again, I like that idea about bringing kids in and seeing what they would have helped them more. >> Yeah. Even at the elementary level, I mean, there may be a there may be a way to integrate some fourth and fifth graders into those those conversations. >> I see Beverly's hand. >> I just have one last question. Um, does the test drive our curriculum or does the state look at what the districts are teaching and then develop the test? >> I would say that the first

028thing that happened for the whole state of Connecticut was adopting the Connecticut Common Core, the Connecticut Core. And I think we really started with ELA and mathematics and and then with those um smarter balance assessments that were all aligned even in elementary our report cards totally aligned with the curriculum and um even the way of instruction shifted too in all of those disciplines. And then that was probably about 2012 we were getting introduced to all of that. By 2018, the science next generation science standards came along and so the roll out of the curriculum was first and and really doing the professional learning around the curriculum and then the the tasks for assessment um were based on that. So they all are aligned. >> Bey, >> thank you. >> Excuse me. >> I'm gonna go

029to Rita and then to Matthew. Hi. Sorry from being up above here. Um, how long have we been working with CRE on this? >> Since the beginning of Well, to my knowledge, the beginning of the STEM grant was when that work started. So, we're in year we're in year five of that project. >> So, we've been working with them five years. And I know um it's expensive to do. Is there anybody else? because obviously we haven't been successful when you look at the scores. Is there any other group that you could um hire to mentor the students? I mean the teachers the students too but the teachers on how to teach this to you know to understand this test better and what we could possibly do to bring up our scores. >> So I would

030say crack was spearheading for the whole state of Connecticut and the state department of education at the time. So they were really the first out of the gate. We had tried some work with learn but it wasn't as successful. They didn't have the t talent pool that CRE had. And I would say that the Connecticut science center however is another great resource and Ben knows a lot about that because they've worked together with CK and that's another organization. That's a really good question Rita that we may want to reach out to the science center as another really highly qualified organization. They they I'll understand you on that. I like the science center in Harford. >> Yeah. Yeah. >> Obviously when we look at these scores and if we've been working with crack for almost five

031years and it just hasn't helped at all. And I I've seen there's actually no improvement. There's actually less of >> And you got to remember that we had this thing called a worldwide pandemic. >> I know. But even three years I would say that I would say that >> even before the pandemic our scores were really low >> in in compared to the rest of the state of Connecticut. >> Well, not compared to our durk. We're really pretty good in our dur I'm not looking at our dur. I'm looking at our surrounding towns and the state. It's just not the dur that we should be looking at. >> No, we don't. But we want people to move to Graten >> and from let's say East Lime or Stington and not choose to leave in live

032in those districts because of the education program. So we need to bring up our scores and I don't know what is going to happen but I would like to see benchmarks and get a report every month on what's going on. I mean this has been since we had a a board member before you were with us named Mary Kelly who was a Fiser scientist and she even said back way back then you know like what's going on with science in our schools. Obviously we're not up to par. So we need to really get going with this and um that's all. I'm just so upset about this. It's hard for me to even talk about this after reading these scores. But thank you. That's it. So, I definitely would like to say is move move away

033from CRE. If we're paying them, we need to go to somebody else. Thanks. >> I I would just add um Rita, as someone who was involved with CRE kind of at the start of this process, you know, this was a a massive sea change for science teachers nationally and in Connecticut. Um not only did they have to learn a total new way of teaching, um but CRE, I think we're on the third iteration now of those CRE bundles. So Craig is hearing the feedback. Um I I understand there were challenges along the way. Um but it was really kind of a homegrown Connecticut project with teachers from around the district building that curriculum by scratch. Um so so certainly there could be improvement, but there was a lot of work put in by a lot

034of teachers. I don't know how many graten teachers were graten teachers, >> but a lot of teachers from the state really >> building a curriculum by hand. Uh, >> I was going to say I was going to talk about one thing, but I'll talk about two now. I'm going to follow up what with what Rita said because I was going to ask a question after we look at the charts, but I see the charts here and with all the other assessments that we've looked at thus far as a board that there's some great news and there's some very hard news. The great news is that we're doing better than most the people in the alliance district except for Vernon. I don't know their magic sauce. uh and we're doing very well, you know, with the

035DUI and and fix Alliance and Durr is what we're compared to. What I don't know, what our charts don't show us is where we stand on the state with, you know, compared to the state. So my request would be that when we do another set of of charts and iterations that we add another chart to see where we are with the state. The second part of the question is when a a given test comes back at 40% below grade level or 52% or whatever the number is. I understand that they we have some students who with uh various disabilities may not be able to achieve these standards but we can help them along so they're making progress to live the best lives they can. And I get that. But I'm not sure what percentage when

036we when we're arguably 30% below grade level on something. How much of that 30% are kids who are really challenged for whom the progress we're making is more than sufficient? And where is that pool of people where we where we really need to focus? So I I don't have an answer for you, but that's that's my concern. And I and I agree with the idea of benchmarks. I think we need to have benchmarks both in terms of competency levels and timelines to reach them beyond what was on the chart. The second question I had was going to be remembered by me in a moment. >> Well, I think when we go through this a little more deeply and Tom is able to share that, that's a good segue to answering some of those questions for

037you. >> Let Dean go and then I remembered what I had. Bey, do you have your hand up? >> Yeah. I just wanted to ask Matthew already asked it about um getting the state scores and see where we stand with the state. >> Oh, sorry. >> So, Reena brought up a a very good point that applies to everything we do. And I realized that there's a usefulness in breaking categorizing school districts by dirt, you know, oranges to oranges sort of thing. Uh, but there is a reality out there, which is this. We're all aware of it, but I'm just going to be the person that mentions it again. If you're coming from the out outside of this area and you're looking for a three-bedroom home, you can buy in any number of towns. And whether

038we like to compare ourselves with East Line or whether we think that's fair or unfair, I'm not just picking on East Lime right now. I guess I can pick on a couple others. These are relevant. So what you may see long term and I know because my wife works for Fizer and they're not supposed to sort people but in fact somehow people tend to be steered toward East Lime when purchasing real estate. It's no mystery why it is that a lot of Fiser people either have lived or currently live in East Lime. to have you buy their town. With the sorting that takes place as people go, "Wait a minute. I'm moving into southeastern Connecticut. Where should I be putting my kids?" We're going to be on the losing end. We don't have the luxury

039of being a Bridgeport or a Hartford or a a traditionally distressed kind of a district in a lot of different ways, financially and otherwise, but we get top state attention. Yes, we're an Reliance district. That's about as far as that's going to go. We could very well drop out of that one. Hooray for us. But we still won't be competitive with other towns. So while we should compare ourselves in our apples to apples, it does it is fruitful to look over our shoulder and say how are the non-dur towns because that is a reality when it comes to paying our budget when it comes to capital projects. At some point we won't have it. People will not be satisfied with the performance of this district. Property values, I hate to use that ugly phrase, property

040values will stagnate and we'll have an even bigger problem. So, uh we are in competition with the east lines. >> Okay. Well, first of all, the best news is I'm so excited to learn about our integrated approach to learning. It's fabulous. And while this isn't the topic of conversation tonight, I would love to see if we're doing the same uh kind on social science research and on the other side and the non-science stuff. It's not for tonight, but I'm hoping that we're doing the same integrated approach elsewhere. Could we put that on the agenda for another meeting? >> Anybody else? Before I move this over to Kim, I wanted to piggy back on on what Dean has said because I've thought that forever. And that is if you get a new couple coming into the

041into the area and they look at the dirt. I mean, if you really don't know anything about the area, what what are you going to say? Oh, honey, shall we move to Rotten or shall we move to Bloomfield? I mean that's an absurd or should we move to Bridgeport even though we're going to be stationed at the subways. So you really do have to look at surrounding towns in my op the nearby towns. >> Yeah. Yeah. Yeah. >> It's all yours, baby. So when I'm done with this topic, >> right? >> See, I'm so excited to hand it over to you. >> You were just trying to cut me off for my part. I get it. >> I know you may have questions about your part. So, um, just to review, we do have two

042different metrics that we look at for the state. For NGSS, we only look at the performance index. Um, as Bennett alluded to before, because we don't take this assessment in subsequent years. We don't have a student growth model for us to look at. So, we only get to see performance index, which is a downside, frankly, of NGSS. I hope they maybe move to that being a yearly test in the future, but right now we can only look at kind of that overall student achieved. Um so with performance index um the the state has basically laid out with all these tests with both ESVAC and GSS that the goal is going to be 75 for the index indicator by 2030 and we talked about that previously and that's one of the metrics we're using to help

043us set our goals for just wanted to make sure we revisited that. So this is looking at NGSS performance index for all students. Again, just briefly, an index is just taking um a whole bunch of different tests and putting them on a common scale so we can compare them somewhat apples to apples, if that makes sense. Um so again, the goal for the state would be 75. So in 2018, 2019, we were at 65.4. We had gap year. We didn't give this assessment in 2019 2020. 2020 2021 was 63.4. However, I want to be really clear here on this number. This 63.4 Four represents all students who took the assessment. Not all of our students took the assessment in 2020 2021. About twothirds of the students took it. Okay. Also, some students were allowed to

044take it remotely. So, please take this 63.4 with a grain of salt. It is what the scores actually were. I'm showing you that. But please remember the fact that not all of our students took this test, especially a lot of our high need students who were not engaged in school yet at that point. And this test was administered remotely in some cases. So, please take it with a grain of salt. In 2021 2022, where almost all of our students took it back on a normal administration, our scores were 61.3. >> The state the state also looks um just at high need students specifically. So, these are students who are either ELLL, receive free reduced lunch services, or have an IEP. In 2018 2019 they had a 58.8 score in the index. The goal is still

04575 for this group of students according to the state of Connecticut. Again the gap year in 2020 2021 55.5 and in 2021 2022 the people. >> So these are not percentages. >> Yes. Be very clear targets. So it's not 58.8% of the population. if they're that much further away from 58.8 to 75 which is the goal in 2030. So some of the misunderstanding might come from it's a different way to look at this chart. It's not out of a 100 you know it's out of the the goal target being >> so so to be clear 58.8 does not mean that 58.8% of students are proficient or at or above grade level. That is not what it is saying. >> I am confused. >> So a performance index if you take uh can I do this

046in my head? Uh if you take the student score and you subtract the lowest score possible. So say a student got a 100 and the lowest score possible was a 50. Okay? So they get a 50 on top. their denominator is going to be over the range. So the denominator is going to be the range the total range they could have gotten. So if they could have gotten it's not a good 50. The student got what did we say the student got? >> You said 50. >> Student got a 50. The lowest score is a >> the student got 100. Lowest was a 50. >> A 50. Oh, that means they get a perfect score. So that's not a good example. So let's not give him a perfect score. Let's give them a 90. Right.

047So they got 40 point or they got 90 - 50 they got 40 in the bottom they get 50 total points. Okay. So that means they got 40 over 50. Okay. Then you take that and you times it by a multiplier that the state comes up with in their mind. I don't know what this multiplier comes from. In the state of Connecticut it's 110. And then that comes out as it's a formula. It's a formula like conversion. Um the idea of it is that you could take SBA which is on a different total scale, SAT on a different total scale, NGSS on a different total scale and put them into a common numerical index. You could compare kind of student achievement across tests. Is it perfect? Absolutely not. >> So do we have or can

048we get the median NGSS performance index for the state and the median or the mean? I'm sorry. mean the mean uh state statewide score and the mean regional score. In my mind, I'm defining a region from between the Connecticut River and the Rhode Island line, the bottom two tiers of towns. >> By score, do you mean index or by score? Do you mean actual student score? >> Whatever you think is best for us to understand, but >> the only thing that's publicly disclosed is index for all other towns. So index would be what I'd be able to share for other districts. >> Well, then we'll be happy with that. >> Okay. So, yes, we can certainly do that. Um, this is comparing those NGSS index rates for all of the alliance districts in the state

049of Connecticut. Again, the numbers were not put on top just because they can't display that small. So, I apologize for that. As you can see, um, Rotten is all the way towards the top with only Vernon as Matthew alluded to. >> We go back and forth. Yeah. >> ELA math and NGSS. We're at the top two. >> Absolutely. >> Always. We're top I think in math this year. >> Um, this is by region. what we were all kind of alluding to in the prior conversations to comparing us to the districts that are right around us. Um you can see you know starting with London at 48.4 we make a large jump after London Norwich up to 61.3 but then you have North Stonington all the way at the top which was the only district in

050the area to meet kind of the goal for the state 75.4. >> Would they be happy with that score or would they say we need to do better? >> It's not out of a 100. I understand. Yeah. >> But we I don't what what is the range? How high can we get? What is what is a >> so >> how do we move towards perfection even if >> theoretically theoretically the highest possible score well for a district is 100. That being said, that would mean that every student got a perfect score at every grade level that was appropriate for them, which would be >> unrealistic. >> Very unrealistic. So, the state is saying that the best realistic target for a high achieving district would be 75. >> Okay. Dean and then Rita and then Beverly.

051So, Liz Liz, do you have your Okay. I thought myself So we have the performance index all students. >> Yep. >> And then there's a performance index high need students. Uh and then we have this other chart these two other charts that that compare us with within the within the alliance district and then by region. And these look to be basically the all student scores. That's correct. in comparing us with any other school district. Um, I would think what we're doing is we're assuming that all the school districts have the same proportion of high need students >> because which is not true. >> It's not true. >> Right. So hypothetically, if we had a lot of high need students that nobody else did, our score would be, if you will, depressed artificially. So you have

052to, and this is a lot of work, of course, you have to go in, you have to dive in. So you should be comparing if you want to all students, all high needs, and all students less high needs. uh which we don't have a charting for in even for grat. So uh I would I would you know I accept the you know the bar graph but I take that with a take it with a grain of salt if you will. >> So I think what you're talking about though Dean is really on display here. These are variations of districts with high needs and I would say the most high needs are from New London going all the way to North Stonington. So it's almost a staircase. So your point is exactly displayed and if you

053go back to the alliance districts which are also DUR related um this is a more equitable picture of course your Bridgeports and New Havens any of your cities are really filled with you know a larger population of heightens so and your bratens and Vernon's and um Bristol's are probably not as much. We're we're probably all in the 50/50 range of, you know, free and reduced lunch 50 51 49 on this end, but over here they're significantly higher. So your point is exactly right and that's what these graphs are kind of showing us more than anything. Yeah, I don't I mean we make these general assumptions about how one district or another district may have a higher proportion and again all of this presumes that the high need students are equally or proportionately identified in every

054district or that any any differences between districts is is is negligible. >> I just want to make the point though that we have a lot of high needs students doing really well and really bright kids. So you can't just say lump them together. We have some EL students that have made terrific growth on their lost links. And so their growth outshines a lot of growth on non EL students. So it's hard to make those generalizations. Um you can kind of picture the data but then you have to go deeper and say so what's really happening here? >> Yeah. I don't want to knock the high need students but right off the bat we have segregated >> all students and then high need students and the state has done that. I mean, we're just we're just

055following how the state sets up their benefit for us. That being said, we we do have the ability if you would like me to be able to compare town by town non highnee student performance and tell you the average performance of non- highnee students and then the average of high need students for every district. We can do that. I think I think the whole point of identifying children as high needs or not >> is to say this these these children have distinct >> needs and therefore if you were to not consider those basically it's the high needs versus everybody else again not to cast dispersion they were already doing this to identify them for their own good because they have they have challenges um you know to me it's almost it's been going on for

056decades weaving them together, separating them. When I was in school, they were segregated, so on and so forth. So, I don't want to get into that one, but clearly we're looking at two well overlapping worlds, but two two worlds that that intersect here and there. Uh, and I don't want to say all high need students are this or that. That's not I I certainly know my fair share. uh have some of these clients, but uh I think it would be more useful to understand what's going on as long as we're segregating this way to understand what's going on with everybody. >> And that's the data that our our principles and teachers are looking at. They're looking at their student data from the kids that went through their system. And then they also get the data

057like the fifth grade now has shifted over to the middle school. So middle school science teachers can really look at their data to see what was weak, what was strong. And that's where these action plans you're going to be hearing about coming from the principles are coming from. Really the teachers analyzing the data kid by kid. >> Beverly. Yeah. Or >> yeah, let let's they've had their hand up. So I'm sensing that they're doing for these two. So we'll do Beverly and then Rita. Thank you. Yeah, Susan, that's what I was going to ask you. Do you look at individual students that we have in fifth grade and the same students in eighth grade? Do you look at their growth and how and if you do, can you talk to us about that? >> I

058think it's really difficult to look at growth because of the time between the two assessments. Um, and just frankly the the disparity between the two assessments and the level of the standard that it's looking at. That being said, you know, a sixth grade teacher with a fifth grade certificate the prior year is looking at and analyzing where that student is on the particular skills on the assessment to be able to help, you know, either meet them where they are or, you know, if they're below and bring them up to that grade level standard or above to differentiate. So, so I think there is work being done on the individual level, but growth is a very difficult thing to assess on this because there's just a three-year gap in between every administration >> and the state

059just doesn't even go there with >> Yeah. They don't even offer growth metric. We could we could self-calculate it, but it's hard to compare a student's performance in eighth grade versus their performance in fifth grade. It's a it's a long time. >> And for the students who are still here, it's a smaller number in Groten because they move in and out. So, >> okay. Well, thank you, >> Rita. >> Um, yes, my my I was really shocked when you mentioned Tom high knees included students of free and reduced lunch. I can understand why the state would be lumping those students in with when I think of a high need students I think of you know students that have difficulty really but why free and reduced lunch I mean I I really take exception with the

060state for even I mean I would like not even to see this graph because I don't think it's right what the state is doing what can you give me the definition again of what the state said was high needs. >> Uh so within the state quoteunquote high needs category is students who qualify for free reduced lunch, students who have IEPs or students who receive ELLL services. >> What kind? Oh, ELELLL. >> Yeah, English language learners. So they they are not counted once they have mastered English and moved out of the ELLL kind of receiving services group. But while they're actively receiving services for the state of Connecticut, they are considered in that. Well, I would really push back in for the state putting free and reduced lunches in the same category as, you know, English

061as a second language or students. I mean, people could have an IEP and they could have problems with their handwriting, you know, I mean, not all IEPs are equal. You can have a 50, you know, 504 plan or you could be actually in special ed. It's a whole, it's different. But um I really don't think the state should be including free and reduced lunch in as as high needs. >> So though I can't jump in and tell you why the state lumps all those together. There is this seminal work that happened in the late 90 1990s and early 2000s Rita that you might want to look into and it's called neurons. It's neurons to neighborhoods and one of and one of the the work that what produced out of that work was the understanding that

062children's whose families um come from social economic distress it impacts their academics and learning. Now I can agree with you about how all those categories get placed into that. That's something that you and I will share. Um but absolutely if if we are looking at our population and if we have a higher population where we have more lower um social economic status people that there is there could be some things around learning that's why in the early 2000s mid 2000 the state of Connecticut identified Grten New London and Nor in this area to receive receive more monies to help support the families. That's where the grass movement happened which is the children first. So there is background information about that. I do agree with you about the categor putting everything in the same bucket because

063I think it dilutes it and we lose it. But there are reasons why um for the uh free and reduced lunch >> and I understand >> the private nature lunch >> we really don't disagregate that information solo we're not legally able to >> right because I mean we have people that um are in the military that are paid very low in the beginning and um you know their their families are have free and reduced lunch. So to me, it's just not all about the need of an inner city. It's different than that. >> We're not talking about inner city. We're talking about lower social economic status. But that's not what we're talking about tonight. And I apologize that I got off on my little soap box. >> That's okay. But I totally understand all that.

064>> Okay. >> That's not I still object to the state >> breaking it out that way. >> Right. And so remember for tonight is what we were just going to go over the sort of the districtwide of the new generations of of the science. And so that just like we did with the last was it meeting >> as back >> sorry I it's was more than a week ago so I've forgotten um is that we were doing districtwide so that it helped set the stage for the board so that when the individual schools came in with their people we had both an um a balcony view and then we had the individual school um and how they're looking at that I'm going to recognize Dean. >> I'm just going to supplement what I said before

065with this. >> When I was referring to Heidi students, I guess I was going by a narrower definition of the statements. I was thinking students with cognitive issues, right? It's not considering >> I think >> other students who from a from another from a lower socioeconomic whatever you want to call it although I would include therefore in their high needs kids who are just fine bank accountwise but whose parents are having an ugly divorce whose older brother owed on something and all that. So um >> the container is too big. That's right. The container is too big. >> And I don't I don't disagree with that conversation. But I didn't I didn't mean to just when I when I was saying high students, I just meant cognitively challenge students. >> I'm gonna ask if there's

066no other questions, I'm gonna ask you to finish the >> Sorry guys, I know we've gone way long on the first agenda item. So, I'm just going to go through quickly for >> Okay. So just like just like we had done with um with ESPback and with SAT. So we're trying to extrapolate out what some growth targets for us should be up until 2030, which is what the state did for us originally prior to the pandemic. We've reset that kind of coming out of the pandemic and said, okay, going from now until 2030, what growth do we need to make each year to hit that target of 75 and 2030? >> We followed their same formula. >> Yep. So all they did is do a linear growth index and see how it would look. And

067that's what we've done here. Um oh there it goes. All right. So um our baseline is last year which was a 61.3. So if we move up by equal amounts about 1.7 points per year we will hit 75 by 2029 2030. So that those are the goals that we have set and when we come back next year that is the growth target we'll be trying to make is 63 and if we hit that next year we will consider setting that target >> and if we go back better than that that'll even be better than >> and and that is the hope is that we obviously will exceed 63 um that's a our best realistic target to be able to get to that 75 >> and then I like the district action. Y that's great. >>

068And I just wanted to wrap. We've actually talked about a number of these bullets that are up there on our district actions to support growth and take this this I'm this is from an elementary perspective. I definitely you know heard the points that that 612 is also an area um that that needs attention. Um but as far as what we're doing at elementary broad strokes you'll hear from buildings shortly with specific action plans but we are engaging with state and regional resources um the state is holding a a conference this Thursday called performance matters um where there'll be roundts and discussions about ways to increase student performance across all areas but specifically um sessions geared towards science and NGSS >> and you'll be going right >> I'll be there. Yep. and Tom and bringing that

069information >> principles and other teachers too. >> Yep. Um we mentioned reconvening the districtwide science task force which I think will be a great way to get those conversations going cross building and cross grade level again and just make sure that science has has its has its rightful place at the table. Um we've talked also about you know the focus on using the tasks like I showed in the beginning and making sure those are implemented. um and used as teaching tools at grades three through five coordinating with CRE and I take the point that there's other people out there too that may have things to offer like the Connecticut Science Center. Um we've done some work with them at CK and we can certainly look to them um for some of their expertise uh to

070help us with our mission. Um and then we continue to have teams of teachers come together through the the STEM grant to develop tools um to develop resources that teachers need and want um and have requested to you know they a lot of times they know best what their students need at that moment you know to move them forward and promote growth. So that science task force and those teams of teachers will be um ways we can we can provide those materials for teachers when they need them. I would say another area is we're getting ready to have our first district data team. So at the school data team they'll be discussing all of these results and then at the district data team we will too and that is definitely a K through six K

071through 12 initiative. So that articulation happens. >> William >> just quickly if you so the CEO The science center is one of the best not ever need contact resource reach out to me. >> That's fantastic. >> A bunch of things at their science center. >> Yeah. >> A couple things but yeah we used to take the students from SB my wife and I would do a a field trip. >> Yeah. But they have a fantastic educational wing too. Yeah. Where they work with districts all over the state. >> We work with a lot of their presenters and professional developers. They're they're fantastic. So we'll take you on that. Thank you. >> So never apologize for us taking a while to kind of think out loud about data. It's been a long time since this board

072has really been able to chew on data. And um I find that this board is amazing when it comes to asking these questions um so that uh they that you guys know about the deeper dive that we want to do. So um I appreciate that. Matthew, do you want to wrap this up? >> It's up to the other colleagues. Um honestly, I find this a very disappointing chart to be quite frank. to divide it into equal things makes a pretty chart. But with all due respect, we've lost so much educational progress because of co it would seem to me reasonable to expect a big jump in the next two years and leveling it off there. So I ask you to consider that and consider that among the elements as you look forward to setting goals.

073Hopefully we're going to make a big jump as we recover from CO. >> Yeah, we we did consider kind of doing a a more exponential growth curve. The we tried to mirror the state set linear targets for us previously. We wanted to stick with their kind of model. >> Um only one person I think that model is blocked. >> Yep. Oh no, I >> agree with you Matthew. >> Thank you. So the other question that I had is I I agree with Rita and others that the the way of defining uh high-risk people is not ideal but criticizing it isn't going to change anything. So I've been trying to figure out in my mind could I come up with an algorithm or a simple formula where we could uh add to the to the numbers

074that we have. I think we we'll probably have a number of x whatever that number is. add to that X those who are who are not already identified as high needs for one reason or another to include people who are perhaps performing well but have a cognitive physical socially stressed. we can find this out perhaps from our social workers and you know so we can add that to the group and delete from the group those people who are getting free lunches who are doing very well and understanding that it's going to be an inexact science but at least we will have a figure of the population that we've identified by our own way as high needs and then subtract from that those whose physical disabilities mean that we just have to concentrate on getting them

075as high as we can and not worry about state standards and see what net we have to work on because this is though it's a huge challenge uh to have differential teaching strategies for these people it is a phenomenal opportunity for us to really address the equity issues you know without being pushed by anybody >> so just to be clear that is something we could do for public schools that is not something we could do for other districts we just wouldn't have access to that data >> no and I wouldn't ask you to do that but we we ought to know who we are. I mean, I do we do know who we are. We ought to be able to look at data that shows who we are and what our real challenges are as

076opposed to being forced to accept the state's categories which are probably generated by federal things. And it's always troubled me that we seek to have uh a not a unbiased society by categorizing people various categories. There seems to be something wrong with that. But we do the best we can. I think it would be interesting that if you came back next year and said that you know there was this jump that would that then change how you did your >> so not according not according to how the state has aligned their ESSA goals through the every student succeeds act that is a federal goal okay that they set uh so we are kind of abiding by the state target that was set back in 2016 that is unchangeable. Uh that is how they did it.

077>> Okay. >> Um if we follow that same methodology, no, we would not change it >> next year if we exceed that target. >> That doesn't mean that we can't respect instruction. We're still going to do our very best and continue professional growth for our teachers and continue those hands-on science experiments and engaging kids. That's where the science really you you have to see kids being so engaged and wanting to learn. So that none of that will change. So if we do better than what we're expecting, that would be a great thing all the way along. So we're not going to diminish the way we instruct or, you know, try to reach all of our kids because we've set these goals have been set for us. >> Well, they're not they're not percentages. So I'm

078I'm still I really I understand that but I don't really know how to compare. I'm looking at all students versus high need students. The difference between 61.3 and 54.1. >> So where is that difference? How can we understand that difference so we can address the needs of those kids. So, in a pri in a prior version of this, we had a math lesson. Uh, and I'm wondering if possibly the next time we come back, we bring the math slides where I actually walk through the the formula with you guys and kind of compare. We had several example students to walk through. I don't know if that would be helpful. more concretely is when the principles come back. Yeah. >> They can describe their process of looking at the data, >> knowing their students, the teachers

079knowing their kids too, and how they're able to create an action plan based on the data that they're receiving, >> which is I think gets to what you are looking for is how are we addressing and what are we doing about it? >> And this is not a criticism. This is an opportunity. >> Yeah. No, I don't I don't I actually I haven't heard it as a as a criticism, but once again, we're doing the we're doing the balcony so that we have this districtwide knowledge so that we then can go into the into the smaller schools, the smaller ways. If we're not if we're any more questions, I don't know what I was trying to say, but if you don't have any more questions, >> I have to say this was very rich. >>

080It was good. As always, this board is very rich with their conversations. >> Thank you. >> I get very stimulated by them. >> All right, so number four, um, we added this before things kind of settled down a little bit. I know that Susan, you spoke about that in board notes and so, but I thought it would just be really important for Susan to kind of walk us through um what she kind of got exposed to uh early last week um after our well, we didn't meet last week, but anyways, Susan, thank you. >> So, after my deep reflection on all of this, it calls us to consider our partnership with CABE and all that's happening legislatively that affects our districts. So, my my true concern about this was that nowhere has Connecticut ever mandated

081programs or or purchasing books, certain books. That's just not something Connecticut has ever done. And I felt like the system was the legislation first was flawed. And it really came to us, you know, out of the blue. If I had known, I'd be testifying two years ago. But you know these things some sometimes come through and you know unbeknownst to all of us and they get passed usually for good intent. I heard it was a particular caucus group from a you know from uh you know over in the Hartford area that felt that that their kids needed something that was a scripted program highly scientific um but very specific. And to me that also calls a question of equity because I know there are many other programs out there that have been done in New

082York City and in the city schools that are much richer than this will have the science of reading in them but have you know done even better with kids. So I felt like first of all it was politics and it was the legislation driving this and um and then it it comes it came out last week that they had had you know we knew that they had had uh the state of Connecticut had developed a committee and on the committee was a literacy how group which is the political group um with a with an agenda and they had very few I know this to be true because Fran Binowitz is director of CAP And you know, I've talked to her numerous times because I know her and she does think that this is an atrocity.

083She's already gone to the commissioner and the state department. On the top of everything, the state department is so short-handed. They they don't even really have expertise in literacy. I think they have one person who was a reading consultant. And even on this committee there there was one superintendent from Waterberry. There were a couple educators and the rest were really politicians. So they were deciding how you know what should be the um framework of their research and how they would implement. Um districts were sent send in their programs and they were all looked at and um I had sent in one for Grten and it was really well done. I worked with teachers college on it and with our staff and um and I was told that that those um those districts who had the

084um frameworks from teachers college were the best that they had seen the superintendents had seen that were on this committee. So, at any rate, there is a waiver process and I know that um they definitely listened to Fran. Um all of the alliance districts got together. I was on a team of four doing the writing. I also met with a team from um Fairfield County. I met with another team from the Hartford area. So, I was pulled into several of these conversations to articulate this. And ultimately we're going to have superintendents from CAPS Connecticut Association of All School Superintendent to write the next message. But I'm driving this point home. I really feel that the board needs to consider what happens with these unfunded mandates. your jurisdiction is to hire me to know what I'm

085doing, to also to formulate policy and to authorize and curriculum and instruction and to have a state mandate any of these things, you know, is is really um because of legislation and politics is really uh >> oh um concerning. Now, I did also reach out to our representatives. I know that the um people I'm working with in the alliance district and people throughout the state are also contacting their legislators and I know that Heather Summers and Chris Connelly did answer me back and would like to meet and talk about this. We also have those legislator breakfast. Remember when we used to do that? We really had breakfast. Those are so critical. I can't wait for those to come back and I would invite all the board to come to those because they give us the

086highlights. I also get the highlights from Cade and you know Eric and I go through that and then you know send them to you know the things that are shining that we need to pay attention to to our chair of policy Andrea Arian. But um you know it was really truly concerning but I do feel like we made some headway. there were um they surveyed and out of 136 169 districts only 11 had had the one of the five programs that were being suggested. So that means almost every district in the state of Connecticut would have to spend money purchasing this um doing the professional learning throwing away all of their other stuff that federal government department of defense thought was excellent and we have the results on that. So the waiver will be showing

087our results and I'm not afraid to show our results. We've had really good results over the time. So I just wanted to kind of give you the landscape of what's happening and um you know keep and I will keep you informed um about next steps and that kind of thing. But I think that my my main point was you can't legislate a program to districts. You know we develop the curriculum and instruction. me decide on programs. It's all in my curriculum handbook, board of ed. So insane. I'm going to um recognize Liz and then Lita. First of all, Susan, I wanted to thank you because um when I first read about this, I was in Scotland and I was I was keeping a little eye on things um much to my um husband's distress. But

088anyway, um he I was insensed that I I was angry that there was the this uh user of our power or authority, not power, authority, you know, and I just wanted to say thank you that I thought that letter that you wrote to the three our representative and state senator I think was really a really good strong letter and it's very nice to know um you know that you you you you called them on it. you called them on the carpet and said this is not part of your your part of your jurisdiction. This is our jurisdiction. And so I just wanted to say thank you. >> Well, I fear too if it's happening for literacy now, what's next? Yeah, that that's what my thought >> they can just dream roll through and if a

089a literacy how is going to make a lot of money doing the professional development and these other companies are going to make a lot of money and they were sitting at the table or or people who represented them were sitting nearby. Um it's it's really it's really an issue. >> It is like I said thank you >> and I do know what the board's role is on these things. I just want you to know I had your back but I was also furious. Thank you. Rita, >> hi. Um Susan, um are you going to be applying for a waiver for >> So you are and second of all um as of they have universal screening for reading. Have you been using the states assessments? >> So the problem with that is they've had about three

090different lists that have come out. the first original list, half of the things that were on the list were then taken off the second list. And on the third list, things were added on and some were taken off. So, I don't know where we are. I've talked to Ajit who is in charge of the performance office and he basically, you know, his philosophy is stick with the AIBs and the ESBAC and some of the things that we've been using and we're allowed to use on our alliance tracker. So that's another question that we have for them is that and we do have the dibbles. There are a couple things on there that we have used. So um but then there's some things on that were on there and they were asking us to purchase like

091map and star and all these Ames web and now they're saying they're no good anymore. So they don't know what they're doing. >> Right. Right. Well >> other people are watching us. >> Yeah. I was just looking at their um for July 1st, 2023 and it would be wonderful if the state did provide these assessments that they want us to use to the towns or at least provide funding so we could purchase them, >> right? >> Because they do have them listed here for 20 July 1st 2023. I mean on one of the pieces of legislation, one of the requirement is support grade level appropriate explicit instruction and regular practice in the following areas. We do this oral language, phenemic awareness, go into any of our prek one and two classes. Phonics, we've got a

092strong phonics program and it's even getting better. um fluency, you know, not meaning how fast you read, but with intuition and knowledge, like really understanding um vocabulary and they have the rapid automatic naming. I know that we use that test a lot um in the beginning and then even in special education and then include research and evidence demonstrating positive impact on student learning. We have all of that. So that part I there are parts in here that I I agree with in this legislation, but when it comes down to them them forming a group that wasn't a transparent committee in the first place and we didn't know what was going on behind closed doors and then sitting talking to some people who were sitting there made it even more concerning for me. So, um, you

093know, and then the whole crux of the matter is that legislation is going to drive what districts are affording to do or not being able to afford to do >> and undermining the work of the board and the superintendent and our staff. It's demoralizing to teachers who've worked so hard to be said, "Okay, take this away, but now we're going to give you this textbook." Because all they are are textbooks. They're basil. So, >> um, and the fact that they're thinking that it's for certain communities that this is this is what they're almost dumbing down the system. And I really take offense to that because um, we've seen that raising our standards in Granton public schools have caused all of our kids to make room, high needs or otherwise. So, you know, >> thank you.

094I'm pretty passionate about it, but I'll keep you posted. And I've been in con contact with also my resk and my learn partners, so they're on board. We're going to be actually discussing it on Friday. >> Good. >> I I feel that Grten is well serviced by by you, Susan, in terms of your advocacy um statewide in terms of how that impacts Graten, but also how that impacts the state. So, I appreciate >> Yeah. A couple people teased me. We always thought you were the math girl. They know me around the state for math, but now they know me for literacy. >> So, any any questions? I just wanted to make sure that this this became this is a hot button issue. Um, and just so that we if we if we heard about this

095throughout the town that we would have something to talk about. Um, >> can I ask Susan, is there anything that this board can do officially that support your work? >> I appreciate that question. Um, I would say let's keep up on finding out when that next legislative breakfast. I'd love for you all to be there. >> Um, and if I get a chance to sit with any of our representatives, I certainly invite you to sit with them too. Um, because I think they need to know from your perspective too, how this is kind of >> um, overstepping the bounds. >> Yep. It almost seems like a contradiction of law because the law has vested the authority in the school boards. >> Right. Dean, >> the Lord the Lord take it away. Are you are you

096referring to something called the reading leadership implementation council or am I looking at another body? >> I thought it was literacy how I remember that name. >> The state body that Yes, you are looking at the correct. Yeah, there is somebody on that uh commission who is from literacy how and also >> correct. >> Yep, that's it. You got it. >> Dr. Margie Gillis, founder and president literally how she sells a good product and a lot of professional learning. >> Any other questions? Maybe um one of the things that the board could do is get um once this election season is over because I would think it would be very difficult for our legislators to kind of come if they're busy campaigning is um maybe starting in um maybe quarterly having them meet even if

097they met with the town council and the board so that they could hear kind of what locally what we're what we're doing that might be worthy of that. >> Particularly since we're going to have one represented. >> Yes. Yes. And potentially more, but yes, at least right. All right. So, let's moving on. My promise was that we were going to keep the mentoring program alive and well on our agenda so that we can kind of see and can watch the movement. So, where are we? Thank you, Tom. So my goal, our goal is to make sure that we get this mentor program up and running and introduce a plan to the board of ed by couple weeks from now. Probably by the board meeting at the end of the month, you'll have a plan. we

098hire a director or we have a um interviews of the director >> looking for some of our own certified colleagues, teacher, teacher leaders um and their ideas of improving and expanding the program and so we'll be meeting with them tomorrow as Phil said um we also will be bringing in Sharon Chick to a planning meeting with um Lori and um the new director, Bill and I, and I'm not sure, you know, who else will add on there, but that'll be a good planning meeting um for the mentor program. We've also behind the scenes been working with a mentoring group from EB that have lots to offer us. They have always offered the mentoring tutoring, but this way they would go through our mentor program. So everything would go through our HR process and we learned

099the hard way I think through robotics that we hadn't done it that way and so we're going to do it a little differently for this. Um also I got a call from Stellastic. They're offering free books and free mentors to go in and read in the schools. So she's going to be contacting and meeting with me. So out of the woodwork have come some of these ideas. I know Sharon Schik also has reached out to the people who were prior mentors and they really are excited to continue this work. So I think we're going to have a group of people who are really interested in getting the work started. Um so once we've we've you know introduced the plan taken your feedback tweaked it any way that we can um then we will start rolling

100it out and there are some mentors mentees that are already lined up ready to go. So once we get them through the HR process, the mentors, um you know, you might start to see a few more at the middle school because that's where the program always was. And um they have a late bus in the middle school and high school. So mentors could even meet after school, which might be more convenient. At the elementary, they tended to meet during the lunch recess times. Um but they could meet after school. We do have enrichment going on, but I want it to be accessible to any kid, any student who wanted to do that. Um, so I'm, you know, we already have some some good ideas. I'm looking forward tomorrow to meeting the candidates. So, and we'll

101keep sharing back with you for your ideas. >> Questions? >> I'll go last. Beverly, >> how many candidates do you have, Susan? >> Um, I think there were five. Oh, >> that's good. And what's Shannon Shik's role? I thought she was >> what we call the coordinator. >> Oh, she's there's going to be layers of this. There's going to be the person who has either an administrative degree or is working on that will help to orchestrate and bring all the parties together. We're also, you know, we have the community coordinators and we've expanded their time. They've helped with everything from attendance to um helping out in the office, making family connections, but their role really when and you probably know this better than me, Beverly, when we first started getting community coordinators, they were for

102volunteers coming into the school, training them, orienting them, even for the mentor program. So, we have some wonderful coordinators now. So Sharon will still be meeting with coordinators as will the director and share all her knowhow about orientation so that um they will then be able to have an orientation process probably at each level elementary, middle school, high school and that would you know help foster this. >> Is the coordinator a full-time position or part-time? >> What the um director? >> The director. Yeah, excuse me. It's just a stipen through um our our RBSER grant. >> Okay. Can board members be mentors also? >> Yes, even superintendent. >> Okay. And how do you to be a mentor? >> So, we will get you that information. I first have to come up with a plan and

103have you take a look at our plan. >> Okay. >> With these new people that are going to be involved and and some people who have been involved. It's the 25th year of mentoring here in the town. So, it's quite a good way to celebrate this. It's >> the only time I have to do a fingerprints when I became a mother. >> Yeah. Yeah, that's right. >> Just like as if we were hiring them because it's a significant um role and we want to make sure that our kids are safeguarded although there's always a person around. They're not with the kids alone or out of school. >> That's just good advice. >> Yeah. Thanks for moving along with this, Susan. I appreciate that. Nick, >> it's taking a little more time, but I think we're

104doing it the right way. >> Yeah, that's what counts. >> Yeah, >> William, >> if you've already been a mentor, do you have to like reapply or like do I have to reapply? >> That's a good question. How long ago was it? When was the last time it was done? When did you couple years? >> Uh 2017 and 2018 at SB1. So I'll have to ask HR how we do that if we have some prior mentors coming back. We might just need to update update information >> three minutes free each week >> I think you have to do it annually >> um because I know that I'm I'm working in a volunteer capacity at another district and I have to get fingerprinted every year. So I have to go through that whole thing, >> right?

105>> I I also think it's good practice. It's a it's a cumbersome, but I think it's good practice because it it does allow us to kind of know >> um and and maybe that's something that we'll need to be thinking about is do we need to have policies and procedures so that we can answer those questions about if I was a mentor at what point? >> Um you know what what gets you to be a mentor? What gets you not to be a mentor? I mean, I think that those skin on bones probably meat on bones is the other one. Thank you so much. Shut up, Matthew. >> So, as one who has been reputed to have uh not seen lane markers from time to time, I want to be sure I'm in the right

106lane. So I would like to share with the board what I have already shared with Kim and Susan um in terms of recruiting or a strategy among others of recruiting mentors. I sent them a list of an incomplete list of community groups with the idea that is to my knowledge not been vetted by anybody that uh the communication committee working with whomever in whatever fashion you guys think is appropriate. come up with the communication strategy to do outreach. But not only to the community groups but actively to faculty and staff saying you may not have the time to do it but amongst your circle of friends can you speak and use that as a recruiting technique to go to our recent graduates through the alumni associations. I truly think we can pick up 30 or

10740 mentors within 60 days. And frankly, you don't want 260 days. There's just so much you can digest at one time. But I think we could do that if that's the appropriate venue to do it and subject to the board's consensus. I think I need to hear what the planning stages are in terms of how are all the pieces going to like what is the director going to do? What is his or her responsibility um for that part? How are the coordinators going to be utilized? Both Sharon Chick and the the different community coordinators. Um, but I think that that's great for the coordinators to know that if if if there's not, you know, what are other ways to do in the community and then for for the board to figure out how do we

108want to me message and where do we want to message? because maybe we'll take your your list, which was an amazing list, and then maybe as a board sponsored thing, sending them and maybe sending one of us to go and speak to the different community organizations. I think >> if if if Ernie's in the mood to have a breakfast to invite 60 or 70 different community leaders to have a breakfast in one of our school cafeterias, well, we don't have to do it 60 or 70 times, >> right? and they can feed the energy one from another. >> Right. Right. We just have to also make sure that we don't overwhelm the system as long >> Exactly. And I I hope the communication committee will be an active partner with you. Uh I think we're

109ready to go awaiting your agreement. >> Great. Well, Rebecca Re has been on some of the planning. So, definitely she can, you know, she and Phil can bring it to the committee and yeah, get your input. Beverly, thank you. >> Kim, I do think it might be a good idea for the board to have a policy and a regulation for this um mentoring program. >> Yeah. And and do we have like by I mean like Beverly, what I was thinking of like do do we do bylaws? Um you know, I don't I don't know. Um but maybe that's something that you're planning. We do have um a pretty comprehensive binder when the original mentoring program was developed and we have that as a model at least to take a look at to see what kinds

110of things were done. >> So we can use that when we're trying to decide on what needs to be cleaned. Yeah. >> I'm not sure. So there probably wasn't a policy previously. I'm guessing any kind of board policy connected >> but that's a great idea. I think we need to look into that. We could have used one of those with robotics, that kind of a policy. >> That would have saved us a lot of trouble. >> That's right. Couple moments of trouble. >> Just a little bit. >> All right. Um, so the next item is staffing. And this is actually um Beverly I I'm going to uh not apologize but just to say that um Lori was to was going to be here to present some information >> and I have a little bit and

111and Susan has has that information um but she said that she'd be more than happy to come back in November um to have a more in-depth conversation um if if we sort of want to move that forward. So, um, the original intent was to have Lori, but she had a conflict and she definitely wants to bring forth the data around the district hiring and the diversity that we're seeing more of, but need to see even more than that. So, she will have that data. I knew she didn't have it for this week, but in two weeks, I think she says she'll be ready with that data. So, going into November, we should be able to go more in depth. But I know one of your questions was, "So, how are we doing?" you know, with

112um missing um you know, certain staff members. So, her her um write up was currently seeing progress in hiring pair of professionals, bus aids, and building substitute teachers, but we're not there yet. We we don't have full capacity yet. Kindergarten aids continue to be challenging. We're supporting these needs by extending their days. So while they might have two people, they get extended in the middle of the day which really supports some of the things that teachers need to do with those um you know in the middle of the day and also with lunch recess duty. So that seems to be doing all right. Um pair of professionals are at 17.5% vacancy which is down from 30% previously. Um and then general hi h h h h h h h h h h h h h

113h h h h h h h h h h h h h h h h h h h h h h h h h h h hinging outlook has been improving. However, we still have the majority of our hires are in the paraprofessional area and we had we've been meeting with the paraprofessional union um a couple times this year just to get their insight and input and one of the things they keep saying is that some of the other districts have used their best money and they've really lifted those salaries up by like you know I don't know um I think she said $25 an hour which I don't know how those districts will sustain that unless they just don't have that many pair of professionals. So um you know that that really would develop

114a cliff and certainly I said to them your salaries are negotiated with the board of ed. I have nothing to do with that. So, I also passed that one along that, you know, that they that that kind of thing goes along with negotiations, but we know that a lot of people already are hired and even um Target and Walmart and other places are paying that $25 an hour, which is way above the minimum wage of $15 an hour. Um, so I guess there's 30 more 32 more pair of professionals. We need 13 more tutors, one bus aid, three part-time custodians. Is that accurate? Um 13 kindergarten aids, but right now they've extended their time, so they're making it work. And then seven more building subs. So um and then some of the things she had

115re she had said is upcoming coming recruitment in October November October 19th both Fitch High School and CK um they'll have rec recruitment fairs this is something you had suggested a while ago you remember um Rita when we did it and Mary Morrison so they're really trying to get it into the schools now um Mystic River on the 20th central office at the 25th um November 8th for Fitch High School and central office and then ongoing outreach with social media and Facebook and um ongoing research with Department of Labor in Montville and military communities. So, we're trying to do that part where we'll hopefully people in our school communities who are interested in work will be able to come and to these fairs and possibly get a job. >> And we reached out to Three

116Rivers Mitchell andor Connecticut College to see if their placement office may have some juniors or seniors who could fulfill some part-time roles. No, but I think I can do two things. Maybe find mentors and positions. >> Holy moly. >> And um >> yeah, >> feedback on Well, >> I'll leave that for that to the next meeting. >> Um Susan, excuse me if I didn't read this, but have we hired a replacement for Magguire yet? Carita Hajj. >> No. >> Yes. >> When did that happen? >> So, I I I've got a quick I have a question and maybe I'm just not understanding. When you've said you've extended the kindergarten aids, were the aids like part-time and >> they were half time. >> So, then you made morning and afternoon and now their time is almost

117the full day. >> Okay. Yeah. Any other questions? Lori will be back with a much more thorough report for you that she won't read. >> Is there any Susan? Is there any school that's uh in need of these people more than other schools? >> Yes, that's an excellent question. And it's Sains River and Mystic River. And the reason is they have the majority of the Paris. They're the only two schools that have a preschool prek programs. They each have um the ABA, you know, Mist River has the ABA um program for children with autism and then um James River has the academy program which are those small groups of kids who have some behavioral concerns and but we try to integrate them into the classroom, but they do need require more one-on-one Paris um which

118is really what we've been looking for. you know, most of our our resource parents or the parents who work with multiple children, those were really taken care of. So, we've had to put some of our staff in place like substitutes and we have some subs that are pair of subs that have helped us to make sure that those IEPs are intact. So, that was a good question. I guess I may I guess I had misunderstood when you talked about staffing. I felt Is this at all linked to the DEI? >> Yes. >> DEI hiring committee is going to be meeting at the beginning of November. >> Okay. Well, maybe that's what she's waiting for, too. So, yeah, >> I think Beverly went reached out to me. Um, and Bev, please correct me if I'm wrong.

119Is just what is where are our empty slots? for what what are we what are we still struggling to find? And what is this in comparison to other districts? >> I guess if you're paying $25 and not having much of a problem. >> I don't know. I'll ask that at Learn when I'm at learn on Friday with all my superintendent friends. I'll see how they're doing. How about that? >> Yeah, I I would I would like them. Yeah, me too. Even for sub Susan, I hear pays much more than Gratton does for substitute teachers. >> I know because she's using our Besser funds, but that's going to come grinding halt by 2024. And then what >> I mean that if you put something like that in place um >> and I don't know if it

120was done within the contract or how that was done but that is a hard thing to fulfill continuously >> if it's been negotiated. Could the contract state that the wage is this and as long as our ESR funds are available, it will be supplemented so that there's no expectation that will continue to grow. >> They might have done that. I mean, they might have done it with their contract. >> That's just very hard because you're going to get to a cliff and people who are used to making that money >> won't be satisfied with knocking it down by five bucks or eight bucks. >> So, they might go elsewhere. Exactly. >> It solves the problem short term, but long term you might be creating a bigger problem. >> Well, thank you Susan. >> Thank you.

121It was a good question. >> Um, so suggested future topics. I've I have Matthews which is um hearing about other topics or other academic areas besides science in terms of where we're integrating um and and learning in all different ways. Is that did I catch your >> That's scary that I did that. Um and um I I see Miss Joan that we're going to be sending um at least for the policy to have on their um radar about the policy around um mentoring. Um so if we could add that that would be great. I'm also wanting to entertain any other topics from the board. >> Okay. >> Nobody else. Uh, in the board notes there was a reference to the work with career pathways and that there was going to be a communication plan. If

122it's already been drafted, could a copy go to the communication committee? If it's not, would you set out the boundaries of what you would like or not like the documentation committee to do? >> Yep, we're working on that. It's only almost on a daily basis. We have a a group of um teachers that are, you know, in at Fitch High School and the middle school. We have Chelsea Courtright who is the um careers I guess career pathway coordinator and um she's the counselor and this was afforded to us um for I think about 18 months through the congressman Courtney Graham. So um they are working fast and furious. We really want this information out to families um this year and early this year. So we will be bringing all of that to >> we're currently

123working at internal communications within the buildings and okay >> the different departments to make sure there's a common understanding. >> Yeah, >> we had talked uh six or eight months ago about possibly uh selectively taking stuff from board notes so we could have a you know with return to community being the theme we can return to the community more information about what we're doing a great job and such a limited audience world. So, we did uh we did a newsletter for October. Um did she publish it? >> I'm not sure. Published >> yet. I I thought it was published. >> So, we can check with Rebecca because it she did a really nice job. She took all my pieces and parts >> and she made a really comprehensive newsletter with like a one-page kind of

124synopsis of the month >> um and then with bullets. >> Okay. So, we're talking about a future topic that we don't have on our agenda. Okay, I want to um Is there other topics that people would like us to cover? Dean, >> popped into my head before it pops back out. I may have mentioned it before. I know I've discussed it with brought it up one time, but this is all was all off the record. Sort of a naive suggestion. If you've heard this before, then if we have something like this, then do tell me yes, we already have it. that in coral fashion if you want and that is this um I wonder how many kids I really feel like I'm repeating myself I'm pretty sure it says I wonder how many kids um

125and this is not to push college is the be all end all but I wonder how many kids have written themselves the way they may have written themselves out of higher level courses in high school for example AP courses have written theelves off a college track because they have determined on their own internal characteristics, what's going on in their lives, that they're just not cut out for that stuff. They don't know what a college is. They've heard of it. They've only seen it in movies or, you know, something like that. And I wonder what the effect would be is if if they visited something, and I don't mean Yale, and I don't mean con, I mean, I hate to knock my old elder, something more like Yukon. Okay? Hold on. In every main school, if

126you will, although it is a 50-50 chance of getting in, >> do we have do we take kids basically because I'm thinking I'm putting myself in their position. Imagine say, you know, saying, well, you know, college is not for me. What do you know? You're 16, you're 15. What do you know? Show them. Show them a place where there are other people like them or close enough to them, maybe a couple years older than they are. This is what it looks like. This is real. Forget the what you saw on television or the movies or something like that. You can be here if you want. Maybe take them through so that those kids who have written themselves off, they say, "Oh, you know what? I do see myself. I can't see myself here." None of

127those kids who didn't have this goalpost have a goalpost to try to shoot the ball through. Do we have anything like that? >> So, that's a really interesting um and I'm wondering actually I'm actually wondering if if we could just expand that a little bit and hear about how does the high school guidance department um um push think about kids who don't know what they want, maybe don't see themselves or whatever and what do we offer them as a way? I think that that is a great question. Um, but also do we do I'm sure things have were slowed down because of the pandemic, but do we do field trips? I know that my my kids did field trips when they were when they were in high school in terms of looking at different schools

128and stuff like that. >> Which kids? >> But you're right. How do how do kids get identified? >> I I' I've gone on field trips too, >> right? I got it. >> But it was but the group was already collegebound thinking they were collegebound. talk about the kids below that in terms of goals. >> So that's interesting. Um and >> what age level would be most appropriate? >> Oh, sure. So that would that's a really great topic. >> Well, having Chelsea Courtright who was a middle school counselor looking at really the whole counseling in middle school and high school and asking some of these same questions about how this is going. She keeps saying to everyone, we need to stop talking about just when they get to Fitch. It needs to start in middle school

129and it needs to start even in elementary to start thinking about different career pathways and what what do people do in the real world of work, you know, and that's not too elementary a conversation to have with elementary students. So, that brings up some really good points some of the conversation we've been having. Um, and it's part of this grant that Val is seeing us navigating us through. So, >> Dean, I'm gonna try to vet out what I think he said and then, um, send it to you to see if if I've captured some of it and then, um, I'll put it on the on a future agenda if that's okay. I'm going to recognize Beverly and then Liz. Okay, that was good suggestion by Dean, but that's not only college, that's exposing our students

130to a lot of other different things that some students may not be exposed to. Um, but then for theater, I'm just throwing that out there. So, um, I'm just saying that. Uh on the another agenda item could be enrollment because I don't you do enrollment October 1st. >> Yeah, I asked about that this morning Beverly and according I'm just going to answer it. She's going to give it to us as soon as possible. It hasn't been fully vetted through the state and actually my understanding which I didn't even know and I don't know how many years I've been on the board. We're not going to get the total the real number until after um after the end of the year. But there is a process that we go through. So I was talking to um

131Tom who's working with the state department on our numbers, our October one numbers, and he said, "Really, if I can have a couple more weeks, then I'll give you a better number that's going to be more accurate." So that's what we're we're counting on, a couple more weeks. >> Thank you, Beverly >> Liz. Yeah. Um I know Sam's here, but um uh Oh, Sam. Yep. I was just wondering, you know, um bus buses this year, an update on what's happened with our buses. I mean, routes. Um I'm I'm also interested in, you know, facilities have, you know, the the new schools. They're all they're done and everything. So, what's happening? What's just a progress report on the the schools that we're going to be giving back to town? um what's you know anything that has

132come up and risen in our new schools you know any problems that we need to be aware of you know and just things to be just to get an update. Um >> so that would be great for um our end of the end of the month when he when he's there and gives an update so we can just ask. So you you've got your agenda items already there sir >> and other about the field the football field as well as the field house. So, um I've asked four times for a meeting on the field and fieldhouse and I have had um crickets. Um and so >> you had some face to face, didn't you? >> Yeah. So, I'm because I wanted the town council, the field committee and for the board of edges to kind

133of get together to kind of say what's our plan because this is long. This is going to be a long plan. um this is like referendum many multiple year plan and our fieldhouse can't wait that long. So um I just wanted to let you know that that was that was something I was tasked to do and we're we're >> okay >> I'm working on it >> and we are seeing through the planning phase. So culinary um Sam has been back and forth with Slam who are the architects. Um we actually did a walk through the other day and talked to some of the teachers in the program and the kids. Um, and then also with the fieldhouse study, I think there were three proposals. Mark, um, Romano was taking a look at it. Do I

134have this right, Sam? >> Two proposals. That's right. And I think Did we send it out to the board or to finance? >> Okay. Do you remember? >> Can you send it out again, >> please? >> William, I'll double check. Sure. That would be great. Thank you, >> William. >> As far as future topics, it may be that I'm new, it may be something that will be addressed or has already been addressed, but >> you know, looking at monetary efficiencies, what are programs that we're, you know, doing to that will help us save money in the future? What are we looking at in regards to lands that we own that potentially will be sold or, you know, are those options, you know, with old schools and things like that? would have. >> So, just to

135let you know, those are great questions and um in January you were you'll have that answer. Um but just to let you know that that as a board of ed, we don't own any property that's actually owned by the town. Um so we run the the programming that happens in the buildings, but we don't own the buildings. >> Is that specific just to grow? That's how I think most people >> I I actually think that that's how most people do it, but I can't I I don't know. I've never been on another board of ed. So, >> the other four districts I was in, three districts. Yeah, >> it makes sense that it's it's a town property, right? And so then we run the program. Um but that's a great question. And those efficiencies is

136is actually Susan and her staff's job is to kind of say we've got too much of this. we've got we need this and this is sort of and because we're going to be facing that really hard task of because of the increase in inflation um we're we're going to just operationally um our prices are going to go up. So yeah, I I just want to um before I turn it over to to Andrea um she's going to talk about okay this keeps on going up. Um, but I just um there is uh the um the Graten Hall of Fame um teachers hall of fame that's at Langley's and that's the end of this month. Um and that also um the Fitch Falcon's home show um is the 22nd and the 23rd is the um is

137the um is is the Graten um the Graten thing. And then Andrea, >> no, the the Graten uh teachers uh hall of fame is the 23rd at Langley from >> ask Joyce that any of those major events that are occurring that she actually she can't put it on your board of ed calendar, but if we make a list maybe of some of the running events that are happening. Um I just have some notice ahead of time like I would have had you all to the crunching apples. I ate apples all week long and it didn't help. But um you know, I didn't even know what I was going for. So, I'm just going to have her ask the question, okay, so what is this all about? Before she puts it on my calendar, and if

138there's things I'm seeing coming up on the calendar, I'll have her make a list for you. I just >> So, you might want to >> I just personally noted when I also was looking at my family calendar, I was like, "Wow, there's all these things going on." And I pulled them from various emails and board notes. And so, um I just wanted to make sure that the board was aware of that. October tends to be like a event happy time. Andrea, so I wanted to remind everyone that the Martin Luther King scholarship dinner to celebrate the 16 scholars that we have from New London County is on October 20th at 6 o'clock at the Marriott. And if the board hasn't sent your um your um intent to go to Mrs. Alan back at the high

139school and you would like to go, please do that. She's finalizing the list now. Okay. Is there anything else that I >> And is that invitations? >> These are invitations. So if you want a real live one, I have a bunch of them. >> Thank you. >> I'd love one. >> Oh, okay. >> Although I've already written my check. >> Any other future agenda topics? >> Thank you. >> As always, board, I just wanted to say thank you. Um, these are really great conversations and it feels really kind of good. I will Andrea. >> Oh, motion to adjurnn. Can I >> have a second? >> Second. >> Thank you. >> All right. All those in favor? Yeah. Say yay. >> Next Monday. >> Board retreat next. >> Not Monday. >> Monday. Monday. >> Monday. >>

140All right. Bye, guys. >> See you.