001She said what? I was I was muted. I I unmuted it. Should be good. [Music] discussion changes. All those in favor All favor. Thank you. So we have several recognitions the same thing. First of all, we had a milestone from our basketball team. We had a student that reached over a thousand points for the first time in a basketball history. I'd like to invite I'm sure Gina wants [Applause] We also have our team at high school that won the state championship again this year. We're so proud of you having an opportunity to see you perform over this past year. Um, you do wonderful work. So, we're gonna call you up together. So, Not here. And Ashley She's [Music] not help. [Applause] America there. Thank you. I can't stand here. This is one of [Music] [Applause]
002your kind of Now you come next week Saturday going to Danberry and you're going to crush it in Danberry North. Um that is George Temple told me they were going to last. Oh, George George told me that you guys are going to do the competition. So much that's keep that as regular. I don't think we have anybody [Music] right to reach us individually. to us recommending go back to the original postard emails that we used to do. It seems like we're all about transparency all the time, but that seems to make it transparency. You know the other thing is generally even or just if you have a single board and So we can set up a distribution like an email box and when it comes in from the outside that box we just auto backwards.
003Egypt right now individual members we get it says email board so you'll talk Yeah. Google is a group private just I do want to thank E and Rachel for both um providing the reports in advance to me last week and enough time and a chance to review them, revise them um to make some consistency there. So Eth and Rachel spend between seven to 10 minutes give up for any questions. Did you say 7 to 10? 70 to 10. Uh thank you for entertaining uh our reports tonight. This is kind of a first maybe second goound um because the focus of tonight's reports is going to be our irony data. Uh this is the second time we've reported on that data, but it's the first time that we've had comparable data to compare the fall to
004the winter. Uh so uh I just want to thank the board of education and central office uh for providing this resource. It's been very well received by students, staff, parents, very user friendly, very comprehensive. I will touch briefly on some of the other items in the work and I'm going to try to keep it to 10 minutes or less, but I'm also the one that's going to give you some context to this stuff. So, I'm going to borrow Rachel's time, Sylvia's time, Rob's time over the next couple of weeks. So, uh, page number one in your report, I'm sure I'm assuming that you all can view page one. Um, you can see things like our enrollment events and happenings, student activities. There's really nothing monumental to to speak to there other than the fact that
005when you look at some of those events, you're seeing seeing a return to normaly with regard to some of the events. Uh their celebrations, their social activities. So that's wonderful uh from a day-to-day standpoint. Uh and I also just want to recognize the student council on there a number of times. So I want a shout out to our student council for their hard work. Not on there is things like the food uh spirit week. So they've really done an excellent job getting back to that normaly and providing some services not only for our school but for our community. Uh I'm going to skip over uh strategic priority number one because it pairs well with strategic priority number three which I'll get to after the iating stuff. They're very intertwined and related and I'm sure you'll
006understand why when we get there. So let's get into iating. Um when we take a closer look at page three, a couple things that I want to uh say before that is number one is uh it's a new platform. Uh we're learning as we go. Uh we're very impressed. It's in a positive, integrated, comprehensive, and easy to use uh sense. Uh our catchphrase, one of our catchphrases at Oxford Center School is conservative effort with desired results. So, one of the things that I hope that uh we'll come to realize is that there's a lot of things to celebrate here because of the concerted effort that the staff, students, and parents have put into this. Uh but I also want to balance that with the fact that we're always in a culture of continuous improvement and
007the growth mindset. So, we're only six months into this thing about the ways to go forward fully utilizing tip of the iceberg versus entire entire ice. A quick shout out to the students and staff again for their hard work and dedication. Uh and to provide a little context, um you'll see the the data is organized in a couple of different ways. Number one is you're going to see a lot of information that's either whole school data tonight or grade level based data, but you will hear me talk about uh classroom data, small room data, individualized data uh as well. you'll see that it's organized by reading versus math, fall versus winter, and achievement versus growth. So, if we take a deeper dive into page three, you're going to see our whole uh building data um
008separated at the top with reading data, math data at the bottom. Uh taking a look at the reading data, you'll see that there's five different levels, one, two, three, four, five, left to right. Uh you'll see that the uh two sets of columns on the right uh refer to students who are at and above grade level. The two sets of columns on the left data that's um students that are significant intervention level at the top data data at the bottom. [Music] Sorry about that. So um you'll hear or you'll read in the report that we talk about at above grade level and it's significant intervention. So I just wanted you to have an idea of what I'm talking about with regard to that. You're going to see some bullets with regard to growth data. This
009is how much students or cohorts of students are growing. Uh you'll see two terms there. Typical growth and stretch growth. Typical growth is if you took a student at the beginning of the year when they took the diagnostic test and they had a specific score. I'm just going to use a 400 scale score as an example. What typical growth does is it takes the other 100,000 kids across the nation and the average growth that every one of those 400 kids with a 400 scale score becomes the typical growth. So they score 400 beginning here. The typical growth might be 410. uh stretch growth uh is designed to close gaps. So it's a little bit more aggressive. So if a student is at a level one to start at the beginning of the new year, what
010it's doing is trying to have that student reach for bigger increments of growth so that they can move from a level one to a level two, from a two three, three, four, etc. Um, obviously if you're starting at a level one, the amount of time for stretch growth to have it desired impact is a longer period of time than if you're starting at a a high level two trying to get to a three, that might be a short hopefully would be a shorter period. So, uh, a couple of other comments with regard to growth data. When we parsed out and we looked at students uh that were receiving special education services or early intervention services, the growth rates were positive and high in the same way that all other students in the building. So there
011was not a difference in growth rates uh between students who were receiving services and students who may have weren't. The second thing we noticed is that if we look at students who were at level one, two, four or five, they were all making similar has The [Music] It's an addition to it could be part of homework. So I would say that that's one of one of the uses, but it's not it's not a standard that every teacher is saying up. Yeah. And there's an independent student element to it as well. If if the goal is the students goal is 45 minutes and they had less time in class, maybe more time at home, more time at home, less time in class. So it's it's really about bringing awareness to each student should be figuring out
012how they're going to get their 45 minutes wheeled It not only measures the amount of time but the accuracy of the work was done. How many successful uh lessons did they complete? So you can see the results that I just described the achievement the growth in usage building. You can see reading at the top the math at the bottom. Um what I'd like to do next is go to the next page and start talking about uh some of the data points that are grade level specific. Uh so maybe we use grade three as um for talking points there. So if we look at grade three, we can see those bar graphs. Again, there's five levels left to right at both grade level. And if we get more specific in there, I've given you a couple
013of bullets that kind of summarize the achievement. Uh reading achievement in grade three, I've seen that 78% of our third graders are at above grade level. That's significantly high in pre- pandemic to see 78% of students at lower grade level is significant. And you can see that our early intervention significant intervention is down to 7% at grade three and actually 0% at the lowest level level one. Uh you can uh you can't see this in the graph, but the growth that's reported is that 47% of our third graders have already met their typical growth. Meaning when they started at that 400 in the fall and they're expecting get to 410 in the spring, 47% of our kids have already done that and 15% of our kids have already met their stretch goals. Again, that's a
014higher standard, but still 15% of kids uh already closing the gap. Excellent work. What I wanted to piggyback on Stephanie's point is is that if you go down all the way below the domain data, you can see that there's a little notation down there that third grade is going to they've looked at the data. Um they've determined that they want to focus on point of view because it's a weaker standard. Uh and they want to use it to reinforce a unit that's currently going on. So they are purposefully saying we're going to design I ready for this class for this grade level to have additional support on that particular standard. Third grade reading overall very strong third grade math area of focus um we're seeing that our achievement levels that we only have 32% of
015our students currently at above grade level. 59% we're lemons lemonade right 59% of our students though are within grade level. um of being being there as opposed to two or three rate. Uh good news in that we have 0% of our students at the lowest level and our growth rates overall I would consider to be low because there's only 10% of the students so far making typical growth and 2% meeting stretch. third grade in math again deeper dive into the data have said we'd like to focus on geometry and there's a different reason for this shows you the versatility in our new math program pacing in math has always been an issue we teach all the units of study by the end of the year we teach all the units of study before you administer
016the SPEC geometry is one of the last units that's taught in third grade and they're concerned that they're going to not going to be able to cover it as well as they like to. So, we're using that as kind of like an almost second math topic at this point in time to expose kids to geometry through a combination of I Ready and teacher small group instruction. One of the things we can do on I Ready is we can pre-est that particular standard. So, a teacher can look at their class and say three kids are can demonstrate mastery of geometry. Three kids are nowhere close. They're two grade levels, three grade levels below and a bunch of kids in the middle. So they can push out just geometry to those kids at different levels. They give
017the kids activated one level activity comments questions on grade three. So it's not that I changed and the reason the reason I'm trying to wrap my head around it is I remember children could learn computers. My mother was a reading specialist and the back doesn't work. So, you know, so this seems kind of like instruction child to learn from a computer. That's probably why you know you take it the same Right. It'll be interesting as we go to fourth and fifth grade to see a little bit of tipping to math instruction, math versus uh reading. I do have a couple hypotheses that I'll show at the end with regard to math versus move on to grade four. I'm going to use the term respectable when it comes to fourth grade reading achievement because there's 50%
018of our fourth graders already at above grade level and we've got a lower number of 8% uh at intervention. Our growth is strong in grade four where we've got 50% of our fourth graders already meeting their typical growth, 25% of them uh stretch meeting their stretch growth, strong numbers in growth in fourth grade. Uh again concerned about getting to a very narrow part of the ELA curriculum, which is poetry. They're going to use I'm ready to support that. Fourth grade in math, you're going to see that um achievement is much stronger there with 50% 57% of our kids above and at grade level 7% of intervention. Our growth numbers though on the lower side in fourth grade. It's an anomaly that again we're we're learning as we go here. Uh the growth numbers right now
019are 23% at typical growth in um 25 at stretch 50% of students have made your typical grade and 25% that yeah so math let me make a correction um 23% of students are meeting their typical growth and only 5% are meaning than our stretch growth group. So in fourth grade, we've got respectable reading achievement, strong reading growth, strong math achievement, but low math growth. And you're going to see in um fourth grade, same way as in fifth grade that they're looking to focus on geometry based upon the data. What does a third? So, geometry goes all the way down to pre kindergarten skills. Can you identify a shape of a rectangle or a circle or a triangle etc. So then things start building on things like angles etc. So specifically in third grade um what
020they're going to be doing is understanding that shapes are can be categorized into different categories such as rhombuses, rectangles and others and that many of those shapes share attributes i.e. having four sides and the darede attributes could define a larger category such as quadrilaterals multiple shapes can be in a larger category as well as recognize rhombuses rectangles and squares are examples of quadrilaterals. So there's the example and they're also going to be asked to draw examples of quadratics do not belong to any of those categories. So they're starting to experiment with categorizing shapes. They're not in third grade. They're not to the point of using angles u and such to categorize them yet. But if you look at what they're going to be doing in fourth grade and fifth grade geometry, um then you're going
021to see that that's exactly where they're going with it. It's called not But it's [Music] like geometry. [Music] Look at the reading achievement. I'm going to describe that as strong with 63% of our fifth grade students at above 7% in intervention. Uh growth is strong with 71% of our kids in reading already meeting their typical growth, 28% meeting stretch growth. uh they are uh using uh summarizing and uh supporting the summary with supporting details. Main idea of supporting details. Uh they're looking to use that to retach and reinforce um material that they're currently teaching or already have taught. In math again, the achievement is strong 61% over fifth grade. So, go back to that math concept of being low in third grade, but look at what's going on in fifth grade. Um, with regard to
02261% of our students are at the 12th grade level, only 4% are at intervention. Growth is respectable at 47% typical 12% stretch. Uh, and again, we're going to delve into geometry even though much further in fifth grade. I'll give you just a brief description here of geometry in fifth grade. Uh, Grade five will be used and I ready to help students with classifying two-dimensional figures based upon a hierarch hierarchy of properties. So is a is a rectangle a square square rectangle what's what's the hierarchy with regard to how we have to look at those figures. So again it goes back to classification but they are delving into things like angles etc. So any comments on any of the grade level data? So just a couple of things I kind of wanted to put out there
023a thought with regard to math versus reading. Um number one is with the inception of uh Connecticut state standards in 2011 and the cur corresponding test back in 2014 the level of rigor in math standards increased significantly and disproportionately to read. So when the new Westback came out, we saw math scores here and we saw reading scores somewhere. So it was a disproportionate change, math versus reading. Uh second, I will put out there virtual learning was less conducive to rigorous based instruction that promotes complex application of multiple skills. We experienced a significant decline in student achievement in math over the past two years. It goes back to the point that somebody had made. Students were reading on screen, social media every day. They could read as high level or as low level as they wanted
024to. They were exposed to students did not have the same experience with that because they were behind the screen. They were not at a small group table with teachers manipulatives having conversations getting feedback etc. So the learning environment I believe impacted that as well. I also think that um virtual learning for a younger student versus an older student. So let's just take our third graders for example. March when the pandemic hit, they were in the middle of kindergarten. They did not have school rich learning environments in that the same way they had rich learning environments in a virtual environment versus our third versus our fifth graders who were already in third grade. They were more techsavvy. take it, log on, have conversations and get a better understanding um in that virtual environment perhaps than younger
025students. The third thing that I would put out there is by nature math requires a constant introduction of new skills, right? Reading students have been talking about character setting problems ever since mom and dad have been reading that books from whatever age. In math, students don't start learning about fractions, decimals, etc. until they get to the age appropriate grade level grade three, four, five, etc. So the difference between spiraling reading skills and scaffolding math skills, I think also has an impact. These bullets are not intended to be excuses. They're provided to shed some light on the challenges that we face and on which we hope to have your partnership and support as we continue to implement a new math program. determine best practices for early intervention and special education supports and also to allow our
026math coaches to develop high levels of efficacy amongst our K5 staff. Again, we thank the board of education and central office for their support and providing the resources, support, and opportunities needed to provide students with the highest possible quality of education. Stop there for questions. [Music] level. Is there any way to do [Music] it right now? But how do we close? We have not done an analysis of stars. [Music] This is just more of a fantast information but I'm curious like how are things doing so I mean could we ever get kind of a snapshot of you know how are they doing in social studies are um their standards work is there kind of like common you know they should leave third grade knowing this fourth grade. So just in the future it's not just
027right now. Yeah, absolutely. I mean like I said this is just you know and then and then the other thing that would be great other schools is just kind of get at some point over how our kids are doing you know so are there are there kids that are um you know require special education services as opposed to they just just snapshot on those other I it's harder to quantify but it's uh you know like to piggy back off what you said Stephanie about more data uh social emotional state of the students um it's hard to tell the test score I mean you can look and say well they're doing better in that they're doing better reading, then they're probably in a better state of mind at this point in the pandemic than a year
028or two plus months ago. Um, but is there any way to kind of start want to find how they're doing? Um, I know if I asked my kids, I told one word answers. That's all I get. Good. Doesn't matter what I'm asked. Yeah. Well, it's just whatever not really answered, but it's it'd be interesting if there was some way to kind of tap into that. I know that there's there's uh efforts in the district, but you know, just from the from the principal's perspective on how the school's doing, do they need more help? Do they need more resources on that area? Obviously, when it comes to kind of type issues, it's a case by case basis, right? Student, family, other elements. We kind of quantify it in certain ways in the sense that we refer
029students for SRBI tier services uh for social emotional behavioral type learning uh strategies as well as executive functioning. How do you become better organized and your thoughts and etc. So we can quantify the number of students who are receiving those types of services uh and we can quantify the number of kids in and out of those types of programs. Um, and I I agree with you, those behaviors, those social emotional issues are directly tied to those academic issues, right? So, if we can look at causal relationships in a in a loose sense, but again, it's always going to come back to those. There's so much that kind of goes into some of those individual cases that it's not always something you can if this, then that. If this is this is the issue, apply this
030and fix the problem like a like a math pla. So it's quantifiable, but it's going to be a little bit looser number wise than some of the other stuff that we So I'll just briefly touch on strategic priority number one and three. Uh these have to do with feedback. Our teachers have been working very hard with regard to instructional strategies. Um trying to improve their craft uh not that it was broken uh but we recognize that instructional strategies are just as much a part of teaching and learning as uh readers and writers workshop and the western math etc. Uh so they're working on improving their craft learning targets, success criteria, self assessment uh teacher to student feedback, rich classroom discussion, and higher level thinking. Administratively, we're working with our peers as well as Patrick Flynn
031uh to become better uh givers of feedback. And uh we're going in and sharing information with regard to what we see as far as the environment, whether there's an established purpose for learning, a process for learning, and whether there's an evident understanding of learning and then providing feedback to teachers with regard to what's going well in classrooms. And we're working on the other part, which is those I wonder statements, those statements, hey, have we thought about this? Have we talked about this collaboratively? It's all again underneath the umbrella of continuous improvement. Um so um we finished our second set of trend uh setting walkthroughs uh late February. Tomorrow morning I'm going to be sharing with staff the results of those. Um we're also doing non-evaluative walkthroughs which is where we're providing those positive affirmations trying
032to grow the positive culture around this. Uh and we're also using these approaches in our formal tea system. The other part that I would touch on is going back to Mike's question, social emotional learning. We're continuing to roll out and utilize ruler uh through class meetings using class charters, mood meters, meta moments, uh and we're trying to integrate SEAL literature and web- based resources into things like our ELA curriculum. So that's just to touch base on a couple of the other strategic priorities, but I mean again the focus is really on the high data and I'm sure we'll have conversations about the request for broader data sets one or three so I guess the best way to answer that is this has been a learn as we grow process. So the expectation is that we
033will do two sets of trend uh setting walkthroughs which basically a group of folks walk into every single classroom in a given time frame. We've completed both of those trends setting walkthroughs. We're um in the process of completing for everyone our first batch of non-evaluative walkthroughs where spend a little bit more time to give written feedback. Uh and of course with the third bucket the team out the formal evaluation stuff that's all on track with regard to the time set by the state. Everybody's everybody and every last year the teacher evaluation this year report the same from the teachation process early here at your meetings. child gaps closing those gaps. I know that we are doing a great job closing the gap and I just social emotional battle as well but Again, I can't say
034enough about the student, staff, and parents that I get to work with on a daily basis. Very proud of what they get done. Pleased with the progress. Again, it's only six weeks in, six months in. Yes. Thank you. Not as concise, not as eloquent, not as comprehensive. He took my entire seven. Now you know how it feels. And that's good because he did a great job. So, honestly, kiddo pretty much I won't go into all those very specific details, but gave him a wonderful job. Um, just looking at our enrollment, we are up 11 students who are very excited that we're getting triplets on Thursday. So, super excited about that. Um, actually, when this was done, we actually had two new students enroll last week. So our enrollment is going up. Students moving in our
035[Music] first children. That's true. That is true. So we're very excited. There are several among time. So um as he's mentioned the events happen I do have to comment on the Monday it almost brought me tears and I think they just sorry we have almost 400 kids and not one of those students has ever had a normal school year. So when you look at it in that capacity that Monday when those kids got off the bus, it was a big deal and I think it was a really big deal to staff too and staff were very emotional because we haven't seen these kids faces and they've never seen my face because when I would go into the cafeteria I might see theirs but they've never seen mine. So it was just very emotional for the
036staff and for the students. They were thrilled like it was just amazing to see. So we have seen a difference just with the masks coming off. They're just so excited. I find that they're more talkative. Some classroom teachers have noted that. Wow, they were definitely more talkative. Yes. Which is great to see. So, just wanted to add that in there. Um, but again, our h our events and happenings, we're very much looking forward to our reading week, which is coming up. Um, we're actually going to have our first um auditorium presentation by an outside person coming in, Alant. He's been at Baker Farms many times. Um, so he's going to be doing three different assemblies. So that's going to be super great because again, these children have never had an assembly before. So I really
037think it's going to be an awesome week. So we're looking forward to that. Next week we're reinstating our pledge of allegiance. We're going to have classrooms come down as kiddos. We haven't done that in two years. So that's going to be super exciting for our friends in first and second grade to actually join that. So I just think it's really important to note that because we could talk about I Ready scores, but when you're looking at a four, five, six, sevenyear-old, there's so much more to I Ready. So, I know he did a great job explaining all that. Um, but I just think it's also important to talk about those other pieces um that really impact kiddos. A test is a test and it's one data point. There's just so much more that goes into
038every day at Quaker Farms. The students and staff um are working super hard. Um I've been here for 24 years and the staff at Quaker are just exemplar. They're working super hard. Um and it's a lot of pressure on themselves and I just want to sincerely thank them for all of their hard work and dedication. And when we look at the IA scores, they're all going up in the areas that need to go up and they're all going down in the areas that need to go down. So when you kind of look at that, um I'm very pleased and I was excited to share with Dr. Miller when he was at Baker Farms. That was the day I was actually doing the data and I was like, "Look at these numbers. These are great." It
039was just really exciting for me to see. Please remember that kindergarten just this is their first data point. So you're only going to see there's nothing there's no comparison data. So, it's looking like the October data that you saw for first and second grade. This is our kindergarten data. And looking at it, it's nothing that's surprising to us. Um, actually, we thought it was actually better than we had anticipated. Again, these kiddos are on their Chromebooks. They are using a touch screen, which is great. But in our tech lab, the computers in the tech lab are with a mouse. So when I was observing in the tech lab just last week, the kiddos are still trying to touch the the computer screen, yet their Chromebook is is touchscreen, yet the computer lab is with a
040mouse. So again, I just think it's it's just new for them. So um and again, kids were going through them very very quickly. It was their first time taking this test and certainly now that they've had experience, we're now looking at having the children use their their pathways and using it during class time, during center time as well. um any the breakdown for reading and math. I'm not going to go into each one, but again, it looks like the data that was presented for first and second grade in October. Um some of the areas I did meet with both my the math coach and the reading specialist and we have identified areas in kindergarten for reading. Um looking at the scores across kindergarten, one of the areas was um that kiddos had a difficult time
041or endings and suffixes and prefixes like ed on three less. Those were some really difficult areas that the kiddos scored a little bit lower in. So, our kindergarten kindergarten teachers are working on that in the area of reading. In the area of math, again, um no surprise to us. We kind of figured that these were where the kiddos were going to fall. Um the area that was the weakest area was solving addition and subtraction where problems. Again, we haven't really touched upon subtraction yet. So, that obviously would be an area of weakness in regards to groupings of 10. Any questions about the kindergarten? We don't have any comparison data. It's pretty much self-explanatory. Grade one reading. Again, looking at our numbers, they really went up in the areas that we wanted them to. Um, that
042are above grade level. 44% of our students are demonstrating that they're achieving at or above grade level. This is up from 19% from the fall. So, for us, that was a significant increase. 1% of students are performing at a significant intervention level, and that was down from 2%. uh 24% of our students are at their typical growth and 9% of our students have met our stretch growth. Looking at each domain, that's really specific. Um looking at human awareness, again, mid or above, you know, from fall, we were 31. Now we're up to 50%. Phonics is down to eight, now it's up to 32. High frequency words, if you walk into a classroom, teachers have constantly doing the high frequency words, we're up from 27 to 58%. That's a great improvement. vocabulary is up, literature, informationational
043text is up. So all the areas that we want to see increased have increased and then the um one grade level two grade levels below those have all decreased which is great. In the area of math pretty much again they're the same at 32% of students demonstrating that they're achieving or above. This is up from 20% of students in the fall which is great. Four students 4% of students are performing at significant intervention levels. This is down from seven in the fall and 21% of our students have met their activity growth while 5% have met that stretch growth. our frustrating area that we found after working with a math coach specifically going into questions working on using addition and subtraction 20 to solve word problems or problems for as long as I can remember word
044problems in both grades one and two very very difficult for it also takes that piece so child is struggling with reading you know that they're going to struggle with that word problem so really focusing in on word Obviously focusing. Any questions on grade one? Two, 51% of students are demonstrating that they're achieving at or above grade level. This is up from 39% in the fall. 3% of our students are at the intervention level. This is down from 12% in the fall. 29% of our students have met their typical growth goal and 12% are stretch area of weakness was to describe sequencing between a series of events in the story. Reading and being able to understand and comprehend the sequence of the story is something that we're working on. 44% of our students are demon level
045up 21% 6% of our students are performing at significant problems and again that's very common that's Any questions on data? I think one of the important things is to not really say daily to different classrooms is really picking groups that the classroom teachers will say I have a group of kiddos information or basations or basics that they're seeing in the class that they need to work on. So, our coach has done a wonderful job at going into questions, asking teachers, asking for, you know, groups of kiddos what specific areas work. You'll see Mr. in the classroom assisting. We might pull out students into the hallway to work on various activities, but really focusing on some of these core concepts [Music] just understanding baseline data and then short. So I mean you have that information anyway.
046So that's just stuff that you know for other notable staff that's just great for us to just hear and it doesn't have to be just something part of your newsletter. Sure. I know Mr. Rich loves to talk to come up and share with you guys because he does he has a schedule every every Monday morning teachers receive a schedule as what's teachers know what's coming. So it's very it's very very busy and the teachers do appreciate these assistance as well as any questions of all my time. Thank you guys. I don't think there's anything else that needs to be here. [Music] Texas calendar is very very similar to what this currentade is. There were two uh changes that we made to it. One, we moved the release dates for the conferences from the 22nd and
047the 23rd, the first and second of we did that because those further conf was a school, but it made sense to move that to a regular academic return. Wednesday talking with the two schools that was benefit as you cites. Yes. What happened is well, let me just tell. So when we looked at this, I said, you know, I know that why why are we and I spoke to Rob about that. Almost every high school in the state I think it does the same way just after testing for several hours. The students are just and it just feels right back. So then they should be well rested test results. Thank you for checking. Um, does anybody have any questions about this calendar? So this works way I guess I mean is there is there something that
048we bring this to parks and see if there's something absolutely now that we have this facility here we can make this space about parking um typically you make it schools that department can get the schools right here. We'll have that conversation with a great idea and we can have that conversation and starting and we've just learned that things So this is something that I need a motion to accept discussion favor. So he spoke about 10 walkthroughs. We've done it twice now and it's team of administrators and instructional coaches that goes through and basically does almost every single class in the building. You spend about 10 to 12 minutes in class. There's a set of data points that were captured. The first time through administrators review the data. Um this time we made a concert effort
049to model with team Wednesday with the protocol that they are expected to use tomorrow with their faculty. The whole point is for the teachers to immerse themselves in the data analyze the data through a set of questions and interpretations and have them arrive at an moment. What's this area telling us? What's the area of focus that we as the whole school should be working on? Either through text seminars, through observing classrooms, conversations we should be having learning. What is it we need to grow as faculty? And then we should see evidence of that growth the next time through and the next time. Um, but the idea is for the teachers to really internalize and and understand what it is that we're seeing through the process and have them make meaning of that data so that
050they could make some real internalization of what is needing to all course are scheduled as soon actual applicating for um I I want to spend a couple minutes talking about one of our bigger bar teachers in our teacher. She recognized last month that one of her students was having difficulty keeping her eyes on screen reading and writing and just was not able to focus on the way that she was earlier in the year. Um so she noticing concerns about this parent took her took her daughter to the doctor. Turns out that daughter had so observant that this child was was changed publicly recogniz um significant sort of athletically it was a wonderful weekend. We we celebrated that girls here on Saturday night. I don't know this right now. [Music] What is the first [Music] Morning.
051Special education supervisor to the current director. will immediately position the thinking if we have a start date of July to prioritize date. Do you have an end date? Do you have an end date for you? We'll probably have a two to three week first week of April. It sounds like we're beginning somewhere. Yes. Yeah. My hope would be to have candidates present to the board finalist so that that members have negotiations. Yeah, there's two pools of negotiation. It shouldn't. The biggest impact is that when we spend time out, it's less evaluations. The annual district of the year all right some hours you might know that and that's because we don't have we do because of the volume volume And finally, we can ask to have the flag outside of here. So, we're waiting to get
052that flag. [Music] tomorrow. You were done, [Music] right? Sure. Uh we we received two bids. They were both um responsible. We decided to go with the most responsible bid for this project. Came in $68,900. Oh, I'm sorry. Yeah. So, We're going to go with the lowest responsible bid of $68,900. That is um going to come out of our central activities fund. We didn't actually formally discuss with the uh finance, that's the word I'm looking for, subcommittee. So, we're going to uh end up holding a finance subcommittee just to get the kind of formal approval to spend that out of the uh central activities fund under athletics, which we have plenty of money to cover that. And we also have uh money uh to cover should they uh run into extra lead. And then there part
053of the bid process is x amount of dollars after 50 you know some cubic yards of this. So we have money the um the the process was set up so that it is future proof. So should we future proof so we the size of the pipes and whatnot. So should the town say or or we say we'd like to build restrooms, we we could do that maybe through a capital plan in the future, but we wouldn't have to redig and re, you know, put bigger pipes and things like that. So um it seems like it's going to meet the our immediate needs and allow for future um opportunity should we want to do that. And this does the getting the water to the spot there doesn't do anything in terms of the ice machine and
054other work that needs to be done once we get water there. So this is step one and then we've got [Music] So what needs to happen is those would be additional that's not partic See, we bid to approve the bid results and allow us to award the bid to the recommendation [Music] and then the finance committation. [Music] that kind of said that takes you out of that low. So there are various there are various consortiums out there that basically say we're going to do the work for you. We're going to detail the pricing and we're going to give you a best price guarantee per say there's several different sourcing. some retail somewhere in Nashville. Um it's that I had before but it allows to bypass not I just don't like having right and you don't
055have to wait that you're looking for one of those but also you're looking quality worker looking at school. You establish for this it the question it came in higher than we anticipated to be honest with you. So, but so we wrestle with the issue of well, if we did nothing, well, obviously they don't have the water, but will the price go down and I don't think it's going. So, it's like might as well um you know, I just purchased oil today for my home and I almost fell out hope. All right. So, what's I think this is going to be the best price we can get. It provide us with our immediate needs and still allow for should in the future you say we want to build a restroom. Well, then we could put that
056as we revise the capital plan say next year, we can make those put that in and then I think it's really important that we move forward on this discussed for years that you know desire Last comments. to approve [Music] 68,9 approval. Do we need some? I think so. Works excavating and landscaping. I can give it for Oxford. So motion to approve $68,900 project discussion. All those in favor make sure I [Music] really did also talk about Obviously the numbers instruction here. That is a question that's question for the town and then also engineering [Music] Yeah. Option B. They said that there's possibility it depends [Music] on what there find out there is leverage against right now. Everything is possibly And not only does this project address great, but this is also the same also the
057same type of failing. If you need to talk after the first paragraph, the last questions. [Music] [Applause] So, now does this have um Is this in a series? Is this series? [Music] All right. So, any further discussion? All those in favor? Is that all right to do that? Oh, well, she usually texts me. Um, I'd say the only news we have is that we are presenting to the board of finance tomorrow hopefully when they're pending. Um, and then after that we're going to have to have follow up to discuss the uh water project. It'll probably be very quick. We might do it in prop two just to make sure we don't hold up the process. Um wellended support from what I've read was again well attended to attend but So, um I think it was
058a great opportunity for especially testimony. So, you know, I think that's it. such a powerful program that I encourage to all staff. Now, is that is that on a minute? the end of March or something. I'm not sure. The goal was to have by the end of March the preliminary draft of our priorities and our smart to our gather. So we would expect this year. Yes, that's true. So we are exactly right. I don't know if you want to talk about I did.