001[Music] I see special board meeting. [Music] Oh, is it just Oh, there we go. All right. All right. Now, [Music] I said it. We're trying to um get the meeting so that we have them on YouTube and we have the live and so just causing a little delay. I apologize. One second. Sure. We were waiting for Rachel actually. We really weren't. But it's perfect. [Music] We are good to go. Um, I'd like to call the board special board of education meeting Tuesday, September 28th at 6:30. And please stand. [Music] Mike, Charlotte, Stephanie Miller, Joseph Madison, Tom. Thank you. Moving on to approval of minutes. Motion to approve the June 8th, 2021 regular board event meeting. Second. Thank you, Mike. Any [Music] discussion? I'm going to give you a sec, Steve. Okay. Um, all those in
002favor? Oppos? Abstain. Oh, uh, June 8th, Drake Board of Education. Okay. Approve. Um, motion carries. Motion to approve the September 14th, 2021 regular board of education meeting. Second. Any discussion? Just I have a couple. Sure. Yeah. Um the [Music] superintend also it has um that Dr. McKinnon was present. He was not. And that Sylvia was there and she's not listed. Supposed to list [Music] her. Have that Jackie. I just saw her. She comes up. Okay. Any other changes? Um, report of chair should be shel. Okay. But I mean it's report of chair and then it says test. But then doesn't it say there's no report until nothing to report until Stephanie returns. Right. So just take my name off. Simple as that. Okay. Why am I not anybody else? All those in favor I oppose.
003Same. Motion carries. Okay. Audience of citizens. Um you don't necessar Oh, you want me to Okay. Um just for point of reference, I know one of the things that is um on people's mind are the um quarantine protocols and the um quarantine student protocols. And just so that you know, Dr. Miller is going to address that in his report of the superintendent. So, you're welcome to speak. You're welcome to speak your mind on whatever you're here about, but I just want you to know that it will be addressed during his report. So, Alicia, I'm here. Sure. Alicia Martin. Hi, I'm Alicia Martin. You probably all remember last meetings. I'm also the person who's been sending me lovely emails about um school masking and school choice. I am just here as a gentle reminder that there
004are still a lot of parents here in Oxford who support parent choice. I believe that every single person has the ability to make their decisions when it comes to the children. All right. So I for one am not in favor of masking my child. We know statistically speaking children under 18 are not at risk. Today's this is directly from Connecticut's um CO tracker. The positivity rate here in Connecticut is 2.83%. There are 259 people hospitalized. The new cases in seven days were 232. Of those nonvaccinated, 1424 or 70%. Vaccinated cases were 608 or 30%. I want you to keep that in mind when you're making decisions when it come to quarantine. Um, since the start of the pandemic, confirmed deaths were under 60 or 617 of 7,049. So, put that into perspective. Children are not
005at risk. Per CDC, 99.997% survival rate. We are masking our children for no reason at all. People who want to be vaccinated are vaccinated. What are we doing to our kids? Um, and just here's another little tidbit for the flu season. 2017 through 2018, 14,382 cases of flu in Connecticut with 184 deaths. In 18 to 19, 10,619 with 88 deaths. In 2021, there were 181 cases of I have to say I I believe that you know if you want to wear masks that's absolutely fine. Protect your children. We know the populations are at risk. Kids are not at risk. Our teachers feel free wear masks. Give our kids mask breaks. That's fine. But please just take this into consideration. I know I know a lot of this is out of your control. I know it's
006coming from the state down, but at a local level, I'm just pleading with you to work with us. Make something happen. We are frustrated. Our kids aren't happy. This is not the new normal. I refuse to accept it. Thank you very much for your time. No problem. Thank you. [Applause] Do you mind coming a little forward, please? wherever you're comfortable. Actually, front. Um, I'm Christine. Dr. Miller and I had a few conversations over the weekend. Um, I personally do not have a child affected with vaccine versus unvaccinated. Um, my son will be in that age group early this upcoming year. He's in sixth grade. Um, I just honestly after hearing what went down this past weekend and how everything was handled with, and correct me if I'm wrong, two vaccinated children tested positive for COVID.
007If you were vaccinated, you did not have to quarantine. If you were not vaccinated, you had to quarantine. Therefore, we isolated this 59 group of children and told them, "We're going to tell everybody in our district, told the other kids, everybody else that you are not vaccinated. So, if you play on the football team and we have the forfeit this year, you're now many words to the other kids on the football team because we've doubted you. We've let them know and they're vaccinated and you are not vaccinated. If you're on the volleyball team and you're not vaccinated, now your peers know our kids deal with they are in high school. They're in middle school. COVID the mental and emotional struggles that our kids deal with on a daytoday is already so big. We're now isolating
008them. We're now secluding them. were now telling all of their peers, you chose this very personal decision and now you ruined this. You ruined this game for us this weekend because you made this very personal decision. We can't play in this game. It's not fair. It's not right. I understand board of health director. I get where you're getting your direction from. Lead us. Help us fight the fight. I don't expect you to change it. I know it's out of your hands. We want to change it. Most of the people here want change. I will not accept this. I have five kids coming up and through our school. Mikey, my oldest, he's 11. I have a nineyear-old. I have a four-year-old. I have two twy, two-year-olds. I will not vaccinate my children. It is a personal
009opinion of mine. What's next? Are we going to, and maybe this is not politically correct for me to say it, are you going to put an HPV vaccination sign outside of the nurse's office and let kids know who got there? It's personal. It's supposed to be personal. It's not supposed to be for other kids to know. It's not supposed to be again yet another thing that segregates children. It's not separate cafeterias. Is that next? separate glass waves, separate sports teams. I mean, it's a pattern and it's only going to roll out into more patterns if we don't fight it. Let's be the first district in Connecticut that says enough is enough. We need you guys to help us fight this battle. We don't know where to go. We come to you. They're our kids, but
010they're your kids. Protect them. They they count on you. We're throwing them under the bus. The the mental health rates are through the roof. They can't even keep up with them. You can't even get appointments for mental health right now. This is just another thing that these poor kids are going to have to fight. It's not fair. It's just not fair. It's not fair. I can hear you. Thank you. Anyone else would like to speak? Oh, sure. Come on. Actually, I have a son who is one of the children that was exposed at the high school. However, he is vaccinated and he gets to go to school. I personally am against vaccinations. I will get into that personal thing. But anyway, I'm still against what the district is doing, what we're doing about this because
011it's not fair. It's not fair to say you can go to school and you can't go to school again. What happens next? Now, personally, yeah, it worked out. I don't have to worry about him doing his schoolwork or whatever because he's able to go to school. But his friends that aren't, you know, and he's sitting there asking us, "Why do I get to go to school just because I got a shot?" what the kids that exposed us had jobs. So, how is that different? And I don't really have an answer to that. So, I'm kind of asking you, what is the answer to that? Thank you. One more thing. This is a rebuttal, I think. No, I'm kidding. Go ahead. In addition to these kids being quarantined, from what I gather, there's no virtual learning.
012They're given a packet. They're given a packet for 10 days saying, "Teach yourself. Come back to school in 10 days. You won't fall behind." Somebody like my son who can't necessarily teach himself. He doesn't he's elected and he's a boy. He's not going to teach himself. If we're gonna quarantine these kids, we need a plan. We need virtual learning. You quarantine 59 kids. 59 kids themselves. There's no teachers. There's no online learning. There's no virtual. But come back to school and you will be responsible for all that you miss. So now again, we pushed them off to the side. They had feelings. Some of them may have gotten picked on by their peers. Now it's up to you to pick up where you started 10 days later and make up all this 10. It's two
013weeks of work. That's multiple tests. That's multiple. It's two weeks. It's too long. And if they're going to be vaccinated, let's let the whole class close down for two weeks. And everybody's still pick up from where you let go. Let everybody be in the same boat. It's not fair. I I really think that you'll get a lot of your answers once we hear Dr. Miller's uh clarification on all of that. But thank you. Anybody else? Okay. And next, um correspondents thought there was an email that the board received about. Um so we have some special guests here today. Oxford Middle School students. And if you wouldn't mind um coming forward. Well, actually, no, you don't have to come forward yet. Maybe we'll show um these students did an amazing job. Their um or their teacher
014is here. She's still here for Do you want to just say we have some special guests here today? [Music] and moving forward. Well, actually no yet. These students did an amazing [Music] job. Thank you. My god. I'm gonna go get a voice. Okay. So, you're not doing that yet, right? So, Mrs. Gibbons, believe me, this is plan. Um, can you just um tell what the assignment was and um and then uh we'll show your students fantastic work and then we can maybe hear from them on how they how they went about it. Okay. So, um I'm a science teacher at Middle School. have been teaching in the district for about 25 years. Um, mostly eighth grade. So, I have four of my eighth grade students with me here today. I I like to start off
015the year in science by doing a project called the scientific method song. Um, the rubric is very simple. They have to work in groups. They have to demonstrate they they have to write lyrics. Um, they have to demonstrate that they understand the scientific method. They have to recite the lyrics. not necessarily sing and but just to be able to recite it like a poem or a song or jealous some kids that are really shy they just get up and read the lyrics um they could get a 100 if they just kind of follow that rubric but I always encourage them to get creative why don't you try singing why don't you try dancing why don't you try props paintings all right so you know once in a while kids say yeah sure we'll try that
016so I was uh I don't even know how to say and all my years of teaching, I have never seen such effort put into this project or any project for that matter. And it's not just the effort, it's like the talent. It's like raw talent and um like I can't even explain um how much I love this project and what a great job they did. I don't it's it's going to speak for on its own because you're going to see it in just a second. But and I know Mr. Bye was uh our principal still. So he helped with uh you know just helping us out to with the building all so it really showcases the our beautiful building as well. So I I just I don't even know what to say. You will be
017blown away by this uh talent and the skill and the effort that these girls put into their method. Thank you Mrs. Gib. Yep. You're welcome. Thank you. We don't have to say this, right? Presenting you with the [Music] We aren't in the thousands today. It happened the moment you did full screen. I don't know if you [Music] I can't dream [Music] any [Music] curiosity with data from the [Music] weak accepted but I feel like all the data it's kind of too I' got a paper [Music] down the whole experiment on Monday. Ask me questions to what you say. Write the answers down like we accepted. [Music] experiment I can't change any [Music] question it's a lot of curiosity educated experiment from the team we [Music] all scientific method [Music] [Applause] I know. Um, I would
018anybody like I don't want to put you on the spot, but anyone who participated in that just like to kind of tell us how you went about it, how it came about. You you worked so beautifully together. And you can just give me a thumbs down if no one wants to talk. No, not putting you on the spot, but I am. Okay, that's all right. Your work speaks for itself. It honestly does. You did a wonderful job. So, if you don't mind just coming up and I'm just going to say something for the picture. You know, as educators, we're always looking for opportunities to engage students in real authentic ways to then be able to demonstrate their understanding of content, be thoroughly engaged and want to be participating and clearly you saw that these students
019were very motivated and very creative and very innovative in their approach in this content. So, thank you for creating learning opportunities and students. Thank you for really being all in on this. It's exciting to complete your education but I think you might have some music you know future. Yeah. So um um Jensen Addison, last four of you in front of us. tall people, although you're as tall as I am. Um, and then you can take a picture that accomplishment. You can photoshop me a little bit. I stop laughing. Okay, wonderful job. Thank you so much. [Music] Thank you. That's what we're here. Um, school improvement plans. Rachel number one just before Rachel begins um for the audience every year each school is asked to create a school improvement plan. That plan is a one-year focus
020on where we currently are at today and how we are trying to reach our goals by the end of the school year. That plan ties to school goals and it floats down to what the teachers work on at the teacher level. And it's common practice for the principles to share these four current plans to the board around this time of the year. So sites rather farms and center school at the next meeting the middle high school presented their as well. So hello I'm gonna look at it on my computer. So I say however you meet in person. Yes. We've had a wonderful district. I want to just thank the board for adding additional working. Also, thank you again for the support of our kindergarten teachers. Obviously, as you know, kindergarteners. So we currently had 141
021students the class size approximately 21 and at least with seven. Our first grade is about 109 class average of 18 and second grade at 117 with class average. So our primary focus is to meet the whole the whole child. So as we enter our we hope to meet all of their needs both academically, socially and emotionally. We obviously value achievement, respect, kindness, and diversity, not only within our building, but within the community at large. In partnership with our families, our goal is to encourage all students to become lifelong learners and contributing members of society. Our core beliefs are and always will be staff collaboration, making our school strong along with parenting involvement. We believe that all students can learn. We share responsibility for all students when they enter our building. We encourage student engagement and
022differentiation are key to all student success and once again a strong connection whether it's between staff return to student home to school are paramount to our growth and achievement in all areas student services all of our decisions that we make at player brush our student center for school we're going to focus on four key buckets so the information that I'll share with you In a brief overall basically talks about implementing high impact instructional strategies, improving student learning outcomes in all academic areas specifically in reading and math, improving and using high quality feedback to staffs and implementing a rigorous social emotional learning program which we have started ruler to meet and support all of our social emotional needs of all of our students. So speaking in regards to the buckets, the first one is implementing high
023impact instructional strategies. In order to promote the maximum potential for student learning, teachers will utilize six high impact instructional strategies during all lessons. In order to accomplish that, we certainly will provide an overview, clarify, and discuss best practices in regards to implementing those high instructional strategies. first instructional strategy that we will focus on is learning intentions which is our learning target for the day. So for every lesson which will post what the learning target is for that lesson. We will then provide success criteria where students will know what is expected of them and we will post that success criteria for each lesson so students are aware and whether it's a picture for our little ones who can't read. It might be a rubric. It might be the simple words. Again, that success criteria and learning
024it will be posted for all lessons. Students will engage in self assessment opportunities. And we might that kind of sounds a little bit hard for our kindergarters who are obviously from their four. So we say, you know, um self assessment. What does that really mean? For our kindergarten learners, it might be a simple thumbs up or thumbs down. It might be a sign or seven days if they're not sure exactly what's going on. Just something that they can self assess themselves as to what they're learning. and if they're understanding what is being taught. Um the next step will be classroom discussions whether it's teacher le studentto student discussions such as um turn and talk. So we'll see that a lot lower element rate where kids are just turning and talking parent and share and they're
025talking about whatever the objective of the target lesson is for that day. providing evidence of higher order thinking questions. We call those hot questions. Really kind of going above the who, what, where, and why. The why is being the biggest piece for our little ones. Providing that information is very, very providing feedback. So, as I go into observations, both informal and formal observations, providing feedback to teachers on how successful those six um high impact instruction are. providing evidence discussing that with the classroom teachers those informal and formal observations as well as any questions about getting those six instructional strategies I know fast it was great that we got it in advance so most of us were So this is our next priority is improving certain student learning outcomes to improve and increase the student academic
026achievement and growth throughout is essential and our highest priority. Our first um hope is to implement our new illustrative math program illustrated math program with fidelity. So the tubers have really really done a wonderful job, you know, implementing this in the program. Again, I feel like we've been in school for a very long time. It's only 18 days because I had to count. Um so 18 days is not really that long. And um the program has really been a hit with both staff as well as students. Students are fully engaged in the lesson, lots of hands-on activities, lots of group discussion, lots of discourse between students. Um I I do encourage you to come in and visit a math lesson because it would probably blow your mind to see kindergarters, first second graders just in
027case the level of math that they are. Um and the program is best at this point. For me it looks we have our new math coach. So also thank you so much for that. She has been wonderful going into classrooms and providing a schedule assisting teachers going in there daily and providing a schedule level each week. So, okay, one full week literally going in and posting and modeling lessons, watching getting that feedback in to help and to provide that constructive feedback. But she's been an absolute delight to have at the department. So again, thank you so much for that support. He's implementing something similar and off target now going off. He's implementing a number of a number of the week. So we talked about it earlier announcements. There's posted all over the building. So the
028number of the week this week is number 16. When he's doing buses holding up bus numbers and if it's bus seven, okay, what two numbers equal the number seven. So that's we just wonderful access to put that little t in there as well. um we've already created and within those 18 days mathematics of math so I add them already here K1 and two um this is the unit all the different sections unit the lessons so for example unit one world all the different sections are listed how many lessons and then the dates really trying to keep students on track because again we're pushing that rigor we want teachers to obviously implement and follow as needed there's checkpoint data so we have checkpoint um assessments certain dates are listed the end of the unit assessment. So
029this way it keeps everybody on track constantly going over that during grade level meetings to make sure everybody's on the right page following that piecing guide. So K one or two casing guides have already been needed for literally for the whole year and certainly it's a working document. It can certainly change but that's a huge accomplishment. In regards to other casing guides certainly we're updating all of our casing guides just to kind of see where things are and where we need to get them. So looking at our writing as a reading or foundation program. So updating those as needed. As you all know, we're moving from STAR assessment to I Ready. So as part of including student learning outcomes, I Ready has very special piece that STAR and NW never really had. It's called personalized
030instruction where actually kids can get on to I Ready based on their diagnostics assessment which we will take in the month of October. And they almost had a planned program just for them. So my daughter uses it when she has it. She might work on it at home. she work on during school but it's personalized to her learning goals and strengths diagnos are very very important weekly um and again also reviewing and revising our SDI process to work with us that occur just to kind of keep us all together um and make sure that we'll all find best practice when it comes to SR As I mentioned the I Ready I don't know how much information you know about I Ready. Um but it is a reading and math assessment. It's done on a computer.
031Um it's adaptive. So basically it will start off as one year lower than your average. So first and second grade will start off at first grade level and as they get more breakfast get a little further as they get to our first and second graders will take that assessment three times a year from beginning in October our kindergarters will start in January. So technically it's not silver a choice with the exception of of kindergarten. The reading assesses phonics funological awareness high frequency words vocabulary and competition literature and the mathematics assesses algebra algebraic reasoning numbers and operations geometry measure and data. As I mentioned it does deliver a learning class based on that assessment called I read personalized instruction. It has tools for teacher instruction. It has learning. Um it has a teacher toolbox. It's great
032for our interventionist because literally it literally breaks down every specific skill um by the way. So literally every domain that's tested will get a specific grade level. So there's three colors, green, yellow, and red. Green will let us know that they're on or above grade level. Yellow means that they might be one grade level below and red two more grade levels below. literally give everyone every student activities a personalized learning path for instruction. We're hoping to see some great things with them. We also use the dynessment or which is our pale um reading assessment and it determines in both independent instructional reading levels. Teachers are able to observe student reading behaviors one-on-one. So it is oneonone with every student and will engage in compre compreation that go beyond simple detail and that's a higher order
033of page those questions. It's used to check reading accuracy, selfcorrection, fluency and comprehension of both fiction and non-fiction text depending on how far will go. But again, we want to make sure according to their rehabilitation utilize the best three times a year with kindergarten two times a year. So again, currently we're undergoing all of our of our baseline assessments right now and we'll have a lot of great data to obviously move forward with our unit end curriculum based assessment such as foundation, our math program, our writing prompts, the boards, etc. So we're going through all our slides right now. Any questions about those areas? Our third bucket is high quality feedback to faculty. So in order to promote a culture of continuous improvement and maximize the potential for high quality instruction, all teachers will provide
034provided with high quality feedback. Administrators, we have gone through some training with past throughout and hopefully will continue throughout the school year to improve our observational skills and ability to provide that effective meaningful feedback to staff. doing informal and formal observations. We will use a plan connect action framework. So changing the way that we evaluated teachers just basically in the framework utilizing a plan connect action framework is something that we're going to be working on throughout the school year along with project and administrative team. When I say connect what does that mean? Um claim really relates to a specific objective attribute in a common teaching stand. So stating a claim after observing it, you can state a claim and you connect connect it to something that you observe that's very objective. It could be qualitative
035data, quantitative data. There's lots of different things you're looking for when doing an observation and then providing action something that you want the teacher to work on or to improve upon to support that teacher's growth and that teacher's moving. Also encouraging staff to observe other staff. I know it's a little more difficult because of obviously co restrictions and the fact that subs could be an issue but we also talk about videotaping um other teachers and just having conversation and watching other teachers teach. You get so much from just and again not evaluative but you get so much information from observing one another and talking about bringing back that feedback sharing ideas. I think I see and we don't do enough of that in the district and I've been there quite some time. So I think
036really encourage staff to no other doing such great things that I see all of those great things and obviously engaging grade level and school level discussions share again to promote teacher and staff grow along with departmenting social emotional learning. [Music] approach. Press your memory ruler as the art of recognizing emotions in ourselves and others. Do you understand the causes and consequences of our emotions? Labeling emotions accurately e expressing emotions appropriately are regulating regulating our emotions effectively. And we do that in a variety of ways. Right now we're in the process of creating classroom charters. It's how do you want to feel at school? How do you want to feel in our classroom? Um how how will we help each other feel those feelings? Work through the process of creating a staff charter. Um just the
037staff how do staff want to feel in our building. How do staff want to know when they come to work? Um and then doing that in the classroom and you know last year was so hard because things were up and down and in and out. We did create them but we really utilize them to the full extent. probably not because of the system. So we are currently working on a schoolwide charter as well as a classroom charter and you probably heard before we also introduce the mood meter. It's you know talking about how students are feeling at certain points in the day. We check in every day at least once with the kiddos. They might just have their own personal mood meter. It's not something that shared with the whole class. They could share with
038the class if they choose to but again it's more personal for them. And again, the morning move might be different than an afternoon or or at the end of the day. So without the movie, we also use the meta moment um which is sense seeing your best self and rather how to handle situations that are uncomfortable and then using the blueprint which is asking questions as reflection or thoughts emotions during conflict. So we tend to use that a lot during recess time if there's a conflict outside or if there's a bus issue. areas that seem to have those issues because of the waste structure for kiddos. Also having our social psychologist will be using teaching some lessons in the classroom too. Currently our book room is being supplied with social emotional wellbeing books that go
039along with lots of lessons. So, we're working on that book room staff trainings and current information will be shared throughout the school year and then we'll look at current and staff sur results um focusing on one question. The school is a safe place for my child physically and emotionally. That was a question that went out just a couple weeks ago and it came back at um which was great. It came back at 95%. So, I was like well maybe I'll try to move that up to 98%. Um so, which is a great start. So, we want to obviously continue that that that positive path. Any other any questions? I know that was just kind of a lot to put out there, but really focusing on those four key areas and like I said with I
040Ready and with our new math program, those are two huge goals to to tackle in a school year and we're looking forward to doing that and the kids have adjusted really well besides the cafeteria and lunchtime. That was a little break. So, we're finally getting that the hang of eating in the cafeteria. So, um, we're very excited and very, very happy. Staff are excited to think about the initiatives. I think we're in a really good place. So, I appreciate all of your support. Thank you so much. Does anybody have any questions for self-explanatory here? Thank you so much. Thank you. And I love the um the learning objectives and the smart goals. So um you can reach them. Do you have to? Yeah. So I always seem to distinction. Well, she explains it so well.
041Does an awesome job. Yeah. And you know one hand it's a challenge but it's also I'm not sure I didn't say I said um so just a commercial break this is the movie right so yellow is high energy positive feelings green is low energy but still positive [Music] high energy. This is what students are looking at. I'm gonna hold them down. Thank you. Yes. Uh just a quick overview. Um the first page Oxford center school was always about celebrating the children by time here actually that that was a model that was inflicted part school we carried through that we're committed to the whole child through academic excellence parent community involvement social emotional learning and meaningful opportunities what I'm talking about there is stuff that if you been involved with center school at all you recognize
042that student clubs uh the arts town meetings, student government, things like that are opportunities that you know encourage kids to come to school. They may not want to go to school sit in the desk in the regular classroom, but they're going to end up go to school choir or because they're got to have some sort of role. So, we're looking to connect kids in any way possible. Uh unfortunately that's been limited in the past uh year and a half due to some of the things we've had to deal with that are co related. So you know we've um made a concerted effort as has as the district with regard to co protocol social monitoring using technology in many many ways in order to maintain continue. That being said, we know that the new saying that
043you hear urgency to emergency to urgency is the the new term in the sense that we know that kids have lost ground up that crown loss has compound effects recogniz Some of these learning goals and objectives and outcomes high they should be high terms but we also need things just a couple of words I want to bring out in the next paragraph what we're looking to do now is take our precoid best practices workshop includ based instruction and we're looking to integrate that with the things that we learned over the past year. So lemon is lemonade right the stuff that we learned about how to integrate technology we had 10 this about 10 years of professional development technology of course so we're looking to integrate those things we have a growth mindset what was troubling
044is not troubling and that growth mindset really needs to have a flavor of aspire and inspire as we need to to address this urgency to emergency concept. So we're going to do that with a mindset of continuous growth. Aspire and inspire are two important things. Other words that are important in this overview is nurturing positive school climate collaboration, balanced approach, rigor, back to those world experiences kids come to school continuous improvement conservative effort. This is another school of the conservative effort equals desire. We've seen that preced and we need to continue to capitalize that at this point. So the four buckets that Rachel referred to are the same at center school as they are across the district. I'm not going to move into [Music] that. I'll turn to taking a look at strategic priority. The
045first one I have in the document which is different from Rachel's because the way my mind works. I'm sorry. What page did you uh page two? So I put the improving student learning outcome as the number one priority because it's all about kids. Right now our number one priority that gaps helping kids move forward and we know that in order to do that we have to have high impact instruction. We know we have to have good feedback process. We know that we need to support that with a safety net. So I I kind of put that up front because it has it's the message that I want to send to all stakeholders. Um one of the things that we're getting back on track with is pacing guides. Um during co we had to pick our
046battles. We did not cover as much um we had in years past we back to covering material and doing it well. So, we're readjusting ourselves with regard to pacing guides and assessment calendars. Obviously, our new math program, illustrative math is part of that. I can't tell you how ready our teachers were for that new math program, inquiry based approach. They are up to a very positive embracing it. I think it was an awesome move and number one second Rachel regard to the back position is just allowing that implementation to be just that much more solid. But I will say the numbers [Music] I'm sorry. No, I said we got to the program. We got to the coach. Now you got to give us the numbers. Yeah. We're working on um other things that we're working
047on is we look at instructional programs plus math workshop model and then you look at the assessments that we use within those programs. You can look at things like I read or star assessments you look at assess assessments. They're really three similar animals but not same. So getting alignment is a very format very very important. So continue to work on that. Um differentiation is always uh part of the discussion. Another saying we need to accelerate flower. So we need to move things along but at the same time recognize that kids are significantly behind Texas. Um we're working with our early intervention special education teams to apply those individual programs. And I can't say enough about my initial um understanding of I in the sense that it's we we've administered two days of the diagnostic this
048week. So see it's very user friendly once they take that diagnostic it gives them a learning pathway. So IRA recommends 45 minutes of time per week and reading 45 minutes of time per week and that in school home you know for one weekend whatever for it to be effective. So um we're we're engaging our students engaging them into their learning pathway which is based upon their strengths and weaknesses based upon their diagnosis. So I'm sorry. So does that mean that kids have access to their their ready at home? So they could they could do this whenever they want on the weekend. And then you can also see kids that maybe aren't able to do that if they don't have the technology or whatever and then they could just take care of it in school or
049it can all be monitored at the teacher level. Awesome conversations and stuff. Uh and then progress monitoring. So as kids are doing are engaged in their online program, they're doing well. this progresses in order, but if they're not doing well, it will actually kick it back and say the technology version is not working. So basically, it sends them sends the instructors recommendations for materials and lesson plans and stuff like that how to work on it. So that when they get back into the program, they can demonstrate that. So it has a technology component, but it also has component. If you think about that in the sense that who's going to look at that information teacher look at that information is going to look at that information the special teacher look everybody's operating in the same
050information and getting the same kind of resources I'm really positive about that like said we're going to finish winter and spring as well so we'll be able to look at achievement and we'll be able to look at growth which is kind of my transition into how will su success be determined. So when I look at success, it's a body of work. It's not an individual test. It's not on one given day. We need to look at our rest check results and we can compare the upcoming spring as back results backwards to what kids did last spring. And we're also going to look back to pre pandemic and compare them to what they used to be. And our goal is to get back there in a forward upward trajectory. So we're going to look at ESPback
051results. ESPback this year will also give us growth results because we can look at scale score last spring and their scale score this spring and see how much they've grown accepted. As back will quantify for us. Did they grown up? Did they grow acres growing is very comparable. Its expectations are based upon 10 expectations. So time time will tell right but you know the anticipation right now is if a student is performing at a certain level on I performing at a similar uh level when they take the test back I ready also has growth. So we administer the diagnostic this fall. We administer it in the winter, determine whether kids will make the growth or not, make adjustments as necessary, and then also administer it at the end of the year. And hopefully we're going
052to see the same growth rates on iR. We continue the benchmark assessment system that Rachel was referring to into third grade. So we will use that as a prior spot to score and a measure to see if students are growing the expected or to number of levels and basically in grades three four five they go three levels each year. So we're going to monitor that for third graders. Uh and then of course teachers have all kinds of information qualitative quantitative information they contain all the time. So when we talk about student progress and achievement, that's that's always part of I guess the last thing that I would put in here that we'll use to measure whether we're doing this or not is our action steps. Are we doing everything we said? And if we are,
053then it is what it is. flip the page to um high impact instructional strategies. In order to achieve those results, growth and achievement have to have good instructor going in the classroom that in detail best practices provide feedback. Um we're going to monitor how effective it is. The one thing that I would point out here there's six there's six of these targets which are six of these impact high impact instructional target. Are teachers posting learning targets? Are they posting student success criteria? Are teachers giving feedback? Are students self assessing? Are teachers asking rigorous high order thinking questions? uh and is there rich classroom discussion going on that students learn from each other based upon the last three years that we've been dabbling in this and dabbling because of in and out of school right um
054I've noticed that you know typically teachers do teachers do well they'll give the feedback they'll ask the high questions they'll make sure there's all kinds of different discussion going on the two We're focusing we're focusing on specifically is the student driven thing. We're looking for student independence. So we're looking to make sure that we have a solid understanding what the success success criteria look like and I know that we don't have a common understanding because I've had those conversations with teachers that it's it's a spect and then secondly are teachers using those criteria to self assess themselves. So we're really going to be focusing on making sure those two things are happening to that student. Uh I I put a couple things in there. You know, we walk in a classroom for 10 minutes. We
055stay in classrooms for six minutes. Right? So the bottom line is that we're in a classroom regardless of the time. I'm expecting hoping that we're going to see at least four out of those six at least four out of those six impact strategies present. And again throughout the course of the year we're going to have very specific conversations self assess third bucket um high quality feedback Rachel talked about coming in very valuable professional development administrators it's part of the team process but it's also part of the professional learning community discussions department providing feedback how to continue improve talked about action feedback frameworks utilizing those as mentioned it's all tied [Music] back rulerformational videos on our website if you're interested in taking a look at what it looks center we're using ruler tools as well parent
056teacher survey at the beginning this year 85% of our folks um indicated a positive response of four or five we're going to shoot for higher rating 96 at this point in time not an alarming number but following questions. So when you when you do your surveys, um I mean I would just assume that if you had things that were 50 or 60% then that's what would be be your target, you know, to go from 95 to 98. So it sounds like you're doing, you know, everyone's pretty satisfied in the service or else those would be your target questions, right? What's that? I I guess that's stating the obvious. Um, are you done or did No, I didn't know. Sure. Let's just kind of scan it over here. Yeah. I got one. What page are you
057on? What page are you? I'm on page three. This is the uh all teachers will provide evidence of student self assessment opportunities where students can demonstrate direct assessment. How does this direct assessment work? Have I do? I'm really pretty damn good. You give yourself an A. Yes. are generally so the expectation is is that there's a success criteria present you're in the classroom a student can refer to success criteria and say you know Mr. I I did a pretty good job of know first but I don't understand it's not so that's what we're looking for students to actively present they can self assess yeah just to back up a couple years you know everything was team concept anytime you talk to a group of five there's one leader one worker three slappers you know so
058if you're in that group if we're still using Where does that self assessment come in? I mean there should be you know part of the change concept that we had before the team leader says I don't agree with yourself you know that's where you build critical thinking and stuff and you go I'm being critical but you didn't help at all you know so where does that fit into this we go to the rule [Music] um yeah the other thing that happens in the class at the end of the lesson teachers will typically give some sort of an exert ticket to gather understanding as to whether students understood the concept or not. So we can tell you know based upon that information and so if you're the leader of Google you're pretty good if you're the
059one there is very demonstrated they don't know the concept therefore they're not self assessing what yeah I'm just trying to integrate the new chapter with the old chapter and because team concept generally is you know who the leader is So you don't want that person to be deleted if you're going to selfm motivate prog. So I'm just looking to see how well that I'm not asking for an answer. I'm just saying I'm looking at past the future this should integrate that pretty well. Well, what I would would say is because of students not being in close proximity for the past year and a half and doing cooperative we're going back to teach. So, we're glad to have the opportunity to go back and kind of retool because we haven't mentioned uh scaled scores which I
060was happy to hear about because I know um we all hear the drum all the time but you know comparing percent goal nearing goal etc etc in the past you did get um you know just activates scaled scores and average scaled scores grade level and so I wondered if that was going to be at some point incorporating into your school improvement. Yeah, if you go into the detail in the school see all kinds of success percentages and all that kind of stuff and where's that general answer to that? This is okay. I don't think I got that. Here it is. Yeah, there it is. Yeah. So, just a general answer to that. We will be able to compare scale scores for growth purposes. We'll be able to compare scale scores for achievement purposes. And we
061may cope with that information. The scale score rank is at a grade three level. The scale score is grade four. How many kids are at grade level four? How many level two grade level? So we'll we'll be able to put that in terms understand achievement rates and yeah I know and I understand the score report system is much more teacher friendly much easier for people to generate that um this actually is for for both of you with a math coach role. Um, math coaches, everyone uses them, all the school districts in Connecticut and beyond. Um but there seems to be different trends of how the math coach is used and I I in that I think the last board event meeting the topic came up and it was that they the math coach comes into
062the classroom especially with illustrative math and they're teaching and and so the question I would have is are they co-eing the lessons when they come into the classroom or are they teaching because some of the trends are math coach pulls kids out or they push and they take whether it's the group that doesn't understand it or they provide you know higher level you know teaching to maybe a select group or they teach but and I'm not saying it's happening in Oxford but it happens where they teach and the teacher kind of disengages during that time period and I just would like Oxford to avoid some of those traps that happen when because districts across Connecticut are getting math coaches and reading interventions but how they use them makes all the difference in the world because
063if they're not co- teaching you the teacher's not growing and we're not getting our best uh results long term. So, it's not I mean it's at the beginning of the year, but the hope is that the co-eing is happening and the math coaches don't fall into some of those traps where they're only either working with a small group, they're impacting the teachers because I I I like to think that that's the biggest game. If you get all the teachers developing them, then everyone wins versus they can only teach so many kids. We only have one per building. So, I can respond. It's it's not one of any those things combinations of those things. So yes, they are in classrooms and they may do some modeling based upon a concept that's new in illustrative math and
064again they know illustrative math a month better than ever. So, so they may be ahead of the say this concept. They definitely are in classrooms co-eing supporting the teacher teaching. They also oversee um along with our coordinator are early intervention tutors. So, they're responsible for making sure that early intervention students early intervention are being that they do tutors. So, they're doing a lot of that pull out work, small group work or in class work. They're also we're trying to compact for the right side of the golf curve. So yes, they are and it's much less frequent but they are providing additional [Music] compact. So there's a balance you're seeing the balance and it's when the balance is not you know handled well you at times waste can can waste a resource. The other thing I
065would say too is that you know they're involved with a couple teams. So they're doing professional learning community that provided a lot of experience in those conversations as well. I agree as well. I've seen Aaron teaching with the teacher. I've seen him working with grade levels and going over a specific concept for sure how to roll it out again program. Um, I've seen him start a lesson and the teacher kind of taking notice as exactly how he's getting started and she sort of gets up and said, "Oh, now I get it or this isn't really working." We want that collaboration. We want that feedback. So, even if the teacher might be watching a segment and teaching something, it's then coming back together and talking about it and providing that feedback back and forth. Um, but
066I don't see as a player, you're only going to do this. I see him also kind of picking out kid that might be struggling. Let's go over real quick and helping that child out or the classroom teacher working oneonone with another child. So his his role is just it's greater than just I'm a teacher. I don't think any of my teachers would ever allow someone else to teach their class because that's they want to control. So I think it's also hard for teachers to kind of give up that control and say I'm having a little bit of a hard time focusing on this. I'm not exactly sure how to go about doing that. and asking if you should so I don't see any of our teachers getting up there and replacing the teacher at all.
067That's not the thing. So certainly engaging in all those different roles that's coming up in a couple months from playing that really all aspects of school part. So certainly he was part of that process until that training her and certainly part of our Friday SVI team as well as they need whether it's remediations or some type of accelerate their instruction in the classroom based on the student needs. Those coaches see be able to assess where the teachers are and the students are in the building and alter their approach based on the needs not only of the teacher but also the students and where they are in the dispatch where they're engaging with Aaron he's bringing to the building. So, not only is he a good, he's also developing a relationship that he needs to know
068and understand how to work with each of those individual teachers. And I met with him last week. I had a conversation with them. And he was able to talk to me about the conversations that he's having with teachers and their understanding, the quick student understanding, and how is working different with this teacher versus that teacher. And the coaches really need to be able to understand the needs of every single individual teacher that's building as well. Great. And just to add to that too, some of our first teachers, you know, I have a couple first year teachers. So that support is huge almost in there to support that learning that program as well. Any other questions for me? Rachel, nice job. Thank you for coming and have a great year. I'm sure we'll see you soon,
069but actually just carry on and get your stuff together, right? Take your time. Take your time. Um yeah, um start time for board of education meetings. I believe we have motion to move the regular board of education meeting start time to 6:30 discussion. I was going to give the processes that you Okay. Um so just so that you know how this how this came about. We had a retreat last week and um you know it just was kind of practice that we had meetings at 7 o'clock but especially in the dead of winter you know 7 to 9 and then well 7 to 9 and not you know even longer sometimes. So um we just thought by moving it up a little bit hopefully we're not impacting people's um dinners too much but um you
070know it gets to be long winter nights um very late. So, um, what needs to happen is we, um, sent a notice to the town clerk that we are changing, um, our start time. So, until November 2nd, November 9th, I'm sorry. We'll have special meetings. And all that means is that, um, you can't change the agenda. It doesn't mean that there won't be anything on the agenda. There will always be audience of citizens. Everything will be on here, but there's one um, piece that can't be on, which is amended to the agenda because it's a special meeting. You can't amend it. So we have to make sure that everything we want to discuss for those special meetings is on an agenda. Um so that's all that a special meeting means and um agenda items can
071um only be discussed and you know if you put extra things on you can table them but you can't add if that makes any sense. So that's the process. So come November 9th. So we will be having our meetings will be 6:30 from now on. They'll be special meetings until November 9th and then they'll just be considered regular meetings. That cover it. That's it. Okay. Um, so any further discussion? I just noticed that we have a meeting on February 22nd and that's during I don't have that list. Winter recess. Oh, it's in here. It's in the packet. It's in the packet. Is that That's That's the Tuesday of mid- winter recess. So, I don't know if you guys are going to want to have it on that day or not because I'm sure there's going
072to be a lot of people who are going to want to finally take a family vacation. So, just bring that to your attention. Sure. It's a budget workshop. It's a budget workshop. You can adjust that. Yeah. Thank you. Any further discussion on the council? All those in favor? Oppose? Abstain? Motion carries. Okay, Dr. Miller, you're up. And thank you for sticking around through all the reports. Clearly, there's two main issues um that are current and that is to understand quarantine and understanding remote learning. What took place last week is that we had several students in our volleyball team that that couple days ago had a couple of our football players on Friday. Um our first um reaction based upon consultation with our lead nurse and look at the situation was to quarantine all of the
073unvaccinated students. That was the protocol that we had in place. I will explain what identified is in a moment. As the day progressed, we had a conversation with our chief medical advisor who's also the head of Christian Hospital, Dr. Brown. And when we learned that the cases that we had during the week were breakthrough cases, these were students that had been vaccinated fully and now had symptoms and now tested positives. We had three breakthrough cases from Wednesday through Friday. He was concerned that this would be the case of an expert because he could be looking at a major outbreak here in Oxford from Rand High School of unvaccinated students and adults potentially being infected with COVID 19. So he immediately um gave us the directive to quarantine all of the students vaccinated unvaccinated. Now is
074late Friday afternoon and we begin notifying all families that now the vaccinated students also need to quarantine. Now there are two different levels of quarantining. There is guidelines established by the state department of education and the department of public health and that is out what's called the agenda number five and I'll reference them five several times here. The CIA which is the athletic page also has a different set of guidelines for quarantining students. So there's two different guidelines that we need to follow. identifies speaks only to students and adults in school settings. It addresses the type of contact trac that we need to provide and who needs to vaccinate or who needs to quarantine and when in schools. The CIC has rules and guidance for student participation in athletic events itself. So based upon agenda
075number five, any student that's in contact with another um person within three feet in a classroom, if they're unvaccinated, that contact for 15 minutes or greater constitutes a close contact and immediately requires quarantining. Even if they're wearing masks, even if they're wearing masks. What is the point of the mask? Hold on, hold on. Sorry. The mask does mitigate the the risk but doesn't fully 100% take away all the risk associated with it. So, we take a look at the close contact. If the students are wearing mask that were under 15 minutes, it's not a big deal. If the students are in lunch with mask off for 15 minutes or greater then that constitutes wearing needing to quarantine a child. Students are asked to quarantine for 10 days. After day five they can test out and
076return after day seven. So they must be home for 5 days, get a COVID test, be negative and return after day seven. that state aid that they can return. Athletically, the students have a lengthier quarantine based upon CIC. Now, this is something that we keep asking the state to clarify because students will be asked to quarantine for a short period of time in the classroom and allowed to come back to school but can participate in athletics for a greater period of time. And we keep asking the state of why this makes sense. and the equation that the state provides us to public health is that students are in greater contact with each other for greater periods of time in closer proximity when they're playing athletic sports. Now, that's the goal of vaccinating. Excuse me, sir.
077I It's really not It's not an audience citizen. So, it's not an exchange between you and Dr. Miller. I'm sorry. So, you have to just listen to him and keep your questions and then we'll figure out how to answer those. Okay. So there's two different sets of guidelines for athletics versus academics inside the classroom. The three-foot rule is within the classroom. Six foot is everything outside of the classroom. And we take a look at whether students are wearing masks, not wearing masks. The addendum number five that I referenced before specifically states that vaccinated individuals are not supposed to be quarantined. So after we quarantine all the football players Friday night, vaccinated, unvaccinated based on the guidance of our chief medical advisor who told us that this will be took up an expert. We shut that
078all down. Saturday morning I was contacted by our regional um health director. I had made a call to her to confirm what we had just done um at the state level and through consultation with our regional health district health district and with the state department of education we were informed that we were not allowed to quarantine the students that were vaccinated that it was not to quarantine students and that we immediately need to lift quarantine from all the vaccinated students. So we had our our local medical advisor telling us quarantine all these students. We had the state and the regional health district telling us we're not allowed to quarantine these students. Now is this reference agenda number five. Agenda number five once again was released by the state department of education department of public health.
079That guideline once again states that those that are vaccinated and those that are unvaccinated have three different sets of rules. Vaccinated individual, as long as you're asymptomatic, as long as you don't have any symptoms, you do not need to quarantine. The guidelines state if you've come in contact and you're vaccinated, you can return to school. You don't need to quarantine. The recommendation is for that individual to get a COVID test 3 to 5 days after contact. So at that point we lifted the quarantine on Saturday midday. We had our lead nurse contact all the families to let them know that those children that we had quarantine on Friday night could return to school. So I know that it sounds very wishwashy but we really went with the guidance of who our town medical advisor was
080at the time consulting with him and he informed us to do the quarantine for all students. Saturday turned around and we were given alternative guidelines. Every week we have a call with department of public health and about 15 members in the state department of education. That's 8 o'clock Tuesday mornings. In that call this morning, I was actually the first person to me was watching me because it's like the first person that with a question and I think the first person that asked and my question is how in the world does this make any sense and what local decisions do we have to make our own decision on quarantining? Because we are being told from a medical standpoint that we should be doing X, you're telling us to do Y. We're seeing evidence of breakthrough cases.
081Our medical advice is telling us that we have a higher risk in our community right now and we're trying to safeguard the community more than you're telling us that we can do. How does that make sense? I also asked the question, if we chose not to adhere to us, what are you going to do to us? And I asked that pretty bluntly and their response to me was it's a communication issue. and I pushed them even further and they still refused to answer the question what would they do to us if we decided to make our own decisions and not to use a deny. So because I did not get a good answer from them or any answer from the state department of education and department health, we went about two different other courses back
082nurse contacted the chief um virus person at the same hospital um and asked the critical question. We are being told that this is now considered a cluster case. what it's a plus or face is that you have multiple different types of um vaccinated unvaccinated individuals in the community at a higher risk of transmission and the rate of transmission is increasing. So we have a cluster within a an individual court but two athletic teams. We're having a number of of cases. Now is this considered a cluster case? Response to yes this is considered a cluster case where we're not overly concerned because you're seeing this all across the state [Music] which then also still made no sense to us. Yeah. We're trying to protect here, but we're being told, "Yes, we understand that throwing out the
083rules. The rules have to identify because that's what the rules are." So then I reached out to our attorney for the board and I said to them, here's identify, here's what we're being told by our chief medical advisor. Here's what we're being told at the department. No, this is what we're being told by the state of education. What can we do? He then researched from a a legal perspective what our options were. And what he said to me was he believes that we have local authority to make the decisions for quarantine. However, it we have to adhere by what the local health region tells us to do or not to do. So if the contract health district tells us it's okay for us to not adhere to and then die, we should legally be able
084to do that, but they need to give us the flexibility to do that. they have as of this point have not given us the flexibility to alter from identified. So now we have another conversation with health district and see if they would give us some flexibility. Once again, what that would mean is that if we had go down that route, we would then begin quarantining more than just unvaccinated individuals. We' be quarantining the vaccinated students and staff that we feel are in our close contacts, which would lower their risk of transmission in the community. Yes. Um, what if you with all of this information and thank you really I don't know if people really give you credit for how much you know you're bombarded with all different directions and you're you know trying to do
085your best and thank you. Um what if you guys put together a protocol and said this is what we want to do. Here's the case. This is what we want to do. And instead of waiting for them to say don't do five here's what we want to do. Can you approve this? Is that a possibility? And we can do that, but they the Conger Health District still might say, "No, we don't want to give it a fair," but then you have the answer instead of them instead of them not, you know, giving you permission, you know, it's hard for someone to say, "Don't abide by this, but if you say and and it's obviously going to be thorough, you say this is what we want to do." um you know and and this seems you
086know to keep everybody safe and also you know not to you know overly quarantine kids and and you know it's a I and to delineate balance because you know the other part of this conversation is students are not learning at the same level at home as they would be in school and and the best place to learn is for students to be in the classroom. So while we're trying to keep everyone safe, we also know the best way students to learn is to get them inside the class and sit in and have a conversation with other students with teachers. That's the best place for students to be. So it's a delicate balance. We want to quarantine as minimal as possible. At the same time, we need to keep everybody safe. So the next part, the
087next step would be to have a conversation with Dr. Brown who's our town and medical adviser, the conference. Dr. Brown, Dr. Brown at Griffin Hospital. Griffin Hospital, Griffin Hospital, and possibly even our attorney can have that conversation and have him share with both of those officials what our our recourse would be. This is all everyone points fingers at each other saying you can do this, you can do that. And now we have legal guidance to what he's telling us his recommendation is. Now comparing health still district could still go back to the state department of education department of health look for their own legal guidance come back to us and say we don't have that authority but our legal guidance as of right now is that we could push back to um so now we
088have this situation and all these other reoccurring situations previous to this it still sounds like the struggle that we're having is not been fixed at the state level. It's still the same discussion, same fingerpointing, same it's not it's not anyone's fault here, right? It's it's the struggle again with the state not having an organized cookie cutter for the situation and the goalpost hasn't moved. It's still the same fingerpointing that's going on at DH uh CC. [Music] Correct. And I think one of the things that truly has has been reported back from March 2020 today is that the medical science and the recommendations from all these different agencies whether it's 100% true or not changes and has changed drastically from that first day through today. Nothing has remained static. And the guidance that we're dealing with
089is from a month ago. and the breakthrough cases that we're seeing today were not here a month ago when when those that guidance came out what to do. So, I I'm not too sure the agencies are responding as rapidly as they need to be in order to provide us the the recommendations, the gu items that we need to do. And as we're providing that push back, those questions, and I'm not the only superintendent that's asking questions um across the state, we're all asking the same questions. The guidance is not being changed in a rapid basis. I agree with that. And I think it also kind of fits in with what the parents are asking is that what's happening is typical and that's how government works. You know, they make sure they have four or five
090sets of rules that nobody can figure out. So if you're not proactive and say this is what we want to do, but they have to answer it and they're going to proactive not be proactive forever. So if we write a guideline, we know there somebody's going to come back and say no, no, no, no. But to Stephanie's point, we got to take the initiative. And I think that's basically what the parents here are asking. Stand with We know you can't solve it, right? But stand with or at least show where you are. And I think that would show where you are. And and I and I I know that the structure of meeting does not allow a two-way dialogue between us, right? So could you just give the um parents some guidelines so what you
091plan to do for when they have questions after tonight's meeting? I know you have some some plans to I think to address their their concerns, right? Um clearly a number of you have been reaching out to me directly via email and I hope I've been able to respond to your your questions while with the answers you're looking for at least respond. One of the things that was very helpful for us the past year and have was actually having Zoom and Facebook live sessions both Dr. Brown and with other experts. I think that we need to return to doing some of those um either with Dr. Brown and or with the health district. I think we need to solve this immediate issue in the next couple days with what agencies allow us to do. But I
092think returning to some of those evening sessions where you have an opportunity as parents to ask these medical experts directly some of these questions because I can answer from my perspective but I'm not answering as a medical doctor, right? And so I can't answer all the questions that are out there. So I think some of that would would be very helpful. I do and continue to provide me your feedback. I do want you to know that that I'm not sitting behind my desk just saying we're just walking away. I I'm listening to what you have to say. I'm working to advocate on your behalf as much as I can. There are some things that we as a local agency have been told we have no local control and we are trying to push back to
093with the degree. So the more you can give me information and feedback, the more I can use that in the conversation that I'm having as well and my job is to advocate in the best interest of our students and you as parents in this community are advocating for your children as well. continue to be working in partnership to support all that and me hearing from you directly helps me in my advocacy of of this. And can I just add one other thing? I don't know if anybody's paid attention to news today, but your governor has now been extending his [Music] power. With all due respect, you work for us. Excuse me, sir. [Music] I'm really sorry. I just want to ask you questions. That's all I want to know. Please give me that 10 seconds.
094Well, you do work for us and our children. I'm with all due respect. That's all I want to know. If you are going to continue to interrupt the meeting, we're gonna have to ask you to leave because you need to give us the chance to give you the information. The protocol is that this is not a discussion. That is not the way board of educations can function. We spoke in the beginning. I'm gonna have to clear the room. Um because it's just interject and then we're gonna have to there's a format called excuse me there's a format we need every meeting there's an audience of citizens unfortunately and or actually fortunately it's put in the front so we can get your issues okay now and I mean this no disrespect to you guys I I
095completely hear what you're saying I sympathize and I feel there's an audience Kansas. It used to be in fact that would be some nights at 11:00. So, we moved it up to the front so that we could hear your issues. We then can get them issues and get back to you. Whether it's by email from Dr. Miller, which he already just said if you can email him your questions, concerns, he's going to get you uh some links possibly with the other organizations that are going to come up, which again, that's very important for everybody. The next meeting at the board education meeting, there's another audience of citizens. So, I'm just going to be respectfully ask. I think no one's no one's being stonewalled here. We're all on the same page. We're all from this community.
096You're right. We we we're elected by you. But that's kind of how the format runs. We can't have another audience of citizens after or or put something on the agenda that's not there. And that there's there's other FOI laws that dictate how we use unfortunate. and please stop talking from the audience. So the only way this is going to change is that we say no and we just show up. So and you have nothing to say. All right. So listen again I am not being disrespectful. So this this the interaction wall here. There is no wall here. We came. We came to talk to you. There is no wall here. He said to you a wall. You're not letting us talk. The nature of meeting is not a two-way dialogue. There are other opportunities to
097engage. And this isn't a normal situation either. It's not a normal situation. We're all This isn't just a biology with you. Do you want to see a community? What? Dude, don't be watching. I am asking you a question. I am. We just want to have a conversation. We're having a conversation about this and you guys are being judged. We're not on that. It's a public meeting by other changing. We cannot wait anymore. We're not waiting anymore. We don't want to wait. We're not waiting for that. Excuse me. We can continue the meeting and you can finish it or you This is the last warning. The room will be clear. [Music] She's not leaving yet. Last time. Do you want to finish the meeting and let us hear you or we can clear it and respect
098you? And that is it. Their format was given to you in respect of having dialogue and solving a problem together. If we don't want to adhere to those rules and we want to have little univil discourse, then this conversation has to be over and we we're still going to fight for you. But it's this is not helpful. We are on your side. We've been hearing that for months. Do you understand the state imposes stuff? We are not the enemy on We understand that. We're not waiting anymore. We are not waiting anymore. and his response was he needs to now present something else a plan and we have to wait and hear from some other state would you like to attend the meeting that he's going to do we can't speak do you want to attend
099it and have anformational session see everybody here we all have kids we're just motion to adjourn second no any discussion all those in favor [Music] motion to adjourn. Second all those in favor. Hey, we are parents here. We want to talk to you. We want to speak to you and we want answers from our community. This was not fair. You should have told us in the beginning. I hate to break it to you, but I couldn't even point out the agenda to find out because your agenda is not working. We couldn't even find out that. That was our one opportunity to open our mouth. We were told you were going to address us and we would get some clarity and we could speak to you at that point. Now we're speaking to you and we're
100being shut down and dismissed. We're parents. We're done being dismissed. We want answers and we just want to give you our feedback. Like I don't need to talk to the medical advisors. I know what's going on. I have plenty of friends that are in the medical field. We want to talk to who do we talk to? Who who's here to help us? It's frustrating. We have children that are crying and kids that are afraid. So they said this the government is convincing them that they need to wear masks. I have two [Music] children. [Music] Okay. My job is that And the decision for this is not the decision. We can get us better happy. [Music] Be careful. [Music] Let's not hold [Music] We do a Sunday afternoon at the school and nobody's and everybody come
101and meet and you know speaking on Zoom so in person. I feel like it's so tight. We're we're sitting together. We're talking we want to talk. I want to see your face and feel that's around me and have a conversation. Let's not do a board meeting. Let's do a [Music] community. Why does Republican health district have total jurisdiction [Music] this [Music] entire stand up for children. I think it's important to note that this country is the only including that subjects children [Music] people. We have nowhere else to go but to say no. [Music] My attorney's [Music] rapidly. So I think they're all but you know [Music] from what I'm hearing. [Music] Okay. So, from what I'm saying so far, the vaccinated children have caused more than the unvac, right? So, but that's what I'm saying.
102What does And what [Music] about themselves? [Music] I mean we entire town like that. I'm sure there money but you said yourself makes no sense. They're isolating kids that have the choice not to vacate a choice and they're clearly being pushed and they're not. Okay. So there are kids being the leader and you send out email few weeks ago. We don't handle that, right? And we don't tolerate it's not our policies. pushing kids out here now bullied by their friends because they don't have back seat that's their choice but you're isolating them and all their friends know it you know it teachers they know it so now these kids are getting bullied why just say no everybody fighting just like the unvac We just say no. [Music] You're not Please [Music] secret. There is a
103[Music] What's the That's right. [Music] Welcome. Here we go. [Music] Everybody. What's happening? Right. Now we're [Music] You're exposed to somebody that has symptoms and you're sick. No. No. Thank you. You can actually [Music] number three. All right. [Music] Everything happens. So they [Music] Oh, yeah. Think Do not bullet. I'm sorry. [Music] I'll see you. [Music] That's it. [Music] Yes. [Music] Yeah, I have [Music] That doesn't look like Yeah. That was [Music] I told I [Music] said bye. Exactly. I think they're both Number one. Number two is I try to ask questions. My questions are a little bit more not down the middle. So next [Music] time probably our philosophy But there is actually [Music] I totally I can tell you that they really talk to people. There's no I said DPH there's out of
104them one only one who's ever been sport out of all the doctors that said DPH sport close as socially distant as any sport you could possibly throw at you besides my but that's that's I didn't want to tell you, but while I was texting you because I used to get I was out Friday and I'm like, "What the hell's going on?" I was like, and then Glenn I I you were getting back with the same answers as my phone call from him and I'm like and then I'm sitting with state repres when you heard what we said three months ago. You know our position. [Music] people. Foreign [Music] We are victorious. [Music] It's [Music] not He's the new guy. [Music] looking. But then the [Music] whole depends on the board. [Music] performance% 15% 85% service.
105Yes. [Music] I'm [Music] college degree. It doesn't count for you. [Music] Nice seeing everybody. [Music]