001Yeah. Yeah. Thank you. Are you ready? You are good to go. Okay. So, we're going to call the board of education meeting meeting to order at 6:31. And we're going to stand for the pledge of allegiance, please. I pledgece to the flag of the United States of America to the stands and nation. Hey, will you roll for want to start? Yes, please. Vinnie, Joe, Debbie Sherman, Mike, Steve. Okay. Hi, Shelley. Hi. So, we just have one amendment to the agenda. Um, it says new agenda item, but it's the snowplow bid, which should go under the action item. So, we'll do that when we get to number seven. Make a motion to amend the agenda. Second. All in favor? Against? Abstain. Motion carries. Um, we have the approval of the minutes from September 12th. Make a
002motion to approve the September 12th regular board of education meeting minutes. Second. Discussion. These were the um minutes that we tabled last time. So, we just made the necessary corrections to format it the way we would normally format. All in favor? I against abstain. Motion carries. Um staff recognition. Yeah. Okay. Um if I can invite Peter here. So many of you know that last month we had a little bit of an issue. Um we had a um light that began to spark in the cafeteria. Um the two women in the SA program immediately notified Peter. Um and there's two options. You have an emergency fighter flight. And what Peter did is he didn't make a phone call. He didn't rush out to try and solve something. He actually ran right into harm's way. And he
003went running down to the cafeteria, grabbed a fire extinguisher, and he put out fire. And by his fast actions, he was able to prevent a lot of extra damage that could have taken place. Now, this would have been a lot worse if this took place during lunch. The fact this took place before school, he really minimized um the the type of damage the fire. People showed up and they took a look what took what happened. They said the fast response that Peter had really significantly saved a significant amount of damage to the facility. What end up um catching a fire was basically just the table and the chair and we had to throw out some food. But other than that, um the exhaust to the fact that it got put out so quickly in the
004way that it did didn't get sucked out the rest of the building. We're able to open school on time. So Peter, your fast action really saved the day. And when our staff do good deeds, they get um should get rewarded. And I have two things for you tonight. One is a certificate of appreciation for putting yourself in harm's way and for saving the day and saving us that morning. And really appreciate you doing that. Awesome. for you. And the second is um two years ago I started a program where I'm honoring every staff member for being a staff member of the month and I thought that your act last month really set the motion in terms of what we want our staff to do really going above and beyond. Sometimes you're putting yourself way and
005sometimes it's doing best for kids and I really commend you for what you did and so I'm honoring you as our staff member in the month of the district for September. Thank you very much. got some colleagues here tonight to celebrate with you and I know you have a family here and we really appreciate all that you have done and do for the district every day. Thank you very much. Thank you. Thank you. Thank you. Maybe not. Thank you for everything. [Music] Okay, audience of citizens, would anyone like to address the board? Bye. Thank you. Anybody have any questions or want to ask any questions? I will. I'll go. I'm back. I was wondering why you were here. Yeah. Well, no, it's been a busy year, of course. Um, and this school year, I know
006at the high school has gotten off to a very good start. Um, I always tell you board members that, um, the students are loving the iPads that we brought into the graphic designs. That's all they want to use. Um, and, you know, they have to, you know, learn how to use them correctly and, um, it's kind of hard to hold them back from their their eagerness. But um I think that um with even with the schedule we're you know some of the other classes the core curriculum was hitting bumps in the road about how to keep the kids tone arts are probably the easiest because we were always a more active class anyways and the kids could get up and walk around. they can talk and but whereas you have the sciences and things like
007that, they're finding it a little bit more difficult to keep the kids attention span. I probably would have be hard to keep my attention span too because I'm just all over the place. But um the kids seem to be happy and the staff seemed to be happy and I I was um telling Mr. building. I could It's one of out of all the years I've worked in the system, it's one of the years that I saw a lot more smiles on on teachers and students faces this year and it made me very happy and I love to be happy. So, it's like it it just was a nice atmosphere and so I I hope it keeps on going. And another thing I wanted to bring up is the um veterans um the mil uh dinner
008with military and that's going to be November 10th and we we've got the schools involved so far. Um all the schools um I'm I'm popping up posters every place and kids are doing things and we'll have kids there. I I also have a boy scout troop coming um to be welcoming the individuals. Now we just need the individuals. So, um I I get kind of nervous when I see two people signed up and one of them is my niece, you know, because I tested the thing the QR code to make sure it was working. Um but I, you know, spread the word and and I I was down in American Legion this weekend talking to actually a lot of people that live in the town and um even a widowerer that was there and I
009says, "Come honor your husband." I go, "This is what it's all about. It's not just about those when you have somebody in the military. It's the entire family that gives up something. And um I know that just from my niece and nephew joining, you know, my grand niece grew up two years without her mother because she was stuck in quarant. So it's like if you your family is it also pays and and gives. So, I just try to pass that word around to everybody and get them to come because I think this is one thing Oxford's known for is using the veterans to educate our students. And they're willing all the time. I've never met a veteran that said no. And granted, the the American Legion has gotten smaller, but that they do terrific um
010educational programs there. So, I'm hoping that we, you know, we can give back a lot of them. So that's that's it for me. Thank you. Thanks, Pam. If you need anything from us as far as help for that night, I think you should put your aprons on. Okay. Come on over and serve and or just talk to people and and we got a lot of people in communities to give u gift certificates so we can have just a raffle to give out these these gift certificates and it's all from businesses in town. Um, so it's it's really and and all the food is going to be donated by Olive Garden. Nice. So they're giving me everything. That's wonderful. Thanks for organizing and thanks for putting it together. It's gonna be a lot of fun. I
011can see it. Okay. Any board correspondent? Oh, sorry. So I'm veteran. So I didn't have any I have no clue. Do you mind if I ask for? No, absolutely. Go right ahead. We sent it home in one of the the I know the high school had it in theirs and I I believe Mr. Miller put it on his page, but it should be right at if you go on to Oxford Public Schools. It's right on the front page. Just scan the code, tell me how many people are coming, you can get food to go. Um, whatever you would like and we have two seats. I can send you the information there. Anyway, I mean, I don't really care about free food. Is there any way I can help? Um, no. I we want to give
012it back to you guys. This is this is a time we had the firemen coming. We This is time to give back to you guys because you've always helped and we want to give back. I can send you the link as well from one of the newsletters. No problem. Um anybody else? Well 24 um I just want to share my appreciation for the superintendent committee. It's going really well. It's really helpful. I feel like we're actually we're having civil honest conversations that don't that are that are just true and it's nice to not hear static and have to figure out everything. It's just it allowed me to attend a board of finance meeting that actually went well because I knew to attend it because I heard about it so I knew to go and making
013sure that the town is being just as accountable for the needs of our school system is really important. Yes, I don't mind going to those meetings. It's a little scary and I need stage after I can do it. Um, but it's informative and it's nice to know that people are really aligning with schools and what we need and what's best for our children. So, thank you. Thank you for taking the time to do it. I know it's a lot, so we appreciate it very much with me now. Can I say one more thing? Of course you can. Because I I you guys know I do the CPR training for anybody that needs it in our system. Um, but I when I was doing it for two of the nurses um last month, I noticed their
014oxygen tanks have not been inspected and they're from ages ago. One of them I I don't think I even saw an ambulance call back in the 80s. That's how heavy one of them is. And the gauge is broken on another one. And to go along with our theme about safety, I I've been in situations on ambulance because we were all volunteer back in those days and when we got to a call one time, we didn't have our main oxygen tank and that puts me between a rock and a hard place. I'm still going to do what I could do. But then, you know, we thought quick. We took grabbed all our little portable ones and used the portable ones and everything worked out fine that time. But that O2 can help save a life. And
015um we also talked I talked to somebody from um we had that great assembly today um about um uh opioids in our in our system. Um and it was I could probably count on one hand about how many students were distracted during that that um whole assembly and we had the whole school in there and it took made kids think and and that's what we want them to do is think and how they can help. But if we also had um nan pens that were being going to be outdated this month, we are getting those updated. They're going to help me out about getting them um to the schools. Um so that that's taken care of, but the oxygen and the oxygen masks, they wear out after a little while. So even if we don't
016use them, we do have to switch them out. Yeah. I'll talk to you tomorrow at the fairway meeting, too. Yeah. Yeah, that would be awesome. Okay. Thank you. Sorry. Thanks. Anybody else? Nope. Okay. I don't want to miss anybody. Board correspondent. Not at this time. Okay. Moving on. School improvement. I'd like to invite our two [Music] principles are very similar rather than say the same thing twice. They're going to tag to each other combine. There's still some school specific stuff that I talk about, but they're going to kind of combine their reports with them. You're welcome. Welcome and thank you. Thank you. Um we talked about doing this together because Rachel and I are working very closely um with the new programming we have with um signs of reading and other ongoing initiatives that we
017really want to strengthen the alignment from K through five. Uh so as I'm sure you've noticed our plans are very similar um and we have been communicating quite a bit along with our staffs to to really build this alignment. So, I'm going to start with goal one, increasing academic outcomes for all students. Both schools saw a beginning of the year trend where our I Ready scores started off a little higher in each grade level than they did last year. So, if we continue to monitor that growth, use all of our data, not just I Ready, but the curriculum assessments that teachers are giving um to inform our instruction, we're on a good trend to maybe even surpass our growth from last year. Um literacy, I know you were introduced briefly to Dibbles last year. This
018will be our first full year using it. Beginning, middle, end of year benchmark. Um, so that really is a great piece of data that kind of helps us triangulate with other assessments. It focuses on the foundational skills. So when we see trouble there, it lets us look at other assessments and figure out is the trouble really with those foundational skills um or are there other things going on. So that will be data that'll be interesting to watch throughout the year. We expect to see the students that are in need of support or below benchmark decrease and the students that are at benchmark or above improve and that ties in with our um science of reading training that's going on and H.M.H. as I know um Eric has spoken a little bit about we have a
019meeting on Friday with a data specialist there. There's a ton of really good data that we can get from the system. What we're struggling with right now is their reporting is not super user friendly. Um, so we're finding that we're having to take some of that data and create our own, but they have assured us that they have specialists that's going to meet with us on Friday to help streamline that. So then we'll be able to start showing you some of that data. The teachers are already using it. They're using it when they meet as teams, when they meet with us, when they meet with their coaches and interventionists. Uh, we just don't have a pretty report to share with you right now. um some strategies that both schools are using to focus on these
020academic outcomes. Uh we are engaging in a curriculum unit or a unit analysis after each unit in IM math and the new modules for HMH. It's especially important with HMH because it's such a new program for us. So teachers after they finish teaching a module are really engaging in what went well, what standards did I feel went were taught really well and I had enough resources for, where did I feel it was lacking, what are the challenges, what are our next steps. So that information informs what we're doing the very next day in the classroom. But all of that information also then goes back to the curriculum committee to help guide future curriculum work. Um, it provides that kind of ongoing feedback loop. We are engaging staff in UDL along with the district goals because
021we also have the new program. We're doing it more through the lens of the new program. So what does uh decreasing barriers and increasing access and engagement look like with the HMH program. Um so that makes it a little bit easier for teachers to take on two new things at once. um continue and improve collaboration among our teams. That includes special ed teachers, coaches, interventionists, anybody on the SRBI team as well as the the grade level teams meeting and they are very open to learning from each other. I actually had a third grade team that I met with today ask for coverage so that they could visit each other's classrooms and see what each other is doing that's working well. So, there's that attitude of wanting to get better with our peers. um and some
022personalized professional learning through PEK. We have a district plan, but we're also working with our building teams to determine what parts of HMH and science of reading they really need the most so that we're making sure they get those specific pieces and we're not guessing what they need. Um and that sword training is going to be super important. We have excellent teachers, but there's a lot of science behind reading and sometimes it's hard to translate that knowledge into what it actually looks like in the classroom. So making what we know are the best practices really come alive and easy for teachers to do daytoday is is our focus for this year. Um so what I passed around was what Honey was discussing about the module. So that will be completed at the end of every
023H&H module as well as the mathematics unit system. So, um that will be very helpful in us creating um our curriculum. Um as well as reflecting on things that worked, especially with HMH. This is our first year and just kind of, you know, really noting things that went well, things that didn't go well. So, that's what the framework looks like if I thought it would be easy for you guys to view it as well. So, I brought some artifacts. Thank you. Um um I know Amy just went for go live. I want to just state that Amy has been absolutely wonderful to work with. So kudos to her board as well as Dr. Miller and the committee. I have really enjoyed working with her. Um she's just done a phenomenal job and I really appreciate
024all of her hard work and the collaboration between the two of us. It's just been great. So it's really nice for me being in the district for so long. I just feel like we have a really great relationship and Oxford is very very lucky to have her especially go. So I mean officially welcome but me that wonderful. So I just can't I don't can't have I don't have enough words to say about Amy and it's just really nice to have someone to collaborate with. So to all of you well surpris so um our district goal too is really focusing on curriculum and instruction and a lot of the things are tending to overlap. So as if you're looking at other individual goals they do tend to overlap. Um we don't want to forget the attributes
025of a graduate. We really worked hard as a district to create those attributes of a graduate, the rubrics, the I can statements, and now how do we really embed them into everyday um work that we're doing besides obviously the curriculum and the units of study and the activities that we're doing, lessons, how else can we create um you know a cohesive function of the IAN statements just bringing them into like one meeting, our town meetings, our star assemblies, really utilizing those statements and just resurfacing those things. We we made them, we created them. Now, how are we implementing them? How are we using them on a daily basis where kids and families and staff are just it's common language about those I can statements. So, really embedding them throughout our school day. And I know
026that the board of ed is also we're going to be presenting to you some of those attributes of our graduates. So, that was a great um addition to this year really bringing some of the I can statements and the attributes to to you guys as well, seeing them from the kids view as well as the staff view. um implementing our district science of reading the literacy plan. So last year at the end of this school year, the district created the the literacy plan for grades K five. We're hoping to extend it through 12, but we've really been working hard on creating the literacy plan of how are we rolling it out. We've created a district-wide um literacy team. We've also created um school-based literacy teams and taking the information that is at the district level,
027bringing it down to the schoolbased and then vice versa, taking the information that we're working at the school level and bringing that up to the district level as well. Continuing our master class in the science of reading. So, we did attend I think it was a couple weeks ago, we attended a science of reading class. We have a wealth of information, lots of things that we get to bring back to our staff, provide professional development. Um, as Amy said, science really has a lot of theory in practice and K2, we do a lot of that. That's that whole foundation, that whole phonics, the theme of awareness, teaching kids how to read and how to break down and segment words. So, there's just so much knowledge and we at that meeting, we received so much information
028that we can bring easily back to our staff and provide our own PD to staff, which was wonderful. Um in regards to instructional rounds, as you remember last year, we started instructional rounds where teams of um teachers went into classrooms and the focus was on high impact strategies as well as attributes of the graduate. We're continuing those instructional rounds. They were very very successful in the way that they were rolled out last year. So we want to continue that positivity because staff really enjoyed that. They felt that they gained a lot of knowledge and information from going in and observing other teachers. But this year the focus would be on literacy. specifically looking for comprehension, fluency, phmic awareness, vocabulary. So right now we're working on creating a different type of rubric similar to last year.
029Obviously the focus is on literacy look force, breaking that down, creating that rubric, sharing it with the teachers and then rolling out those instruction around with that literacy based focus. So we're really excited for that as well. As you know, we're rolling out HMA which was a huge task for our teachers, but they've really just embraced it. It's a lot of materials. The district, we can't thank you enough for purchasing all of the materials. I don't know if there's anything else we can purchase for HMA because I think we purchased everything, which teachers definitely appreciate it. It's just it's a lot of stuff and they're still opening boxes and going through all of it. Um, so again, that's probably the biggest initiative right now is rolling that out. Um, really looking at the assessment piece,
030reflecting on their units. So right now K2, they are ending module one and starting module two. So, they're actually in the process of reflecting on how did module one go. Um, reviewing assessments and the data. As Amy stressed, we are still kind of looking at all the HMH data. Teachers did get a report, so it's easier for teachers to look at, but in the general scheme of things, it's kind of hard to like we're kind of creating our own data. We're pulling data. That's a lot of work for us to do. If HMH already has something, certainly we would love to just be able to print that out and look at it and not forgetting the tiered intervention. So, looking at that data, what are we doing with the data? What is the data showing
031us and how are we utilizing that data? We're not just giving students an assessment just to give an assessment and check off the box. How are we interpreting that data and how are we using it moving forward especially for those who may need some interventions and um services. Let's see what else I have. Um writing curriculum. So Eric was gracious enough to attend both of our one of our staff meetings and talk about curriculum and what the framework would look like. So he did talk about the UB model, UBV number two model in regards to that. It's going to be hopefully the framework that we will utilize in writing both ELA and mathematics curriculum, talking to teachers about what that would entail, what that will look like moving forward. So, we're hoping to start that
032process um come January and Eric will be offering some um support and some training and how to write the curriculum and what are the expectations of the district, what are the expectations of, you know, UBD model in general if people aren't sure of it. I'm providing them with training but really where we just tell them to go out and and write curriculum. That's not the best approach. So um Eric, thank you for attending our meetings. And I think that might be about it. Goal three and four are a little shorter. Don't worry. Sure. Um goal three um for our I know there's a bigger picture for the district goals, but for us at the school level, it really is about providing accurate, timely, and transparent communication to all stakeholders. Um so improving parent communication uh
033is being done through weekly newsletters. Uh we are both trying to focus on some of these goals of the district. Uh for me coming in as a new principal I really started off by focusing every week on a different PBIS attribute, one of the hawks attributes providing resources for parents that they could discuss with their kids to help them understand what those things meant. Uh we're moving on to doing that with attributes of the graduate. I Rachel does something very similar. Um really encouraging parent participation at town meetings and at star assemblies. We had a great turnout for the first one and I think part of that was that we were um doing a little more student celebration. So parents were excited to come and see that and and have their children be honored. Um
034we are either either have updated or in the process of updating our parent and student handbooks to make sure that all of the new information is in there. um you know discussions and sharing information about the new code of conduct as well. So parents feel um involved in that and understanding that um providing those tools to follow through at home and the teachers are doing a great job um of keeping regular communication with families whether it's around day-to-day behaviors, homework assignments, missing assignments, academic progress. Uh so really keeping those connections going. And as far as with staff, we do have a new agenda that we started using this year that aligns um to the UDL that we're working on with staff. So really focusing on the why are we learning what we're learning in this
035meeting, what and how um and trying to move away from meetings just being meetings and meetings becoming learning experiences for staff where they're getting a ton out of the meeting, but they might also be learning some new strategies or techniques as well as they look at it through kind of a a teaching and education lens and not just we're sitting around the table to have a meeting today. Um, so that's where we are with communication. Goal four, which is school climate and culture. So one of the initiative over this summer was to create the Ashra public school code of conduct and behavioral matrix which has been super helpful even at a pre-k to two level. Um, it's nice for staff as well as for me and parents to understand what is what are the expectations
036across the entire district prek to 12. So by creating that code of conduct with person students rights and responsibilities, parents rights and responsibilities and the behavioral matrix really sets up like what is the infraction um what is the severity? Is it a minor? Is it a major? Um what are the definitions? So your definition of inappropriate language could be different than my interpretation of inappropriate language. So it really breaks it down and then what are some of the progressive actions that we can take as a classroom teacher as well as an administrator. Um so it's been very very helpful to have that. Um it's been really well received by all staff um as well as by parents. I haven't had one question, one issue about it. It is placed in our student handbooks, in our
037parent handbooks. Um it's attached to our newsletter all the time um each week. And then the roll out of the online system in order to track the behaviors. So previously we were using paper pencil tasks and we were writing out, you know, um a minor form and teachers would have to handr write it. And now we there's a spot in P school that really tracks all of that information. So if there is a minor or a major issue, um they can go on and click on the student, it pops up minor form or major form. Teachers fill it out and they submit it and I automatically get an email um banger on my computer so I know that something's there. You know, they go into it and I can handle it right then and there.
038Um it really breaks it down by minor versus major. It has a issue area for checking off boxes for what's the conse what what's going to happen contacting parents. are you did you just have a discussion with them? Did they have an apology letter? Whatever it is, it's all tracked there. And then as the administrative piece, you know, if it's a minor, depending on what that what happened, you know, I may or may not have to talk with the child. It might just be somebody that the classroom teacher handled and that's fine. If it's a major who obviously want to contact a parent and you click on contact parent, then big screen pops up and it says who did you contact, which parent have you talked to, what what was the date, what was the
039outcome, what did the parent say. It's just a nice way to track all of the behaviors. And then you could generate a parent letter. So immediately all that information that you've typed in that that the teacher has typed in, you hit generate letter and it just pops out to give you this amazing letter that has all of the information on the letter and you're able to send it home with with the child. And then it's also nice because it does track that. So if you're going to a conference or if you're going to a PPT before meeting and you want to have some, you know, documentation, it graphs it, tracks it. You can print out a student report. is very very helpful. I wish we had that probably many years ago. Um but it's amazing
040and we absolutely love it and it's being used by all staff and it's very very effective and parents like the the generated letter because it gives them a copy even though I always qualify to a child but it's just nice to have a cop that letter. So it's a wonderful addition to our school. Um one of Quaker Farm's initiatives I know it's a little different between our our schools is the completion of a new behavioral plan. I know that there were some issues with the clip up clip down. We certainly embrace that and we always want to improve our practice because that's our ultimate goal. So we did um really focus on natural consequences. So we did have a teacher, thank you Dr. Miller Ford, for allowing one of our teachers to go over the
041summer to a responsive classroom training. It was a three-day training. She said it was the best training she has ever ever done. Um and she's a veteran teacher. She said it was phenomenal and the whole school should be trained. Um and there are many schools in the in the state that are all responsive classroom school. So she's brought back a wealth of knowledge. So she has shared that at staff meetings with staff um with our teachers and they've really embraced some of the concepts behind it. Um we have created each classroom has created some type of a calming corner and it's for all students just if a child needs to go relax or if there was an issue at home and they come to school and they just seem like they're really upset. They just
042need some quiet time or if they just they just don't feel like you know working right this second and they need to go to that common corner and teachers call it a variety of different things. I'm just using quote common corner. Um there are classrooms that have those little cute little teepeees and they can go in and just have a seat and there's fidget spots and fun little activities and there might be some music playing. Um it's it's just been a really nice addition and and the teachers are very receptive to utilizing the natural consequences and they've come up with some great strategies. Parents have been informed so I haven't heard any issues. So it seems to be going um very well and teachers have really embraced it and they want more of the responsive
043classrooms. So I've been talking with Dr. another um a few days ago I said who more teachers want to. So in the back of my mind for a budget sees that I'm going to be training maybe a couple more teachers maybe at the different grade levels like hey teacher and maybe a great teacher to go to the training because it's just it's an amazing program. It's been out for a very very long time but teachers just really embrace it and are very excited to learn more about it because it's it is a lot. Um continuing our star our star program um just always like looking to revamp it and make things even more exciting for kids. So, like one of the things that we're working on is really trying to recreate our menu of choices.
044So, yes, you know, students, you know, might get 60 tickets to have lunch with a teacher or myself, just trying to always up the ante and just add different choices and just make it more exciting for those kids that have already been at Baker for the past couple years, but obviously new to our kindergarteners. Um, and I know Amy is trying to reestablish her program as well. Um and then the implementation of ruler, not forgetting what we've spent a lot of time um working with the ruler. How do we keep that going? Um the students are always checking in on the mood meter. I think it's really important, but valuing the fact that we are PBIS training, we are ruler training. How do we just keep that momentum going and kind of combining all all
045of those things into our daily practice? Anybody have any questions? Uh, so I'm happy that you guys are expanding Power School. Have you because my daughter was sick for a couple days and and I'm thinking about and I look at the system, it hasn't evolved. Like you still get on the phone and you call out your your child. You talk to the secretary and I go, "Well, what if 50 kids have to call?" The secretary has to have 50 conversations. So I I know P school has this ability where the parents can log in and mark their child absent, put the Y, whatever you need. What would it take to turn that on to free the secretary so they can not be jammed on 50 to 100 calls in the morning? We have to explore
046which module we need to for that. We can have that conversation. That'd be great. Sorry, when you said it, it triggered a number and I'm going there's got to and as I talked to my wife, she's in education. She's like, "Yeah, it's a power school module." Well, it's a full time. Yeah. So, when a parent sees when you're looking at powers school with the the um behavioral stuff, what do they see? Do they do they see what you're putting in? No, they don't see. No, they don't get the letter. So, they actually will get the print out of everything that we have put in that will then print out into a parent generated letter. Okay. And then you can I can actually type something else too if I wanted just to put some notes about
047whatever. There's a section for that as well. But it's it's wonderful that and so if there's bully investigations that information can go into that kind of so you could track it. So let's say there was a bully investigation in kindergarten then once in second grade and then moves over to goes and it's like okay you could see the history and you're not transferring paper files. Correct. Correct. And there's also a section, you know, when you scroll down to the bottom, there's lots of stuff that luckily knock on what I don't typically have to do because there's a lot of state reporting. So, if I was to typically get a say a suspension, you can hit the button that says report to state. So, then automatically will upload to state reporting as well. So, I have
048to always make sure when I'm going on that, I always click no because the state doesn't want to know that Rachel kicked Amy under the table at the end. So, I click on the no button, but you have that ability, which is fabulous because it's right there. So, it really is there's a discipline report that the state requires annually and there's specific infractions that we have to report and other stuff that we don't have to and I like that idea with the bullying tracking because we we've consistently said that we've had some issues with bullying and at least this way you it tracks the child. It makes for a great conversation piece when you do have to have those conversations with parents. you know, well, I can see here that back in September, we talked
049about this and this was the consequence and now here we are in October and it happened again and now here we are in December and it happened again and then you can see why the progression is happening and it makes sense to parents and it also makes sense to kids with the older kids. I pulled out the behavior matrix before and said, "See, this is where you are right now, but if this continues, where are you going to end up?" You know, and they get that. So it it helps us show that we're doing that progression and I think it helps the kids and parents understand that we're not just randomly picking, you know, I'm in a bad mood today. So you get an attention. There's it's showing the clear progression and over time as
050students go from favorite to goes to the middle school to high school. There's consistency there. In the past there was isolated pocket each school did something different. Now we're talking the same language and students can have the same expectation as they schools. that history goes from the time kindergarten all the way up, which is important. I'm I'm so glad to see you guys are working together and bridging the gap between buildings. It's been somewhat of an issue over the years and you know, it's going to be nice. I I hope that you eventually do the middle school and and it just keeps going on up. So, that's that's really important. So, thank you. The team has been great to work with since I've been here. Very very happy. Anybody else have any questions? We very
051much appreciate it and it's wonderful to see you guys working together and we appreciate you coming. Thank you. Our news team. Okay. Special education update. Stay right there. However you'd like to be we had a we're such a large space we able to project out now we're self I guess um everyone has a copy of um so I'm happy to be here again for a second year um definitely learning Oxford and there's a lot of work to be done and I'm very excited about that work to be done so uh picked it off this there. Um I am happy, very very happy to report that our department here in Oxford is fully staffed. Um we have everyone in every position. We have a position that's open but they are starting at the first week of
052November. So we are completely staffed. We are able to quickly find a replacement um as someone had left um which is not the case in surrounding towns. Um so we are very fortunate here to have the full staff and we have um some great additions. We have some veteran teachers that have joined us as well as um new teachers which is exciting as well to start their career here. Um in terms of the BCBA services, um we are contracting our services this year through ASUS which is really helpful for us because as a small district with one BCBA, there's often a couple things happening where it's hard for one person to manage. So we get the backing of the ASUS clinical team. Um there was, you know, an incident where the BCBA was out and
053the clinical staff, you know, stepped right in to help us. So, it's been really great having that that extra support when needed. Um, we are in year two of the Connecticut CTs implementation for IEPs um which will be a primary focus again this year because it's not fully um you know fully functioning. Um we are running into kind of things here and there and things pop up and um we kind of are working through them as they come up. So even today um someone came to me said oh this isn't working checked it out sure enough it is an error. So we're trying to just kind of troubleshoot as they come up. So it will be a focus. Um as you know the state is also turning on different features of the system. So that
054kind of tends to put some potential risks as they turn on new features. Um last year we established the special education passports which had um representatives from each of the buildings. And one of the major outcomes that we did at the end of last year was creating a PBT meeting agenda that's consistent across all of the schools so parents can know what to expect from school to school because the agendas will be similar um in terms of the process. Um and that's just helping support families as well as our schools to maintain consistency. Um according to our data currently we have 280 students. Um that includes some of our students that are outplaced as well as students that um are in choice schools such as non-alog. We we do their um IEPs. So it is
055a slight decrease from the end of last year. Um but we do have nine referrals pending currently. Um and then we have the 15 out of district placements. Um which was one we had talked about at the end of last year. There was kind of a request. it was it just was the one and not the two that we had talked about. Um we had nine students move out of district. We had 11 new students to district and we have five students um that were special education students that went to technical high schools. Um there was a question too I think someone had asked me about the excess cost report um which Howard can present at the next finance meeting. He has more of the details and the breakdown of that. pretty consistent. I won't
056go school by school, but pretty consistent numbers in terms of each of the schools in terms of of students. Um, so again, the CT says we're focusing on we're going to be consistent with the Connecticut recommended implementation plan, making sure that we're cal calibrating among schools and with staff. Um, doing check-ins with them. Um, it's part of our monthly meeting. we're always discussing and then I have a weekly similar that goes out that updates them on any issues that are happening and then just kind of best practices for implementation. Um highlighting our specialized programs. So we're very fortunate to have specialized programs here in Oxford that help support um students staying within the district and not going to out placements. Um so we have the early elementary comprehensive learning program and the comprehensive learning program.
057Um and these are the programs at there's one at the elementary school and then one at the middle school and they provide higher to adult student ratio um but they support develop uh communication skills um with picture exchange and talking devices. We are doing a lot of assisted technology lately which is wonderful to see. Um and they're also supported um with the higher adult support that they can have increased time with you know non-disabled peers. So, they're in the classroom a lot more. Um, which is great to see where in an outplacement program they wouldn't have that access to the general ed classroom. Um, they work on functional communication training. Um, and there's an emphasis and I'll get to that in a little bit about developmental teaching. We're going to do some new initiatives. Um,
058and then at the middle school, it's wonderful. Um, we talked about it last year in the curriculum. We have a life skills leadership course where there are model peers and they are planning activities doing life skills. Um, so that's really great to see. Um, and everyone's really loving it. I guess they're planning a Halloween party, so I got invited today. So, they're in charge of doing the budgeting, um, you know, planning, decorations, things like that. Um, and then we were also we have consistency with teachers in those programs as well. Last year we've had um, mid-year changes for both of those programs and this year um, we have some great staff in there. Um so it's been consistent. Um our connections program at the high school um currently has eight students but we are fully
059utilizing their credit recovery in the afternoon tutorial section. So they have um you know a combination of students in those programs as well. Um we did decrease that program by one pair professional. Um so it is one teacher and one pair professional. And then our community explorations program. Um I'm hoping to get them to come do the coffee cart at one of the board meetings. we were discussing it earlier. Um they're doing a great job with the life- centered uh transition curriculum. All of their goals and objectives are aligned to that and to align to the Connecticut transition skills. Um in the report on the last page, there's a whole list of things that they are are engaged in. So they're doing great work. Um and the teacher also has her V license, so she'll
060be able to guide them if needed out, which is great. Now to the special ed department goals. Um so not a lot of change from last year just because obviously Connecticut the CT stats is really important that we're implementing that and creating quality IEPs. So definitely a focus on that making sure all of our staff are trained um knowing how to communicate their needs um and support. So I do a lot of training with them just hands-on. They're coming here. We're going through it on the screen. So it's been really great. Um the second goal is you know supporting those specialized programs. Um so I am working with uh CES and Trumbull to provide some training for developmental therapy and teaching. Um so taking a developmental approach to supporting students. Um so they'll be doing
061some training on the assessment um in December. Um and then looking at some curriculums aligned to common core to help support those students that have needs greater than what our curriculum can support. Um and then just supporting um you know our administrators and our specialized instruction and to strengthen um and improve our programming for all of our students in special education. Last year we did have a focus on reading which is still continuing will always be a focus um but also shifting that to the math supports and finding different resources for that as well. Um so far this year we've done training um for structured literacy under spire and language live. So Spire is a structured literacy program that helps support um reading for our younger students for intervention and special education. Um and language
062live helps the middle school high school population with those same skills but in a different format and accessing higher level text. Um I think I skipped sorry um I do want to create a pair of professional task force like the special education to make sure that we have um consistent communication and just that we're addressing their their needs throughout the district. um still working on defining what our standalone curriculum looks like in the standalone classes for middle school and high school. Um and making sure that students are appropriately placed in those programs. Um as we think of least restrictive environment and making sure that they are in the right classes versus co-taught or the standalone and then the really defining what that scope and sequence looks like for both of those classes. Um this year
063too we also initiated, it's not a course per se, um but we have a cohort of five seniors that received their transition goals and objectives in a specific class. So they focus on um interest surveys, letters of recommendation, looking at college applications, looking at trade schools. Um they do mock interviews, they build their resumes. So it's a big focus. It's one direct class for them. Um I spoke about the developmental therapy treat um training, continuing to increase our job shadowing is something we're always working on. Um, and with Mrs. Collins having that license, we'll be able to actually utilize that a lot more in the community. Um, and then continuing to provide parent training opportunities. So, I know there's a question about last year's survey, which I included in here. So, we did a training
064on all the top four areas that parents wanted, doing another survey, seeing what they want, and then providing that level of service um, and training. I also um have volunteered and do onetoone trainings with parents on the assisted technology tools. So if anybody wants those just reach out to me and we can sit down and and and use them. Um I also included the annual performance report. I just it is from 202021. Um it was and if you notice it was just released in August of 2023. Um so um they're a little behind. Um, so I just when you're kind of looking at this, please remember that um, this was prior for me being here, but this was also the transition year where we were hybrid. Um, so a lot of these chronic absenteeism data
065um, the prek programming looked totally different in those times. Um, and that's kind of the areas where we scored lower. Um, and I hear that we're supposed to be getting our newer data soon. So I will share that out once we get that. Anybody have any questions? I just have one. Um last in the um last year at the end of the year we had 28 referrals pending. Do can you just give us an idea? Did the kids move forward because the numbers seem to be flat? Um I can definitely take a look at that at that point in time and see how many. I would say um you're right, the numbers have been consistent. So, I'm not I don't think as many have qualified as which we're still working on the SRBI process throughout
066the district to make sure that we're really identifying and putting students through referral that should be going through referral. We don't ever want to test a student that we don't suspect, you know, a disability. Um, but I can definitely get you more specifics on that actual number. Okay. Thank you. Is spy like a a little center or Yeah, it kind of follows the same progression. So it is a 10step. It follows um structured literacy. Um it builds it very similar to bulk programming. It does have a multiensory approach. And back to the whole I know a lot of your time spent on CP beds for you know quality IEPs. How much what percentage do you think your teacher and staff time is spent remediating issue related to the product being poorly released by the state
067instead of being spent on kids? they're they're utilizing a lot more time than they have in the past completing fees or troubleshooting or calling um and this problem is not unique just here when I talk to my colleague other districts this is probably every single district is facing every superintendent every month we're just constantly talking about the the amount of time that teachers are spending on their IEPs on CT sets it's just it's a time hog you should have a bunch of representation all over the city even as a parents that It's not fun either. Is there hope in sight like this big patch that's coming that will fix all of it? I know there's talk. So the they there was a a bid and it is through a company called uh PCG um which
068my understanding is PCG has developed easy IEP but we have adjusted it to fit what Connecticut's needs are in terms of IEP compliance. So I think that's where some of the glitches come in. Um because I think that we're not utilizing it in the same way that the other state custom bill. Is this is this something that the state board of education is pushing out and or is this another task force subcommittee that oversees this? Everyone in the state has to it required. It was a required. Who made the requirement? The state of Connecticut Department of Education and law. And as a superintendent group, we advocated. We told the state, "Wait a year." High pilot it for your work bugs delay. And they basically said, "No, we're not doing that. We're implementing it right now."
069I mean, I I I mean, I would have no problem with you writing a letter on behalf of this board expressing my dissatisfaction with and sending it to them. Whether it amounts to anything or not, at least they understand where we're coming from. Don't start like one of those letters that can go to other districts and everyone signs on to it. Yeah. I mean our staff have done a really great job with the issues. Um but you know time takes away from resources. I'm not about those right and you know I meet with the teacher um commun once a month and this is for most months an agenda item of teachers having difficulty with CT sets the amount of time that they spent on it. It just it's it's a product that had been flawed
070from day one. They've had stuff fixed but there continuous issues with it and it's just not a perfected perfect product because it is so custom designed and they didn't have chance to really work out bugs first. And like I said, when they turn other features on it, it then causes another bug. And then when that bug is fixed, it just it's kind of a snowball effect. And you never know until you encounter the issue that it is an issue. And I mean, we are communicating with parents, you know, there are issues. I'm sorry if you can't finalize it on time. We give them a draft if we're able to generate one. Um, if you're able to give you great alerts, though, if you didn't fill something out and it went to your spam folder, like,
071oh, hey, you need to do this. And it's like, There was that and so would the system will alert you to as a parent like certain things need to get done that just spam that you found. Yeah. I mean and that's the thing we kind of like make sure you check your spam folder utilizing. Yeah. Um and then we can push notifications if they need to. The the other tricky thing about the parent portal is I know what gets automatically pushed as they say there but I can't actually see what your parent portal looks like. So I can't go into like I can't say she can't go into the portal mode but I can give you my password and you can so I can't see like if you're saying oh that document's there I don't
072know whether that document is there or not. It's supposed to automatically go there but I don't I can't see the each individual student parent portal to say oh yes that document sitting there or no it's not. So that's hard to to help families. They're going to alert you like you're 10 days overdue or like you didn't do this and like wait what did Yeah. And then we don't get the alerts on our end. So like this is overdue and they're like anybody have any more questions? Thank you. or if you want we have snow bid project that I don't thank you for your Thank you guys. I hope you're not here too long. Have a good night. Good night. Thank you guys very much. She could stay. Good night. Good night. Okay. The next item
073on the agenda is snow cloud. Yeah. So, last fall we went to bid. We did a a one-year contract. That contract had a optional renewal on our op on our side to renew it for year two and year three. That year two renewal would have been $92,000 because we year two. That original contract was all of our property that were on. We included the municip we got that property. So we reached out to our vendor said what would our contract would be if we took that property out and we added on our small parking lot on both sides and the driveway. we presented back to us was an $82,000 contract, which is actually less than the year two contract would have been. So, what I'm I'm requesting the board allowed us to do is to
074take the year 2 option with the new quote that they're giving to us, which is exchanging the property for new with the two properties that we have here. Once again, the value is less than the original would have been. So, it's to our benefit. We did do a soft bid with another vendor and what they came back as was more than this. Make a motion to be approved. Second. All in favor? Opposed? Obstain. Motion carries. Thank you. I know that's okay. What's happening with C? Not that we need to know. The old central office is going to take care of that. They're they're gonna take care of that. Look, if we do still have CP still there. Um, but if we have a snow day, the kids are not going to go there anyway. And
075if it's opening, they're not going there straight there. And if we do need to do a little bit of plow, we have a truck with a plow. So, we can go in there just to plow what we need and and and leave. Also, are we letting that the town know that we're we let them we met them with them back in the summertime. We told them that this is not our property or that they're maintenance at this point. Did we put it in an email? We met with the first I don't know if we put in an email. We met that with them. Just as a reminder, coming into snow, especially now that we've accepted the bid, our bid, our bid is not centered. Okay. Uh report the superintendent. Yeah. Okay. So, I'm going to
076start with a couple updates that the facility committee heard um early this evening in the facility committee. So, we we've done it for a few people. I had a a pretty significant meeting this morning with OMG and Gobsai who's the chair of the building committee. Talk about the ongoing challenges at the middle school. I'm not going to go into extensive detail. I'm just going to tell you just what the highlights were. As a reminder, the major challenges have been roof leaks, window leaks, water coming in from the windows, water coming in from the side of the building um in the the front parking lot area into the psychologist area which then now going into the music room downstairs. So, it's three different types of water coming into the building. Hback issues, which is a combination
077of design problems of the system and us not maintaining it properly. So, it's a combination of the two. the baseball field flooding and not having the proper drainage and then the music room not having the proper acoustics in there. Those have been the major and then the one issue that was relatively new was the fire department which caused the um flood of the main office lobby and then down to the library. Um, and what OMG um committed to was to come back here um with the right vendors to look at the roof, to look at the side of the building, to look at the HVAC the building, to look at the drainage of the baseball field, to go back to the original study of the building for the acoustics of the music room. So, they've
078now committed to us to take a look at these challenges that in front of us to try and help us identify how we get these fixed, whether it be warranty work or holding the vendors to the fire that they had commissioned a building that should have been working that's now not working the way that it's supposed to be. Um, I'm going to stay with facility stuff at the moment. Um, some positive, very extremely positive news on the front of the HVAC that is building. Um Deb and I attended um with um a number of parents um a joint board of selectman board and finance meeting last Wednesday. They did not go to the meeting but they committed to moving the project forward. Um that commitment came with um required changes to the contract with airtemp
079um and the board of finance or sorry board of selectment schedule meeting for four o'clock um this past Monday which I attended. There's another attended with me as well. They approve the contract. Um they've now set a town public hearing for the November 13 and a town meeting to vote on the project for November 15th. The reason it has to go to town vote is that there is leftover money from the bond project in the middle school and they're looking to use the leftover money from that bond project to pay for the HVAC work that the town is using for this project here that goes. Remember that the 10 that we applied and received a grant from the state. So the state is paying for a significant portion but we do owe a portion of
080it from the local tax base here. So the town is using leftover funds from the bond project. The bond allows that but the bond requires a town meeting take place that authorize the use of those funds. So, um, from what I understand, that meeting is November 15th at 6:30 p.m. And we need to make sure as many parents and, um, members of our stakeholder group, um, go out to support this as possible because the Eversource grant that this is tied to requires that a significant portion of the building be done by next November, and the entire project needs to be done by next December or we lose the state funding. The project itself is um, a nine-month project. The the date that they start um the vendor which is airtime is ready to start. Um
081they believe that they could hit the ground running by mid December at the latest. They have the equipment ready to go. So as long as this gets approved in the November 15th meeting, we should be good to go for the project to start in December and have this done in time for the deadlines that we have next fall. And as a reminder, the scope of the project was for the work to be done after hours, not while school's in session. So this is not to impact the school day. The work is being done in the evenings and the weekends and should not and will not impact when school's in session. We'll see work taking place during the summer months. Um but when schools in session that should be done in the evenings and the weekends.
082Do you know um how much money is left over from middle school? I believe that need for the other project. 2 million. I mean then what do we need? X grant do we know potentially the new HVAC system don't have the numbers in front of me I'm just like you know go after OMG and their subcontracts and there'll be some rulings that yeah maybe there's bad design maybe bad install but some of the stuff might not be can't prove install can't prove uh design and now we're you know what do you get 12 months on a warranty now we're looking at $100,000 you know and I'm just wondering are we going to be back now or how do we pay for that I don't know that we can use that to repair? I don't think
083so. I think you can use the grant to do to do a project, but I don't think you can do it, which is why I think that they're holding the money for this type of project to be done. Yeah. On a very positive front, I included this in a press release last week. The state of Connecticut over the summer announced a high dosage um tutor grant and specifically designed for students that needed math support in grades 6th through 9th grade. So seeing that we did have a area of need and um I'm of the belief that if there's a grant out there, let's apply for it because the worst that happens we get turned down. And we applied for it. Eric um was one of the first things I tasked him with when he was
084hired. um he put the grant together and he met with vendors. Um the way that the grant was designed by the state um they applied research that the um what high dosage tutoring is is 30 minutes a day, three days a week with this teacher to student ratio of no more than four students per teacher or tutor. So the grant um is designed to support 96 students. That's what we qualified from the state. It's $144,440. believe that's the exact dollar amount that we got. Um we are looking to start the end of November assuming the state gives us the go ahead to go. I did put that date in the press release. Um Eric is attending a meeting with this other district that got awarded the grant um in a few days for the details
085on actually what we need to do in order to begin the process. Um, but I'm excited about this because it is an area that um, anytime that we can bring additional highqualified teachers into work with our students as a benefit and these are specific students. We can take a look at where the areas of needs are or that data has not been the greatest. It's bestie in the middle school years and this really can allow us to focus in the students that that need the support. And it also allows us to take a look at a model of instruction that if this works and we can build out and build a foundation of how we could modify existing infrastructure to align with how this research shows that um students are supporting this type of learning.
086So I'm very excited about that. The other grant that we received um this summer was the um dual credit grant which was the high school grant which is to build a pathway of courses for students that would qualify for high school credit and college credit simultaneously. We've designed a survey to go out to students in middle school and high school. Um the survey is slightly different for middle school students through high school in 10th grade because they're student these are students that would benefit from the pathway. So, we're asking them what their interest would be if they took a pathway. We're asking students in 11th grade and 12th grade what the pathways would have been if the option were in front of them to find out what they would have been interested in. So, it's
087it's two different sets of data that we're looking to collect. We're also looking to collect data from high school and middle school parents to see what their choices are. We don't want to build something that they don't want to participate. We want to build a pathway or two that they have interest in. So that those surveys are getting ready to go out and collect that to collect that data. Um I'd like to um shout out to the parents um at all levels. Um if you take a look at what's happening from athletics, you have um all of our senior nights taking place is the end of the the crazy the end of the fall season. Um but without the parents support the booster club, the parents and the athletic teams, these students would not have
088opportunities to celebrate. Um last Friday was the swim and dive program. senior night. Um the pri previous Friday was the girls volleyball senior night. Last night was girls soccer. Tomorrow night is boy soccer and Friday is football and um we cheer. So it is a season celebration and all that wouldn't take place with the parents um coming out and providing instruction to make it happen. Um and we have a wonderful PTA PTO um and they just ran a um book fair or fall book fair at um the children schools and the middle school which is very successful last week. I don't have the numbers yet um but um you could see the students were really excited and the parents were here supporting it. It's great to get the parents into the building because they're here
089actually purchasing the books with their kids and it's just a wonderful site to see. Um we will see lots of parents next week. It's the holiday Halloween. um costume parade at Baker Farms instead of the afternoon. Unfortunately, I'm had a doctor's appointment at the same time. I mean, there's tears in a row. Um but we have a phenomenal time where the kids get on marked around with their parents and the costumes that I put in my newsletter to all parents and to staff last week that we had migrated to my schoolbox this year, an online payment system. We've had some parent push back on that related to the transaction fees. So, we're kind of hitting a pause button as we study what um the best course is moving forward so that the financial penalty doesn't
090go to parents so that we can figure out a way to move forward with this in the best way. Anytime you implement something from a policy perspective and imputation standpoint, there's unintended consequences that we might not have thought about. Um and this is one that we're going to take a look at the finance committee um in a couple weeks. Um, and we can take a look at the policy standpoint to see if there's any tweaks we need to make the policy itself. And we'll look at different vendors to see if there's any options out there that would be more beneficial to our parent school district. And that is my report. Thanks. Thank you. The chair designate. Well, Pam stole my thunder. So, I was just going to remind the board. um it's in our newsletter,
091but November 10th is the um veterans dinner and I plan on being there to do whatever you need me to do, Miss Aldridge. And uh I think it's a a wonderful thing and I appreciate you getting the kids involved in doing what you're doing and um I know the high schools put a lot of effort behind it. So I just wanted to say thank you. Um committee reports, facilities, Joe, uh we had a meeting tonight and uh Rob, Dr. already uh made mention of some major stuff going on. Um just some highlights, we had a oil leak at Oxford High School that impacted the girls locker room and has since then been all been remediated, cleaned up, and some improvements are going to be made and some repairs made to that situation so it doesn't
092happen again. Um some middle school, uh some other facility updates, the middle school, um I think Rob touched on that. Um they had a burner uh Quaker Farms go down which has been repaired. A boiler was repaired um and a motor rebuilt on the boiler at the high school. Um Mike Dagustinino let us know also that um we had the water filter that we put in on our backflow pre after the fire. Um Seymour had a water made break and the filter actually caught all the sediment that normally would have just gone into our system. So preventive uh stuff like that and improvements actually uh save us down the road again. So um and [Music] um the Stephanie if you're listening um the playground stuff that's going in uh was ordered and um they're going
093to be working getting some designated area uh is it's the great oak, right? Yeah. uh the great oak area where some material has to be brought in and uh but that's going to be going from there was some delays in shipping and stuff and we're looking anticipation somewhere around November 15th. So um so I don't think I have anything else anything about the bathroom. Oh yeah, the um for been forever the subject of the bathroom committee finally got approved by the board of selectments. So, um, those we're going to be moving forward on that very soon. Hopefully, we're very anxious. The parents are be happy to break ground on that. And, you know, improvements and the water lines that we put in a couple years ago set the platform for this, the springboard. And I
094just want to thank everybody who's been instrumental finally getting this thing going. So, the uh term of portaotty will never have to be heard again at the high school. So, that'll be good. So, um, and I'm also want to thank Dr. Miller Anthony and um his staff for the planning of the Derby Oxford football game um is going to be, you know, an annual event and we're going to be trying to keep that as a um a pinnacle for the football season every year as an annual event. They treated us very good when we went down last year and with the ceremony. So, we're going to return a favor and um we're actually trying to since we can't get the bathrooms down there, we're going to look at we're going to be getting some food
095and get a trailer bathroom facility in there. So, this way here the dignitaries and and guests into our facility won't have to use the port. So, do we know when the game is? What's the date of the game? It's in the morning. It's 10 a.m. We are working the details for a breakfast. um they hosted us last year hosted on breakfast board our boards their boards um and dutarious on both sides so we'll work in the details that but you know it's it's it it's a great thing that we kind of be able to keep pushing forward so um we did talk about also um some security update stuff and I don't want to go into detail about that but we got some quotes for that then we're going to have to put into some
096capital uh purchase uh arenas so we're moving forward Um it's it's nice to hear that you know now we're getting Quaker Farms school on the uh on the horizon to upgrade that heating and air conditioning issues so before the high school starts breaking down. So which is start well aware. So but thank you everybody. Okay. Okay. I have curriculum which is next. Um we had our meeting on the 16th. Um we had a draft. It was great because Eric brought us a draft of um our assessment report that he's recommending. So, we've talked about some tweaks and some changes that we would like to see and we would um so he was a great discussion about it. Um also talked about the curriculum goals. Um if anybody wants to see the um draft assessment report,
097it's on the curriculum agenda. So, it's there if anybody wanted to see it. Um so, That was pretty. Oh, we talked about the dual credit grant and we also talked about the parent and student surveys that we are um working on getting a vendor to do our surveys and come up with some um bids and quotes on that. So, that's in the process and we hope to have that ready for the next meeting. And that's it. Um policy. Okay. The committee has met twice since our last full board meeting. Um, we're moving right along. Uh, for your consideration tonight, there's a first read of the administration of student medications in schools. It's a model policy that was put forward by um, Shimon and Goodwin. It took us a minute to have our medical director go
098over it. He's reviewed it line by line and he's recommended that we adopt it without any changes. So, um, please take a look at it, read it over. If you have any questions, let us know and hopefully we can approve it at the next meeting. Great. What did we have Nicole report? Something similar. I'm going to defer to Rob on that. I mean I think we did have something but I can't tell you chapter and verse what's different. Yeah, this was an updated version based upon legislation they mostly did with opioids and our camp and changes related to that. But in spirit we had something very similar. Yeah, I think it was very brief. I don't think it was very detailed parents to do this lesson. It's also sad that even at as low a
099level as Quaker, they need to be trained on Naran. It's frightening. Yeah. But it's not it's trained not only for students, but also if there's an adult that's also overdosing. Still very sad. Yeah. Anything else? That's it. Thank you. Fine. N uh we ended up not having a meeting um in September. Last month. Last week. Last. Yeah. Was it last week? Last week. What month is it? Whatever. It's one of those months. We didn't have a meeting. Um, we're looking to put something on with the election and the fact that two of the three members are up for one's up for re-election, one is leaving the board. Uh, we might wait until after the election to have our next finance one meeting to make sure that we're moving forward with the full team. So, as
100as of the moment, no no updates. Okay. leaison reports. I'll just tell you, um Rob talked about it with PTO had their um book fair. Um it was very sketchy for them because they had last year planned on going to a different vendor and between last year and now the vendor went out of business. So they had to go back to Scholastic. Um and I know that it I think they overwhelmed Quaker Farms with with books and there was so much there. But um great thank you to all the parents who came and helped and every the PTO has done an amazing job with that book fair every year. So that's all I have and the PTO meeting Thursday. Yeah, they always and you know it's it's funny because there's just a few people that
101are doing so I put together boograms for them. They're doing boograms at at the middle school. So I'm missing my days of being creative. So I put together boograms for them this week. Yeah, I do. I miss it. I miss it. Okay. Any any other lesson on the report? No. No. Good. Okay. So, I'm going to make a motion that the board enter into executive session to discuss the proposed successor collective bargaining agreement between the Oxford Board of Education and the Oxford Education Association and invite into executive session Dr. Miller. Second. All in favor? Opposed? Abstain. Motion carries. 7:49. I am going to luck the election. You shelter.