2024-06-11 Board of Education Regular Meeting

001that's good you got a cop [Music] okay we're going to call FL of the meeting of the board of education for June 11 let's rise togi i' like ofgi ton please somebody want to start thank you starting with VI please Jo Robert MC vadella debie shman Mike Steve ker amendments to the agenda we're going to add during the finance report um an amendment to suspend the viid process for May and June which is what we normally do but now we're in June um we'll do that under Finance the approval of minutes May 28th does someone want to make a motion second um you're making a motion I can make it motion to approve the minutes of May 28 2024 is there a second second any discussion all those in favor I oppos abstain motion Carri

002student me yes favorite part of the meeting so um every school in Connecticut or most schools belong belong to the cast which Association of schools um and they have a student um recognition at the end of each year and it's a special recognition because it's recognized from the leadership of each School for students that have gone above and beyond scholarship and community service and Leadership we have two students that were recognized through cast I wanted to recognize them the first is amazing work to congratulate you so thank you your Center yeah amazing work congratulations congratulations and second is Milana okay hold and the next recognition is from the contic association Public Schools um this is what we did back in May um and Josh here this is a recognition that goes to students that were

003um awarded by the school administrators in each middle school and the high school um and several years ago um the bi were read at the word Cy and to realized that that took too long so they s that um but I did want to share publicly um the bio you're okay with that I'm okay with that okay so josha bordo has excelled in the fields of both academics and Athletics with unwavering dedication and exceptional character in the classroom he has displayed an unparallel work ethic in on the soccer field Joshua exemplified a resilience and skill as a four-year Varsity player rout Le's undefeated team to state championships joshu also demonstrated remarkable leadership qualities as the captain of school's Unified sports team soccer team and as a m a member of the cic Unified sports youth

004activation Council additionally joshu is a member of the national Spanish math H society's link through and student council he plans to major in accounting and play I five all amazing work congratulate you and wish you all the best conratulations it yes well thank you guys you're welcome to stay for rest meeting are you thank you C anyone to say [Music] anything your name please Le um so I just wanted to speak about the reclassification of the athletic director to a full-time role um although I see it posted still as a part-time role as well um I have a daughter in the high school who's played two sports for four years and a middle school son who was played two sports for two lers there um and then you know I just want to say that

005during the last three years under the leadership of Coach Sall I've seen teams that of high visibility of softball reive huge support such as moving a fence to the normal softball distance um that no one for years cared to do um I've also seen sports like girls swim and dive that fly under the radar that he's given tremendous support to as well um we've seen many teams win nbls get to the semi-final and final rounds of states and a few programs have had their best records in school history under his direction we had an ad who um enjoys enjoyed his position wanted to be here and I've heard nothing but support from him from the sports parents that I have spoken with um the fact that we couldn't come to an agreement with him uh

006to me was very sad it makes me wonder how hard it was tried to to negotiate with him um currently we're paying a $20,000 stapen for high school and 3,000 for the Middle School and now we're willing to pay a full-time position up to 110,000 as per the job posting um and I feel like $887,000 to fix something that isn't broken um it's just crazy um I think the addition of this and other administrative positions are part of the reason that board of Finance cut $200,000 from the budget I feel like if there's an extra 87,000 laying around then to fund this position then I agree with them it should have been cut um we're a very sports-minded family so of course a full-time dedicated ad sounds great break to me on paper um but

007the job description doesn't seem to detail anything that is currently lacking um Dr Miller said several times recently we need to show support to our current staff yet that doesn't seem to be happening across the board very frustrating to keep losing good people in the school system um I don't know why we're dismissing somebody a known entity who has done so much for our kids for somebody who's unknown um like so many other things in this District it seems to be a knee- reaction to a Personal Agenda um going on behind the scenes I know you're going to tell me that it's not but that's how it appears um and then I just feel like more thought I watched the Board of Ed recording last week or two weeks ago I feel like more thought

008needs to be determined exactly what we need before we hire um the right position for the wrong job and lose another good one from the Oxford District in a year or two down [Music] Ro anybody okay board correspondence or Communications no okay end of the year report curriculum and instructions there was two documents on the agenda before we get to the other piece there's the end year assessment report and then the goals piece do you doesn't matter which one you just all right so I'll do the end of year assessment report first um so if you remember this actually this report was um from last year was done in November um after I got here uh in August and the reason why um it was done in November is we don't always have all the

009data at this point um so like I see this as very initial uh data we're still missing a bunch of State information which is usually not finalized and publicized until middle of June um the state also has a website called edite which also um they update over the summer um which provides a lot of information in regards to Trends and comparison with other districts um State national averages and that sort of thing just to create more um information when reviewing the data so a lot of this data is less than two weeks old um so it's kind of at this point just presented as initial data and initial finding and then when we get to the fall um there will be a larger report where you know this I see is bringing up a lot

010of questions especially for me when I see it and then I spend the summer of digging deeper getting more information um to kind of come up with the answers if that makes sense um so kind of some of the key points um you know that again I saw and then I'll be working on uh throughout the summer um as you saw there's some of the reading uh data that's in there we did run a lot of new programs for the first time this year um so hmh growth measure and dibles which is was used at the K5 level this year um both of those were run uh for the first time this school year full implementation um the dble data we set a goal uh earlier this year of trying to get 70% of kids

011at or above Benchmark in the first year just trying to see where that typically is going to live um and we did get to 68% uh that assessment is used a lot for intervention at the younger levels as well in regards to taking that data throughout the year and then interventionists will work in small groups with students um that information I still have to work into this as well be used in the fall um as I put in the report uh the HH growth measure we did find out late this school year um that you know the the way the data is presented and the information we're able to glean from um when working with the data specialists at hmh uh we realize we're not going to get what we want out of it um

012looks like we are no longer going to be using that as a benchmark moving forward um we also have uh in the report um obviously I ready data and sat data um again when I talk about this creates more questions for me the questions that you know I come up with at this point are um um this is year-over-year data one thing that I'll put together over the summer I started putting together um but just need more time on is that cohort data so um you know looking at that year-over-year how did 10th grade on the PSAT or 11th grade on the SAT do versus last year's students um I'm a little more concerned about hey this group since you know as far back as we have data um into whether it's Quaker or Great

013Oak how has that data looked year over year for the past decade with these students as they've moved up to grade level so that's other information outpull um as well as again Trend data are we following Trends with the state and with uh some of the national Trends with the SAT data um some other interesting information I found in here um that I got a look further into is you know at the middle school level with I ready um that assessment is you know we always look at the growth in that assessment um and what we saw is a pretty clear and you've heard of the bell curve um we looking at assessment scores where you know most of the students will be in that middle range um we actually saw kind of a inverted

014bell curve where uh the majority of the students are either fully met their typical growth goal which we had over 55% of middle school students reached their typical growth meaning based on that Benchmark in the fall the program will say based on all the data we have from all the kids who take this test throughout the country the typical student student you should be able to reach this goal so we have over 55% of the students who met that but we also have um about 20% of the students who are did not grow above 20% Which is the lowest section with a small percentage of students in the middle which is rare to see um so again next steps is kind of looking at that data and figuring out the 20% who didn't grow was

015a a motivation type piece or um one of the things I'll look at this summer is going through the data and like how did they do esac versus the grades they got in the classroom or does it show us a bigger piece that we got to look at so again that information I don't have at this time um it would be more guesses that's information I'll be getting over uh over the summer and then you know same thing with math we did see a decrease with year-over-year with that math sat data um it's already been conversations with the map department at the high school that's going to be a focus um for next year in regards to the Pathways we have at the high school um but again this summer will be kind of focused

016on that um cohort Trend data to see if you know yes we have the year-over year but what what has this class done for the past six seven eight nine years and how does that look when compared to what the data shows now and looking over the inverted curve now I know in economics inverted curve is pretty bad but it's also what's called Mand botal Bal yes scared me because it think M and it looks like a m for anybody that's trying to figure out what this is It's a campell's hum okay so with that in mind as you analyze that it's it's the gap between the two humps is where the territory of confusion is why it's happen and it's different for math than it is for English I read through the different ones

017and each one different things so it's a a challenge that we'll be looking forward to seeing next year as to why this is the first that I heard of the double hump yeah and the the we can't publicly talk about the data yet we did see some you know generally we saw positive um we'll get some positive reports from thec data I can't get into some of the specifics the state has given us a notification that we're not a publicly release that information yeah and that's why none of that is in here um but one of the things with I ready we keep kicking around too is that motivation piece so they took that after esac and then GSS so they did you know students tested after doing the two other tests um towards the

018end of the year we've also done that sort of assessment earli in the year but then to catch 22 students don't get instruction on certain topics they're going to be assessed on if you do it earlier in the year what if you do it later in the year then you run into the well the students are also taking ngss and S back and are they sick and tired of sitting here taking the taking the assessments so um that's why I got to look at that 20% a little deeper to see does that correlate with what we're seeing on esac um on esac in in the uh class room or is it a you know or is there identified Tri the other thing is looking at a lot of the church have in percentages and uh

019they're not always consistently the same chart which is something we asked for s least make the data consistent but I know it's I ready and all this other kind of stuff but if you add up the percentages in some cases it's 94 well 105% I mean and you're saying something improves 70% yet it's 105% versus two years ago where it's 95% so as a novice statisti that it's mind yeah and and a lot of the systems round instead of giving you the exact number um which Lees it at some of that information um math schol math is there any correlation between the issues with the um elementary math program that doesn't speak the same language as the high school math program yeah so you mean that because we go from like an IM to a

020big ideas to I don't like we're doing a lot of work right now curriculum writing um one of the goals this year was to work on math curriculum writing um so we did this this data is also used to help inform that so you know I can't sit here and to say and there's like a a a I'm not concerned at this point the fact there's one program to the next because they do align well to the state standards and what they should be learning our work is on refining the curriculum we had in the past what we're going to be using now to make sure we don't have any gaps with the standards that we have to cover so for example one of the things that's that's come up with some of the data

021analysis um that I'm working on with cricking writers now at the middle school is we've noticed that the way some of the programs work because you know you may you may hit upon a standard in sixth grade and they build upon may not be till 8th grade but the students are then asked to recall the information from sixth grade all the way to eth grade which is not working out very well so um within the curriculum writing process we've actually in some courses created um you know these mini units where you know typically as students like for example in the seventh grade hit this particular standard before no but we are saying well to take a year gap of not touching this and expecting kids to recall let's see if hitting this in seventh grade

022and adding a little bit here so there it's not a full year of not touching and having to go back to it so that's one of the things we're looking at how we've used the data um to look at uh curriculum writing and change it there so yeah I didn't get much more of a chance to look at this than you did probably but uh maybe next year we can get U these statements always intrigue me you know 60% of students will reach typical growth okay so you know most Rockets will typically reach a certain attitude or something and po blow up what does that mean what is 60% of typical growth so the typical growth so the typical growth is that program gives you hey based on all the kids who have taken this

023test in the entire country here's where we need that growth this is the growth Target they should reach so that's what typical growth is according to that program and if if I'm a parent I get a verbal description that might there's a report that goes home that shows that he's difficult yeah so it's I get it's confusing just here and there the parents do get a more detailed report where it kind of shows the different assessments throughout the year and if they've grown and where they've grown um one of the things I do one of the goals I'll be working on this summer is because of you know there's so many different assessments out there across the district and if you have a child in um you know K2 and you're take you know there's

024different assessments there that are required by the state than there are at 35 and there are at 68 um one of my goals is kind of redoing or adding to our district website uh more parent information on some of these because we try to send home letters before the assessment but it's hard to put something in a quick concise way to a parent which kind of explains what the assessment is so for example the Dibbles assessment which is used K5 um that assesses early literacy skills there's eight different sections if we tried to send home a report which explained all eight in detail it would the report the parents will get that and go what what is this but they do have some very like quick easy videos which shows here's what it looks like

025when your child takes the takes the assessment here's what it means so I want to build the the a page on a website which is kind of for the parents who are interested in easy quick other different resources they can go to to get an idea of what these assessments because I was trying to TI this in with the IP programs for every student so as you go through this you're atypical not typical and then you Reef the parents on what their individual plann is correct that's what we're going to do pict so the teachers got 20 kids times five classes 100 kids so 100 IP well that's if you're saying IEP that's that's special education I is what I'm saying okay yeah that's special education specific so not every student has an i okay

026which IP am I talking about I'm not sure well no because I keep reading IP for every body you know nationally so it may be you may be talking about an IP or I'm not sure what IP individual education yeah that would be a special education IEP not not every student has one of those just if they qualify for special education services so like I said in the fall if you remember if you for those of you were here in the fall that report was about three four times as long with a number of different uh types of data tables which gets into a lot more detail with um with all the different assessments um another uh document just to review um tonight so the curriculum instruction goals so this was um presented to the

027board in November and then kind of we've discussed updates uh whether it's in this setting with subcommittee setting so this is not a complete list of everything that was worked on um coming out of my department but some of the bigger pieces um so you know kind of one of the the big goalss of this year it was to um you know kind of keep moving on curriculum writing uh before we can do that um you know about halfway through through the year we adopted a districtwide crical template so just hey no matter what is WR in what course what level when we write curriculum from now on it's going to be done in this template and all training moving forward is done using that template um so everyone who's writing curriculum at this time

028um has a copy of that template and then once completed uh then another portion of refan from the website is going to be posting the culum um so that new template will be posted online once all those curriculums uh become official and then any curriculum written obviously every year moving forward will be added in that template um the curriculum writing um has been going well because it took um you know a few months to get to the point of bringing people to together um come into uh an agreement on the template um getting people you know trained on what the template is the philosophy behind it uh we we've probably only been curriculum writing for about half a year um so you know right now um work is a lot of the work is being

029done in grade 6 through eight math uh 6 through 12 English 10th grade health which is um newer course which the board talked about a couple months ago in a meeting we also have um I just had a meeting with the middle school art teacher we're going to be doing some work over this summer as well with curriculum writing um and then some uh work was done in physical science and then stats a half year stats course in high school was also written this year so um in a half a year um I will say we did get a bunch done um I had a bunch of people come up to me who are interested and wanted to get going that we just kind of had to pause things um uh just because we had

030so much going going on and and because sometimes you need to talk a little bigger in an Department level before you get to the curriculum R pce um so we do have some goals for um for next year as well um but this is what is being worked on now and then throughout the summer um so I think we're at the point where I have about 15 or so people trained on writing the curriculum and then each year it's just going to be more and more which helps us because they bring that information and knowledge back to their grade levels and their departments um which is Will going help us moving forward um the next piece is the identifying what high quality instruction looks like for Oxford Public Schools and developing a t- plan that

031supports all staff so a lot of that work is in the district evaluation plan um we do have a vision for high quality instruction which is in here which uh all teachers are going to create their yearly goals on um a lot of that is based off of the 21st century skills uh rubrics that the district's been working on the past couple years that's as well as the Universal Design field learning um so all those pieces live in our vision for high quality instruction and when I get to the evaluation plan get into a little more detail as to like how that is going to live with every teacher in the district um so I'm I'm happy where we are there in regards to um creating that and that's going to really take um come

032to life more next year than it did this year and then quick question yes I think in the past me you had like a list like a matrix you're going to have that refresh for it's like every grade every course green yellow red green and date curriculum written or yes So eventually once we you get more curriculum going keep adding into it so we get some accomplishment and each on a year-to-year basis know when stuff was done when stuff was completed that will also help um you know eventually we'll look at uh writing revision Cycles um a lot of districts do like five years personally I see the curriculum more as a living document and doing small revisions throughout and then eventually yes if there's new standards that come out new requirements of the state

033you may need a larger revision um and we'll look at that in fiveyear Cycles whether you needed or not but I see it more as a living document in regards to um making revisions as needed Based on data we get from the students or or teacher feedback but yes that will be updated every single year so we get a look at what was done each year um and if things aren done why that sort of thing I think it be a good visual because I mean if you're getting some good work done should take a lap around it right and it should start turning you know color you know what I mean even though it's a living breathing eaches document we're starting kind of from almost nothing this was a year building like just to

034see it starting to fill out I think would be good visual for people okay yeah um and that document yeah we'll we'll refer a lot to that sub committee as well um and then the math piece um you know the the we did have the math Grant with the tutoring this year um again a lot of that is tied to the esack so in the fall there's going to be a more um uh a report just for the math tutoring at the middle school um there were just initial looks there was um mixed results or some kids that made some amazing progress um some kids not as much which we got to dig a little deeper and see if that's a trend on other assessment as well we did survey the students as to um

035likes dislikes um the the tutors that they work with came back very favorably in regards to knowledgeable easy to work with presented the information well um probably the biggest piece of negative feedback we got from it was that students had to come out of win for it so if you remember that that Grant came we didn't get the um uh the funding until a couple months into the school year um so unfortunately like you know schools already starting kids were already in a routine and then we had to work with students coming out of that so um we still have money in the Grant and I'll be working with the Middle School principal uh this summer next steps on that but uh a full report once we have the s data able to publicly um

036go over that we'll be done and then um one piece they're a plan for dual enrollment um that is going to be more of a kind of next year if you're looking at the things we're able to get done I would say kind of this is probably the the amount we got you know least amount of work done on um you know Alicia uh the guidance counselor up at the high school has been uh great to work with I've also met with a number of different staff who have experienced doing dual enrollment so basically taking courses at the high school would also get them college credit there's a big push from around the state um and honestly where is not it the colleges they're very different as to expectations and what they want to give

037the credit some are seeming to be very Loosey Goosey which is kind of want it makes me raise my eyebrows and want to look more into it as to what they're going to give our our kids college credit for we kind of go down that route versus some that are a lot more strict and and have certain protocols for like the exact exam you got to use there may be attendance pieces they may want to come to the classroom and see students um so that's another piece I also want to work on with whoever the new principal's going to be um at the high school and think they would take a a big part of that on as well um I do have here on some initial Focus for next year I just talked about

038the dual enrollment piece um and working with the principal on that um a big piece for next year is also going to be the Fidelity of the new District evaluation system a lot of work is going to be done with administrators on calibration making sure everyone's on the same page making sure um the goal setting that's done the feedback teachers get um teachers in every building kind of have the same knowledge and understanding of what the new evaluation plan is so teachers get a um uh you know basically the same experience throughout uh curriculum writing will be continued um so we have I know foreign language is going to get looked at uh from the Middle School up to the high school K5 math and then K5 Ela with uh focus on scope and sequence

039with a new program uh and as I found this year there's oh it's going to be teachers coming and want to sprinkle other stuff in um but as of now um that's going to be a focus for next year um also a continuation of the K5 literacy assessment alignment um with the information of hmh growth measure not working for us um again it's just that work of looking at those assessments and you know what we did find is I think you know we might have been over assessing a little bit so we're going to make sure that the students are not over assessed in that area um and a lot of that work is going to be done with the literacy coach that we hire as well um the shared Vision piece that's on the

040document U with the literacy coach and then the uh you know the addition of a couple new department heads in certain content areas a lot of my work will be kind of on that shared Vision making sure they're trained in the curriculum learning process how to read the curriculum how to give teachers feedback um in certain areas whether it be instruction um or the professional learning goals uh that is going to be a large piece of my year next year and then I have on there um you know I've have I've had meetings and I've reached out to teachers to get feedback in regards of looking at trying to get the district using the same platform from K12 um uh instead of different platforms where now we're using a mixture ofl I ready um as

041well as others so um I am investigating looking at try to make one platform K12 so kids have a similar experience when they TR when they switch from one school to the other so if we switch to ISL which I've had meetings with those Representatives had quotes um it is a similar platform um assess the same standards I think that platform um gives us a little more uh bang for buck in regards to it aligns directly with a bunch of the programs that we use um from all the way from Quaker up to the high school um I think it takes it's not as it does do the Benchmark that we're looking for um but it it does in a way that's that I think is a little less stressful for the students and not

042as like you need this testing schedule to get it done it's more of uh you know kind of like the kids get used to and it's just something that they're doing it's not this hey we have testing on this day versus this day um so it is something that I have some more work to do but I have um got teacher feedback quotes and I have a couple more meetings with the with the company to just get a little more information I so well yes for the personalized instruction POS I of the teachers I think I got 30 I did a survey just to figure if teachers were supportive of the change not supportive of the change and I also added in um up there I think I got 34 teacher responses um which from

043K8 was all I didn't do the high school the same way because they're already used in that program um but K8 I have representation from every grade level um and I had one response that was not supportive 60% of the responses were supportive um one was not and then the rest were indifferent and most of the indifferent the feedback was just concerned about PD and being prepared to um give it I have had uh teachers come up to me excited about it that use another districts and you know would love to make the switch today if we could um you know so I've been collecting that feedback from teachers as well in the past we haven't been very good about giving them PD when we throw something out them we don't give them the P

044they need yeah to make it successful yeah hope that anybody up there cing back to teachers evaluation we've uh I've been here seven years we've been doing it seven years and uh mostly under one particular format guess seed I think it was called okay and I kind of quickly reviewed that program there so we've had a good part of this year for you to kind of get immersed and have persona for each class you know what is going on there will we get a report early next year as to what I don't want individual teachers or anything like that that's that's always to think that oh you're what it's we need to know as a board what our teachers represent to you and and to the students now you said you had a survey done

045I don't think we ever got a copy of that survey which surve the survey you said that you do you just the to get their feedback on a possible platform change see if they' be supportive as far as the valuation plan goes the valuation is something that is individualized and a piece of evidence related to that each individual teacher it's not something that's supposed to be reported out in bul to boards or to the public it's the that's exactly what I said and I qualified it okay sorry interrupted but I qualify I don't want individual teachers but I think as a board we need to know know what the school person is as I told that you know you have math programs that parents can't understand because it's a written math program I right about

046ma but without having a feel what's going on we're losing teachers we're hiring teachers we're doing all kinds of things you it's a a Lu cube of teachers and that's from a board member at least one nth of it is that we need to know what your feelings are and a generic overall beauty of how they fit you know is the high school really happy with the product they did from eth grade going over this year after year you learn last year they go a Lear the same stuff that we're teaching and we know sixth grade is important and we talked about this way back that's the game plan that I have Envision I don't know if anybody else goes for that but as a board member making big financial decisions you know we need

047to have that kind of information otherwise we're just throw the dark yeah there's a lot there well the evaluation plan is but a lot of that is going to live outside like a lot of that is not not it's not an evaluation thing it's more of a curriculum wunning standards vertical alignment piece which yes is there a lot of the work we're doing have started but it also takes a lot of time um one of the things I you know want did my interview here and I talked about I to do first was kind of like building that relationship piece first um with where you talked about change right new guy comes in if I started in the first couple months and said hey here's a template hey we're moving the platform hey we're doing

048this we like this guy's crazy get him out my room right so um I've been trying to get in the classrooms talk to teachers what what do they like what they don't like get get knowledgeable about the data um you know last year I started a couple days for the school year and didn't have the opportunity of like having the summer to get organized or or prepared it was kind of like hey started the school year here we go um here's what you're doing this year have fun right so you said rock on yes rock on so um you know the relationships I think I was able to build this year and I you know I still have work to do to get to you know to every room not saying I made a close

049relationship with every teacher in the district um but I try to work hard with you know you know being seen working with others so we can do a lot of this heav lifting that has to be done for horizontal vertical hor vertical the test yeah thank you that pass but that's what we're looking for and that's what we Hing for Nicole for the longest time we talked about curriculum and it was always a big worry of this war and to see a document like this with goals planned out and timelines and the relationship piece that you just talked about that you have teachers who actually want to write curriculum for the longest time we couldn't get that kind of Buy in um I think it's speaks volumes about the type of leader that you are

050and kudos to you I'm so happy you're here and there's anything we can do to support you please let us know yeah thank you I enjoyed being here and it's you know teachers having great principles have been great to work with um central office administration's been great to work with so it's look forward to having a summer being prepared for the school year now um being able to organize and get ready for it so anybody else I just want to say from curriculum standpoint it's actually nice to have curriculum um we've gone a very long time without without um um and having the same platform for everyone to off is huge so thank you for that anybody else thank you um and your report for special education sure so I'm gonna send around an additional

051data point I had a conversation with someone today asking for a little bit more data so um I did pull that up I will explain it a little further as well um so as you'll see my report looks a little different than it did at the beginning of the year but that was by request from board members of what they wanted to see in the report um so there was more information wanting in terms of trend data and what that looks like throughout the district um also more information about the curriculum that we adopted for our transition students and um and then I focused a little bit more on the training that we did with our specialized program so the report looks a little bit different um by request and if there's anything additional you

052want information on I'm happy to share that um I will say that our staffing levels have remained consistent um we have remained fully staffed through the whole year we did have some PA of professional postings we didn't have any applicants but we finally were able to fill those positions um it's also very hopeful I believe we only have one open position as of right now for next year we did have an open school psychologist position which is a very hard position to fill and we have already filled it um so we are ready for for next year at this point in time which is great to see um we did a lot of new learning um we did developmental therapy which I'll talk a little bit um about for our specialized program we did a

053lot of work with transition assessments um for middle school and high school at age 14 we have to start creating transition IEP goals and objectives for all of our students so we did some work with uh a couple of the assessments actually Linda was able to contact the author of one of the assessments and he came he virtu red in from Texas and went through the whole assessment and provided additional resources so that was really great and then restorative practices we had some clinical staff members uh trained on this this year we will be implementing you'll hear a lot from me over the next year or two years about the new legislation and what that's going to look like and one of the pieces for next year is starting to train additional staff in restorative

054practices so that's something of a goal for next year as well that kind of Teeters between my role as special education director and assistant superintendent so you'll hear a lot more about that um we did based on the survey create a special education focus group and we did have representation from every building we did meet a couple of times this year and identified some areas of Challenge and we've already kind of brainstormed ways to address those areas of Challenge and and worked on some of them in terms of scheduling pbts um some of the strain of case managers and kind of more of the secretarial work and we've got some ideas to move forward to less than that burden for teachers um our specialized programs are are growing um so we are now transitioning more

055students to the Middle School location um and then we have more students moving up from kindergarten so we have um we do have to do a little bit of hiring in order to support those but we are we are growing and we we have enough staff training to be able to support and then preschool program is also expanding so this year our preschool team did 36 prek referrals um I will say in the last month or so we had about seven come in in one month um a lot from birth to three but also parent referrals so it's something we're going to have to continue to look at as we move forward um because we're getting so many more students coming in at the prek level and then CT sets it's our second year of

056implementation I would say it's gotten better um we still run into some issues here and there and it's really nice um we're you know we're losing Nancy who is the CT saids Pro um but we did get an a secretary in that does know CT saids and has been using it in her brus District which is going to be really helpful for the staff I did do a CT saids survey just to see how we can help and support and it did increase in every area and they do feel supported by the staff which is really great but we'll continue to work on that unfortunately a lot of the issues we run into with CT sets are more issues with the the format and not so much issues that we can control um so sometimes

057it's just the program just not working the way we want it to work and we have to reach out um there's a lot of having to reach out to the help desk and sometimes that delays things because you have to wait for a response and then you have to address it so overall it's it's been much better than the first year of implementation currently I'll just go over this briefly we have 307 students enrolled with IEPs which is an increase from the end of year of last year of 290 um so we you know we are seeing that increase in identification um we've kind of stayed we have eight pending referrals right now a lot of that is the the prek and the Burk the three and it stays kind of pending because with birth

058to three it's prior to the third birthday so we might have a lot of Summer birthdays that we're waiting to see if they qualify here um again the Staffing I'm not going to go uh through all of them but the staffing has re remained consistent we did hire a couple additional Care Professionals and then I do have a type but we do have three contracted rbts that are supporting our students as well and then the new section that I added is that Trend data so what I did was I I took our data um and as you'll see it for 2324 it says 276 students that was our October one report date to uh report number to the state so every year at October one we have to report the number of students in our

059district as well as special education and other num so that's our number but currently we're at we're over 300 um and then there was a question just to you know compare it to our surrounding districts so um as you can see I think surrounding districts are also increasing in numbers um we there was a jump if you look at the second chart is the federal and spr so that's the number of students uh that's the percentage of students with IEPs in comparison to the district um and as you can see we did have a pretty significant jump from 20120 to 2021 from 12.1% to 13.1% so we jumped over a percentage and then again from 2021 to 2022 23 we had 3 um 13.7 and then we jumped to 14.9% so we are seeing those

060increases we are still below the state prevalence rate which is 16.7% and then our specialized programs in review so we had our group of teachers from the middle school and Elementary specialized program attend a training with c s uh they have two trainers that are actually nationally trained to be able to support developmental therapy and they had many different learning opportunities so they were able to work and train and just learn the program they were able to go to CES and see what it looks like in a classroom and then they had the coaches come in observe them and show them provide them feedback of what they're doing well and what areas that they can focus on it will continue next year with the it kind of increases um so they have one more training

061and then we're going to do a coaching cycle where they can really get feedback about how they're making plans and what that looks like in the classroom and then our life center transition curriculum we implemented it actually in two areas so we did it with our students from 18 to 22 in our C program and then this year we implemented a transition class at the high school for seniors and so we utilize the program there because it does it goes based on the students needs so it definitely works in a Continuum of support so they are able to start there and then continue when they they go to cppp so the data in there is reflective of that it's kind of tricky to see you see 67.5% it's it's kind of tricky because again it's

062a Continuum so they're continue to gain skills they're not obviously at the proficiency level but they are building their way up to that proficiency so it's kind of to see 67.5% that's not just on one skill that's like throughout them aftering one skill and then moving on to the next domain within that area um however you know speaking with Kristen she said it's extremely useful for what we wanted to do it really pinpoints areas of need helps create IEP goals and objectives and then supports what we're doing in you know in the community to support those goals and objectives so it's been very very helpful for that um and then in terms of goals um most of the students are making satisfactory or Mastery progress to the goals and objectives align to their transition in

063terms of special education department both goals um obviously implementing CT sets we definitely everybody has been trained any new staff that came has been trained we are finding ways to strengthen systems of support within the buildings there is a weekly s more that I send out to all of our staff kind of with updates from the state how can we improve providing feedback they know they can call it any time so we're just continuing to do that um and then the CT said staff survey data that I shared earlier you know was positive in the trend that you know their feeling supported and they're finding ways to troubleshoot without having to reach out which is really nice to see and then our professional development again we focused on um DT training and detor which is

064the assessment along with it and then we did a lot of other trainings again with transition and things like that but that was the focus for specialized programs and then we did professional development in other areas so we focused um our elementary special education teachers were all and interventionists were trained in three halfday training sessions for Spire which is a structured literacy based program Middle School and High School uh special education teachers and interventionists also participated in a full day training for language live which is a structured literacy based program that focuses primarily for middle school and high school students and then we are um supporting administrators through understanding the Continuum Services we definitely have discussions during our administrator Council meetings definitely teachers are calling or principles are calling out with problems of practice so

065we can help and figure out you know next steps and then we are having a training next this Thursday this Thursday with the two staff members from CES so the administrators know what DT should look like in their CL in their schools and be able to support um and know what they're looking and observing when they're in those classrooms and we did make some adjustments to next year's course offerings at the high school and we're continuing with the transition class we also made some adjustments to the way the block schedule looks and how we can support those code talk classes because the block schedule is 80 minutes some of our kids the way the caught is going to be taught is you know that direct instruction for 20 to 40 minutes and then some of

066them going to the resource for the second other small groupings so we're looking at ways to really maximize that 80 minute block and support the teachers and the students that may need that additional support and um we did make some adjustments to case uh case management at Quaker Farms so that they can better group students for Service delivery so it's no longer the model of having one case manager per grade they're sharing based on um student groupings so that they can really have groups that support the student skills that they're working on versus just having someone a group that's the same grade level and that's worked really successful this year they they really enjoy it and we're we're changing that up and moving that to go next year as well and then my last dat

067of Point um there was just some question about what our actual disability categories are so this data came right from edite but the one the last is our current data that I pulled from CT set so I don't want to say it's Apples to Apples but it's pretty close what I did too um if you notice the aggregate data includes emotional disability intellectual disability and visual impairment the reason I pulled those together is that because of the asct it there's not enough data it kind of is identifying so I kind of lumped all the numbers together so you can see about how many are are in that area and that's our current our data from CT saids as of right now I want to thank you for the summary uh was there a page two

068or just end on the back see I need education yeah another yeah I should have put an arrow I'm sorry I just but anyway I'm excused U going into next year we're going to have the I don't know all or all monitors or we're going with behavioral person yeah whatever yeah and okay oh the um yeah I mean we call back in in the day that the contact coordinator or the bcba whoever's going to be in the hall help neither those positions or that we're not going do that's we don't have Hall monitors that does that we monitor we don't is that the that we just hired for there yes okay so uh you know that will come in this report how that's helping out with some of the the problems yeah so next year

069I think you're going to have to hear a lot from me because I'll have a special ed report and then I'll have that that behavioral report because that doesn't necessarily link with the special education it it does because it helps and supports all of our students but I think that's a different set of data that I'll report yeah I'm kind of overviewing you new the biger picture type of thing and U because you read a lot about what's happening in the hallways of allall schools discipline teachers wantan to leave because they can't get anything you know down you know they're spending more time saying no you can't go to the menion I guess and uh that type of thing and I've been reading about different technologies that they have out there that they now have

070a algorithm AI we do if you're if you're having a fight in the in the hallway or in the the restroom uh you can't tell if you're doing vaping marijuana whatever you know and and it senses it and sends a detailed report of what's going on and it can isolate if the toilet falls down that it's not app fting you know that type of thing to so as we look forward to next year and getting control over the internal credit schore which I understand can be chaotic in the classroom so uh I'm just saying that Nick sure will be looking for further evidence that we're working in that area because uh I heard a Preach Today that you know guns kill so many people cars kill so many people but combine them together and drugs

071kill 3.5 times more than the combination of automobiles and guns so and it's something that you all have to be I could also report on we do have that Grant funded social worker that is primarily working on the vaping and Drug education with students so any student that's either caught or there's another issue with you know drug use is working directly with that social worker so I can get you more data on you know the number of students that person is working with middle school and high school our grant funding is allowing us to have an additional person next year so we will have one for the middle school and for the high school and then I can also give you a report on what that programming looks like for each of the students okay

072and thank you for page one in you're welcome so last year we had 12 kids exited from special ed this year we had nine is that because they're mastering their goals and objectives and they no longer need the specialized education or is it because they're graduating from high school those are actually exited from special education so if they graduated that's not considered no but I can get you that data no I don't need to know it I just need I was just trying to get a sense of yes where that was okay thank you yeah yeah just a quick question this is great I think you've been doing a lot of good work in terms of the Personnel that work with our students in the program if there's a change to who's working with our

073students let's say a pair of professional is no longer going to be working with a group of students or anything like that for any number of reasons How does it go about notifying parents when there is a change because obviously these students are used to uniformity or consistent schedule or something like that and I understand we can't go into um you know anything in regards to uh how their contracts work or if they're hired buyed terminated Etc but if there's a change in employment or something that's going to change with their student are parents notified are staff notified how does that kind of transition go and if you could just get into that yeah there's typically a notification from the building principle um if that's not happening just let me know and I can make

074sure that if there's someone leaving and then again the it depends on the timeline if it's someone leaving and we know that there's going to be a change we can definitely share that if there's something where we can't notify until you know they've given us notice to do that then we would notify once we have that information but it's typically communicated through the building Administration I think that might be something we just need to look at in the future y absolutely anybody else yeah so the Connecticut required that every school district adopt a new teacher valuation plan that this that school year um so what they gave each district was the rough set of parameters that the plan need to be developed by and then allow each district to develop that unique plan so Eric

075has um taken ped committee through developing that plan this year we now need the board to approve the plan so that we can submit the state this summer and then the state will either accept provide some feedback um they may ask for clarification I've heard some other districts they just had to you know change word Smit things or add um like a a document or two so um it'll be sent to the state for review before it's used um but pck worked on this for the entire year um and the way the state kind of put information out you know they kind of drips and drabs throughout the year so it's difficult to kind of you know work on some stuff and then to kind of change gear but um the the major talking points

076or I guess the essence of this plan really involves around um the Educator's professional learning goal for the year uh and we say teacher evaluation it's really a district evaluation plan because administrators follow basically almost the same exact format as teachers so at the beginning of the year there's always been a goal setting um but the change now is that teachers and administrators are basically going to create a professional learning plan throughout the year where they're expected to um focus on a topic that is going to impact their practice in the classroom which then in turn would have impact on students uh and then if you're an administrator uh the focus is on you know also impact on the staff or overall School Community you work with um so the goal is for them to

077focus and then throughout the year on on PD days um work with their evaluator um is to kind of gain experience on whatever whatever it is they're focusing on that is going to impact their practice in that goal setting meeting they have to identify what the criteria for success is what evidence is going to look like um where they're going to want feedback on in those particular areas um but it does follow a similar pattern as to the past one where there are um multiple observations throughout the school year there's multiple there's the goal setting the midyear check-in then final end of year check-in um with their evaluator um as well as at the end of the year determination on whether that teacher and administrator were successful or not in regards to the evaluation plan

078uh that's another change it used to be there used to be different ratings depending on what district you're in it could be you know proficient or developing or exemplary now it is just were you successful or not um the other thing we tried to focus on this was this plan is for all certif staff in the building uh so pedu work art on trying to also um create opportunities where guidance counselor social worker speech and language have a connection to the evaluation plan in the past it was kind of they lump in with teachers which didn't always fit when you had a rubric um teachers feedback on how instructions happen in the classroom um typically what a a social worker guidance counselor speech and language it's a different format different environment in which they're working

079with students um so we try to incorporate some of the standards that align more to them and besides creating a vision for high quality instruction we also created a vision for high quality support so they have more of a Buy in and a direct tie to create their own professional learning goal that supports the district initiatives um a lot of the work this year or this next um school year again is going to be I talked about it before that administrative calibration so that teachers whether you're at the high school the Middle School um Quaker grade o that they're receiving the same level of support receiving the same level of um feedback um and understanding and identifying effective professional development for them um that piece is probably going to be the hardest because teachers um

080while it has to align to a vision for high quality instruction there could be in the building a number of different focuses and goals that teachers may have and that evaluator has to be be prepared to support all of them equally um and it's difficult PEX spends a lot of time trying to identify um effective professional development at Tracy's humex I'm looking at Tracy spend a lot of time doing it um I'm not saying I'm not saying every single time is is perfect um the professional development that we've created this year for teachers um I am happy that when we've when we've given surveys afterwards just to see did this work did we like it um we're typically around uh 80% or higher in regards to approval um you know so you know I want

081to get that number higher but you know the majority of people are finding the professional development effective and a lot of that work it's it's not just a me thing or pck thing it's also killing administrators who do a lot of work with identifying what the building needs and what that professional development's going to look like um another one of the major changes is uh the rubric is we're switching to what's called single point competency so we're using a similar rubric that teachers are aware of um it's called the CCT rubric which the state has been using for a number of years but it used to be kind of this confusing 9 10 12 page document where I had a Continuum with a lot of language light a few of your students are doing this

082maybe right here some of your students and it was very subjective as to what is a few what is a many what is some depends on the lesson so a single point Convent just means that we basically created a standard of this is the standard we want to see in the classroom and attain not well some few many in this subjective language so again a lot of the work is going to be on calibration so that the evaluators uh are providing a similar experience when it comes to the feedback piece and the support for professional development um so again that's going to be a lot of work next year yes good question is maybe I I don't get at all but I'm good with the the Cadence the operating Rhythm the checkins more PD is

083better grow than professionally and personally I'm stuck on it feels pass or fail nothing in might this password fail when you work like the students have to earn a grade it's going to be an a to an F right I go to work I'm either going to be one or five five is very super rare average person's a three minus four three four is exceptional right how how do we get to the point where we want to room to grow and want to perform but how do we know really who's coming to table with the basic fundamentals to do the job properly and exceed have our students exceed I don't understand how we get that out of this type of so you're right it is a yes or no and that's part of the state

084model we have to follow it's one of the nons we have to totally yes we inter part of it is there's also the there's there's ways that's done so there's also at the end of the year there's a summative that's also written by the evaluator which outlines there is more of your specific information as to what was well what do we need to work on um a lot of work this year is going to have to be done on when a whether it's an administrator teacher or counselor whoever receives tier two which is in the plan there's um there's a plan for tier two support tier three support corrective support um so there's going to be a lot of calibration around what does it mean and how does someone go from being on what's called

085tier one down to you now need more specific support and we're creating a plan for you so there is a process for someone is struggling and we're now having this plan that we're laying out specific goals and support if that doesn't work we have another plan and again the number of plans and what those look like a lot of that is outlined by the state as well um but while it's not yes at the end there is that yes or no basically were you were you successful with this plan throughout the plan there's a lot of opportunity for someone if it is not working um to provide a a lot more intensive support uh for that person if you have this like these tier one two and we essentially to walk you out the door

086next kind of thing right like there's certain levels but how do you measure what's the measure to say this person in that one and we got to teach them a couple things like metrics to begin with so I would say that is a lot of look try that was like a lot of meetings of trying to figure that out and that's where that calibration piece comes into like when a teacher it also may not be like when we think of someone going from like a tier one to tier two it doesn't automatically think like someone's doing something bad right you could be a brand new teacher who you know you are not going to have the same level of confidence or expertise as someone who's been in been in a position for six seven years

087right so that new teacher may need throughout the year more intensive support it may not mean like you said walking them out the door may not mean like Hey we're walking out the door but there's different levels of support we can provide throughout the year to make sure that hey you need a different level of support that maybe this teacher has been teaching this class for six seven years that's a lot better understanding of it um so in regards to metrics it was difficult we don't have that set because it's it's not a black and white thing where you can say well I went in I gave you this one piece of advice and now you're automatically going to go to tier two like that's a lot of that calibration work as to the what

088the work I'm going to be doing with the administrators over the summer is what does this look like when a teacher needs tier two and as we work this plan will'll have more concrete examples of oh this is when this teacher needed it versus this teacher and so forth one more just non educator so you said every teacher in this district has to have just pick a a skill because there's the skill and there's the behavioral component are they trying to demonstrate or they're not demonstrating you give them the feedback they're not doing it like there's behavioral component and there's a the core skill so what would be like a core skill every person in education regardless of tenure should come to the with or have as a basic thing to determine if they can

089deliver something to our kids example of that it'll be that student engagement Fe so in here the I think it's in there the table of contents the vision for high quality instruction so that paragraph really lays out our expectations of teachers like at a at a larger scale a lot of that Focus that we've had this year um conversations with teachers is on student engagement as well as that lives in that vision for high quality instruction so a lot of the work we've done with the teacher this year and will continue to work is we you know that basic expectation of when you're delivering a lesson one of our um one of the things that we're focusing on as evaluators is that student engagement how are students engaged um because we realize unless they are

090engaged they're not going to be doing any and there's different levels of Engagement there's an example of of something they better have that understanding of what engagement looks like and how to engage your students which may look different obviously grade level to grade level department Department and there's there's an art and science of teaching right so there's the you know there's a science of teaching what will you know which the research which says you know the student engagement piece if students are not engaged they're not going to learn you know but the art of teaching is how do you get them there right what one teacher may have an extremely effective strategy with their students one year on engaging those students you may have a teacher next door try the exact same thing with their

091class and may fall flat out space so it's that teacher responsibility to understand um what strategy is going to work those students and to find that strategy and it's the evaluator's job to provide support and be able to say hey this is not working right if we're if we're using the student engagement example here's the evidence I have that I'm seeing that students are not engaged like we got to try something else you know whether it could be like you know um peer observation um it could be lesson plan support or what have you um but there's an example of the basic all teachers are expected to be able to engage their students on a high and the work that we need to as an initiative team is that calibration Fe so that if any

092of us go into that same classroom we're going to walk out with the same understanding as to where that teacher is and what type of support that teacher may need or is that teacher next in that earing could be a professional support to other teachers in the building or the district so my final final question sorry this is all interesting to me it's so different than I've ever be comp right so majority of our teachers are great and work hard right and in the form of meritocracy you want to elevate them recognize them the ones who are putting the right Behavior forth but can't get there you want to get them and raise them there as well because the behavior is there to they're demonstrating the need and want to do it just lacking something

093you got to work with right then there's the ones that maybe behavior is not there and are lacking does this new process make it harder and with the combined to this right that make it harder to exit someone with this new process who's not doing their job and doesn't care because every time every that the longer that person's there the more the service they do the kids are going through obviously so I've not met a teacher who doesn't care um here which is nice but yes I understand your question so the reason the state had the non-negotiable of having the different tiers which finally ends with the corrective support plan um which very clearly has the district work with the different negotiations of the different unions knowing that yes it does happen and you may

094need to get to that point um so I think it does a better job of the old system of laying out the specifics and having actual documents which hey the non-negotiable here's what the plan is going to look like if we have to get to that point um it's our job to make sure there's clear um goals for them to be able to reach so there's a clear understanding of hey if this does happen we will have to move to this level or this level a little bit though there new approach in that rare instance when you got somebody who just not doing the right thing right it muddy I don't know if it muddies it like it definitely you know changes appro take in the P slightly but it's still the same general like

095to make a motion to approve the teacher evaluation plan second we call the district evaluation District just semantics it is administrators it's like everyone just amend it um any other discussion all those in favor oppos abstain [Music] motion appreciate it good and try thanks for your time on oh you're welcome I think you're actually to answer your point I think you're better off with this system honestly because like Eric said now you've got clear documentation I can't think of any teachers who have tenure who would be fired that quickly anyway so that doesn't happen anyway in the real world and I think if you don't have tenure there's still other steps to go around besides this validation plan but I think this outlines if you're seeing areas where people are failing you're working with them

096to support them to try to get them to where you want them to be the whole point is to remind the support they need to be successful some your class A whammy other years it's the Grand Slam depends on the kids in the year too right Dr Miller your so today was the last day of school students went home they're healthy they learn tremendously um throughout the school year our teachers and our staff had an amazing year I am so proud of everybody that put all their heart and exult into educa our kids from the first day of school through the last day um it was just an amazing year all around and I think our teachers and our staff just did amazing work here I'm going to thank all of them um publicly and

097they all deserve huge P of the back for educated business Community um we had um if you take a look um next door you can see ladders and stuff air attemp is actively working and now that the school year out um this this building will be shut down essentially for the um daytime and evenings for them to do the work that they need to do there's that student programming obviously the main office will be in function students with meting the building fa the start school year but this essentially becomes the work Z during the course of the summer and we let people know that this building is based wealth limits during part of the summer in terms of vacancies I know there's the question with the ad um Megan right now is setting up the

098interviews um we did post for both a full and a part time we have not closed the door for either of them if we have a high quality candidate that's part that's available and is a good candidat to do it the parttime then that's something that we definitely um might go for um so we did not um close the first set of applicant we want to see what we have in a new for both and figure out where we need to go from there from a financial standpoint obviously there's something that we looking out um if we can't afford a fulltime and we go the parttime if that's what we need to do but we are still working out what the options are for that um so the resumes are still being collected as far

099as principal search goes I um we had as a Friday I think 20 applicants I sent out put just under 12,000 emails Friday evening to every inventor in the state of Kut trying to conver them to apply we are reviewing applications as soon as we feel comfortable with um the before we do screen interviews Megan and I and then we'll me the committee um same process we did last year for those um and for Eros um we do an internal screening set to fill out the highest quality candidates and then we pull the committee together to do um the search um and also includes a performance task of individual so it's a pretty robust um process to go through in terms of the other vacancies we're um underway um I know in this building um

100we have several teachers that wanted to move to fifth grade so that created openings in third and fourth grade and that's where we ended up hosting those positions when were look in fifth grade so teachers wanted to move so wanted to honor that um we are anticipating school special teacher moving to a different role in The District which is a special education open elsewhere um and I want to honor a teacher that wants to move another role she's not leaving the district she want to stay here she just change this St a different role um as far as um Athletics go um I interviewed the two finalists for the cheer coach this afternoon um so to um um invite the person to take the position tomorrow Thursday so to close that off in next day

101or two um Department chairs um Eric along with Linda and Stephanie collaboratively interviewed the department chairs were looking to make those announcements to those individual Spar I believe and then open up with the team leaders they we consider calling the integrated department now but we all come with a better title at the start of the school year that's Vette Health Music World Language um we trying to figure out what that should be called but we wanted to hire the department chairs before we moved on to the team leaders because in happen with that department dep is the um specialist that um gets hired as a department chair that person is focusing a whole set of domains that they're not an expert in the team leaders will be identified in those other content areas to then

102work along and support the department here in that one larger Department um and then graduation the the promotion ceremony for 8th grade um went beautifully I want to publicly again thank you to mcginness who has been our care professional at the middle school who for years I don't know how many years it's been but for a long time has been organizing facilitating um the Middle School promotion ceremony to does a phenomenal job every year he's going to do it next year um but she did an amazing job yesterday and think was under 50 minutes the whole ceremony start finished um the weather is perfect and then the high school graduation was perfect last night as well perfect weather um the students were very well behaved it was a great um ceremony so want to thank

103the whole board for being there and supporting our students um thank you for the wonderful year everybody thank you audience citizens anybody [Music] have uh me um I just wanted to thank everyone for um a great year we've done a lot um I think one of the greatest things is having so many students come before the board and the here um besides educating them honoring them and I think it's really important we did have ice cream for the staff umle weeks ago um I got a couple thank you so it was nice I than you Jo um thank you for allowing us to do that I appreciate it and um we will have probably some summer stuff coming up in our board retreat hopefully I like to do that this early as we can so

104we're prepared um for Dr Miller to move forward um goals and that type of thing um so if you guys could just give me availability for the first part of a that would be great um and we'll have our Bo Retreat and get that taken care of early and set our goals for negotiations we like to remind everybody that we successfully completed one round with one Association so we need to can be in the board probably in a zoom session to ratify that to act to sent me the draft today for me review how with you and we're also negotiating with a couple other groups as well so over the next month we'll probably have a couple smaller meetings to ratify those conts and if we're successful we can do them all day that would

105be that would be the goal to get not have to bother you guys um that's pretty much it facilities Mike so uh our next meeting is tentatively for Tuesday 6:25 is that the next board meeting that we're anticipating having we're not going have a full board meeting but we for that while the subcommittee is looking to me Tu 625 at 5:30 whether it's prior to a board meeting or not um that's I know Joe you want to be put on facility is that the committee that you decided what you wanted to do so I need to make a motion to add Tom Joe to the facilities committee like to make a motion to the facility subcommittee is there a second second any discussion all those in favor opposed motion carries thanks I just want to

106make sure we got got you on something before um okay curriculum ER give us our curriculum update we'll meet again I don't have a date but we might be over some uh policy we have two policies here second read the first one is the purchasing policy we incorporated our existing policy with the um language from Shipman and Goodwin we reviewed it with Howard Ward low and we put um monetary amounts in filled in the blanks for what triggers certain requirements um does anybody have any questions regarding that policing we just check Charter to make sure the numbers reflex with Charter should can we vote on it tonight or do you want to wait if you're comfortable it's what the older policy had that's been in the books for okay that's fine then so I'd like

107to make a motion that we approve the purchasing policy as R second any discussion all those in favor Iain I mean oppos St motion and then the next policy we have is the high school graduation requirements policy we went over it with Eric he gave it his Blessing does anybody have any questions regarding that then I'd like to make a motion that we approve the high school graduation requirements policy is R all those in any discussion all those in favor oppos abstain motion carries thank you all thank you um yeah so we haven't met since last time we're Comm meet next week um dat together we need to review the latest month financials and see how we Landing coming into July 1 so else pretty yeah right yes is that to say oh sorry sorry

108and we do have a motion as de mentioned earlier beginning of the meeting that every year we um we we put the policy on hold where we have to get bidding process we making last minute year end adjustments and purchases so for the month of June we're going to suspend um our bid policy so motion to suspend the bid policy for June of 2024 based upon receipt of competitive quotes second any discussion all those in favor oppos while we're still in the sorry may I speak all right so um I've had several questions from Bo about the app director position and how that's going to be funded so I think it might not be a bad idea to yourself how to have conv we're already we're already having conversations and you know Dr Miller's point

109there's two Ro posted still yeah for obvious reasons um so we have um we're going to get together with the communication but also we' like to know have a little better understanding where we're headed right kind of tie them together but there regardless there if it does become full-time there will be a message in how and why that we can share with Bo is and and probably perfect in spirit of everything we've done so far right I just don't want to no we're working on it there several pieces for the puzzle some some of it is finances some of it is the red applicants the pool and it because there's other couple pieces that if they don't fall right we might not be able to pull the finances together to make the full-time happen so

110we'll get the right messaging as we've been trying to do since this whole budg process I think we can work on that Finance as well yeah anybody else the on reports PTO held their last meeting and elected new officers um I wish the old officers well um and um they sent out retirement letters cards to people at their schools that have retired soe that was it um senior was success he had think about e kids oh he a baseball boy could show up that was expected um but yeah it went really well they all had a really good time on their best behavior they all left with the prize um so that was good uh the water and the C little pop things got put out yesterday for the high school graduation J her crew

111did that um we have a new board I'm officially [Music] retired so uh yeah so we're just get ready we'll be meeting this summer for no school year beginning so you won't be the Le on I still do it I won't be going too far actually have to officially do well thank you to the outgoing board we appreciate that if they've done all right we have an executive session I hereby move that the board enter into executive session for the purpose of evaluation of the superintendent's annual performance and discussion of a new contract of employment with the superintendent and I further move that the board invite the superintendant Dr Robert Miller into the executive session all those in favor yeah that's fine