001stand. Thank you. Thank you. All those in favor motion pass. Okay. [Music] Um please [Music] here. Don Logan here. Thank [Music] you. Our mission is to empower all students to be selfdirected by learners who [Music] will be passionate for [Music] lives. Let's see. [Music] must appoint to serve as an independent title investigator in accordance with the provision of district policy and shall paid for Second thing she also as [Music] follows it Um but anyway, it goes to be resolved that employee number 238925 shall pay for educational against So [Music] thank you. Thank you. Um any discussion? See none. All those in favorions passes. I get a motion on [Music] agenda. Thank you. Any discussion? All in favor? [Music] Thank you. This is why I wanted to budget. [Music] Thank you. Thank you. All in favor?
002I proposed motion passes. [Music] Um so very happy here. It's very exciting and it's so beautiful. [Music] Thank you so much. [Music] appreciate your presence as well. We have a few reports of what is a little [Music] bit last week. had a chance to attend basketball game versus you haven't had a chance to attend check atmosphere supportive uh community that program next [Music] False. I really think you guys Uh, I was out there with my last Saturday across the river and as we were coming back over the bridge, I was reminded up in the recognition of our New York State [Music] 201 out and Melissa and her team were great. We created the video uh that gave a pretty good overview I think of what's on the ballot the trustee election and here you know
003and I work together forums and just pre00 the power of social media particular parents. We'll be mindful of that in the future as well. [Music] everybody. Yes. Yeah. Am I on? Okay. I don't know if I'm on. Okay. Yeah. So, you have um some math maths you'll learn about. You also have a bag that has some manipulatives. And then we have two games um in between uh Linda and Maryanne and Phil and Marian that can go through um the board as I finish or as I go through Those are student made. Yes. Okay. Okay. So, good evening and welcome to Arthur S. May School Board of Education members, Dr. Benante, uh staff, families, and community members. Uh it is my pleasure to share with you the work we have been doing at Arthur Smay to
004meet the needs of all of our students in the area of math this year. So everything you have is math related in front of you. As we've engaged in our work around math, three of Arlington's core values have guided us. A community thrives when all members embrace their interdependence with compassion and empathy. Potential can only be attained through commitment, resilience, and high expectations. And change is essential for progress. Like our colleagues across the district, we have anchored our work in the PLC framework and the collective mindset that all students belong to all of us and their success is our shared responsibility. Using the guiding principles, ASM's leadership team established its focus for the year to help model, encourage, and support PLC collaboration as outlined in the 15-day challenge by Maria Nielson. Collectively, rather than in
005isolation, teachers are utilizing district resources such as curriculum maps and pacing guides to prioritize learning standards, plan instruction, and develop common formative assessments or CFAs to monitor student progress. Teachers meet regularly to review student work samples, discuss, identify, and establish necessary interventions and extended learning opportunities for all students. Our leadership team will support the tight elements of the PLC within each of their respective teams. As we continue with our work moving forward in the fall, after review of student performance in math using I Ready, teacher observation and other assessments, we chose to focus on two specific areas, numbers and operations and algebra and algebraic thinking. This graph represents students performance in each of these domains during the spring of 2024, fall of 2024, and winter of 2025. As we examined students daily work more closely,
006three foundational areas emerged as needing targeted support. Fact fluency, academic vocabulary, and problem solving. So we began our work with fact fluency using research published by the NCTM as an anchor. We began to deepen our understanding of procedural fluency, the ability to accurately and efficiently apply procedures to solve problems and conceptual understanding, the comprehension of mathematical concepts, operations, and relationships. Strong math learners can flexibly move between the how and why. Conceptual understanding deepens learning and supports retention, while procedural fluency enables efficiency and accuracy. Academic vocabulary was our next focus. We utilized a variety of sources such as the New York State Next Generation PreK8 glossery to generate lists of vocabulary in each of the math domains. We started with grade level groups highlighting words in green that teachers expect students to come with to them
007with proficiency of understanding and highlighting words in yellow that are introduced in the current year. From there, we worked in small K5 groups to talk about the words that were highlighted and identify the most essential vocabulary words as indicated in spreadsheet number two. And finally, we refined our spreadsheet number three to the 10 most critical terms spanning the K5 math curriculum. As our work with vocabulary unfolded, our discussions kept circling back to a common theme. Our students must have a solid foundation in number, sense, and place value. When these foundations are weak, we see students struggling to meet proficiency. This conclusion is supported by the NCTM as necessary for students to build a deep foundation for mathematical understanding of whole numbers. So a shift was made. We would concentrate on the concepts getting in the
008way of students meeting proficiency in math across the K5 continuum. The concepts identified were number sense, place value, and multi-step problem solving. Next, we identified barriers as well as possible solutions to increasing student proficiency in these three critical areas. The process gathered input from all staff, grade level teachers, AIS, ENL, PPS, specials, speech, and OTP. We believe this work needs to be buildingwide and it will take all of our efforts because our students are collectively our responsibility. All means all. So, we began identifying strategies and tools that could be used K5 to build proficiency in the identified areas using critical questions number two and three as our guide. How will we know if they learned it? And how will we respond if they need extra time and support? After brainstorming a number of strategies and
009tools that could support students in achieving proficiency, we collectively selected mathmats as that tool. grade levels worked as teams to create mats that are grade level and standard specific. The mats are housed in our shared drive so that they are accessible to all K5 teachers to meet needs um students needs where they are in the areas of number sense, place value and multi-step problem solving. This bank of resources is a work in progress that we will continue developing and refining into next year. We are excited to have a common tool that is focused on building proficiency using targeted support. In this slide, you see children at both kindergarten and fourth grade working with the mats. The design of math mats allows students to demonstrate their understanding of priority standards in a format that allows teachers
010to provide immediate feedback and reteing. In tandem with the buildingwide efforts I just shared, individual teams have been working to meet the needs of their students in math. This slide shares a snapshot of how our grade 4 team has embraced the PLC work modeled in the 15-day challenge. The team has created their own pacing calendars, developed standard-based CFAs, and used data to monitor student progress. The collaborative development and use of formative assessments along with student work samples in math has strengthened their grade level cohesion and enabled them to strategically use data to inform and plan targeted interventions and extensions. Additionally, this slide highlights the planning of a unit which included four standardsdriven CFAs. The team individually and collectively found a positive correlation between the use of CFAs to provide targeted intervention during a unit and
011student performance at the end of a unit assessment. We believe that a key ingredient to student success is a partnership with their family. In an effort to provide our K2 families with practical strategies to support early math and literacy development, we hosted our second annual family night in April. This evening focused on hands-on strategies to use at home to strengthen a students long-term memory with learning. While the event was not as well attended as we hoped, the families who did attend found the workshop to be extremely helpful. Feedback from a parent who attended was, "The materials and knowledge sharing was excellent, and I gathered a lot from it. The summer slump is a real thing, and parents need to work at making sure their children are ready for the next grade level. This workshop is
012super helpful for that. We are already using our plans to enhance and draw in more families next year using feedback we have received as we seek the best ways to meet the needs of our students both collectively and individually. Part of our work includes curating a bank of resources for families as well as creating opportunities for students to engage and have fun with math. Two examples of students engaging in math and having fun are our Crazy8s math club and the creation of studentm made math games at grade 4. Here are a few quotes about our efforts to make math fun from our students who participated in our crazy eights club. I thought it was great because it was learning and fun at the same time. If I had to rate it, I would rate it
013a 10 because I got to grow my skills. It helped me learn more and it was fun. from a fourth grade student who created a math game. The game-making process helped me become a stronger math student because it tested my abilities to solve equations. This activity helps students apply what they learned all year long in math because some of the games have different concepts such as multiplication, division, addition, and subtraction. So, where do we go from here? As we head into the 202526 school year, we will continue to strengthen our students proficiency in the three critical areas that we've identified. We're going to further develop purposeful and targeted tier 2 instruction through the use of CFAs and provide more opportunities to partner with families in helping all of our students succeed. I'd like to thank
014my teaching staff who has embraced the PLC collaboration for their commitment to doing the hard work that needs to be done and for recognizing that change, although very hard and out of our comfort zone at times, is essential for progress. All of these being the very essence of Arlington's core values. Thank you to our custodial staff for keeping us safe, healthy, and clean. to our PTA for providing refreshments tonight and thank you to you board of ed members and Dr. Bante for your continued support of our thresme that is it so you do have in front of you so the bag you have was the bag that was presented um to families during the math night so when they went to the math station this was the bag they received um and Mr. Jennings, who
015is here tonight, who is one of our AIS teachers, along with Laura Oliver, one of our other math AIS teachers. They facilitated this station, teaching families how to play some of the games, how to use some of the tools. Um, and it was a really great experience. They also then went over to a literacy station and also received a literacy bag with ways that they could help at home. So, that is what you see in that bag. Um and then the mathmats are some um a kindergarten a fourth grade and then one that um is for problem solving which is called GATS. So that's the strategy we're using for multi-step problems. Um so you have copies of that and you can see some of them are received in paper copy and then some are using
016dry erase. So depending on how the teacher wants to utilize um the mat to reinforce uh number sense or place value or multi-step um problem solving, they'll utilize that. And then the two games were created by our fourth grade students um and they will present those actually to their families at our open house um next week. So they're really excited. I did have the opportunity to go into um one of the classrooms where they invited some of their um peers in to play the games and they were having an amazing time. So, it was really great to see that they were um really zeroing in on skills and concepts that they might be struggling with but in a really fun way and then their peers were supporting them like oh you do this, oh no,
017try this. So, um those are just some of the things that we're doing at Arthur May. So, feel free to take a look at those. You have a different one. There's two different games. So the one goes down here and there's one board down here. Just the pieces when you play. If anyone would like to come and play the games, please feel free to join us on Monday for our open house. Thank you. Thank you. It's nice children. [Music] Yes. [Music] Yeah. Do you know what I mean? Yes. No. But yes, absolutely. And actually, one of the points of feedback from a family was to even take it one more step and model for them. How can you do this in the grocery store? How can you do this as you're driving in the car?
018How can you do this if you're sitting at grandma's house at the dinner table? So, um, they were looking for more of those ideas as well. So, that's part of our next steps for next year's and we'll do it a little bit earlier. For the last two years, we've done it um in the spring um but we're going to shift to the fall next year just to help build that up and so then they have the tools for the remainder of the school year. So, so those were at K2 and it was the same because a lot of the games in there are games that can be played across um those grade levels and you can build the skills up. So, uh, Mr. Jennings and Mrs. Oliver spoke to, you know, if you're doing it
019with your kindergartener, here's one way you can play it. But if you've now got your second grader playing it, here's another way you could do it. So, here's how you can adjust it based on the needs of who's playing. So, yes, yes, yes, absolutely. Great. Well, she'll love it. It's just Thank you. Well, thank you to my my teachers. They're the ones who created it and and brought us to that point. So, thank you to them. Maybe it's like why not, you know, it's not something that I bring in. Mhm. We also thought it was really important that it was actually anyone who works with children in our building because even in music class, right? You can support skip counting in art. Um we so we were talking about how can you pull this vocabulary
020into art? How can you pull it into PE? Um how can the OT and um PT when they're working with the children bring some of this information. And so it was really important that we began to really embrace the all means all that we're all working collectively to support our students because just one touch point doesn't benefit them but multiple touch points hopefully starts to close the loop for them. So thank you. Yes. Okay. You're welcome. Yes. Yes. And yes. So, um actually how we got to the math piece um of really saying that we were all going to collectively work together was years ago in um literacy we had done something similar and we felt that that really had benefited our students. So, we said let's come back together and let's look at things
021that we've done in the past that we've seen really have an impact on students. And so, that was why we decided to say we're going to focus on math. It was definitely an area that um teachers consistently are saying students are struggling in. Um but let's focus on that and let's pull everyone in and then next year what could it look like to pull in ELA um and literacy as well. So definitely another iteration of all of these to come, but definitely a lot of work. So that is helping us ident take a look at a unit and over 15 days really identify what are those priority standards and we want to sort of map out what are we doing as a grade level team to address this unit and meet the needs of students.
022So you're building in your CFAs and you're deciding which are your common formative assessments and deciding what standards do we really need to focus on? How are we going to focus on that? Um what is it that we're going to do to intervene for students? So it's really plotting everything out and deciding where are our priorities where are those things that are our kind of nice to knows where are those and the mustnos. So ideally you do, but we are very much so in the early stages of this. Um so we're we're dipping our toe in. It's guiding us. Um we have um some teams that are a little bit further along than others. Um but it's definitely an evolution that's going to take place, but we're I think we're in a really good place
023for next year to really take off with this. So it's been a really nice simple guide and many of my colleagues across the district are utilizing it. So, it's nice to be able to collaborate and it's not just something that one building is doing. So, we can talk about how is your building using it? How is your building using it? Okay. And what's working and what's not. Okay. Thank you. [Music] working on school website. Good evening. So tonight I am absolutely thrilled to share with you the process that we have used to develop new websites for both the district as well as our schools. And then I will show you hot off the presses a preview of our new site and the content migration was completed between April 24th and April 30th and it's still
024very much a work in progress. And finally I will end by discussing some of our next steps. So, we were notified in September of 2022 that Final Site had bought Blackboard and that our current site would sunset as of July 1st, 2025. We had just moved from Edline to Blackboard during the 2019 2020 school year. So, we had not anticipated needing to do that again so quickly. Um, and we had just launched Arlington Connect, which as you know was a very comprehensive community engagement program, and had prioritized a switch from school messenger to a new mass communication platform for the 2324 school year. So, we took our time in terms of the website because we certainly couldn't do all of that at once. So, that opportunity um really meant that we had only almost three
025years to migrate to our new site and we were able to take our time. We able to learn from others experiences and mistakes and we were able to fully research our options. And I think what's important about that is it's really provided us an opportunity to not just transfer the content which was what we've done in the past but to move our website forward to better meet the needs of our community. So in the communications office, we use the race model, which is four steps to success, which starts off with research and then an action plan, which is how we're going to get there. Then communication or implementation, which is carrying out the steps to meet our objectives and goals, and then finally evaluation. We have multiple target audiences for our websites. families, high school
026students, staff, prospective employees, prospective families, and Arlington community members. And we need to develop a website to meet the needs of each of these target audiences. We did considerable research in into different platforms for our website. We considered five platforms. Final site, school blocks, aptagy, smart sites, and eoc. Our process included product demos, feature comparisons, looking at online reviews, local reviews from Hudspra, which are my PR colleagues in the Hudson Valley, references from schools who had just gone through this process and the the platforms they had moved to, as well as consultation with our district and school administrators, our school web managers, and our ATA leadership. And so while not all not any one platform checks all the boxes, we did in the end choose aptagy based on the following criteria. One was we like
027their format for navigation for the website menu. The ease for use of distributed editing so that schools can easily manage their own websites. We have a staff directory that will be linked to a school tool to better keep it up to date. The migration was done by humans and not automated. It's mobile friendly. We have unlimited training and we have scheduled monthly meetings with a dedicated customer service representative and cost. It was about the middle of the road of the dest of the different platforms we're looking at, but it is aidable through Boseis. As we continue to do research as we developed our action plan to migrate the content from our current sites to the new platform, our website should tell a story of how the district is achieving its mission, values, and goals. And
028our work in the communication office, like our schools, is grounded in the district's values. For example, we believe change is essential for progress and that keeping our website fresh, updated, and modern is essential. We believe that potential can only be attained through commitment, resilience, and high expectation. And we hold ourselves to high standards. We also believe that a community thrives when all of its members embrace interdependence and compassion and empathy and that all people can learn. The stories and photos of our on our website should reflect a caring community, diverse learners and a variety of learning opportunities. We also have a website committee um which is made up of the staff from the communication office as well as a district and school district and school leaders and parents and community members. We convened the committee
029in the spring of 2024 as a website advisory committee and um a number of our community and parents members are also have a background in website design and marketing. committee began meeting last spring and has met several times since the summer to design our website survey to review the survey results and to provide feedback on the site's content and navigation as well as formatting formatting and features available through APG. We will be meeting again in early June to review our migration. I would like to thank express my gratitude to all of our committee members for their time, effort, and valuable insights. And I do think we have Paulo with us tonight. Stand up and [Laughter] wave. So they have put dozens of of hours into this project and we're very appreciative. In September and October,
030we conducted a website survey. We had about 500 430 uh respondents. 88% of those were district parents. We learned that 67% of those who responded visit our website at least once a week and 65% of respondents indicated that they typically access the websites through their mobile phones. So this tells us that the website continues to be an important resource which we also saw in our website analytics and that the platform must be mobile friendly. Aptto is not only mobile friendly but families will have access to a mobile app for our district and school websites which is included in their base [Music] pricing. Revisiting the website we learned that 78% of the people are looking for the link for school tool and parent portal. 75% are looking for school district and school events. 61% are looking
031for school and district news. 45% are looking for contact information. And 36% are looking for school menus or lunch menus I should say and to determine what cycle day it is, A B C D or 1 2 3 4 5 or six. We also know that people appreciate the amount of information that is our on our website but that they feel that our navigation can be appro improved. So we have basically a lot of information but we need to make it easier for people to find. Since May of last year we have had we have um there have been over 700,000 page visits on our website. We can see what people are looking at on our current site and if there's information that we see as important that is not getting the track that we
032think it deserves. We examined whether navigation could potentially be an issue for them. We also did a comprehensive review of best practices for K through2 public school district websites. Again, we HUD meeting uh through my HUD meetings by contacting districts using API. Uh we worked very closely with the district which is spelled Humble but is pronounced Umbre School District in Texas. Um and they were they were really generous and in providing us with some guidance as we moved forward and used them as a model for our site. And at our when I attended the NSPRA conference last um summer, I spent a lot of time networking with people, doing individual um meetings with people to really look at their experiences as they move to the new platform because hundreds if not thousands of districts across
033the country had had to do this because Blackboard really was probably the the most widely used platform for school websites. And then finally, we reviewed uh award-winning APG websites to identify the features that we like the best. And then lastly, I discuss contact migration, contact navigation, and quick links with our school administrators and high school coordinators. So again, we just inaugurated our website between April 24th and April 30th. My understanding was that about 10 people looked at the the site and just started to move that content over. We provided very detailed site maps because I'm sort of controlling um of letting people know where and how we wanted things to be developed. Um and that's really moving us towards our implementation phase. Um the new site will go live on June 30th uh 2025. And
034the reason that we're waiting to the end of the school year is we thought about doing it over spring break. When I spoke to my colleagues at the unsper conference last summer, they said absolutely not. And so we want to make sure that people can get the information they need through the end of the school year that they can find find the live link from that um for graduation on our current site and then we will move everything over the Monday after graduation. So I know Liam is going to go to the the website so that I can show you a few things. So across the top in that maroon, what you're seeing is which normally goes across the page. I'm not sure why it's formatting this way. Sure. Okay, no problem. So the wrapper
035across the top are some of the things that we really identified that people are needing and needing consistently. So that wrapper, which is what I call it. I don't think that's official. um is again we have our school tool and parent portal link which is um used by staff as well as parents and students. We have our join our team so that we'll have information so if I'm a teacher who is applying for a job here at Arthur SME and I'm looking at the Arthur SMA website I can get right back to the HR information for joining our team without having to go back and forth. We wanted to make that easy. staff resources will go from page to page. So, we no longer have to develop those those same exact resources on every single
036website. They'll be maintained in one place and they'll be accessible for all staff no matter what site they're on. And then contact us that will change from site to site, but will include like your school administrator administration and then a link to the directory. You can see then that we have uh a menu which I'll get to in a minute as well as a listing of our schools and the ability to translate into uh different languages. This is the gallery which is formatted differently than what we have now. And what we like about this particular format, it's actually custom. It was custom for another school district and we stole it um with permission. And um and on our current site, if you're looking at a headline or you're looking at a caption, it covers half
037of the photo or it's it's sort of goes into the background of that photo. Whereas this way, it stands out and we can provide more information about what people are looking for on the website. So Lim, if you can scroll down. Mhm. Uhhuh. Uh oh, you're talking about the slideshow, the gallery with the pictures. Yes, that will be different based on the schools like it is now. Correct. Yes. Yep. So, we will have unique information. So, that that wrapper at the top is really the only thing that's going to go from site to site and then the rest of the information is going to be specific either to a level of education or to a school. So, that slideshow would be specific to each of our individual schools. And then the quick links really were
038developed between um working with our committee the survey and during conversations with our district and school administrators. Those are changeable, but what we're looking for is consistency at each school level. So all of our elementary sites will have the same eight quick links. They will be different than what you're seeing on the district site, but they will all have the same quick links. The same thing for our two middle schools and then the high schools will have their unique um quick links in the district as well as what you're looking at here. Some of them will be the same, but we did want to make sure we had that consistency. Then as you scroll down, you can see we have a new section. Again, that can either be unique to each school, but if we've
039got information that we think is important from the district level, we can push that to our schools as well, uh, which we currently do as well. Our events is now going to actually be synced with Google calendar. So, each school will have a public-f facing Google calendar which will sync with the website. that'll make it easier for our schools to maintain and will also make it much easier for people to subscribe to the website and to um put dates on their own personal calendars much more easily than they're able to now. And if you'll scroll down a little bit further again, Liam, you're going to see the live feed. We find that this is an important feature for telling those stories. And so really the purpose of the live feed is to highlight day-to-day stories
040from our schools. and similar to the way that we're currently using social media. But the benefit is that everyone can see these stories. Whether or not they're on Facebook, they're on Instagram, they're on X, they'll still have everybody will have access to these stories, but at the same time, we can post directly from our website to our social media to avoid any of that duplication of effort. Um, it will also allow anybody throughout the district to submit stories to us for this. We'll be able to approve it and put them up. Um so um one of next year's goals is going to be to start developing a student intern program and that will be a wonderful way for our students to be able to to provide some of these stories but we'll still have the
041control over that. Um and then Liam if you can go back up now to the menu and then click on that. So you're going to see it's a very different menu. Those buttons at the top that really has to do more with the mobile apps. Those are the sections that you see on the website, but it makes it easier for folks to get to if they're accessing this on a phone or if they're using the mobile apps. And now instead of having sort of those buckets that we have like across on the district website, now we instead have a site menu. Site menu being sit, but I also like to refer to it as sig ght because people can see everything that's on our site. They're no longer having to go into families or go
042into about us and guess what's there. they can scroll down and they can see all of the materials that are on our site. Um, and it also allows us to not have to have duplication. Um, 10 years ago when we developed a website, prevailing wisdom was well you if it you put it under families and you put it under community and you put it under about us because you didn't know where people were going to look at that same information but maintaining that is a nightmare because you obtain it one place and you forget that it's in another place. So now things are for the most part going to be in one place on each of our websites as as opposed to in duplicated in several of those different buckets. So I wanted to just
043take a quick look at three sample pages and then we can go back at the end and you I can show you anything else if you'd like. But Liam, can you just go under about us back on the menu um to uh uh the district mission and core values please? So this is really what you're going to see is a basic web page. There's no links on this. There's no buttons. There's no other menus to other materials related to this topic. It is just a plain simple and clear-cut page. So Liam, if you go back to the menu and also under about us, if you can go to student registration, here's where you see there's a how how we're formatting our website differently. So those buttons that you see across the top, if you had
044visited this page on our current website, you would see a menu down the left hand side of the page. Now instead, we'll have buttons across the top. One of the things that we are looking to change is those buttons. If you scroll down a little bit more, Liam, we're probably going to format them more similar to the ones that that say Arlington schools. We don't really feel like those are sort of bright and vibrant enough. Um, but that's one of the things that we're we're taking a look at right now. And then then um Liam on one more page if you can go back to the menu and look under families and go down to health forms and information. This just gives you another sense of sort of a look and feel that our website
045might have instead of links. Um we we've created these fancier buttons. So it just gives a little more depth, a little more visual interest to our website. Um, any questions on the website before I just go to the last two slides? that the calendar is not athletic, not music or you do it that way. What's coming up on that? It is an accident by individual school. So if I were a board member, I would go to each school. I want to see their events. Um and then problems. Okay, so that's going to be a couple of different things depending on what level of education you're at. One of the things that we one of the most frequently asked for things that we get about our website is where is the school year calendar, the one
046page that lets everybody know what days they have off, uh what day parent teacher conferences are, um those type of things. So on our district site, that quick link is going to go directly to that district calendar. At the high school, we're also going to have a copy of that district onepage calendar, but we'll also have like marking period dates um the academic calendar. So we'll have that at each of our levels in terms of the trimesters at the um elementary schools and then the quarters and and progress report periods on the um for our secondary schools. So that way parents will know when they might be looking for that information in school tool. That's on that button. Correct. No, it's going to look like one page. So that button is really going to documents
047correct at the district site. It will be that one document. On the other it'll be a page that has different links to that dis Um, can you just go home or you just click on the website name? It'll go home. There we go. Um, are you talking about as you scroll down? So the that's going to be the one pager at the district site. That will be in that same button as well, except on the district site, that's not where folks are looking for it necessarily. So, it's going to be on the each of the elementaryaries. It'll it'll go to that district calendar, but there'll also be links, like I said, to what are the trimester dates when it report cards come out. Um, and it's going to be um uh this the same thing
048at the secondary level, you would get a menu and one of those menus could be a link just to the Google calendar. So that not only would it be on the first page on the right, um, but they could just go and and you're going to see it like once you when you actually open up the calendar and you go to which you're not going to I guess if you scroll down like I didn't I right now I didn't start to populate. I just threw enough in here for a sample. Well, that's what I mean. The calendar that that is is Yes. This um which I'm not sure is exactly what we wanted it to go to. That's what we're still going through and and figuring it out. But if you go down uh back
049to the homepage and you look at the calendar on the right hand side and you go all those are the events. Yes. If you go down lean to the bottom and you hit see all events. Essentially what you're seeing here is a Google calendar. Well, you wouldn't go on the district site, but you would you would go to the high school. Yes. I think the tricky thing is that the our athletic program uses a different program. It's not something that we're directly involved with. At the school level, you should see that consistency um uh because we'll be creating those calendars at that level. [Music] Mhm. That would be the hope. Yes. Now you if but remember this is our public facing calendar. So you're not going to necessarily see every school day event because it's
050not that everybody's invited to every school day event. But certainly those evening things like concerts, anything like the math night that that Sher was talking about, those things should all be on the calendar for the public. You got to be careful because you don't necessarily want just anybody to show up at any event um that's marked on there. So, it's really a public this is a public facing calendar. Yeah. Yeah. Mhm. No, that that that would happen either through school tool directly or we could actually send report cards home via parent square. So the parent square is actually that secure document um portal so that we can send um parents directly to but it does have that link to school tool parent portal so that if they log into the parent portal they have all
051that access information correct as a matter of fact I don't know that we mail report cards so you know, every single So, your staff resources are really going to be more of those things that our faculty are using or that the forms that they need through HR or information about our benefits plans. when you're talking about that type of internal calendar that the schools are using, remember we are now a Google district and so the schools are maintaining that and that and and all of the staff within that building have access to those Google calendars. Correct. day. So, um, if we were going to the school sites and it's not populated yet because there's no reason to do it right now on a site that's not live, each of our school sites are going to
052have a button, a button. So, those quick links that we talked about is going to be a quick link that says that you can go there and see what data it is. But you could they could put it on the calendar because remember these are going to be maintained at the school level. Part of the issue. Yes. And that's part of why we might be using that quick link for that because you can update that on a regular basis. You can do that same thing with a calendar, but when that snow day hits, if you've done it too far in advance, you have to go in and redo it all. So it's they're not necessarily having an advantage. So it's just something that that the schools are going to have to figure out what system
053works best for them in terms of do they populate that every Friday so that they know what's coming up for the following week or how they want to do that without getting too far ahead of themselves and having to redo some of that work. Mhm. So, can you go back to the homepage on under translate? If you hit translate, you'll search a language. Did you Okay. Now, that might not be completely functional yet, Donna, because this is still a test site. Um, we're not actually on a um Mhm. Here we go. Mhm. Yes. Well, we will have more than Spanish. And you can see though that this is the Spanish is in here. And you can see that it's translated our website. It is correct right and and and APG subscribes to Google Translate because
054there's some some platforms that only use a free version whereas they actually are paying for it which is a better product. Yeah, I like to do the the language like I always like to go and look at Hebrew because it looks kind of cool up there. Any questions before I I just talk about next steps? Any more questions about the the website itself? Okay. So, if we go back to the presentation, so our next steps um between now and June 30th is really about moving to that implementation process as well as starting the evaluation process of this project. on May 16th, which is a half day of school, we're going to be starting to train some of our school clerical workers on how to use the uh edit the website. Um, and then we will
055be offering training throughout the summer and early fall for our staff that regularly edits the website. So, it's those are different people in different buildings, but our high school coordinators will need that training, our house office administrators will need that training, and all of our our principles as well. So, um, we'll start that process on May 16th and then create a calendar to do that moving forward. And then while we did a lot of cleanup before the migration, like if you look at our current sites, they look different than they did a couple of months ago. Um, we will now be going through the new site with a fine tooth comb and we'll be comparing both sites, making sure that all the content was transferred over and formated formatted in the way that we want
056it to be formatted. So that's a process that will begin between now and June 30th. The most important part of that is making sure all the information was transferred because once we flip the switch, we won't be able to get to our old site anyone more. So we do want to make sure we're not missing any information. Another thing that we're working on right now is the stack directory um which as I mentioned will be connected to school tool and that's going to be allowed it to be updated and refreshed on a regular basis as positions and people change. Now, Rob, Carol, and I are currently working with HR to update school tool to include functional titles rather than civil service titles. So, right now, uh, somebody may be listed as a typist or a
057senior typist, but if I'm looking for them or need to know exactly what they do, that doesn't really provide a lot of information. So, we're updating school tools so that it would say main office clerical or guidance clerical or health or teaching assistant or whatever it might be uh first grade teacher so that we can make sure that people can find who they're looking for. And the new directory will be searchable by name, position, and department. And then post launch after June 30th um in July we're going to create um communications and videos that will be ready by mid August for back to school and these will help our users to understand the new features on the site because it is it is organized differently and we sort of want to give them a tour.
058This is how you can find the information that you're looking for. We've also already identified some new material that we'd like to have on our website. Uh we're going to be working with HR to develop a recruitment page that highlights why Arlington is the best place to work. And we're going to be adding an I am looking for section which basically addresses the most frequently asked questions such as who do I contact if I have a question or a concern or Patty's back here. This is the one I get all the time. Where do I find my high school transcript? Um, and then the evaluation continues. It moves forward and it's an ongoing process where we're continue to evaluate additional improvements that are needed to the site, new materials that are needed for the site
059that constantly make sure that we're reflecting our district mission, values, and goals. Mhm. Yes. Mhm. Yeah. We've seen a a number of examples. Right now, we have a onepage sheet on our website, but it's really not it's not user friendly. So, we want to make those improvements. Yeah. Mhm. It's going to have better security in part because right now, if you look at our teacher pages, it lists a teacher's um email address. that's no longer going to be the case. It's going to be send me a message which means that those email addresses are encrypted and so you can it's going to cut down on the fishing that we currently have based on off our current website. So we are we're very happy about that. Mike's happy about that too. [Music] They don't want to
060read it, right? Thank you. [Music] with short and thorough administrative motion, please. Thank you. Second. Thank you. Any discussion? Seeing none, all those in favor? I opposed motion and administrative motion please. Thank you. Thank you. Um any discussion? See none. All those in [Music] favor extension of period motion. Thank you. Thank you. Um second seeing none. All those in favor I pass it [Music] again item shall serve. So Thank you. See none. All those in [Music] favorions association. [Music] everything preparation their goal is dialogue [Music] motion passionate [Music] GR52. education [Music] against the several [Music] items to assure and thorough And this is for gifts. I just wanted to acknowledge all the other behind the scenes to make sure that we're operational. We'll be sure to [Music] appropriate the next year. I didn't want to
061draw that [Music] potentially [Music] shadow [Music] transitional for us. We have made a motion second. All in favorions motion passes. [Music] priorities. We're going to move on to lower [Music] Let's see. Thank you so much. I got [Music] UC which is good and I think just not that the same um we have a two-year [Music] extension that's that's um there will be further to the zero bus. um they increased the payable salary um and special services aid which I think is good and then there's still not that we hoping from the house um and then just my own May [Music] relationship meeting the day after we have the meeting and the one on Thursday is [Music] Thank you very much. That's mostly running by having students on the board. Um maybe first Dr. um tomorrow.
062Thank you very much. That's and um 7:30. [Music] Have you got [Music] that? So, um first and discussed Um, what is next? Um 69 last with students from our um discuss. So nice. [Music] I think it was [Music] I don't know if you're available. Okay. So, yeah, you just wanted to do a pop say. [Music] Yes, it is. Yeah, I like it when each other is not. Thank you. Let me just say to you that brought down. No, that you know they have spoke about a lot of the things that she [Music] Um they [Music] didn't put in um And then I'm sure I' done So happy there. [Music] But um was organizing thought process around um a very uh rewarding first step conversation about how black how does how does equity and achievement results
063right how do you feel about our children are achieving how you know I just thought it was a great see [Music] students are wonderful student applications for our over the can do that one hour and expect. I wanted to note in the budget that [Music] previous cell device on formalizing as Linda experiment. We have solicit [Music] Carol. Lastly, I wonder In this particular case, several board members who have reached milestones in professional learning that [Music] mons and one of the things I appreciate is how um seriously professional that's in school Michael here. Thank you all for this. Thank you.