001Okay, we are not quite at a quorum, but we are going to get going. Um, and uh I will call this meeting to order on um uh 6:22 2026. Uh changes, additions to the agenda. Um, we are going to uh skip over things um like approval of minutes until we can take a vote and um I'd say we should be able to do that within the next few minutes. I'm sure someone else will pop up but until then um we are going to skip over to Well, are there any other changes to the agenda? just the um their um 7C termination. We we're not having termination tonight. >> So, no termination tonight. Um we'll skip over approval of minutes and go right to public participations and announcements. Um public comment is not legally required, but
002we believe it is crucial for us to hear from our community members about their concerns over issues through these meetings. our board models for our students how to conduct public discourse and that the board and members of our community can approach controversial issues in a civil and constructive manner and can demonstrate mutual respect. Having said that, please know that the board is here to listen. The public comment period is not designed for discussion. Please start by identifying yourself and what town you were signed in. With that, is there any public comment today? We have some guests online words. Go ahead. >> Hi Can you hear me? Okay. >> Yes, we can. >> Great. Um, yeah, my name is Worth Daly. I'm the parent of two kids at uh Windsor school, one in uh the junior
003high and one in the elementary. Um, and this is my first board meeting. So, thank you for uh inviting us in. Um, and I'm here largely to participate and and get informed as much as possible about the uh budgetary issues that we're facing in the coming uh months, years, etc. But, um, I think I'll leave my comments for now at that as I'm getting the lay of the land here. But, uh, that's me. Hopefully I'll be in more meetings from here on out. >> Okay. Thank you, Worth. And as a side note, uh occasionally when we have budget committees, we we welcome community members to to join those. Um so, thank you for coming. Is there any other comments from the public? Any announcements from anybody? Well, as a Albert Bridge parent, I'd have to
004say the end of the year went out with quite the bang. Um, it's exciting to see the sixth grade class uh walk out and uh uh from a parent point of view, the just the really positive feelings about the the of my child towards the school in general. Um it was just a great way that they um ended the year. So, thank you for all the staff to the staff and uh the administration of uh of our school. Anyone else? Okay. And at this point, what do we have for count? Do we have seven yet? >> We do not. >> Oh my goodness. So close, but yet so far. We will begin the uh administrative report. >> All right. First screen. All right. Um the end of the year, I just wanted to highlight a
005couple of um add to what Bill was sharing. We did end the year uh with on a high note with lots of engaging opportunities for our students to shine. Um there's a couple pictures of uh on the left is the Triam um fine art showcase this year which was lovely. Um students in Triam performing and getting awards. We had Panther Cub night at Weathersfield which is a wonderful tradition at Weathersfield. invite their incoming kindergarten students in um and they do some fun activities, meet their parents, give them some goodies for the summer and um it it really helps the kids feel more comfortable coming to school. So, uh those were some great highlights. We also had a couple of leadership days, one at Weathersfield, one at H Heartland. Very different, both very successful and student
006led for the most part. And then we had the prom. So I had to put a picture of the prom in there and students looked amazing and did a great job um presenting themselves and then having fun at their at their prom. So we did end the year on a on a great note. Um I am going to do kind of a summary annual report as required by the education quality standards. There's some things that we need to report on annually. I'm going to report on some of those. Just got a data report. Jen has some things to report on and Tracy as well, but I get to go first. Um, so for high school performance, these are the highlights of 2026. We had a 100% graduation rate that excludes a few students who are
007on IEPs that are done but actually stay because they are on transition plans until they're 21. So, um, other than that, we had all our students that were enrolled graduate. We did have a a dropout rate this year of 1.7%. In grades 9 through 12 and uh our college rate um our college rates are Okay. Can you all hear now? I think it's working now. Okay. Uh, okay. I got thumbs up. So, 38% of the class of 26 will be attending a two or four-year college or is going into the military. and we had 195 students participate in clubs, national honor society and student council which is a lot actually. Um in terms of uh student pathway data uh which uh Kim Goen helped compile all all of these numbers for us. 47 students in
008flexible pathways, 53 students in career teched, 103 students who participated in virtual learning, four students participated in work-based learning, 56 in service learning and inter internships, 75 students participated in dual enrollment and that is um CCV courses and running start courses which are taught by our teachers but we um have a partnership with the community college and students who take those running art courses get college credit. They pass the course. So, in some ways, um somewhat like AP courses, but uh you don't have to take the test and pass it for it to count and and colleges take the credits because they're already college credits and sometimes AP courses don't get translated. Um so uh 75 students in dual enrollment, two in early college and we had zero in advanced placement courses because we are
009not at this time offering advanced placement courses but it is something we are talking about because it keeps coming up. Uh we don't have to report this but I thought it was interesting that we had 65% of our students um participated in career training opportunities this year as well. So they are busy. Um for discipline data this year we had uh 70 student conduct forms completed. Those are forms of potential HHP filled out by staff or or um to from students to staff. Uh of those 70 17 of those were opened as uh HH which is hazing harassment and bullying investigations. And of those 17 we had 14 of those cases that were substantiated. He had one investigation and zero uh substantiated title n investigations, 27 in school suspensions and 61 out of school suspensions.
010>> Can the audience can you specify what a title n is investigation? >> Uh title nine is uh sexual harassment under federal law. >> Okay. >> Yeah. >> I thought I saw a hand. President, >> thanks. Uh, is this all across the whole supervisory union? >> It is. Yes. >> Okay. And the the data about um high school student pathways, is that also across the whole supervisory union? >> It's Windsor High School. Yes, just Windsor High School. >> Okay. >> Yeah, that's a great question. Is there is there a breakdown of where where the uh uh like proportionality of the HHB data? >> You mean by school? >> Yeah, >> I can get that to you. >> Okay, thank you. >> Yeah, just let me make a note. Okay. Um so every year in the
011spring we give the measured results assessment survey to our fourth graders and up to 12th grade students, our staff and our families. Uh this year we had oops we had 732 part participants and um which is up from last year. We had only had 673 last year. So that's encouraging. Uh last year our uh targets there are three main areas. academics, culture, and leadership. All of the um questions lead into categories, and from those categories, we can look at them and and set goals around where we're coming up short. So last year in academics, the the target was student goal support. In culture, it was trusting relationships, and in leadership, it was pro-social behaviors. So we those were our scores last year, a 68, a 73, and a 73. We set some targets. This is
012where we landed this year. Um, so we did we did make growth. We didn't hit our targets in academics and culture, but we did in pro-social behaviors. And I attribute that to all the work we did around discipline um and making clear expectations for students. So um this is uh these are the results from this year in those three areas. So up a little bit um our leadership score last year was 74, this year 74.25. So a little bit of growth. culture was 77. This year it's 78. Academics uh was 74 and it's um 74.75 this year. Um it's interesting because it's different. It's not the same cohort of people taking the assessment every year. So it's good data but um not necessarily completely comparable. When we dig in to the scores um in leadership,
013our our lowest area is family and community engagement. we um are targeting family and community engagement as a goal next year. Uh so that it really was that was where we were headed anyway. So it was interesting that the survey data um align with that work in culture trusting trusted relationships still comes up as the lowest. So we're going to continue to work on making sure that we have trusted relationships among the staff and students and each student has a trusted adult in each building. That's very important. Um, and then in academics, student goal support again came up as the lowest score. So, >> we're working on making sure students understand why goal setting is important, helping them set goals and track their data and celebrate when they make when they make growth. Um, so
014that was the measured results assessment. We did this year do a middle school culture survey data this spring. It's the first time we've done one. And so I'm going to share some of the results and then in Tracy's report she's going to share how we're going to address some of these results. >> So >> and what what software >> we just we just made this kind of >> Okay. How do you output it? >> Uh Google um form Google form. Yeah. >> Okay. If and there's probably a better way to um >> do surveys like we're manually going through the data, >> right? I I use Panorama and I'm not particularly happy with it. >> Yeah, we've used it before and weren't happy with it. So, we're still looking. Actually, Bridget just shared uh something
015with me around a survey that might be easier than our homegrown ones, but here's what the data shows. Um somewhat disappointing uh not necessarily surprising, but some of it's disappointing to us. So, um there is a divide in student experience. the dominant track which is um straight cisgender neurotypical males are having a great sense of belonging and feel safe most of the time and uh the other on the opposite side of that our LGBTQ and our gender expansive students are not having that kind of experience um 65.4% 4% of LGBTQ plus and um do not feel a sense of belonging and 72.7% of our gender expansive students do not feel a sense of belonging and less than 50% report having a trusted adult uh on staff. So that's an area that we really need to
016address. Um it it compounds when you have uh students who are LGBTQ Q+ and neurode divergent neur neurode divergent. Um so there is a a really um a very low feeling of belonging among that cohort and a high percentage of those students are feeling um hyper vigilant. So they're always on edge. are always stressed out and they don't really feel a sense of safety. Um, most of the time our our uh cisgender female and neurode divergent population. Um, so if you're cis cisgender neurotypical female, you report a high safety metric of 78.5. But if you are a cisgender female and you are not neurotypical, um the score drops. So we've got uh some work to do around particular groups and making them feel safe and um a part of something in our schools. Um similar
017similar findings for um students that are um bipok and LGBTQ. So, of the um out of the multi-racial, indigenous or black students who also identify as LGBTQ or questioning, 80% of that cohort lacks a sense of belonging in school. So, they selected disagree or strongly disagree for feelings of belonging. So, um here's kind of a quick summary of the data. So these are a percentage of the students who report having a supportive adult at school by identity group. So there you see the male cisgender males really feel connected to someone at school and have a an adult they can go to and that they trust. Decrease for cisgender females. uh the percentages drop when you um when it's the disabled or neurode divergent group and drops even further when it's the LGBTQ or questioning um
018youth group and then at the very bottom the most at risk students or or feeling students that feel they don't have somebody to go to in the school that they can trust are nine our non-binary and trans youth. So we have some plans to address some of these gaps um that Tracy's going to share and this is just a summary. So straight cisgender males by sense of stability, safety and belonging, LGBTQ, gender expansive, hypervigilance, low belonging, severe inst institutional distrust and are disabled or neurode divergent students have um feel isolation and um they exhibit low daily safety scores. So concerning concerning data. Um I'm going to move on to the staff culture survey. So this year at the beginning of the year we surveyed our staff and then we re we surveyed them again this
019spring with the same survey data. We had 127 people participate in the spring. In the fall I think we had about 230. So not everybody took it in the spring. Um but you probably don't recall this but in the beginning of the year I shared there were three areas in that survey that um were were areas that were of most concern. One was there's a sense of trust among staff at the school. So in the fall 57.3% of our staff um identified that um there's a sense of trust at in the school in this last round it was only 52%. For the question of I believe that leadership listens to and acts on staff input, we we did improve in that round from 55 to 62%. And the other category or area that we were
020targeting was I'm confident that adults at my school can have honest and difficult conversations. And so we did we did um improve slightly in that category. So some grow still areas to grow. Um, I pulled a few of the questions from the survey just so that you can get a sense of what they're like and um, showed their fall scores. The first column is uh, the percentage of staff that agree or strongly agree. Middle is neutral and the right hand side is disagree or strongly disagree. So, um, I feel acknowledged as a unique individual recognized for my strength and appreciate for who I am. Some growth in that realm. I feel comfortable being myself at work. Improved from 72.9 to 80.5%. Um, school leadership fosters a culture of belonging and respect. Some growth in that
021question area. Uh, this school treats staff fairly regardless of identity, race, class, gender, sexuality, ability, disability. Um, a good amount of growth in that um particular category which which we're happy about. Um, and then I feel like I belong at my school. There was a slight decrease in who agrees or strongly agrees, a slight decrease in who disagrees, but more people in the neutral are. So, I dug into this question a little bit just to break it down by um identities or statuses. So, for sense of belonging and disability status, um you can see that there's a category. Some people just don't don't answer that question as you can see. And then uh a majority of people say no disability and then some people say prefer not to say and and a fair share ident
022you know identify as staff with a disability and you can see um where they where they feel um they belong or not. So we have some people that don't feel a strong sense of belonging in their school. A majority of people do which is which is good but we want everyone to feel like they belong. So I can break it down by race. Um I did I did um going to cover up some of the categories because the the uh the number of respondents was very low but the data was positive I will say um sense of belonging gender identity and then um sense of belonging and sexual orientation. Um Tracy and I have been going back and forth and um We're trying to dig into the qu each each maybe the real real important
023questions. They're all important, but the the highest um important highest of importance questions to break it down this way so we can see if there are groups that um we really need to work with to make sure they um feel feel safe and feel like they matter and that they um have trusted people that they work with. So, it's really quite fascinating. Um, I would love and we've been trying to use AI, but you know, AI isn't always accurate, I'm finding. So, went in and did these by hand, but Tracy and I know that we have to look question by question. And so, Bill, if you have a tool that does it for us, >> I love love to know >> what that is. >> Uh, okay. So, this is um staff turnover. We're kind
024of all over the place tonight, but wanted to share some end of the year data. So, uh, this is from Jordan. We had nine teachers depart this year. Five of those were retirements. Uh, one of one of those was a teacher moving out of state, different opportunity across the country. One was a reduction in force and two um found new employment. One was closer to home. I think they were both closer to home. For support staff, we have nine total departures as well. one reduction in force, two new employment and I think both of those are um staff or at least one staff who um >> got their degree and now have a teaching position within our district which is great. Two moving out of state and four are uh furthering their education. So those
025are the turnover rates. We we didn't have a lot of hiring to do this spring which was great. Um so we'll have some onboarding to do but a a pretty pretty minimal amount for for next year which is excellent. And then lastly I am required by law to report this to you. Um we spend on our insurance through multi-line visit uh $361,9066. So >> sui not yeah that's all of our districts together it's a lot of money but >> yes >> that is um my report I pass it on to Jennifer Holtz so I will stop sharing >> do you have my slides Christine >> I don't know let me look yeah I shared them with Lori but I can I can >> Elizabeth Before you move move on, would you mind going back, I'm
026sorry, to the um HHB slide again? >> Yes. Give me one second. >> Yeah, that's what Yeah, let me go back. Oops. Hold on. This one. No, not this one. This one. >> Yeah. So yes, uh >> if if there were 70 student conduct forms completed and there were only 17 HH investigations and there were only 14 substanti substantiated HHB cases, why were there 61 out of school suspensions? >> Those suspensions were for a variety of reasons. Yeah, drinking. Could be. Yeah. Could be vaping. Could be >> fight at school. Could be uh I mean, I'd have to dig in, but >> individual behavior. >> Yeah. Individual behaviors. Um so, violations of the of our um discipline um protocols there, students get suspended for a variety of behaviors. >> Okay. And do all four of
027the schools have inschool suspension? >> They they try if they have the staffing to man it, but that is not always the case. And um as you recall, we had a planning room person at Windsor this year for the fall and then we didn't. So, I think the principles try really hard because we would prefer in school, >> but if they don't >> I really was just wondering whether those in school suspensions were across all four schools or not. Um, >> you know, I I I can check, Elizabeth. I don't want to say for certain, but I I believe they they all will have an inschool suspension if they can. Um, but I don't want to I don't want to give you false information, so I want to check to be sure. >> Thank you.
028>> Do that. Yeah. >> Oh, one more one more thing on the next slide. Where where students have been spending their time? Um, >> this one >> there. Um, >> yep. >> Is flexible pathways open to every student? I I believe it is >> Bridget's whispering yes in my ear. >> I believe it is. >> Is virtual learning open to every student? >> Virtual learning I believe if they if Yeah, they they'll work with Kim. >> Yeah, that's a flexible pathway option by law in high school. Flexible pathways have to be an option for everybody. Elizabeth, we we we tr we tend to though if there's a teacher to teach a course and it's a required course, we it would be unusual to use flexible pathways unless perhaps after a couple tries it isn't the
029right route. Other than that, usually for required courses, um it it it is uh staff flexible pathways is used a lot of times for courses we don't offer andor obviously to to meet a personal interest of a student. >> That's what I was wondering whether uh if for example we only offer one language pathway. Um if a student wanted to learn a different language, they have that as an option. >> That is true. Yes. and and and some students do. Yes. Correct. >> Okay. Thank you. >> Yeah. You're welcome. Okay. Shenh Hall, do you can you project your slides or not? >> Yes, I No, I can. >> Y absolutely. >> I don't I Lori didn't share them with me. I'm sorry. >> That's right. Can everybody see my screen? >> Yes. >> Okay. Excellent.
030Well, let's win. >> Okay. So I was standby asked to provide uh information regarding the uh rule 4500 counts for this year and then the number of safety care trained staff across the supervisory union. Uh remember that rule 4500 is the restraint and seclusion law and we have very specific um expectations that we need to follow um regarding rule 4500. So, um, as it pertains to young people placed in outofd district therapeutic settings, we had a total of 38, uh, restraints that were documented. Um, and then within the SU schools, uh, we had less than 10. Yes, Elizabeth, >> thank you. Um, uh, excuse me. Uh can you give us an idea of can you contextualize this 38 out of district like those are I I assume therapeutic schools are they? >> Yes. Yes. Yeah.
031>> Is that average or what? Can you can you just give us some kind of a scale for that? Um so the total number overall of restraints that occurred in our out of district placements which are our therapeutic settings for our most behaviorally challenged young people. Uh we had 38. Um we have I believe at this point 20 young people placed in therapeutic settings. Um and these are incidences where there were um concerns around safety to self, others and staff. Um alop well not alopments but primarily physical um physical uh harm or potential physical harm. Um so I I can't tell you um the number of kids that may have had more than one restraint. I would not be allowed to give you that information because it would be too identifiable. What I can tell
032you is the total number from uh the first day of school to last day of school was 38 uh total for our kids in that district. Can >> you tell me have you have you compared this data to neighboring districts who may use the same out of district placements? >> I have not. I would have no reason to but I certainly could. Um you know they the out of district placements have to follow the same rule 4500s that um every other public school has to follow. Um, I don't I don't think this is indicative of um of over restraints. I think this is I think this given the reports that I've read and I read every single one that comes through, they've all been appropriately um administered and it really comes down to safety of
033staff, self or others. Um I certainly could reach out to other districts if they would be willing to share that information, but I don't necessarily think that they would um be inclined to do so. >> All right. Thank you. >> You're welcome. And then um within our own SU, all of our schools, we've had less than 10 um rule 4500s that have come through this year, which is a um you know, no one nobody likes um to uh consider restraint as part of the public school day. Um unfortunately, it is. But I will say uh this is a consider this is quite a low number um compared to uh the previous district that I was working in. Um, so I I I'm very comfortable as comfortable as you can be with that number, Elizabeth. >>
034Sorry, I I I just um >> Do you have any idea how many students that represents? >> It represents all kids in every building. Um, so rule 4500 applies to every child within the building regardless of whether they are receiving special ed 504 or um other services. So, you take our total population uh grades pre-K to 12 across the district and we've had 10 restraints this year. >> And and I it does sound like a small number, but it's not a small number if it's only one student being restrained that many. >> Correct. So, I I just >> correct. And I can I can let you know that it is not one student that is being restrained every single time. >> Thank you. >> You're welcome. And I I I think for the audience it
035might be good to point out that a restraint is not always handson. Um there are >> well correct. So we do have we do have escorts um and we do have restraints and of course we follow the agency rules and uh no one puts a hand on a child unless they are trained through safety care which is the model that we use at the WESU. But it also does it also include seclusions? >> Uh we uh I have not seen any seclusions um come across my desk. Um and what I would say is um again this number is less than 10. Um and is not representative one of one student uh for the less than 10 number. Um and again it is it is we go through the process which is deescalation is our priority.
036um and we try to weigh a kid out. We try to do all those things before we have to um restrain a child because again, nobody likes to do that. But if it comes down to safety of staff, self or others, um then we certainly do have to engage in restraint. >> And looking at ASU at this size, less than 10 is an impressive number, >> but it is not. >> I Yeah. When I when I saw this number, again, given the context of the conversation, I was pleased with it um because I've come I came from a district that um was slightly bigger but had considerably more restraints. So, I think this speaks to the work that um that's going on our schools around um deescalation and social skills learning in our um and
037our SEI. I think they're doing some really great work um that are really helping kids get through their day so that they don't get to a point of crisis. Any other questions about the 4500s? All right. Um and then the last bit of data I was asked to share is around we utilize safety care. There are a number of approved um models across the district to utilize when it comes to deescalation restraint. There's um CPI. I used to be a trainer for CPI. There is handle with care um and safety care. So the fully trained staff that we have at ABS we have four. Um at Windsor we have 10. At Weathersfield we have four. And at H Heartland we have four. And then we have folks who have only been trained in the deescalation
038piece which are referred to as the chapters one through four. and they cannot put hands on kids, but they are trained um in utilizing the the deescalation process, which is key because that's where we want to be able to support our youngsters before it becomes a crisis. Um and then we do have a full day training um for reertification um which is scheduled for September 4th, which will be um facilitated by Erin Rockwood, Jen Elby um and uh the third person's escaping my memory. Uh Julia Julia Brock and um and oh and uh Anelise as well will be participating in that. >> Any questions around those numbers? >> No. All right. Uh that is all I've been asked to share. So I will stop sharing my screen. share again. Each time you can just stop
039it to show data. >> Okay. Okay. Ready? Awesome. >> Yeah. All right. Hello everyone. and we're going to um share some data but also reflect on some of the curriculum initiatives of this year and where we're heading a little bit next year partly as a result of the data. So the first thing we look at in our in this presentation is early literacy which we captured through dibbles um mclass dibbles and what we see with our literacy scores they were very low in the fall they're at 35% um they increased to 50 by winter and to um by the springtime so tremendous growth in early literacy. uh part of this. Well, first of all, hats off to kindergarten because they showed the most growth and which if you think about it, some of these children
040are being exposed to, you know, reading for the first time and and literacy skills and it's sometimes not unusual to see the highest growth, but something's going right with our K classes because they have shown very strong growth. um due 139. We actually focused this year the teachers, interventionists, and instructional instructional coaches on um early literacy. We also participated in a Vermont initiative. Uh so we're, you know, no one is happy until that's 100%, but the growth from 35 to 54 um shows the kind of effort being put forth and we hope that will continue. Uh we have the opportunity I think to have some continued partnership with the AOE which is for next year which is wonderful. Um moving on star one more. >> So this is the grades three through five um star
041read measured by star uh reading benchmark scores um upper elementary reading improved midyear to 56%. uh we have noticed third grade for whatever reason there's a a lot of in talking to my instructional team leaders we talk a lot about that it's a big hop from second to third grade and what's expected um we've noticed that our third grade classes across the SU are not performing as well as the others so this is pulled down to a degree by third grade part of it is that our CKLA program teaches skill work K through two as a separate strand and from third grade on it's embedded as part of the entire program rather than a separate teaching moment. And next year that will change because this program has come out with a third grade skills sequence
042which we've already put into our teachers hands last month. Um so they know it's out there and available and we'll be using it. uh we we do think the dropping of skills by this program as a separate strand was a bit too early and that our third grade needs specific skill work um you know in as the K12 um classes have. So um we're hoping we see some growth in that third grade group. So that's that one. So this is middle level which we tend to have very good scores in. Um this is even though it went from 67 to 64 um it is generally our sixth grade class especially which tends to perform um you know higher much higher than the seventh and eighth grade and we'll talk a little bit about that in
043a moment but um our reading scores generally in the middle level tend to remain in uh relatively um decent and strong shape. Part of this is because literacy is taught in science and in social studies also. So they get this continual vocabulary application. We were in a science room and they were working on a writing piece. So it's it's they they get it dose sometimes three times a day. Um and you just can't beat that, especially around non-fiction reading and what that does. Um so again, sixth grade being our strongest performance, but overall um students tend to be um meeting the benchmark. we've got in the red uh a number of those students are on um IEP plans and um you know continue to get support. So overall that's a a strong area. Grade nine.
044Yep. So we're looking at grade nine. This was a drop. Um there could be a number of reasons for this one is which that the burnout in testing are grade nine to Vermont caps in both reading and math. and this test is given number of weeks after. Um so I do think there is a slight investment situation there. Um it the good news is that we're still seeing growth even though they're not h they're mo not moving a level within their level. We're seeing uh for example 62% grew from fall to spring. Um so they're growing but they're not growing enough to to move themselves out of a benchmark. So the the red is also yellow and we have a number of students that are a question or two away from being in the green.
045So the question is how do we push more of those students who are so close to meeting the benchmark to meet that benchmark and the ninth grade team will be looking at that data. We don't test our 10th graders because they take PSATs. Um if you were at the Windsor presentation they had a scores for PSAT 10s, PSAT 11s and SATs. So, anyone who wants to see that public um is welcome to take a look at that. But we uh feel like the PSAT 10s are a great by spring it's time to get those sophomores not only practicing the SAT but using that data. So that's what we look at in the spring. This is Star Math. Um 48% in the winter and 47% in the spring is not a a large difference. um especially
046since the spring test encumbers in encumbers all of the standards. So it's a harder harder assessment overall. Um overall we were at 40% in the fall and so now we're at nearly 47%. So there was growth in our math scores. Uh grade first just off the charts for across the SU. Um which is wonderful and even grade second. Um, so they were at 35% in the fall and now they're up in the 60s. So huge growth in our early elementary. Um, part of that was uh Windsor contributed part of that. I don't usually pull out schools, but they began a program called number corner, which is a bridges uh supplement to encourage fluency. A lot of talking about math and fluency and reasoning. And it's one of the most wonderful things to go and see
047a classroom where they're doing number corner in the morning. Um the nice thing about this is we saw these results and now we've got number corner available in all of our schools. Um so that's a that's a big plus and uh they'll be fully rolling that out in the fall. They got an intro this spring um with a full roll out in the in the fall and teachers were asking for it. they saw what was going on in Windsor and the elementary school and others other other teachers from other schools were saying can we get this and we made it happen which is wonderful. Um, so continue to look at fluency, spiral review, whatever your program is, you need both of those to be going on. And um, I think that the culture, you know,
048in the classrooms, teachers just say, "Yep, we got spiral review. We want some more work around fluency." And, uh, I think that that culture, there's been a big shift about this. We will be focusing on math in the fall. So that's uh, this year we did early literacy. Our focus in the fall will be for K through five will be on maps. So we we're going from there. Um and intervention. I can't say enough about that. And again, we've got some focus intervention at all the schools in the fall in math. And we've had very positive results from having interventionists. I I can't say enough about the kind of work that they do, the tracking of data that they do through educ. They do very specific progress monitoring was which wasn't in place until this
049year um across all of the schools that's expected and uh those results are are kept in edge climber. So um really really good news. So uh next up so this is 6 through eight data. We have a 66% sixth grade proficiency rate in math. Now if you look overall we are at 54 in the winter and now at 51. So our sixth grade quite honestly is has not been an issue across the SU in general. But then when we get to seventh it drops to 54 and when we get to eighth it drops to 36. We're seeing a tremendous dropout as is the state. And that's not an excuse because you know but it's a trend and a pattern within the state of eighth grade and ninth grade performance. And we'll see that on the
050next slide. Also, um we're seeing it in Vermont caps also. So, it isn't unique necessarily to STAR, but how our eighth graders and ninth graders perform in math is a is a super focus area. You know, what often happens is we do great work with intervention in the early elementary to a degree in the middle, but not so good when we get to eth and nth grade. And that working with Kate Ryan, we've got some ideas in terms of ninth graders. um but also eighth grade. We're just it's a it's u a setup that we've got now in the middle school for next year's schedule to provide intervention and we're well aware that our eth and nth grade data again like the state who has their own initiatives around this is not anywhere where we
051want it to be. Um so I'm not concerned about our program. I think mainly what happens with our program adhering to it number one and number two getting through it. So there's there there tends to be a little bit more time spent on sort of catching up on skills and then then we've got to they've got to be exposed in order to be able to take assessments and so getting through the program and proper pacing. Um those are things that we're going to be focusing on next year. We do have algebra 1 as you may have heard at every single school this year. Kids aren't going to be bus. So, we have an algebra one class in Weathersfield taught by a teacher there in Hartland and also in Windsor and they're all using Eureka uh
052algebra 1 and we've done professional development work that just the last couple weeks to get them organized and ready to go. Um so, and it's fairly rigorous program of algebra. So, um I'm hoping we see some of the positive results that's eighth grade algebra uh from that. Um anyway, that's definitely a focus area, especially in our seventh to a degree, but our eighth and ninth. So, you see the ninth grade scores 30, you know, 36% met the benchmark in the spring scores. And again, our Vermont CAP data is pretty similar. Um we we need a lot of work. I've been working with um Kate Ryan about this. She's made some changes um in uh what we do with our ninth grade math program. Um, so, um, stay tuned. I'm hoping we see some positive results
053next year. And again, I'm not going to use excuse. It's not unique to to Windsor, but you know, this is we we need improvement in this area. Um, okay, continuing. So, this is free and reduced lunch. Again, we maintain, you want to, um, you know, talking about cross-sectional data, we maintain this 10% gap. um generally between um students um at an economic disadvantage and students that are not. It's 10% in reading um doesn't seem to to move a whole lot. Uh which is I think in part student engagement, family engagement, those are students that tend to change schools the most. Um there are also students that um can sometimes be disenfranchised with school certainly by the time they get to high school. So what's driving what? It's unclear, but we're not making as much progress
054about closing that gap as I would like to see. And as you understand, there's a lot of data behind this data to know um who are those kids and what kind of transitions have they had? What is their investment in school? how can we reach out a little better to support them both through intervention and also family support in terms of family engagement. Um anyway, that's that's again that's all grade level. So it's not just a high school or middle school um issue. And then when you look at it in terms of math, you see the gaps even greater. Uh again a lot of the things that I talked about the disparity has grown beyond 10%. Um and this is a very interesting statistic I found. Nationally the racial achievement gap appears to be reducing.
055Okay. So when we look at race as a factor the gap between performance tends to be reducing. The socioeconomic gap has not. So where where the focus has been who knows but the gap remains um 34 out of 50 states the achievement gap um continues. Um and again some of the issues are what we call chronic poverty issues including uh willingness to stay in school and changing school districts and the rest. Um so something to keep an eye on um both obviously at the national level but what can we do to support um students that are at an economic disadvantage that we're currently not doing especially in math. The next two slides are students. Uh Bill and I talk about this that students that are on an IEP. We clearly have an achievement gap. And
056once again, there's a reason with which we're providing services for students that are on IEP. And when those students begin to demonstrate meeting the benchmarks, they're often move move out of services. Hence, we we don't see this huge change from, you know, year to year. Um what is better maybe to dig into and this is information Jen and I could look at is that um what is what is the area of disability and are we seeing achievement gap issues around an area that is not their disability. So that would be very interesting to dig into. Not that reading can't hinder math performance, but if the same group of students are showing difficulty in in math performance and it's not a a processing thing or something that would generally affect, why is that? And is there
057something we we could be doing? I I don't know enough to know until we really would dig into that data. Another snapshot that might be simpler to do is to achievement level of all students who have ever been on. >> Um and then >> you would get a much wider >> look at um the success or failure rate of um that department. >> Yeah. Of not department that group of students. >> Um Okay. Interesting. >> And it's, you know, speech services are, you know, sort of a different ballgame in terms of affecting some areas of literacy, but it's it's just hard to know, you know, but I like that suggestion, Bill, and I think Jen and I could have a good conversation about Yeah. that >> then you wouldn't necessarily because I I think what's
058going to happen is if you try to put out a report based upon particular uh disabilities your your group is going to be too small. >> Yeah. Correct. Correct. Yep. Agreed. It's a it's a great suggest suggestion. So >> yeah I I guess I'm I'm unclear of that direction because when we're looking at disabilities we we have comorbidity, right? And so a child with a specific learning disability or speech language impairment in particular that may impact their reading. So I guess I'm wondering what the goal would be or what what if we're digging into data. I need some clarity on what it is that we are trying to get to because we also have kids that have multiple disabilities. They have emotional disturbance or other health impairment or speech language impairment. All those things are
059very complex and the adverse effect oftentimes it's either in a in a in basic reading or basic math or functional skill. So I think it's a little more complex than just pulling out the data. I think we need if this is something we want to put our time into. I I need a little bit more of a cleaner cleaner lens as to what the expectation is and what what the data is that we're trying to get to. Um and I'm not really clear on that right now. >> Yeah. I I think there's a couple things that would be helpful. um from from my standpoint as a board member. Um and uh just to look at the performance level of uh students on on IEPs, how are they performing longitudinally in the in the long range?
060And so if a student had a for example a reading disability and um you the special ed instruction the the specialized instruction was extremely successful right this uh this sort of breakdown uh uh students on an IEP doesn't show that student anymore because they've been removed from the IEP. they still may have a 504. Um, but to if just sort of a quick snap longitudinally, all students K12 who at one point or another had an IEP, how are they performing as a whole? Uh, another good um indicator is all students with a a reported disability. Um, and so the feds do this in in there. So, it's either a 504 or an IEP. It's a it's a documented disability and and how are they performing? Um, that just might be it may not necessarily achieve
061anything, but I just think it would give a u a broader glimpse on how Windsor Southeast Supervisor Union is performing with uh students with disabilities. um because those disabilities don't go away if they go off an IP or if they get off A504. Those disabilities are still there. Um so how are they performing as a whole? So I think that would be a much more useful than um looking at how students are based upon their particular disability because Jennifer I think you're absolutely right. um that sort of category and kids in that sort of specific. I don't think we want to see how students with uh uh a reading disabilities are doing. We want to see how um Windsor Southeast Special Ed, the money that we're spending, what return are we having on our dollar
062uh for that large amount of money that we're spending. And just looking at students over a long longitudinal time would give us a better picture. >> Okay. I can I can certainly give you exit data and I can I mean so just so the board understands we're talking about 300 kids that are currently eligible for special ed services. So, are you looking specifically at kids that have exited and are currently enrolled and wanting to understand how they are performing because that's that's a pretty big ask and it's going to take some time to pull that data. So I just want >> saying that oh tomorrow can we send me this. I'm just saying in future years >> when in this particular presentation in particular to have that in a listing of actively enrolled students who
063at one time or another received I uh special ed services >> okay >> based on their performance at this point. >> That's all. Okay, the summer I'm not in the past, but just in the future to sort of because we have this discussion every time and um that today >> before we had our wonderful new program coordinator, I was the one who was bringing it up be like, "Oh, well, this is the result of the fact that students who are on IEP are there for a reason." And so once we work with them, they become off this report. So this disparity in this and especially in reading this disparity between those who meet the standards who and who don't meet the standards will always be there because of u >> the nature >> of the
064report and so to counter that to say like >> you know say we have 500 students who uh are on IP or have ever been on IEP and you see that it's more of a balance then you can see is the success of what um your department does and what your teachers do and what the schools in general do because those successes are there. When a student leaves an IEP, that's a success >> from my standpoint being a kid who used to be on an IEP. >> Yeah. Yep. I just needed some clarity as to it. It was not clear what folks were looking for. So, um, I can certainly add that to a report out moving forward. >> Thank you, Jennifer. >> Okay, we're on, uh, slide 17. >> I'm with you. So in
065yeah in um uh last year at some point in time the board requested for very good reasons uh how is a group of students who were third graders how they do at the end of third grade versus how are they doing at the end of fourth grade. So this is a picture of remember the blue and green of third to fourth are the same group of students which I actually find very interesting. So for example in this picture with greeni this group of current fourth graders um were 53% had met the benchmark now it's 59% of them met the benchmark in the area of reading fourth to fifth we do see a drop although overall our grades more of our students in each grade level are meeting the benchmark in the following year which is
066a is a good sign that that they're growing. Um so fifth to six, take a look at that. I've mentioned earlier our sixth grade reading scores 72% um have met the benchmark in our in our sixth grade um group. Sixth to seventh slight growth and that's that same like not enough growth for my taste but seventh to eth similar situation in reading and then 8th to 9th we have seen somewhat of a drop off. That's that's funny data because that is not the same group of students because we have a large number of kids that are tuitioned out to other schools. So that does not include students that attend other schools. That's our entire eighth grade class last year and how our current ninth grade class of just Windsor schools. Windsor school is doing. Okay.
067>> And some of those kids tuition in. >> Yeah. >> And some of those kids Yeah, that throws the data too. Good point. some of the tuition in from from other districts. Um so if we look at our star math um we first to second grade I already mentioned that first grade tends to be one of our strongest grade levels in math. Um so whatever is happening in our second grade there's a slight drop in the number of students that are meeting the benchmark. Um second to third we're seeing some growth. Same group of students third to fourth fourth to fifth growth continues. Take a look at fifth to sixth. um that sixth grade program at this point in time in both reading and math is doing um extremely well. um sixth to seventh. This
068is that drop off that I mentioned earlier in the slides. We start to see a decline starting in seventh grade, dropping even more in eighth grade. And again, our eighth to nth grade data is not really um indicative of um much because it's a sort of a different group of students nonetheless remains concerning as I mentioned earlier. So I think if you were looking at this you would understand why the 8th to 9th grade 8th and 9th grade remain um a focus in terms of math and what kind of work we need to do. Um all right the next set of data 20 and on are kind of more interesting to be honest with you at the school level. I'll go through it but you can see you see this exact same data presented in
069the school reports but I will mention a few things here. Um, you know, we have a 94% attendance rate. I looked it up. It's 92% nationally. So, that was kind of a a good number. We have a lot of tardies. But in a way, yes, in a way it's interesting because remember it's seven period day in the high school. Most of these are from the high school. Seven period day times how many students. And then you realize that um those numbers can go if so if a child is you know rolling into class late say even the same kid numerous times that data quickly gets pushed up to the number of tardies. I think it's like three tardies and it's counted as yeah you do detention or something. So it's it's not like they're they're
070allowed to do this but they are reported and that's good news. But um it is high school that is the highest. Not surprisingly, middle school is second and elementary only gets measured for tardiness the first period of the day. So um just to keep that in mind because once they're there, they're safely there and there's not usually other than first period being late for first period, not usually any measures after that. So just keeping that in mind. On slide 21, these are loginins per session. We had a slight decline for a while. Um then spring hit so it popped back up you know and uh so these are the average loginins um uh in session per day. It's interesting September and October are highest. I think I echo Christine's thought that we've got a very
071clear behavior matrix now and I do think it's affected uh behavior in a positive way um clear clear consequences and the culture of the school. So no matter what, we never reached our September October um login numbers and I I think that's a really positive sign. I think students are much more aware of um the the behavior matrix as our our staff and I think it does affect the climate and culture of the school in a positive way. Most um dashboard shows you once again as it does at the school levels, most of our behavior incidents are in the classroom and um with with a few other areas like the playground sort of standing out um as the next what we call unstructured play areas not surprisingly or hallways. So none of this changed much
072from when I was a child doesn't make it right but uh um just awareness and a lot of those just so you know these these also can be minors like if you look onto the next slide um actually this is time of day middle of the day lunch period recess period hungry on their way to one of these it tends to concentrate a lot in the middle of the day when we have more unstructured time but it's um this one that I found interesting it's disruption disrespect, defiance tend to be the highest. So we call the 3Ds, right? Um so it that's classroom behavior and teachers are trying to set norms in their classroom and some things are just not okay and so login around those three working to shape behavior um are are not
073unusual. They're usually classified as minors. So they're not suspendable. They're not in school suspension, but they might get a log entry and parents are contacted and it might be a little time in the buddy room or whatever happens to be. But um I would say um most of those are absolutely categorized under what we call the minor category, not a major category. Um so yep, that is my report. I do want you to know next year I mentioned the elementary level uh focus on math and some of the uh universal design for learning. So UDL practices around math um not to mention fluency and just looking at our achievement data um also 89 um concentration on math not so much in our professional development work but what we're going to do within the school system
074itself um but um advisory and swarm those are our focus for middle school next year around personal learning plans because it's a state requirement what are they how do we get them more uniform how do we get them more useful making connections and advisories having um we're going to do some training around restorative practice not around you are bad and now do restorative work it's around restorative circles how do we en encourage trust and building relationships within those advisories in swarm so our professional development work in the fall is really looking at making swarm an advisory a time that not only students look forward but teachers look forward to and we're building trusting relationships Christine mentioned culture and trusting relationships. So that will certainly um be uh part of our our focus for the middle
075and high school level. So >> crazy. >> One more. >> All right. Here we go. This All right. Okay. So, um, some of what you're going to hear me say, I think aligns a lot with what you've just heard and, um, I just want to echo some comments like Christine had shared, some of the findings in our culture survey, you know, are pretty alarming. Also, like some of what Bridget just shared, right, is like some of this is not unique to us at Windsor, right? But these are part of some bigger patterns that we're seeing. So, I think that context matters and how we're uh talking and thinking about all this. So, um you know, one thing that we've really been trying to do this year is get better about asking who's missing and why.
076This is part of a practice in using an equity filter, right? And we're not just talking about I mean you could use this in so many different ways but part of it is thinking about um I found this uh quote from a sociologist and he said neither the life of an individual nor the history of the society can be understood without understanding both right like we are all in this moment in time where we're being uh influenced impacted by the context that we are currently living in right and so this is the this is how I've been sharing out any of the reports that I've given you all is looking at individual cultural institutional right these are nested parts of our context in the system that we are living in whether we're using this to
077look at um oppression whether we're using this to look at prevention like the Vermont prevention model it always comes back to looking at these different levels of how things are happening right we as individuals don't exist without the layers of policy and and culture right that we find ourselves in so This was um something that I had shared with you all originally when we were talking about what racism is, right? And how racism shows up. But you can apply this to any sort of is isms, right? It's again thinking about there are policies and practices at the institutional level that keep those things in place. The cultural narratives and norms, right? Like we wouldn't be able to create policies if we didn't have certain cultural narratives and norms. And then there are the ways that
078we hold on to individual beliefs and behaviors that may even unintentionally um perpetuate different patterns that we see. So it's like we've really got to factor in all these levels when we think about how we are becoming aware of what's happening especially nuances around identities in our schools and also how we are creating interventions. So this is just an example right of how we see this at play. We can think about all the headlines or especially targeting transgender folks, right, that we have seen especially in the last couple of years, which on the right you can see it's like how these narratives ultimately impact people's risk, right? Uh we know that black trans women are are consistently under under threat, right? Are the ones who are also impacted most by not just these narratives, but
079these narratives become policies. So, this is just a snapshot looking at anti-trans bills. We know that these are showing up across our country, right? And especially look at how much how many more of these policies have been introduced in the last couple years, right? Versus 10 years ago. And so, it's like why why is that happening? Why is that happening? Here's a snapshot of just uh uh state bills that have been introduced, anti-trans bills, and all of the different ways that these are looking at um educational systems, uh rights to gender affirming care. So, the point of this, right, is all of these things work together. Narratives, hold policies in place. All of these things exist and also ultimately impact individuals. This was something that I found which I thought was kind of fascinating. And
080so what you're looking at on your screen, this was a study that was done looking at 58 different groups of people who have been um marginalized, stigmatized over the last hundred years. And so all the different colored lines are showing how many different negative words and associations were um uh directed toward a particular group, right? one of these 58 groups, which the 58 groups include groups like transgender folks, they include different religions like Jewish or Muslim, they include um different uh races, they even include homeless, right? It's like looking at the negative associations that have been paired with different identities over the last hundred years. The black line that you see is the average of those associations, which you can see is below zero. So essentially what this is saying is that negative stigmas, negative
081word associations with specific groups of people over time have not changed. So it means that like we are not moving the needle when it comes to the kinds of narratives that we are talking about people, right? And they are going to continue to create these systems of impact and oppression as long as those narratives don't change. I thought this was I mean it's like what are all the things that holds this stuff in place? And it's no surprise, right? these are what the patterns are doing. If this is what is happening around us in the context that we live in, right? And this is basically a quote from this article that's just saying like if we don't do anything to actually address these underlying motivations to stigmatize groups, like nothing's going to change, right? We're
082going to continue to keep reinforcing these patterns over time. So it's not surprising right that we are seeing in our schools from the recent culture survey that gender expansive youth reported to have a 0% belonging right I mean we don't have to we can ask like why is this happening why are they missing why are they missing this experience of belonging right and we can't ask that question without also taking into the context of everything that is happening around us including in our schools okay so just for some context there so it means that when we think about what do we need to do to address this. We have to always be thinking about these different levels, right? Individual, cultural, and institutional, which we which we do. Um so some of the ways that we
083are going to be, you know, um continuing to build our capacity on all of those levels, one is continued relationship and partnership with Outright Vermont next year. So, we had a cohort of uh school counselors and social emotional interventionists and some folks who are part of a cohort this last year building capacity to think about how we are supporting LGBTQ plus uh students in our schools. So, we're going to continue to work with them and the the hope for this year is that we're going to work on more of a leadership team level. So builds the capacity of us all as administrators and leaders in schools so that we can support the systems and structures right in response to what we're seeing in our culture surveys. Okay. Um the other partnership that we're going to
084continue is with up for learning and like Bridgette was just mentioning a lot of this is going to be uh working with them to support uh capacity building for adults in restorative practices. how this can be integrated within their classrooms even if they're talking about academics, right? How can you have a circle where you can talk about math or a way of debriefing, you know, a way of building relationships and community and hoping to get at the um the distrust, right, that some students are feeling with not even having one adult who they trust in schools. So, uh this is going to be a combination partnership with up for learning again restorative practices. They also do a lot with youth participatory action research. So the high school students, yeah, you all had um high school
085students who've been working with a report out to you about the culture survey that they were doing in the high school. So that work will continue, but we're going to add middle school into the mix too for this partnership next year. And so we're going um districtwide and it has a lot to do with youth adult partnerships. Um y'all can see these slides later. There's not a whole lot to them, but other than just saying like we're going to have three district-wide inservice days uh where all middle school and high school staff are going to be learning about how to integrate restorative practices in their classrooms. Bridget and Christine and I had a great conversation about a week ago with Up for Learning, talking about how we can really hit the ground running with these
086trainings and practices. Um we are going to also have two suwide middle school um uh conferences or gatherings right with a particular group of students which may also overlap with the leader and me lighthouse teams that we've been working with over the last few years. We're going to bring the the the group the youth leaders and adult leaders from schools together across the SU to look at right we have uh culture survey data now from the middle school. So, what is their ongoing role with some of that culture work going to be going to look like? How do we really integrate this in a way that's going to ultimately change the results that we saw in our culture survey results? So, again, all of this is just to say that these are the the parts
087that it's going to include. There's going to be continued work with the um high school teams and really shout out to Kate for the way that she's thinking about restructuring advisory uh that will ultimately support right those trusting relationships with adults but not keep kids segregated. Like they need to have somebody some place where they can have relationship and trust in order to then also be able to work across differences, right? And be in relationship with a broader diversity of of folks. Um and so yeah, continued cohort work with Outright Vermont, the restorative practices with Up for Learning. Um we also I've mentioned before some of the work that we're doing to look at right our curriculum is like what are the narratives that are present in our curriculum what are what what's missing who's
088missing and why and also looking at implementing our policies and procedures. But again thinking about that whole nested context of institutional policies, practices, stories, narratives and uh individual personal level and all that. Okay, I think I did it. And Elizabeth, I see your hand. And then I'll share this one last thing. Yes. Thanks, Tracy. Um, I wonder whether I if you said it before and I missed it. I apologize, but I didn't hear you say whether uh how much of this is required. >> Oh, it is. And that's like shout out to, you know, Bridget, Christine, our leadership group for really thinking about how to this is going to be part of inservice um yeah of inservice days. Our we have three inservice days that'll be September, October, and January. where middle and high school
089staff are going to be required to participate in those in that learning. >> Excellent. Thank you. >> Yeah. Yeah. And we were also talking about too is like are there ways between those uh inservice trainings, right? Um and and appreciate Bridget, appreciate you and how you're always bringing up accountability, right? Is like what are the things that we can be asking staff to do even between those inservice days. And so I think we're going to have some good uh specific things to to hold folks to. >> Yes. Um, I've got one more question. Is Is any of this going to be uh offered to non-eing staff? >> That's a really Are you thinking community or board or who specifically? >> I'm thinking about other staff members who are not necessarily teachers. >> Yeah, I think
090that's the plan, right? I mean, I'm looking around the room too, Bridget. I mean, I know. What are your thoughts on that? I thought we had talked about like all middle and high school staff, but maybe >> I I believe it is. I got to double check with Jen, but I believe that certainly a number of those days the uh support staff is participating in the exact same training. >> Yeah. Thank you. >> Yeah. And um just the last thing I wanted to close with, I don't know if folks have um are familiar uh Oh my god, why am I totally spacing on their name? Elliot, >> somebody who could Thank you. Thank you. I'm like, it's so small on the screen, I can't see it. Elliot Paige. Yes. Who um you know is is
091they're they're an actor. They're transgender. They're they're open about being transgender. And they said they think the sense of growing up as a queer kid and feeling alone because you feel you are alone even of course uh in retrospect if you are not this feeling of exclusion, right? I think that speaks to some of the results that we saw in our in our um culture survey. They also have this new movie out that's called Second Nature, which is a documentary. And I don't think it's a spoiler alert to say that they've said that like there are over 1,500 animals in the animal world who are very gender expansive, you know, like this is more like an aspect of uh Anyway, I'm I'm interested in watching this. I don't know if anybody has seen this, Elizabeth.
092I don't know if your comment is specific to second nature, but I'm looking forward to just learning and like what are the narratives that I have held about these binaries and how much can that be challenged when I um learn about how much more expansive >> I just had a conversation with my one of my kids about not this movie but about um the variances in the natural world and we both pointed out that there are 1500 species that have variances of of uh sexuality and and that they're not shunned by um other members of those species. >> Yes. >> We are the only species that shuns. >> Yeah. Which is such a curious it's like why you know who is missing and why? Like who is missing and why? So thank you for that.
093Okay that's all I got. Thanks all. >> Thank you Tracy. Okay, we got an account here. Did we reach seven? I emailed out. Did you text people? >> Sarah was like, I can log on. >> She did say she could log on for votes and she could text us. At least for the new hires really helpful. >> Yes, that's really what I'm >> and most because that's just kind of a >> Can I just look for five minutes? >> Yeah. >> Okay. See what we got. is not here. I can text here. >> Heather's on uh in the Azors. >> In the where? >> Azors. >> Oh my god. >> Yes. That sounds probably two of them. >> Emry's here. >> Yeah, Emry's here. Yeah. >> One, two, three. Sorry for the pause everybody. Uh
094we're just what we have left on the agenda other than setting the next agenda which we will do shortly. Um is >> who's on? >> I'm gonna call John. >> Okay. >> Go ahead. Sorry. um is it requires restaurants to have a form and the most important part is to um the seven resations and new hires. What did Sarah say? She betrayed all the end. >> She was at a her a daughter's dance or something. >> Yeah. Sorry. My interrupted dance. >> It's rehearsal. Yeah. >> Yeah. >> Did you just do it from the phone? >> Yes. Yeah. Dance recital. That's a song special. >> It's dancer side of week. It is >> I love baseball. My kids decided not to play. >> That's okay. Can would you be willing to just be on my
095phone and I'll put you on speaker and we have to approve some new hires, but we need you for the Okay. Okay, I'll do that. Okay. Okay. Thank you. Sorry to bother you. >> Okay. She's going to be on speaker on my phone. Okay. Okay. So, good that good. All right. I'll put her on speaker. >> Sarah, you are on speaker for whenever you're ready. >> Okay. >> Thank you. Okay. So, we're items for discussion followed by a motion resignations. >> So, we did have one resignation um today. Uh it is a support staff member from um SU. Her name is Judy Duhan. >> DH Duhane. Sorry. Thanks, John. >> So uh uh I will take a motion to accept the resignation of >> Judy Duhane. Um >> move Elizabeth. >> Second Megan. Okay. Um,
096let me get to my list. I'm sorry. This is probably should be a um around the head. Um, Elizabeth, how do you vote? >> Hi. >> Um, Amy, >> I >> Megan, >> I. >> Uh, Sarah, >> I am Marie. I'm also an I, but a sad I because um I shall be missed at Lettersfield. >> Uh Bethanne, >> thumbs up. >> Okay. Um and I am an I. >> We got Sarah. >> Okay. >> Thank you. >> Um is that it for resignations? >> Y. >> Okay. New hires. >> I can start. I think Jen might have with us some, but so these are title SU hires. um not that it's SU employees. So Erica Yuling from Weathersfield uh is to be hired as an interventionist. She's had six years of special ed at
097Weathersfield. Um needless to say she has her MA in literacy training in OG Orton Gillingham uh science of reading background also experience with OGAP um which is a math ongoing assessment project and an expert at differentiation in part due to her special ed experience. So we're extremely happy to have her um as an interventionist at Weathersfield, but she's an SU employee. She will be taking taking Amy Cam's position who is moving over to Hartland as a um reading specialist. So, >> she's moving us. She's moving to H Heartland to be a special education interventionist. >> Oh, okay. Got it. So, special education interventionist for um I knew it was under special ed group somewhere. So, that's my first one. Do we do both? Yep. Okay. And the second one is Jess Civer who you all
098probably know many years of experience teaching at Weathersfield since 2009. Also has her masters in education um tremendous experience in elementary. She's very data driven. She's coming in um as an instructional specialist. Um working at a number of the schools in the SU um including Hartland and uh Windsor Middle. Um she's direct been a director of afterchool programs. She's been on the Vermont Standards Board, lighthouse leader, a host of other things. Incredibly excited about the job. I'm very excited of ha about having her. Uh so that's the second one. >> Jen Jen has something. >> Jen. >> Yes. So um I have Tracy Hank who um I would like to um put into the vacancy that was created by Maggie Brush. Maggie was the SLP um serving the youngsters at uh Windsor Windsor and across
099the district. Uh Tracy Hank is a find. I'm currently contracting with UVM to uh get her aiology services. She's an um a speech language pathologist and an aiologist. Um and she will be coming on board as a 0.9 FTE replacing Maggie. Um and I'm super excited about her skill set. She did work for Windsor. uh I understand uh a year a year before this past year. So she is familiar to us as an employee as well. Um the second new hire is Christy Waraz replacing Erica Yingling at Weathersfield uh for middle school special educator. She's coming to us from Charlestown, New Hampshire. Her references were excellent. Um she has uh she's she's got a great vibe, great personality, um and was wellliked during interview and uh I'm super excited to be bringing her on board
100as well. And that will round out Weathersfield, who has been short of special educator since November. >> Is that the last one, Trace? I mean, Jen, sorry. >> Um, I've got a couple in the hopper, but uh they're not ready to come forth yet. >> The hopper. Okay. >> In the hopper. >> Hopper, the chopper. Okay. I will take a motion to hire uh Tracy Pink. Christine Warhawk. >> Pink. Christine Tracy Hank, >> Christy Warak, >> Warhack, and >> Erica Yuling and Jess. >> Okay, thank you. Mean names. Um, Elizabeth Burrows. >> Oh, yeah. >> So move. >> Okay. Thank you. >> Second, Elizabeth. >> Okay. Thank you, Elizabeth. Do we have a second? >> Second. >> Okay. Thank you, Megan. Um, trying to rush here. I sound bad. How do you vote? >> I
101John calling. >> Okay. Uh Amy, >> I >> um Megan >> I >> and Bethanne >> I >> uh Ann Marie >> I >> Sarah >> I >> and I am an I. >> We did it. Thank you. Thank you. >> Thank you. Thank you. >> Okay. Thank you, Sarah. I'll let you go back to the recital. >> No. Thank you. Thank you. >> All right. Bye. >> Okay. And um >> with that, let's uh setting the next agenda. >> Uh so our retreat is retreat is August 17th. Um Larry and I met with Missy Ren today. She's going to help facilitate. We are working on the agenda, so I will send it to you. We're not done. >> It's a work in progress. >> Yeah. Do we hold on policies? >> We're going to
102have to hold on policies. >> Yeah. >> Yep. >> Yes. Because with all the wonderful thing he does. >> Yep. So, we'll move those to the next meeting. Yep. So, August 17th at 5:00 pm run through 10. >> So, next time we'll see. >> And you know, if if we have time, we could probably whip through these politics. >> Okay. >> Well, I'm I'm thinking we're going to have to call a quick morning meeting to do some hiring >> because Jen's not done hiring. Um, so probably in the next couple weeks. Jen, do you think that's reasonable or we'll do them more? >> Yeah, I I have um Yeah, I have two positions. I'm just uh I I just interviewed the last one today and I've got to do reference checks, so I'm hoping by
103the end of the week or before then I'll have names for you. >> Squeeze the policies in. They're >> Yeah, these are >> They're ready to go easy. >> Okay, Elizabeth. >> Thanks, Bill. I strongly suggest I won't be able to make the the uh retreat, but I strongly suggest that at that time or at a at the warned meeting that um there be a discussion and and possible vote as early as possible on who will represent our SU board at uh merger negotiations. >> Okay, that would be a good idea. Well, it's my understanding that it's it's just the local boards um that get a representative on the study mer in the merger study committees. >> Okay. >> So, I've double checked with Chelsea. She believes it's just the local boards. I can check
104with legal if you if you'd like. >> Okay. >> Um >> but we still have to vote on that. >> You have to do that at your local September 15th. Yeah. So, >> when's our next >> You'll be beginning of September. Okay. So you'll be on time for for Mount Scotty Hartland or Weatherfield, but I'll double check with legal counsel on SU representative. >> Yeah, I can't imagine it would be appropriate for the SU to have representative at a merger between districts. >> I don't think so. We'll double check. >> Also, can I say one more thing? >> Absolutely, Elizabeth. Um well with uh the yield bill, we talked about this at our local board, but the yield bill um is really going to hamper eight districts in our area um because the spending cap
105was lowered from 118% to 115.5% in a year where we have to eat rising costs and uh and sever several other things. I have asked um for our regional board chairs to meet next week. Um and so I will um I'll send a write up of that of what ideas come out of that meeting. Um uh it's board chairs, um administrators, including any principles, superintendent, and um Larry and his cohort uh to to just, you know, yell about situation, but also um figure out uh whether we can pinpoint what the problem is in our area that's causing the uh the difficulty in getting under the cap um and whether we can mitigate that together or whether anybody has any wild ideas. Um but I'll I'll um report out on that and maybe maybe you might
106consider putting that on the agenda for the next meeting as well. >> On a side note, Elizabeth, um I haven't seen anything. I'm wondering if you know what happened to the medical uh spending bill that went on to the governor's desk. >> Um are you talking about the the uh reference-based pricing bill? >> Yes. >> That was unfortunately vetoed by the governor. Um, so >> yeah, kind of >> the one thing that would help. The one thing that would help. Let's just veto it. Okay. Sorry. >> Okay. I will take a I can't take a motion. Okay. >> Great. >> Everyone have a great night. >> Yeah. Oh, one more thing just as a as a footnote announcement, and that is that uh the Lace Up for Laura um uh fundraiser in honor of Laura
107McNotton is this Saturday in Perkinsville. >> It's a great time. And be sure to stick around afterwards. They have a raffle where they give away a lot of great prizes. >> I'm signed up. So, if you want to see me hobble all the way through. >> Thank everybody for coming. Uh, especially, uh, community members. I appreciate your presence. So, thank you. Right. >> Dr. recording.