001Yes, okay. I'm going to call the Windsor Southeast Supervisory Union School Board meeting to order at 6:01. Um any changes, additions to the agenda? Um approval of the minutes, March 23rd, 2026. I'll take a motion to approve those minutes. So moved. Second. Thank you. Any discussion? Okay. All in favor with a voice vote. All in favor approving the minutes, please say I. I. I. I. I. I. Any opposed, say nay. Any abstentions? I. I abstain. Was that? It was Elizabeth. Okay. And I am I'm Atala. And I am Atala. Okay. Oh, that's I'd like to point out, Elizabeth, I like your hair. It's sort of It's an upgrade. Updo, I mean. It looks really nice. Thank you. Um public participation. Public comments are not legally required, but we believe it is crucial for us to
002hear 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 note that the board is here to listen. The public comment period is not designated for discussion. Please start by identifying yourself and what town you reside in. Any public participation. Brooklyn, um I'm seeing this is public participation, you Okay. >> I'd like to introduce Brooklyn Gramlin. She's here, um and to participate in the HPD uh HHP discussion. Um and I'd like to welcome her. Do you want to say anything about this process or yourself, Brooklyn? Um I go to school at Windsor High School.
003Um this is important to me cuz I feel like um we should have good like uh systems in place around bullying and and the like. So, um but that's really all I have to share and thank you for having me. Oh, you're you're very welcome. Very excited for you to be here. I'd have to say Brooklyn is part of my public comment. The last time we had a student um member at the Mount Ascutney School Board, um his insights were uh very powerful and affected me and my opinion on certain matters several times. Um so, All right. Well, I'm hoping I can, you know, um help as well. Welcome again. Is there any other public comments? Okay. Moving right along, policy discussions followed by motions if needed. Um D23, instructional practices and access to curriculum
004material. Um I will take a motion to approve this policy. So moved. And second? Second. Okay. Many changes in this. Um This is the the third reading. Uh looks like things have been radically simplified. Is that Is the the red is what's being added. So clear Is that correct? Yes. Okay, so simplified is not the right word. Clarified might be a better word. And reading this it um And Bridget can jump in on this is that this this really follows a lot of the work the state is doing. Right. Okay. Any other discussion? Okay. Um I will take uh seeing this is a a policy, we'll go around um and take a voice vote. Not a voice vote, a roll call vote. Okay. Davis, how do you vote? I. Is Elizabeth here? Elizabeth. Yes. I'm
005here. I vote I. Oh, yes. Hi. She's sitting right next to me. I. This I is not working tonight. Um Amy. Are you here? I. Okay. Megan. I. Heather. I didn't see her. She's not here. Okay. Anna. I. Uh Bethan. Beth. She goes by Beth. Yeah. She works. Yes. >> I. Okay. Ann Marie. Okay. Sarah. John. I. Sarah. I. And I am an I. Okay. B-16. I hope I don't get the order wrong. Let me know. Student cell phones. And This is the third reading. Um There was a discussion about some changes or definitions. Was that all done? I think at one point someone wanted some clarification. I think it might have been John. So, I was at um that part of the Hartford forum last meeting. So, what Larry shared with me was that
006the board wanted to see draft procedures. Okay. That's what we talked about. That's right. Do we have those? They're linked in the agenda down below. >> Okay. So, I will take a motion to um pass this agenda. I move to pass this Yeah. Did that policy? Yes. I will take a motion to approve this policy. So. You got it. I motion. Second. Okay. Any discussion? Nope. I think it's pretty straightforward. Mhm. And to say good luck to administrators. So. Okay. Uh Sarah, how do you vote? I. Sorry, I was on the draft. Thank you. I. That's okay. John? I. Seth? I. Anna? I. And both are there. Megan? I. Amy? I. Elizabeth? I, and I have a comment at the end. Okay. Liz? I. Davis? I. And I am an I. Fantastic. Elizabeth, your comment.
007Thanks. I I um would really love to see a plain language version of this that the board could look at and then um I once the board has looked at it, uh I think it should be included in the student handbook for next year. The policy or procedure? Both procedures. Yeah, both. The procedure of a uh a a cliff notes? Like that we're not We know cell phones are allowed in school. Cell phones, that's it. Yeah, I mean I I mean I Yeah, I I think that's a good idea, Elizabeth. And so it it's not so much it it it presents the policy, but it presents explanations. Yeah. >> And a way that students and parents can relate to it. The The current ones are in the handbook. Yeah. And so I I also would
008ask that uh on an electronic version of the handbook um that there be provided links to the statutes that are at the end of the policy. Yep. Be simple. Okay. That is Well, Elizabeth. That was it. Okay, thank you. And cardiac emergency response plan. I will take a motion to approve this policy. So moved. Second. Any discussion? I did have a question, um or suggestion. I don't know if the policy itself is the place for it, but under what number? The train training part, number five, for staff training, is is there anything that could be put in there that it's Can it be offered to all staff? Like if there is a staff member who's going to provide the training anyways, do all staff get the opportunity to undergo CPR AED training if they want
009it? Or is it just those selected for the emergency response team? I mean, they could Anybody could take it, but there's a fee for it. So, we're we're paying for the people on that are on the team. So, I guess if the staff member wanted to take it. I mean, it It's a little bit complicated because only so many people can be in a class, and um and it's a and it's a you know, there's a fee involved for each participant. Mhm. So, if every staff member wanted to be CPR trained, we would have to find the time to do that and the resources to pay for it, I guess. I believe I think it's 60 60 an instructor or something like that. Something like that, yeah. So, it skills up. Yeah. All right, I
010got you. So, you don't have anyone within the whole SU that is able to like do the hands-on component so they could do the hybrid online and then do the hands-on as needed? No, we hire. We work with Manasquan EMS. And they bring in our trainer. Yeah. All right, thank you. I was just wondering about that. Yeah. It would be an interesting Yeah, it would be an interesting sort of piece for to explore um either long-term goals and grant money maybe with get more trained than what is required. Yeah, and I only asked um at my particular school, like our my school nurse is AHA certified, so anyone in the district can do the online component, and then um like she is willing to do the hands-on component. So, I don't know if that's worth
011seeing if there is anyone like any nurse that would want to like take on that role that you train them, and then they can train um others, and it's a much cheaper cost overall at that point. Yeah. Be interesting to explore that. Thank you, Beth. John? Yeah, um page two at the top it mentions protocol, and it says it see attached, and there's not I couldn't find anything attached. Um so, I would suggest we table third reading until that's straightened out. And the wordage is still in there that the protocol needs to be by the phones. So, uh those two things seem to be >> They Yeah, I talked to the nurses about that, John, um about where they're posting it, and they each have um It's a little bit different in each building, but
012they're going to include it in like a either a binder at Weatherfield, it's a binder that's near the phone, or at um other schools it's in like they have those transparent file folders with important phone numbers, etc. in each classroom. So, the the nurses have a plan for that, but if you want that language out of there, if you want it more open, so it's not necessarily Well, next to the phone. My thought is that perhaps a a general first aid short list. I mean, there's many other emergencies besides a cardiac event that uh the phone may be used for. So, but singling this out and having it sitting next to the phone, um and right now the policy where I'm third reading says it'll be by the phones. And every school has a phone
013in every classroom. So, if I'm just trying to straighten it out or or clarify it a little bit better. And it also mentions protocol see attached and and that's there isn't an attachment. Yeah, we have it so we'll link it. The nurses have that protocol. Okay, but where I'm third reading Yeah. So, John, you are suggesting that we What I'm hearing is you're suggesting that we should put off voting for this because the um because of those two things. What if we just vote on it with those changes that will be made? I'd be satisfied. I'm not sure that's exactly how it should be done, but that's okay. But are you objecting to the fact that the that you haven't read the protocol? I I guess that's as good a way to put it as
014any. It When the policy says see attached and then nothing's attached, it it creates a little bit of a of a problem. And and the protocol I would expect to be a very brief abbreviated version of the entire policy. Um how does everyone else feel? Or how does anyone else feel? I agree with John about the language about the phones. We talked about that last time. And then it didn't get taken out and that's very specific. Yeah. Yeah, that might have just been a miscommunication between Larry and myself. He took notes, but and I checked with the nurses and I said is this what your intent is to put them near the phone? And they said, "Yes, they'll put them with all the other emergency protocols in in a binder at one school and a
015file, you know, folder at one school, but they would be near the phones." But if that's too specific I mean, I think you'd want them near the phone, so you What if we change it to like it adjacent to designated school telephones? Cuz I think the problem with this is says adjacent to each school telephone and what that sets up in a policy thing is that anywhere that there is a phone anywhere in the building, this policy says that this guide is somewhere right near it. Right. But it has to be posted in each classroom anyway. >> Right. And each classroom cafeteria bathroom Yeah. So, I we can either get rid of 4A3 entirely or just say adjacent to designated school telephones and that would either one of those things would clear that up. I
016think the concern is that it just might be easy to accidentally be in violation of the policy that's so specific. So, then I would say get rid of 4A3. Yeah. Okay. But does it say that it will be in each room? It does. Okay. Yeah. Okay. Everything else here is like totally doable. It's just that it's that's too specific. Okay. Okay. We've got the We've got the protocol right. Okay. How do people feel about passing this and knowing that there will be a link to the protocol? Well the protocol will of course be in the packet. Well, each school has their own protocol Okay. that lists their team members out. So, each school has I I they say similar things, but um I mean, probably to pull one up if you want to see it
017on the on the Skype. I I think probably the best thing to do is to take out the attached portion. Because it's not attached because it's different for every building. And so um Where Where does it say see attached? It doesn't. It just says attachment. The protocol for responding to a cardiac emergency Yeah, this is 2B is described in the emergency cardiac response plan protocol for posting attachment. Okay. So, just take the word attachment out. Okay. And so, it would read, "The protocol for responding to a cardiac emergency is described in the cardiac emergency response plan protocol." Period. Period. Okay. This is just a readability thing, Mr. Ray. Sometimes it's called a plan, and sometimes it's called protocol, and sometimes it's called plan protocol. So, it's it's called plan protocol. >> Right. But, there's other
018times that it just appears as protocol, and other times it's just plan, and it just is an easy thing to clean up, but just reading it, I wasn't sure if there was a plan and a protocol. Okay. Um so So, I am going to make the executive decision to table this to have that cleaned up. Um have the language taken out, and uh we will uh um revisit this next month. Thank you, John. And and perhaps there should be a definition of what the protocol is cuz I agree like Wethersfield part of the protocol would be notifying Well, we're going to dial 911, but nonetheless, we use Golden Cross. The other schools use Windsor. So, it could be different for for different schools. Okay. So, it should Basically, it be each school's protocol. Fine. Make
019one parting suggestion that we Sure. maybe update so 2B The protocol for responding to a cardiac emergency is described in the cardiac emergency response plan protocol for posting for each building. for each building. >> If you just say for each building at the end then that Yeah. highlights that it will be different ones attached to this policy if you're looking at it from different Yeah. And then take a moment to pause and let Christine catch up. Yeah. So, I'm changing I'm taking out 483 Uh 483 yeah. And we're changing 2B to the protocol for responding to a cardiac emergency as described in the cardiac emergency response plan protocol for posting for each building. And we're making sure the language is consistent on um plan plan protocol >> protocol throughout it. I think Lori's just a
020detail-oriented person that can take that on. Okay. Um district equity policy um which is the district part is being taken out. So, C29 um and this is second reading. That's correct. Yes. Okay. Any discussion? Elizabeth Christine, can you give a little bit of background on these changes? These changes came uh directly from the ASBA. And they were um listed as updates for the policy. I And I I see that the legal references are all yellowed out. Are those going to be replaced? >> Yellow is new. Yellow is new. New. Yeah, red is old. So, this was on the review this was on the updated policy list from the VSBA. Okay. Um I So, yellow is new? Yellow is new. Yeah. So, why are we going to with district the equity policy? This isn't a district.
021This is a I don't know about >> issue. This is a VSBA um I'll pull it up. Well, I I I think the point of the word being district is that it applies to every district. It's just the legal entity of right governing of you. Um Okay. Christine, I'm sorry. I think I interrupted you answering Elizabeth's question. Yes, but it sounds like she has a follow-up. >> Go ahead, Elizabeth. Um I do. Uh I would like to voice objection to these updates. Um I don't I don't think I think that uh the changed definition of equity really changes everything about what we intended in our original equity policy. Um I think I I feel like if the purpose of this is to create a um a requirement for a continuous improvement plan and for uh
022equity to be equity to be um updated in the continuous improvement plan, then um that should be added, but I I don't uh I don't know why uh it should be reduced to two paragraphs in the manner that it has been. And uh I think it really dilutes the intention of our original equity policy. Thanks. Yeah, it really looks like that's what they've done. Yeah. So, is this like the only policy that took finding inclusion to? I don't know that we have that defined in any of our other policies. The new version. The new version. >> has that definition. I don't think it actually have it defined No. >> anywhere else. Mhm. No, I don't think so, either. I mean, it does say the plan will be aligned with the education quality standards, right? So,
023that I think is where all of this is incorporated. So, I think they're trying to simplify it. But, we don't we don't know what's in the new education quality standards because they have not passed. All right. Um I don't think that we should have a policy that relies solely on the EQS. That's my my thing. Um But, maybe it's best to wait on this one until we know. Honestly. Yeah, and until that EQS if if they pass it seems like this is in alignment with what we're trying to do because the EQS are Right. But, if they don't pass, that's problematic. So, it was worth I think you're right. Yeah, in that case we might be better off sticking with policy as written. We will table this one. Thank you. John? Emery's trying to get
024on and she's not being allowed in. Will somebody take care of that, please? Sorry. Thanks. Thank you, John. Okay. Procurement at F 40. Uh and this is Is this second or third reading? Second. Second. Second. Okay. Um any discussion on F40 procurement? I think Larry laid it out. Pretty straightforward. Um it's just a change in the language that's required by law. They added reference to a single tuck up website. >> Yeah, it looks like. Yeah. The authors wanted our policy to match the verbage feature. Excellent. It makes sense. Any discussion? F20 F20 fiscal management and general financial accountability second read. It's very similar. Um except that it's a more in-depth changing. Elizabeth, any discussion? It's really more of a I have a general um comment and that is that is there any way that when
025we have um statutory citations that they could have live links to them? I think it lost the break. Yeah. I don't see why not. It's just it's time. Especially if it's going to be updated. Well, it's not that it doesn't take that long. It's just >> No, no, it's not that, but it it it's like anything is time. It's just finding it, linking it. I don't think Elizabeth that's a huge ask. Um it would probably take a while to have it done, but I I agree with you. It It It It simplify things. Mhm. Do you want her to go back to all existing policies? Or or link them going forward? I would link them going forward. Okay. And as we review and update the policies to have the especially seeing there are quite a
026few Yeah. legislative changes happening. Larry, any input on this one? Just No, it's uh right around the Yes, the annual lease, that's right. Uh you know. Yeah. Any more discussion? Yeah, 26 security cameras. Second read. Wow, this came up at Hartford, too. Um It happens on the list that you reviewed. Yeah. Um Any discussion? Yeah, they're Hartford was looking at it. Mostly a new system. Mhm. A lot of simplification in this. Basically taking out the general principles. Which are not necessary to a policy. No discussion? Second read. Okay. Um Oh, Elizabeth. Thanks. Um I wonder why we I I I think I can't remember how long we kept um recordings before, but 30 days seems like no time at all. Hm? 30 I believe it's 30 days currently. That's in the red language. Yeah, if
027we need video, we typically know pretty quickly and then we can download it and keep it. Yeah, but if we we don't keep them all. It's a lot of cameras at HD. Some are 4K and it takes up this space much quicker than one might imagine. Yeah, yeah. So I think 30 days is really pushing it, honestly. What was that? I've I've got a question. Um I don't see any kind of uh mention here of the the SU's, the supervisory union's responsibility to keep the cameras in good working order. So that if students if there is an incident that students can rely on there either being or not being a camera there. IT services is responsible for making sure that cameras are in good working order. We can do that. We basically go with the
028principals of where they want the cameras. And within feasibility of running the line, usually in the summer, we put cameras where we can. So as far as if a camera dies, we get a new camera. Hasn't happened recently that I can remember. I'd look at that. But I think it'd be fine to put a line in there saying This is not understood. Yeah. That the SU's responsible for making sure that all the cameras work. Um, they I know in IT they monitor them pretty extensively. >> Yeah. Yeah. Okay. Thank you, Elizabeth. Yes, Megan. Um, do you feel like you do get requests for over 30 days and don't have like is that something or do you feel like it's really not an issue? I'm just curious. I and That's a good Not a lot that
029I've had any time once or twice just one particular principal. I know it's happened once or twice. Uh and our response IT's response is usually if you would have told us when it happened we could have had it for you, but it was always like uh within a few days after Mhm. 30 or 40 days and it's it changes, right? So, like I have 40 days, right? But if we get more cameras we add It could be it goes lower. Yeah. And is that something you communicate to the administration? Yeah, they know that. >> know that. They know. I'm just curious. Yeah, they know that. They they put in tickets and they ask a lot of them do it on their own. >> They monitor. They monitor themselves. >> They go back and look. They
030can go back and look. And then they sometimes ask for a clip. >> a ticket and say "All right, I found what I'm looking for. I need a clip of this from this date to this time at this location." The thing that I understand from the language here, too, is if there were some sort of like remarkable reason to keep a large portion of video files like for more than that, it's at least 30 days. Yeah, it's not after the 30-day mark. >> Yeah, but they would be requested though. That's what Yeah, but I'm saying in that Somebody has to ask that. It's like Yeah, somebody said, "We need this." And once it's once IT delivers it to the principal it's out there. So, like it could be kept for years. >> Yeah. Yep. Yeah.
031Yeah. And they download it. We don't trash it. Yeah. Okay. Thank you. Um Okay. Are we The other two ones are the draft A O E and the draft prevention H H P. procedure One is the current policy. >> Right. One is the draft model policy that is being um There's some suggested changes in that one. Okay. Elizabeth I I uh My thoughts are that wow, it's incredible that we have not looked at this policy in so long. Um and uh also, we should not be relying on the AOE's draft policy because um that policy is on a 5-year timeline. Um and uh and it's a draft. Um and I I uh I don't think it's a good idea to um base a new policy on the AOE's draft particularly because it is not in
032any form or fashion in plain language. Um it's in legalese and this needs to be a document that students, parents, administrators, and educators can easily refer to. Um And so, number one uh it needs to be in plain language. Number two um uh we might consider um at least updating the language that we have now to include uh the um recommendations from the subcommittee or the committee. Um and three with the full understanding that at some point the AOE will have a new draft of of or a new model policy, but we should if that's if that occurs after we have merged with another district or after um uh you know, some something else happens. We don't know, but we need to have something updated in place um now. So. Those are my thoughts. Well,
033my concern is that we have a committee right now to work on this topic. And so, I would prefer to hear the outcome of what that committee work is before updating this policy. That's my feeling. You know, we chose the time to have a committee to have students, staff, and and board members participate in the committee, then I really want to wait for that committee to be done and to hear what they have to say because this is an extremely top important topic and it needs to fit the need of our schools. Not what the AOE wants, but what we need. So, that's my opinion. Is there a timeline for this committee? The committee met um twice in a month. Um the the minutes are online um somewhere somewhere under the SU in the SU
034board portal. So, we met twice. It was myself um three principals, Kate Ryan, Colleen Deschamps, Jennifer Aldrich, Tracy was there, Elizabeth was there. Brooklyn came to both meetings. We had two other students from Portland at the first meeting. They didn't make it to the second meeting. And what we did was we went through the demand. Elizabeth gave a little bit of a overview of kind of the history and the timeline. And then we went through the model policy um demands from impacted families and students weighed in on whether they thought that the more proactive measures that were mentioned in those um in that um document made sense. And actually we we were very enlightened by what the kids and the students had to say and it was uh great to have their voice at the
035table. And I believe and Tracy can help me remember um in terms of restorative justice, they thought that that was a really important piece and wanted um wanted to be able to engage with um peers and classmates in creating um communities uh um care so that restorative practices could be in place. And restorative practices are really there's a lot that's done proactively so that when there is harm in the community, there's a community there that can help heal. Um So, they thought that was great and in fact some of the professional development that we're going to we're going to work on next year is in alignment is in line with that. Um The other um components of that document were staff and school training. The students really And we have worked really hard on making
036sure staff are trained. We're going to bring in another um presenter this year. Last year it was Heather Lynn who came and trained uh all designated employees and then all all staff. This year we've have um confirmation from from bank department that that um they will come and and do that training with the full staff in August. The students really said that uh they know that the principal or the person of authority has to stand up and say, "This is the law. This is what we have to do." But they really felt like it would be great in advisory or swarms or at morning meetings for younger students to really have honest open discussions about HHBI and real actual um if students are willing that have experienced or been involved in HHBI, they're willing to
037talk about it. That would be really helpful. The students um suggested that, so we're we're going to work on implementing that next year. Um That's part of part of our training is um next year with middle and high school especially will be the what we call proactive restorative practices, which will involve proactively tackling these subjects through advisory, through swarm time periods. So that's part of the training in August. Also that's our plan for next year, yeah. By subjects do you mean the subject of bullying specifically? >> What what it either use like use swarm and advisory for proactive case studies of stuff that has happened and get the students thinking about ways with which um you know whether that's a case in the school or a case from another school, what does this mean? What
038what could where could it have been interrupted? What does it mean for you as a as a student in a classroom when you hear something such as inappropriate slurs, you know, what's your role? So that we don't wait till it happens, we get conversations going and we stay proactive about that. So I I'm a big believer in case studies. I think both middle school and high school kids like that and it generates great um conversations. Um rather than being reactive, the whole idea is let's be proactive um and just have students what I call common decency tackle some issues and how do we keep a healthy healthy environment? Okay. Elizabeth, hang on a second. I I just want to say that uh this issue has this issue, this school district, these buildings, this the staff
039have invested significant money and more significant time in Leader in Me and I think the time is right to uh reach some of those benefits especially on the policy level um by employing that in the students' wishes that to move forward. Um >> Yeah. So what's likely I I think we've worked towards as an issue and districts towards this moment and I think it should be played out. Elizabeth? Thanks. Um I in addition to this policy I feel strongly that we revisit the supporting policies, our anti-racism policy, our transgender policy and make sure that all of the uh policies are fully implemented and that all staff are trained on the policies and what they actually look like in the classroom. Um because without those uh HHB policy has no meaning. Or it has less meaning.
040Uh, thanks. I think we should hear from Brooklyn cuz she has to go in a few minutes and I'm part of that. All right, thank you. Um, I know it's unfortunate that Red is here. Since we get into the thing I'm involved in, I unfortunately do have to leave, but I will speak as fast as I can to get up to all the points that I wanted to mention. So, um, uh, as I think I stated before, this is important to me. The Hazing, Harassment, Bullying Policy is, and I know it is to many other students as well who, um, might not be like as involved in these sorts of things and it's still important to them regardless. Um, so I do think it is important to like hear people have to say and also,
041um, I agree with what you guys are all saying about it. So, yeah, thank you as well for listening and having me here and everything. Um, but yeah. It sounds like Bill, it might what you're asking is that that committee convenes again and we work on act the actual policy, making some of those changes and bring that back to the board. Davis? So, I I I think the thing and this is all, I think that the work the committee's doing is really, really valuable and good. I think the ideas about, um, incorporating restorative justice, like case studies is all good. I I think the question that Liz started with is sort of maybe got lost in the details. Is there a timeline that we're adhering to or following on this? Cuz I think my it's
042a good question and my concern would only be that we we need to have some sort of timeline by which we're expecting a deliverable that has all this stuff. Um, You mean the the updated policy? >> Yeah, exactly. Exactly. Uh, no, we haven't talked about that. We I mean we we just revisited the demands from Impacted Families. That was our charge to begin with. So, I think maybe a good thing for us to get for the next meeting would be to have if that group meets in the interim is to have that group start to think of a draft timeline so that we have something to work with and maybe that we can we can hear that and decide if that sounds like it's reasonable or not. Just have it be kind of a dialogue
043between us like um cuz I I think it's all really great work, but I also know that if you do a lot of really great work and there's no clear deliverable or timeline at the end of it, you can end up doing it and doing it and then it not get not being implemented the way that you want it to be. Yes, thank you. And if if if that timeline can't be met, um then then interim change may be appropriate. Sure. Yeah. Yes. Thank you, David. Mhm. Uh Elizabeth. Thanks. One of the things I suggested to Christina at the end of the last committee meeting was that um uh if there if there was a way for us to get it done soon so that it could be implemented by the start of the next
044school year, then as we do have merger discussions with other districts, by the time those discussions are complete, we will have had the policy in place for a goodly amount of time and we can in like bring the policy to whatever we wind up being um because we will have had it in practice. Mhm. So, we'll we'll have another committee meeting and we'll create a timeline. I'm back next month with a timeline. And I think it's I think by next year it's very doable. Sure. I mean, I don't think anything that's in the demands for impacted families is anything that um is not achievable. Yeah. Yeah. Yeah. Okay. Thank you, everybody. Okay, I'm going to hand it off to um Christine and the superintendent's report. >> Okay. All right. Here we go. So, I am
045um going to start as I always do with some a little bit of focus on our kids, our students, um and the goals that we have in our strategic plan. So, uh in student success and engagement, I wanted to point out that we had our a second National Junior Honor Society induction. So, that's a picture in the middle. That's Windsor Middle School. And um we had seven new members inducted with the existing members being part of that ceremony. It was lovely. And um the event has taken on the role of the advisor for um both high school National Honor Society and the Junior National Honor Society. And the kids really work for that. So, it's it's impressive. Many of you saw uh our student, Gavin Carty, present at the Mount Ascutney School Board. And he
046did such an amazing job. I just wanted to bring that to everyone's attention um um on the the SU board. He He delivered a great presentation with with confidence and accuracy and some flair and so he did a really good job. Um and then we just have students around our SU engaged in learning activities and our I just want to shout out our teachers work really hard to make um create opportunities for our kids that are that are hands-on and and we all know they have programs that they're supposed to use but they really do a nice job of um making the learning hands-on and small groups so that kids can have some good discourse going on. So even though the year's winding down, they still really engaging kids, which is exciting. Um could not
047not share. We had two amazing performances last month. I don't know if any of you were able to see them but the one at Wethersfield was um All Shook Up. It's a story of really about Elvis and the student who played that part was really really good. Uh really really impressive and so kudos to all the staff and the students and the families that made that happen. And then Harland did uh Lightning Thief, which was equally um phenomenal and uh I'm a really It's It's an effort by a lot of people and it takes a lot of time and commitment and um to put on a performance uh performances like this. So very impressive. We have Windsors Middle School is having one um I want to say May 7th, which is coming ahead. So that
048they're in the um Performance. Sweet. Soon. Yeah. Yeah, they were really great. Both of the performances were great. Um I also wanted to shout out one of our students, Ava Reed from Windsor High School. Although um she didn't win the Vermont um poetry um a Vermont Poetry Out Loud contest, she was a finalist. She was the third place winner. So that's pretty awesome. So if you see her, give her a big congratulations. Um so updates. Good news. We don't have radon in any of our schools. We are in compliance. Another state unfunded mandate cost each district $5,000 to get tested. But we do not have radon in our schools and thanks to Jen for organizing that and getting that taken care of. Just good news, guys. Uh just a couple of other things going on
049for you for you to It'll speak into what we're working on. So continuous improvement plans now as of this year have to be local. So we have each district has their own. It used to be one at the SU that we all shared. Now we each have our own. So Bridget's been really leading that process and keeping us on track with the needs assessment and um helping the each administrator set goals in the continuous improvement plans. And one of the requirements is that you have to go in mid-year and do a progress update. So they've done that um based on the the goals that they set. And they'll talk about those at their meetings. Um we we are on track to revise those continuous improvement plans. We'll do that in August at our admin retreat
050and then we'll bring those to the board for approval in September. That's our plan. So we'll see you again. Uh summer wind planning is underway. Students um have been invited to participate. Remember those are going to be local this year at at um each building and not at the um Windsor elementary school altogether. We're going to see how that goes and we'll re-evaluate at the end to see if it was what we wanted it to be and students made gains. Uh algebra for eighth grade also is going to be at the sites this year and uh Bridget worked with administrators and um teachers and we are going to be using Eureka Squared algebra program and all the teachers are uh on board with that and they are going to get some time this summer for
051the professional development time this summer to work together to create um to go over the the program and create lesson plans and um collaborate. So, I think that's pretty pretty exciting and we'll see how that goes. Um we have started meeting. You heard us reference earlier and Tracy probably talked about this a little bit in her report. We've started planning PD for next year and it was very kindly that we met with those students um on that committee cuz it really helps kind of drive the direction that we're going to go in and we'll share that plan with you when it's completed. What's PD? Professional development, sorry. So, those in-service days that teachers have. Uh in general, restorative practices is going to be the focus in middle and high school um and in elementary we
052are focused on um EQ standards and UDL practices >> which is in that universal design especially in math because we know our math scores need need improvement. So, um we are working on a middle school culture survey. So, the high school students took a survey. They've been working with Up for Learning this year and and developed a a survey that students took and then it was pretty powerful. The students shared that data with staff at a professional development um session recently. So, we want to hear from our middle schoolers, too. So, we're in um development and we'll share those results with you when they when they come in. And then we are in hiring season and Jen Pauls is in the lead for having to do the most hiring so far. And so, we are
053um wondering and we can bring this back to you, but I just wanted to float we've got people waiting to be hired. Like they've been interviewed, they've been sitting for weeks waiting for this meeting. We don't issue them a contract until the board approves their hire. Sometimes people aren't willing to wait because There's other offers. >> There's other offers on the table. So, um Jen was sharing in her district they had a board personnel committee for hiring and it was if needed. So, if there were some hires piling up, they would call just a um meeting. It was voluntary for people that could make it. Usually like first thing in the morning or during the day. You wouldn't have to be in person, but it would just be to approve those hires and then report
054out at the next meeting. So, if you're all open to that, um that would be something that we would like to to So, but it has to be warned. It has to be warned. It would have to be warned. Yep, for sure. Yeah. I I think that's important because you tend to Yeah. lose people. We do. Yeah, so we've got a list tonight she's going to present to you, but um if you're open to that, um we would love to do that. Um Christine Yeah. Is there a certain amount of board members that would be needed for the personnel committee? You have to have a quorum. Yeah. You need seven. But Yeah. It's not really a a Yeah, that's right. It's not a committee meeting or something. It's actually just a board meeting. So, you
055have to have a quorum. willing to be involved in those meetings. Yeah, seven people. Yeah. Yeah, yeah. See who's there and who's not. Who is it? Um Christine is it possible for the board to see the high school culture survey results? Yeah, sure. Thanks. Um I will talk I'll get those from Jeff Bechi. Yep. Uh just let me write myself a note. CC, you don't have those, do you? No, but I know the two main themes that came out of that was a focus on college and career readiness and belonging. So those were the two areas of And they said I mean they're going to keep doing they'll do they'll plan to do the survey. I think they're going to do it again before the end of the year and then they're going to you
056know, again next year and sort of see how things are changing over time. >> But yes, absolutely. Okay. Um next up so I emailed board chairs that I wanted to bring this to everyone's attention. Typically we have a each local district has a June board retreat. Um and so I'm proposing that we change our format this year and have just a regular board meeting in June which which would be helpful because we can share our data reports at that time. And then in August there's not a ton to report anyway because it's it's been summer. Um and and instead of having each board have a their own retreat I would like us to consider one joint board retreat in August. Maybe the 10th or the 17th or whatever day it works for everybody in lieu
057of other meetings and then we would have a dinner together. I would like to bring in a trainer. We have some new board members and new board chairs and just have it all together like board roles and responsibilities. Um and then if there's any you know, earth-shattering news from the legislature we'll see. We can all be together to talk about that and then break out into our local um I I have some time for local boards to come look at their survey data and set their own goals. So wanted to get a feel for what people think about that plan. Um the last time we did it and this is why I have always hesitated at this but I I think it's uh this is a good opportunity to let Christine see how she's able
058to do it. That the last time we did it we were under a different superintendent and it was not a very pleasant experience. >> I remember. Yeah. It was not a pleasant When When was the last time that there was like a Cuz this is almost more like a big summit with board members and >> a carousel meeting, right? >> Yeah, it was a carousel meeting. It was all the local board meetings on the same night. >> Yeah. And the SU board meeting at the Like it was like the SU board meeting and then the local board meetings and it went We were there till 11:00 at night. And the superintendent wasn't able to manage, you know, checking in on each board. So. Yeah, it was a It was a hot mess. >> It was.
059And it might be a hot mess again, but I don't know. It might be, but >> particular schedule ends at 8:30, so I appreciate that. Yeah, I know. I think that I think it's a I I I like the idea. I think doing it in one physical location, too, if we're able to do that and then have the kind of the local retreats in the form of breakouts but keeping them to about an hour, looks like on this. I think that with what we tend to do every year, looking at the the plan and that doesn't take much more than an hour. But I think with a lot of the changes that are coming up, this is a good opportunity to bring everyone together and kind of coalesce those things in this space. It's an
060important point to make that the board the organizers to realize and this group of administrators have been doing much better at this than past administrations that this is a board meeting, not an administrative meeting. And so, the last time we tried to do this, there were a lot of board members and it really turned into an an administrative meeting. And so, that's not the point. So, I am more than happy to give this current administration the opportunity to give it a try. Okay. So. And I'll I'll second my I think this is a really good opportunity to do some like group professional development as board members. I think that's something we haven't really like formally done at these and I think this is a really good opportunity to do that. And Sarah's the other Sarah
061has weighed in. She's open to it. Hannah Hannah's here. I think she's still on. Hannah, do you want to weigh in? Sorry, trouble finding my mute button. I I actually think it's a great idea. Um so I'm I'm in support acknowledging the potential pitfalls of a larger group. Okay. Just test the facilitation skills. Awesome. Okay. Um Okay, moving on just a little bit of general updates that um have been coming through. I wanted to give you a little overview. H 955 passed out of the house. And there's a Senate plan as well. So So I'm going to give you a little bit of kind of comparison of both of those plans. And this is just, you know, high-level um So the house plan 955 pushes voluntary governance consolidation with incentives and creates seven C saws,
062which are the regional service agencies. Senate plan to date gives a couple of years for some voluntary consolidation and then the state forces consolidation. So that's the difference in those two in the governance part of the plan. Um Supervisory unions versus school districts in the state. You can go ahead. The house plan envisions school districts as they currently are and encourages consolidation of school districts and will provide merger support and potential construction funds for new projects. The Senate plan seems to contemplate bigger SUs including forcing some school districts that are not in supervisory unions down to join supervisory unions. Um a couple more comparisons. Tax policy, the house pass plan changes on property tax classification so that second homeowners and others will pay more in property taxes. The goal is to improve equity um and
063the Senate hasn't addressed this issue yet. That I'm aware of. Um school construction H955 looks to incentivize projects that will lead to consolidate consolidation or scale. The state will pay funding for majority of approved construction projects that meet goals um and to my knowledge the said the Senate has not addressed this issue yet. And then I think this is the last comparison local versus state control. H955 provides incentives and tools for potential change of the system the Senate plan to date requires change and mandates it from the state level. The house plan is gradual and will be ongoing the Senate plan requires change and or uh it for it to take uh place much quicker. So those are the differences um there's one more sorry I was not right. It's not right on that one
064um So for both plans at this point it appears and and I've heard this in my meetings um my superintendent meetings with um the Vermont Superintendent Association director Chelsea Meyer it looks like both will push for a foundation formula with student weights um as a driving calculus for the funding school districts will receive a house plan would implement the foundation for formula a couple of years later than the current Senate plan with the hope that school districts would merge first. Um so that those that foundation formula wouldn't be as devastating um to to you know individual districts. So those are the updates as far as I know Elizabeth may know more because she's there every day and more in the thick of it so I'll leave it to you. >> So um a couple of
065a couple of things of note one is that the um Sorry let me put my hand down. One is that the foundation formula is forced consolidation. It is. So, saying like the house 955 the the house version of 955 does not officially include forced consolidation, but the foundation formula by its nature will require forced consolidation. Um Um and I don't think that many legislators are really cognizant of that. Or major devastating cuts to your budget. Or major devastating cuts to your budget. The the um legislature now is pushing S220, which is significant because it is is uh uh being touted as a bridge to the foundation formula. Um the Senate uh has the house did not take it up um in the Ways and Means Committee. They did take testimony on it. Um uh for
066our area for the Upper Valley, it will be devastating. It caps it at 112% and I have right here uh or I had No, I still No, I don't. I did have I don't any Yeah. For our area, um at the 12 112% it means that for our supervisory union uh it would be a uh let's see. Windsor Central Where is it? I think Hartland was the worst, Elizabeth. They would have to cut like 1.2 million, right? Under S220. Yeah, Mount Ascutney uh Where is it? Mount Ascutney was a million. And Wethersfield was like eight under 800,000, yeah. So, each district would have to cut significant amounts from their budget. And unfortunately, I can I'll put a link to this page in that um chat. Can I? Yeah, I can. Um here's a spreadsheet of
067the impacts of it. Uh just scroll all the way to the end because um uh Windsor County's at the bottom. But, you can see that they districts in our area are the hardest hit by these impacts. Um these are these are the bri- what they're calling the bridge, which means that when we get to the foundation formula, it's going to be even more restrictive. That's my point is that um this is 112% does not account for inflation, and we do not have any access to exceptions, which means that if we um uh if we disputed um next next year at 112% that we likely would not um win a dispute. Um and uh currently in the Senate education, it's being suggested that they roll back the class size minimums. Um there's a uh number of
068different groups that are pressuring the Senate education committee to roll back that the class size restrictions. Um so, we'll see where that lands. Uh uh I want you all to know that I voted against H955. Um I found it to be uh well, I I I I it to be sloppily done. Um and uh uh because it did not attend to if the if all of this stuff is leading towards a fiscal year 2029-2030 rollout of the official start of the future state of public education or uh education in the state of Vermont then they did not pay any enough attention to what happens in the middle. Um and uh uh so they put a lot of hard things in that depend on the system being transformed in the way that that the original uh
069H. 454, which is now X. 73, envisioned. But then it also softens um some other parts and they don't they're they're not like thought through which which pieces get softened and which pieces get hardened. Um uh let's see. Elizabeth, have you heard that um what I heard is they will there will likely be some discussion on that 112% and it will likely increase in S. 220. S. 220 going anywhere. It's been tacked on by the Senate to the to the uh yield bill and it is it is 112. It's not being raised. It was it was raised by the house and then it's been knocked back down by the Senate. Okay. Particularly Ruth Hardy. Um and uh let's see. Davis, want to jump in? Yeah, I I just had a question for anybody who can
070maybe answer in somewhat simple terms. So, I think what our understanding at a high level on this is that the design of either of the like the House plan and the Senate plan to some extent is meant to and maybe more of the House plan is meant to provide incentives for smaller districts to merge into larger districts. So, that when the foundation formula inevitably happens, it will not be >> as drastic for those larger units. Right? Yep. >> Is there a simple, comprehensible explanation as to why the foundation formula has less impact on those larger units? Like, I think I understand it. I just want to hear cuz I feel like that's the thing that we never Yeah, how how does merging benefit? How does merging benefit? Well, I mean, that's the thing is that
071you have to you like in order for the foundation formula to to be effective as Scott Becht originally envisioned it, we would have the same size districts as the governor originally um proposed. The question is if we merged into districts that size, do we really need a foundation formula? Like, if we have that capacity and that number of students, do we at that point do we need a foundation formula? Um I'm not convinced I mean, there still is no projection that a foundation formula would do what they want it to. Um there has been no um data from the Joint Fiscal Office supporting it yet. Um And so, that's what makes it all questionable. But, I guess that the core of the question that I had is that it's there's the bills are suggested that
072there would be benefits to merging. Other than construction funds, what benefit is there to merging for financially? There isn't. I mean, that's the thing. There There has not been anything any data from the Joint Fiscal Office saying that there is any long-term impact on uh merging that would cause a long-term benefit. The The one thing I will say is that the um the way that the uh uh what do you call um voting districts would be reconfigured to match um when the voting districts are reconfigured, then uh uh they would be able to um recalculate grand list for the entire um voting district, and that will have an impact. And in order to and so the district has to meet that size, if that makes sense. They're totally separate things. They don't have to do
073with being on a board. Um they are they're completely separate. Um and that will have an a long-term impact. But the actual running of the district um there's no projection that after a 5-year um period that there would be lasting um savings. And I would caution you all to not place a lot of faith in school construction funding because uh those are largely um they they plan to allow districts to borrow from the um create a special type of bond that districts can borrow. And so, it will largely still be the bill will still be footed by the districts themselves with some a portion of matching funding from the state, but they don't actually have a source for that funding at this time. Okay, so it sounds to me, and we are going to move
074on, or have Christine, that it's a lot of hocus pocus. Yep. Okay. Lastly, we've got our quarterly update. Larry's going to Larry's going to talk us through this real quick. Let me get this going here. All right, Larry, you ready? I can zoom in a little bit. Yep. I think We'll let Kenny and the computer catch up. Okay. All the way at the bottom? Yep. So, basically, uh we this is a third quarter financial reports which ended March 31st. It is now April 27th. Um this was up on the website shortly after April 1st. Um and it breaks out what I spoke about at our March near the end of March SC board meeting is that we have a significant deficit in special ed. Anybody who's been following the FY 27 budget process, um you
075will probably remember me talking about that, how the actuals in 25 didn't catch up to the 26 budget. So, we are putting them in the 27 budget. Well, we're now in the 26 budget, and it's the same thing. Um so, these are 26 actuals, and we have a significant deficit in special education. Uh you can go through the um, detail in the summaries. But, basically, that's where we are. Um, if I was going to give any bright lights, I would say last year we were saved with some state revenue in the fourth quarter, which comes in in August after where the former closed the books. So, we closed books during the period, but obviously, as we get revenue from the state, that final piece of revenue that we get from the state is the intensive
076needs revenue for special education. At this time of year, I run monthly projections on the revenue I would expect to see um, for those higher needs kiddos in the revenue we would get from that. So, um, last year we were able to use a lot of fund balance so that we didn't have to reassess at the districts. This year, I can't make that promise, uh, but we're going to try everything we can do to not do that. I have cut off spending as an able activity. Except in cases where the principals feel that it is absolutely necessary. So, happy to So, happy to discuss. If you still have a question or your hand is still up. Oh. Nope. Some more to follow, and uh, the auditors will be here in the fall. And we close
077out the books June 30th, and hopefully at the August board meeting or September SU board meeting as we close out 26, I will hopefully have another rabbit out of the hat like I did last year. Very colorful, aren't you, Larry? Very colorful. And that is the end of my report. You should have put that first. I should have put that first, I think. I'm not sure. And there's two procedures on there for people to review. Um Tracy? I know that the miss logging is I can go to my screen. All right. So, just going to give you um an update and Um so, just again, I'll continue to frame updates in this like theory of change. So, thinking about the different levels that we're talking about, building capacity. So, institutional, cultural, individual. And then within
078those different levels, we have some specific goals. And so, these show up in our instructional leadership plan. Um and there there are so many things I think that are happening that are aligning. So, you'll hear me repeat some of the things that we've already brought up so far tonight. Um and again, this is um just something that we're really trying to get in the practice of asking who is missing and why. Um that will help, you know, help us think about historically. Um and this is this is a way of just it's basically our equity filter, right? If we can always ask this question, hopefully we can surface more questions, you know, and and and keep keep the work as dynamic as it needs to be. Um so, this goal, that first one, is about
079capacity building. So, ongoing capacity building training and support. A couple of things I wanted to mention about that. This was the calendar for this last year, and these were the equity coach led all staff meetings that were happening in our buildings. And I will say that like lots of new things, it takes some time trying these on, you know, getting the system uh really integrated, having administrators and equity coaches working together to make sure these meetings are delivered, having Christine remind folks that these are on the calendars, right? And so thinking about how we can move through the year, what different priorities might be. I know Elizabeth, you had some questions about our policies. These meetings seem to be a great place for some of those conversations to happen. So, all of the equity coaches
080in the last few months have led sessions reviewing our transgender um and gender non-conforming student policy. We have some guidelines that we're looking at for that. We We also have procedures. And the way we sort of tease those out is the procedures are really what was asked for in the policy. Guidelines have a little bit more internal information to support staff in knowing how best to support students. So, those are the conversations that we're having at some of these staff meetings. Um yeah. Is this all of the schools together? Yeah, it's you know, because schools are all different, you know, it's like a general This has been a general schedule and um there are some things like by the end of the year, not all of the not all of them have reviewed the active
081case procedures yet, right? But that's coming up. So, by the end of the year, yes, I think all of this will have happened within all of the buildings. Sorry, just to clarify. So, like January, there were 22 meetings. Oh, no, I'm sorry. No, no, no, that was the date. That was like the January 22nd was the date that equity coaches were on the schedule to do the all staff meeting. It seemed like a lot. >> Yes. Yeah, right. We're doing a lot of real work. We're going for quantity. Um and then all the schools do it on that date. Yes. That's the plan. I mean, sometimes, you know, something comes up in a school and they have to change their priorities, but they'll move the meetings to a different week if that happens. But so
082this is something that we're continuing to look at. You can see on the bottom, I mean, it's like at any any of these meetings, all of them. I mean, I I said to every coach that I was like the thing I most consistently hear from folks is, we need practice interrupting. We need practice like what to say when you know, this happens in our classroom, you know, and so I think that is something that we can't get enough practice is is getting everybody on board and how to do that. And I think we're we're getting closer to that. We're having more conversations. We're having, you know, I mean, this is about it's changing culture in our schools, right? And so that takes time. Yeah. Can you talk a little bit more about the guidelines? Cuz
083I I see you So there's been some focus on on flushing out the procedures right out of Peyton's transgender policy and then guidelines which are and getting that's a toolkit that's more focused on implementation in the school setting. Yes. My my question would be is is part of that has there been any consideration around maybe creating kind of a commensurate toolkit that's outward facing? Cuz I know that an issue that comes up with policies and procedures sometimes is that they do even if we make them as sort of brief and palatable as we can, they can still be a little bit legally ease just to make sure that everything gets in there. Yeah. So as far as I I think it's great that you're doing kind of guidelines internally. I think if there was something
084similar that could be External, yeah. >> External and then and then connects to those policies. So it's just And I think we have been sort of a little bit cautious around the topic of thinking about transgender and gender non-conforming students in our schools. And so we haven't been as as I mean, we we We want to make sure that we are good to go internally. Sure. And those are guidelines, too, that we can share with the board. They're They're >> Sure. And they may not become externally facing um documents. Yeah, if that makes sense. Okay. Yeah. Um Elizabeth, yeah. See. Thanks. I just wondered whether uh is the um transgender uh procedures being led by who is it being led by and does it have input from transgender people? We Yes. I mean, that was
085actually I think last year when we were when we first had the draft of the policy, I think it was one of the first policies that we did. We took it out and we asked for input from staff and students, especially who had, you know, transgender non-binary identities. We did get some input at that time and I think I think it's something that we could consider doing in an ongoing way, ideally, right? Is that the most impacted and like we're thinking about with our HHB policy is how are we how are we um yeah, integrating input from people who are most impacted. So, I think there's more work we can do on that, Elizabeth. Um and, you know, we have we have a GSA, gender sexuality alliance group, right? So, we we we asked, right?
086Like our students do students want to give us input on this. So, we have put it out there. Um we haven't gotten a ton of input on the on the guidelines from folks. Um Laura Pascoe's helping us. >> Laura Pascoe, who we've been working with all last year, she's she's uh she's really been helping helping us with those. And with what I will mention about that is that she's also been working with Hartford schools, right? So, when we think about aligning around different policies and practices that we're putting in our schools, like she's an example of where there's some some good and crossover. Um Yeah. And so this this is a preview of next year and this includes I mean this includes um I've been meeting with administrative team for you know an hour every
087month. We also reviewed the guidelines for transgender and gender non-conforming student policy with Laura Pasqual with administrators last month. We're meeting again tomorrow morning. We'll go through a couple scenarios too during those meetings. Um The pink days on there that's when we'll uh meet with equity coaches so we can do some planning um and then those uh turquoise dates are again those are the dates that equity coaches will be leading all staff meetings at schools. The top line are those three like we talked about is having more of um instead of having a DEI day is like what are some of the things that we did on the last DEI day that we can continue to pull through, right? Like so the restorative practices, the universal design for learning. Um those themes and yeah I
088just grateful to be working with Bridget on this cuz I feel like it's I mean that's the only way that this stuff is possible, right? Is that we we can find because we have limited days to do in-service and so we recognize that you can't do restorative practices in in in one three-hour session and say okay, we're good, right? We've been talking about it for before I was here, right? We were talking about doing more restorative practices. So um I think more importantly too the teachers are interested in the the how of implementation in something that actually exists in classroom, in your advisory period. So it's not just a one-shot day and then done. So we're really pushing more for integrating into existing Yep. existing systems that we already have. Yes. And it's great that
089we have administrators who wanted to I mean we have two that I can think of who who were really wanting to restructure advisory in their buildings, right? To have a smaller group, and that was that was aligning with what we heard from students is that when they're in a smaller group, they feel more comfortable asking questions, right? They get to know the adults a little bit better. They get to know each other better. It's the relationship building that can happen in those spaces that's going to be essential for when harm happens. If you don't have those pre-existing relationships, then and and conflict comes up, right? It's really hard to navigate. So, um it's great that we have administrators who are wanting to change those structures in their school so that we can so that we
090can do this. Um And, you know, how this aligns and is an integrated part of the learning framework, like all of these things are just it's it's great to see um some of that alignment and integration really starting to feel like it's happening, whether we're talking about restorative practices, or talking about the education quality standards, and making sure that our curriculum is anti, you know, anti-racist, anti-discriminatory, culturally responsive. And so, think I've mentioned that we've had a group, Bridget and I have met with two equity coaches and some volunteer teachers to think about how How do we do this? How do we review the content that we're currently teaching? How do we find the gaps? How do we use frameworks like Vermont's Irish ethnic studies standards um to do this work? And the right side
091was actually there was a group that already developed these adaptation packs for some of what we are the materials that we're using for the CKLA as our our our English language arts um curriculum program. So, these are like 20-page documents where they say, "Hey, you know, it's problematic that this unit discusses royalty and is only talking about it from a Eurocentric point, right? There There are royalty in lots of different cultures around the world. Here are some examples that you can bring in. Here are some images you can use. So, it does a great job just laying out, you know, that we can still use we can still use the curriculum that we've been investing in and we can think about how do we how do we augment it to make sure that we're, you
092know, that we're being culturally responsive. So, I think this is a super exciting. We're meeting again with this team next Monday to think about like how do we frame this out for 3 days of professional development next year with the elementary teachers. How do we use these resources and tools to help us with that? And how do we not bypass the personal growth and the personal awareness and reflection that also needs to be part of that work. Um the next goal was about creating and sustaining safer, braver spaces. This is a um I think that we may have a couple more equity tickets, but this is just from this school year. And so, so far we have about I think there's 202 equity tickets that have come in so far. So, the way it breaks
093down if you can see the categories, right? That it's not surprising to see some of the same patterns, right? That the things that we are getting equity tickets about are about racism, they're about gender, sexuality, disability, some nationality, citizenship, right? It's it's the same patterns that comes that we we generally see in in society, not just in society, but youth those behavior survey assessment. I mean, we see these same same patterns come up. Um and there are some ways like I think our active hate that's part of the job procedures on the left there that we're going to be talking about with staff because it helps complement like the hazing, harassment, and bullying, but also the conversations about hazing, harassment, and bullying are that those policies have not done a good job with with defining
094what hate speech is. And so, this policy is great that we have this and it sort of fills this gap in where you don't necessarily have to have somebody who's present who has a protected category. Just if somebody yells something that's really offensive like the N-word that we may hear in our school, doesn't matter if there are no black people around, right? It's like that is still a problem. And so, um this policy you know, again is really helpful in thinking about how we can address those moments consistently in the moment when they happen. Um and this was a resource, this is a I think this just came out in February that I came across, which is a really great resource. It's an essay that's written by a woman of color and it and she
095goes through and talks about some recommendations for things we can do in our schools to help prevent and address and respond to the N-word when it comes up. And what's really nice is that we're already doing a lot of what's in there. Um but we're using that with the high school staff meeting on Thursday talking about that. And then this was just um you know, again sort of a shout-out to the subcommittee that's been meeting to talk about our HHB policy and this was the source for where those recommendations came from. It was through all of these partnerships we gathered input from impacted folks on the HHB and that's what we were using to guide our conversations at the high level. Um this was Oh, and I really wanted to give Brooklyn a shout-out for
096this because Brooklyn was one of our students who this was the first time that I'm aware of that we've had some high school students go into a fifth grade classroom and try on leading some bystander intervention training. And uh it was just it was cool to be in a space with them doing it, you know, and they were excited to This was something that the students wanted to lead. Like the high school students wanted to lead this kind of training. So, we're hoping that more of that can happen especially based on the feedback that they gave us, which was that yeah, as great as it is to have administrators train them, they want other students to actually be the ones to train them. So, there's a lot of um potential and I think especially in
097our continued partnership with Up for Learning. Um So, the third goal was about, you know, having a sustained team to do this work. These are just some updated um core responsibilities, some examples of core responsibilities of some of the things we want equity coaches to be doing. Again, we're doing staff meetings, helping to respond to equity tickets. They have a hand right in in helping to implement our policies. Um So, I just wanted to share that with you all. And then these were just a few things that we are hoping to continue, right? Again, Up for Learning is a great partner. Like I shared, the two um I was with them the last day that they were all together and the conversations were so awesome. I mean, Larry and Christine saw me after that and
098I was just like I was She was on fire. >> Because it was it was like real conversations that also really aligned with the things that we're trying to do, right? So, thinking about restorative practices, thinking about um interrupting things. Like we were What what was Okay, I'm just going to tell you this. One activity that they did had us thinking about what are some of the problematic behaviors that we see in school. And and take uh somebody says something says a slur, right? And then when you consider it from the perspective of the administrator or from person who said it or for the person who was said to or the people who were just sitting around, it's like what's revealed is like nobody's actually doing anything, right? And it's everybody's responsibility to do something,
099right? It can't just be I'm going to blame this administrator for not doing something. Or it's like and then you ask the students, but what are you all doing? So, it's it was helpful to acknowledge how we all have some capacity building and work to do. And I am some more opportunities and and that's it. So, I will stop there, but you know, excited about GLA and what's happening. Items for discussion followed by motion if needed. BOCES representative. Yeah, I wasn't here last month, so um and I failed to communicate this to Larry. You are more than welcome to delegate um myself as that rep. It doesn't have to be a board member. Um I am the president of um that organization and I'm at every meeting, so and I know David said he would
100be willing and he certainly >> You can you can do it. I don't think that was clear. It can be me. Okay. So, you just have to do that formally. You have to take an action and Okay. I will take a motion to delegate to Christine representing our issue at the BOCES. So moved. Second. Second. All in favor please say I. I. I. I. I. I. All opposed. All opposed say nay. Abstentions. Thank you, Christine. Yes, I'm happy to take it. Thank you, David. Thank you, David. Resignations. Uh resignations. Um we have um I don't I think we just put that on there in case, but I'm going to go get my I'm going to go get my um list, but Jen has all the new hires. Okay. You can ask Jen. New hires? Yes.
101Hello. Um so, we have seven vacancies in the special ed department and I have filled six. Um so, I'll just go through uh who the positions at each school. So starting at Weathersfield School, Barb Martin is retiring and so Naomi Goodwin who is currently a special educator at Weathersfield will be moving into the paperwork special educator vacancy that Barb has created with retirement. Um, with Naomi moving from special educator to paperwork special educator that created a vacancy in the lower elementary grades and so we have hired Shannon Harrington. Um, obviously with all of your approval to fill special educator role at the elementary school. Shannon has been an SCI at Weathersfield for many years and is well-liked and so we're excited to have her joining us. She's wrapping up her masters at UVM at the
102end of May. Um, we have the vacancy that was created by Paul Doran's exit back in January and currently I've been filling that with a virtual special educator but I've hired Karen Prior for next school year and we're going to do some shuffling around and determine who's going to take up take on the middle school but Karen is coming to us from Springfield and has a lot of great experience in the younger grades and is very excited to >> is that again? We're still in Weathersfield. Okay. Still in Weathersfield. So Karen Prior will be joining us and has come to us with some great recommendations. Um, moving on to Windsor Middle School, Linda Sampson is retiring. She is the seventh and eighth grade special educator. We have hired Taylor French. He's coming to us from
103Winooski Um, and he is just wrapping up his program at UVM in May as well. Um, and uh, he's actually going to be here next week. Uh, no, this week looking at an apartment. So, he'll be taking a a tour of Windsor um, on Wednesday when he comes down to uh, check out an apartment. We're very excited. He's a young guy. He's got um, great math background. So, we're super excited to have him join us. And he also came to us with glowing recommendations. Um, Jackie Crawford was the paperwork special educator for Windsor elementary, middle, and high school. She is retiring. Um, and we were able to hire Megan Hibbard um, who is doing the same position at her current school district um, and is already doing the job of case managing 75 to 80
104students. She's amazing. She's incredibly strong, incredibly knowledgeable with special ed rules and regs um, and she's an absolute uh, we're very lucky to have her joining our team. Um, in Hartlands, um, Olivia Pierce was a special education interventionist uh, for K-2. She is res- has resigned or is resigning. She's moving back down to North Carolina. Um, so Amy Camp, who is a literacy interventionist um, currently working under Title 1 um, has interviewed and the team has accepted her to come on over to Hartland and be the special ed interventionist for the K-2 kiddos. Um, and then the last opening I have >> Wait. Wait. She's She's She's coming over to be a special ed teacher? Special education interventionist. Interventionist. Okay. Yep. Um, and then the last opening I have is Donna Hatch. Um, she works
105at Hartland um, in the middle school, grades 7 and 8. She has She's resigning and that is the one position that I've not yet filled. When she says resigning, they're not signing their contracts. Okay, just so you know. Yeah, not coming back next year. Okay, thank you. I will take a motion to hire Naomi Goodman for Wethersfield, Shannon Harrington for Wethersfield, Amy Karen Pryor What? Uh oh yeah, Naomi Goodman, yes. Sorry, I thought you said Amy Goodman. Naomi Goodman, yep. >> No. Uh Shannon Harrington and Karen Pryor for Wethersfield, for Windsor, Taylor French for Windsor, Megan Hibbard? Hibbard. And for Hartland, Amy Cam. Yes. Okay. So moved. Moved. Okay. All in favor, please say I. I. I. I. I. I. All opposed, say nay. Abstentions? I will get those contracts out tomorrow. Thank you. Um
106thank you. Yep, resignations. Okay. We have one SU employee under title, Mike Duggie, who's not returning. He's not signing his contract. >> And And does Amy Does Amy Cam officially have to resign from her position or she also >> She's not signing her contract, so. But that's great, thank you. Yeah, she doesn't have to resign. She's She's just So, okay, great. Just so I know. Yeah, she'll sign and this is good. Yeah, procedure-wise. Yeah. And so those, I know you don't have to vote on those, but we did have one paraprofessional at the SU level resign. Um Jordan Swan resigned due to some um personal reasons. And she wanted to thank us for the opportunity, as well as understanding and flexibility along the way. Her request is to continue employment as a substitute, which will
107fit her needs better. And so she resigned as of March 27th. So this is the meeting that we get to we're going to accept her resignation. So after the last meeting Do we have to vote on that? I don't think you do. >> I don't think we do. But it's where she's an at will. >> Yeah. Yes, she's not at will. >> Not at will, but Yeah, so I don't think you have to vote on it. I just bring it to your attention. >> Well, I I I wish her all the best in the fact that she wants to move over to the substitution. That's that that is a need. Yeah. So thank you. Yeah. Um Okay. The ALE graduation requirements. Um I asked um after some communication, I asked Christine to put this on
108the agenda. Not so much for us to go into depth through it. Um I just want everyone to be aware of it. Um Christine and I talked briefly beforehand. Um it's it's my opinion from from reading through this that it seems like the state is going backwards. Um and it's it's concerning. You know, they they the legislature in the state has moved forward with away from credits and toward proficiency-based graduation requirements and uh my feeling is that they're using a federal audit ethics excuse to go backwards because they haven't they they really took their time developing graduation requirements, proficiency-based graduation requirements. Um They had like a decade. Like like a decade, yeah. And so I my preference is for them to see through it. Um because that's really that and uh alternative pathways is um
109embarking on two things that are to me the most important thing in education. And that is engagement and relationships. Uh and by focusing on proficiency-based education and um alternative pathways that encourages that. Having for example um a required language requirement, it it it feels like they want public schools to be black schools. Like I'm not happy about that. But I wanted to give anyone else a chance to discuss that as well. One additional concern is we have a we have a a fair amount of students who do access the tech center. And for those students to get all of these grad credits, I mean, I know there are ways and we work with tech centers to try to accommodate, but um that has been voiced loudly here across the state. We have um 44% of
110our juniors, for example, that attend um the tech center. Currently, sometimes they have embedded credits, so it's not as much a problem. But for example, if math goes to four credits, uh only building trades, for the most part and auto body, we have five kids who are good pick up in the embedded credit in those two. Um but it's it's definitely I think math is the most dramatic change. Phil, to maybe to make perhaps you feel a little better is that our teachers teach to meet proficiencies based on 1 2 3 4. And I know the kids will get a credit out of that, but I'm much more concerned about the instructional practices of redo, retry, um when I think about proficiency work Um that never give up on a kid and so multiple trying
111multiple formative until so even though it's under a credit system in many ways it's about the instructional practice and the belief of of kids reaching a level of mastery that I think is probably the most essential whether we call it a credit or you take geometry and learn about the various levels of proficiency. So our current system is dovetailed right into their new language but not giving up on the indicators that the old system was. And I think that that's the best you know a great world. I do want to say that 20 out of 48 of our students take algebra two. That's only 42% that probably needs to be pushed up especially with the four credits required. I think we need to really look at a lot of colleges are requiring algebra two including
112Champlain College. And I just think that we need to encourage a few more students to think about that. And the other added one is that all kids will take either statistics or what's known as data science which will probably a course that has to be given up. The other change in science is that it's got to be physical science or physics. Right now kids can take physics or chemistry. So that is a change in terms of requirements. Financial literacy we already put into place. And then as Christine indicated world language it can be ASL credit. So it's not forcing them to have to take a world language and currently our kids take a year of Spanish or get a year of ASL. So in terms of these new requirements quite honestly I think that when
113their high school is in really great shape the caveat being a little more concentration on math, which I personally think is needed anyway. A little bit more enthusiasm and encouragement. I will tell you starting eighth grade algebra kids, those kids go to algebra two. So, like these pathways of allowing acceleration in eighth grade are really working. 99% of those children go on to algebra two. Um and also a little bit more focus in the sciences on physical science. Other than that, I actually don't think that the high school itself is in really good shape with the new graduation requirements. So. But but Bridget, my my concern here and and the the reason I brought here and not just to the Mount Greylock school district, which is the only high school in this issue, is the
114fact that this will affect, if it is passed, which I hope it isn't, but that's my personal opinion, it will affect uh K-12 curriculum across the board throughout the issue. And as an issue, we are responsible for that curriculum. If these students have to take these particular courses, then that will affect elementary school or middle school um regardless of where students go to high school. Um and I just I I I just feel it it it's limiting. Um it it it it's going backwards from transformable skills. It's going backwards from looking at the fact that that content is not king. The content is not the most important thing for students to learn. It is the base um one, how to be decent people, two, how to function with others, and three, how to learn how
115to learn. And so, It's a lot of industry also is saying we need kids who can come in and problem solve, and think critically, and communicate, and work collaboratively. Those are the whatever you want to call them, transferable core competencies, soft skills. >> Right. That's Yeah, that's what the workforce is looking for. The content, I mean, it it and Bridget and I talked about this. Can you embed that in content? Sure. And it is And it is in our indicators. So, you know what we base our curriculum on. It is. >> But those are the skills that people are looking for. And and having having the state micromanage course requirements uh because the credit requirements are universal across the state just seems Yeah. counterintuitive. Mhm. Does anyone else on the board have anything to add?
116I just wanted everyone to be aware of of this. With that, I'm Okay. Thank you. And watch the state board and um Elizabeth. Thanks. I have those the state the the requirements are with the state board of education now. And so, if you have strong feelings about it, tell the state board of education. Show up in one of their meetings. Um or write them a letter. Thank you, Elizabeth. Okay, sitting next agenda. Um we have clicked uh a few of the policies. Um it sounds to me like we're going to table the equity policy. Yeah. Um and um get an update on the timeline for the AHB policies. Um Elizabeth. Sorry, Phil. It's not about the agenda. I'm sorry. Okay, go ahead. You know how much I respect your input. Well, it should have been
117at the very beginning of the meeting, but I forgot to say that Friday is Principal's Day and next week is Teacher's Week. Okay. What day is Principal's Day? Friday. May day. Thank you, Elizabeth. Um other agenda items, Christina? >> Okay, so I just have I have the cardiac emergency response policy and policy. We're going to revisit that. Uh security cameras, we're going to revisit. Fiscal management, which is F20 and F40 procurement, and then the HHB timeline. Is that what you have? Yeah. And then I have my report um and then um I think because um June, we have special ed CIA with data and director of finance, I'm going to meet with my team and see who wants to go next month instead. Okay. >> I can't, so You can't. >> Cuz I'm going to
118be out of town that day. So, it's either Jen or Larry. So, Jen or Larry. Okay. I'll do it. You'll do it? Okay, so Larry will go next month. Thanks, Larry. And that will spread that out a little bit. And that will there we do a follow-up on rule 100 about during that report or not? Rule 100? District Yeah, that's what the district policy standards, yeah. Nothing's changed since So, thank you, Bill. I update is part of my day. Yeah, okay. So it'd be Larry next month. Okay. So it'll be Julie next month. That's it for now. Who knows things could change in the next few weeks. We meet earlier next month, too, right? We're the 18th due to Memorial Day, is that what you all have? Okay. I might have an update on grant
119money, so that'll be I can just chuck that in as a Okay. I am going to make an executive decision on executive session. I am going to table that in lieu of the fact one, it is now 8:00, and two, Christine is exhausted. Um and I don't >> Thank you, Bill. I I don't feel it's fair for us to have a executive session to discuss Christine with Christine here while she has Christine took the red eye last night. >> red eye last night, yeah. And it was very turbulent, so I wasn't able to sleep. So um when I got here early with Christine, she voiced the willingness to wait on it. Okay. Um and so I am going to respect that. Even though at the time I told her that Yeah, I'm going to do
120it regardless. And the point of that is just to be in executive session and then let any of the board members ask questions and make comments on Christine's evaluation. And so Thank you, Bill. Good night, Bill. >> With that said, I will uh take a motion to adjourn. So moved. Okay. We have a second? Second. Okay, all in favor, please say aye. Aye. Aye. Aye. Aye. Thank you, everybody. Thank you. The rather efficient