001were signed, but it that's not the case anymore. Um, and I am confident of um, well, I mean, I I sign I signed the manifest and the reality for me to be able to find something that's wrong or even illegal is really difficult to do. Occasionally, I ask questions, especially when something is really high or really low. Um and I usually get immediate answers. Um >> right because after I was treasurer because that lasted for a couple of years and then I became the signer of the manifest and there were several times looking over invoices that I did have questions. Yeah. >> Okay. >> If I may, if you have the same person doing both, I think the auditors will pick it up with with a finding. um even though the the checks are signed
002automatically uh which is I don't know it it's a little bit considering somebody one of our members is on as the listed treasurer it does make you a little nervous that your name is sitting on millions of dollars worth of checks but somebody has to do it >> okay I will take I will take a motion we'll do this in a couple different steps I will take a motion to remove Bill Yates as treasurer. >> I will second. >> Okay. All in favor, please say I. >> I. >> And I. >> That was quick. You got fired. >> To elect John as treasurer for the SU board. >> So move. >> Motion to elect John for treasurer of the board. Second. >> Okay. All in favor, please say I. >> I. I. >> I. >>
003Okay. Thank you, Amy. Um, and thank you everyone else. Moving on. I will take a Did we do the signer of the manifest or we just We're getting to that. >> We're getting to >> I will take a motion. I will take nominations for signer of the manifest. I am currently the signer of the manifest and I am happy to continue in that role. Um >> nominate Bill. >> Thank you all in um second >> and it it we we need two signers of the manifest. It's not a there is not a signer and an assistant but I will happily take the lead and continue in my role. Do I have a nomination for another signer of America? >> I'll nominate Sarah. >> I Yeah, >> I accept. >> Okay, give me a second. >>
004We have a second. >> Give me a second. >> Okay. All in favor of Bill and Sarah being signers of the manifest, please say I. I >> I >> Any opposed? >> So, just a quick question, Bill. So, I'm your backup or I have to go also. >> I'm You're my backup. >> Okay. And you'll let me know if for some reason you can't, obviously. >> Yes. >> Okay. Thank you. Um election of budget committee members. So this is >> three members typically one from each district. >> Y >> um Sarah has served on it and Marie served on it. Ryan has served on it. >> Um Elizabeth has served on it. So whoever you want. >> Yep. Let's let's do this district by district. >> Um >> can I um can someone explain like
005what it entails? >> Yep. So the budget committee is basically like the BAC but for the board. Uh when we do the SU budget in the fall, uh the three board members elected to this position, we would meet regularly in September and October. We usually meet on Fridays in the morning. Um every other week as I build out the budget in the budget book and uh we work together on it before presenting it to the full SU board. Um, let's start with the Escotty board. Um, does anyone have a nomination for the Escotty board? Does any do we have anybody who's interested in doing it from the board? Who did it this year? Larry. >> Okay. >> Um, I will nominate Elizabeth Burroughs. >> I will second it. Okay. Um, I will take a voice
006vote uh to uh do we have any discussion? Cool. >> And Elizabeth is is not here tonight, right? She's at Harford at the publication. She's at the same thing. Yeah. >> Yeah. I mean, I figure she really as well. We can just >> Yeah. All in favor of Elizabeth Burroughs being the member of the Moscotti School District, please say I. I speak. All oppose say nay extensions. Okay. Uh field any nominations for >> I nominate Harrison. >> Pardon? >> I nominate John Harrison. >> Okay. Do we have a second? >> Yes. Amy, I'll second. >> Okay. All in favor of John Harrison being um >> on the SU budget committee, please say I. >> I. >> All opposed. Abstensions. Thank you, John. >> I do apologize, Ann Marie. I thought you said Dawn. I forgot
007my hearing aids tonight, so it took me a second to put the two together. Um, Hartland, any nominations for Hartland on the budget committee? >> Who Who is Ryan? >> Who do we have from Harland? >> Ryan. Ryan. burnt out. Ryan, there you are. >> All right, >> Ryan, you're in an awful lot of power here. >> And I prefer that you nominate someone so we can blame you. >> And it's not a big deal if you do nominate somebody, even if it's yourself. Um, we can switch it next month. >> I could I could uh I'll take nominations or I'll agree to nominations for myself. >> Okay. All right. Uh to make things all official, I will nominate you, Ryan. Okay. I I'll be the nominee and then >> give me seconds. >> I
008accept. >> Okay. Any discussion? >> It's a great way to get knowledge, Ryan. Kind of understand the ins and out of spending any time with Larry is educational. All in favor, Ryan becoming of the Heartland um uh budget committee, please say I. >> I. >> Oppose. Say nay. Abensions. Okay. We have three. >> Yes. >> Uh designations of official newspapers. Um believe we have uh the Valley News and um do we still do um BT Digger is one of the ones I know Moscotti is val News and BT Digger. >> We're not using BT Digger. >> No, we are. >> We are. Yeah. >> Um did we also use the um standard? I think at one point the SU board used the standard. >> I think it depends on whether they cover H Heartland or
009not because Windsor wasn't in their coverage area and we ended up >> Yeah, they they used to have a H Heartland section. I don't know if they covered the school, but they certainly covered the town. >> Yeah, >> Weathersfield is not covered by the standard. >> Pardon? Weatherfield is not >> Weathersfield is not covered by the standard. >> Um, >> are we okay just having the Valley News and the uh BT Digger? >> I will take a motion for that. >> So moved. >> Do we have a second? >> I'll second Sarah. >> Okay. All in favor of having BT Giger and the Valley News as our designations of office newspapers, please say I. >> I. >> All oppose say nay. Abstensions. Establish meeting day time in place. Um we are the third Monday. Is
010that correct? >> I think so. >> And we have it at fourth. >> Fourth Monday. Sorry, >> fourth Monday. Um, and it makes it a little difficult for Mount Scutney, but I don't mind it. And right now we're at 6:00. Um, for some it's hard to get here, but I I I do enjoy that 8:00 cut off. Um, I will take a motion to keep it as is. >> John, six o'clock. >> So, move. Do we have a second? >> I'll second it, Ryan. >> Go ahead. >> Okay. All in favor of fourth Monday 6 to 8, please say I. >> I I. All oppose abstensions. Okay. Uh I will take a a motion to what would look at the D. This is not a point but >> adopt Robert rules for small boards as
011the um governing structure of the SU board. So moved. >> Second, John. >> Okay. Any discussion? >> I'm not sure if there's really any other good way to do it. So, >> I'm not sure what we do if that got voted down. >> Yeah. I don't know what we would do if we didn't. Uh, all in favor of Robert Rules for small boards, please say I. I. >> I. I. All oppose say nay and abstensions. Okay, moving on. Changes, additions to the agenda. Um >> I don't I I don't have any. Does anybody have any? >> Uh Bridget. >> Um Bill, I'm I'm concerned about D23 going over that policy tonight >> because it's an old draft that was posted on the agenda. There's a there's an updated draft in our last meeting which is
012much longer if I'm correct. Um so I I worry that the public hasn't had a chance to look over the new draft. I don't know how that one, you know, ended up on the agenda, but at least my link shows the very shortened version. >> Okay. Uh then I will make the decision to skip over D23. It does look different to me. I thought you had added a bunch of stuff and because it is the third read, uh I think it is prudent to put it off to next month. >> Super. Thank you. >> Yep. Okay. I will take a motion to uh approve the minutes of February 16th, 2026. >> So move Davis. >> We have a second. >> Second. Okay, thank you. Any discussion? Okay. All in favor of approving of the minutes
013of February 16th, 2026, please say I. >> I. Anyone else? I'm sorry. I kind of rushed that. Getting into a groove here. Um, any oppose? Say nay. >> Abstensions. >> Ryan. Liz and Ryan. Thank you. Um, public participation, public comment is not legally required, but we 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 note 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 reside in. Any public comment? Any announcement
014from board members? I' I'd like to just announce the fact that I appreciate um your support for board chair and uh um I hope I am able to be successful in especially in the next year as we go into negotiations >> like that announcement. Um, I realize we didn't we have some new board members to this board and we didn't do an introduction at the beginning. So, I wonder if now might be a good time to make sure everyone everyone knows each other. >> Okay. >> Um, get to my list. >> Okay. We do have two new board members here. Um, Liz Frederick, >> you're written down in my notes as Elizabeth. So it just takes me a second to go through. I'm like, "Wait, this two Elizabeth is here." >> But you go by
015list. >> I answer to anything. >> Be careful with that. I say that occasionally and I won't go over what a lot of people more than one could call me. So um Liz, you want to tell us a little bit about yourself? >> Um sure. Uh well, I'm from West Windsor. Um, I have three kids in this, um, Windsor school district. Um, Albert Bridge and Windsor, um, and actually a kid in Weathersfield. Um, I am a librarian and I'm not prepared for most. >> That's fine. That's that's plenty. >> Yeah. I'm just excited to be part of, you know, helping make things work. And >> it's a great It's a It's a great pleasure to have you with us. >> Uh Ryan. >> Yeah. Uh Ryan Peasowski. I uh currently reside in H Heartland. I
016have a first grader and three more on the way into the school um over in H Heartland. Uh I'm currently a clinical microbiologist at the VA and uh yeah it >> so Ryan I I'm gonna practice your last name Pazenowski. >> Pezanowski just like it uh is spelled sounds >> okay I'll get there. Thank you Ryan. Um, it's a pleasure to have you here. >> Thank you. >> Okay, any other announcements? Thank you, Davis, for that suggestion. >> Okay. Uh, policy discussions followed by motions. Um, so we're going on to B44. Um, student use a cell phone and this is a second reading. Um, so I will not take a motion. Um, any comments, discussion? I I'll swing into it. Um, I think it's fairly well written. um I like many others and um concerns
017about enforcement and um how it will impact especially high school staff and administrations. But it's going to be interesting. And it is statute >> which means for those of you who knew it is Vermont law. So >> I have a question. >> Yes. >> Um so for the the implementation um for each school to provide storage of students cell phones. Is there actually a plan for that? >> That's what the procedures are for. >> Yeah. So the next step would be uh after you know uh having procedures that would lay out specifically some uh schools are using these pouches, some use some combination of lockers, some keep it within pouches inside the classroom uh rather than a designated spot in the building. Some places have two or three spots in the building where you take
018your pouch so you can bring you have your cell phone on you at all times and then you go and unlock it. These are all pricey options but trying to find the right way particularly at the high school. >> Yeah. So basically >> there's no plan yet. >> Not yet. That's policy first. >> It's a it's a great question. Any other discussion? Okay. Uh >> sorry just one one quick question because I know Mount Do all of our districts within the SU currently have procedures around this because I know that Mount Scutney does. >> Yeah. >> So, I guess I'd just be interested to hear like how I don't anticipate this this isn't that much of a change. >> No, >> for us, but I just I guess I'd just be interested to hear other
019other district input. We also have the high school in the district, too, which I think is where this is the most prevalent concern. >> Yeah. And so I believe right now procedures that middle school and elementary students aren't allowed to have cell phones at school. >> And so this transition the big transition would be to enforce it in high school. >> Yeah. And I think the biggest change here is having some kind of separate storage because otherwise I'm looking through this this is more or less what we're already doing, >> right? >> Okay. Cool. And I don't know how that's going to impact the middle school. Um, >> is separate storage required by law or is this >> everything here from what I've read? Um, this was created by a visit to cover the law.
020Is it part of law? I haven't really read the law yet. Um, >> this is the this is the DSDA model policy, >> right? >> But that is a good question to uh look into before we do the third read. >> Yeah, absolutely. >> I'm just a little concerned because I know some other local high schools have like bought the pouches and things and then kids buy like a $10 thing off Amazon that just unlocks them and it's like >> really really expensive. Um >> yeah. >> So sure how it's going to be. Uh Sarah >> is I mean I know we have to kind of pass this before the actual procedure, but I mean it would be helpful to know that going into this like what our plan would be for storage. Um, I
021mean, I know we have to do it either way, but what we decide on it may be helpful. >> Um, I I will uh let Christine know these questions. >> Okay. >> And maybe by next month they might have options available to explain to us because I do agree with you. It' be good to have a general idea of how we're going to attack it before the procedures is is actually corrected created. Thank you, Sarah. >> And Bill, just one more. >> No. So, I think too that this is it's broad enough how it says this in what is it under administrative 300 administrative responsibilities with how where devices are stored. That's policy-wise non-specific enough that that could literally my by reading this is just like students keep their locker their cell phones in their
022lockers, right? Like that would be a place that they're stored. >> So, I think that I I agree. I want to hear what Christine and the administrators from across the SU have to say about it. Um, but I also don't feel like this bounds us in too much into like having to like get some sort of expensive other options. cover that too. And I don't want to be doing that, >> especially if students have lockable lockers to start with. >> Yeah. >> Um and then to have a place to put them if a student accidentally or purposely brings them to a classroom, >> right? >> So, so, uh here's the law and basically it doesn't speak to storage, just says you can't. >> Okay. So the VSSP and any policy must uh be as stringent
023as this model policy on on in statute. >> So this is more stringent. So it must be at least as stringent. >> Yeah. My assumption on the storage is just that if if they're not allowed in classrooms, they must be somewhere else. >> They must be somewhere else. Yeah. >> Yeah. And my guess would be it's in the policy so that uh students cell phone are secure. >> Yeah. Yeah. >> As well as you safe from being stolen or lost because they are expensive stuff. >> Yeah. >> Okay. >> All right. >> Thank you. Am I ready? Everyone else in the questions. Um >> secondary secondary cardiology. Uh, cardiac emergency response plan. Second read. Any discussion? >> John, >> I noticed a section in there that required this policy be near every phone and every
024classroom has a phone and it just seems like it would just be one more piece of clutter or I'm not sure that that was the intent that it was supposed to be near every phone. I'm not sure even being near the office phone is appropriate. I mean it needs to become available. The cardiac team which the schools are supposed to create should be aware of it. But anyway, it just seems excessive. >> Um Bill, >> yes. >> As a la as our March 20th half day inservice and previously each school now has a trained team. Um, so they're really responsible for this document. Um, but I I'm glad to know that every school has a full team at this point in time. >> Thank you, Bridget. So to to to John's point, um, I think
025we should in the policy, it may also be within the law. Well, John, um that it be near me or phone and I agree with you except for the So maybe maybe Bridget and Larry, you could you could address this because I'm thinking of a building of three levels like >> Yeah. >> the Windsor schools. Um, it used to be you would go into a school and to get to the phone you would open any nearby door and go in the door and grab a phone. The real issue these days is doors are all locked and so um and so getting into a room require someone to open it to be able to dial 911. And so where is in the Windsor school? Where are they located now? Is there a phone there or a
026phone right next to it? >> The AEDs. >> The what? >> The AEDs or the plan? >> He's talking about the plan being posted by all. >> Oh, >> not the AEDs. I think John's talking about uh for >> the plan to be posted. >> 4.3 says that the plan needs to be posted adjacent to each school telephone. Uh, you know, I don't think that's I agree with John that that's uh seems like overkill. >> Yeah. >> Lack of better word for this policy. But >> so near every phone >> everyone. >> I just want to throw out it doesn't say posted. It just says it needs to be adjacent. >> Adjacent. So the the question I would have on that and this is from like working in a hospital a lot of times you'll
027have like kind of a compendium of emergency plans like a like a binder or like a sheet like that and that's the kind of thing I figure like if that's not in every classroom that probably should be right like so if you have your fire plan your you know all of your different emergency plans and this is part of it in an easily accessible like you know leaf binder I mean I think that would satisfy this requirement if we did that because I agree with John. Yeah, if it's if we're posting every one of those things up so you can just like point and look then that's going to take up a lot of wall space and be cluttered. But I think it's it's pretty >> seems pretty >> yeah reasonable. >> It's pretty standard
028practice to just have like a binder of like if an emergency happens you pull this out and flip to you know your code red code black whatever you know. >> So that would satisfy if that binder existed in every classroom that would satisfy this. >> I believe so. I think so. Adjacent to I mean that sounds right. >> No, I mean does it exist in every classroom? >> Uh, no. Some classrooms it does. It's fire plan. There is a fire plan, but I don't know if it's like a binder. Some of them actually literally might be posted >> right next to the classroom. Um, but I could talk to Christine about putting it in a binder form. John had his hand up again. >> Yeah. John, >> a question. Um, I don't know the answer
029to. If you push 911 in a classroom, school um a school classroom, does it go directly to 911 or does it go back to the office? Um and that should be that should be clearly marked on the phone. If they don't go directly to 911, >> they by law they have to >> they go to 911. >> Yeah. >> So they do goirectly. >> Yeah. >> Okay. >> Schools are all programmed for internet direct 911. E 911. Yeah. >> Yeah. With E91, which is really important for the tech department of each school district to make sure that everything's routed properly. >> Every fall. Yeah. Go through it every fall. >> Good question, John. >> So, maybe maybe um for this one, this is a second read, right? >> Yeah. Yeah. >> So, for this one,
030maybe we just get some some feedback from Christine administration about how emergency plans in general are communicated. Maybe we can kind of work this into a a slight revamp of of that. >> Yeah, we're talking binders, I suppose. Yeah, >> because it's not just this is just the cardiac version plan and there's other immersion plans as well. >> Yeah. And again, you go to any hospital, right, and you have the thing hanging near in public like nurses station's phones that are, you know, special binders or you can find things easily, which >> all right, we'll work on that idea. Okay, thank you everybody. Um, we're on uh C29 uh district equity policy and this is the first read and I'll start off. It is cleaning up uh some definitions and uh cleaning up how it
031describes the administrative responsibility. And it is cleaning up the um cross references and the legal references. And so this is basically just housekeeping on this one. Any other observations, discussion? >> Um, sorry, I have a question. >> No, that's what this is for >> under definitions. That last um the last sentence in equity um >> to be achieved. equity requires an inclusive school environment and may necessitate an unequal distribution of resources and services based on the need needs of each student. I just I'm not sure how the public reading that is going to take that wording. Um also not really sure why like what's the connection between an inclusive school environment and an unequal distribution of resources and services? Like why is that in one sentence? >> Did you say the last one or the
032first one? The last one under definitions of equity. Yeah, the last sentence. >> Oh, thank you. >> I'm just not sure what how the inclusivity is enacted. >> Bill, I can comment from an academic point of view if that's okay. >> Sure. I think that'd be great. Thank you, Bridget. >> So, so if we ended up with our data showing one school or another or certain grade levels are significantly underperforming um or students who are on IEPs, then our our distribution of assets would obviously change to target the needs of those kids that are underperforming. We also um through our title grants must address schools that have higher poverty rates and those schools for equity reasons do do receive higher funds through title grants. So that's just from a curricular perspective. built it in. >>
033I I I do have to admit though as and I may be reading into it, but I'm also reading myself, Liz, that there does seem to be a not a disconnect, but a different message in the first part of that and then the second part. So biases employment practices reflect the reality that all students will learn. >> Well, I completely agree with >> and creating inclusive multi and >> I think >> broken apart. >> Yeah. I think when people read inclusive, they're thinking like they're not thinking necessarily different academic levels. >> Yeah. >> They're thinking of something else. So >> I I think this bullet point would be better served as two um separate more clear bullet points because as as as Bridget pointed out, you know, the first part of it is exactly what
034she stated and the fact that you know all the reality that all students will learn in creating inclusive multi schools for adults and children. Well, yeah. Okay. I think that can be cleaned and I think it would probably take someone with more language ability than I have. Yeah. And I I I hear where where that would maybe ring again because like the word like inclusion in the broader cultural context versus inclusion in the specifically educational context do have different different connotations. I think um >> I know that in the educational context like to me it ties pretty cleanly back to the the special education law like IDA 2004 and the concept of free and appropriate public education, right? You by federal law, by long-standing federal law, you have to include every student in those opportunities,
035which is where in that educational context comes in. And I think that last sentence is put in there. And I I if there's a better way of saying it, I mean, I'm I'm down to consider it. I think that what it's sort of subtly doing is pointing out that the concepts of equity and equity and equality are not the same concept. Right? So that in order to have all students access free and appropriate public education, there are there are some learners who require more resources than than learners that are in the same cohort. >> Yeah. It's just that inclusive is defined below that >> to also include social like a lot of stuff that is >> Yeah. It does have a broad definition. >> So >> my only criticism I I guess my main criticism
036is the fact that a little too much meaning is being shoved into that single sentence for most people to understand. Yeah, >> even myself. >> Good first reading questions. >> Yep. >> Any other discussion? >> I'll make sure she gets those notes. >> Okay. Thank you, Larry. Uh F40. >> All right. >> Procurement >> F40. This one is should be uh first reading and it's uh pretty simple. The only thing different on this one is uh is this came from back from the auditors. So the auditors wanted us to include language to match our policy matches our procedures. Um so basically all we did was we added um the F under F under page two. Uh the Windsor Southeast Supervisor Union will check SAM.gov to ensure that the vendor has not been suspended barred from
037receiving federal funds. We do this already. It's part of our procedures. It wasn't in the policy. Now it's in the policy. >> Cool. >> Okay. Thank you, Larry. >> Yeah. >> Any comments, discussion? >> Stamp. Is a clearing house for all lenders that do business with the federal government? >> Yes. >> Okay. F20 fiscal management and general financial accountability. This one uh first reading this is updated by the VSBA. There's been some changes since it was last adopted by us. Um this reflects the VSBA changes. Basically uh what we're talking about is um uh we want to make sure we have controls in place. So what was talked about early earlier when we brought the treasurer and um the signers of the manifest that happens today within the central office. So I don't sign checks
038but I approve POS. >> I uh I approve POS but I don't create a vendor in the system. Um I don't uh print checks. I can't print checks because I approve POS. Um those kind of things. Uh, I I approve all the um contracts and the payroll amounts that go into payroll, but I don't uh I can't add an employee into the payroll system. That would be administrative control. Um, this talks about everything we currently do. Uh, we are pretty much in line with the DSBA. I give you quarterly updates. Um, those quarter, the next quarter will come for the FU board will be in April. um because the quarter ends in March, the end of the third quarter >> and I'm I'm assuming when this is all said and done, the uh the notes
039at the end will be updated as well where it says VSBA version. >> Yeah, >> that will all be changed when it was adopted. >> Uh legal references. >> Yep. >> Okay. Thank you, Larry. >> Got it. uh F-26 security cameras. This is taking out the general principles and am I reading this right Larry? Taking out the general principles and adding it ad in as administrative responsibilities. That's correct. Okay. And >> so there's no language. >> There's no material change to this policy. It's just >> uh there is >> okay. >> Um they like a it refers um is now one um it includes school district and SU properties and so annual buses. Yeah, I don't have to go through the whole thing, but it looks like it's >> There are some differences. Yeah. >>
040Um, and a lot of this stuff we already do now like only authorized staff use security cameras for live day and night viewing. Um this is a lot of this is handled by it at this point and they uh they have access so they can the way they set up the system the software is uh just like the old days where you know um the old systems you could have a a monitor right and it would be recording but they couldn't go back over recording that's you know we can do that now so for example administrative assistants could see the live feed but can't necessarily have the uh permissions to go back and see something from 3 hours ago that would only be the principles or the superintendent. >> Yeah, I mean a lot of
041it is the same but it is that the language has been tweaked for example around harassment hazing and u bullying that's no that's now no longer in parenthesis. actually not. Yeah, it's actually in the actual language things like that. Okay. Any discussion? Definitely. Um Oh, yeah. Um only comment is where we do reference the other policies there. Or it might just be worth doing the cross reference in the bottom two so it's easy to >> Yeah. Yeah. because as as part of the new language, it does state that this will comply with all the policies of the cross reference. >> Yep. >> Okay. Thank you everybody. And we're on to the administrative report. >> Okay. So, just for people joining us a little later, um Christine is at a public education forum. So, that's why
042I am giving the administration report tonight. And uh I'll do my best. Here we go. So, um, obviously our strategic goals, uh, student success and engagement, um, lots of community engage events around the SU, uh, invention convention, fourth grade at Weathersfield, uh, can't read a lot at Weatherfield and Hart. Showing some examples of goal number one, student success and engagement, uh, under the big top at Windsor. If anybody was wondering what the blue was for, Additionally, uh these are some of the um science fair winners and uh their um their prizes and their awards. Uh US Air Force for Wilson Angwell, a APA for cigarelli, Vermont Academy of Arts and Sciences to Joselyn. It's awesome. Culture and Student Wellness um outright Vermont leadership day took place on March 11th. students went to the state house
043um >> where they learned um inclusive uh youth deserve to be involved in decisions that affect their lives leadership day. So, they went to the state house and I think that's a board member right there. >> That's Elizabeth. Gold two um multi-age literacy groups at Alberta Bridge in K2, a sewing elective at H Heartland where students make dog leashes and cat beds to donate to Lucy McKenzie and Windsor Middle level science students for teaching other group projects. um another culture of student staff wellness. Uh Ian, you might have seen his uh and we we'll be looking to get the information out there longer about that more often about his um testimony to the various uh state uh committees. Um but uh Valley News covered it uh how um we are prioritizing fresh and local foods
044and um he's using a lot of grant money to do that. Uh you might have seen the fridges in the schools with the um fruit and vegetables uh easily available. um special ed update. I saw Jen on the call if she wants to uh um speak to this, but basically um the third quarter financials, which I referenced 10 minutes ago or five minutes ago, uh they will reflect some unexpected expenditures um for uh special ed. These are changes be from the when we did the budget uh for recent students who have come in and uh we however we do anticipate some offsetting revenues as I do my sear report. Uh Jen, is there anything else I'm missing? >> No, Larry, I think you summed that up nicely. Thank you. >> Thank you. So, just want
045to give you a heads up when you see those third quarter financials next month. Uh some legislative updates. PCB testing in Vermont schools. Um this is there's a this is currently a bill. It's not been signed yet. Would end the current statewide mandate requiring Vermont schools to test buildings. Um our schools were not tested. Windsor was um waved obviously because of the new the newness of the building. Uh so they didn't have but none of our other ones Hartland Albert Bridge and Weathersfield portions of Weathersfield are new but the other portions would have been tested. That is ended. However, they uh still uh have state authority and funding to finish red remediation efforts in the other schools that were affected. Um this is an update on Medicaid. Uh this bill on Medicaid schoolbased services program
046uh change this bill changes how federal Medicaid funds are shared. School districts would now receive an increased share uh 55% of federal reimbursement grant generated by eligible services. Um, this adjustment is designed to change the flow of federal dollars back to local districts to help offset some of the costs of Medicaid eligible uh services. S220 education spending caps. So, this one uh has moved on. It is out of committee. Um, so what this did was this was originally just a hard cap and now they have uh not gone that way. they have decided to use the excess spending threshold which uh but lowering it from 118% to 112% um with a uh JFO analysis all this stuff is linked here um basically so the way it would do uh for our purposes it would be
047um it would be trying on our schools to have the excess spending threshold all of our schools for the first time uh but our schools have just bumped up against the yet threshold this year. Uh this would make it worse basically. Um again not signed but yet by law there is uh statements coming out from the BSA, the BSBA um uh going against some parts of this law. That's your Davis. >> My assumption is that even while they're lowering the excess spending threshold, we're we're still ti spending still includes health care costs and and special kit. Yeah. So, >> yes, it it uh Yeah, Marie question. Um, I just wanted to say that this seems really inequitable to me and that like you have school districts that are around $9,000 per pupil and then you
048have school districts around 20. And when you go by a percentage, um, you're more or less saying that the smaller that the school districts that are only spending 9,000 on their kids now are never going to catch up to the ones that are spending 20. >> Yeah. And uh, that's a good point, Amarie. And some of the people who um uh preferred this excess spending threshold rather than the hard cap was it would be an they believe it would be an on-ramp to uh the foundation funding formula that the legislature seems to be uh full steam ahead as in so far as the maps have not come out yet and not been blessed. Uh it's signed by the governor. the um the the foundation funding formula seems like a feature that the legislature wants. And
049you're right, Emory, because in uh the foundation funding formula, uh school districts like Slate Valley uh would have to spend a lot more per student to catch up and which would raise their taxes locally even though it's a statewide system. and other school districts which are over the excess spending threshold or would be over the foundation funding formula would have to seriously uh cut back on their budgets. So, uh more news to follow. Um some people view it as kind of a win because it's not a hard cap and uh but however it does make that excess spending threshold um more draconian than what it is today. >> Yeah. >> And remember and this is for FYI 2829. This does not affect FY27. >> Uh the next one is the uh this uh bill um
050extends um expands access to CTE programs for all Vermont students. Um this is a very interesting bill. It also would um my understanding is uh for example, the CTE program at Hartford would no longer be Hartford's CTE program. They would all be state CTE programs. So the 13 or so CTE across the um state would have its own separate funding, its own separate administration at the state level. Uh how that's going to actually work, who knows? But uh that is currently what would happen. >> Are they going to I mean there's some lofty goals there. Yeah. Or I want to create funding for expanding and building um the room for CTE education. You following basic infrastructure? >> Yeah. So uh I lived at a BSA conference a month and a half ago and that uh
051those questions were asked and that was not in the bill at the time. I have not seen the latest draft but at the time at the time there was nothing speaking to expansion footprints. uh what do you do with the CTS that are uh in Harford's case literally part of the building of the high school um and other CTS which as you know are like standalone >> um not attached to a high school except by district >> right >> um the physical plan not >> yeah you've got you know they Hartford basically has a a not much over a 300 student cap just because of space >> yeah um does somebody have their hand Yeah, excuse me. >> Yeah, >> the bills we're talking about are excuse me, Senate bills and crossover has gone by
052already. Are these bills going to be dead for this year? Do you know? >> U 202 S220 I believe has made it uh has made it out. >> That was my understanding. >> I can't speak to >> No, I I I'm not positive on that. I will dead. Probably dead then. >> I will I will double check on S313, but I S220 I know is happening. >> It was voted out in the house. Okay. >> Yes. Yes. And um again, there was a lot of uh horse training with that one because uh the uh the hard cap obviously was a a sticking point for many legislators and uh and I think the amendment that made it uh a tighter excess spending threshold is what got it out. Um last thing was act 73 is extemp
053from standard crossover timeline um because it governs other policy bills. Um so this is what they're talking about at Harford tonight. Um there are basically at this point and this could all change tomorrow but there there's a house plan called the Conland plan and there's a senate plan called the Bongards plan. under the Conland plan uh for our SU. Um if it was passed as it is, there would be a merger uh with us and Hartford um leaving uh Mountain Views out and it would be a district, not an SU. Uh presumably you would have a K12 district uh with two high schools and that would be up to the new board to decide in district choice. I guess um the Bonguard's plan is more similar to what we have now but just much larger.
054So for example, it would be an SU model called the Upper Valley SU which would consist of our SU um Hartford school district and Mountain View's SU and all their and their uh Killington the uh member district and uh that would be an SU model. Uh the Bungard's plan also is a little more detailed which I won't get into here, but basically it would um incentivize some of those SUs to merge within their districts. For example, uh Hartland and Weathersfield are both K districts with tuitioning. They would be incentivized uh to merge. Um and if they merged ahead of time and and existed as part of the SU, uh they would be outside of the um 45 district limit that the Bungards plans for calls for. So basically the Bungard's plan calls for 45 school
055districts first come first serve. So it would be there would be an incentive uh for example I'm just picking three districts Mount County school district and Hartford and Woodstock would be incentivized to merge as a K12 and the K8s would merge and you would have an SU with uh as as the governing body basically what we have here now but bigger. Uh so those are the two plans. Whether or not they the uh they can come to an agreement is beyond me. Is there any questions about my administrative report or we move on to the data report? >> Just point out I appreciate that it says that current timelines established in act 73 seem unworkable. >> Yes. >> You know that continues to be a thing. >> Moving on. Next on the agenda is a
056data report which uh Bridget I will present up here and you can walk me through. >> Super. I appreciate it. Um so basically go back to the very first slide. So the winter data assessment is to compare where we were at the fall to where we are right now. Almost like a midyear check. Um, this data is used often to write our title grants as last winter was, but it also provides us an opportunity to see what kind of adjustments we can make uh, with the remainder of the year in the spring because I know the board has requested this. We will look at growth in actual grade levels. So we will look at last year's kindergarten in the spring and how they're doing as first graders um in in in our spring upcoming. So
057that's sort of a different flavor u so that we can look at whole class and how they move along in what they're learning. So what percentage of children make the benchmark uh so now you can go to three slide number three. So this is our early reading data. This is known as McLass dibbles suide and you can see that we made pretty significant growth from I'm rounding up so everyone knows uh 36% to 49% and that's over x number of months. It has not been very long. I would credit our teachers at the tier one level. We've been doing focus work on literacy. So I think it's really paying off. Uh we also have a collaboration with the agency of education around early literacy. Um in addition our intensive uh support by our interventionist has
058become extremely organized with uh progress monitoring um and work and they meet monthly together and I think it's really paying off. Not to mention that students in general become more accustomed to especially the little ones um taking this type of assessment. Um but the gains in reading are terrific. We set an SUI goal of 45% so we exceeded that goal. So that's really good news on our early reading and I I predict we'll continue to see this growth. So on slide number five, this is our star reading data suide. Uh we moved we we are at 59% and we stayed at 59%. Um that's not the end of the world because your your winter assessment is much harder than your fall one. But we would like to see growth. Our goal was 64%. So we
059fell short on that. And as we dig down into the different grade levels, we'll see some kinds of patterns and areas with which we need to address. But I I do want to reemphasize that having 59% of our students meet the benchmark both in the fall and then again in the winter is actual growth because the test is more difficult. So students are learning, but we're not making the kinds of gains that we set out in terms of our goal setting, what we call our wig goals for the SU. Next, >> students are normed on I think it's important to point out that students are normed >> by age. >> Yeah, these are Yeah, these are benchmark goals for the grade levels. That's correct. >> Yeah. >> Okay. So, um and they're Vermont benchmarks. So
060um in the in the area three through five um you can see again this is a this is a area where we went um actually down from 57 58% to 50% and and honestly from a curriculum perspective this is our area of greatest focus this next semester is why are we seeing a drop in the three through five reading um performance and there's a few ideas that I have and that one of which is that uh the skills sequence with our curriculum program stops after grade two and so we still have students in grades three, four and five that need specific skill in instruction including in phonics and other areas and the curriculum that we have does not specifically address that. So, that's an area we're looking at with the instructional leaders and principles and
061hopefully with some changes made uh we're hoping to see some better growth in that area. Now, you see the opposite with six through eight. Their scores are very strong and continue to grow and so that's why we get the percentage pulled up and generally um I feel like our reading performance in our middle grades always room for growth. But um in general uh they tend to be pretty strong and part of that is that children experience literacy not just in their reading class right in their ELA but they also write and read frequently in social studies and science. So it's almost like they get triple doses. I know that's happening also at the three through five, but I think the emphasis on vocabulary and writing has really helped our middle schoolers. So they're they even
062they grow very much from three through five and continue to grow through middle school, which is wonderful to see. And this is nine and 10. Again, percentages have stayed about the same, but again, you're looking at a more difficult test. I would say this is about 10% lower than we often see in our nth and tth graders. Reading tends to be a strong suit. So working with the teachers um we've been talking about what this data means and uh areas with which we can um put in some emphasis whether it's vocabulary development or writing or or whatever piece. Okay. So we're in Star Math. So we're looking here at SUI math. We did reach our goal in terms of SUI math. um 46 to almost 51%. We had a goal in math to um reach
06350%. So that was a that was in in very good shape in terms of meeting that. Um this is not with this does not include nine and 10 data. So this is K through eight because it's across ESU. Um with nine and 10 data we're almost at 49% so not far off in terms of the goal that we set. um at the beginning with wigs continue. So this is our K2 data. This is very strong data. I have a lot of thoughts as to why. One of which is that especially in Windsor they they implemented uh Bridg's number corner which is a um added math time period where students work on fluency and meaning basically through the daily calendar. It's an amazing program. Uh, anyone who has a chance to stop in and see an
064elementary classroom when this is in action and we saw dramatic changes in terms of Windsor's early math um performance. And so we've actually are waiting to approval for a grant to get the number corner program which is an instructional program into Hartland and Weathersfield. and we have enough materials from other spending sources to also get it into Albert Bridge. Um, again, this is the area three through five. If you take a look again at the performance uh a more difficult test, but we would like to see uh that push back up. Um again if we set a think about our SU goals 50% we're falling slightly short again in the in the grades three through five around math um conceptually things get much more difficult by the time students reach third fourth and fifth grade
065it's quite a jump from the earlier years okay in six and eight six through eight and honestly in comparison to the state these numbers look very good there was a small growth grow um in them. We tend to have our sixth grade, one of our highest performing grades. We'll talk about when we get to Vermont caps, what often happens in seven and eight, but in general, if you take a look at this data, I'm sure I would like it to match the reading data up in the 60s, but I'm grateful that it's at the 50s level and not in the 30s level. um across our nation we are really struggling especially with middle school math and ninth grade. Um so this in terms of this data um it's not as high as we ever would
066like but it also has shown some consistent growth. >> Well it it that it's considerably better than what we saw two years ago. >> Yeah that's what and that is my point. We are we are definitely on the right track. Um, so this is grades nine to 10. One thing I have to say, and we'll see this in a moment, we're finding that our our grades nine, uh, Vermont cap, the the alignment, the predictability using STAR with math slightly over overpredicts performance levels that should be better than they actually are. Um it may or may not be because of how students approach STAR that they're used to taking three times a year versus Vermont CAPS, but we are finding that the alignment between uh e the literacy and Vermont caps literacy and star is fairly
067aligned. Whereas math we find that star data better than track my progress but it's still predicting a slightly higher achievement than we're actually getting out of Vermont caps. And we'll be looking at that. That's not true for all grade levels, and I'll point out where, but our ninth and tth grade here is probably a little higher in predictability than we're seeing in Vermont caps. >> Have you have you uh thought about doing a beta of the algebra test in STAR on on on some level? >> So, we used the algebra test last year in Star and wasn't >> goodbye >> wasn't generating we we tried that but it also doesn't generate useful reports so the kind of breakdowns that you get I also want to say that star math goes all the way up through
068uh algebra 2 and beyond so it should be the the students that are taking the ninth grade should be getting predominantly algebra and the students that are taking 10th grade should be getting predominantly geometry country. So that's how they sequence it in their heads. Um but we'll see when we get to Vermont caps um bill what I'm what I'm talking about here in terms of alignment. So >> okay >> so on to >> well this is the demographic >> Bridget can I just jump in? Um it would be interesting after you get the VT cap to also break out the subsklls >> and see how they align. >> Yep. for yeah n >> y and some of it bill is is exposure. How far do you get in the curriculum? Um, you know, emphasis around
069statistics, for example. Um, how much are we revisiting skills in geometry, algebra skills when students are in geometry? So, there's a number of things that on the surface that I already know. Um, but yes, subskll look, math is going to be our focus for next year. So the good news is we'll be doing a lot of that kind of breakdown work and I think it will be very helpful to know so that we can know where to focus professional development. So here we have we're on um comparison of free and reduced lunch um students sort at an economic disadvantage as measured from that and um in general we run about a 10% gap in both literacy and math. Um, in this case, we've got, um, again, we're we're looking small here. So, we have 5254
070for students that are on free and reduced lunch and about 10% higher both in our fall data and in our um, winter data for students who are not um, at an economic disadvantage as measured by free and reduced lunch. So, we have about a 10% gap. I'm glad that that is all that it is, but it does indicate things like outreach, are we are we connecting with parents? Are we uh making them aware that tutoring is available? All the kinds of efforts that we're putting in um is very important to continue so that we we don't necessar um income. They're not as large um as they could be, but I'd like to see no gap in a in a ideal world. So, if you flip to the next one, which is star math, you'll see
071the same kind of pattern. The gap slightly larger. Um but we still see that the gap existing between math performance, generally math tends to be larger in this way between students at an economic disadvantage and those students who are not. that that's pretty expected, but you know those numbers are pretty good. >> Yes, I know. But >> you know, in terms of obviously equity and reaching out, I I think in general though our our intervention system and now we have tutoring going on at all schools um before school and after school. I think that that is really helping reach um students um both students who are um at an economic disadvantage and those that are not. So I think those intervention steps are are huge in in closing up these gaps. Okay, returning to the
072next. Yeah. So, this is a this is an interesting slide because students that are on an IEP um there is obviously a number of them that are identified in reading. So, you're looking at a kind of a funny database where um we know that these students have a disability in reading and yet we want to close the gap. So, we've seen some growth in that um from the fall and I think part of what we continue to do is have shared groups of double dosing, have our special ed case managers talking to our interventionist so that practices around progress monitoring. Jen has done a lot of work with this rates of improvement that we're looking for. I think that this is very good news that we're starting to close the gap in terms of performance
073um with students that are um on an IEP um especially around reading and those um students who are not. So um growth in that area hopefully we'll continue to see that growth. Jen and I have talked a lot about what kind of training um special ed teachers, parents, etc. need in the content areas around supporting reading and math. Um, specifically as it's connected to the classroom um, and I feel like we really are beginning to see partnerships across the school in setting up double dosing in classrooms during win time and also as I discussed shared intervention groups and you know looking at rates of improvement. Uh, so in the right direction. Um, next one in math. So here we see in math again I feel in general uh math becomes our focus next year. There
074isn't the kind of growth that we've seen with students that are on an IEP um in the area of math. I do think that in general both elementary and um uh special ed case managers have a wealth of um experience in teaching literacy and how we deal with math and math intervention and what we need. Um that's an area that we will continue to need support. Um and I and and I'm I'm not surprised in a way to see this especially with so much emphasis right now on the area of literacy going on in the schools. Okay. So these were the ones I talked to you about in terms of Vermont caps. Um they're broken down by grade level. We're comparing our third grade to the state's third grade. These are last spring's Vermont cap
075scores. um there's a lot of lag time between when we actually get them. So in general, you're looking at red as um the state and um the blue as the SU level. And so this is an interesting pattern because we're seeing a lot of the same kind of data when we're looking at our star data. Where do we have our greatest gaps? like in third grade as one place with fourth grade catching up and in fifth grade about even with the state in terms of the number of students that meet the benchmark the state benchmark. This is in sixth grade we actually exceed um the benchmark from the in terms of the state and how they how the state overall did. In seventh, we're about even. In eighth, we're about even. And in ninth, again,
076we exceed how the state does. And this is in the area um of uh ELA, so literacy. Um so those are good. Math is a very different kind of picture and I have to tell you this is a nationwide picture. It's also so obviously below also in fourth grade and again that aligns with what we're seeing in our STAR data by fifth grade our students the percentage of students that meet the benchmark have exceeded the state in sixth grade we're we're even with the state and then we begin um in RSU seventh dropping eighth dropping and ninth dropping. Um, next year, one of our huge focuses on that transit eighth graders and ninth graders and what's going on in terms of our math and what we can do. The state is also involved in initiatives.
077We may or may not tie into that depending on what they do, but it's just that it's that flattening and that that dropping in performance that happens especially by the time our students get into eighth grade. um and it carries over into their ninth grade readiness for algebra um and everything else. So, this these are not good numbers, but I think they're realistic numbers and I look forward to kind of focusing on math and especially at the middle and high school level next year. Okay. So, science scores um looking very good in fifth and eighth grade, exceeding Vermont. Um, you know, 11th grade is a funny year because it's a funny year to test anyway, but a lot of students take very different course loads by 11th grade. So, generally they have bio, earth, um,
078and the environment. And then some get physics and some take chemistry. So, we have this sort of divergent path, excuse me. And then some of them, um, don't get in their third year of science till their senior year. So, I'm not surprised that we we see this. Vermont is changing its graduation requirements. It may or may not affect the area of science. I've got to look deeply into that, but um it it in the in the earlier grades, it looks like what what's happening in our fifth and eighth grade is is going very well. Um some tightening up on our 11th graders and how we can support them. Um, you know, it's uh it also is you could have a child focus on physics all the way through that only help them with a portion
079of the test. Uh, and so it's something that we can look at with our science teachers at the 11th grade level. So these are we'll we'll go through these quickly. You guys have seen probably or will see your specific MBA data about attendance. Overall, we have a 94% attendance rate with a lot of tardies. Um, that means even if a child's five minutes late to in elementary school, it'll be marked as a first period tardy. So, lots of tardies, some due to weather. Um, and so at the high school level especially, we're tracking periods and tardiness is much tighter. Um, so this is providing principles with the data they need. Next slide. Uh John, did you have a question? >> Yeah, actually go back. Uh this in regards to the red and blue graphs. Um
080two of our schools have have school choice. When students when they enter 9th grade um choose to go to a more, if you will, gifted school, does that skew our numbers somewhat? Well, we wouldn't have um we wouldn't have like let's say um a student edstock handover. We wouldn't have obviously their data included in this. >> Okay. >> It would be though, John, not it would be interesting to to have that data put in at some point in time. Um how our ninth graders are performing. So that that's data that Woodstock would have if that makes sense. and and it is meshed into our numbers. >> No, we won't have ninth grade numbers in ninth grade students that don't attend Windsor High School. This is just Windsor High School data. >> Okay. And then if
081a kid uh student decided to go to KUA, those numbers would not be in the list. >> They would take BCAP. >> Yeah. >> Well, and and again, KUA doesn't have any state assessment responsibilities at all. So, they have their own they have their own thing. So, >> thank you. >> Um, I don't know if I'm getting >> uh Bridget. Um, Bridget, did I lose her? >> Connections. >> Bridget. Um, >> yeah, I know. You may want to um, uh, close your camera. That'll give you more bandwidth for audio. >> Okay. Camera's off. >> Okay. Yeah. Go ahead. >> Is that a little better? >> That is. >> Okay. So, um again, you've you've seen these at your you've seen these at your um local level at the school school level. So, again, these are
082login. You'll notice that login in general, which hopefully correlates with behavior, have dropped across ESU as the months have progressed. Um, which is good news about behavioral expectations. Larry, next one. And then locations are not a surprise. Mainly classroom around defiance disruption. Um, most of our reports often come from there. And then what I call the looser times of the day, hallways and playgrounds. Um, that's fairly uniform across the SU at every single one of the school sites. And finally, not surprisingly with children, the time of day as we approach the hungry overt tired time period, we tend to see an increase. It's also when they often have lunch and recess, so it's it's not a structured time. We're not surprised that most of our reports happen in the middle of the day. You know,
083grow toward that and then stop. And so again, you'll see over on the left hand side, most of our reports are around defiance, disrespect, and disruption. A lot of that's classroom. And you know, it's setting expectations for behaviors. Um so it's a good we don't want to see any but it's a good thing that these patterns have been addressed and logged in and u expectations are set for what a um you know uh class what a classroom should look like >> it was just me Davis >> um yeah I know I think that this got we covered this at the local level can you just remind us what the no subtype column is >> so that just means someone did not enter what it what it was that was going on. They might have entered
084it in their in the dialogue, >> but yeah, I'm I'm we're going to try and address that to remind them for whatever reason. This should be a default setting that they have to enter otherwise it won't submit. >> But we've got we've got a glitch right there. And so if they don't check off which of the categories this falls under, we get that big yellow there. Yeah, that should be a requirement. >> Yeah, I think it's a setting issue we'll address. So, >> yeah. >> So, overall, you know, data, you know, I I would like to hear from you. You guys have any question. I do like to see the growth data in the springtime or summer. Um, so thoughts. Um I I've said this before and I'll say it again. Um when you were
085talking about uh students on IEPs, uh generally that data never improves because it is a self-depreciating piece of data. Uh all the effort and great works that go in ends up that the student isn't taking off an IEP. So that success is dropped out of that category. So it's sort of a selfdefeating data point. >> Agreed. >> I think it is it's a funny measure. >> Yeah. What would be really interesting though is, and I you wouldn't be able to do it, is um to look at uh students with a reading disability and how they do on their reading. Not just students on IEPs, but students with reading disabilities. Um but I don't think you could that would be wrong to do. >> Yeah, I think the same the same could be said for students
086who ever were on an IEP, right? to actually crack the data for the students who improve to the point where they no longer require. >> Yeah, I did that once actually in my job. >> Um, and it's really it's really kind of interesting because you have all those high school students who are doing much better. >> Um, most of them on 504s >> and then you can project that data as well. So, yeah. >> Yeah. >> Thank you, Bridget. >> No problem. Any questions? any questions you guys have that you can't think of now, email me. >> So, John brought up a point um you know about the the high school data being a different set of kids um than the K through eight. And to kind of finish his point that I where I
087think he was thinking is like it looks like what we're having is the high achieving kids leaving the SU right or school choice etc. Um, so when we when we're looking because we're looking at this, right, all three schools K through eight, right? And then 9 through 12 is just the kids left in Windsor. >> Well, I mean, I think it depends on the school district. So, for example, Weathersfield, uh, the plurality of the students go to Windsor. So, 40 plus students go to Windsor, 20 go to Woodstock, 10 go to Springfield. Um, and then the rest are a little bit here and a little bit there. Maybe two go to Hartford and four go to Theford. So I I don't know. You'd have to follow up and see how much >> Yeah, some might
088go to KUA. One or two, right? Um, you know, or more than that, maybe four, I think. >> Then you get quite a few go to Hartland. Quite a few go to >> Hartland's a different mix. And uh >> but you know if if um if for example if H heartland uh >> gets if Hartford for example gets 4550 of the Hartland kids. >> Yeah. >> Right. And three of them or five of them go to Windsor but they're the top 10 at Windsor that and those are pretty high achieving kids. Um for example I can think of a graduate last year. >> Right. I wasn't saying that like no high achieving kids go to Windsor. I'm just saying that looking at those numbers, it's concerning to me. Like >> I'm not saying you're saying
089that. I'm not saying >> but being in, you know, in the Windsor district is a little concerning because it makes me think that those numbers are being lifted up by kids largely outside of Windsor. >> Uh to answer that, Bridget would have to disagregate by building. Correct, Bridget? >> Yeah. Well, I would not only have to do that, but I would have to look at a as best we could um how our former eighth graders are doing in other school districts, right? So, there is a bunch of things that we can look at. I will say we get a fairly decent, you know, what I believe is a fairly regular uh group of students that perform in the blue or green um you know, eventually. And so I I'm not sure again the pattern of
090drop off in ninth grade uh especially in math. We we normally see reading up in the six 60th percentile but the drop off in math is disconcerting across the state. For us it's a little bit more intensely disconcerting. But I would say um that's something for us to look at. But in terms of the students that we get in from Weathersfield um you know and from H Heartland, I I think they're fairly um I don't want to say normally distributed because it it ruins individuality, but I I I don't think that we we are lacking high achieving students at at Windsor High School. Um and there's a lot of reasons for which people choose schools from family to commuting to whatever. So um you know it I think that pattern you know the things to
091watch for is college attendance you know taking upper level courses and those kind of things but if the board wants more data on that that's that's certainly a a study I could work with with Christine >> well another thing that's interesting I think the drop off occurs before 9th grade suide right so if you go back correct me if I'm wrong Bridget but it goes it goes really seventh in eighth grade. I think you could look at ninth as just a continuation of what is already occurring. Number one, the other thing I would say is uh I think what John and Liz I think a better way to say it would be um K through eight data that Bridget has is all our kids >> and 9 through 10 is not. >> I think that
092might be a better way of saying it. >> Yeah. One one thing I wonder with that drop off too because you know you can see in the data that it there's some steady trend but it's more pronounced at RSU. Um, I wonder, and I'm sure this is something that you've is considered frequently, but the the kind of continuity between grade level math transitioning into mid-level math and high school math. So, I know I just from remembering being a student, there are some jumps in complexity in the way that content is delivered. And I I just wonder if if the transition in overall setting but also in content um if there are some kind of bridges and like scaffolding that could potentially help make that a little bit more smooth. And I again I know that's
093like what what you do. So um >> yeah and and I will say I will say that continuity in instructor really helps and the the >> the places where we have the most consistent teachers that have stayed year after year after year after year we generally are seeing um better data. So that's the other thing to keep in mind that teacher turnover is a really important aspect of um you know lack of teacher turnover actually is a big help in year after year working with children and understanding where they're at. I also am of the opinion that across the United States that I call the middle school years the great flattening. I think that in general we can push our kids you know six seven eight um with um you know the curriculum that we
094have and now Vermont is also requiring algebra for 9th graders and by 9th grade and geometry for all 10th graders starting in 2028. So I think for a number of years postcoid we started to allow a little bit more room about when you took algebra or when you took geometry if you took geometry and that's starting to change again as Vermont focuses back on um some of the rigor that they used to have. So I think all these things and focusing on math next year are going to be helpful. >> Thank you. >> Y >> thank you Bridget. >> Yeah you're welcome. Um, okay. Items for discussion followed by a motion. Bosey's representative and I assume that it needs to be someone from the SU board. >> Yes. >> Okay. Um, so uh the Bosei
095uh includes um doesn't include Hartford, it includes Woodstock, Windsor, >> Springfield. >> Greenfield. Um and it is an organization that has just started to help share resources uh especially around students of particular needs >> and so there is a Bosei board and we need to send a representative to the Bosei board. I'll just throw out there it's boards of boards of collaborative educa boards of collaborative educational services. Thank you. And our region is the first one in Vermont. >> Yep. Yep. And we prove that a couple meetings ago, right? >> Yeah. >> Yes. And Marie, >> when do their meetings typically take place? >> Uh, no idea. >> No idea. >> The wild, but I could find out. Is uh who do we know who the current representative is? >> Do we have a current
096representative? just barely created it. I don't think we have one. >> Yeah, I think this is the the >> this is the initial election. >> Our inaugural representative >> Amy, sorry. >> Was Elizabeth working with it quite a bit? I know she was pretty pretty u vocal in getting the groups working together. Yeah. >> Might be hard during session though where >> Right. Exactly. And with the upcoming election could be kind of crazy, but she would be a person to ask, but I'm sure Christine would know too. >> Um my assumption would be, and this is maybe something else we could check into, is I'm sure the the meetings would be remote. >> Yeah. because it expands a fairly large area. >> Bill, I would if we don't have details about the commitment and if
097there's not a really strong reason to do it at this meeting, I'd say if we can find that stuff out and table it and then let you know. >> Yeah. Yeah. I I think these are all great questions and I think we need to have answers if someone's going to something like this. it it is really quite important to to have someone step up and volunteer to do it. Um I mean and I don't I hesitate to step up because I have next year is I have negotiation to do. Um, >> I'll throw out that I I am tenatively interested because it I mean that's my education background is in special education and and that kind of cohort that would be accessing these services probably. So I might >> it's interesting to me but I
098I really need to know what the commitment is. >> So we'll find out the commitment and get bring it back to the SU board. >> Does anyone have an objection to table this until we have more information? >> Hearing none. um setting for the next agenda. >> The financials quarterly end of quarter 3 will be out. >> Yep. >> Uh we have all the same um policies to go over. >> That's correct. >> Um so no sense adding more to that. Um >> policies as is. quarterly. >> Uh Tracy, are >> are you uh >> doing presentation at the next meeting? >> And uh if something comes up then Christine will just contact me. >> Okay. >> Yeah, because I'm sure >> and if you can hear me. >> Yes, >> Bill. I'm losing him.
099>> Yes. frozen. Um, turn on my camera. >> Freeze your camera. >> Okay, >> there you go. Um, D23 just needs to read third reading, right? Again. >> Yes. Yes, it will be. So uh sort of summarize we have D23 third read and then C44 same cardiac third read and then the rest are first reads I mean second reads. >> Yeah. >> All right. >> Okay. I will take a motion to adjourn this meeting. >> So moved. >> Do I have a second? >> Second. All in favor, please say I. >> I. >> Okay. And the eyes have it. I want to thank everybody for a great meeting and uh your trust in me being the board chair. I'd like to mention that again. And Amy, I'd like to again thank you for being so
100knowledgeable. Um have a great week. >> Thank you. Thank you. And you too. Take care everybody. I'm really interested to see what time that is. >> Yeah. And I saw offer myself up for it.