001Okay, I have called the meeting to order and now it's now recorded. The meeting is called to order. Um, are there any uh changes addition to the agenda that people have? >> I'm not late. >> Okay, I will move on right away. Approval of minutes. I will take a motion to approve the January 26, 2026 minutes. >> So moved. Do we have a second? >> Second. >> Okay. Any discussion? Um I have to say that uh the the detail um is is is much uh wealthier. >> So thank you for taking the board comments to heart. >> Yeah. >> Um any other comments, questions? All in favor of approving the minutes, please say I. >> I. >> Or just raise your hand. Two. >> Okay. I'm an I. We have two eyes here. And any
002I think that's everybody. >> Can you abstain? >> Any abstensions? I >> Okay. Uh those opposed, please say nay. Okay. Public participation. Um, 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 public want to introduce themselves? Any announcements? >> Yes, >> I've got one. Um I don't know
003if you all saw the article in the um find it. Katherine sent it to me um uh in the Valley News about our Windsor High School students shining at the annual science fair is a Valley News article. So I just wanted to shout out all our all our students who participated and they did a phenomenal job. So thank you. Yeah. >> Any other public comments uh announcements? Okay. and Marie. >> We have Singo at um Weathersfield on the 18th. I believe that's Wednesday. >> Um starting at six o'clock. Everyone's invited. It's fun time. >> Dingo. >> Yeah, it's like bingo but with songs. And it's for to raise money for our music department to go on a trip to the Six Flags, I think. >> Not sure. >> Exciting. Okay. Any other announcements? Okay, thank
004you. Uh, policy discussions followed by motions. We do have some motions tonight. So, we're going to start with uh E21, distribution of non-school sponsored literature literature. Um, I will take a motion to approve this um policy. >> So moved. Second. Okay. >> Thank you. Any discussion? This is all pretty boiler plate required by law. Um and this is I remind everybody that this is not regarding students distributing um literature and the devil will be in the details of uh procedure how to handle it. Okay. Um, I'll go around the room here. Uh, how do you vote, Nancy? >> Yes. >> Okay. >> Hi, >> Megan. >> Hi. >> Um, >> Amy, >> I >> John, >> hi >> Beth. >> Hi, >> Amarie. I >> and I am an I. >> Okay, >> great. Working
005on those procedures. >> Yes. >> Okay. Um A24 board and superintendent relationships. I will take a motion to approve this policy. >> So moved. >> Second. >> Okay. Thank you. Any discussion? Um, I will chime in real quick here. Once again, this is a um, mayors and gives a little more detail than what the legislature and the state board requires us to do anyway. Um, and I believe it cleaned up some language as well. Yep. >> Okay. >> Nancy, how do you vote? >> I, >> Megan. >> I >> uh Amy, >> I >> uh Beth, >> I am Amarie. >> Hi, >> John. >> He mount it. Okay. And I am an I. So, thank you. >> Yeah, we can't hear you again, John. Sorry. >> Okay. B3, alcohol in drug-free workplace. I will
006take a motion to approve this. >> So moved. Second. >> Okay, we're keeping up with the rhythm here. Um, are there any discussion? >> Be perfectly honest with you, I can say the same thing about this. It cleaned up some some language and uh and it is a required. Any other discussion? Okay, keeping consistently. Nancy, how do you vote? I >> Megan >> I >> and Marie >> I >> John >> and I am an I >> Amy. Did I forget Amy? >> Okay. Thank you Amy. >> Hate it when I forget. doing great. Okay, so uh okay, we're at first read student use of cell phone policy. Um any comments on this? >> It's required by July 1. >> Yeah. Why is it required by July one? Uh that is the AOE guidance. Okay.
007>> Yeah. >> We were told >> Well, I I thought it was well written and concise. >> Who Who wrote it? >> Uh it came from the AOE. >> Okay. >> It did. We're waiting for it. Um because they were going to create a model policy for us and they have and I think >> I think we need it and we're ready for it. They want to drink. >> How are they going to be agree um stored? That's we got to figure out once the policy >> would be in the that that would be in the procedure. >> Yeah. >> Um >> okay. So um also on this policy it said on three under administrative responsibilities house staff uh the prohibition includes restroom locks buses. I can't imagine not having your cell phone on a
008long bus ride. >> Is it under some exceptions or responsibilities? >> How staff monitor compliance >> prohibitions include restroom locker buses? >> I do not agree with the buses. I'm so I I I think some language to clarify that how I read it is that staff cannot monitor um restrooms, locker rooms and buses. How staff comp monitor compliance? There is a prohibition on monitoring restrooms, locker rooms and buses. Aha. I don't understand. >> That is not perfectly clear. >> No, >> but that's that's an alternate >> because it it appears to So, you're making those as exceptions. >> Yes. >> I don't know. >> Well, I will say we don't want them in the bathrooms, >> right? And >> well, this number three is not talking about where cell phones are not allowed. It is
009how staff monitors >> in those areas. >> Yes, I agree with you on that. >> Um >> Nancy, it says in the top um uh the goal is of the policy is to enable both students and teachers to work free from distractions that impact learning by prohibiting student use of and access to cell phones and other prohibited devices during the academic day from arrival to dismissal. So I don't read that as on the bus on the way to school or at home but during the day a field trip. >> No no no phones on a field trip. >> I think we've got to come up with procedures for that. >> Yeah because um you know some of them are quite long. >> Yeah. Details regarding supervision on field trips or how district operated after school
010programs handle student access to cell phones because uh I think of uh Lexi driving to Pikes Peak and Pikes Peak. No high eco high >> and not having a cell phone. She would >> but these are well that question is the prohibition of is the prohibition of the use of cell phone or is prohibition of >> holding the >> that is really an un uh explained difficult little house monitor >> focus hopefully so >> but staff Staff are staff are prohibited from um >> monitoring on a bus. >> Then but this says actually the superintendent or does it should establish procedures that outline how staff monitor. So, and the procedure, >> right, it will say how it'll be handled on a bus or Okay. And besides, if they're put away at the beginning of the
011day, you wouldn't have one in a restroom or >> you might have one in a locker room. Um, I I I think it really needs some clarification because the misuse of a cell phone happens in a bathroom, in a locker room, >> and on a bus. So, >> yeah, >> there has to be some means of monitoring that. I mean, there isn't going to be a teacher in the bathroom making sure no one has a cell phone, but there there needs to be >> some clarification on >> what that means and we can't just take it for granted. We We need clarification. >> Thanks. >> Thank you, Amy. Yeah, I I agree with Amy. There needs to be some clarification in what they mean by exceptions, what do they mean by monitoring? >> And maybe
012if a class is going to Boston, you the teacher in charge gives exceptions. I I can't imagine not having your cell phone. >> Yeah. So lots of schools have already implemented these according to across the across the uh state um in New Hampshire. So I know like Hanover has their policy and it's pretty pretty strict in compliance with the state law there already. So it's pretty and it's pretty crystal clear like there's not a lot of misunderstandings around it. So it's worth looking over there. Um and I would say long bus rides. I mean, I I have no problem not having cell phones on a bus ride, you know, like actually having kids talk to each other, play the alphabet game, remember what we used to all do on long bus rides with our family.
013Um, we we went to Boston on a bus and what did that look like? Um, maybe it's a little easier for the adults because it's quieter, but I mean, we're also always working on social skills, right? >> Yeah. Okay, my little ace. >> Okay, thank you for your input. Uh we will move forward. >> Um regardless, this is going to be controversial, but >> uh emergency response plan policy. Um reading over this, there's a particular uh group that has endorsed this and that is um someone wants to jump in. I'm looking >> endorse this policy. >> Yeah. Already. >> Well, this one's required by law, >> right? >> As well. Um, we met uh I met with the nurses in I'm going to forget his name, but a gentleman from um Allen Hospital. They gave
014us a model policy. >> Yeah. >> And then we adapted it to our um with our language around RSU. >> Yeah. >> And then we had it vetted by legal counsel. >> Right. >> So, I don't know what part you're referring to, but I'll be honest with you. You said it was vetted by somebody. >> This plan was reviewed and approved by the medical director of Windsor Southeast Supervisor Union. First sentence, I guess I should have just start stuck with the actual um the highlighted piece, not a big mystery. So yeah, so it has been reviewed by the medical director who is >> I was the medical directors because those are the nurses to be honest with you. Right. >> So I will fix that part. Okay. Uh vacation on that. >> Do we have
015um policy around any other medical events? It just seems really odd to me. >> Emergency event response event. Like why why do we It just seems really odd to me. >> It's law. I think it has to do with the fact that we have >> devices available for people to use. It's not so much that that's my guess. I really don't know. >> And and in response to right having updated AED machines, we have a checklist now. Uh who's checking the batteries monthly? You know, when you use them, you have to buy new pads. But yeah, there is a lot around um the AD machines and you have to have one within 3 minutes of an event like uh somebody has to be able to access it. So if you have one on the third
016floor in Windsor and none on the second and first floor, you're not you're not going to make it. So there's stuff around that as well. >> Well, as the athletic fields >> as well as the athletic fields together. >> Okay. I think that has I think that's the reason. Um, so how do we stand with our machines? >> Um, I've been meeting with the nurses. Um, two of our districts have written um, grants and and have had donations so that we can come into compliance and uh, we'll be in compliance at all of the districts by the end of the year, >> but we weren't prior to this. >> Okay. So, thank you. Yeah. Any other input on this first reading? Um who are our is the it's the nurses department who's yeah >> is
017there always somebody if the nurs is out so part of the planning or part of this policy and a checklist um we have to identify a list of people in the building that must be trained in in emergency response CPR. So at our PD um early release day in March, we've partnered with Mount Scutney. We're going to have um additional people trained in each school. Those been identified. >> Yeah. It is good. It is. >> So at 6:30 we're going to move on to the superintendent report. Keep going here. All right. Okay. Good evening everyone. I'm going to start with some celebrations and a little bit of um talking about the great that are going on in our in our supervisory union. Um, in the in this in this um slide, you're going to see
018a group of middle schoolers who are um being recognized at an honoral assembly and and they used to do these in the hallway at the middle school, but the kids really wanted it to be um more special. So now they have their honoral celebrations in the big theater um month, which is great for trimesterally. Um, you see some kindergarten students engaged in a math game. And I just want to shout out our kindergarten teachers are continually working on infusing play and games into the learning environment and with a curriculum that they have to follow. That is not an easy feat all the time, but they they work at it because they believe that that um for students of all ages, the best way to learn is through through play and games. So, working on that.
019And then those are our I think 23 Rotary Interact students. In that photo, they went to the Haven um on a on a service learning related trip um to learn about food and security. They participated in an interactive learning session about the services that the Haven provides and the people who access them in the greater upper valley. And it was a really eye- openening discussion about the needs in our communities. And um so it was a it was a really good learning experience for them. and um I'm part of Rotary and we last year um we had two students in Interact and now we have 23 which is which is pretty phenomenal. Fantastic. Yeah, it's it's a great bunch of kids. So >> um in this slide you will see uh in the the upper
020two slides we have our uh high school um leadership lighthouse team. They've been working with Up for Learning and they devised um a survey for staff and students and they led a staff meeting um about a week and a half ago and they took they led the staff members through an activity where they identified the strengths of the school or the high schools specific to high school, the uh growth opportunities and the dreams and then they're going to be um looking at all that data to help them make some steps for improvement. So, it's a really great partnership. Um and then we've got um a huge uh winter carnival going on at H Heartland Elementary School on the opening day of the Olympics. Even though it was cold, they did their march and they did
021light a bon little bonfire and they had activities. And the same um at Albert Bridge, they had winter um kids participating in Olympic uh games. So it's great to connect with what's going on in the world. So those are the exciting things that are happening that I'd like to highlight for you. Um this is just a to let you know we will uh be um the AO we will be releasing the annual snapshot data later this week. I believe it was delayed last week but um you can access that on the school snapshot.law.gov. It's um I I've done some trainings with them in the past. It's hard to explain where they get their information and how it um all feathers out. I don't know if you've been on there, Bill, and looked at it, but
022you're improving or not, and when you ask clarifying questions about how they figured that out, you don't get a concrete answer, I found. So, um I'm looking forward to seeing where we are. Um federal updates, a little bit of good news uh came out. So, the changes in funding, our title uh one, there's a slight increase. Our idea grants, there's a slight increase. I mean, $20 million is a lot of money, but not when you spread it across the entire country. Um, and most other programs are level funded. Um, and that's really good news because we were concerned about that. So, just wanted to share that with all of you. Um, and now we're to legislative updates. So, you're likely following what's going on a little bit in um the legislature right now. Uh if
023you haven't heard, the House Ed Committee reviewed a map um and related draft policy concepts that go along with that. Um led by Peter Conlin. He did emphasize a few times that this is a conversation starter. It's not a done deal. Um not a final proposal. So they're they're looking at it and having sessions um about it. I think it went from down to 29 districts and SUS instead ofund whatever we have now 14. Um so if you are interested and you haven't seen the map pull it up I think it's here. Has anyone seen it or looked at it? >> No. I tried to ignore it. I know this. I I tried to too, but I felt it was my responsibility to bring it to you. >> I have not seen >> Well, this
024is not the one that has I'm sorry. It's hard to see. This isn't the one that has the labels on it. Um, but we are down here. >> We have Westwood. >> We're here. The dark gray, I believe, up the up the river with Bartsburg. >> The dark gray >> or the light gray. >> I think this is us. >> Oh, okay. >> Oh. Oh, okay. >> This is This is Mountain View. >> Mountain View didn't change. I don't know why they left them with 900 kids and >> Wow. >> Put other people together. Again, it's just a starting point and I don't I'm not getting worked up about it. We'll still continue to follow. >> Who's all in? It's Woodstock. >> No, just for us it's uh >> Windsor Southeast and Heart. >> Yeah,
025>> I think they tried to design somewhat around tech centers this version, but I don't know what stocks an outlier. >> Yeah, >> Woodtock's an outlier. But anyway, um >> so we'll see what happens with that. Um just a couple other legislative Oh, now we stop sharing the screen. Give me one second that. >> So they let the work start completely sure yet about that, but area. Here we go. >> I don't I I mean I don't know what's going to happen with it to be honest with you. >> No, >> I don't know. Um, okay. So, there's a couple other um bills. H4542 would put an end to the requirement that um schools be tested for PCBs. That's um one of the things that they're discussing since it's unfunded and they've taken a lot
026of heat on that. Um it's likely that that will go away. We were not tested um Southeast none of our schools. We were on track to and we paused it. So, >> uh, H640 would require all Vermont school district boards to include voting members from grades 9 through 12 and non- voting student members from grades seven and eight on their governing boards. Um, I don't know if people have feelings about that. I think it's wonderful to have students on boards. I don't know if it makes sense for them to be voting members and particular areas and things that we talk about. So, um, and then Amry, you want a question? You have a question? >> I just was going to say it would be really odd to add a voting member because wouldn't that then
027like we we're an odd number now. Wouldn't that then make us an even number? >> Yes. And you know, student perspective is valuable and we want it and need it, but I don't know if it's always appropriate for them to >> Well, the only >> not on everything. >> The only board that would be affected would be the No, it's got it does say school district boards. >> Yeah. >> Um >> or not for voting members. Yes. But it requires it and you know um how hard we work to try to get students to participate. >> That's crazy. I mean, are they going to require Weatherfield to have 9th through 12th graders from Weatherfield on the Weatherfield boarding? It's quite possible. >> Yeah, I know. That's a good question. Good question. Okay. Um, then there's
028one about um prohibiting certain artificial dyes in foods um and beverages that are sold at schools. There are a few others that I don't think are gaining much traction. This one is H842. And this one's important and Elizabeth was going to be here to talk to you about it, but she's sick tonight. So, she asked me to going to share a little bit. Um, this one proposes structural and procedural changes to how the state overseas health insurance. And, you know, we negotiate at the state level. So, it it's out of our hands when we're negotiating locally. That's good or bad. It was supposed to save us money, but it hasn't turned out to do to do that. So, um, Elizabeth's concern is, um, the the changes in the way healthcare is negotiated would be a
029net positive, but it also places the secretary of education in the controlling seat. Uh, the Vermont NEA and the ACLU and several other organizations strongly oppose this bill based on that fact alone. Um, so she wanted to make sure that you knew that because there is an action alert out by the VSBA to support this bill and she wanted to make sure everybody um had a good understanding of um what that bill states so that you could >> who holds the power. Now >> there's a governing board. >> Okay. So it's a >> Yeah. And there would still be a governing board with um membership laid out of you know which positions and how many but she the person in that position would have the um ultimate. So >> I would I would push against
030that as long as it is a secretary. I would I would support it if it no longer was a governor appointed position. puts way too much power in the hands of the executive branch. >> Yeah, >> agreed. >> Um so, you know, keep your eyes out for that. Um couple things coming up, student testing and results. So, we finished up Star and Dibbles and um Bridget will bring the report at the next March meeting. Um put that put that data together for the SU board and the local boards. Um, I mentioned Vermont re uh read Vermont literacy initiative that we are um participating in and it feels like we we've got um things all organized and it's moving and uh Bridget and I met with the coach who's going to be working with the administrators
031and seems really knowledgeable and he's going to be able to um help us move our practices within our schools. and then there's another coach that meets with the teachers and then they all come together. So, it's it's a it's you know, we think it's going to be pretty beneficial. Um, so we'll keep you updated. And then lastly, I had to um do a shout out. Uh, I didn't even know this, but during our cold stretch, which went on for a long time, Jim and his team were called out multiple multiple multiple times in the night um to make sure the heat was working and replacing parts. Um, one day he told me, he's like, I don't know, we had a meeting or something. I was like, can I leave early? We've been called out for
032seven nights in a row. And I said, "Jim, you do all of this work and you know, it's behind the scenes and I really appreciate um that work and people don't know it." And so I just wanted to shout Jim out tonight and his team >> for taking good care of us um and making sure our buildings are up and running and working and warm and safe. So shout out for Jim. And then I will stop sharing. I think Tracy is on next. Tracy, you're going to share your own screen. Any any questions for me before I turn it over? have to stay two minutes under. >> There you go. Getting there. >> I will try and keep up that trend. >> All right, you're sharing. >> Yes. >> Are you gonna share your screen?
033Okay. >> Yes. Um, okay. We go. I actually just realized I changed my background. I was just messing around with stuff and here here we are. I'm not sure where I'm calling in from, but um All right. >> Okay. Great. So, um I was asked to share a bit of a progress report. I think Elizabeth Burrows asked last time about our last sess last meeting about where are we at in some of our policies. And so, I wanted to um share a progress report and I'm going to report back again in April to a little bit more on this. So for some folks who were on the board and please anybody jump in anytime if you have questions but this was a theory of change that I used to um situate our work in diversity
034equity inclusion a lot of social change theories any social change theories really have these like nested levels of what we're looking at and so this one is a you know it's basically saying that in order for any sort of change to happen and be sustained it needs to occur on different levels so individual cultural and institutional and that was the way when I firsted started working at Windsor, it was looking at what are all of the things that we said we would do in our equity related policies like our anti-racism policy, um our equity policy. Um I think we have a couple other ones sprinkled in and anyway, you can think really broadly too about diversity, equity, inclusion, but it was a way of thinking about do all these policies um support some shared goals.
035So it was my attempt to try and organize them into reporting back to you all on that and I hope it makes sense. So again, for those of you seen this, most of the most of the goals that we have when it comes to thinking about diversity, equity, inclusion, and I also just want to pause and acknowledge that we are still using those words and how having a supportive board and a supportive superintendent, you know, who continue to really um uh emphasize and understand the value of this work is something that I am um continually grateful for to be in a district that does this work. So, thank you all. Um, so most of this work really does come down to culture, right? When we're thinking about all of these things really have to do
036with with culture and culture change, uh, takes a lot of time. It's like what are all the things we need to learn and unlearn and how do we do that and and all of that. Uh so most of most of what I'll be talking about really does come down to culture, but it can't happen without institutional policies and practices and also exploring things like biases and and and uh individual level change and capacity too. So I think our goals are specific um in that uh really they all sort of connect around these three ideas. One is that all staff, students, teachers, administrators, board will participate in ongoing capacity building and training and support and that we'll create and sustain safer, braver spaces across all levels of our supervisory union, which may change in our maps
037and maybe this will be across Windsor and Hartford. Um, which is actually a great union because I work really closely with the DEI person who's in Hartford, too. And I feel like a lot of what we're doing in both of our super advisory unions is is similar and complimentary and that we'll have um we'll build and sustain a dedicated team and community of support. So this is how I'll be sharing out our progress. So when we think about that first goal is really about the ongoing capacity building training and support. some of the places where this shows up, right? This shows up in our anti-racism policy, equity policy, transgender policy, and equity audit recommendations. I know was something Elizabeth Burroughs had also asked specifically about. Um, and what you'll see in the middle are just
038sort of like these are the summarized ways that we can help make sure that we're supporting the things that we say we're going to do in those policies. And um what I wanted to do is just pull out and highlight a couple of ways that we are that we're doing this. This is all a work in progress, right? I mean these are ongoing things. This is part of this was part of our instructional leadership plan that was also connected to our strategic plan which like we're not done with that. We're not done with that and we're gonna we're going to keep, you know, we're going to stay focused on these because yeah, again, we're not done. And I feel like um this is really three years into a a sustained effort in doing this work.
039And I think we're finding places like like when Christine and I were talking earlier today, it's like, well, let's keep that thing going because, you know, again, culture change takes time. So, some highlights I think of how this capacity building is showing up. We have another DEI themed inservice day. I think I mentioned last board meeting. Um so this is coming up March 2nd and we have three all day focused learning tracks. And what's exciting and I also want to shout out to um Bridg because she and I have really worked a lot I think when it comes to thinking about in service and especially when it comes to thinking about the education quality standards and culturally responsive track. actually all of these. They kind of cut across everything, but um we will um so
040we're going to have this DEI themed inservice day on March 2nd, but then we're also planning for another one in September. So hoping that these same three tracks will be areas of continued focused professional development. We've been talking about these things for a while, right? reflective restorative practices, um universal design for learning neuroinclusive spaces, and certainly with the the um education quality standards, especially the language around having uh education that's explicitly anti-racist and culturally responsive. So, um it's exciting to think that we can focus on these and continue to build on them. So, looking forward to that. Um a little bit more specific about coming up March 2nd. really excited that we're partnering with Clemens Family Farm for the culturally responsive track. Uh we're partnering with the Vermont Higher Ed Collaborative for the neuroincclusive track
041and then up for learning which is a continuation of the partnership that Christine was highlighting that we're already involved in with them with the high school students and the high school students. There are going to be some high school students who are actually helping um to facilitate that session which is super cool. Um and this is all in service, right? The capacity building that we're really trying to continue to practice is always asking who is missing and why, right? In anything that we're doing in programs, in lessons, um, in meetings. I mean, this is like just getting in the practice of thinking about who's missing and asking why. Is it something historical? Is there something in policy? Is there some bias or perspective? Whatever it is, just getting in the practice of continuing to surface
042uh, who's being left out. Um, we're also building capacity through this is like the the schedule of when equity coaches are leading staff meetings. I still get an hour, you know, mostly each month with administrators. We've been working on a lot of case studies lately. So, things that are coming up in schools, whether it's like a t-shirt that a student wore, like to be able to have the conversation about, you know, what does this mean? What do we do? Who's missing and why? Right? So to really be um working through some of the scenarios that are that are already happening in our schools or that we might anticipate happening in our schools. >> This is just a way of thinking about how we're trying to align a little bit around the themes that equity coaches
043are also delivering um during those all staff meetings. It looks different though in each building because the needs are different in each building. Uh, we also have um super exciting. I mentioned that we got a a a grant from the Burn Foundation to support this partnership with Clemens Family Farm. If you all have not checked out Clemens Family Farm resources, just go to their website. They're I've mentioned they're one of the one of the few um blackowned farms in the state of Vermont and they have a ton a ton of curricular resources. So they um the three that you're seeing on your screen right now, they have this orientation program, this foundations program for the love of the land is a new program of theirs. And each of these is like a 2hour a minimum
044of like a two-hour exploration, right? So they're they're um resources for teachers to look at and actually figure out where can they pull in some of these lessons or maybe even some of the guest speakers that uh Clemens works with into their classroom to help complement some of the things that they're already teaching. So this is like one of the ways that we're looking at how we can do these new um education quality standards uh with some support from their partnership. And then on the right, that's just um something I've been putting in newsletters, right? Which could be a little bit more of a passive way of thinking about um education, but just things like did you know, right? This one was in honor of Black History Month. So, we talked about uh if you
045haven't checked out, yeah, black inventions or black inventors who have changed the world. If you have not looked into that, I definitely recommend googling that. So again, all the ways that we can be thinking about um uplifting stories, perspectives, narratives um from folks who have been missing, right? >> So uh and again, if any anyone please jump in anytime, I'm just going to keep keep rolling. So that that second goal was around creating uh sustaining safer, braver spaces across all levels of our SU. uh this is you know where it is supported in different policy and audit recommendations and a couple of um sort of specific things that we're looking to do those lead measures things I wanted to tease out and highlight again the partnership with up for learning that Christine mentioned that is
046something I think we're all hoping to continue to work with up for learning you know the way to I I I joined one of the last sessions uh right toward the end But the students have been really engaged and like Christine mentioned, you know, they were leading a staff meeting. They're working on a culture survey, which is something that we said we were going to do in our policies. Um, so anyway, it's exciting and I'm I'm really looking forward to continuing that partnership with them and see what's possible, not just with high school, but then what's the relationship to middle school, you know, and is there some opportunity to also bring that pull that down uh through elementary school. So staff culture survey uh was also something that we did this year. So that was
047another highlight, something that we said we were going to do in our policies and something I think we want to continue to refine and that can also be informed by the work that's happening with Up for Learning. They've been focused specifically on Windsor, but uh hopefully whatever they start to build out can also have some um uh can have some uh influence or something that happens across our SU. Also really want to shout out all of the administrators and with Christine's leadership. I mean, there's there's more work of course that we can continue to be doing to strengthen the ways that we're supporting uh harassment, hazing, harassment, and bullying, but really this year, I mean, we've done a lot. The administrators have taken on so much, whether it was looking through updating all of the
048behavior matrices, following the behavior matrices when something happens in schools. It's like they, you know, it's like they're looking, okay, what do we say we're going to do? There's a lot more consistency. Um, and the trainings with staff and with students, uh, just again really shouting out. I know it's a lot of work that they've taken on. Um, also with pulling out data and doing all the data dives and looking at things again, which is something we said in our policies that we would look at some demographics and how did demographics play out in the ways that we're looking at data. also always asking who's missing and why, right? Um, equity tickets. We still have equity tickets. Uh, gosh, I just was responding to a few that came in today. You know, they they help
049to surface some things that whether it's anonymous or a teacher, staff, student reporting something, I think they're still serving a purpose. And we also were working on streamlining them a little bit with other data reporting systems like Empower School. And so I think we're just we can keep keep keep strengthening the way that those are are working. But they're definitely they help um identify some trends or just you know maybe catch some things that we might not have known about. Um so we'll continue to use those. That third goal was around building sustaining a dedicated team and community of support. So again showing some alignment with policy and audit recommendations and really thinking about this is where you know having our equity coaches in the buildings having a little bit more of a structure having
050student groups. Um we have over in Hartland on the right you can see that's the school community inclusion group. This was uh students giving a presentation to um Frank Romeo, to the principal, and to Michael Schaefer about some incidents and things that were happening on the bus that they had concerns about. And what was really cool about this was it wasn't just like, oh, we're concerned, but like here are our recommendations. Like they had very clear recommendations. >> So, um so that was really cool uh to see that. and and Frank also, you know, he was excited about it and was sharing with me some way. Uh I think they're he created some posters they're going to put around the school, right? So the students get to see the things that they're leading also being
051valued, you know, within the school community, which is really pretty cool. Um also partnerships with Outright Vermont this year. We are an affiliate member of the educator of color network which um we are meeting like internally to really figure out how do we make that commitment to diversifying the educator workforce. What does that mean? That resource on the right is one that came out of the great schools partnership that's very new. And so um Christine and I and a couple other folks internally um are are like what do we do with this? How do how do we support thinking about how how our staff, you know, how does it over time reflect like changing demographics, right? We know the demographics are going to shift in Windsor. How do we have a more um representative staff
052and what what does that mean for us in our hiring practices over time? Um let's see, just a couple more things. uh also related to this was another uh strategic um plan goal in in our instructional leadership plan student success and engagement. This is where I think a lot of the education quality standards fit in. These were things that I reported out on last year. And what I'll share is that um again, this is work in collaboration with Bridgette and some equity coaches and some volunteer teachers to actually try on this culturally responsive scorecard to look at a lesson. And um there's just there's a lot more we're doing around this, but it is it's exciting, you know, and I think this this complements what we uh the work with Clemens Family Farm, too. It's
053again thinking about who's missing from our curricular resources and how can we um how can we fill some of those gaps. These are just a few opportunities uh again that connect with our policies that we can continue working on that I will be able to report back to you all and our progress and is that did I come in was that two minutes last or was that >> yeah you didn't even use up the same for >> all right well >> thanks Fantastic job. >> Yes. Thank you very much, Jason. >> Thank you. >> Okay. Uh items up for discussion. Superintendent evaluation. So it's the bill show now. >> The bill show now. >> Um >> let me share my screen again. >> Yes. Thank you. >> So I forwarded the evaluation to all the
054board members including non-SU board members. Um today well at 5:00 um what I want to accomplish today is just to talk about how to read this. Okay. So there are um eight different areas that this evaluation covers. Uh the first one we're looking at is visionary supervisory union leadership. Now the link right below the title of each area is takes you to the ver the actual standard. Okay. So that is what the state has put out as the standard that we should uh assess school administrators on. >> The piece in the box >> right here. >> Yeah. Yes. >> Christine, you want to highlight standard one there? Oh, right here. >> Yeah. >> Uh, yeah, you can't. Yeah, here I'll pull up. >> Yeah. So, that link goes to the actual standard. >> Oh, okay.
055>> Right there. Thank you. >> Yeah. >> So, that you can see what area the state wants us to measure. >> Okay. Okay. The box underneath that overall scores is just the raw scores that the survey outputed output throughout this uh evaluation. There will be multiple data visualizations but right here I wanted you to see the actual raw scores. Um and they're different for each area. When I talk about area in my assessment as well as throughout this um I'm talking about the actual title visionary supervisory union leadership is this area. So that's what that first chart is underneath that in the box area is my input. I went back and forth whether or not I should put in an evaluation sort of my input and I landed on that some board members would probably
056like my input because I've been through the data I uh have read everything all the comments been working on this for four months now and so I attempted to have a very brief and concise um input on this area. What I'm hoping for is other members of the board will go through this and have their own input uh for each of the eight areas and then uh I'd like next SU meeting to go into executive session and have an open discussion with Christine about what we see and what other areas other people's input are in other areas for improvement. Okay. underneath that uh in different ways where it says Christine superintendent responses uh if you click that link that takes you to Christine's discussion of this area her uh well-written and linked with evidence response
057it was very telling for me reading through all these and looking at all the evidence after that there are survey comments Um there were many comments that people gave and I put in the comments that related to this area. Okay. Um some of them positive, some of them not so positive, but they're related that I didn't put in all comments because some comments didn't relate to any area. So underneath that where it says data visualization, if Christine can click on that. >> Yeah, I can. Then up up. Yes. Where it says data visualization. That data visualization link is in the footer. What that opens is the data visualization spreadsheet. And and Christine like many people is trying to learn the fact that >> sometimes you just need a mouse. >> I mean I'm clicking on
058it but it's not open. There we go. There we go. >> Okay. Here it comes. Here it comes. Share this. >> Okay. >> I mean the photos or the visuals >> just a little slow. >> So there are two visualizations with this. Okay. So I've given board members three ways to visualize the data. >> There you go. Um >> there you go. >> Yeah. And so uh two ways are in this data visualization sheet. Okay. The dropdown at the very top in row seven gives you the area to look at and then when you underneath that dropdown you can choose what group of that data you were looking at. So you click on that, you look at board of directors, you can go support staff and then you will look at all the questions in
059that area and in column >> to the far right is a sum of all those different areas. So Christine, if you can click on questions >> questions >> down the tab below the second tab below >> right here questions. Yeah. >> Okay. This is another visualization. Okay, this allows you to look at all the area one question at a time. Okay, so you can look at effective organization and then see um how support staff scored it, how professional staff scored it, how administrators scored it, and how uh board scored it and how Christine scored it. And then yeah, so that's the second visualization. If you want to go back to the actual document >> impressed with your work, >> I I don't see where you saw a question to get to this. So it's at
060the bottom right here. >> It's on a tab there. Yeah. >> So let me go back here. >> Thank you. >> Yeah. Any questions while we Okay. So that's a data visualization question. So within the actual document, I give the sum of each question for you to look at. Okay. underneath each sum. If data visualization isn't your thing, if you click the button underneath the chart, it will bring you to a document that has all the uh uh graphs for that question. >> Okay, >> that's the data summary right there. >> That's the data. So that's the third data visualization for those who aren't comfortable with drop downs and spreadsheets. So it's a third way you could read it. So there's multiple ways for you to read the data. If you could just go back
061up to the top. Sure. Thank you. And so in summary, the first link is to the state standards. The first chart is the overall scores for each questions. The box underneath is my uh short paragraph summary of how I believe Christine did. Um the the uh to read Christine's um response to each area, click that link. Underneath that is the survey comments related to this area. And then underneath that are the summary of the data visualization. And then you can look at whichever three ways you want to look at the data. Okay. >> I am really impressed. >> Thank you, Bill. So, >> holy mackerel, Bill. >> Well, this is what I do for a living. Um, and I probably got a little carried away, but I wanted to make sure that this was available.
062The data was really good and I want to thank everyone who participated and did comments and I really want to thank Christine for taking the time and the effort she did to respond to the eight areas. Um so any questions? If board chairs um would like me to review this with your individual boards, I'd be happy to dial in on on a Google Meet and group review this as well. I think that the two board chairs here are probably more than capable to explain how to do it as well. So, I'm happy to allow that. But I would like to invite um all board members, district and SU to participate in um my discussion during the next board meeting with executive session. And I want to highlight quick quick quickly is that as in you
063read in the email like all staff evaluation um this is for board members to review and Christine is not for public use. Thank you. >> Thanks. >> Thank you. It was a lot of work on your part. Wow. >> Okay. uh update on HHV committee. >> Yes. So um after our last meeting um I I I brought the um invitation to join a subcommittee to the board >> to uh look at the feedback from that um HH committee who's working on a new policy. And I had uh two principles, Jennifer and Kate are going to participate and Tracy Price is going to participate. Um, and I'll participate and Bill and Elizabeth. Yeah. >> So, right now we are at the stage where we're trying to engage some students to join us and Kate's put out
064a notification a couple of times and hasn't had any um responses from students. She felt like we needed to let them know kind of the parameters of what we were doing. So, we decided that we would um have a probably two to three remote only evening meetings. And so, she was going to communicate that and see if that helped um um entice some students to be part of it. So, that is a we're working on it. >> Are we going to include some middle offering to some middle schoolers? >> I think I I think her advertisement said middle, but I can check. Okay. >> Yeah, I can check on that. Um, and I can certainly check with the other principles if there are any middle schoolers that would be interested. >> So, that's we're hoping
065to get this off the ground sooner rather than later. Yeah. I think during the last meeting and it be good to Tracy to hear this. I I'm I'm excited to participate because this is really an area of weedness for me. Yeah. Um and so and to work with such a great team. Um retirement. >> Yes. Uh we have some retirements and Jen Hulse, our director of student support services is on. >> Hello. >> Resignations because they are in special education. >> Yes. Can you all hear me? Okay. >> Yes. >> So yeah, it's uh tough times in the special education department. We are losing three very skilled and uh respected professionals um to retirement. Uh so Barb Martin is a paperwork uh special educator um and she oversees Weathersfield and Albert Bridge and she'll be
066retiring in June. Jackie Crawford has been the paperwork uh special educator for Windsor uh K through 12 and she's retiring in June. And then Linda Samson, who is a special educator for Windsor Middle School, will also be leaving us in June. Um, so we would just uh wish them well. Um, and you can avoid Oh, is there feedback? I haven't noticed there's a feedback on my screen. You guys can hear me? Okay. No. Okay. >> Okay. Uh, so >> Jennifer, can you define what you mean by paperwork special educator? >> I can. So, the model here at Windsor is that we have um in-house special educators and special education interventionists and then we have paperwork special educators. The paperwork special educators uh do not work with kids. They do all of the uh paperwork. They
067write the IEPs. They write the evaluations. They uh do all the Medicaid uh submission of Medicaid. Um they do all the meeting setup. They send out all the notices. They they do all of the very tedious uh yet very important uh and required um timeline and uh paperwork uh compliance paperwork that needs to occur. >> Thank you, Jennifer. >> Yep. >> Okay. Thank you. >> Yeah. >> Um of course, for those who are wondering why I'm not calling for anything for retirements, we we don't vote, >> right? Yeah. bring to your attention. You'll see them posted >> see them posted online as new positions. So, if you know anyone, >> please send them our way. >> Um All right. >> Resignations. Um do we want to uh >> um I can give you a little
068bit of information. Okay. And then we can decide if we need to go into executive >> session. Thank you. So, um, and, uh, Stephanie's here online, so you can see her. She is our, um, ELELLL teacher, and she's she's a wonderful ELLL teacher. Um, as you may remember from our SU budget discussion, our ELLL population has has it fluctuates. Um, I think we were up to 12 students maybe two years ago. >> Clarify what it just English second English language learners. though they're students that need extra support in um language English language acquisition. >> So um Stephanie I think I believe started maybe part-time and then was increased to full-time based on the case load and and we proposed a reduction next year because the case load has dropped. um she is been on a
069full um full-time contract this year and and was um gracious enough to spend some of her time helping us with intervention um because she didn't have a full case load. So, we utilized her in the school that needed the most support in terms of um intervention instruction. Um, so knowing that her job is going to be reduced next year, she is doing what any of us would do and she's looking for a new uh full-time position elsewhere. Um, unfortunately for us, fortunately for others, and she does have um she has been interviewing for a position that is very interested in hiring her in the state, but we have a an agreement between superintendent and in statute. Let me look that up. Um, they >> Yeah, it is in statute. um >> she can't proceed without
070permission from from us to proceed in that process. Um >> I don't know if that is a um an immediate hire for right now or if it's for next year and I've reached out to her superintendent, but I have not heard back or superintendent she's interviewing with. I have not heard back um if there's any leeway in terms of negotiating when the end date of her contract with us is, but um she's here and if you have questions for her um she's happy to respond if it pleases the board. >> Anybody have any questions? >> So I think the I mean the What I was thinking about before the meeting, because I not have not talked to the superintendent in the district she was interviewing in, is the board is in support of a resignation,
071I would negotiate the the end date of her contract here. Um, I don't know. I'm not I'm feels right or not. >> Yeah, I'm not sure we're quite ready to vote. and not so much that we won't um I'll have to say honest I you know it is a um understandable situation. Um my preference and I will open this up to other board members. My preference would be to wait until we know more information about timeline and things like that. um just be just sort of voting on a resignation without any sort of >> knowledge about what's going to happen or what's not going to happen. Um, if there is a need to transition before the next board meeting, uh, Christine will contact me and I will call for an advertise um, SU board meetings
072to um, go into executive session with the board and discuss it and then come up with our decision so that um, Stephanie knows um, our decision when we No more. Does anyone else of the board think we should proceed otherwise? I I guess I'm confused on what we're waiting for. We're waiting to hear back for the superintendent to tell us when the date would be. But what would that change our decision? >> That's what I'm wondering. >> We don't Well, >> she's going to leave and she has to leave, >> right? Okay. So, but we don't know when. That's that's my point. >> So, I'm willing to listen to other people to Amarie. >> Um, so I'm just thinking that since we can't offer her full time starting next year, can't we sort of put
073it contingent that um, you know, we'll approve it as long as she can finish out this year? that that's the conversation I need to have with the superintendent. Sometimes they'll hold the job. Sometimes they have other candidates that they'll swoop up now. Um so, and I haven't, you know, like I said, I haven't had a conversation with him yet. It depends. It depends how high their need is. It depends how many applicants they've had. Um, might he let us keep her until April? You know, I don't I don't know until I until I have a conversation with him. >> I don't know. It just seems a little weird um not to just move it forward because would we deny it based on that um of not finishing the year? It seems kind of I don't
074know a little inhumane to not allow someone to earn a livelihood when they, you know, when they're the choice candidate or something like that. It seems a little strange. Yes, it would put us in a harder spot, but it's for a couple months. But I don't know. >> We're dealing with somebody in their livelihood, not I don't know, >> right? >> No procedure. >> That's really not my point to deny her her life or even not approve it. This is understandable. Um, it's just it seems strange to me to accept a resignation if we don't know when that resignation is going to be put into enforcement. >> But does it matter? It does matter. It really does because it's a contract. And so a contract has to have an end date. We just can't have
075an open-ended this. >> Bill, I understand what you're saying. Yes, it's a legal contract and all those kinds of things, but would it change our votes? >> Would we say, "Oh, no. She's leaving in April. We're not going to give take her resignation and deny her that or would they say it's June? Never mind. It's fine." Like I don't I don't think it it's not going to change my vote either way to deny somebody a job that they want. >> Right. But yes, and I don't think it would deny my vote either way either. I mean, this is just I'm just wondering what how the motion would be worded so that h that it is contingent on Christine talking to the superintendent to see when the end date would be. We don't we don't know
076that information and so um I would prefer to wait so that we could have a motion that said we accept this resignation as of April 1st or April 15th or March 31st. And so >> couldn't you just say we accept the resation >> on the date that is agreed upon between Christine Bourne and the other superintendent >> and just be done with it? >> Yes, I think that's a good idea. >> I mean, we have faith in Christine and that other superintendent that they would be making a choice that seems good for both SUS. I don't know. Okay. >> Anybody else? Any other board members want to give their opinion on that? Amy, I I have always highly recommended your procedural knowledge. >> I I think it would be fine to say that we'll accept
077the resignation um based based on the the conversation or the agreement between superintendent. Okay, thank you. Okay, I will take a motion to accept the resignation to date contingent on Christine negotiating with the other school district superintendent. >> So moved. Second. >> Okay. Uh Nancy, >> hi. >> Amy, >> you have to say the name. Amy, do you have um >> Sorry, I Yeah, >> my my one thought on this is if the person leaves, let's say April, then there are a couple of months that the students who are in need of um English language learning. Um, do we have a plan for how their needs will be served? >> We are going to reach out to um a neighboring district who may have the capacity to help us serve those students. Um, I can
078say the students that we have currently, they have to take an annual test wea test and they are in the midst of doing that now. So, we'll know what students we have left to serve after those results come back. Good. Yeah, I don't anticipate advertising and finding point 2 or.3 teacher for the remainder of the year, but we'll reach out to other um districts that have um ELLL teachers and see if we can share some services contracted out. Yeah. >> Okay. >> Um any other discussion? >> Thank you, Amy. >> That's a great question, Amy. >> Yeah. Was And I I had we got motion and I went to vote the way I'm supposed to do it. Okay, there's no more discussion. Uh Nancy, how do you vote? >> I >> Megan, >> I >>
079um Amy, >> I thank you Marie. Hi >> John and I am an I with gratitude for past service. >> Thank you board members for your input. I do appreciate that. It makes sense to >> um resation. Next agenda. >> Um so we're going to have some pol uh second reading of two policies and some additional policies that are new. Yeah, as we asked a bunch tonight. Um we have to do our reorganization to start the meeting. Our meeting will be March 23rd. That'll be after um elections and all of the local meetings will um have been have done their reorganization by then. So we are at the SU level. We're going to make sure we have a backup signer. I made myself a note so John wouldn't have to be the only backup signer.
080I mean the only signer on the to the financials. Um there is a admin report so myself and then Bridget's reporting next month and she will have the data report based on the um most recent data. >> That's a lot. >> Uh so I I'm >> We can hold off on the new policies if you want. >> No, that's not I I I I think we need to put off uh superintendent >> discussion. >> Okay. Um, but we also need to that's really I want input from you know the board chairs on uh if you're comfortable um doing that or we can put off some uh uh policy discussions for next month so we can have some time during an executive session to have an a discussion because I know the board chairs, including myself,
081will be starting negotiations. >> Can I say something? Even though I'm not a board chair, >> ask a question. >> Does it make a difference that it's going to be potentially different board members who were not involved in the evaluation? Yeah, Bill, I was going to say, so I'm a resigning board board chair, so >> so we'll have new people in the seat all around. >> Not that anyone wants necessarily more meetings, but and we're we're meeting already. So, let's let's put off uh those that are doing the negotiations. I just want to point out to um and I I I trust Davis. he's gotten back to me to do their due diligence and to read the um evaluation. Um and those who are then appointed to board chair after the re renegotiations will have
082to do their due diligence and read the >> is remaining on the board. >> Beth's not Beth is not running for I don't know her decade of >> this is my official last meeting. I know Nancy too. >> That's right. Okay. So, we'll we'll uh >> this is your last SU meeting. >> Yeah. >> And Okay. So, yeah, let's let's let's do that. Christine, >> we'll do uh we'll hold it till April. >> Hold it till >> Okay. Yeah, we got it. >> Um >> I'll give more time to read it over. Yeah. Good. because it'll give everybody more time to >> sort of got it. >> I just wanted some feedback. People disagree with what I put in here. >> You're full of crap. >> We can get back to you. >> Okay. I
083will >> We should probably thank Nancy and Beth. >> Yes. Yes. I I I'm I'm processing my my um leaving. I've processed Nancy leaving. I've known that for >> her for so much. So, um I do want to surprise it on you. >> Pardon? >> I didn't mean to surprise it on you. >> No, nine years stint was enough. >> Yeah. No, I'm I'm I'm sure it shouldn't have been a surprise, but uh I'm sure your board knows already, which is really the important part. But I want to thank you uh on behalf of the Windsor Southeast Supervisory Union um for your years of dedicated service and um your wealth of knowledge in many areas have been a um an asset and you will truly be blessed. And I want to thank Nancy for her
084time on the SU board. Um her um how should I put this grounded approach in years of experience as a a an educator has been um welcome and allowed me to hear a really a different perspective sometimes than I hold myself. And I find that extremely important. >> Thank you. >> Sad to see them both. >> I know. >> So, with that um I have to say I will take a motion to um I we don't need a uh uh at the approval of the resignation. We don't need an executive session. Um, I will take a motion to end this meeting. >> So move. >> Second. >> Okay. >> All in favor, please say I. >> I. And thank you, Nancy. And thank you, Beth. I will miss you. >> Thank you. >> We'll pop
085I'll pop in now and again just to keep you on your toes, >> please. >> Oh, good. Thank you all. Have a good night.