001Okay, it is 6:02 and I will call this meeting to order of the Windsor Southeast Supervisory Union. Um, any changes, additions to the agenda? Okay. Um, approval of minutes October 27th, 2025. I will take a motion to approve those minutes. So moved. >> I wasn't here. >> Seconded. >> Thank you, Elizabeth. Um, any discussion points? >> I actually read through them, which I tried to, but it was uh very concise and well written. Okay, I will take a voice vote. All in favor of approving the minutes, please say I. I >> I >> abstain. >> Any abstensions? Uh >> yes. >> Okay. Amy and Nancy saying um you kind of caught me off guard. Nancy, >> sorry. >> Those oppos. >> Okay. Don't get me giggling. Okay. So, they have uh been approved. Public participation
002and announcements. I always forget the announcement parts. Uh public comments 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 designed for discussion. Please start by identifying yourself and what town you reside in. We have actually someone here and some people online. Do we have any public comments hearing? No public comments. Um anyway, and I did. >> Thank you. Wasn't Hold on one second. And wasn't there a um
003skilled student who was in the cabinet of the first ever kid governor? >> There was uh there is yes um a student who uh was a finalist and we watched the video at the Lettersfield meeting the other night. Uh he focused on um improving food quality. His last name was um Nick. I'm gonna forget his first name. >> Um >> A >> I can look it up. That's pretty great. >> And it was incredible. And the kids all watch >> it's Gayen McMton is his name. >> Oh, thanks Amarie. >> Did he get to be on the cabinet? >> He he is not the kid governor, right? >> He is on the cabinet. >> Yeah, because I knew seven of them were >> Yeah. >> Pretty impressive actually. >> Very very. >> And his video
004was fantastic. And uh we watched it last week at the Weatherfield board meeting and he was the only one with a blooper reel. So we've had >> Excellent. >> He's the only one with what at the end of the video. >> Oh, how cute. >> Yeah. But to make it that far is quite a So yes, >> very exciting. So hopefully next year we'll do it again. It's the first year for it. So yeah. So, as usual, my my wife attends the uh Albert Bridge um dinner, the Thanksgiving feast. She said that by far this was the best year ever. It was just so well organized. The food was good and so many people participated. So, >> and I went to the Ace uh Thanksgiving dinner and that was spectacular, too. and uh was very
005well attended and most of the fac well lots of the faculty came also which was great. >> Okay, any other announcements? >> Oh, the play. >> Oh, >> not yet. >> Uh it's coming up. Yes. The first full week of December >> at the end. And I think from what I heard it's Friday, >> two on Saturday, and one on Sunday. >> Wow. >> It's a lot of play. It'll be a lot of looking. >> And it's Mamma Mia. Mama Mia. And it's not the the junior version. It's long. >> Yeah. >> I go to every every Saturday. I'm going to have to nap between you. >> And the Windsor concert is coming up as well. This is fun. >> The concert is coming up. >> I'm trying to see these on the week after.
006>> Yeah. Tuesday is the elementary school and middle school. >> So it's the 10th 11th >> I think. Yeah, the 9th is K5. 9th is Sunday, I think. >> No, >> December 9th. Windsor K5 and board meeting. So, >> and his birthday is the 7th >> and the 10th is the one concert at 6 p.m. >> And I'm looking to see >> new music teacher. >> Yes, >> I know there's a concert. I'm just not sure if it'll sound Moss. >> Okay, that it for announcements. Um, policy discussion followed by motion if needed. And we don't have a lot of motions tonight. Um, I will take a motion to approve C8 people privacy. This is the third reading. >> So moved. >> Second. >> Okay. Any discussion? Um, reading through this again is fairly boilerplate.
007Um it it covers several uh required laws and uh yeah anything else? >> Yeah, I recall our update is we changed parent to legal guardian. Was that I think that was the only edit we made, right? >> The right of a legal guardian. >> Just looking at the language again. >> Very straightforward. >> Yeah. >> Okay. list. And so we will take a roll call vote. Uh Davis, >> hi. >> Nancy, >> hi. >> Elizabeth, >> hi. >> Amy, >> hi. >> Megan, >> hi. >> Um, Amarie, >> I >> did I forget the answer? >> No. >> Oh, you got me. >> You forgot Megan is going around the table. >> Oh. Um, uh, Heather >> I >> Oh, thank you, Heather. And I think that's it. John, here. >> John. >> Okay, so
008that passes. Um, D8. I will take a motion to approve D8, selection of library materials. This is the third reading. So move. >> Second. >> Okay. Any discussion? Um, again, we had a uh public comment on this from a a local librarian last week. Um, and uh I spoke to a couple Hartford High School students about their feeling of um not really having books in their library and it it like there's no impact. No one took them out anyway. I asked them if they had resources and they went through a few of the resources. >> But it was one of the things I wanted to bring up during the thing. Uh act one does require that all students have access to printed materials. >> Printed library. Where is it? Yeah. So, Hartford, I believe like
009Windsor High School has a uh they have a library version there and so they have a need for a resource. The library gets it for them. They at the high school level, they don't there's a that there's an elementary librarian that services the elementary students um I'm sure could get them books if they went to her, but they're not sheld there, >> right? No, these aren't sheld there either, but um they get them through Vermont State >> library. I can talk about that. Yeah, >> I know that that >> that the library has been uh repurposed, grown into a different need. Um >> or grown to >> uh cover a different need in the school. >> So the space of it has >> Yes, the space of it. But um I I think Liz Frederick's
010concern um and I share this concern is there's a difference between being able to act have access to a book and being able to go to a library. >> There's a big difference there. >> Um >> they have access online as Bridget shared last month to the new online um um program that she shared. I can't remember the name of it, but >> they do. >> Do they know that they do? >> Uh I I will find out if the kids know. It's relatively new, so it may not have been rolled out yet. >> And the the other question was >> they're not they're not physical books. They're online resources. >> But yeah, so that that was another question like do they have to access um those materials on their laptops? the question >> to
011like do they have >> so like um Thank you. >> Thank you Tracy. >> Um I would suggest because um I I'm glad that the subject is going to continue. Um but it and I did bring it up. So I will take responsibility even though it doesn't relate to the motion. Um I do think we should explore this more at the um escottney board level >> because >> yeah I definitely well it has to do with I mean it's among the questions I have to ask about act one compliance >> right >> and so if there's act one compliance or any other regardless um I think Windsor high school would be better served to be to deal with this proactively and wait till a lot comes out. So, I would support Davis and anyone else
012on the school board to further explore this. And um I think it's important that students have outside the classroom resources to get the materials they need to um explore topics of their interest. >> Yeah. And uh yes, I agree. I I do still think that there's a difference between requesting a book and going into the library and musing about different books, >> right? >> Yeah. >> Okay. Um, any other discussion? >> Yeah. I'll just say I'm happy to continue looking at that topic because I, you know, I think would it be possible to get um to have board members have access to that platform? I'd just be interested in seeing what what it entails. Like I' i've used, you know, research online research libraries before um pretty effectively. Um I guess I just want to
013see how what kind of depth of resource they have on this. >> Um because the the reality is that a lot of what we, you know, probably even a decade, five years ago would have considered printed resources, a lot of those are just available in their digital form and could be in the law. I guess I'd be interested where it says printed resource available or print resource available. Does it mean that they are able to access something digitally and print a hard copy if they need to? Um so again that's something that when I'm doing research >> provide students access to the library on a regular basis to use materials for reading research and for instruction in the skills needed to select and use information effectively. >> All right. >> That's what it says. Yeah.
014No. So I think that's something we'll we'll keep in mind for the MASD discussion. But I mean as far as relates to uh to this policy, I think somewhat ancillary. >> Yep. >> Okay. There's no more discussion. Um we'll take a a roll call vote. Amy >> I and I also support Moscott School District working on this more. Angely >> I >> Heather >> I I >> I the pirate pirate vote Elizabeth >> I >> Megan >> I >> Nancy >> I >> Davis >> I >> and I am an I >> okay behavior threat assessment team agrees. I will take a motion to pass F5 assessment teams. >> So move >> second. >> Okay. Any discussion? >> Were there any changes that we had? I don't think so. I think >> we keep boiling
015plate. basically saying we need to have a behavioral threat assessment team laying out how that should happen. >> Okay, as there's no discussion, I will take a vote. Um Davis, hi. >> Nancy, hi. >> Megan, I >> Elizabeth I. Heather >> I >> Oh, thank you. Amy >> Hi, >> Amarie. >> Hi. >> Thank you. >> Okay, I will take a motion to pass. Windsor Southeast F42 Windsor Southeast Supervis Supervisory Union acceptable use of information and communication technology. Um >> the only the only real change in this reading and compared to the long-standing policy is instead of web 2.0 0 tools which nobody really uses any dorm. Uh we used online resources and >> um grammatical stuff like instead of WSSU we change WSU. There was a lot of mix there. Um we specifically spoke
016about Google's course services that our students use and that was it. >> And we removed the signoff sheets because they no longer sign the AUB. They signed the handbook. >> Yeah. >> Okay. Thank you, Larry. How'd you know I was gonna come to you? >> You look my way. >> Yeah. >> Okay. Any other discussion? >> Uh, this is extremely minor, but um there's just some very weird font stuff happening in the header. >> Yeah. >> Did we make a motion yet? >> No. >> Did we Yeah. >> Sorry. >> Do you want to move? >> So, or Yeah. >> I can work with Lori on the formatting. >> Second. >> Okay. Uh, Megan moved and uh remembered that we hadn't gotten that far and uh Nancy seconded. Any other discussion? >> Where's the font
017thing? >> It might be just the way that it's rendering on my computer. It's just there's like odd >> Yeah, >> it's a little different formatting up top. >> It's formatting. Yeah, there's nothing. I'll make sure it's all material there. Yeah. Yeah. Yeah. This is This looks just like weird. >> Yeah, it is. Caps are bolded. And >> mine is actually >> So, looks like there's a hidden message. >> I don't think >> Esda Da. Um, okay. >> Uh, I've got a question. Oh, have we? It has been moved. >> Yes, it has. Um, so how does this differ or does this do we know that this uh jibes with the um new law concerning phones? >> This doesn't really speak to phones. I think we have a separate policy. We're waiting for the model.
018>> We're waiting for PSBA. >> This is more about students's email, Chromebooks, >> staff and their email and their it's school issued devices that we own them, you know, that kind of stuff. Doesn't really speak to uh cell phone. >> We're waiting for the VSBA. >> We're waiting for a model policy from the AOA. It's supposed to be out by Jane. That's what I was told last time I asked. I guess the okay >> this policy basically updates our >> long-standing policy to make sure uh I have when I have to I have to show this policy every year for that we will comply with the child information protection act which is a federal law >> and this is one of the ways that I show that among and then they ask for filtering information
019and screenshots of our filter and stuff like that. Um, do you think that when that policy comes out, we could make sure that these >> That was really my question. >> Yeah, we'll we'll jump quickly that on the agenda soon. >> Is it fairly clear in the in the sign off when parents and the handbook that this is >> they're signing off on this as well? Well, they're signing off on not that this is regarding the use of Windsor Southeast Supervisory unions >> technology. >> Yes, I believe it does. And we're going to make sure and that's one of the reasons we had to do the policy first. >> Yeah. >> When the next handbook comes out, it will say that more explicitly. Okay. Than it currently does. >> Yeah. Yes. I I just want
020to point out too this policy does touch on personal devices under unique local situations. >> Um so I think that that I mean in my reading it that provides some kind of broad frameworks that could be referenced or cross referenced when the uh when the new policy comes out but it it is in there. There is >> under what >> unique local situations it's page three I think. Yeah. Page four >> near the top of page four. >> Yeah. >> Oh yeah. It essentially says that we can in limited situations authorize the use of those devices which I think actually does kind of jive with our current cell phone policy in which we don't authorize but we can >> we don't have a current policy we have a practice procedure sorry >> speak no that's
021a meaningful distinction yeah it speaks to our current our current practice and procedure but I think it leaves space for that policy to come in and fill in the uh the gray area >> yeah so yeah so the way just to read it out of the First set paragraph. The building administrator may at their discretion authorize the use of specific personal devices in designated locations at determined times. Without such express authorization, however, personally owned computers and related systems shall not be connected to the WSSU network, nor shall they be used on school property, blah blah blah. >> Yep. So basically what that means if um a common example would if you were doing a regional uh staff development >> with multiple school districts coming there you would create a guest pass and those people could
022log on to our and they would fall under this policy. >> You got it. Okay. Okay. Any more discussion? Good questions. >> Yeah. >> Okay. I'll take a voice vote. >> Considering I just got in the meeting, I'm going to abstain. >> Okay. Thank you. And Marie, >> I >> Heather, >> I'm coming. Hi >> Amy. >> Hi >> Davis. >> Hi >> Nancy. >> Hi >> Megan. >> Hi >> Elizabeth. >> I >> and Emma. I am an I. Thank you. >> Okay. Moving right along. I will take a motion to pass the health and safety policy. >> So moved. >> Second. >> There's no number on this. >> C80. There it is. Okay. It's not enough. >> Okay. Um any discussion? And again remind me this is different from the um this is
023let me write this is different from the um health and wellness policy and that this is uh intended to um update a portion and clarify a portion of the contract and codify it in policy. um >> believe we agreed that this language will come out of the contract once the policy is in place. >> It's not so much coming out of the contract. Uh it is no longer it will remain in the contract but it will be superseded by policy. So it is no longer an active part of the contract. >> Yeah. And looking at this, I mean, I recall in the past couple meetings, this this cross references a bunch of existing policy and more explicitly states that we're complying with OSHA or >> OSHA. Yep. >> And um uh the cross referencing is
024very important. >> Yes. And it sort of ties everything together. >> Yep. Um and uh I have to thank the administration for putting the time into this and um getting legal to participate. >> Any other discussion? Okay, I will take a voice vote and I will start with Elizabeth. >> Hi Megan. >> Hi >> Nancy. Hi >> Davis. Hi uh Beth. Hi >> Emory. >> Hi >> Heather. >> Hi >> Amy. >> I >> and I am an I. Okay. Thank you. Um I will take so C28 transgender and gender nonconforming students. Is this the third read? Yeah. Okay. I will take a motion to pass C28 transgender in transgender and gender non-conforming students. >> So move. >> Second. >> Any discussion? Um I I have to say as I read through it again, this
025is very well written and well cited. Yeah, I'll agree. I think that this update this kind of made the language a little bit more readable from the uh preceding policy and I think uh just terminology wise uh like the definitions are a lot clearer and the references uh the state law are I mean they were there to begin with but I think this definitely just reads a little bit more straightforward. >> Yes, definitely. Any other discussion? Okay, I will uh take a voice vote. Amy, have you vote? I >> Heather. >> I >> Beth. >> I >> And Marie, >> I >> Davis. >> Hi, >> Nancy. >> Megan. >> I >> Elizabeth. >> I. >> And I am an I. >> Okay. So, I will hand this off to the superintendent's report. >> Okay.
026>> We have a whole new batch of policies for us to work on. Thank you. I know it's not always fun work, but it's important. >> All right. A lot of work. Well done. >> Yes, it's good. Feel like we're keeping up. >> All right. All right. Um, I'm going to start tonight as I usually do with a little bit of um, sharing of how we're doing with student success and engagement. I've got a few um, pictures up there show that our students um, once we complete our STAR um, assessment in the fall, teachers get together, we do data dives, we set we set goals, classroomwide goals, and students start setting goals as well. The younger the student, the more um in line with the classroom goal, those um their independent goals are. As they
027get older, they start to set more independent goals. We call them waves, wildly important goals. I know at one of our schools, the principal meets with every student in grades three through eight and they look at their VCAP scores and they set individual goals based on the um CAP um assessments as well, which is it it's really motivating for the kids actually um to have somebody sit and talk with them about where they um are doing really well and they can do some extra effort. So, those have been happening. Um I included a a flyer for a math night. We've started our community engagement sessions around the SU. This was Westfield I happened to be able to attend uh last week. It was quite impressive. Um all of the different stations that were set up.
028There were a lot of make and takes um stations as well where you could u make an activity that that you could take home and practice with math facts. There were games that they were able to take home. So, uh really just a wonderful event which was well attended and getting kids to have more confidence in math. Um they had a photo booth with a sign that said math something. I mean it was very very clever. So it was a great event and um I know that all the schools are working on creating these community engagement events across the year. Um always working on culture and student wellness. I just had to shout out uh our food service director Ian Rose. He applied for a fruits and veggies grant and he he received it. It
029was awarded to to us and he has I mean put a lot of time and energy into making the food visually appealing and kids walk by all the time and snag fruits and vegetables and eat them. It's really great. So, uh, and this is a common scene across the schools. It's pretty pretty impressive. So, a shout out to Ian that really does, uh, impact the culture. I mean, >> I think that's a great idea. Instead of just putting something on a tray that might be thrown away, this is picked up. And >> he actually, since I took this picture, he purchased with some of the grant money small refrigerators that are in the buildings now. Um, I think all of them. and he's able to keep things full. And so kids I'll I'll watch kids
030open the refrigerator, take a a basket of tomatoes, walk out the door at the end of the day, which is which is pretty um incredible because there are a lot of kids that don't have enough to eat. So just a shout out to Ian for helping impact our culture. Uh the other picture is um our students at the student um summit which Tracy's going to talk about a little bit in her report but we did um we did take we I didn't but there were some staff members and Tracy went and uh she said it was really an impactful event so I'll let her share a little bit about it in her report later on. Um I wanted to bring you fall conference data. I don't have a high school yet. Kate's working on it.
031Uh so this was our fall conference data across the SU participation. You can see we are uh more attend more parents attend elementary conferences as we get into high school. >> Okay. >> The the numbers start to start to decrease a little bit but um as you can see our elementary conferences are very high attended, very well attended. >> It makes it look like No, no parents went to Windsor High School, but that's just not >> true. It's not We don't have that information yet. >> I know that was there. >> Yes. >> No, she sent me the spreadsheet today, but it wasn't I didn't have time to figure out what the percentage was. So, we'll work on that. So pretty sort of drop off in middle school, but I I'd be interested to hear
032>> from um the H Heartland um >> middle school about what sort of >> depth they spoke to. >> Um we get almost 80%. Um Heather As a Hartland Middle School parent, um I can tell you that they offered um lots of times in the evenings that were um mostly remote. Um, so as much as I don't love remote, it was nice to just like if you wanted to go in the afternoon like in the evening that that was the option and therefore um I think just having those like late evenings and they had lots of them available. So, um I think I I think that that was it is those like evening late times >> because parents, you know, we work. So, >> yeah. >> Oh, and so everyone here, I'll remind everyone here
033and anyone online that we during contract negotiations, we made it very clear that um we were giving teachers the options to do just that. that if they did their uh meetings in the evenings then the assigned day they were welcome not to come in. They didn't have to be in the building that we were treating them we were expecting them to act like professionals so we were going to treat them like professionals and so um yeah I know um I believe Kate and the high school team decided that they were going to offer conferences that day. have contractually um and other schools offered some that day, some at night, some just at night. So, we did keep it pretty flexible knowing that parents mostly um have evening times available. So, >> I have a complaint
034that I would like to lodge >> and that is that uh as a parado high schooler >> Yeah. There was no thought given whatsoever to the distance between like the the distance that would have to be traveled between the each each uh meeting was only 15 minutes long. >> We weren't given time in between meetings at all. Zero zero minutes between meetings and sometimes that meant going, you know, from floor to floor. If you can't use the stairs, then you have to go all the way to the other end to get to the elevator and back. And uh there was no direction about classrooms and so it created a but for people who can't get around very easily it um meant that uh some of us missed a majority of the meeting >> and that
035was a shame um to have made the effort to get there and not be able to go. >> I will pass that on. That's important that it's >> like it could have been but because we would go from one part of the building to another and then back to the same part of the building. It could have been coordinated so that they were all closer and >> I I found that whatever I wrote who I wanted to see that's the that's what I was given in that order. So maybe this think about when you were asking um that is >> I just said I all I know is that I can't I have to leave the building by 9:45 a.m. that anything else is, you know, works it, but I have to be able to
036leave by 9:45 was my only >> I think if you had asked and explained what you needed, you would >> Well, I didn't know I didn't know that they were going to be zero minutes in between meetings. >> Yeah. >> Um >> because most of them is in the same hall. So, you know, I just went across this hall or down one room. We we didn't we went up up and down. >> Wow. Um, and it was uh it was confusing and also uh arduous and needlessly >> make sure that gets >> Yeah, Heather and then I have a question. >> And as long as you know Christine, I will not penalize you in any way for any discussion here because I believe this is yours. Yeah. >> Can I go? Oh, sorry. Um, okay.
037So, now speaking as a high school math teacher at Woodstock Union High School, um, >> we do our meetings on two Thursdays in November from 3:30 until 7:30 with a um, like a half an hour lunch break. And the way that we do it is it is only online and we use a program called meet meet the teacher and it literally gives you 10 minutes to talk and then it literally like shuts you off from the meeting and um it's good and bad but you know I'm full every every year we have done this I have been full and you never have to leave your house. Um, meaning like the parents never have to leave their house and it makes it, you know, I think more equitable than, you know, trying to go from one
038end of the building to the other in two minutes because that's what we used to give was a two-minute passing time when we would do it in person. >> Um, so the online has made it really, really, really nice and really convenient. I highly recommend it. Um, like I know it's not ideal, but you really get you get a lot more parents who can do it. And especially if you do it in the evening times, which again I don't love those days cuz I teach all day and then, you know, from 3:30 to 7:30 I'm like in front of my computer, but in the end I think that it's helpful. And so I would recommend meet the teacher and also just doing it all online. And we also have like a ninth grade team and
039the ninth grade team will do all of theirs together. Like they will all be in the same room and we'll video conference with whomever and it only takes 10 minutes. So, ninth graders get like nth grade parents get like a full, you know, everything about their child in 10 minutes and then they can meet with their other teachers besides those who are on the nth grade team. >> My question was um can they still come in and meet the teacher in person >> at some point? So, we have an open house in the beginning of the school year like in October where they can come and meet me um or meet anybody really. Um but no, there is no in-person option. Um and we've done that because our like the two days that we do
040our parent teacher conferences, most teachers are are full. So, um, and then again the when you do it with, you know, in person, you do run into this like parents are late and then, you know, they're running from one room to the other. And it just it seems like it seems like it's harder for parents and like I mean, you can look at my beautiful face over, you know, over line as opposed to in person. Um, and I feel like we can still have the same conversation. Davis. >> Yes. I guess this is a a suggested catch and a question kind of. Um, so we seems like and we've heard a couple kind of case studies that seem to show that having an online option at least can increase the amount of engagement that parents
041have uh in these conferences. And I wonder if there might just be a way of working that in without getting rid of an inerson option. The first thing that comes to mind to me is, you know, if you had conferences set up, so they defaulted to online, but there was a request for in person or something like that, right? So, we're not we're we're keeping all these avenues to accessibility for folks who might not be as comfortable with technology or have good internet connection, that kind of thing to come in and do this, but we're starting from a place where we're at, you know, we're not worrying about moving between rooms. We're not not as worried about I mean, parking is a big issue. I know at Windsor school that can be kind of dicey.
042So um it's worth exploring I think. >> Megan >> I was just say I I think that is happening already. >> Yeah I think yeah we all >> okay >> from my experience we had the option of picking what we wanted. So I just that is already happening >> and we also had the option years ago in middle school to meet with every middle school teacher for on the screen for conference >> and I I want to say that a couple of years ago we had the option of having all the teachers in one room and you could be in the room and you could it was like a you know 20 or 30 minute block where you were in the same room with all the teachers. Um, which also has like it depends on
043what you want from the meeting. >> Yeah. >> I like to be able to when I hear my kid talking about the class, not just the teacher. I want to be able to picture that. Um, that setup. >> I like I like the in person. >> Yeah. >> I I think it it's helpful for the teacher and me and the student. >> Yeah. Okay. Thank you, Christine. >> Probably more than you ever wanted to hear, but that's why I'm surprised about the middle school being so low. If they re if parents realize you could talk to the whole team at the same time, that would be wonderful virtually or in the same room. >> That's an important time. Okay. Um, I wanted to update you on the district quality standards. You know that we had
044to fill out the uh, rubric. So, Larry and I worked on that um, last week. We've submitted and I'm going to share those. I'm going to share what we submitted with you. Uh, so we took feedback from the board on those governance standards. Larry, myself and Jim looked at the um business department section and then I worked with Bridget on there was a small section on education quality standards. So um this is the business operations section of the survey budget budgeting and accounting our practices are very solid um risk management data management. So we we thought we were advanced based on that criteria on the rubric for the business operations section. >> So who who's scoring this >> for the business operation sections? It was Larry, myself. >> This year it's self-reporting. >> Yeah. Oh,
045good. Okay. >> Uh for the facilities management and safety, >> they have a rubric that's much more defined than this. >> This is just the form. I wanted you to see how we score. Uh yeah, they give you criteria for beginning, approaching, proficient, and advanced. Good. So, we know we have some work to do um in facilities management. That was really mostly around making sure we have our five-year plans, >> five-year plans for all schools, not just some schools. And then uh also the operations manual. We um we don't have one. So, we're working on one. We're using the state template. We are I would say 70 80% done with Windsor. Windsor being the much biggest biggest building by far. And then uh once we do Windsor, we'll go through all schools because we have
046to do it by school, not by district. >> Um and uh we felt we were proficient in facility safety. We have our visitor um access policies in place. Love to sign in those disciplines. Uh this is uh the part that we took um your feedback to help us score the rubric. We sort under traditional board governance, you know, the policy governance um board. I heard that there were a couple of standards. I did put what those meant because this is how it came up. And um I'm sharing with you how we scored Windsor Southeast uh supervisory union board. I submitted that. I got feedback that we had to do it for each board. So we went back in Larry and I last week and scored for each board, but they were very similar results. So
047I'm just going to share the SE board >> information with you. So uh proficient in all areas in the standard um 113.1 which you can see below um for following an inclusive process to invite and incorporate community input into the vision and goals which we which we did years ago um time to do it again. Things remain the same and we're not consolidating. I think it's time to revisit our vision and mission. um setting goals, monitoring academic progress. Those are those categories. This is the next um standard and there are a couple of advanced >> scores. Yeah, this is feedback from all board members. I think we had 12 responses out of I think we had 12 out of >> the total. Yeah. Because that's not just the SU board. It's all all board members.
048So that was that standard. Um the following one was um about the board adopting revising policies. Definitely doing that. Ensures the annual budget aligns with state priorities. Provides an equitable distribution of resources to help meet the needs and goals of every student. ensures its members are aware of conditions set forth in negotiating agreements and contracts. Ensures its members understand and comply with Vermont statutes and regulations relevant to board work. Staying up updated on legislation and policym that may affect its school system and students and maintains an ongoing relationships with locally elected officials. Fortunate to have one makes it a little easier. Um, this was the education quality standards section, balanced assessment. We do have a balanced assessment plan that we've had for the past couple of years and our continuous improvement plan. Engagement and SUSD
049support engagement was approaching and SUSD support was sufficient. So, we've got a little bit of work to do around um education quality standards. So that's been submitted and approved and um >> it is a self assessment this year and the um agency obviously they're looking at it because they noted that I didn't do the individual board um parts of the survey. So I think they'll we'll use it to gauge improvement for the following year. >> Yes, Davis. I'm sorry. >> It's for me. at your section Davis. >> Uh yeah. Are we when those are ready, can we give a look at those at our local board levels? >> Yeah, absolutely. >> Awesome. Do you do you anticipate that'll be ready for a week from today for uh >> I can do that. Yeah. >> Okay.
050Yeah, just be interested to see it. >> Okay. Uh just some general updates. We, as we talked about earlier, we are waiting for a model cell phone policy to be released from the agency. I know some districts have created their own. I've looked at a few. Um, but I'm just waiting for the awe to >> We should probably wait to see what they say and then we'll go from there. They said January. So hopefully by this spring we can get it on well if it's out in January and get it on the agenda to look at in January. But >> um, just wanted to let you know the work of the nurses on the cardiac response plan which is required by law. Um definitely notice that we um have a few um machines that are
051outdated. So we put in the budgets when we when we um noted that we needed additional machines because it's the way it's written. You have to be able to access the machine within three minutes. Mhm. >> And if you are on um you know, if you're on the first floor at Weathersfield, it's going to likely take you more than three minutes to get on the second floor. So, just figuring out where the all the machines are and making sure we can get to them in the aotted time and if not, making sure we um purchase additional machines. >> One key question here. Do you know what what kind of a we're using in the school? Are we using like one uniform kind in the building? But we like to be >> because um >> because
052then we can purchase the batteries and the I guess you can only use the pads one time. >> Yeah. >> So we're trying to all get on the same page. That was a conversation at our last nurses meeting. So >> um they were looking at pricing. >> No, that's why I'm asking because I I am a PLS trainer and I have to work with with you know Zoles and I think there's another brand that we use or something. Um, but yeah, they they do differ pretty substantially in their batteries and their layout and like the way you work them like it's all the same basic features, but >> having to know a bunch of different interfaces when you're in that kind of situation is not the greatest. So, >> yeah, >> not ideal. >> No.
053>> And none of them are like difficult to use, but kind of really when it comes to things like batteries and attaching, you just want to have that be as much of a habit as you as it can be. We also um have to identify cardiac response team in each building and all of those people need to be trained and so we're working on identifying who those people should be and uh when we're going to train them. So, >> and how often do they need to be trained? >> We have to keep your certification. I think it's every two years. >> Yeah. Is this AHA? >> Yes. >> Yeah. Basic life skills. >> Yes. I was just thinking about schools where there's staff turnover and whatnot. >> Yeah, we we've talked about, you know, strategically
054who should be on those teams um by position. So, if we do have people leave be a requirement of whoever takes that person's place in that position. So, and also people that you know can jump up and run and help help in a situation. So, principles, uh, school secretaries, um, people that, you know, not necessarily tied to a classroom, although we have some teachers who are already trained and on response, um, team. So, >> yeah. So, we're working on that. That's due to be in place by the end of the year. The nurses have been great um to work. Uh, I'm sure you've all heard, uh, redistricting task force had their final meeting on the 20th. they move forward with what they said they were going to at the previous meeting. Um, they went forward
055with the cooperative education services, not necessarily I don't know, Elizabeth, would you call it a map plan map slash and with uh with incentivized mergers and incentivized um or voluntary and incentivized strategic mergers and regional high school mergers. So with no funding. >> With no funding. Yeah. >> So we'll see how that goes in the >> comprehensive not just regional. >> Comprehensive. >> Well, do you know what committee it will go to first? The doesn't it go to committee? Yes. Whatever they've put forward. Does it go to committee which can can then change what the proposal is? >> You mean house or senate? >> Yeah. >> Um >> uh it went to conference committee. House or the senate? >> No, that's at the end. Emily said it would go to the House Education. >> Yeah,
056because the the bill originated with the House, they probably would go to House first >> and they and that it can be changed by that. >> Oh, yeah. >> They can do whatever they want. There are certain people who are pretty sure that uh the redistricting task force um were uh was let's say a starting point. Um but we'll get updates as the year progresses. Um we uh attended our annual mandatory behavior threat assessment training. Um and some of us went to a governor safety conference recently. This is the company that the AOE has partnered with. It is uh Safe and Sound Schools. I will say it was one of the better BTA trainings I've been to. I've been to quite a few. This um co-founder Michelle had a a child um who was killed
057at Sandy Hook. So really um yeah, pretty tragic, but she's taken that experience and done something very positive with it. And so uh she when I went to the safety conference, she presented and the strand I went to was PTA. And so, um, the online training that we all did was very similar to that, but it it doesn't hurt to, um, hear this stuff multiple times. And that, you know, the highlight is that these school shootings are preventable. Um, if you are doing your due diligence in looking for signs and looking at the data and and knowing your kids are are um things that you can put in place to support these students, they they don't want um to end in in violence, but they feel a lack of hope. And um often times if
058there's no intervention um that's where you get but if with intervention it's it's very preventable which is which is great to hear. Um but it's looking for the warning signs looking at the risk factors um understanding the path to violence and how it can be stopped really equating the the approach to our MTSS system. Um so it was it was valuable training and we you know we've done it um administrators have done it before but having our whole behavior threat assessment you know the group go I think was beneficial. So, school counselors. Um, >> so was that every school building was that? And how many people from each building went? >> Uh, we had administrators, school counselors, home to school coordinator. Those are the key and the special ed director uh was there as well
059because there if a student's on a 504, they're involved in the decision- making around that. So that those are the core members of the of the BTA teams. >> So then h how does that get can you just tell us exactly how that gets communicated with the rest of the staff >> if there's a situation? >> Yeah. >> Um well depending on the situation. >> So you have a a behavioral threat assessment team in each building. >> Yes. And uh if there is a um a >> a threat. >> Oh, it's only in response to a threat. >> Yes. >> Oh, >> yeah. >> I thought I thought it sound if >> it's before something happens. >> Well, when there's a threat, you do an assessment and you determine whether it meets a certain criteria,
060right? So, this makes it sound as though you're monitoring all along to see whether somebody is kind of >> Yeah. getting wobbly. >> Yeah. Yeah. That's what I I heard too. >> And things would >> There are going to be signs, but you know, typically um when you're doing the threat assessment, there's a threat's been made. >> That makes sense. But we're looking for also looking to stop something that might occur if they see somebody off the rails. >> Yeah. Absolutely. Absolutely. >> Yeah. I mean, this is I mean saying here prevention, response, and recovery, right? That's kind of the continuum. And I think the connection to multi-tered systems and support is is pretty vital there. Y >> and it it's really important when when something is is seen to know that there is a
061procedure for the steps to be taken what happens in all spectrums of issues be it students with disabilities or someone struggling or issues at home it it's it it's understanding that I see something and then when it's reported to a level that then those those there are steps to follow to come up with a positive ending >> and so it's just not if you see something let's take care of it. there are concrete steps to follow. >> But it could be a threat um like um you know there are threats of self harm. There are threats of uh harm to others. That can be I'm going to um you really upset me and I'm going to beat I'm going to beat you up tomorrow. I mean we'll do a threat assessment on a student that
062makes a threat to to others. That's a sign can be a sign that something deeper is going on. So keeping track of those things often times when we do the assessment there is no plan. I mean we have kindergarters who say I'm going to kill you right they they don't necessarily mean it but we look into it every time because we need to and we and we keep we keep track. >> So >> I I would imagine too that the uh the new behavior tracking system that we have in place is probably helpful in this uh yeah in this area too. Yeah. just as far as having a having a comprehensive database and being able to like >> Yeah. It was a good training. Uh and it's annually required. This was level one. There's level
063two. So, you're required to do one. We didn't do level two. Um I think we're looking into whether we can or not. Um feasibly do uh that training this year or or next year. >> And how did that that was required by the state >> that was their AOE? >> Yes. So, how did that fit in with the governor's conference on >> um the governor's safety conference is an annual event and it involves um school personnel, social workers, police officers. Uh this year it happened to be very similar to the behavior threat assessment. I think that was a concerted effort by the agency to really get this information out there in multiple ways. Um it doesn't always completely align. I've been to the annual governor's conference uh safety conference several times, but just just so
064happened was the same for >> y contract with that company. Okay, on a positive note, um just want to share that over the next year, one of our employees, Sean McKini, he's going to engage in HVAC training through VISA, which is free. I believe Larry told me it was not enough to visit. >> Uh once trained, John will be able to respond to HVAC issues, which ideally will reduce our need to engage with third party contractors, which which depending on the school, we have to do um more more so than we'd like sometimes. So, he'll be able to help with those situations um once he's certified, which will ideally um save us some money hopefully. Um lastly, I want to share the draft calendar with you. This is a draft. Um, it is, uh, the
065union I met with the union leadership last week. They have the draft. Um, sorry, I'm trying to pull it up. Give me a second. >> They have the draft. They're looking at um getting feedback from their membership. So hopefully by next month, latest January, you'll have um you'll have the final proposed calendar. But I wanted to share it with you. So, what we've been working on is uh what we've agreed on across the state is the same February and April breaks. They are later as they are this year. The start date um >> did you just say across the state it's un it'll be a unified calendar >> February and March breaks. >> We've been trying >> to start >> Well, this year we had the same breaks. Um so, the start date is uh
066we're finding is really hard to line up. Um we're working regionally to try to line up. So this um Hartford's I don't think they're just quite done yet. We are waiting on >> they really struggle >> starting for the text >> and it's usually up to me to count the days which my infinite campus does automatically and point out you know the school this >> you're missing three school days or >> you have too many school if you want to. So this is draft I can I can send it to you so you can look at it closely. Um it does have um the built-in professional development days, two two new teacher days at the beginning of the year. Um curriculum departments looked at it and trying to keep in mind, you know, the fewer
067early release days, the better. Um it does allow for two full weeks in December. Some districts are honoring that because they think it's um they think families like that. It's a nice reset. But the holiday um the Christmas holiday season is later in the week this year. So, you know, think about think about that when we come back. >> Um one thing is Harford's doing this year and I don't know what we >> what the feedback's going to be from but instead of doing early releases they're doing late >> starts >> and I can give feedback from what I hear from teachers. >> Yeah. That good or bad? Well, well, so far I I I think the advantage of it is that the teachers get a lot more done >> in those meetings and it's
068less disruptive especially for parents who have um kids with after school programs. >> Yeah. Okay. >> Um how many like what's the how long? >> Two hours. >> Yes. Yeah. They had a 10:00 start. >> Okay. What ones on here are sorry, >> can I ask a question? What ones on here are um half days? It's just hard for me to tell. Is it the yellow or the >> It is the pink the parenthesis. >> Okay. >> So, oh, they're all over the place. >> 21st of October. December is traditionally we we we do a staff um gathering for culture and wellness on that early release day. I know that they do appreciate that greatly. So, um that's a December, February, and then May. So, was that four? >> We really tried to limit them.
069We know that we know they're they're hard on families and part of our work in negotiations was we got rid of two of them for parent teacher conferences. So, >> poor seems >> doable. I guess >> none are on Mondays. >> We tried to stay away from Mondays. Uh we tried to stay away from Fridays, but there is one on there. It just >> the whole Fridays >> Fridays are are tough um for participation. So >> anyway, um I can send it I'll send it to you so you can see it and um we'll bring it back next month if that was my >> Thank you Christine Tracy. So, >> hi everyone. Um, I do want to apologize because I did get the memo from the board and from Christine to do every other month
070reports. And, uh, I got it and somehow I forgot about it and reverted back to monthly. So, even though I reported last month, so I'm going to report this month. We decided since I had already shared it, I'll report this month, but then I will skip next month. Um, so let me go ahead and pull this up here. >> Okay. Are you all seeing that? I feel like you disappeared from my screen. Can you see? Okay, great. >> So, I'll run through if anybody um wants to if anyone has any questions, just please uh let me know. Um just wanted to share this is basically the overall calendar for the year. So this is showing when we have um equity coach meetings. Those are in pink. Um I work with ad team once a month.
071Those are in the darker gray. And then the bottom row is when all staff meetings are led by equity coaches in the buildings. We do have another DEI inservice uh themed day um March 2nd. So just wanted to um share that. I'll share a little bit more about what the plan is for that day and if anybody's interested in joining um please uh be encouraged to join in for that day. So this is just when we think about like trying to find some alignment. I mean we're you know we're doing this work in all the buildings. All the buildings have slightly different needs slightly different context conversations and so trying to find some alignment around what we're working on. So you can see from this, this is looking at like some of the work happening
072between now and the end of December. We've been trying to get input on the act of hate policy to support some draft procedures for that. Also reviewing um the transgender policy. We do have some draft procedures that Laura Pasco, who we worked with last year, is going to um revise those so that they align with the new policy that y'all just passed tonight. Um, and I just want to share a little bit more about how we're envisioning these all staff meetings in our buildings by equity coaches. So, we're looking at them. This is just an example of like what an all staff meeting could look like. Um, weaving in themes like November, right? We have these themes, Native American Heritage Month, we have transgender awareness month and week, the day of remembrance was the 20th,
073inclusive holidays, right? So if there's a way that we can weave that into what um happens during those all staff meetings. So this is just an overview of a flow. It's only 30 minutes. So it's not a lot of time. But one of the things that we're trying to do more of and I'm also doing this more when I meet with um administrators is to review scenarios, right? To review some of the scenarios that are coming in from equity tickets and talk about them. How would we practice responding to those in the moment? um trying on the equity filter, you know, getting in the practice of always asking, right, who's missing and why. So, um one example of what that might look like is here is an equity ticket scenario um around disabilities and the
074Rword, right? So, the scenario again, these are pulled right from our equity tickets anonymized a little bit here, but like you know, as you can see, there are some examples. And so this is the thing I think I've heard most consistently from staff since I started working here is just like the need to practice what to do in the moment when these things happen. How do you tend to the to the person or people who may be impacted? So really just trying to create more space for staff uh to to do some of that. So how do you respond right? What are all the things that you might consider? Again, really this is a practice in trying on an equity filter, building capacity to be able to respond in the moment. Um, another thing that
075we are looking at piloting between now and March is that we want to, and this is something I've been um talking with working with Bridget around and some of our equity coaches is a is a pilot audit of some of the modules that we're teaching to look again applying those same questions, who's missing and why. Um, we also know, right, according to the new EQS, um, that we're required to provide education, you know, that's equitable, anti-racist, culturally responsive, anti-discriminatory, and inclusive. And so, and that also supports the ethnic studies, the Iris framework, all of this, right? And so what we decided that we want to do is try on uh there's a scorecard that was developed by NYU um Metropolitan Center for Research on equity and the transformation of schools. We looked at and and
076this is just one resource, right? We know like great schools partnership has also developed other resources. We have the education justice coalition here in Vermont that's also developed some training materials. And so we've got like lots of different things that we can choose from. This scorecard is pretty cool because it just walks you through looking at like representation, looking at how different characters, different people are represented. Um trying to avoid right stereotypical representations of folks. Um also asking about things whether it's firsterson authors that are being used to tell stories. So, this is essentially um we we talked about piloting this, having equity coaches and a volunteer teacher just try this on, looking at one module that they're teaching and um and and see like how did that go? You know, what would we need
077to be able to do something like this more broadly? So, I feel like there's like two parts to this, right? We've got the one part which is we have to identify gaps and where things are and then the other piece is like we have to identify ways to fill those gaps which I know I've mentioned that we um have a grant to work with Clemens Family Farm and so they would be one of those providers who could help us fill some of those gaps. So it's kind of like we're we're trying to do a little bit of both at the same time and again you know asking just getting in that practice of who's missing and why, right? Um so for the March 2nd DEI themed day, we're really thinking about um setting it up
078in these three different focused areas. So um if like so we'll give staff the opportunity to pick one of these three areas. These seem to be the things that keep coming up, right? What I was just talking about is EQS, culturallyation. And so that's going to be one track for the day that um staff can sign up for and they're going to be in that session all day, right? Which will be a mix of doing for all of these we want to do a mix of some framing, some shared learning, capacity building and application. So we'll have EQS culturally responsive focus. We'll have a a universal design learning neuroinclusive focus. and we're partnering with um Hannah Marcos with the Vermont Higher Ed collaborative and so she's going to be helping us do that track for
079that day. And then we're also going to have one on reflective restorative practices and um we are likely going to be working with Up for Learning to uh to hold space for that day. That's another one of those things we keep talking about doing. We know we have it in our policies that say we're going to do more restorative practices, but it's just finding the time to actually um spend doing it when we have, you know, we don't have a lot of inservice time. So, we're hoping to keep working with these three different focus areas for professional development and we're still sort of figuring out what that can look like going into next school year. Like, how do we carry these themes through into next school year? And so in this image you can also
080see um that inner ring like the diversity, equity, inclusion, trauma transformed, MTSS, collaborative problem solving. Those are some of the things that we've already you know we've been working on. We've been a lot of our staff are trained in trauma transform practices and MTSS and all that. And then the outside ring is also we want to make sure it's always in support of our um uh of a graduate, right? How do all of these things ultimately help build capacity and those skills for students? This is also this isn't the final version of this, so I'll share once it's finalized. But um there's been some work over this last year. I think I've I've mentioned um engaging in this the diversifying the educator workforce. This is being led by uh the great schools partnership. And so
081all of that work has gone into this recommendation guide. Um, I will share it as soon as it is ready to be released, but it has a lot of different recommendations in there. Um, organized into the three key areas you can see on your screen. Creating a pipeline for educators of color, hiring educators of color, and sustaining educators of color in Vermont. Um, so some policy, you know, there's anyway, there's there are a lot of different recommendations in there and I'll share as as soon as it is available. And then the last thing I wanted to share which um Christine already cued this up. This was uh we brought some students to Woodstock High School has been organizing a youth summit. I think this was the fifth annual summit that they did. It was hosted
082it was in Killington and the theme for this year was really around um democracy uh climate justice and also um the LGBTQ plus community. um more specifically some of the attacks on the LGBTQ plus community um in recent days. So they had um Representative Becca Balant was there and she spoke um Joe Major was there and then students broke out into those three different areas and it was all student le which was uh super cool and there were more students there this year than there were last year and some um students from Hartford were also there. So, um hopefully this will be something we can grow uh participation in um each year. And I think that that is all that I've got. So, uh short. So, I'm gonna pause there if anybody has any questions
083or comments. >> Any questions? >> Thank you, Tracy. >> Illuminating as all. Um >> I go ahead. >> So is this where now can I ask like my questions about that one >> where where okay >> just for future planning. >> Yeah. Um it requires reports on annual reporting on uh graduation versus dropout rate or graduation rate and dropout rate. Um it requires reporting on student social emotional well-being on discipline including suspensions and types of suspensions on HH on IEP rates and 504s and on uh extracurricular participation and types. >> Most of that's already included in the uh federal civil rights What's interesting is some of that stuff is on the student characteristics part of the uh AOE website, but it has been updated since 2019. >> I have had emails going back with the
084AOE going back a year >> and they haven't updated it. >> Graduation rates. >> Yeah, >> graduation rates, HHP, um IEP, and uh for the life of me, I can't get a straight answer on why it hasn't been updated since 2019. Have you ever read the California California uh education law is really specific on what the state data must do and how they must do it. >> Oh, their data is awesome >> in California. It's really good. >> Well, it's all >> in Washington. It's all within within statute, >> but but it's also it's not just about what's collected and how it's collected, but it's also about >> access to Yeah. >> So, Elizabeth, I uh annual reports, graduation rates and dropout rates, student social emotional well-being. Is that what you said? >> Yeah. >>
085Okay. H I missed one before. for HB >> discipline and including suspensions and types of suspensions, >> HHB IEP rates and 504s, >> extracurricular participation. I mean, we already do a lot of these, but but there are just a couple that are great. >> Um, there also just for next week, um, there's a whole bunch of stuff on flexible pathways as well. Report required reporting on flexible pathways. >> Okay. Yeah. and uh >> CTE virtual learning work-based learning service like data on >> uh CTE virtual learning work-based learning service learning and internships community research civic engagement and dual enrollment >> and Kim is reporting next week uh next week next Monday she um sent me her report today so I will I ask Laura to link it to the agenda you can see it ahead
086of Um, and there's lots of links at the end of the report. So, >> so the the federal um civil rights reporting is every two years. >> Is it still >> Well, it's been three years in a row because they skipped one in. >> They now no longer have a civil rights division. So, there's that. But >> yeah, >> but the but the civil rights division is gone. >> Got it. >> Okay. >> Do that again. But it sounds like this act one is naring that a lot of those things in which you you have to report uh vital force on every students are suspended in school out of school gender race. All right. For your reference, Christine, because I have it up already, um, I'll just send you a link >> because I got
087really intimate with the last >> weird way. >> Okay. Thank you, Olivia. Uh, items for discussions followed by a motion if needed. Uh, a algebra grade. Um, we are going to vote on this tonight. And the reason we're going to vote on this because we voted to create it, this board. Um, and so I think through discussion of what we discussed last week, um, allowing individual schools to create and pursue the path for eighth grade algebra that fits their needs best. Um, and so to be able to do it more organically things we've found and I mean we as in the educational world that um just having an eighth grade algebra um and cutting out all actual eighth grade curriculum um can be somewhat detrimental. Um, so I think so. Any discussion on that that
088we are doing discussion then? >> Are we are we making a motion today? >> Um, >> we're voting on >> Yeah. Well, let's make a motion. Did it says it says in the directions here either for discussion followed by motion? So, I'm like, can we just make a motion discussion or should we discuss? Make a motion. Um, I will take a motion to allow Oh, I will take a motion to resend our last vote on um creating a SUY 8th grade graduation class and allowing individual school districts to pursue this more organically. >> You said graduation mean algebra. >> What did I say? >> Graduation. Oh, algebra. Yes. We'll take a motion to resend our vote on eighth grade algebra and allow districts to create programs organically that fit their needs. >> So moved. >>
089Second. >> Okay. Um we'll take a vote voice vote. Heaven. Oh no. >> Hold on. I just have a quick question to make Yeah. to make sure I'm understanding. So, basically, we're voting to say we do not have to do this algebra as a supervisory union, but each school within the district or in the supervisory union could choose their own path. Is that accurate? >> Yes. And if for example, it works out that say Wesfield has the opportunity to send students to Windsor, they can weatherfield can decide to do that. So, it's just not they don't have to do it. So you could do however your school district feels is most appropriate for your students. So the answer to your question Beth is yes. Any other discussion? It is on our admin agenda to knowing
090that each school has different resources and different needs >> depending on the year, different number of students that might want to engage in algebra. Um, but what we do offer, we want it to be pretty consistent across the SU kids get a, you know, similar experience. So figuring out what that looks like is on our agenda. I think >> I have a question. I This isn't random. This is not me just popping in and saying, um, does flexible pathways extend down to seventh and eighth grade, but does it? And is that a pathway for students to access algebra? We have extended them not regularly but we have um I think in Weathersfield this year they are um there three or four students that were interested so they are taking a TBLC course in algebra supported
091by the math teacher um they figured it out how they can have um this particular math teacher there I think it's during their win time so >> she may be so students and they're doing this if she checks in. So, um so the answer is yes. I think um >> flexible pathways can um be at the seventh and eighth grade level. We're trying to work it out. Um you know, Windsor non-scottney school district is the only district with a little pathway coordinator and she's specific to not a scutney, but I mean she doesn't help, you know, across the SU. Um, so yeah, I think it would be great to bolster those opportunities for seventh, eighth graders the like why not? >> Yeah, I mean >> absolutely that. >> So would our options be able to
092be able to like we could we reach outside of our supervisory union then? >> Yes. Yeah. There's absolutely no reason why not. I mean, I know uh most concrete example of this is is Hartford no longer has an eighth grade um algebra um because they have found that skipping uh having a separate algebra class has been detrimental to the development of many of their math students who then try to go on to algebra 2 in the high school. Um, so they're creating other opportunities for students to um get those skills if they wish. And they also run a pretty elaborate summer school um as well. And so if one example, if if Harvard runs an algorithm school, then there's no reason why um Webfield could couldn't participate and send students up there. or Heartland >>
093or Heartland or Yeah. >> Yes. Just just to kind of boil this all down conceptually, it sounds like what we're doing is that we're freeing up resources that had been devoted to offering algebra 1 in our buildings and allowing for the flexibility then for students who want to seek that out to do it without >> maybe dedicating resources that are not being utilized. >> Specifically offering an algebra at the Windsor school. >> Yes. Yes. >> Got it. Yeah, >> thank you for clarifying that. It just I think that needed to be boiled down. Definitely. >> Yeah, it can it can get a little up there, but that functionally that's what we're doing. It sounds like in practice some of this is already happening and it seems like there's there's a kind of model out there
094that folks are following. So, >> yeah. >> Okay, there's no more discussion. We'll make >> both and I'll start with Nancy. Did we say Yeah, we did. Yes. I >> Davis. >> Hi, >> Elizabeth. >> Hi, >> Megan. >> I >> Amy, >> um I question the overall equity, but I'll say I. >> Okay. Beth, >> I >> Heather >> I >> And Marie >> I >> and I am an I. Okay. Thank you. And and Amy, that that that is something to keep in mind as well. Um, and possibly something for Tracy to keep an eye on as well. Uh, let's see. Who are we leaving out? Um, second sign up for checks. Where are we at with that? >> I have followed up twice since the last um SU board meeting uh to
095Cindy at the bank. Um but I'm she must be busy so I will physically go and ask. >> Okay. >> I've done it through email. >> Okay. >> Thank you, Larry. >> Yeah. >> Contract negotiations for the superintendent. Um I guess I'm wondering what are people's preferences here? Um last time uh the board voted to give me authority to negotiate with uh Christine. I am happy to do that again. Um I am happy to have company. What are people's preferences? >> You do it. >> I think you I don't think we should be having this discussion until she's been reviewed. We probably won't have this discussion until after we've she's been reviewed, but I think that this is on the agenda and how we're going to pursue. So, um I'm hoping to have the review
096uh finished in January, Davis. >> Yeah, I mean I think I I understand where your comfort is, but I I do think this is like a a process, not an outcome question. Right. Right. So, I think just making sure that we understand in the event that we opt to renew contract, this is where we would go, >> right? >> Um, and obviously if that doesn't happen, then we would >> do superintendent search and all that fun stuff. >> No, we've already decided that we're going to hire Christine. That would >> hypothetical for a minute. Yes. I mean, >> there's not a question in my mind, but >> we offer the position. Um, I believe she's accepted. >> Yeah. >> And so now we have to get our ducks in a row to negotiate a new
097contract. >> Thank you. Thank you for setting the pace of reality for me there. Yes. >> Um, but yeah, I mean even more so then like we know that we're heading in that direction. So yeah, we're not we're not talking about the the substance of those conversations. We're talking about the structure under which those conversations have to take place. where it I will say that uh uh when David was was our superintendent um it was the executive committee that that negotiated his contract together. >> And who would be the executive committee now? >> The chairs the board. >> Okay. >> Um >> Oh, I I'm >> and the supervisory union board chair. >> Right. And so I am I am happy to have the chairs join me. I am happy to uh be in contact
098with the chairs and have an open discussion with Christine. I'm happy to do it. However, uh this SU board would like to move forward. Bill, if you want to continue the dream team, I will uh be on the dream team with you. >> Okay. >> I'm fine being on the team also. >> Okay. >> I'm actually chair, not Heather, so I don't know. >> Yeah, >> I'm happy to be on it. However you want to structure it. Yeah, I think there I think there's some value there. I mean, obviously you are a a an experienced and skilled negotiator and I, you know, I think you should be involved no matter what the role of the chair in given that. Um, but I I think there's some value too in involving chairs just you know >>
099for perspective and also for experience um >> in that particular process. >> That's what we wanted to do. >> Okay. So, um this is what I'm hearing that uh the and I don't think we really need to vote on this unless we were um maybe we should. I will take a motion that the um the committee to negotiate Christine's next contract will be all the board chairs including Mutney board chair Weathersfield board chair um Hartland board chair and the Windsor Southeast Supervisory board chair. So, >> we're going to do I I I think it makes sense to uh include the board chairs and that's sort of you know what I'm hearing from um a majority of the board chairs and I be open for discussion. I I don't necessarily want to exclude Heather. Um but
100I think it makes sense if we're going to do the executive board. That would be the the directions. >> Oh, there's the note. >> We don't need to. >> Um so moved. >> Okay. >> Second. >> Um uh when um she says she's not offended. Uh when we when we did it before this way, um uh we were careful to make sure that the executive committee kept the rest of the SU board >> informed. I'm trying the reason I'm pausing is to think whether we then also kept um local boards informed. >> I think that would be up to the board chairs. >> Yeah. >> Yes. Okay. Um, I will take a voice vote. All in favor, please say I. >> I. >> All oppose say nay. Extensions. Okay. It is unanimous. Thank you. Setting
101the next agenda. Well, we're going to have a whole new batch of policies to review. Exciting. Yes. Uh we've got D24 special education. >> Is our do we how >> when is our December meeting? >> 15th. >> So soon it's earlier. Um >> uh December 15th will be on E21 distribute distribution of non-school sponsored literature. I have the cell phone policy on here if it's ready in time. It might not be that one. >> Uh B3 alcohol and drug free workplace. >> Hopefully I'll have an answer for mass on the second signer. Yeah, I >> we think it's Nancy, but we want to confirm it. >> Yep. Um, we have on here, Larry, procurement policy. We have to add auditor's language. Same.gov. I put a note in a long time ago. So, >> it's they
102want the auditors want one line >> in our in our procurement policy to match what we have to do with federal money anyway. So, it's very roped. >> Okay. Is that is that a policy that you're talking about that? >> Yeah. So, so we when we uh when we do money for federal you when we use federal money, yeah, we have to go on sand.gov and make sure that the vendor is not disbarred. >> Yeah. >> They want us to add that in the line. >> Okay. >> And the policy. It's something we do in our procedures. We just practice on policy. >> We've got uh superintendent report. Uh we've got uh we don't have other reports reported tonight. There's a calendar item for discussion calendar. We have to approve the tuition rate by early
103January. Larry, that's on your >> That's locals, right? >> Yeah, that's so anything else. >> Is there is there any interest to reach out to administrators? >> Well, you're talking about the trans. >> That's coming up. Y >> um about uh early instead of early release. >> Yeah, I'm gonna talk to Bridget about that. >> Yeah. >> Um about I don't know whether to do that yet. >> So I will >> if you want me to Yeah. >> Or you can as well touch base with >> how they with Katie and how that's going. Let me take them Zachary, are you still here? >> Okay, I will take a motion to uh adjurnn. >> So moved. >> Second. >> I will take a voice vote. All in favor, please say I. >> I. I. >>
104I. Ah, >> finally stop recording.