001And we will start off with any changes or additions to the agenda. And I I know there's one that didn't make it on, but we're going to have Jim do the uh the five-year plan. >> Building maintenance update on the roof. And there's a couple other things on there. >> Okay. So, build building maintenance update um and other business. And we're going to put that as um item five in front of the administrative report. That was the plan. Okay. Excellent. >> All right. Any other changes or additions? All right. So, next up we will do approval of the minutes from August 11th, 2025. And I believe that was our um retreat. Yeah. >> Yeah. >> Okay. >> Um do I hear a motion to approve the minutes from August 11th, 2025? So move. >> Second.
002>> All right. Any discussion? All right. Hearing none, I will take a uh simple voice vote to approve those minutes. All those in favor of approving the minutes from August 11th, 2025, please say I. >> I. >> Opposed. >> Uh any abstensions? I've seen. >> Okay. Elizabeth abstains. All right. And uh Megan is not with us today. All right. Uh next up, we have public comment for any non-aggendum items or announcements. >> Is that when I get to >> Yes. Yes. >> Yeah. I just got open up my read and then tells my computer's being slow. 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
003and 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, and please limit your remarks to three minutes. All right. Hi, I'm Caitlyn Flanigan and um I reside in Browsville and I have two students at ABS, one in second and one in fourth. And I'm coming tonight with um question um just who is responsible for taking care of the grounds at ABS in the playground. Um today after school um there were random tether balls just with long strings and there were two injuries after school with kids just swinging them and
004my daughter got a rope burn and there's a bunch of broken swings and the structure has caution tape on it and the field is in kind of not been taken care of. So, I'm just wondering I um my question is like in the district who is responsible to take care of our playgrounds because recess is if you ask kids what what they like about school, they'll often say recess and I just um it makes me sad that our um and I also feel I don't know who's responsible because it's also been emails about parents being responsible and I just we just don't have time to kick the playgrounds up. So, that's my comment. Um, yeah. What role is it to care for ABS grounds? Um, h how do our tax dollars keep the playgrounds lovely
005and so our kids can enjoy recess to the fullest? I mean, there are a lot of great things at ABS and the outdoor classrooms and everything, but I want the playgrounds to shine. So, that's my comment. >> Thanks, Caitlyn. >> Yeah. Um who so I know that there is a little bit of a strange like the town I think owns those backfields but do we know who's responsible for the playground Jim is this one that you can you can address? >> Yeah so since I've started here to my knowledge the school owns the school owns the the school >> the grounds >> the fields and stuff like that are run are run from by the town. So the town takes to my knowledge the town takes care of the town takes care of the field
006or hires people to mow or whatever the fields the playground the playground absolutely absolutely is building the grounds which is me Jim C nice to meet you >> and we have Visbbit come we have Visbbit come and inspect it once a year >> and what we try to do is we have a ticket system so if there's a swing bed like we have a little we have a little infancy on order now so as soon as we know that something is broke or needs there we try to get onto it immediately >> and I can add a little bit um so we are in collaboration with the town and um I've recently spoken with the um town management I don't remember anyway um we talked about creating anou to create some kind of consistency over
007time um because we can't find one right it's just kind of been almost like this is how it's always been >> memorandum of >> we do have funds in we put the funds in the school budget to pay somebody to mow the lawn. >> Um, and the school helps maintain a lot of those things. Um, like the structure. When it comes to the outdoor classrooms, we've been asking parents and the gardens out front. Um, we've been asking community to come help because there's not a real person in charge of those. the grounds flower beds were created by a community member who is doing a project and they no longer are able to take care of it. So, we're trying to um pick up those pieces. We have the fifth grade is taking over the pollinator
008garden so they're just starting to work on that. Um the gardens in the back are each class has um a grade and we pay somebody over the summer to help support that. Um, so when we did notice like the area that's broken over there, we put a ticket in immediately. They came out, tried to fix it, couldn't fix it. So, they're working on getting the right stuff. Same thing with the swings, the two swings that we had to have replaced. Uh, regarding the boxes, they should have been locked. So, tether balls and things like that are not accessible after school. I mean, it um we've got BTG who has access to the playground and then parents monitoring their kids after school. Um, so those actually should be locked so nobody can get into them, but
009I did come and notice that they were lot they weren't locked. So I'm going to have to just review that. So people don't have access to balls, the sand stuff, and the um just kind of general play stuff after school. That should not be accessible to general public. >> Am I allowed to comment one more time? I'm just concerned about the round swing as well because that got broken over I don't know during summer camp or at the end of last year. So that was broken and then a new one is in place. But I noticed they can kids can push each other too high and actually my daughter went really high and just like fell >> onto a girl's head. No one got hurt but I was like well this swing doesn't see like
010>> so I think that needs to be that. >> Okay. I know during school we always have somebody there monitoring and teach the kids what safe swinging is. Um, I can go over that with BTG2 and make sure that they're on the same page with us. >> Yeah, >> the round one. Yeah, I just didn't It just seems different than the old one. >> It is different. >> Yeah, because we had that one on site. We'll move that one there. >> Thank you for bringing that, Kaitlin. Um any other comments, announcements from the community, from the board? >> I guess I'll um just on that subject, is there like a timeline for when >> your name? >> Sorry. Um Liz Frederick from Brownsville. >> Thanks. >> Um is there a timeline on when those things
011get fixed? I mean, they were burning all summer, so they're typically like a time during the summer when it's like, hey, we need to go for that question because it just it was like >> they were broken in June. >> Well, it's definitely me. If I whether we get stuff through the ticket system, we prioritize it. Believe it or not, playgrounds are a high priority. Mhm. >> Then somebody will come out, some one of the maintenance people will come out and see if we have we have the parts someplace or whatever. If not, when it comes to me and I order the parts and then we try to get it on as soon as possible. The key is we have to we all have to work together to know what's broke. That sometimes we're going
012all the different ways. Non excuse just the truth. We're going all in different directions and if we don't get it, we don't I can't check up on it if we don't know that it's broke. for the timeline. Usually, believe it or not, we're pretty good at the turnaround unless we have a situation at Windsor also where we're waiting on a swing and we've got the fires three times in their own because we got to retrofit it, but the company didn't tell us. So, usually that's if we know about it, that's usually the only thing that slows it down. Any other >> there's no >> any other announcements public comment. >> All right. >> So we are going to move on to item five which we have updated to uh Jim's report. >> I'm going to
013share my screen for Jim. And this is this is uh on the website. It's been on the website for um >> I'm here >> a couple years. Yep. I'm going to just scroll down. So this is your um preventative maintenance budget and then down below are the capital projects and you can see for 2627 there are some items there that Jim's going to chat about. um the roof being the main point of discussion because it was brought up um at a recent meeting. >> All right, Jimmy, you're on. >> All right, so um I'm here to talk about the need of a roof because of because of a we need a roof. B the roof has been kicked down the road because of PCB where Weathersfield was my to my knowledge hasn't changed. Weathersfield has
014been was the first school in our district to go through PCBs and I heard from him once and I have not heard a thing from him say and I think it's kind of like stalling out. So if that's going to stall out no matter for whatever reason we need a roof here both for internal and external repair. We keep repairing soft and fascia and the shingles are so bad that the water's collecting right up. Can't move snow. Snow won't go out. going to become a safety issue. So, I'm asking if there's some way where we don't know about PCB, if we can get approval to put a roof on here so we can properly take care of the rest of the place because it's going to affect inside, too. >> We stop the leaks the
015best that we can. But, I mean, we we go 40 feet up in the air to fix that fascia. We can do it every every year and it's going to continue. The only other thing that Larry should have up there part of the fiveyear plan is the state tagged us with the um entrance that >> cracks in the tire and that on >> Yeah, that's right here. Right here. >> Entry for that. >> The other thing I think I believe we're in really good shape here mechanically. You know, we got everything. The only thing that Albert Bridge is going to need that we should be able to handle out of the budget is that our controller on the air handler unit that runs a gym. Jennifer called me numerous times says, "Jim, it's cold. It's
016cold in the gym." And I go, "Yeah, the air handle is out." So, I run out and I start it and the controller is failing. So, that's like $4,200, but we ought to be able to I believe we can handle that out of our regular budget. That need to be part of the five-year plan. And if it totally goes, we'll need one tomorrow. But >> that's it. Yes, ma'am. >> And so what about the um part of the back of the building by the >> By the door where the where the ice jam was that jam was. >> I think we can't properly I believe we can't properly handle that until we have a roof. >> Okay. >> Because it's sliding off. What happens is if you look if you go by and you see
017all the shingles curled up like a con. >> Yeah. What happens is it's start I believe it's still starting to slide and then it gets up against the vertical piece of the building and with the resistant with the resistance of the shingles I believe it can't go any further. >> Yeah. And I have a >> the other issue is that the overhang is not >> well that's what that's what I was talking about. Yeah. >> Yeah. Well, the other thing is we could extend the o we could look into when we get when we get the quote we should look into a more of an overhang so it doesn't just drip right down on the building. Well, and that's the thing that I mean that's what I was I was talking about the roof and
018the overhang. Yeah. >> And the part around the windows that was um uh now I can't remember. I haven't been back there. But uh it's the part around the windows and the doors that were affected by um uh >> Well, right now we got everything daming up and that water's running right back. >> Water damage. >> That water's running right back. >> Yeah. >> Well, you're flashing out anything. >> Yeah. The impression I'm getting, Jim, is that by fixing the roof, we're kind of we're also alleviating a lot of these, you know, repair issues. And >> and if we don't, I can come back next year and say we'd like to put $12,000 into >> well, >> A, B, and C to finish it. >> Yeah. But it's not so much we're alleviating. It's just
019that we're eliminating the problem that's causing the damage. And then when we fix the damage, say around a door and other rot, then it just won't rot again. Right. >> Yep. >> And so I mean I think mind if I throw out a quick discussion on it or do you want to finish? >> No, go ahead. I'm good. >> Okay. Um I think I'd like to take a step back and say um PCB wasn't the first pause on this. The budget upheavalss caused by the state was the first time we had to kick it down the road. we didn't have the money uh because of what the state did. >> I I think we've come to the limit of what we can kick down the road. It's it needs to be fixed if we're going
020to keep the building. Um if we're >> if we don't fix it, then keeping the building is not a realistic because it's going to fall apart. Um it's just a reality of what happens when you don't have a roof. Um So just just to get to some of the practicalities of this. Um so my understanding is that we have reserve funds that >> you do right there. Yes. Yep. >> So those are your reserve funds. Um >> this is this is what's been done >> already. >> And so if if you want to approve the cost of the roof, Jim thinks it'll be about $180,000. Um >> yeah, we have we're going to have to get there. >> We have to put it out to bed. Last call we got was in 2021 was like
021120. >> Yep. >> so would we need to >> I remember that >> you'd have to make a motion to spend the money out of the capital reserve. We would put it to bid in the spring for um replacement in the summer. >> All right. We put that down in our ourh motions at the end there. >> You can do that. Yeah, sure. Um, only other question I'd have is the uh I mean is the PCB issue like how the state is overseeing that is there any risk that that would ding us if we just went ahead and did this or does it seem like at this point it's kind of >> it's not funded. So I don't think PCBs are coming back anytime soon but Elizabeth maybe more inside information. >> I don't think
022the PCBs are a thing at the moment. >> Okay. Well, I mean, while we're rejiggering the transformation, the educational transformation, >> um it's uh all that stuff is kind of up in the air. Um but my question is, okay, let's say we um approve the funding for it. What happens between now and next summer? >> We keep keep babysitting like we are now. Try our best. I mean like we have to be careful where we roof rake, but we try to. We don't have grain gutters up now because I want it to splash off as far as it can because it's building itself a dam. We just same thing we've been doing. Cross our fingers and do the best we can. When Jennifer calls me and says it's leaking in the back, I'll crawl in
023and we'll do the best that we can do. Yeah, >> that's that's it. That's really bad. The issue with um roofing now is it's a roofing site is dangerous. >> That's just a reality. A roofing site is dangerous. >> Um and so when you roof someplace then you're tossing stuff off the roof and there's nails, there's there's asphalt and there's clean up. and to do that while you're >> having school is just not a realistic sort of thing to do. >> Um I think we're going to have to look at summer activities and how >> how that's going to influence the building, but at those times those those kids during the summer camp aren't using the building. And so, um, there is the ability then to rope off the building, which you can't do during
024school. >> And so, um, I would love to have it done. It's kind of like when someone asks you what asks me what time what's the best time to plant a tree and 50 years ago. >> So, when should we when what's the best time to do the roof? You know, five years ago. >> Is it dangerous? >> Huh? >> Is it dangerous? Is someone currently looking at the roof and making sure it's structurally sound but safe? >> If my main concern as a parent and a school board member is that doing the roof during school is dangerous to the students. >> No, I totally right. Is is is roofing dangerous? Of course it's dangerous. >> Um is there any is there any damage up there? You don't know until you take a roof off.
025And so you take the roof off and then you repair the damage there. I mean, of course, there's going to be damage because there's been water leaks and so, but that's why you need a certain amount of time to redo a roof. >> All right. Um, unless there are other questions for Jim or other items for us to go over on this report, I think we can uh we can plan on making a motion during item seven now >> For the roof, >> do you want to talk about the other things on the plan for next year and approve them all or not? >> How much is in our reserve? >> Uh, right there. Total cost. Well, oh, that's a total cost. Um, >> yeah, I was going to say that's >> Oh, where did
026he tell me? Yeah, current balance. There it is. Sorry. Yes, I knew he told me. >> So, we have the money. >> So, you have the money. Yeah, you do. >> Yeah. And it did get I mean, that was one of those big projects that we were aware of going into two school years ago and with all the fun we were dealing with budget wise, it just wasn't viable. But, yeah, we can't we can't keep not doing it. So, >> yeah. So, the other two items on the list, uh, potential list for approval would be the sealing the cracks in the entryway. Right. >> That's the entryway. that's here. And then um a new screen and electronics in the Windsor Theater and that's $35,000 cost. So >> do you have a just a little details
027on that? Uh on the >> I have no details on that. >> Okay. >> I'm sorry I don't when it gets to the point I'm going to be working with it on that, but Larry's got Larry's got quotes on that and all of that. I don't >> my piece of that will be when the when the screen comes now by law now you have to have the rigger before I you could go up there and chain it up yourself we have to have certified rigger so that will be my piece and hanging that screen >> okay but this is this is limited to the screen and the projector and said we're not talking sound system or any other >> No we're talking the screen because um because now you can't show the screen can only
028show from the theater side this is one of the new screens where we'll be able to open up the doors and you can show you can show stuff either way. >> There we go. >> Yep. >> See, you did you had some >> Yeah. So, >> excellent. No, that's I appreciate that. J, >> can I just check on the um the bathroom upgrades here? Are those planned for this year already? >> No. >> What we what we talked about that was one of the things we talked about last year at this time. >> Yeah. No, we didn't. No, we haven't done anything. We've been working. We've been concentrating on the water down there. We have not upgraded yet. We haven't. >> But so what are the what are the plans to upgrade since we had
029it on our list for this past year? >> The plans for that was is that we wanted we got solved. Jennifer wanted we wanted a higher ster closer to the floor. Higher stall. Yeah. >> And then I thought it might save us a little bit in repair and maintenance if we could if we re we could redo the plumbing because I went down back and all that. So, now we've got the bottom all squared away. I think we're ready to start then. >> I really haven't been to dragging my feet. I've been worried about water. >> Okay. >> Um, so can we is it possible to get it on the on the plan? >> It's it's on this plan. I believe >> it's under budget. >> So, this is your regular um preventative maintenance. So,
030bathrooms here, one floor per year, ABS and Windsor. If >> you scroll down a little bit more, you'll see 24,000 in blue. Am I in the wrong place? >> No, you're close. So, just like go. Oh, I see. Yeah. Yeah. Yeah, I see it right there. >> The plumbing. That's FY26. >> That's plumbing. That's this year. >> And it looks like um that's what you're working on, Jimmy? >> Yeah. And then >> and the bathroom partitions that's making them more of a single stall as best we can so kids aren't crawling underneath or trying to look over. >> All right. >> So that's all budgeted stuff. That's all. >> Yeah. >> Um for the items that we would need to vote on. Um, I guess we can we can figure out how we're structuring the
031motion when we get to it, but >> whatever you want in it or not. >> Yeah. Well, just wanted to be able to talk to it while he was here. >> Excellent. Yeah, appreciate it. Thank you. >> Thanks, Joe. >> All right. So, we are now moving on to numbers are all by one now. Item six, which is the administrative report. >> Okay, I will share my screen. No, this is so we insert. >> All right. Who's taking the lead? >> I guess I can start. Uh Kate, Colleen, and I are all in together this time. I think opening school are our our work has been similar. So, it felt like I got to share all the good stuff and then we're doing it together this time. Um, I think we've had and felt a
032a very productive and positive opening of school. Um we have had all the elementary, middle school and high school um assemblies and meetings and um secondary meetings about behavior with students and um even with parents and our open at our open house meet the teacher last Wednesday. We had a an okay turnout um for parents. Um were there any good questions? I don't think so. I don't really question questions. >> I don't think there were questions. >> I think it was a little ironic that it was very heavily attended by um which >> behavior is different at an elementary level than it is a high school or middle school level, but it was very heavily attended by the elementary. >> Did you Oh, excuse me. Did you wonder if you had said it too early
033in the year? >> I don't think so. Um, you know, I had a high school parent say, "Well, all the kids were at practice." And I said, "Well, that's great. If your high school kids are at practice, you were free to come." I was going to my elementary, they were coming with their parents to >> I didn't mean in in terms of time, but date. >> I don't think so. I think what we had to talk about was really important to talk about very very early before we got too many days in. Um, I think it was it was that important. And I know I have been to every elementary grade level to have a secondary meeting. Colleen has done double meetings with the middle school. Um Kate has them happening in the swarm. And
034so the presentation really was to speak more to families where we're doing a lot of work with speaking to the students. Um we just need to do it again, right? Like we just we need to keep doing it. Um because I think >> I can only I can only speak for myself and the conversations that Kate and Colleen and I are having. We feel it. We feel the difference of by addressing this early and often. >> I would say we just our students, elementary, middle, and high school, they >> even if they're high school students and they're older, they all have to receive the information >> when it's appropriate for each individual person. And sometimes it just takes a few more times to hear the message. and helping our students understand definitions of bullying, harassment,
035school policies, um, at the right age level, often in advisory, in a home room, in a morning meeting with a with a teacher who knows them best and the people who know them best is really important and we want to make sure we get the message out early in the year. I guess no one can say at this point in our school they didn't know and you know the kids especially I did make a comment about the uh the >> just one quick can we just remember to just raise your hand which we're starting to >> sorry it's okay so >> can I make a quick comment about the um the uh sign off sheet Um, uh, in my opinion, it should be at the end of the handbook and not on the first page
036of the handbook just to encourage people to page through to get to that page. >> Totally hear you. Um, what we've discovered is, um, people don't get to the end. So, we tried it in the beginning. um can certainly, you know, we're still we're still waiting. We're still collecting signatures and kids are not supposed to be issued their Chromebooks until parents sign off on there. >> Yeah. Neither of our kids were issued their Chromebooks until we signed off on >> as as incentive to, you know, look through it. But um >> we could even have like a little um initial bottom of each page. >> Yeah, we could sign off each page >> there. And then there at least like >> each page has been opened. >> Mhm. >> Um but >> Yeah. It's it's
037a challenge. >> Okay. >> Glen, do you want to keep going? Do you want to share something? Sorry. That's okay. >> Um >> I just wanted to say that um we were like Kate started um as the lead and started the first HHB meeting. We were very glad to have um Davis join us for some of our meetings and and have like a lot of staff around our students so they know who who their team is, who's supporting them. We did um high school meeting, middle school meeting, the elementary meetings, and then as Tracy said, we're doing some followup. Um when one of the other things that the middle school is doing is we're trying when we do this often kind of in short bursts to help remind students in those larger team middle school
038meetings but also in the advisory meetings where they're really a lot closer to their teacher and have that person that they check in with every day. We're also making sure our community in the building is a part of it. So this week the middle school team met with Miss Price to help understand some more definitions. Next week our kids are meeting with custodians and kitchen staff because anytime a student has like a conversation with the kitchen staff or the custodians, it's it always starts the same way. We're all here working together. We're all in this culture building this school culture together. We're here to support you with good food. We want the place to be nice, take care of it for each other. So, we just want to make sure that we're including the whole
039community when we have those meetings. And our middle school, I actually had a middle school student invite, which was really lovely. Um, our lead kitchen person to the meeting for next week and that was great. So, um yeah, so that that's how the year has started off and for me in the middle school, the students are excited about their annual farm and wilderness trip that's coming up soon. So, that's kind of on everybody's mind right now. >> Okay. >> I think Kate, I don't know. >> She is. >> Yeah. Sorry. I was waiting for a call from Mount Scotty and I knew it was going to come when this meeting started and it did. >> All right. >> I've got a question. Um, is are the kids from Albert Bridge included in Baron Wilderness this
040year? >> We're already collaborating. >> All right. So, overbridge school very similar great start to the year. We use responsive classroom. So the first six weeks is awful lot about setting the stage expectations um taught, practiced, enforced um as well as students create their hopes and dreams which becomes the classroom expectations rules which is in line with leader needs contract that you do depending on your age range. So that's off and running. Our flex teaching uh because we now have two multi-age classrooms um is off to a really strong start. It's been great seeing both cla those classes having lots of support during um core academic instruction. Um our exploratory time for Fridays is um it's always entertaining to hear what kids want to do. It's a great time for kids voice to show up.
041So they've shared with us a whole host of things that they want to try to do. So now we're trying to whittle down how we can do a lot of that and offer um some choice for them. On Fridays, there's a K12 segment and then there's sorry, there's a K, a one, two, and a three through six segment on those days. Um, gardens, um, if you go back to the back, there's a lot of good food out there that's, um, ready to go. We don't have enough capacity to eat it all here. Um, also wanted to let you know that all of the front gardens are going to be taken over by our fifth graders. They're going to recreate the pollinator garden. we have a local person and then a specialist um in landscaping who
042are collaborating with our students to help redesign it. So, right now you'll see some blank spots. That's because we pull it up to make it ready for the next round. Um so, a couple of fun pictures. Our compost um up in that top one is super awesome. The kids are fascinated by the process of food turning into dirt. Um, and we now have three of our bins are all filled and then the one that goes to the back and has kind of that final stage is wrapped underneath a cloth. Um, and if you look under that cloth, it looks like dirt. So, it's pretty cool. Um, so they're rocking well in there. Uh, bottom if you're looking at it left is uh fifth or excuse me, sixth graders and kindergarteners doing a math lesson together.
043So you would see them in groups talking and really helping those kindergarteners feel like they're connected to the school and not afraid of the big kids. Uh middle picture is fifth graders, they're doing hopes and dreams for art class. So every class has their hopes and dreams. You say, I want to do this as an artist. And then you create your rules by saying in order for me to do that, what do I need from myself? What do I need from others? What do I need from the environment? And so they create rules based on that. Um, and then recess time. Kids just playing with bugs. Thank you. I'm staying curious but being careful. >> Explain. >> Do you want Do you want me to do this? Okay. Well, just the timeline, the reminder of
044that timeline that we presented >> um last year and the work that we're doing and um September I believe we've we have done a school culture survey. Um we've had the caregiver information. So I think we are we have completed August and September already. >> So ABS's version will be in a couple of weeks. for the community. We did have a couple at the Windsor one which was nice. A couple of families there. Um and then we've started the presentation to students. We did three through six and Davis was able to join. We're doing K12 this Wednesday in an age appropriate way. >> Awesome. >> Elizabeth, >> uh so a couple of qu questions. I can't see very well, so forgive me. But um it's MBA. It's the plug-in system, the reporting system that we
045use for misbehavior for reporting behavior. It's in Power School. >> Okay. Um uh [Music] so is this like a behavior matrix? No, it's a logging system where teachers or staff log or even if a student reports a behavior to a teacher, the teacher would log it for the student. So, it's it's a logging system where we keep track of everything. >> Is there any way that we could see what's in there >> to their own students? >> No, I don't think they do. >> I think there is. Is there a function? I think there's a function >> there. We're we're going to be printing this year. um caregiver reports that that Power School feeds into Educ Climber and we're going to be at conference times and one other time during the year printing um a
046caregiver report which is all of um it shows you attendance, it shows you any minor uh major infractions, behavior infractions. It gives you test score, assessment scores, and I think an overview of your students grades in P school. So, it'll be the first year we're printing it. Um >> but I I I just wondered whether when when you have the uh modification of MBA to include major minor and required communication. >> Can we see what the what the things that have been added are? We don't have to see what the students have. >> You mean what's in what's reported in P school in MBA that >> maybe like a blank one? Yes. Yes, we do that. >> I just want to know what's in it. >> Sorry, wasn't clear what anybody's done or anything. I
047just want to know what >> you want a list of like major and minor behaviors that are in in the MBA system that get reported. >> Yes. >> I thought you were talking about a student's behavior into the parent portal. >> No, no, no, no, no. I just want to know how it was I hear you. how it was updated >> and then uh uh >> which is possible >> to push out behavior in parent portal but the issue is that it's it's instantaneous >> and you don't want that >> to be the first notification of an issue >> right you'd rather have a phone call >> electronic automatic notification that much faster than >> but yes we can we can generate a list of what's in what gets reported for you absolutely >> so
048for when we look this next month I can maybe >> Y it's also an incredible communication tool because when when teachers put something in I and you know Kate and Colleen and I and Jenna automatically get notified so we can be involved right from from the entry >> no just a number on my computer but um but we can know right away which is which is or the SEIS or the other people that might be addressing working with behavior >> I'd love to see what a blank um not just what the categories are but also what a blank uh >> submission looks like. So I want to I want to know also uh whether it includes um uh different I don't know whether you score it or how or is just a not just a
049box >> scored. Yeah. >> Probably create a dummy account for next time. >> We could I'd love to I'd love to see a dummy account. >> Yeah. Ju just like we're going through um what was the system we're reviewing this time? >> Power school and Google Classroom. So next month let's plan to just take a get a quick kind of like prim understanding how that's working in the back end. >> You got it. >> Awesome. >> All right. Speaking of Google Classroom and Power School, um Steve Mallaloy is here and he's got a presentation to hopefully answer some of the questions that came up last month. Um before he gets on um I just wanted to one of the questions was about umformational videos and there there are I think two um Ryan said on
050the website for parents to look at to help them navigate sign up for account. So okay >> yeah there are two on there. Um but Steve is going to take over now if I unplug Steve that comes down. You want to just share with me? Um, >> or do you want to >> can I use my computer because I'm actually going to log into my Google classroom. Let people see what it looks like. Is that possible? >> The force Luke >> or I can just kind of hold it up. >> So, have you joined Have you joined the meeting? >> No. >> If you join the meeting, >> then you can share your screen >> and then I can unplug and you can plug. >> Usually it would work just fine, but the owl's the
051owl's not working tonight. >> So, >> well, Steve, don't worry. Why don't you give a quick synopsis of who Steve is? >> Yeah, I was about to do that. Thanks. Thank you, Phil. >> Uh Steve Mallaloy is our high school um he was he's still a teacher. He's teaching a little bit of social studies. Um but this year he's transitioned into the role of um instructional team leader. So he's part of the leadership team that's working with the curriculum um director of curriculum and he is doing um his role is a little bit different at the high school level because he's working on guiding the some of the finishing up some of the proficiency work and the um graduation. Oh, >> Steve will tell you, >> but Steve um has a wealth of experience and
052knowledge and we're really fortunate that he is um part of the high school and part of the instructional team leader team. So, let me see if I'm going to unplug Steve. Okay, I'm still in the meeting, but you're not going to see it up there until Steve joins us. I might need to switch seats with you, Steve. Actually, Somebody just wanted to join the meeting. So, let me let you know. >> It's got to be Justin. >> It's Justin. Yep. He's coming in. Oh, >> that work. >> Yeah. How'd you do that? Oh, you joined. You did it. >> You told him to join the meeting and he did. >> Babe, you are on. >> I think you might just have a delay on yours. >> That was just a That was for mine. This
053is Steve's report. You can look up there, Nancy. It's up there. >> Well, >> not quite the same. >> Okay. >> Sorry. >> So, yeah. So, um again, so I'm Steve Mallaloy. This is my first year as the instructional team high school. I've been with high school history for 10 years. So, I'm going to my 11th year total um with the district. So, I'm not going to lie, I thought Bridget was gonna be here too because we we're gonna split this presentation, but I'll just do all of it. It's fine. I'll deal with her tomorrow. >> Yeah. Um, so there's a there's actually a couple things I uh we wanted to go over. Um, not just Power School and Google Classroom, but it all kind of piece together. So there's really three main points here.
054We have it all outlined here. So the first thing that we're doing um is there has been a little bit of a shift in the grading process within the high school. Um, with the biggest shift being uh what the high school stat we started working on this last year. Let's see if this flows seamless. We'll see. No, it doesn't. Um we have been working on um developing what are called PPIs or um priority performance indicators. We've been doing that work in conjunction with the Vermont AOE. Um each department had an AOE representative um that we worked to kind of formulate these PPIs and essentially identify when these students graduate what is exactly want them to be able to know. Um I have a full I'm not going to bring up the co I'll take I'll
055just give you a glimpse. I think it might be on the curriculum website. Each department created all of these different PPIs. A lot of them were an evolution of the standards that we've been previously using. Um but um they're a little bit more focused on uh what the state wants to see and um kind of we were able to take some of the standards and kind of like you know kind of combine them a little bit, shift some of the wording just to kind of you know really emphasize exactly what's >> and what's changing this year. We've we've added uh we've moved to what are called weighted categories where the basic idea is every single thing that a student does uh carries weight. Um which was a little bit of a shift from how it
056was before but um and that was decided at a department level. Um it's not up to individual teachers to decide. Um each department met um and developed their their waiting for each of those categories. Um I do have a document that has all of those categories uh by department. Just to give a a a general simplification in almost all cases it is some form of projects tests uh bigger what we used to call summitive assessments are typically weighted much more somewhere you know uh some cases 40% 35% you know so on so forth. But the with the other part being, you know, with in a lot of these courses, there's there's day-to-day work. There's maybe, you know, some little like smaller writing assignments in say English course or smaller writing assignments that build, you know,
057to the the sort of final assessment that we want to make sure that, you know, students are consistently, you know, being held accountable for the work they do on a day-to-day basis. So all those are now weighted as well and a part of the final grade, right? However, those are in pretty much all cases a much smaller percentage, 10%, 15%. So, the the the greater weight for the course is still um the bigger the bigger assessments uh while still holding the kids accountable for each um each part of that. Um are there any questions on that before I move into group classroom versus power school? >> Um let's see. Start with Elizabeth and then hit Bill. H um have have and if so where uh students been informed of this and where and uh because
058I know that both of my kids um uh rely heavily on the summitative >> assessment um and if it's changed then they need to >> not just that they need to know but I'm sure they're not alone in >> they've all been informed um >> by their individual teachers um beyond that and I believe Kate has outlined that to them as well >> the the very sorry I didn't mean to cut you off the very first back to school like it was very um our first assembly together at that morning when they walked and we talked about how it's no longer just the last three assignments. Um, and then individual teachers were going over it with them. >> Yep. Each individual te I was I was floating around rooms on the first day of school.
059And there's I pretty much told all the teachers in advance like, hey, you really should, you know, highlight and pretty much every teacher outlined to the students, this is the percentage for these assignments. This is what it's going to be. Um, so they're all um should be fairly low. And it was in the parent newsletter. >> Oh, I know. I know. I um Yes. It wasn't about that. It just wanted to know where where it was being reiterated. That's all. >> Cool. >> So, some some quick concerns. >> Um the energy the first law of thermodynamics provide evidence through so forth and so on. >> That's not a performance indicator. That's that's a knowledge base. There's no performance in are they all written like that or just that one playing devil's advocate here. Also categories
060are weight based on formative and summitive nature. What do you mean categories or what what are those waiting? What do you mean formative categories are weighted formative and summitative? students grade or the categories how are what do you mean by categories there >> the categories is the type of assign the type of assignment that is being given to the student >> okay so >> could be quizzes tests projects >> so what do you mean weighted and their grade is weighted >> yes >> but formative assessment should not be included in a student's grade. That's not the nature of formative assessment. >> But it >> No, not but that's just that's the if it's being weighted then it's not formative. >> Well, we've as a we're moving away from what are known as formative and summitive
061assessments. We're not really using that terminology anymore. >> How do you not use that terminology? I mean that's what are you using then if I mean that makes no sense to me and that you just My frustration is when schools make up as they go. Okay? And so if you're going to be within a educational institute, you need to be perfectly clear the difference between a formative and a summitative assessment. If you're going to move away from using those terms and you're going to call them something else, then call them something else. But if here you're saying that you're basing their grade based on formative and sumitative, you haven't moved on to something else. You're using formative and sus summative and you're using them incorrectly because you're saying you're basing their grade on formative assessment
062and grade should not be based on formative assessment. So before you present something, you need to apply proper educational terminology and not just make up as you go. That may seem harsh, but >> probably another way to put that though, huh? Probably another way to put that, but I agree. >> No, I'm I'm I'm not going to put it in any other way. >> Okay. Um, that's that's how I feel and I have the educational background to make that claim. >> Yeah, I'm I'm not saying the argument itself because I also, you know, work in evaluation, understand what you're saying about form assessment, right? The particular language is what I'm saying. I'm Yeah. >> No, I'm not going to put it down. I put it the way it >> ready to move on. >> Yeah,
063I think probably some further conversation um when Bridget's here might be might be helpful. >> Yeah, there's been a lot of work done with the agency of education um the team on all of this. So I think maybe having more people in the room to kind of about what it means and where where the current tensions are conversation. >> Yeah. >> All right. So uh looking at p school versus Google classroom. Um so beginning with p school. So power school is the cent you know is essentially the the mandated reporting system that all teachers within like high school but that the high school is responsible for um outlining that is where all the grades are entered that is where everything you know the expectation is that the teachers are you know keeping up with that
064that is where they are sharing their information um and that you know that is sort of the centralized hub for all the work that is being completed. um by the students. Uh at this point, parents and guardians already have access to view that. Um you know, they can look up their students progress at any time. Um there is essentially, you know, teachers have there's quite a bit of information they are able to put within P school. Um you know, whether that is assignments that are due, assignments that are coming, assignments are missing, you know, so on and so forth. Um and as you can see here, this is just a simple, you know, breakdown of what the basic thing um that we see when we put in our um you know, in our grade book
065um for what's available um to be in there versus uh Google Classroom. Uh wait, >> sorry, can you go back for a second? >> Yes. >> I'm having a hard time seeing it, but Oh. Okay. I'm sorry. Can you just read what the three categories are along the top? >> So, those are just that's just a mock those are mock um assignments that I put in just as an example. >> Okay. Um so, uh so are you grading on a curve in this example? >> So, this is an example of the weighted categories, right? So, we have so I use the example I teach a three film course. >> Yeah. >> Right. So um as you can see here the first in the first two um rows uh columns there those are um film reflections
066right so those are weighted at a lower percentage within the course. Um and then this third this third assignment here is a larger project that is done you know at a later point in the um in the semester. So what happens is right and this is gives an example of the grades because if you look at the first student here right so they received a four on the film on these two film reflections which are weighted at a lower percentage and this student here and the same student on a much larger assignment received a one. So, as you can see, their grade though it shows as a four, a four, and a one, it's going to weigh much lower because this assignment here carries more weight. >> Okay. What's the percentage next to the final
067grade? >> That is We don't know why that's in there. That doesn't Okay, that's just as long as I've used Power School, that 0% has been there. I don't really know what that means. >> And this is all calculating a single standard. No, this is calculating all of them together >> for the roll up for the final grade >> PPI. >> Yes. >> So you have a standard and then you have multiple PPIs and roll up for the standard. >> No, no, the the PPIs are what they're being assessed on, >> right? But >> so they're attaching the PPI to those assignments I believe. >> Right. And then usually under one standards there are multiple performance indicators that then get pushed out to the report card or is every PBI on the report card? >>
068No, I didn't think so. So what would a high school student see on their report card in science? A variety a a multitude of standards. Correct. >> No. So Bill, this was kind of some of the non-negotiables as we work through this with the um AOE and within ourselves. So the PPIs are tied to assignments and from we we did a a um a mock I couldn't think of that word. one and the parent sees like the assignment and the PPIs attached to it, but they can't see how they did in the individual PPIs. Only the teacher, right, Steve, can see that from their end. And then the non-negotiable is the teacher has to communicate that to um the parents. So, you could do well on an assignment but still be having a hard time
069with one um with one skill set, >> right? But on the report card, Windsor High School is grading using um they're not called standards anymore. >> Proficiency is correct. >> So standards rolled up to a proficiency. >> So on the report card under science there would be a variety of proficiencies. >> Yes. No. So, we I think you're asking about like the quick lookup, right? Because we don't even >> Oh, no. I'm talking about the report card. >> So, we don't do report cards. >> Oh, well. Oh, god. That's right. >> Yeah. >> Which is why we're printing the par the caregiver. >> What a hot. >> Yeah, it is. >> Um, >> so I can show you Drew. Um, >> at at the end of the year what goes on the transcript. At the
070end of the year, what goes on the transcript would be the course title. >> Yeah. >> The final grade, which will be one number on the one through four scale. >> Okay. But there's no there's no performance tied to that one number. >> No, not one single. >> It's it's then it's not nonsequential. You know, it it doesn't mean anything. It's then just a one to four conventional grading system. So, but let's take a step back. >> Yeah. >> When when the parents go to the to to the portal, the indicators roll up to the the performance indicators roll up to a proficiency. Do they see a proficiency that is then created by the assignments which then grade the PPIs which then grade the proficiencies? Is that how this >> go ahead? He said is
071that how this works? >> I believe from the parent side because I struggle with this because when I log in it defaults to to my admin. So I have to log in from home from my other one. um the parents see the end result but they they can't see the specific they can see the PPIs that led into that but they can't see how the kid did on the specific the specific PPI. So when the teacher gives the assignment back it like Destiny lawyer attaches a paper up top and it has an assignment grade and then the PPIs of how they did on each one. >> Right. But I'm I'm going downstream a little bit. I I understand that that you have an assignment, you have a PPI which gets its score from the assignments
072>> and then where does the PPI go? That score? >> What do you mean where does it go? It it stays there. >> It's a proficiency based score in the end. So >> if you get a four in in science, uh right? Is that what you're talking in the domain? >> Right. in the domain. You you don't just get a one through four in science because that's a that's not a proficiency based grade. That's just a great. So, do the parents see the the the proficiency scores? I'm assuming this there's proficiency scores because they're required for standardsbased grading or proficiency based grading. So are the parents seeing the scores for the proficiency based grading for the proficiency based standards? So, it sounds like um we need to come back to this conversation and do a
073little >> did like last year again. >> Yeah. >> Has that has that changed? >> I think if you hit expand you can you can see it, but I'm not positive. >> So, we will have a a mock one ready or we could Bill I could talk to you during this week and show you what it looks like. >> I think that would be helpful. Yeah. >> And I think Bridget is planning to come to the SU meeting in December because we talked about >> discussing December. >> Yeah, we put it on the SU agenda um grading. >> I have it in my notes to make sure she's here in December. So, I mean I can invite her earlier if you'd like. >> Well, it seems like it mean >> this is >> that's at
074the end of the semester. >> This is high school. So, um nothing's changed in K8. This is just high school. Um, and it it came out of the work with the AOE last year. So, >> well, I knew that the high school was ahead because you were >> hoping to finish that first. So, then it would trickle down. >> And Yep. And Bridget is working on the proficiencies with the middle level. Um, the AOE pulled their support um in August. I mean we had to be frank we had planned the whole year thinking we had their support and partnership and that was a decision made by the secretary um based on the based on act 73. So >> wow y >> high school also has the whole year this year is emphasis on we need
075to continue this work we are by no means done. We still have a lot of stuff that needs to be ironed out a lot of details and like >> we are still very much in a in a process. We are by no means finished. >> Yeah. And it's a work in progress and I think um it feels like uh and this is just from my perspective. I haven't been right at the table in all of this. Um from the teachers perspective there, you know, there are a lot of students who um are not buying into any of the work, right? So we went to standardsbased and you're grading on a standard and in theory a student could do no work all semester >> and yeah >> do one assignment and they're proficient and that has
076created a lot of students who are not participating in school. >> Yeah. >> And so I think part of this is trying to figure out how to still work in a proficiency based system but engage the students in the work. Um did I get that right Steve? >> No I mean And also have a system that which is going to sound funny after we just had this whole conversation. Also have a system that parents can understand like where like my child needs to improve their grade, how can how can they do that? Um >> and that the kids can understand how it's working. >> I think that speaks to, you know, what you brought up about being able to see the breakdown that leads into that number at the end. I mean, I think that
077that is incredibly important. So I'm I'm glad to hear that. >> It's a work in progress. Clearly, >> absolutely. And and I'm glad to hear that >> there is some confidence that you can hit expand on the parent portal and see like these are all the different weighted numbers that go into this final number. >> Yeah. >> But I I think that is maybe something >> and we can come back next month and continue. at the crux of it is that we're trying to you know especially in the high school we're trying very hard to hold on to the proficiency based model while >> I don't necessarily holding kids account but you know we work that we work every day with them you know and we want every day to matter and unfortunately there were
078a lot of kids who just they checked out and they checked back in for that last last few and right at the end and it was just like yeah >> you know so it's again we're we're a year in we're we're trying to make some tweaks there's Definitely going to be more tweaks as we as we work our way through >> and and and I'd like to apologize for my anger because it was but not a butt. It's sort of an explanation in that I completely support your work but I've been struggling with this for 30 years. >> Yeah. um as a parent and as an education professional, you know, um in that, you know, having my children, you know, struggle at Woodstock, you know, having teachers not understand the difference between formative and sumitative
079and and grading my children on their homework completion. as a dyslexic student, a special ed student, that that was that's very emotional for me. >> But also on a daily basis, even today, dealing with education professionals at Hartford who don't understand what standards are. um and trying and having them ask me to create Sanders, which is what I do in in SIS when they don't even know what Sanders are. And so, um and your slide was basically triggered for me. So, I apologize. You triggered me. >> I know. I don't want to throw under the bus for it anyway. >> And she Yeah. >> Yeah. And it is really complicated, Bill. We've been trying to switch from a traditional grading system to standardsbased for decades. And >> so long ago, >> I know. And >>
080but people still equate in their heads a four to 100%. Right? They're they go back to that system that they know. >> Some people don't understand a one through four scale and they associate it to the ABCD. >> They do. I think that that was our our first mistake was using one through four because it just makes people go back to a 100 point scale. >> Maybe you should use wxyzorically. I mean theoretically I as a parent should be able to if my child is fully engaged, let's just say for funsies that was true, >> I should be able to go to the specific standards and see where they've fallen behind on on the internalization of these standards >> and I should be able to say, you know, not just how did you do on
081that homework, But let's talk about >> yeah the actual knowledge of the actual understanding standard. >> Y and >> and I like that I like that about this system. I really do >> because you can it kind of breaks down >> every um every deficit >> which is really important when to create that performance indicator um and then the the the proficiency >> proficiency. Yeah. But then the next step is on transcripts in science. You list your proficiency and then you have those proficiencies scored. So the final results the students then see it on the transcript. There's absolutely no reason why on a transcript you have to have a single score. >> Right. So I can I can touch on that. >> I think that that's just comfort levels also with parents and working balancing
082what colleges need. It's not it hasn't been easy. That's for sure. >> Yeah. But you have to let go of your fear. >> That's the path to the dark side of the force. >> I mean, aren't you can also find patterning in the in the deficits too, right? >> Yeah. >> Theoretically, >> you can Yep. >> Yep. For sure. >> Yeah. I can I can a little bit more when I get to um my last thing. Um so the the going back to the the Power School versus Google Classroom. So while p school essentially is the um you know mandatory thing that all teachers responsible for Google classroom is a little bit more there's a little bit more freedom there um you know it serves a number it it the reality is each teacher is
083going to use it drastically improve uh some teachers aren't going to use it at all um some teachers are going to use it a ton um there is not any sort of explicit um expectation for how much a teacher has to use Google classroom Um there's a lot of functions that it can be used for, right? Student discussions, you can announce things to the class rather than sending emails. Um you know, kids can discuss items on there. You can post assignments, things like that. Um but there's there's really two big um aspects with Google Classroom that makes it very different from Power School. The first is right again, as I said, it's up to discretion for the teacher conversations. Like one thing I learned because I was trying to help my wife with something who
084works in middle school. Now the math teachers really use Google Classroom, right? because so much of their work is is written and things like that, it's not as much of a um presence for them. Whereas in some other courses are as much more prevalent. I you know I like to think I used it as a middle ground. Um you know I would use it to um you know post assignments sometimes. I like to use it for announcements especially I did capstone for years with the seniors that was an easy way to get involved. The other issue is there's a lot of um there's a lot of disconnect with what's in Google Classroom versus what is sort of ultimately in Power School. And I'll give you a really simple example is you can post assignments in
085Google Classroom. But I'll tell you the way that I would do it is I always liked with students I always like kids to have a hard copy and a digital copy, right? I want to make sure they always have both just because kids are different. You know, every kid's different. They're going to like it the way they like it. So a kid I may give an assignment. may, you know, assign uh they're going to read Martin Luther King's letter from Birmingham Jets. All right? And they're going to read their section. They're going to give me, you know, their explanation based on the prompt I gave them. I'm going to give them I'm going to say, "All right, here the hard copy and I also post it in Google Classroom, right?" Half those kids make give
086it to me hard copy. Half may turn it on Google Classroom. Well, kids who turn it in hard copy, I'm not going to check off in Google Classroom that they turned it in. I'm going to turn I'm going to check off that they turned it in in Power School and even those students who may turn it in on Google Classroom, I'm not going to create it in Google Classroom because it's not the same setup. I'm just going to I'm going to see it's done in Google Classroom. I'm going to look at it. I'm going to put the grade in P school. So why so why we'd like to use powers school as sort of the reporting out aspect is there's just Google classroom while it has you know it's much better used as a tool
087within classroom and I'm also I think the biggest um emphasis for you know keeping it there is I think it's going to create more confusion than it's going to um you know than it's going to eliminate because anything that you can find in Google classroom you can also find Power School Google Classrooms, you know, it's going to show missing assignments. If you go into Power School, you're going to see the little missing symbol. Um, if you're curious as to what a um, you know, assignment is in Power School, you can, and I do this, you you can put the assignment what you're supposed to do, you can link the read, you know. So, everything that you can have in Google Classroom, you can also have in Power School. So it sounds like Power School is
088for all intents and purposes here the the kind of source of truth behind like what all this stuff is whereas Google Classroom is a resource and communication tool. >> Yeah. And that, you know, what what I appreciate about that is that it provides some accessibility measures for if a student is more comfortable and more able to submit something via their, you know, Chromebook versus writing it down or write, you know, typing somewhere else, printing it, you know, sending it in. There's multiple pathways, but at the end of the day, when you look at Power School, that is the that's the thing. >> I think it'd be important to to to educate parents on the fact that uh P school is the SIS. So that's the non-negotiable that that does your state reporting. Uh that does
089your transcript that does your report card if you ever get to a report card. Um so that's the non-negotiable. >> Google Classroom is an LMS uh SIS student information system LMS learning management system. And so even though classroom has a grade book which I think is going to be endated um it is a grade book that can't grade standards. It is only a on a 100 point scale. And so when you have two separate ways to calculate grades um and they don't mesh, >> then you're much better off not using an LMS that doesn't grade in a way that uh policy and and and how you create your grade system works because you can't do standards in Google Classroom. Um >> I can't speak for all my other colleagues, but in 11 years I've never
090tried a great company in Google Classroom. It's just the thoughts never even crossed my mind. It's just been >> I get something goes in power school. Just >> you know >> that would mean you have to put your grades someplace and then you have to go someplace. Why would a teacher do that? >> Well, because some SIS's infinite campus if you grade something and this is just at the high school because they still use conventional grading. Um, and in Google Classroom, they can if they create an assignment in Google Classroom, they can push that and the grade to the Infinite Campus grade book because it's >> so just do it once in >> Right. It's one roster. Yeah. >> And so, and so the same thing with Canvas, which is another LMS. If you create
091an assignment in Canvas, they can push it to Infinite Campus. If they make an assignment infinite campus, you can push Canvas. But >> fundamentally what you're saying is in those instances your learning management system is integrated with your student information system whereas these are >> two separate. >> Yes. >> Yeah. >> Got it. >> Unfortunately, >> you just always have it that way. And I think about when I was teaching like the Google classroom was a place where you could have a chat with your students, get into a lot of detail about the assignment. Students can message back, ask questions, whereas the power school is where you just set the grade. >> Yeah. And especially when you move to a standardsbased system in that Canvas and um Google Classroom, you can't grade with standards, >>
092right? >> And so Elizabeth, >> uh that's just somebody that wants to get in. Sorry. Justin, >> he was here. He's Justin's here. >> Okay. Yeah, I'm here. Okay, was my partner Dustin who uh has been we've both been really frustrated about the dichotomy between Google Classroom and P school. And let me explain what our experience is. We know that grades are not being recorded in Google Classroom. We cannot see the outcome of the assignment. we just get a report at the end of every day that says here's the Google classroom report for our middle schooler. So I don't know whether power school assignments or whether assignments are recorded in powers school in middle school or not whether that's just a high school thing but what we see is a report at the end of
093every day in Google classroom for our middle schooler and it gives assignments that it has due dates on them. So we ask relentlessly whether that assignment has been completed because it is not it does not show up in power school at all. And so uh we and and we can't know um what the assignments are besides what we're getting from the Google Classroom notification. We don't get to see what the article is. we don't get to. So, we can't like ask if you were if you were had an assignment about the um letter from the Birmingham jail, we can't ask questions about it. Um we can't like do the things that one would do as a parent to like make it fun and interesting to do the assignment. Um and it's really frustrating because we
094don't know what is expected of us as parents. Uh and that uh really uh makes it impossible impossible for us to help our student. Impossible. We don't know what's assigned. We don't know uh uh we don't know what's expected of us. We don't know what's expected of our our student. And we feel like we are being told to look in all these different places and none of them have complete information. And Justin, if you're there, did I get all of it? >> You hit it. >> I think you nailed it. >> It's extremely frustrating and we feel when we go to parent teacher conferences, we feel as though consistently we feel as though >> uh we have failed. Um and that when our student gets a a poor mark, you know, it it reflects on
095our student but also on us because um we haven't been helping in the way that we ought. Um and but we don't because of these parallel seemingly parallel systems. Uh uh we've been at a loss for a few years. So, and and that partly does stem from I hate to say it, but it does partly stem from COVID where everything was in Google Classroom and it and then but we were here at Albert Bridge, which was a different system. We felt like we were missing something along the way and then it turned out that we weren't. It's just that it's an inconsistent use of Power School in the middle school is what I'm realizing. and that uh I guess we should I don't know whether we should be following the Google classroom notifications or or
096not. Um >> just a question for Steve. Every assignment in Google I mean when I was teaching not every assignment in Google Classroom went into Power School. Some of it was just practice and I wanted them to do the assignment but it did not formally graded in powers school. So that could even more confusing for parent. >> It is extremely it is extremely like what are we supposed to do on our student about right? >> We don't know. >> Got it. >> And we've gotten nothing consistent from >> uh we love teachers. We're not >> we absolutely love the teachers. >> It's the system. It's the system. Um but >> yeah, >> uh >> oh that's good feedback >> in and to that point like for example right now there was a homework assignment uh
097given to our youngest uh and they had it in their hand. They brought it with them to school. They reported as turning it in, but it's marked as missing in powers school, but they said that maybe it's not graded. And so, we're in a position of not really, and again, I don't know how much of that is, you know, teaching the the the student to take control of their own stuff. But in terms of what type of parental intervention, we're kind of hamstrung because everything is that's not graded or that just hasn't been turned in yet or we don't know. So on the elementary side, um the the the frustrations that parents feel and and I get feedback on this a lot because Daniel is part of a rather large and vocal parent group. Um
098which is not a bad thing. um that power school was really not utilized that the children aren't graded and they don't seem to be graded accurately. There's a real difference between their their star testing, their state testing standards that they output and what's reported on the report card. And so you see a student who scored on a two level and say in math and then in star and state testing they're scoring a four or uh they're they have a two and then in reading they're they're scoring on a fourth grade level in third grade. Um and so that difference and then when you look at it you you see that teachers are not consistently and with um fidelity scoring students summit of assessment. My guess is they're probably not giving them enough summit of assessment
099which as an elementary teacher I I know that is something that happens. Um but I think it's important that as a board member and I fully support administration on the SU level and on the school level for to create procedures and expectations of grading um from the administrators and holding teachers accountable to do that. I remember when I taught middle school that we were expected to put in so many >> uh our school grades a week so that parents would be informed about X Y and Z. Um, and I think one thing that would simplify thing is communicating that through a single platform, not allowing parents to get that daily email with a list of what's happening >> because that becomes spam or it becomes a false sense of u understanding. when parents who want
100to be involved should be logging into their parent portal and looking at the assignments, looking at the performance indicating, looking what needs to be done in a single location, not in a multiple location. And so and it's it's really up to administrators to come up with those procedures and know that if you need policies to allow you to do that because battling teachers with expectation it's going to be difficult for administrators. >> Yeah. I can just um thank you Bill. We did um we've heard this so last year we as an administrative team did come up with some expectations in the handbook in the in the staff handbook in the past it said um it said weekly and you know >> five days and it hasn't been has not been consistent. We'll own that. Um
101so this year what we said was all teachers um K5 are expected to enter minimum minim minimally the end of unit assessment um for Eureka and for Amplify and that's the same K8 for Eureka um they've been working in grade level teams uh end of last year beginning of this year they'll continue the work throughout the year during the professional development time looking at the assessments looking at the units, um, organizing the units in a way that makes sense based on, you know, time of year, etc., and going through the assessments and determining what questions they're going to ask and then report. And that will be the same across grade levels. So, it's a start. Um, >> elementary has an advantage though that I don't think they're taking advantage of unlike high school and middle
102school. Um much of the curriculum is purchased. >> Yeah, they've got it. >> Yeah. That and that curriculum has built into it >> performance indicators and and >> sure does. So those should be put into >> y >> our school not common core standards but what the actual curriculum is using. And that way it's easier and more effective for teachers to post the grades because in their end of chapter it says what's it's right there. And it makes it easier for parents, especially when they get uh reports, they can actually see that this is the curriculum and this is what they scored on the curriculum. >> Yeah. >> Um >> Yeah. So, we're we're working on that. Um >> and I know it takes time. It does, but it's an expectation and we're going to
103have to I I think they were actually the feedback from the teachers, they're very happy to be working with their grade level peers on this work so that everybody's clear on what they're supposed to be doing, what they're supposed to be reporting. So, um yeah, we'll we'll continue to have the conversation and report back how that's going this year. But >> are they working on their peers suide? >> Yes, >> they are, which they've been asking for. So >> and then and then when that happens you know in in other areas they can where there isn't purchased curriculum they can start sharing some of assessments. >> Y >> that's the goal >> some as an educator some of assessments is the most one of the most difficult things to create. >> Yeah. And the most
104effective tool to educational transition and transformation is assessment. >> Which is why No Child Left Behind was so damaging. >> Yeah. >> Anything else on this that we want this? Just have one more thing. >> Yeah. Just get to one more thing. >> I'm just going to jump to this last thing. Um so in um in conjunction with the work that we're doing around um you know those those PPIs and things like that one of the things that's come down from the state is they want a um a graduation portfolio. So all of those PPIs that we have listed um for each department for a student to graduate they need to show proficiency in each of those PPIs at some point in their four years of school. So what we are working towards and what
105we have been building on is um one is that within each uh department the and within each class it's it's we're breaking it down class to class um each department needs to outline their specific their specific proficiency tasks that connect with those specific PPIs. So what they're doing is they're essentially the expectation is that um there are specific proficiency tasks um that are geared towards students proving proficiency within that specific PPI. And within each department, they need to hit it, you know, at least once throughout their high school career with the idea being that with each of them, they should have multiple opportunities to hit it throughout the course of their four years of high school. So as an example, you know, in in social studies, we have one that's um change constant. That's understanding
106change over time. Well, they're going to hit that in civics. They're going to hit that in US history. They're going to hit that, you know, in some of the elective courses at a later date. So what we are what we are doing is tracking each of those um all of those uh PPIs that those students are being asked for proficiency in. And each student is essentially there's there's kind of two pieces to it. One, they're essentially going to have I don't want to call it a check sheet, but it's going to be something a little more elegant than that, but they are going to have to have proved in every single one of them. And then they are also um and that's more or less just saying, okay, hit it, hit this BPI, hit this
107one, boom, boom, boom, boom. Right now, I am still in the very early stages of implementing this. Um as of now I am solely responsible for for monitoring that for um you know getting the evidence that the kid completed it tracking that they have done it. The plan is for this year to explore platforms potential software. I've heard you know I've talked to a few people. I think there's some there may even be a way to do it through powers school so that we can better report it out to to students to parents all type stuff. But we don't want to we don't want to do that till we have a sense of exactly what it's going to look like. So that's that's the big goal for for me this year along with you know
108some of the people I'm working with on this to develop a system that makes it easier so that the students can see it and they can also help track themselves and the parents can see it as well so they know. Um and then along with that they are also going to create a a bigger graduation portfolio at that they will be responsible for as seniors. um you know sharing out you know whatever kind of format you know we decide um where they're going to highlight um some you know maybe their the proficiency tasks they're most proud of um you know kind of at least one one in math one in science one in history kind of making sure that they're sharing something with each of them um their pop will be in that graduate portfolio
109their career pathway project will be in that portfolio other things you know so it's just kind of a um a culminating project bringing everything together that they've done as um you know in their time as a high school student. Now this is a we're in kind of a soft roll out. We're doing a modified version with the class of 2028 which is our current sophomores and it's a full roll out to all uh to the freshmen. So the freshman will be responsible to making sure this completed by the time they are seniors. our current juniors and seniors are not responsible for students. Um so we are still, you know, this is very much still in its infancy and we're going to be working through it with um our current freshman and sophomores um as things
110progress. >> And this was the thing that um uh this replaces the capstone. Is that right? >> No, this doesn't replace the capstone. The career pathway project replaces the capstone. >> Okay. Um the career pathway project is um replacing both junior seminar and capstone. It's actually it's really kind of combining them one bigger project that they'll complete as juniors. This graduation portfolio is um it's new. Uh but the reality is is it's new but it's actually not it's not anything the kids haven't already done because it's all the work they do in their core classes. It's their PL which they do anyways. It's their career pathway projects they do anyways. It's really more let's take all all the work you've already done, bring it all together and share. That's sort of that's sort of the
111idea >> kind of it's like a high level kind of self-reflective exercise >> ideally. Yes. We still >> this year. >> No, that won't take place until be two years when the current sophomores are seniors. That will be the first time it will. So that' be what 20 >> 27 28. >> Yeah. still >> at I think at some point um kind of go over vocabulary because that that's one thing that's really confusing me because the way I envision is that you have assignments that score PPIs and the PBIS score the proficiencies >> and so when you use assignments and proficiency tasks that's confusing because when you look at graduation based proficiencies. That's something very different than assignments. And so conflating those two terms can get confusing. And so um and I'm I'm also confused
112about having um using the a PPI as as a proficiency that you have to demonstrate because I my assumption would be that each senior would have to have demonstrated proficiency towards a graduation proficiency. and not a PPI. So, are you using PPI as a vocabulary to replace graduation proficiencies or are you using as as a as an indicator the PPIs would be if I'm correct would be replacing will would be replacing the graduation proficiencies. They are the graduation proficiencies, >> but you can't replace the graduation proficiencies unless they're actual proficiencies or they going to be proficiencies because the PBI you showed was not a graduation proficiency. Graduation proficiency is a very broad large buckets performance indicators or individual different small nuggets. And so when using a proficiency based system, you kind of have to then
113hierarchy which is which and then stick to that. So I I guess what I would like to see at at some point is real world examples of what a PPI is, what a graduation proficiency is, what an assignment is, and how they how they all relate to each other >> in a logical uh proficiency based way. Right. Yeah. So these are >> these are um >> they're calling the critical proficiencies at this and this is driven by the state work that we >> but >> is there a or something that >> yeah I can share it with you and I think we've done one for each. >> So here are the performance indicators. So these roll up to this >> so these are what students should be demonstrating >> correct >> in their um >>
114does that help? >> Yes. Yeah. Okay. >> We can just make sure that graphic mix. >> And I I I I think what you'll find is that SIS's are notoriously difficult >> to try to store multi-year data and get it out. >> Yeah. Yeah. >> No, >> because they're bucketed. >> That's like one of my biggest tasks is figure out which is going to be the most efficient system. And I'm not saying that out school necessarily will be. It's just I want to right now it's just I'm watching everything and long term that's not >> the only successful school that has done it used Tableau. >> Okay. >> Um but you don't use Tableau. So I would closely work with your data visualization company that you can create buckets in multi-year and then you can
115display that out. So um and that is your data visualization is the same as mine. I just can't. We just started it. >> Edge of Climber. >> Oh yeah. >> Yeah. >> So Ed Climber, you're able to input >> buckets manually and tag them to multi-year to students. So that's what um U32 did. They used an outside data visualization to uh track students grade 9 through 12 um their proficiency based uh graduation standards. >> Yeah, I'll get you those. They're all completed. >> Yep. >> We'll send them out. >> Yeah. As much as much visualization and sort of >> have one for each subject area. Yeah, there's a actually I think if you go on the AOE website I think that one just all them listed there. >> They do, but we made a couple
116of tweaks on ours. They're a little bit different. >> If we can put our our modified version there just for us to look at. You >> got it. >> Anything else for your presentation or is that No, that was it. Does anyone have any other questions? >> Thank you for your patience all the questions. >> Yep. No, I think that's for I and I for hearing our frustrations in this role for months. So, I'm doing my best, but I got a lot to lot to learn. So, >> yeah. No, and I I appreciate it. I think it's it's something that's worth uh taking the time on to to go over. Um it it is confusing and it is it is frustrating. Um I I do re I mean I saw some of the works on
117the proficiency based graduation like getting teachers together. I appreciate that amount of work has gone into it. My my sense right now is that on the back end where that hard work is happening, a lot of things are coming together and a lot of things are making sense. I think this is where and and my the thing that I'm seeing that I think administration should be aware of and I know you are aware of but if this is confusing to the board or we have some lifelong education professionals I mean I I work in healthcare education evaluation um and I understand 75% of this and I'm still kind of trying to rock the other bit of it um hearing some of that parent perspective we're we're doing this kind of sea change of just in
118the lexicon alone that we're using. I mean, we're looking at all this, we're not talking about assignments and grades and the in the way that we did. >> And then to Bill's point earlier, when we're sort of getting a little bit more fluid with some some real foundational educational concepts like format and some of assessments, like it it starts to get even more confusing. So I think I think there just needs to be a really sustained focus on on effectively communicating this to our you know I would say to our parents first and foremost because that's to your point Elizabeth the people who are going to be looking at this and really need to understand where the gaps are happening with your with your learners so that you can interpret on your end. Um, so
119that's that's my kind of high level take away with all of you in the in the conversations like throughout these department stuff. That's one of the key themes is like teachers want to be able to better explain >> what's happening, why things look. So that's a driving force for them too. So like, >> you know, I know sometimes it may seem like we're off doing our own thing, but like we want the teachers want that too because it it's tough for them when when they're asked a question and they're they don't want their answer to confusing. the so we're I can vouch for at least the high school staff that >> the work that we're doing that's a key focus of it is trying to make it easier for the parents and the students to
120understand everything that's that's happen I I I appreciate that work and again like on the theoretical side of this I I completely like I I get the proficiency based graduation being able to reflect on that and I I really like the idea of having students do that self-reflection and saying like yeah I did all of these things that that touch on this proficiency here's the one that was most meaningful to me. Here's the one that I want to report out on at the end of my experience in school. Um, but you know, just when when you're when you're changing language like that and changing like shifting the framework, um, you know, just it's it's always going to be a challenge. I'm glad glad that there's focus going into it. I know there's going to need
121to be sustained focus and the sooner that I think all of us at this table are able to explain it in clear comprehensible terms, the easier it's going to be to get that word out further. And I think that um portfolios are used by a lot of states that have proficiency based learning or mastery >> as kind of evidence than grades. >> Yep. >> Yeah, for sure. >> All right. >> Thank you. >> Thanks, Steve. Thank you so much. >> Okay, so we are on to are we at ACT 73 update? >> Well, yep. I've got a quick report for you. This is still part of the admin report. I'll be very short because I know we're short on time. I just wanted to um share a little bit about the opening of schools. We
122had uh wonderful new teacher onboarding. We had two days. We had nine new new teachers across the SU, which is um a gift. Having only nine was really nice. We had two at H Heartland, two at Weathersfield, and five at um Mount Scottney. Um specifically Windsor. Albert Bridge had no new hires this year. So, uh, we did a lot of work with our new teachers. Um, some curriculum work, some tech work. The they had time with the union. They had time with their mentors. They had time trying to figure out the new licensing system, which is also throwing the wrench in um what we're doing. Jennifer did an amazing um work, a little workshop with them on um trauma responses and collaborative problem solving. So, um it was a great two days and a good
123really positive group of um new staff. Um, we had our welcome back with all staff after the teachers had a couple of prep days to get their rooms ready. Um, we had work with uh curriculum and our food service director Ian gave a a really moving um report on where we're at, where we're headed, you know, no more chocolate milk Monday through Thursday. I mean, he's got some real >> a lot of research >> important goals. Yeah. So, >> information that he shared with >> it was great. And then he and then he fed all of the staff um a lunch for for the two in service days and um did they did an amazing job. Um >> so that went well. Um again I shared a little bit earlier we've had our our teachers
124in grade level teams working on um common assessments and getting in in K5 getting that work done. We had our one of our instructional team leaders do a presentation on the science of reading to all our K5 um teachers and support staff. So just overall um a lot of um good work that happened. Um this is this is just pictures Kate alluded I think or mentioned in her in the in the first slide of the report that we had some student leaders coming together and they planned the first three parts of the first three days in high school. And so those are just pictures of the kids planning and um some of the activities that they that they did um in grade level um groups I believe which was really fun. Um this is the
125um just pictures of the of the presentations around the behavior system that that have happened at the middle level. high school. Tracy did individual, so I didn't get to all of those, but um the caregiver, so I we centered her in the caregiver presentation in the photos. Um I this is just uh to inform you the district quality and EQS standard self- assessment rubrics are um supposedly we're going to have them in our hands in the next couple of weeks. And this is a beta test. We're self-scoring. It has to be done between October 15th and November 14th. And the rubric's going to measure business ops and Larry shared this with you a little bit at the SU um retreat board retreat >> facilities management safety governance and the two parts of the EQS um
126that are we're going to get scored are the local comprehensive assessment system and continuous improvement. So um we'll share with you that you know >> we'll be looking at the governance self assessment. >> Yep. >> Cool. >> Um act 73 updates. I don't have a ton to share but I do want to keep this on the agenda. um because I think we need to keep talking about it. So the committee met on August 1st for a few hours. They discussed um just a little summary here. What what problems are they trying to solve? What are the goals commitments that they want to um that we want to shape our decision- making and from the goals these are the poss possible decision criteria to use to evaluate proposals and um so some equity quality cost and
127responsive government were the big um categories so that was August 1st they met again on the 19th and I I have not watched I I was not able to attend um the meeting it was all day we had new teachers so I there. They just posted their minutes. Um I just um saw them today and haven't read them at great length yet, but they um they did request data from the AOE and I linked it because I just want to show it to you. Um this is on their website. So, uh let me just share it. This is the this is the data that they are looking for. Just give my computer one second. Um, it's an extensive list. Why isn't it coming up? Bill, >> you're asking me like I have some control of
128it. >> Hold on one second. See if it works on the second try. Okay, here it comes. Let me share this tab instead. All right. So, here's the data that they have asked um that the redistricting task force has asked from the AOE. And I'm not going to go over all of it. I'm just going to scroll through and let you look at um all the things that they're looking for um to help them in their decisions around redistricting. So, it's quite an extensive list and they need the information um ASAP so that they can do the work they've been tasked with. In fairness, they were asked for this data at the beginning of the Commission on the Future of Public Education in Vermont 18 months ago. So, it's not this is not new data.
129This is what they've been asking for for >> this is the exact I'm still scrolling >> and they were told no, we can't get it to you. >> Yeah. >> And so, they didn't bother to try to get any of the data. >> Right. >> So, so frustrating. Um >> was frustrating for you. That's my job to get that data to. >> Yeah. >> So, no, no, I get it. I get it. Um, so I I just wanted to share that. Um, they they um I I've heard they spent considerable time debating whether to rely more heavily on the data, which they're not going to get all of, I'm assuming, or if they're considering taking preferences like districts that might be willing to consolidate. Um, I believe Was it >> to clarify? >> Yeah. >>
130Um it's not either or. It's both. One thing they said was they they definitely would um give preference to um groups of districts that uh had had already speaking up in their own um in their own defense of already uh uh discussing um either collaboration or merger. And secondly, uh there was a commission meeting today. Um and uh so at the end of that meeting, the last task force meeting, um uh there was a discussion between Jeff and the task force about um collaboration on public input. Um they so they discussed public input for a while today. They plan to do a survey in a couple of um public meetings, but they plan to do a survey uh uh I spoke up at blank today. Um but they uh uh they heard from um the
131superintendent of Burlington about how Burlington goes about um creating uh an equitable budgeting process. Um and uh they are they're worried about um Peter Conwin who's the chair of House Education remains worried about uh districts receiving um uh weighted funding that don't weighted funds that don't actually get spent where they're supposed to be spent like they're supposed to be a certain amount per student and they had uh uh disabilities FRL and language as the weights and um free and reduced lunch gets in Burlington gets twice as much money as disabilities or language um which is counter to what their Act 127 seven weights actually are >> uh which is interesting which brought up the discussion of how those monies are actually making it to the student and programming for the student that they have been
132they're not allocated to the student they're allocated to the district >> um and uh oh and Burlington ington reassesses uh personnel allocations every year. I thought that was >> I wrote it down because I thought it was interesting, but uh they are the redistricting task force is meeting on Wednesday. >> Um and then the uh commission just added three more meetings, one of which is 9 to 12 next Monday. And they just added two more meetings for the month of October because they have their report is due in October. So, and they are just as a reminder, they're tasked with uh they got four things, but mostly what school boards did. >> Okay. Yeah. >> One, not to we do need to get through the rest of this, but one one thing that I am
133not clear on clear process I think but when you say this takes us back to earlier what you were talking about when the task force is giving preference to districts that are choosing or are actively engaging each other and starting to explore these ideas. What does preference mean? >> Unknown. And also um Also, uh, the Sorry. >> Jesus, >> that's my whistle. >> Okay. >> Out the door. Um >> the uh uh >> oh the uh wait the commission is oh the commission is supposed to decide about the structures >> that is because originally it was supposed to be only supervisory districts with some exceptions for supervisory unions. Um, the rurals rural school collaborative associated whatever. RSCA >> Alliance. >> What? >> Rural Schools Alliance, right? >> Alliance. Yeah. Thank you. Um, community alliance. That's
134what it is. Um they uh they have pushed for supervised reunions but the commission has not yet decided on which structure or structures >> um will be included which I >> so that really impacts uh those mergers. >> Yeah. Because say for example our supervisory union and the two supervisory districts that we are having a meeting with >> um wanted to form something it would have to be a supervisory union right but if they banned supervisory unions then uh >> we would probably be forced to be one big district >> right >> we would be forced to be one big district we would have to do away with school choice. Um and there would be a uh you know >> it would be a different negotiation process than um than if we were able to
135just form a supervisory union. >> So at present in that conversation, not to get too off track here, but we're you know no totally cool because this is another we had a lot of big talk about tonight. Um at the present moment we we are talking with the two districts or the SU >> they are districts >> the SU is talking with them about broadly some sort of cooperation going forward until the um commission decides what that structure looks like we can't really we can brainstorm a little bit but we can't start even conceptualizing plans in any direction because they have to give us that >> at which point the task force could give us preference to preference to something. >> Yeah. I mean I I think I we full disclosure we are we are
136planning to meet with the other two districts on September 18th >> and we'll send out an agenda about it. But um I think what what we're going for is a discussion of whether we agree in principle. >> Yeah. >> And everything else is a detail that doesn't matter if we don't agree in principle. >> Ex. Yeah. And that's what I'm kind of I appreciate you kind of reframing it that way. This is what I was getting to is that we not only is it too early to make those kind of decisions in that conversation, but we we are there are constraints that do not even allow us to think about those decisions because we don't really know what sort of paradigm we're moving into until group A makes that decision and then group B the
137And this is not on you at all. Well, it's I I feel like the amorphous we will get preference to something is uh >> I I I look forward to finding out what that means someday. Yeah. >> So, they said there have been a number of at the last um redistricting task force meeting, there were a number of districts and supervisory unions that had sent in letters already >> um asking for this merger to take place. I don't mean a number like it wasn't, you know, 15 or anything like that. It's a small number. Sure. Like fewer than five, but folks who were having conversations that >> but they had written and and they they read their letters out in the beginning of the meeting and then so I asked at the end whether that
138was advisable and they said uh they would love to know about any discussions that are already going on. >> So I guess I appreciate that Elizabeth that that gives us clarity. It sounds like the preference is almost more like the state will likely prioritize making some of those changes in groups of existing structures, educational, administrative structures that are already having conversations and have may have agreed that they want to work together. >> Yes. >> Okay. >> The question still remains. I mean just I I again I don't want to take up too much time but I do want to say that the question still remains which we talked about during our retreat whether all of these things will come together adequately such that it will follow through to its next step. Yeah. >> So, um
139I and other people have uh decided to attend all of the meetings and say at every meeting, couldn't these things be addressed by Boseies? If we had a functional agency of education that actually supported our administration, staff and students, um wouldn't that actually reduce some of the cost actually and uh slow this train down? >> Um because this has to go at the speed of trust and trust takes a long time to build. Um and so we're we've been going um >> well there's one other thing that you could suggest is that um a lot of the main goal is more students under fewer roof fewer roofs. If you create actual um con statewide construction funding based upon mergers that would be a a more longterm slowerpaced effective way to create mergers. But the truth
140is that this is actually in service of getting to the funding formula. It's not about more students under fewer roofs. It's actually about the funding formula and which >> is not vetted, >> right? But >> but but it actually like the funding formula does doesn't exist without >> this happening. And that's what uh >> the governor's administration is really ultimately interested in growing >> which he shouldn't be but anyway that's another story. >> Well I appreciate your diligence and advocacy on that point Elizabeth because um I think those are all personally I think those are all really good points. Um and I guess I'll I'll voice here what I've been voicing to everyone I talk about this. I I think that the timeline that has been put forth for this legislation is um is unserious.
141I don't think I think that it's it doesn't reflect the reality of the kind of change management that you have to engage in to do to make this kind of transformation on scale. So I won't editorialize anything beyond that but I I think there's a lot of good conversations hard work being done but the idea that this is going to have that what is it by December there will be clarity on how this works and I mean >> the maps will be drawn. >> Sure. All right. Theoretically, >> theoretically. >> Before we close, I I'd like to point out that the parent guardian update sent on September >> 5th has uh a blurb to parents which has brought my anxiety down considerably because it's there's a section that calls changes to the grading system. >>
142Yeah. which is understandable, logical and follows the type of proficiency based um structure that I kind of would expect. And so it just makes me feel much better that this blurb is parentf facing >> and it makes sense when you read it. >> It makes sense as a parent and as an education professional. So great. >> So so thank you. Yeah, I appreciate you time. Given our discussion tonight, can we maybe just like even copy paste that into our into our documents into into the notes >> into Yeah. Thanks for that, Bill. All right. Act 73 update. >> We we did that. Y >> beautiful. Thanks for helping with that. Thank you, Elizabeth. >> Been going to all the meetings. I can't go to all of them. >> All right. Um so items for discussion
143followed by motions. And that was the other thing is that I promised the people who the board members who uh were planning to attend that meeting on the 18th that I would send out an update on the various um task force mission. >> Is that your carrot? >> No, but I I think I'm the only person in this area who >> does it. I know that I'm the only person in this area who attends all this. >> Well, greatly appreciated because it is it is a lot. Um, all right. So, we had our Power School and Google Classroom presentation. Um, Bill, you kind of kicked off any further discussion, which is that there is a resource. We're going to put it in the minutes. >> Yeah. Get it in there. Send it to you. Okay.
144Thanks. >> Very wonderful. And yeah, and that'll that'll definitely help my brain, too, because I think it does get a little weedy when we talk about it this year. But I think that uh seeing how that is being distilled and communicated to our parents is is incredibly helpful. Um, all right. I know there's no motions needed on that. Um, we have community dinner items for discussion. >> Wait, we have a motion about the um >> we'll get Yep, I got it. Um, community dinner. The entire discussion is that that is the date the community dinner is happening. I'm saying the date November 6th. Nancy, I know that you you might had a conflict. So that's totally cool. >> You I thought you only had were doing one in February, but then you now you're doing
145two. >> Yep. >> Okay. >> So I think I think we had talked about it and you said that this one wasn't going to work for you. So if you're if you're unable to do it, that is completely fine. >> Okay. >> Did do people mind if I bring meat? >> No, >> meat's great. uh that so conversations about >> did you have a >> so I literally we we're running low on time here we don't need to talk about what we're doing in this setting that is planning we can do it via email or offline some other form I'm just saying the date to remind everyone put in your brains put on your calendar >> your calendar >> it's on the calendar I will email you and do that followup and we'll figure out
146what we're going to bring Bill meets great I think we'll we'll we'll sort that all out because we're we're already on time we've put a lot of good time to things that need more discussion in this space all right and then last added as a vote from that earlier discussion. Um, so I will make a motion. Do you mind can you pop that report up again just so I have >> Thanks. >> I will take it. Accept the motion. >> I'm just going to share my screen here in a second. Is it a motion for bids or to it or to make the money available? >> That's I want to be clear before I say it. So is it to >> um >> make it available because we do have to put out RFPs and
147acceptance and after it but we are saying that we are approving the use of those funds. >> Yes. >> So that that >> capital reserve funds. Yes. So um I will my brain is breaking now. Um I I will >> accept a motion. >> I will accept a motion. Thank you. I will accept a motion to approve uh the use of $230,000 from our capital funds for the Albert Bridge School roof, the theater remodel screen electronics, and the ABS elementary entryway asphalt projects. >> I move >> I I don't think we'll talk about it, Jim. >> Yes. Go ahead. >> Yeah. >> Did you Amy Amy gave the >> second? All right. Discussion. >> I I I think um the anticipated cost of that would be more than 130. >> More than 230. The total
148capital. >> Oh, did you say I I thought you said 130. >> No, I said 230. I was reading the 230,000. >> Okay. My objection is withdrawn. >> Okay. Yeah. >> And my my understanding from what Jim said is that these are just three projects. We have the capital funds to move forward with. They want to get going on them now. I think that we it's been established the importance of getting the roof thing underway now so that we're not we're not bandating it anymore and you know putting the building more at risk than it has been. >> All right. Any further discussion? All right. I will for this one I will take a roll call vote starting with Amy online >> I Elizabeth >> I >> Bill >> I >> Nancy >> I >>
149and I am an I as well so the motion passes and those funds are approved fantastic >> all right um do we have any need for executive session >> okay uh setting the next agenda so it sounds like Um, next next agenda is um going to be October >> October 6. Yep. You said Bridget's going to come back in December. >> She's coming to the SU board meeting. >> The SU board meeting December. Okay. >> Um because that was a qu that was requested. We talk about grading and >> Okay. >> And so she's coming if Bill approves in December. Okay. >> Yeah. Right. Um, do we is there anything else we need on the subject we covered tonight in this space or >> Well, I what I heard was MBA demo. We need that
150on the agenda. >> Yep. For the behavior portion. Yes. >> Are you talking about proficiencies? >> For proficiencies. Yeah. Specifically. >> What do you all think? Do you want to do you wanna anything reported out next month on grading reporting >> here at Mount Scutney? And if so, what would that be? What would you like? I'm I'm I'm kind of hoping that Bridget will be able to clarify many of her questions at the SU meeting. Um here's my question. The the systems that we heard about tonight, integrating reporting, that is that an S suide practice? >> It sure is. >> Okay. So I think with that in mind, focusing on that in the SE meeting might be more pertinent for now. >> Quite but I thought you said that was happening in December. >> It
151we talked about it a bit ago and we looked at the SU agenda and said we could wait till December. If you want to if you want it earlier it's that's your view. Okay. >> I think we should probably do it earlier because my anxiety has been risen. Yeah. And that paragraph had really >> Whoever wrote that did a great job. >> Um but >> probably Bridget. >> Um >> but we should I feel like we should hear it before the end of the semester. >> So you just tell me when and I'll >> talk to her. Well, on >> I think it might be good to do it in here specifically on what's happening at the high school on this level. >> Okay. Yeah, that's that's where >> so we don't have to bind
152down or not necessarily bind down but >> yeah confuse the issues even though I think it's good for >> uh the SU to hear where the entire SU is going. But I Yeah. >> Yeah. No, that's that's what I need to hear. So because getting a high school specific um you know maybe just getting Bridget into the next meeting to to answer any any lingering >> questioning questions from the board. >> Do you want her to create a report or do you want her to just come answer questions? >> What are what are >> my my preference is to have her come and answer some questions. I'd like to have a discussion about sort of a back and forth. >> You got it. I will put it on for this. This is Mount Scutney next
153month. High school grading questions. >> Bridget, we'll try to get Bridget here for high school grading questions. Um and then on for the behavior, our monthly standing behavior item, we'll do the MBA. We'll get a look at that so we can understand what the back end of the system looks like. >> Fantastic idea. Glad it came up. Um and then just generally look at um you know, I I continue to really like that we have that month by month series of benchmarks out. So, you know, we'll see how we're we're doing by then. Um, >> are is it are there any budget things that need to be discussed in October? I can't remember whether >> so Larry's working on the SU budget right now. Um, we have our first meeting this Friday 9 o'clock. >>
154Yeah. >> And so he has not started the local budgets yet. >> Oh, right. You see backwards under here that that's what it was. Yeah. >> Okay. Thank you. >> But probably not quite yet, but but it's coming fast. >> Yeah. >> All right. Um, okay. Last thing. Are there any uh, and this kind of goes back to I got to get better at this off earlier in the meeting. Are there any events coming up in our district that we want to communicate with uh, Windsor and West Windsor um, town administration? >> Any districtwide events? I I I think in some ways we need to and and I I'd be happy to go to the select board if it isn't on the same night that we meet here to to touch base on the field.
155>> It is the it's concurrent work unfortunately. Um >> but I have touched base with them um recently and we're working on >> to talk about um continued maintenance and Jim before he left the show hadn't shared this out. He is going to start treating this field the same way he does >> Hartland's field and weather fields field rather fields field. >> Yeah, that's pretty good. >> Okay. Um so he's agreed um to start that process. We're going to put a little bit more in the budget for this next round to help support that over the period. So it's being treated like four times a year for different stuff. >> So there's a irrigation or not irrigation, arration, there's fertilization, there's we're going to deal with grubs and stuff in the >> early spring and
156then I think it's additional fertilization and seeding that he does. >> So he's on that. I've talked with the town. They're working on theou on there and they're going to share with us once it's written. But I think cost should be shared though because that's a community. So >> as I was understanding it, if we have it under the select board because it's the same community paying, right? Right. >> Um so well there's Windsor's paying for part of it this way. Right. But we're also paying for part of but Windsor, right? >> Correct. Um, so if we go with the select board, the concern was then how much do we have to run by the select board before do anything different out here and they're not crazy about being that into the minutia of the
157school, right? >> They like the way it is. So it it's going to come out of funding right from the town um one way or the other. >> They wanted to keep it as it is basically. So Jim would be able to support the maintenance of the field um and we would put it in the maintenance budget specifically for that function moving forward. But he felt like he had enough to do it now. >> Um yeah question >> does um Windsor town support like take care of school fields? >> No. >> I think it's a different setup though isn't it? >> Windsor owns the fields. Yeah. Yeah. >> Right. >> So, Windsor schools maintain the >> fields have the same exact deal, >> but we don't own the fields whereas Windsor school does, >> right?
158>> And so, that's where theou would come from. So, that that would create a responsibility and >> an understanding that the school would maintain and make decisions of the fields. >> Does the town own or just >> Yes. everything but the building is my understanding. >> Yes. >> Yeah. Can I chime in here? >> Sure. >> Um hey, um Matt Frederick here. Um so Jennifer and I met this morning. Um >> and yeah, as she said, um the town owns all the land except for the land that the building is on itself and the building. So I'm happy to to put on the agenda for you guys to meet with the select board as you want. They do meet on the 22nd. Um, I can put an agenda item on for that if you want,
159but as Jennifer and I discussed, um, the concern is if the funds for maintaining the grounds have to come out of the general fund budget, that puts it back on the select board to determine how much is actually being done to those fields. So, how much use they take, how much wear and tear, what the schedule is for maintenance. So, like lawnmowing, all that stuff. And really, either way, the voters are going to be paying for it. it's either coming out of the school budget or the general fund for the town of West Windsor. And if it stays with the school board making the the budget decisions, then West Windsor doesn't have to control any of that, which is definitely ideal both for the school and for the town. >> So, so I'm I'm okay
160with that going forward. >> Yeah. And and as as long as you understand if the school picks up the maintenance then the school has the ability to have some level of control over usage. >> Yep. So that's basically right now that status quo, right, Bill? Like the town isn't dictating what is done really anywhere because that's always been the way it is. So, as Jennifer Jennifer and I talked about this morning, um we'll talk with the town's legal council to draft an official, which basically just codifies exactly what the status quo is, which is the school can control the ongoing stuff, all the events on the grounds, and they'll pay for it just as they already do. Um, we'll just make it official, which it should have been done when the division first happened. Yeah,
161I appreciate the added detail on that, Matt. Um, and I would say just to get us kind of we're setting the next agenda right now. Yeah. So, next agenda, can we get an update on the status of those conversations? >> Yep, absolutely. >> Excellent. All right, that can go on our agenda. Um, and just to get back to kind of where we started with that. So, that is that is something where we are as a district interacting with the town. What I was asking is are there any events or announcements that we want to specifically share with the Windsor and Western Just like awards. Um that's a standing >> Homecoming >> October 3rd and 4th. >> Okay. And yeah, that's before our next meeting, too. So, uh yes, >> invitation. And do we have any
162um do you have a flyer or anything for that? We can >> uh Kate, do you do anything for homecoming? >> She dropped off. >> Oh, she did? >> Yeah, she did. >> That's all right. I I'll send out an email tomorrow. >> Okay. Uh, >> she probably has a schedule of events, Davis, if you >> Excellent. Do >> you want me to put her on that? >> Um, I'm happy to be the conduit for that. I just need to get the materials. >> Okay. >> So, yeah. Elizabeth, something else for next agenda? >> No. >> Okay. >> The dinner, >> um, to figure out food. >> Yeah, we we gone to talk about that at these meetings, though. So, >> oh, >> we that was I was saying it so we all remembered it
163because we need to start playing. >> You want to say it again next month? >> I can say it again next month. On the agenda. All right. Any any other items to go on the next agenda? >> Okay. >> Community dinner. Okay. Got it. >> And as always, if anything pops up between now and then, >> yeah, we talk. Yeah. >> Yeah. We'll talk and we'll we'll get on there. >> Okay. >> All right. >> Sounds good. >> So, I think we are ready to adjourn. Uh, I will take a motion to adjurnn. >> So moved. >> Second. Okay. >> Okay. Bill's got it. Elizabeth Bill. Uh, and if I hear no objections, we can do that with this one. >> Yep. >> At 8:51 p.m. All right. Thanks everyone. >> That was a long
164one. >> Thank you. >> Important stuff though. >> Just in time. My battery is about to die. You guys same same.