Hartland School Board Meeting - September 2, 2025

001around you. >> This looks so fancy. >> How are you? >> Good. How's life? >> Good. Things are going well. >> Start your year. >> Um, it is great on lots of parts, but like >> I do. I mean, I care. >> This year's feeling a little zoo like for me. I got five preps, two brand new classes, teaching a dual enrollment class called college algebra. Super psyched. Getting kids some college credit. um super psyched about it, >> but it's also a lot. >> Is that my lot? Then I've got we've got a new math teacher, so I'm mentoring him. So like he and I are like together all the time, which I love. He's wonderful, but >> he's just trying to start. Okay, let's do this. >> Do it. Do it. Do it. >>

002You'll be quiet. >> Okay. Are we in? >> Okay. So, welcome to the regular Hartland School District School Board meeting on Tuesday, September 2nd. Uh, we're starting a little bit late um at 609. Uh, so we'll call this meeting to order. >> Um, first I will take any changes or additions to the agenda. Um, can I add just one quick um question comment about uh PTO fundraisers that came up that was brought up to me by a new member? >> Okay. Uh so we'll do that. I guess we'll do that as D under the items for discussion. >> Yeah. >> Okay. Okay. Anything else? Great. >> Uh, so I will take Do we have any public or are we >> We do not. There we go. >> I will take a motion to I'm going

003to list off all three. And if there are any to approve the minutes of May 5th, 2025, which was a special meeting, May 6, 2025, and then June 2nd, 2025, which is our retreat. >> So moved. I don't even remember if I went to all of them. No, I did. >> Oh, right. We are gonna have to separate. You were not at the retreat. >> No, I was at the retreat. >> I was there, too. I wasn't that special. >> Was it that I was at the retreat? >> I was there. >> Yeah. I know. Now we got to look at the minutes and see who's there. >> Sorry. >> No, no, we do need to uh just sort out who was where. Okay. So, uh are there any changes to the minutes? So, we'll

004vote on them. I don't hear. >> Okay. So, Beth is gonna pull up >> attendance. Attendance. >> I feel like this is these are like still melty out of the oven. >> I know. >> Anyone want to cherry tomatoes? >> Wait, did Lori send them to us? Why do I not? >> Uh, they're in the I don't even know in the portal. What was the special? >> I think it was to make an offer to the person. >> I don't think Yeah. Yeah. That was to talk about >> Ryan Nikki all at the fest. >> I can't wait. Oh, no. Windsor. No, no, no. It wasn't the You were at the principal. Oh yeah, they were not coming up easily. I have to go. >> Yeah, we're looking at >> I know I wasn't at

005one of them. >> The agenda I know it was doing that to me earlier. Okay. So, >> okay. So, everybody was up. So, it's the only one that's not pulling up for me is the >> So, Christine Marlin need the sixth. >> Everybody was at the fifth. Yep. So, it was the sixth that I know. I feel like I wasn't Maybe I was at home. Maybe I just made this a big deal for no reason. I'm sorry. What to do? So I said >> you come to here school on Sunday. >> We already start Sunday. We're starting Sunday. >> We will not be again. So I would say do I need to call Do I need to deal again? You got to remind him. I just Okay, I will. He's not very good at responding

006back. >> Talking about something other than Hebrews will probably respond back. >> I will ride home. >> Yeah, that's actually probably the key. >> If you come remind me that it's two hours that like our children are engaged in something. >> I know entertaining. Why don't I get to teach your child for like an hour? >> The big kids go off to class and then the baby pops around. that I'm going to be in the hospital. So that sounds better than having all sign up. >> Drop my kids up for a couple hours. >> Yeah. Great. >> Three babies. >> Admittedly, that's how Heather pitched it to me and then find it. Yeah, Steve. >> We can vote. We can vote on the fifth and the second. Oh, yeah. Okay. Let's do >> all those

007in favor. Yes. Okay. We can do the fifth and the second year. >> All those in favor of approving the minutes of May 5th, 25 and June 2nd 25. >> What do you say? >> I found May 6 was um >> our scheduled meeting. >> Yeah, that May 6, >> I think. So, >> yeah, sounds like the first. >> So, you need to know who was there. >> Yeah. >> Uh on the six, >> Ryan. Okay. So, all those in favor of approving the minutes of May 6, 2025, please say I. >> All those opposed, nobody. Okay. >> Okay. Um we and uh for any public watching this later, um we had far more organized. >> Well, yeah, that and um we had a bunch of uh different people out of town and uh administration

008were at a retreat. We couldn't find a way to reschedule. It's always been a laugh since we had a meeting, >> but we're doing well. So, um, okay. Public participation and announcements. Since there is, >> um, I would like to announce that, um, uh, or my public participation as a new middle school parent, that sounds weird, but a sixth grader, I am blown away by the super cool electives that these kids get to take. Like I can't tell you like how excited my child is to talk about the electives and we had a friend come over the other day and she was super excited about all these electives and like like all these things and super excited about all the middle school teachers like a lot of excitement around like middle school teachers and things

009like that. And I really appreciated all the communication they've gotten from both middle school teachers and third grade teachers. like just lots of communication which is feeling really really great and I really like uh Mr. Romeo's new email like your wild cat weekly different than what it used to look like but I really like it. Thanks for all that information >> appreciate it. Although S did come home saying he was taking cricket and I thought oh my gosh how are you gonna learn a new sport what staff member knows cricket? That's crazy. computerated design using like what I know. Super cool. >> I was hoping someone's learning >> cricket. That's awesome. >> Um well, I'm looking forward to seeing pictures of school start and I'm also really sad that I don't have anybody here. >>

010So, it's kind of weird to not know >> like your children. >> Yeah. Like I don't have children in school. It's weird to Yeah. Um Okay. Well, I have an announcement, too, which I think most of the board knows. Um, this is going to be my last meeting. I'm >> Why you brought cookies? >> I did. >> Oh, is that why you brought cookies? >> I'm going to resign at the end of this meeting. Um, and I don't know if I just have to do a verbal resignation or if I have to do a letter. >> Um, >> we should just make her write a letter. >> As a matter of fact, >> I know. Exactly. I feel like there's a year notice. >> No. Um I just >> I think actually I think she

011actually did that. >> Yeah, I think I did do that. Um yeah, so I've been on the board I actually looked it up. I've been on the board for like nine years and two months. I think I've been chair for seven. So um it's just feeling like the right time to step away. Um and my job is overwhelming and my kids schedules are overwhelming and I'm trying to unoverwhelm my life. So that's amazing. But I am insanely sad to not participate in the conversations that we have with this board shaping the lives of the kids in our town is hard, really hard to walk away from. So, which is why I've been here for nine years because it is hard to walk away from. So, that's my announcement and I'll >> I think I don't

012know we're going to have to elect a new chair at the end. >> Were you um >> No, you need a full board. uh what's your seat? I mean, how many years? >> Oh, uh I think I'm due in March. >> March. >> Yeah. >> Um was it two? >> What? >> Is it a two or three year? >> Um I just did a two year. >> Yeah. So, >> and usually we alternate. >> Yeah, because I think mine was a three-year. >> Yeah. So, Hannah, you and I, we was a three year, you were the two-year, and then when we were together, I was I went to the two-year and you went to the three. >> Okay. you might want to think about offering a two-year to somebody who's new. >> Well, no, we

013have to um >> we'll just >> Well, you all have to uh find a replacement for me and then they have to be elected for the first time in March. They have to run. >> But do you think we should offer them your spot instead of asking them to? >> Yeah. Who's up in the March? >> Okay. >> I don't think we're talking to you the new year. No, I think you're doing >> I haven't decided yet if I'm running again. >> Oh, still not. >> Changes for students. I'm >> just being transparent. >> Beth is really close behind me. >> Yeah, exactly. >> Eight years or >> kindergarten. >> Okay. Right. Here we go. >> All right. So you have to either um decide you could take applications to fill the position until March

014and then that then anybody can run in March or you can function as a four person board I believe until March. >> I'd rather try if anyone was interested. >> Yeah, because then if they can test it out and see if they like and then they can run and that's I'd rather have somebody feeling pass the cookies now. There's so many. >> There's so many. >> No, I don't. No, no, >> mate. I know. Homemates are amazing. >> Um, so we can elect a chair. We should probably do this at the next board meeting. Put on the agenda. >> You think we don't need one to >> you would just act as chair then? >> Yeah. Yeah. >> Yeah. The superintendent opens the meeting. chair. >> Uh the other thing that I have figured out

015trained Ryan on is um how to sign the manifest. >> So you guys probably need to change that. >> Yeah. >> And I also think that I'm the Sue treasurer. >> Okay. >> Which means that I have done nothing except that I had to give my driver's license to the bank. >> Right. >> So there's going to be signif. Yeah. >> She signed I'll sign next time. Yeah. So, we'll have to do we still need a backup then? >> Were Were you the backup? >> Uh, yeah. >> So, so you're not the permanent. >> But I was the backup for a while. >> Yeah. >> Told me what to do. >> Yeah. >> For a while and they're like, it's really piled up. So once she resigns, then we'll have to vote on a new

016signer of the manifest. >> And and the best. >> So whatever whatever it's called that backup. >> Yeah. >> Yes. >> Okay. >> I think so. [Laughter] I know. I just like not usually in town on >> Yeah. >> Okay. I'll put all that on the >> Thanksgiving you would have forgot. I was like I came to the meeting and I was like maybe >> she forgot that she's not going to bring it up. I know it's hard. It's hard, but I think it's the right thing for the family. >> It's definitely done a lot. Yeah. Um and I also like John and I talked I mean John's the fire chief and he's been that for >> 18 years now since we lived here. >> Uhhuh. >> And uh >> uh that's his decision. >>

017Okay. Um, but uh we both had a conversation like five years in to our respective roles of like when you start to run out of a lot of really good ideas, it's time to move aside and let somebody else have good ideas. So, I feel like I've been trying to keep my head above water with all the changes they've been throwing at us as fast as we could possibly absorb them. And so, that's fine. Okay. Uh, moving on. Unless there's other announcements. >> I don't think we can have any more. announcement. You could totally have more announcements. Okay. Um, so we have the administration report. >> There better be pictures of cute kids going back to school in here. >> I need to see those share. Do you want to see my >> please? >>

018You got it. I love the new like sound mixing all this. >> I know. I like fancy. Can you is there any chance of >> No, can you screen bigger? >> Yeah. I almost think Can you minimize all the other >> It makes me feel cool like we're really high tech. We are What if you go to view in the top? Can you change the view to just have like >> Yeah, like full screen interface maybe or Yeah. Docs. Is that considered some of those are like I would Yeah. Take uncclick scenes, sources, audio mixer. If you uncclick those five, it'll probably go away. Oh, >> looks like you got a >> Where did this come from? >> Who's got it? >> She's almost the youngest. >> All right. >> Yeah, I guess so. >>

019All right. Um, so my presentation, I wasn't sure what you were looking for, so I kind of just took a little bit of things that we started, but everything that I do when I when I'm doing a presentation or um having a faculty meeting, it's good to recognize uh our wonderful faculty and staff. So just a little something um for them I thought was cute. I've come across. So right, people ask that all the time. So >> they make a difference. >> All right. >> Um new staff. So just a little something for folks there. Um I think you were familiar with uh most of those some of the par educators are new additions as we start to drill down to some of the needs within the classroom. So just a little highlight. >> Do

020we need to formally accept any of the teacher hires or did we already do >> Yeah. Yeah. arrows and stuff like that. >> Yeah. Y Okay. >> And we did Frank, too. >> Yeah, we did Frank. >> This would be an awkward moment if Rosby hadn't. >> Yes. >> Yeah, that would be >> Who's this guy? >> Yeah. >> All right. So, um so I love this little video. Um if it's possible to play it, I want to teach this kid. It has $1 bill, one quarter, and two pennies. How How much money? How much money does he have? Jaden broke. >> I love this video. Not just because it's right as a kid and just teaching with kids. It kind of reminds you of why you do some of the things, right, and come

021in. So, I love that kid. And we put that in the beginning. um the vision just a reminder uh and and that'll be uh again out out to faculty just as a reminder of some of the things um one of the things that's important when you're working with faculty and staff is everybody understanding and I can tell you within this district and I'm not saying that Chris Christine sitting here is that I feel that there is an absolute vision and mission and and that's not always I've not always felt that way in where I am right and I feel like everyone knows where we're headed and what we're trying to do. And so I think it's always good just to to put that out there. Um so some new expectations on the left hand side

022is uh PTO night before the chalk uh welcome back. So I took some pictures of that and I really I got to meet some kiddos and some great families and talk a little bit about um the community and I thought that was really nice. for expectations. Just some things that we're working on. Can't >> they No, no, no. You're fine. I'm just >> There's a little glare. >> There is a glare. >> Just turn that light off. >> There you go. >> It's okay. >> Um, so some expectations. One of the things that's important for me as an administrator is when we're looking at past, uh, we're looking at new, we're looking to dust things off is where is it written? Where is where are these things written down? So, some of the conversations we

023had about some discipline about hoods, about earbuds, my question was, do we have a policy written down? Do we have something written down based off of a policy that the board has approved? So, one of the things I'll be working on is sort of putting together some protocols in place so that there are documents for not only the faculty and staff, but the students to understand. Uh, for instance, no hoods. To me, that's just a safety issue. Uh, and as an example is that you can put earbuds in and I would know if you have a hood on and if there's an announcement, if there is a fire, uh, if there's anything like that, I need to know that you can hear, not only the adult or the announcements. Um, your perfume vision is also

024cut off with hoods. And so, like, if you need to get around a corner or something, um, and god forbid I needed to look at camera if we had somebody uh on campus or in the building, I need to be able to see faces. And so, it hasn't been a push back. it hasn't been a problem, but I know that it was sort of a new expectation from the new principal. Uh, but to me, it's it's a safety concern followed up with no cell phones as we know from the state. So, we just have that in there. No earbuds. No, I can't see the screen. >> I know you have to like make the lines. um working on some hallway etiquette just as you're walking around the building and recognizing that the upper grades are

025making their way through some of the lower grades and making sure vice versa that we're being respectful especially with the new schedule. It's got people moving around. So, uh putting together again a protocol that we could hand out to students that they could go over and they can say um dress code another thing to take a look at. I think over this year I I've asked some questions and we'll say well that's on our dress code book that's not written anywhere. Uh and I I am a big believer of of being able to express herself. I have a 21-year-old daughter that I wish wouldn't. Um right so I understand but I also want to make sure that we're being respectful and so I think there need to be some things written down so that everybody

026understands. Um a new expectation something we're working on is a hallway pass system. It's a digital pass system. So, it's a number of of reasons and really to highlight one is safety. So, um is for instance, if Michael and I should not be out in the hallways at the same time, if we're on opposite ends of the building and I'm issued a pass, it's digital pass. If he's on the opposite end and he gets tries to issue a pass, it will deny him until I sign back in. So, if you're working with groups of students that maybe you don't want out at the same time, right? uh or for whatever reason, it's a good way to monitor that. It also alerts uh folks when they're going to different rooms. So, if I have a student

027that says, "Hey, I'm going to guidance. Hold on, let me let me write you a pass or let me get a pass." You can get an alert on the other side knowing that a kid is coming. So, it'll help us track uh students. So, in the event, right, that a student says, "I'm going somewhere." and they go hide in the bathroom or they go somewhere, we have the ability to monitor and kind of know where they're supposed to be while also having alert. >> Frank, is there a is there like a written policy or criteria for an instance where like that happens? Because I as soon as you said that, I think of like two parents that are like, "Oh, why is my kid not allowed to be in the hallway with another kid?" And

028then you can basically say like, "Here's a criteria and the issues that this boxes that this student checks and this is why." So what we'll do and we haven't gotten the past system yet and that's a great example. So we're going to put together sort of the protocols what how to follow what to do. If in for instance there is a situation where two students um shouldn't be that will be a notification but most likely there's probably been already a conflict that exists and so one of the safety features would be I understand that you don't want your student interacting with this student. Here's what we're going to do as part of that within our pass system. They will not be up at the same time but they will be issued to pass. >> Okay.

029>> Something we can include in a safety plan. >> Correct. >> Yeah. That's something I've always included in safety plan when we've used it is to say um it'll als what it also is a nice feature and this will be something that obviously won't be public is that we'll have a monitor and on that monitor it shows students out what students are out and for how long. So if I walk into my office have a monitor I can quickly go oh Michael's been out for 10 minutes. I may need to go check on Michael, right? And where Michael is. Um, so it's just again a good way to keep track of students for safety purposes. I've used the system in the past. It's really been very helpful. You can also for folks that want to

030schedule passes, they can actually schedule passes into the system so that a student going to see a counselor for instance, we don't need to run around handing passes. We digitally, the teacher gets an alert, student gets an alert so we know where the kids headed. Is there like an actual like wristband type thing? >> No, just on the computer. Everything's on the computer. >> Is there like a computer that's like set aside that they do it on? Because it just >> Yep. So each room each teacher can just real quick. So if you're like, "Hey, I need to use the restroom." You can make a pass at your computer or I could say, "Hold on one second. If I'm on screen, I'll jump off, issue the pass, and then it goes." And then you just

031have to make sure you check back in. And that and that's I think the one hurdle that we will be working on is everybody has to make sure they're using the past system. If I have a couple even as administrators if I'm not following up on my end then teachers are not going to know if I call a student down is they going to be repairing. So everybody has to be involved in using it. And so far the feedback that we've gotten has been positive. We talked with the middle school and then I had the uh four or five folks come and ask and say um that we we would be interested because they don't have restrooms in their in their classrooms as well. So being able to just monitor. >> So you're thinking this

032would be four through eight. >> Yes. And fourth fourth they all share the same bathroom. If we're getting information about six, seven, and eight, three, four, five, start. >> I I was just ask I I it might be and you know because you get the feedback from the teachers that it could be sort of disruptive, but the teacher's over doing something on a board and then have to walk over your computer and say sign out and you know it's like monkey see monkey do. So one goes and the next one goes and the next one goes and all of a sudden the >> lesson turns to >> Yeah. I think there's there's going to be, you know, that's part of the classroom management for for teachers and just being in classrooms as much as I

033have. I really feel like teachers have such a wonderful handle on the classroom management, right? A kid asked to go to the bathroom, give me a moment, you know, let me finish what I'm doing. That type of thing. And I've seen that throughout the building. So, obviously, one of the things to work on, especially maybe with newer teachers, right? How to be able to to have that somewhat seamlessly be integrated within your classroom. I think once people get used to it, it becomes second nature like anything else. >> They they piloted at Weathersfield last year and the way they they've used it or the way I've seen it used. They have like an old laptop just in the classroom and the kids they sign themselves out. >> Okay. Like by the door or whatever and

034they just >> Yeah. It won't let them if they're not supposed to be, you know, it'll alert like no there's too many kids in the bathroom or whatever. So, um, >> you know, another thing as a data point, behavior is information. When when a student acts a certain way, that's information, that's information. And so, I've been in meetings where I've sat with parents to say so and so classroom and I pull that up as a data point. Your kid leaves to go to the bathroom every day, this class. And to me, that's saying something about the student is looking for help or feels uncomfortable or something along those lines. like a student that needs to go to the bathroom every class, there's something going on, right? Um or or that particular class. And so I

035think it also is a great data point as a conversation to help support some of the behaviors. >> Um just staying on this um the dress code, I do think that there are some challenges in school with dressing. Um, but I also worry, um, that the kids that are always in trouble will get nitpicked the most. Um, and that's my experience. Yeah. >> Um, and so, um, it does make me really nervous to be cracking down on dress code and just being careful of which kids >> I don't disagree. And so, one of the things, uh, much like cell phones is that I do not want faculty and staff addressing dress code. >> Um, right. So if you something that you're or just let us know and we will see if we need to have

036a conversation. But again uh I feel I'm about expression for students. I I think we should have the ability to do so. Um and I don't want teachers getting into into faculty staff getting into this power struggle about phones and about dress code and stuff like that. let us know and from there that becomes the discussion >> and just actually on the dress code topic so just from a policy perspective what's the t what's the precedent for sort of who writes dress codes are those districts are those in the handbook >> it's in the >> handbook and that's written by administrators okay it's not that wouldn't be like that's not considered like >> I don't think you want a policy on >> how does that okay >> I just want to make sure we're addressing

037some of the things that are and maybe it's um drugs, weapons, alcohol, things like that that we're making sure stuff like that. When we say dress code, I think we automatically go to what you're wearing specifically and where it measures, but more I'm just making sure that we're kind of being especially >> Yeah, I would say I'm less concerned about >> messages. Yeah. Yeah, I absolutely agree with you. But I think the truth is is that you say dress code to a room with women in it and immediately women feel the worry about girls bodies getting policed. So that's obviously the thing that I just would want to make sure is like careful about that that it's you know that it's equitable that it's applied you know that this not you know >> um you

038know I remember my high school principal getting up and saying that girls were not allowed to wear topless dresses to prom. He meant sleeveless. >> Yes. and of course like filled a high school auditorium with a bunch of boys images of girls top right like it just was like totally you know but it was great example of like we are here to say what girls are allowed to wear to prom like >> or they had them reach down and line up to see if they if they're passing nothing like that it's more making sure that we're just messaging >> Right yeah >> and again I had asked where was this all written and and what especially with some new things that are coming out I want to make sure that we just covered it >>

039yeah I mean the reality is having it written, having something predefined is actually the most protective of people getting policed because then it's not up to the out of the beholder subjectivity of whichever particular >> Yeah. >> And you take a motion out of it. >> It's just our school became cell phone free with kids using younger pouches. I have to tell you it has been a game changer. Absolute game changer. So um >> so define cell phone free. cell phone free. The kids the moment they walk they they come to school and they their cell phones have to be in their yonder pouch. Same with their earbuds in their Apple watches. Anything that has the capability to connect to that is like can connect to the Wi-Fi >> that has to be in their

040yonder pouch. >> And what is a yonder pouch? >> A yonder pouch. It's a pouch that locks at the top and they lock it and they put it in their bag >> and then when they leave school there are either people who are there and like it's a simple like you touch the top >> and unlocks and there's some hanging around the school building that are locked during the school day and are then opened at 255 and it has been a game changer and the kids are just doing it like we I haven't had one kid complain to me. I had one kid ask me what would happen in like a major like emergency situation if they really needed to use their phone and I was like well and so we had to like talk

041about like major emergency situations. So anyways, >> we used them previously at my previous voice. Yeah, it absolutely was for us. >> I highly from from a a parent who has a child that all they want is a cell phone and I'm like, well, your school is cell phone free or you're not allowed to have schools and cell phone or you're not allowed to have them. So why would you want one to like I would rather just be like, well, you have to put in a gun for every day. So, you know, but anyways, >> I will say in the first four days, I mean, there there's been nothing. Not one. >> Did you feel like it was previously a problem? >> I didn't think it was a big problem >> last year. I think

042I think it's something that exists. And I think the under patch might take some of it out. >> But for every every thing that you put in, every step you put in, there will be a work. I like the fact that we haven't had any in classes in four days without it was pretty good last year. There were there were a few last year but not many. But now we also have the we certainly clarified with the middle school students at the first meeting. This is this is not us. >> This is a state law. We don't have a choice here. >> It's interesting the interpretation because in New Hampshire it's a similar state law. Our children are in New Hampshire schools. they they should no longer have Wi-Fi at the school >> Wi-Fi and

043um but they cannot use their phones and this was the rule I guess previously that they can't use their phones in attendance taking spaces. >> Yeah. >> Otherwise like if you're at lunch um or free period you can use your phone high school kids >> and it's just well it's interesting in that like it's just interpreting law >> differently in that sense. Well, in Vermont it becomes a law next. >> Yeah. >> Next, not this year. >> Vermont. I mean, New Hampshire, it is now. >> I mean, the truth is whenever people say like, well, how are you going to enforce that? It's like, okay, sure, there's going to be workarounds, but the point is if these kids are hearing at multiple levels of their worlds from the state legislation to their school administrators, to

044their parents, that these are sources of risk and danger to your development and education. It just will just reinforce the idea that they that they need space without them and it will make it much easier, I think. >> Y and I think if you're engaging students as well, right? And you walk around and you walk around this building that we have all our teachers are engaging students. There's no time for them to even be looking right. So I think it's a little we >> uh eligibility protocol. So again, where is it written? We had an we have an eligibility procedure, but we really don't have it. Yeah, we really don't have it written down sort of what the process is. So, I put that together so I'll be sending that out so everyone's aware, but

045it's it's pretty much just two weeks before u uh the the period in which we will determine eligibility. We'll run a report, but instead of just looking at athletes, we're going to look at all students and have conversations with all of them, right? We shouldn't just say eligibility for athletes or I think if somebody's in front of a club or anything like that should be >> correct. >> Um and then we're going to go through procedure. Michael and I talked about that with the counselors and then with the athletic director. Um and then >> well and I said so my son's in soccer and it was reviewed a parent meeting for soccer. So >> perfect. Excellent. Yeah. I >> they don't go to like Ruby plays field hockey in Woodstock. Mhm. >> So >> it's

046Woodstock's um eligibility then it's this the school in which they are participating of because then it could be a little different. >> How would they know though? Just how would they know that she's not eligible? >> Like what her teachers >> they So what what should happen when I was an athletic director, we would communicate if we were sending kids over, right? I would say I need a copy of your your athletic policy as it pertains to and it should be the same but sometimes uh maybe discipline procedures maybe a little different and there should be a continued conversation with hey when do you do your eligibility or when do you do your graduation like those type of things so whether that happens specifically I couldn't answer that question but that's how it should happen

047>> okay um and again where is it written that's that's what and if it's not then we need to get it in place go to get a little understanding trying to keep them very simple and one is collaboration and horizontally so within our own building and then within the SU um I'm new to all of this so for me it's it's just a matter of making sure we're aligned in our building K to8 taking a look at that and then how are we going to be a part uh and share with the with the SU and one of the things that came up as an example we were talking I think during um one of the ins with social studies about having a mock trial with all of the schools. So, so one can be

048defendant, one can be, one can be judge. So, we're going to talk a little bit about how we can incorporate sort of a line. Um so, that's exciting. Behavior, we talked about that. And so, just the communication uh not only within our own building to students and faculty and staff, but to to families and making sure that that is open. Uh and then community outreach and involvement. And I'll get a little bit to that coming up next. And then I just met with the PTO, which was great, and talked a little bit about some things that I'd like to do. Um, an Iron Chef competition with all students. Um, maybe sponsored by PTO. I'd love to do >> Make sure you get Kelly involved. >> Yep. She's >> She's been Yeah, >> we had some

049pretty cutthroat smoothies and competitions since >> um I'd love to do a career day once a month um that we sponsor where we just have folks celebrating um and maybe they come in we have classroom sign up and we just celebrate when we do that. We typically go with like firefighter, police officer, but why not a business owner? Why not all the other people that we have within our district? So maybe come in once a month on a set day and have classrooms sign up and they can break things and we can have a multiple. We don't just have one, we can have a number. >> We have a couple community members that are really involved with Dartmouth's um I forget what it's called engagement or anybody like that's like intended to cultivate career interest

050in the community. >> Jenny and um uh I forgot her name. Bethany. >> Yeah, Bethany. um who used to be >> anyway great >> Bethany and yeah >> that'd be great. >> Yeah. So >> stuff like that. uh and talked a little bit about maybe a faculty student fun thing like a basketball game or something like that or wing eating just something to get and have some fun with the kids outside >> teachers love to play do it basketball they always do basketball >> I want to say that that was the biggest PTO I've ever crush >> and crushing it incredible And we didn't have a PTO like what >> for a while? >> Four or five years ago. >> I mean that thing has been resurrected from the dead and beautiful. >> Yeah. To

051just see the size of PTO meeting. >> Yeah. >> It was very nice. >> Yeah. >> Um just to kind of finish up here, some old new. We're still going to do some recognition that we do uh bi-weekly, which is uh recognition of of students birthdays. I um I stole this from another school. I'm going to be sending out birthday cards home to our kiddos so that they get a little something. Um, >> yeah. So, I started the first round in September and we'll go all the way through the summer. So, I think we sent out nine for this month so far. Um, again, just a little something for for kiddos. >> Fantastic. >> Newsletter, which talked about a little bit. Um, wild cats. So, I I bought four wild cats, little stuffed animals, and

052we handed them out. handed them out in the beginning of our faculty meeting and just to recognize four folks or four groups and they get to keep them all month. They can name them, dress them up and the first faculty meeting of each month they are to recognize some of their colleagues and and pass them along. So just a good way to have some fun and kind of recognize some things that we're doing. I have taught you being good cards which are cards that we'll give out to students just as it expl as said and we'll keep half of it and we'll put it into a lottery and then we're going to pull them out and I I would like to like award them with books or something along those lines. Um we usually do

053two or three uh every bi-weekly and so we'll just get some books for dogs and stuff. I do I would like to work on a book vending machine. That's something that through a grant I was able to obtain previously. So, I'm going to look into it. Um, and I can tell you what, as corny as it sounds, like a book vending machine, the kids couldn't get enough of how do you get books out of that? They would ask, "How do we get coins?" So, it's something I'm going to look into. It's adorable and it put it puts your mascot and your logo on it and um it's nice to see kids go up and and want something other than sticking their face to get candy um to want to get a book. So, thank you

054cards also. And that's for faculty and staff. It's just little postcards that uh every couple of weeks four or five I'll just put in their mailboxes just to recognize. Um Wednesday and Friday there were traditions of uh dressing up and positive messages on Wednesday on shirts and Friday is uh our pride day and athletics. I just put up there I talked a little bit about the >> pride being like proud of >> school. Yep. >> I don't have any gear yet so I gonna have to >> better get busy. >> I know. I know. I have to get on the website. I feel like we need to get more gear because like I feel like the wreck always seems to have >> that's where I get my gear is through like the wreck or actually

055my nephew who lives in Mifflinburg, Pennsylvania. They are also the wild cats. So I get a lot of gear through there that says wild cats. >> I heard a bunch through the school store last year. >> Yeah. I feel like we need to like I want to order more stuff. >> I agree there. Um >> Yep. >> Are you still doing I saw the heart awards but you didn't see me. Are you still They're still going. Okay. >> Yep. >> Same. >> Yep. Same thing. So, this I'm just going to buzz through. Just our counselors uh make sure they streamline the process of how to keep in contact with them to keep kids safe. So, they put that down for me and I just kind of added there because um right our programming and what

056we're doing for our students so important. And so, there's that that there and added that. So, that's good. um and school behaviors that we talked a little bit about behavior matrix that that we published and just following up making sure that we're staying on top of that. That's good. Thank you. Um and that's just sort of our protocols. I just have it up there so that you know that there is something in place and ask kind of what are we doing? We have that stuff in place. Michael's done a wonderful job. uh that picture I so I asked I have that in there because I asked my previous uh counselors wanted to do a presentation from the school and this is how they see me so they put it in there >> yeah I have

057hair on there >> they didn't tell me it was just we were going to some elementary schools and I had gone over and I just was paying attention but I thought this is how my faculty sees me so I kept it in there um that's good and then that's there is we have this within our maintenance program and talking about Kelly, we're doing this fantastic composting uh program that has been wonderful. Kids, teachers, everyone has been participating um and doing a great job. The building looks great. Yep. And uh the kids have been wonderful and it's sort of uh all hands on deck. Nicole's been great. So, I just included it in there. If you clicked on it, you'd be able to see sort of the details, but uh it's worth mentioning because it's been

058fantastic. >> You know, the kids built that. >> Yeah. Pretty awesome. >> Yeah. Yeah. Yeah. >> And open house. Just a reminder there. >> Um, and I saw Bets's garden when I came in. >> Yeah. >> Thank you. >> Oh, my turn. >> Thank you. >> All right. Transition over to my report, >> which has a lot of pictures, but not a lot of kid pictures. I was just a >> I know. Yeah. >> No, I'm just feeling like you said because I haven't been here. >> Send me a picture. >> I just need to come. >> I love Yeah. >> I love when the superintendent sends me pictures of my child. >> She was so stious. >> I know. >> So, uh I'm just going to share. We just opened school. So, I have

059a little bit of information on um how that all went. So, we started with the new teacher onboarding, which we now have two days instead of one, which is awesome. That's not enough, but it's better than one day. Um, so we spent um the first day uh just welcoming them, doing some get to know each other. We had um presentation from our curriculum office, from the tech department, from um our licensing um standards board people going over the new licensing system that we all had to transition to this summer. just keep changing >> in the I know the union. Um we had a presentation from Jen Jennifer Aldrich who did uh a workshop on trauma trauma transformed education and collaborative problem solving which was very important. And then staff had to um do a seven

060habits training that could have been done in person. We had a regional training or they could do it online. So they got to choose. Uh we onboarded nine teachers which is like just joyous. The room was not full in the past. It's just been packed full. >> Yeah. >> And having nine people felt really good. So >> that's for the whole SU. That's for the whole SU. >> That's pretty good. >> Oh my goodness. I can't even tell you. We had like a massive >> ones a lot. Everyone left. >> A lot. So yeah, it was really nice to to have nine and they're fabulous. All of them. So very fortunate. >> Yeah. >> Um we had that was followed by the welcome back. Uh we teachers had two day we had two days of

061teacher on boarding and oh they had time with their mentors as well and we did bring in new support staff and they met their mentors and had lunch and so um didn't didn't leave out the support staff. Then the teachers had two days of prep time in their classrooms and then that brought us to last Friday and we did the SU welcome back which which uh felt really good. We had some fun. We honored staff with service awards, years of service awards which they really appreciate. And I can't tell you I get emails like multiple emails questioning like I think I should have gotten. >> So check the dates and um >> so anyway we have presentations from uh Ian is up there in the bottom corner. He did a really fabulous job talking about

062the service program and and the goals for that program. >> Can I mention Harland in particular? The number of people who were getting these awards from Heartland was outrageous again like >> 35. >> Who was 35? Is that >> Sam? >> Oh, was he 35? >> I think John was the 35 and um plus you can add 20 years to that for driving the bus. So, it's really >> my best driver. He started driving the bus when he was high school. >> He started driving the bus when he was 18 and he needs to keep driving the bus because he'll he's the only one that comes up our >> road. where she must be awesome. >> What about Linda? Linda must enjoy it. It's fun. Um, so we had um we had the welcome back.

063Ian did a lovely job. Bridget, our curriculum director, spent some time talking to the staff. The food service department, um, cooked lunch for everyone, breakfast and lunch. And I have to tell you, they did a taco bar on Friday, which was out of this world. I mean, everyone was just raving about following that um staff members in grade level groups working on uh K5. They were working on common assessments really ordering the units. They they've been using amplify CLA for third year now. So, they've gotten used to it. they um requested like rearranging some of the units so it makes sense when you're teaching plants, you know, that's in the spring, those types of things. So, they got together in groups and did some curriculum mapping and they're working on common assessments and we have

064um asked every teacher um to to upload in Power School the end of unit assessment. So, we're trying to get consistent across the SU. It's hard when you have students in multiple schools and you're seeing different things in power school. So, we're trying to create some just consistency across CSU. So, they were working on that. The middle school team is starting the proficiency work high school did last year without the support of the AOE because they pulled that away from us after 73 was passed. But Bridget is leading it on her own. >> Yeah. After we planned the whole year, they said, "No, we can't do that." Um, so, uh, we pivoted, figured it out and high school. We also had uh, Heather Lynn come in and she did a twohour HH training with all

065staff. So everybody understands the law, the policy, the procedures, what their responsibilities are, the process that we have to go through. Um, I thought it was really wellreceived and people were happy to have the information. I think everybody wants to do what they're supposed to do. They just need to know. So that was one of >> That's awesome. >> That was a really good idea. >> That was after we got ours. >> Yes. and we administrators and designated employees had a separate session earlier in the month so that we are all on the same page and um so we've worked hard. >> It's a scary thing for the teachers and Heather is so good at >> Yeah. >> making it less scary. >> Yeah. >> But also >> Oh, yeah. Like it is. Yeah. Yeah.

066So, um, and then we had our welcome back students, and I I I I didn't get to see Frank deliver or Michael deliver their behavior, um, expectations to the students. But, um, these are we we work together this summer as an administrative team to create the presentations for elementary, middle, and high school staff. Um, you have a parent one as well that, um, people have access to. So, everybody delivered the same information across. Yes. >> Yes. >> Which is great. Yeah. Um this is not as fun. Uh just keeping you informed. The district quality standards are going into play this year as a as a beta test. So we're we're self assessing the rubrics. Um and we have to do that between October 15th and November 14th. And the agency has developed the rubrics. They're

067consultating with so we know what's on them. Um, we're in a pretty good place, especially in the business operations facilities and the governance. Uh, we have our local comprehensive assessment system in place and so fors through the board. >> There's a couple. Say that again. >> Four through the board. We did well. >> You said you're self assessing. So, >> yes. >> Forget about progression. Yes. Um so the bottom two local comprehensive assessment systems and contin continuous improvement those come from the education quality standards. Those are the two pieces of the quality standards that that we're um assessing this year. So I'll keep you posted about it. I think we're in very good shape. And then last but not least, Act 173 updates for you. I'm going to try to keep you informed. >> Uh

068there was a meeting on August 1st. I did I was able to attend that one. um what was discussed at that time basically what problems are we trying to solve? What are the goals commitments that we want to shape our decision m that we want to shape our decision-m from these goals? These are possible decision criteria to use to ele um to evaluate proposals. So those are the questions they kind of came up with. Does this proposal ensure that every child has a fair chance? Does it provide a path to better opportunities and outcomes? Does it get more out of every dollar for the monitors? Does it um uh does it does the proposal preserve opportunities for public input and voice in the schools? That remains to be seen. I know you can't vote. >>

069Appreciate that. like you know >> with these redistricting community like committees that like >> I appreciate that not only they asking about like the educational value but like you know the >> are we getting are we getting more for our dollar >> because I mean I really feel like this is becoming really hard for verters like I think everyone is feeling the like oh my god I can't do this anymore taxes wise like I don't know like so I appreciate that that's like that's there. It has to be because it's it's brutal. >> Yeah. >> So, they met on the 19th. I was not able to watch that all day session. I have new teachers in front of me. Um >> and they don't have minutes up yet and I have not had time to

070watch the the videos up by now. Don't you >> Yeah, but they weren't as of today when I went back and checked. But um from what I heard uh they are um requesting they they requested data needed to complete their work. There is a sheet of data that they requested. I'm going click on it just so you see it. Hold on. Do this. So they they need to get this data from the agency primarily to do the to do their work. Okay. So, if you just want to look at the list, I got to read it all to you, >> but uh it's long. It's a lot of data. >> And they're asking this before they can make >> they need it now. >> Does anybody work? >> I mean, I don't know how they're

071going to pull this off. By the way, >> this is the data they want. >> This is the data they requested at the >> They're still scrolling. >> Yeah. >> On the 19th. >> It's not loading fast enough for you. So >> I don't know >> is that is that publicly? >> Yeah, it's on the website. Okay. If you go to the uh act 63 committee or >> I'm sorry. >> Can you get your act please? >> 73 and if you go if you go to the AOE website. So I what I heard they did spend time talking about >> debating whether to rely more heavily on their data from the state or the district's preferences. And I don't know where they landed on that. I I did hear one member basically said we were

072tasked with going back to the legislature with three plans. That's our charge. We were tasked with taking input from >> what communities want. Um I don't know. It It's feeling like it could get ugly. >> It already is. >> So, I think like as as we sort of like hear about this acknowledging the you know major absence of information and the time crunch and you know the likelihood that this that they get to their eighth meeting and then drop something the next day that is final. Do you have the impression that there is anything that we should be doing as a school board or a school community to advocate for H Heartland? I mean, that's where it starts to get ugly, right? As people start advocating for what they want and I I don't think

073it's I think it's important to engage the community in discussion about >> this um in particular. I know that I know that people are getting together and talking about what they want and you know I don't know that that's bad but I don't and there was talk at the SU level to have some sort of community forum. >> Yes, >> we did talk about that like >> but like I guess I mean more spec like I think actually what I struggle with as a community member and a schoolboard member is what do we want because I think what we had wasn't working right. We all acknowledge that right? we don't want to go through budget cycles where we're fighting with our neighbors to get enough money to open the school. And so that wasn't working.

074And so, but I think what's really challenging is to actually know what is the right path forward. >> There are some worst case scenarios for H Heartland, right? Closing H Heartland School would be a worst case scenario, I think, for most people that live in town. >> Absolutely. >> And then there's probably a variety of good enough case scenarios, right? Like I think there are a variety of outcomes that we could all agree are acceptable for this town. A mega high school in, you know, on route 12 that is Hartford and Woodstock and Windsor, right? That I think would be acceptable to most people. A continuation of H Heartland as an exist to six moving is something I've heard, right? I think a lot of Heartlanders would feel that, right? Like so there's but so

075how do we how do we protect against that worst case scenario, right? and also cultivate like a little bit of openness because I am hearing growing anxiety amongst parents that I think is actually not reflective of any particular outcome they can imagine other than again this worst case scenario of the school closing >> and so like h like I I do wonder do we have some responsibility to be I >> I think you need to hear from your constituents >> yeah messaging in some way about what >> you know that I don't know because I think part of what is scary is just the unknown. Yeah, I think it's going to be I mean this is just what I'm hearing, you know, it's hearsay, but >> I think I think there is some um understanding

076that a regional high school might be a good move for all parties involved. >> Where that is, I think, is important. I I think when um and I know Woodstock needs a needs a high school, but I think if Woodstock builds a high school and the Windsor Heartland Weathersfield taxpayers have to pay for that high school and it's in Woodstock on the far side of Wood. >> I don't know how that's going to go over. >> I mean, I think it needs to be a new >> Yeah. >> like central. Well, and like what's interesting is that Hartland like when you look at the map of the winter districts, >> it is so >> I mean I think people could get their heads around that. I can't imagine Woodstock taxpayers. >> I mean Woods is

077a beautiful school probably in the best condition. Has has space to add on. Could take could become a high school, right? And Woodstock >> Woodstock same thing. They're not dry. We've got kids who come from you know Bridgewater. Yeah. So I think those conversations should probably just start to happen and I think at the board level that happen. Yeah. How do we but like >> it's already board has already started some of that. >> But like do we have H Heartland like >> is there a way that like or should we as H Heartland board members start talking to or have talk to >> or just invite invite the community to come and you listen to them? Y because I think that a big piece of this like even hearing like oh the SU's talking

078about it like I think that's great except that it's not again it sort of is again it's isolating the convers right like the purpose is how do we >> cultivate some buy in in these potential solutions I think part of the challenge is that that the way that things are right now the community like we don't want to create a false premise that the community has any say >> right now it's a place it's a very tricky place to be >> and so we want maybe to know how they feel. I mean, we definitely want to know what our community wants, but we also can't make any promise. >> We can't make any promises, but can there be I mean, you know, when you think about the like rural school collaborative, is that what they're

079called? >> Alliance, rural school alliance. >> Rural school alliance, right? Like whether or not there is some value in having some connection to that group, right? like just so that people at least know there's some again advocacy happening not necessarily to name which of those possible okay solutions manifest but to protecting to guard against the worst case right because I think that >> well you got to hear from from your community what they think that worst case is right what they they will >> because you might have some people who are like close heart school like them somewhere else >> go down drastically >> you know like yeah exactly their taxes will go I mean, they won't. I mean, that's I think also like I mean, again, we don't want to go down this road

080again, but we all know this isn't going to save anybody any money, right? I mean, the driver of the cost is health insurance for the employees. >> Yeah. There's not anything happening in any of these buildings, but >> Okay. So, you don't have any insight right now into any way that Hartland could have any impact on this? >> No, I think I think we need to engage the community. I think probably in the next month or so. I I do have um >> Does that mean like inviting community to the meetings? Like do we need to be a little bit more clear about >> I think you have a meeting where you hear from the community? >> I feel like where are we doing this at the SU level? >> We inviting everybody we talked

081about doing it at the SU level. >> I just don't want to double >> Yeah. Agree. >> Yeah. Don't you think I mean not again like I not I think that there is there is a cohort in H Heartland that sees that has um like a a bit of exceptionalism attitude right that are not going to want to >> this is the time that we're going to have to come together as >> I totally agree with you I totally agree with you but there's there I think that like some of it is people being able to still feel for the time being Hartland still has its own school this school district, >> right? Right. We're our own district, right? We're in a supervisory union. So, for the time being, there has to be some place

082for constituents to come and talk about >> just >> the specific, right? Because the implications are very different to be a town that has school choice to be compared to a town that doesn't have choice, right? I mean, >> but again, like >> I want to hear from people, but we have >> very clear. They can tell us what they think if we can advocate for them, but that's all we can do. We can only advocate. We have no >> I'm I'm gonna have a I have a VSSA all member meeting. I think it's next week. >> And um I should hear more, >> you know, updates from Chelsea at that time. And I guess the question is if they're talking about, you know, whether they want to rely on data from the state or

083what districts are advocating for, like somebody should tell us that so that we can bring out what >> Right. Right. Right. So that we can be advocate. I think that's my point is like I I I hear you that like it's not up to us and at the same time I think this is potentially I mean this potentially has >> massively significant implications for the town of Heartland, right? >> Yes. you that house that has high property taxes, you want to see that property value fall real fast. Take away school choice. Yep. Right. That is going to really change property value dynamics in this town. So people that is a very different conversation. >> You just have to hit the screen. >> So and I think there has to be some opportunity for us to

084right we can't control but we can advocate and I don't think >> state rep to that too. Is that the person? >> But do but our state who which of our state reps are on the is it um is Becca White on >> uh Rebecca Hulcom? I don't think Becca White's on the >> I she's not she's not our rep. >> Oh, she's um um >> anyway we can look. Yes, we could. >> There's a list of who they are >> and then it's like retired superintendents, right? Is the >> Yes. Yeah. >> Any of them that have any relationship to us or are they >> Yeah. Jay Adams. He was the handover um superintendent. Just retired. Just just retired. And >> super interesting. >> Yeah. He he's from Pennsylvania. He went through this in

085Pennsylvania. So he's has some good experience, >> which is interesting that he's not from Vermont. >> He's not from Vermont, but it's been uh he's been well handover is um stress interate, >> but he has experience. >> What is it? Do you have any What's happening in Norwich? Is Norwich just exempt from all of this? >> I think Norwich is exempt at the moment. >> Like even from the foundation formula except >> I think I'm not positive but I >> there too. >> Yeah. Exempt from the foundation formula. >> Well, because they have their high school. >> Yeah. >> But even at the elementary level two >> Yeah. So >> yeah, I think um that's it. Yeah. Well, >> it's it's probably time to start thinking about having the community something where people will come

086and talk about their their thoughts on this what they want shared that information the task force [Music] they are only required to have two um >> entire state. >> Yeah. Two good. So if we get every single school board member in the state to show up at the PVA >> two well they have to do too like they task for one of the task force has to do focus >> right right >> so I'm going to keep you updated um with whatever I hear I'm going to try to attend the meetings when I can but I don't know I'm have some concerns about all Uh the last thing we have to talk about today as part of the administrative report is our continuous improvement plans. So um this is Oops. >> Sorry. >> It's okay.

087>> As you may or may not recall, this has gone back and forth. We've had to have um continuous improvement plans at the district level. Then we had to have just one at the SU level. Now we're back to every district has to have their own continuous readiness plan annually and it is also your school improvement plan which is required for title one. It's one and the same now which is which is helpful. >> Yeah. >> So we did look at um Bridget did a data inventory and shared it. So Frank really wasn't in on writing this. It was Lindsay and her instructional team leaders and interventionists and um Bridget helped, but I just wanted to share it with you a little bit tonight. Um it's probably nothing that you're not expecting, but uh the

088first goal is 100% of students have grown math and reading proficiency. So we believe that each child has capacity to grow. maybe they're not going to grow um they're not maybe not all going to be proficient immediately but they all will grow. So that is one of the goals. Then as part of this plan you have to list the measures and the evidence-based strategies that you're going to use and the resources that you're going to use. Some of them are tied to title one. So those are listed there. That's really small but um I can share this out with you. Uh the next goal is around reading and it is the percentage of Parkland students who are proficient or above in the STAR reading assessment in grades three through eight will increase from 54% in

089the winter of 2025 to 60% in the winter of 2026. So we're using the winter benchmark as our as our target and it just lists how we're going to do that and the resources needed. Um then there is a goal for for math as well and that's grades 1 through 8. Um percentage of H Heartland students who are proficient or above in STAR math assessment in grades 1 through 8 will increase from 66% in the winter to 75% in the winter of 2026. And um there is a goal, it's down below, based on act um 139, which is the early literacy law. And so there's a separate goal for K3 where and we're going to use the Dibbles assessment to measure that. And that's um students in K3 will increase proficiency from 36% in the

090winter 2025 to 45% in the winter 2026. So those are the biggies. Um the the goal safe and healthy school goal is around chronic absenteeism because we're finding that that's a big problem in all our schools can't come to school. >> So we're gonna um Hartland specifically will decrease chronic absenteeism from 14% to 10%. And >> can you define chronic absentism? Yes, it's um is it more than 7% of the days I think that are absent. Yeah, there's a there's a like a national definition of it. Our wellness committee, our WFCC committee really worked on this. They have um criteria set up. Um Katie Burke, who's the nurse in Windsor, she she's so Heather's a little little sour about she's Yeah, she's pretty awesome. So, they've been working together on um some protocols for what

091we're going to do with students who are chronically absent and how we're going to engage them. They went to um this meeting that we have annually to um it's EPSDT funds, which is funds that are generated from time studies by the by the school counselors and the nurses. And they get to decide how they're going to spend that money as a group. and they've decided to offer um stipens for school engagement coaches. So, there are three school engagement coaches across the SU that will work with these families proactively when they start to be >> yeah not quite chronically absent. So, that's one of one of the goals in here and um that one I did with you and then there's a section on how we're going to progress monitor. So, that's the plan. It looks

092the plan looks similar ac the plans look similar across the SU based on >> SU data and then specific district >> we needed to share that with the board >> we have to approve it or we just know about and if you have questions about it >> and that concludes the report. >> Okay, stop sharing my screen. So um items for discussion uh followed by motions. Uh we have um the discussion that we have continued I think since like April of algebra for eighth grade. >> How did we start the year this year? >> It's in place. >> In place you have five kids. >> Yes. Five kids going to win their first period. >> Yep. First period they return by nine. And that >> there is not the there's not a map, >> right?

093>> Yeah. Um and our tiny class of 15. So it's not a lack of algebra, it's a lack of actual bodies. >> Yeah. Bodies of the class. Um okay. So I will open up for discussion. So, do how do we so we feel fine about them not getting grade 8 math or >> I do not feel fine about them not getting grade eight math. >> And so, is there some like opportunity to make grade 8 math one of these great electives they talk about or like algebra become the elective? I think we talked about so Michael you and I talked about or those persons and I talked about it but it's about time and it can't be during one of the elective blocks because it's like 30 minutes or 35 minutes which is >> 30

094to 45 >> which are the times that our our middle school teachers that people who would support it >> are have to get their prep and their lunch right >> so and so Michael I would love to keep the conversation like rolling at some point to try to like >> figure out a way to make this happen so we don't have to transport kids and you know like >> I don't know I I get >> I don't disagree. >> Okay. >> Yeah. I mean I do like as a parent and as an engineer I do think that it is very important to offer kids algebra in eighth grade. Um because that is when as an engineer that is when my engineering I was able to become an engineer because I started algebra in 8th grade

095and I would have had to have done summer school in college in order to make up course work in order to get through the curriculum. Um, so it's that's where it starts. >> Um, so that's really important to me. >> Yeah. >> Um, but I won't be working. >> But I think it's important to me. I mean, I'm my daughter's taking geometry as a freshman and she said, "Oh, yeah. It was really great. The first few classes, it was all the algebra stuff that we worked on and it was great." So, I mean, we'll see later on if she's floundering. I'm being like, "I don't remember how to do what I was, you know." But um yeah, I feel like it's been I don't know benefit overall. >> I don't think the question is should

096we not offer it and how we offer it. >> Yeah. Um >> the only two options are the computer-based one or going to Windsor. Correct. >> At this moment. >> I mean, you know, what we what we want to try not to do is track students, right? We know. >> Yeah. Newland wouldn't offer eighth grade math/algebra for one cohort and not the other. >> Correct. Yeah. Right. Because we just want to eliminate backing up, >> especially this year when we only have one. Right. >> Right. Right. >> But future years. Yeah. >> Um >> so then of course if they stay in their cohorts the whole time. >> I see. The issue is that if you put all the algebra over kids in one class, you've got one class that's something they'll give class. >>

097Yeah. Like typically >> Well, yeah, but then they don't mix up, right? So then they all >> is if they did online, it was not in my impression they were going to get the grade eight math online either. >> Say that again. >> So because I remember the discussion last year was really about like online versus going to Windsor, but but the but the discussion about adding in grade eight math is separate because it's not like the online algebra gets them grade eight math in any kind of way except that they could do grade 8 math with their classes and then algebra could be done online at any given time during an elective block. >> Yes, I believe that was what we talked about >> or in outside school which is a cost which is

098>> dedicated. >> Yeah, that would be >> they would have to >> that's a bit of an equity issue. Yeah, >> that's I think that's what they're well that's what they are doing at Weathersdale this year. So, >> and how many kids have started that? >> I think it's >> I worry that's going to be I worry that's like going to be require so much parental that that's the big equity piece, right? Because you gota have parents that are engaged in making that happen then. >> Well, and you're also making kids choose between math and sports >> or another elective. >> That is also I mean I think I showed this last year. I mean that's what we did in my old school too. Like kids who were doing algebra were doing BTBLC outside of

099school on their own taking eighth grade math with me when they were in school. I also supported any questions they had in math like even though I wasn't their teacher but I didn't I didn't teach their algebra class >> and they were doing that was choice >> and yes they I had several who were still participating in sports including hockey which is a large time consuming thing. >> Yeah. >> But I had students who did that and then they were able to get the eighth grade math and also had a lot of support in the eighth grade math class. Yeah, I >> mentioned that before. I think I think it's aluminum sl that's how it >> Yeah. So, we did eighth grade math over the summer in our house. So, there's also that option. >>

100Um, >> keep talking. >> I'm just ruminating. I'm just ruining because I have so many I have I have slightly different views. So, that's okay. We can we can move that along. It does make a difference when you get the freshman year in college. >> It seems like this is something we should dedicate some time to in like April, right? like we tried April. It didn't work too late. Yeah, it'll be December. I >> it's a scheduling issue that you have to take a look at and you have to there >> you got to take a look at the schedule and there's got to be a way to choose what you need to you may have to >> I mean I wonder if there's a way to do it where it's you know it's I

101mean we have the capability of zooming into an actual class right that's what I wonder are they are they are they in this school zooming in for I don't three days, four days and in class some days I don't I don't >> we can also share resources with the SU where you know we have a teacher that would rotate first period so that they students could get an in-person experience once or twice a week >> um and then be remote so they would have that connection and I would think that you could make it so the class wasn't huge I mean like like they were getting bus to Windsor but having that combined eighth grade algebra individual class. >> You're still not going to get eighth grade math, right? >> Well, they could touch on

102the Well, yeah, they wouldn't get the full eighth grade math. Um, but there's a lot of overlap. I mean, I know I just went through the eighth grade curriculum and picked out the pieces that >> we didn't know in our house. And >> I mean, it's staffing, too. If you're talking about putting a putting a group of students in a room, you got to be adult supervision, preferably somebody that knows how to do >> math. >> And yeah, >> yeah, >> I think there's a way to do it. >> Yeah, there's probably a way to do it. >> Yeah, >> you're just quiet. >> I'm quiet. >> We need to dec I've been charged by the SU board with meeting with all of the math teachers to get their recommendation. Yeah, I think that's important.

103Um, >> I sent them an email in the spring and said we meet in the fall so I can >> gather them up and see what they think and bring that information back. >> Yeah. I mean, I think the other important piece is that both I mean now granted our kids are at handover um but the kids that are not in geometry this year um feel stupid and feel like they're left out. Um and it definitely feels like um they're lesser and those kids are really struggling with that. Um >> like the other handover kids you >> Yeah. Yeah. So um and that is handover as well. I mean there there is a freshman in Trevor's pre- capitalist class. So there's a bit of a push of the math side at that school. But I

104think that I don't know I feel really strongly that I would not have gotten through engineering school without summer school if I had not started in um algebra. >> So do they get eighth grade math the entirety of the year basically like the from start to finish? >> Yes. >> And how long are typical periods that they get that? >> 48 minutes 48 days a week. Five days a week. How much would it would you be able No, maybe not because you set a schedule, but you like did more like split it up in the semester. So, you did the eighth grade math and then the second half of the year you had the option then to do algebra, but then you'd have to >> shove that all. >> Yeah. Yeah. >> Yeah. They'd still

105get stuck to again. >> Yes. So, I'll I'll try to get that meeting scheduled and bring back information so that we can decide >> from the goals that you've decided of the retreat are >> yeah more >> one is community engagement so I think that's very appropriate >> right now >> uh two was staff engagement with the board three was transparency and decision-m and four was engagement with the legislature those were your four >> oh they're down at the bottom on the radar >> yeah wait those yeah did she did she already correct that >> she already put them on the radar list so let's let's approve the radar list >> um so much. >> Okay. So, I will uh take a motion to approve the uh what is highlighted as the radar list, which

106is our old name for board goals, but I still like it better than board goals. Um and uh I'll take a motion to approve that based on our discussion um at the >> so moved by Beth. >> Seconded by Heather. Okay. Uh any other discussion? All those in favor, please say I. I. >> All those opposed. >> Yeah. >> Any abstensions? >> Okay, that passed. Five to nothing. >> Okay. Uh, moving on. Um, SU budget committee representative. We need >> you. >> It was last year, Ryan. >> Oh, good. >> And then I absorbed it. I was here >> just like I somehow magically >> we hired I have two partners coming >> nice >> in August of 2026 >> say vacation hard call I can actually like take a day vacation where I'm turn

107off my major so one more year and I reconsider >> it's going to be the same meeting schedule as it has been Friday mornings remote in starting in se starting uh >> congratulations starting >> what what time of the day is it >> 9 a.m. They're about 30 minutes >> cuz as if like working people can do that >> and they are and they're just there's usually three or four of them. Just pulling up the calendar was talking about some today. I'm not doing that. >> Thank you. >> They're all remote. >> They are remote. They start they will be scheduled. >> He's scheduled two of them. I just have to give. Okay. So, one will be the first one will be September very slow right now. September 12th is and then the next one

108is the 19th. >> So, the first two are scheduled September 12th and >> I know. Wait, why is it they're back to back? >> Because um >> we normally do them the first and the third, but this Friday is the first and >> 12. >> So it's every other And how many how long is going for? >> Like four meetings there. It's usually like four >> meetings. >> So September, October. He's scheduled an hour usually. I don't know. You were there before October. >> I'm pretty sure third and then the 17th do it. >> And if you can't make a meeting, Ryan, it's okay. We can catch you up. >> Yeah. >> Make a motion for Ryan to become the SU. I think we can just do that. >> Okay. >> Grand appreciation. >> So

109the the piece I wanted to add to this item for discussion is um it was brought to my attention that the 2025 2026 parent guardian handbook has this clause on fundraising which states that all fundraising activities must be shared in advance with the school board. >> Yeah. Yeah. And the question was whether or not that applies to the PTO. >> And my assumption is that the PTO operates with some blanket preapproval for fundraising activities on behalf of the school and that therefore they don't need to come to us with every fundraising activity. >> And that's what I said and I want to confirm that that's correct because I said it with a lot of confidence. >> Nice work. So how do we make that? >> So my understanding is yes that is true but that

110there is a a you appoint a designate. So in other words they just have to run it through the school principal or administration to make sure that it's not doubling an effort. It's not anything that involves because what I've had happen >> what I had happened previously is a different fundraiser. All good. But some of the fundraising um uh rewards or whatever was like to the liquor store right to the right to the gun and ammo which understandable. So that was the second check off of being like okay just run this by the principal to let him know that this what we're doing >> as >> and the PTO is doing that I presume right the PTO is >> I haven't had anything come to me yet as a fundraiser. So there should be and

111we just met and we'll we'll bring that up. everything that's fundraising absolutely should follow a hierarchy and the principal and the superintendent should know what's going on in >> just so you know what it says in the handbook is the school board and I was like I don't think we are responsible for that so but >> so you can just um yeah I mean technically that's what it says and andate >> so Frank Romeo is not going to be our designate okay >> should we make a motion to designate you >> okay moved. >> Okay. The school board designate for PTO fundraising. >> Any fundraising fundraising. >> Yep. >> I'll second it. >> Okay. So, it was moved by Hannah and seconded by Ryan. >> Um, is there any further discussion? >> Just can we

112make sure the PTO knows that? >> Yes, I will. >> Do you do you know was the PTO coming to you guys last year with fundraising? They just doing their thing. They were just doing their thing. >> Yep. I will reach out to them because we already had a discussion about concessions. >> Okay. >> Um, Right. And so I think putting some protocols in place like handling money and things like that would be great. >> Okay. >> Is there a form >> that is a request >> because there should be yes there should be a form that has a signature of >> they um when I was a principal I went to the meeting so I knew work at one board and >> can I put together a >> you can sure I would like

113a form >> you can do that. I I know in in um and and the way that you're doing it is fine in Weathersfield. like they come in the first meeting of the year like August the PTO president comes and says these are all the fundraisers just informs the board these are all the fundraisers we're planning to do this year and say great >> we can do it however >> yeah I just think like you even said the part there's such a high participant there's going to be a lot of things that are going to be thrown around so if we could just follow a little something even if it's just a Google to say this is the fundraiser check off done >> yeah but it's not just a PTO right like eighth grade Correct.

114Everybody >> drama claw, >> right? And what I said to Alexa was just my my impression is the PTO has this like it is a sanctioned >> fundraising organization that sort of has its umbrella approval to >> fund raise on behalf of the school community. >> Somebody just needs to keep track of when fundraisers are happening and you don't want multiple fundraisers. >> Yeah. And you want to make sure that you don't have other entities that are going to do fundraising under the guise of like >> and it's actually to raise money for >> right it's for a football helmet or something like that and it's not really sanctioned by us. So that's I think what also helps. >> Okay. So maybe I'll just pass that along to >> um I'm going to put in

115another plug that we figure out how to have Venmo at fundraisers. That would >> has figured it out. >> PTO has I think they have their own, don't they? >> We still need >> Yeah, the school has cash anymore. >> Nobody carries cash anymore. So having a fundraiser where you would do small dollars makes no sense anymore >> and I other schools are using them. So there's got to be a way that we can do that for who's I mean I'll ask again. Yeah. I mean, there's got to be a way that Larry can figure this out. >> Yeah. I can ask >> it's hurting our fundraising. And it's also I mean, what's sad is that like we've seen kids get turned away because like if you're running a fundraiser, you can't just be like,

116"Oh, yeah. Well, come on in. You don't have any money." And so kids and families have been turned away. >> Troublesome at the um haunted house last year. So if we can >> Amazing. Yeah, that's why I'm putting it out there. >> I'll ask him. I can't remember the the reason, but it's something about accounting. >> It's accounting. I know. But there's got to be a way. Like, we can't just >> Yeah, >> there's got to be a way to raise money without >> Yeah. >> Why wouldn't we be functioning any different >> some accounting rules? I have no idea. I mean, yeah, I recognize there's a lot of way to do it because >> but right now PTO has a >> willing, >> but then we were told we're allowed to do that, too.

117And so that's where it's like there's got to be >> there's not a check and balance of like >> what's coming in from the drama club will go out for the drama club and then >> which I understand >> you know we also couldn't use personal ones like it like yeah >> there were a lot of roadblocks thrown up with no um >> viable solutions >> or even potential solutions. >> Okay. Uh I think we are at setting the next agenda which is really weird because I would be here. Um yeah. So on the on the work plan >> perhaps we should re we need to reshuffle the board. >> Reity. >> Do you so not even in here it's should be the seventh o >> well in the work plan took off October and

118I think April board meetings. So your next >> but I don't know if we can can we do that without I'm going I'm going to ask nicely like can we take off October if we don't have a president like can should we wait until November or should we go the other way and have an October meeting get that all squared away and then skip November? >> No we need we need November. >> I mean I feel like we could have a short just because I feel like we need to start recruiting for this spot. >> Yeah. Yeah. >> I don't know. I also think just to be hydrated and I think we need to revisit the I think we need to revisit it or potentially consider that being a community meeting. I >> mean they're

119all supposed to be community and that man. So it would be let me say October >> 7th. >> seventh would be the next one meeting >> the seventh. Yeah. >> The 5th is a Sunday. >> So there would be reorganization >> a reorg and then should we just open it up to community? >> Yeah. I think we probably should think about that >> and like how do we do that? Like we have to really >> I think we get I think we get Linda to send an email. I think we get like we put it on the list serve and we say like want to make sure everyone's aware of the process being undertaken by the state of Vermont and you know the school board is is like not doesn't have control but it would

120wants to hear from the town as we >> is there going to be information at this meeting is itformational and talk about it or like are we just talk like are we >> going to be an administrative report very similar to what you did I don't think it should be a lot of information I think people I think anybody who shows up very likely is going to come with some of their own information >> because I like I mean >> it's a quick overview. >> I just want to make sure >> an update of the things we know. >> Maybe someone comes to this meeting who knows nothing about Accenture and this is like their like introduction as to like the horrors that are going on right now. >> But I mean I think the

121point is there's not a lot of information yet. >> There's not. >> This is like what they're doing and that should be like here's what they're doing. What are your thoughts? What would you like? >> Well, I think laying out what is the state proposing as a process. This is what like I think that would state proposing as a process. >> Question. >> Well, no, this process the redistricting committee redistricting committee. >> So, I think >> on top of doing the act 73 update, you guys need to find another board member. Um, and the way we've done it previously is to put out a letter to the community that says like we're looking for a new board member. Um like I had to write a letter of interest. >> Um and then we were interviewed.

122>> Were they interviewed at not at the meeting but like separate from the meeting? >> Yeah. Before the meeting. >> Okay. Um >> but they have to be wor meetings. You go to executive session. >> Yeah. Interview people or not. You decide. So you could do >> like we could set aside you could set aside October 7th for like a 6 pm u potential board candidate interviews and then umformational meeting >> informational meeting. >> Uh Hannah, how do you feel about that? Ryan, how do you feel about that? >> 6 o'clock potential. >> Um I sort of think they should be two separate times honestly. Like it just feels that feels like a lot to do. I think like a six I think asking like a 7:00 community meeting feels late, right? And like no

123parents are going to show up. >> Why don't we do a six o'clock meeting and then after that >> can we I mean I think I think we're going to need to talk offline about people that we think might be interested, right? Like doing some recruitment. Sure, we can send out something to listener, but I think in reality how it did every day on the board is somebody comes and says like >> you could do it just in a separate meeting to do your interview. >> That's what I think. I think we make October 7th really like because I mean it's >> Yeah. In truth, we want somebody very interested, engaged by March, right? Yeah, >> I think yeah, having someone show up for those early meetings may not be as essential as having someone

124that can run and work, right? >> Yeah. So, we have a little bit more time for that. I think exact 73 step is going to happen. >> I think that makes sense. >> Okay. So, you'll have a short reorg. Have a short reorg and then so you guys may want to like meet at like 5:45 to do the reorg so that by six you have >> So, meeting starts at 5:45. >> Yeah. And then the public session starts at 6. >> You don't want to do the rearch, >> right? Yes, we can do that at 5:30 and then public. >> We could we could probably vote >> on acting. >> I think let's do 5:45. We can do it fast. There's only there's only four of us. >> And it usually takes us 15 minutes

125to do the entire board. You only need to do two positions. So >> yeah, it's just two. It's just the chair and the well could be the vice chair and the signer of the benefits. vice chair become the chair. >> Yeah. Back up and >> Okay. And then an act 73 >> community update >> and call for call for comments public session. Yeah. And then we should think about like are there people that we could invite to that that could like you do a really nice job of presenting this information with sort of an unbiased and >> sure >> um but if you felt like that if you wanted somebody else to I mean I think I don't want to put that on you but I think you have a lot of insight and knowledge

126and >> so you know I don't know >> yeah we could think about whether or not we want somebody from the legislature or we could invite Hulcom you can invite somebody from the rural school alliance, >> but at the same time like I think for this meeting actually having someone that's like doesn't seem like they have their own agenda, right? Like >> right >> the rural school alliance agenda is pretty clear and I'm not saying I'm not aligned with it, but >> there may be people that show up that don't have that, you know. >> Yeah, let me think about that. Okay. I mean, if you are >> if you are if your goal is to hear from a community, >> hear what they want, >> what their priorities are, >> then >> and and

127we're recording and taking notes. Who who would you want in the room to hear that information? >> I mean, Hulk would be perfect to hear that, right? Actually, and we could invite her certainly to also >> She could show up online. Yeah. Um, >> she's on the task force. Um, there's another superintendent who's retired. Um, her name is Jen. Um, heard of her last name, but she's on the task force as well. So, she might be I mean, anybody that's on the task force, it might be good to have them here. Maybe we should just invite them all and maybe at least one will show up. >> Who's on the task? I mean, it can't hurt. >> Michael, what did you say? >> Do you have particular questions that you would like to ask the

128community? >> I haven't thought of that yet. >> Um, yeah. I mean, I'm interested. I think what I'm uh Well, I don't know. I ask them. I mean, I think I'm interested to know sort of how, you know, what people's thoughts are on the high I think the high school stuff becomes much more interesting. >> Yeah. I'm interested to hear like what are people thinking of high school configurations. >> Yeah. Around >> what sound like acceptable outcomes here. >> Yeah. And I think also like are like are people willing to like get rid of elementary schools and like you know because this district itself also has small elementary schools like Albert Bridge is a small one right like and like I know that has nothing to do with Hartland but it could if they if

129they if they have to close down their school like do those like are we going to welcome the Albert Bridge kids? >> Well each district each district has supposed to have 3,000 kids. >> Yeah. >> Four to eight. >> 4 to 8,000 >> a district and not a supervisor union. >> Depends what they go with. One of their plans has to include supervisor unions and the other two do not. >> So, I mean, I don't think we're even going to even with the configurations we're looking at. We won't be meeting that number threshold. >> So, I did the math with Woodstock, Hartsburg, and Windsor and all the elementary schools. It's 3,94 kids, >> which is >> So wait, that's Windsor part. >> 3,984 kids. >> Oh, so we just need 16 more kids. 17. >>

130Seems like it's close enough. >> Yeah, which is probably going to be >> Windsor Hartford. >> Hartford and >> But did you include like Bridgewater, Reading? >> Uh, yeah. All the because on the website and again this is like from whatever the data is on the Vermont website. Yeah, >> it it'll say like whatever their school district is and it'll list it all there. And then I took all those numbers. >> We're gonna start calling you Colleen if you're not careful. Showing up at the math. >> The money is >> data data analysis. >> Okay. >> Well, this is very stressful. >> We need an invitation to the community. >> Isn't it? So, >> I mean, your kids are already in there school. You don't have to worryful because it impacts it impacts the whole

131fabric of the state. >> Mine won't be. >> No, yours won't be. >> Mine won't be. >> One of yours will be grand. >> I mean, >> no, this really does impact the whole fabric of the state. >> But then it's also like is it family grabs? So, because then it's like, oh, my kid is going to be going all the way up here for school. >> Now, my other kids going to be going down here for school. >> It wasn't like it's >> with act 46. >> No, it wasn't. It was only the >> Yeah. >> Okay. So, we need a some sort of flyer inviting the community to October 7th at 6:00, a public session to discuss Act 73 and hear from the community. A quick overview of what what's going on and

132then open it up >> open it up to what are your thoughts and feelings about high school configurations and local elementary schools? Okay. And then they're going to come up to a microphone and have three minutes to share their thoughts. And we want to keep it pretty structured. >> Yeah. >> Three minutes to share. >> Sure. >> Well, normally >> I think Romeo wants 30 seconds. >> Is it you want the task force, the members of the task force invited to the meeting? Might as well. >> Yeah. >> As long as they don't count it as one of their public outreach sessions. >> Correct. Yeah. Okay. >> That makes sense. >> And then a letter to the community. Do you want to hold off on applications for the board seat until after October? >> Well,

133I think we can start asking for I think it's gonna I mean, let's be serious. People are going to look at that email and be like, >> "Delete." And it's going to require us being like, >> "No, no, no, no, no. >> Here's how you spell it. P E Z A It's an intern board. >> I made a post for my husband. >> Yeah. I need to do some spelling test with my parents. >> Okay. >> And then do you have a do you want on that communication to let people know they need to write a letter of interest? That's all they need. >> Yep. Just a letter of interest. I would like to be on the board >> and so I want to hang out with you guys. board member and then >> I

134mean can we just start with just reach out to a board member for more information because I feel like if we make this hurdle too high people won't jump and I'd rather know >> because I think also I mean before anyone wants to write a letter it's also like what's the time what is this whole thing about education if you're interested reach out to a board member >> I give your four names and emails yeah sure >> name emails okay and and we'll continue the conversation. >> Thank you, Christine. >> Okay. >> I do not know of an executive session >> and I will take a motion to adjurnn. >> Me. >> Okay. >> I second. >> Heather Ryan. All those in favor? >> I have tough to work.