001Scott County got a board to order uh on this Monday, August 11th, 2025 at 6:34 p.m. Um, first off, any changes or additions to today's agenda. All right, hearing none, we will move on to item three, which is approval of the minutes. Uh, and that is the minutes from May 5th, 2025 and our retreat June 16th, 2025. Um, let me just see if we need to do two separate motions to think. Does everybody vote? >> The retreat one has nothing on it actually. Just says we had the retreat. >> Okay. I I will do separately. >> Yeah, I prefer it if you do it separately because I did not attend the the retreat. >> Are you ready to go? >> Yeah, we'll do. So, I will uh first I'll take a motion to uh approve
002the minutes from our May 5th, 2025 school board meeting. >> So, moved, Elizabeth. >> Oh, and second. >> All right. This is Nancy. Uh any comment? Any discussion? All right. So, I will take a voice vote to approve those minutes. Uh all those in favor, please say I or raise your hand. I >> I >> All right. Those opposed. >> All right. Cool. Unanimous. Those are approved. Thank you. Uh next, I will take a motion to approve the minutes from our June 16th retreat. >> So moved. >> Oh, good. >> So Nancy got the motion. Anybody second? >> Second. Bill's got a second. All right. Uh >> All right. >> Uh any discussion? >> All right. Hearing none, I will take a voice vote to approve those minutes. All those in favor, please raise your
003hand or say I or both. I >> I >> All right. Opposed and abstensions. >> I abstain. Elizabeth abstains. All right. So, one abstension and those are approved. Okay. Keep it close. All right. So, we are moving on to item four, which is public comment on non-aggenda items or announcements. Public comment is not legally required. We believe it is crucial for us to hear from our community members about their concerns over issues. Through these meetings, our board models for our students how to conduct public discourse and the board and members of our community can approach controversial issues in a civil and constructive manner and can demonstrate mutual respect. Having said that, please note the board is here to listen. The public comment period is not designed for discussion. Please start by identifying yourself and what
004town you reside in and limit your remarks to three minutes. All right, any public comment or announcements? Uh Justin. Hi, my name is Justin Burroughs, uh, West Windsor, two kids, uh, in in in the school system. Uh I was uh complaining to my partner who directed me to a more proper venue which would be this uh to just briefly talk about uh the challenges of being able to fully understand the the role of powers school versus Google Classroom and there being certain like data artifacts especially in P school uh that are confusing for parents. I want to best support my children. Uh I'm not really sure like for example we don't have grades per se but we have you know certain levels of competency that we need to get in certain skills. It's not it's
005not clear to the parents necessarily uh in terms of like what is and again I I you know we have two different perspectives. There are different paradigms that we all grew up with uh in terms of what is failing, what is uh or needs help and then what's you know excellent. Uh and this can be especially daunting whenever you get feedback for example from the educators saying that your child uh is failing this class or needs support in these particular areas. Um and so just two things I wanted to give to you guys as you go into like you know further discussions and and retreats and stuff like that. Uh how it might be made easier for the parents and the students to be able to use the tools of powers school and uh Google
006classrooms in terms of the actual like holistic support for the student um and also what's meaningful and what's not. Like my power school right now says that one of my kids has a 92 GPA. I I don't know what that means uh or if that means like anything. And uh that there might be call it remedial, call it educational uh resources for parents who want to engage in these like technical support platforms in a meaningful way and like get an idea of what's actually being used by the teachers. So we can, you know, help participate. I know we're trying to get our kids to develop, you know, responsibility for their, you know, for their own assignments and for their own tasks. Uh, it would just make it easier for parents if we kind of had
007a clear idea of how we can integrate with this. And I know just as a slight sidebar like with Google Classroom can be a little bit tricky because uh you have to get like a certain extra permission like at the beginning of the year uh and and that can be difficult you know especially you know when there's an app form there's a web web- based form uh there's a you know like a downloadable you know application um and so I I think that parents could probably use some support and clarity about like what's actually meaningful metric for our our our students. >> All right. Thank you, Justin. Um, just kind of going off that, as we go into the school year, are are there any planned kind of onboarding sessions or info sessions planned around
008around those platforms or tools that we can uh we can direct Justin other parents to? >> Um, there are some videos. So, I believe they're on the website, but I'll make sure um I'll talk to Ryan, who usually does the videos. >> Okay. >> Um and see what's out there. >> I wonder if maybe um because admittedly, you know, not being a parent here, these are blacks that I personally don't interact with much. And it might actually be beneficial for um to plan for the next agenda to do a presentation about about what classroom power schools look like. um so that the board can have a little bit more understanding and parents who are tuning in might also be able to address some of those questions and have them answered um because I think that
009is you know we want to make sure that >> we're going to be rolling out score in the high school um and I was going to talk about later but this is the appropriate time to talk about it. >> Sure. Yeah. Um, so that's going to be a program that goes out to the high school students that's interactive for the students, the parents and the counselors and it streamlines the postgraduates particularly college application plans with letters of recommendations, financial calculators and all three entities are able to interact through that. So we are going to be doing something about some kind of night for parents on that. So it wouldn't be hard to add in the Google classroom powers school part. >> Yeah, that would be awesome. That'd be great. great kind of add on to
010that. So yeah, let's um if that can be part of that and then I think you know just maybe at next meeting if it's not too packed you know I think we should plan on just having some kind of overview of those things um level set and uh and if you um those videos if you can just take those to >> Yeah, I'll tomorrow. >> All right, appreciate it. >> Yeah. >> Um Elizabeth, >> thank you. Um two things totally unrelated. One is if you could direct comments to the owl. The owl picks up the um the uh sound better. >> Okay. Cool. >> And secondly, uh >> the fan right there. Okay. Okay. Sorry. Is >> that better? We're moving the microphone. >> Okay. Is that better? >> Yes. I couldn't really hear what
011Kate said necessarily. >> Um, sure. Um, I said I was going to talk later on in the night, but it seemed appropriate to talk about now that the high school is introducing score this year. S OI, which is an online platform that streamlines the college application process. Students are able to access it, parents are able to access it, and counselors are able to access it. And um a lot of the area schools use it, Bill. I don't know if Harford uses it um or not, but um we were going to be rolling that out. We were going to have a night to talk about that. So I said it would be easy to just bring in the Power School, the Google Classroom on that night. >> Excellent. Thank you. Um uh the question still kind
012of remains and maybe you could just simply answer it. Um, what is the deal with the the um score at the top of Power School that tells you what your GPA score is when we're it seems it's based on a hundred out of a hundred. >> Uh when we don't really do that or theoretically we don't. No, it's all changing because that's what we worked with on this the state this year is um pulling out like this year our our students are going to be scored on the performance indicators which was always kind of the where we were trying to get but we still have a scale that matches up those numbers to a 100 point scale and then gives them a GPA and a ranking >> on the back end people see it >>
013yeah like we need that >> yes we see it we see it and and It's uh it's like uh I don't know. It's >> okay. >> I'll have to go in and look because I can't see it on my kids when I log in as a parent. >> Yeah. I wonder why you can see it on yours. >> I can. >> Oh, I never said >> Okay, we'll look into that. >> Yep. >> Uh yep. Justin, >> ju just very briefly, they our our children can see it and they represent that as them having an an A average, which is not always constructive whenever you're trying to get them to do assignments they don't want to do. >> That's true. >> Yeah, it sounds like doing some kind of a rundown of this would be
014pretty timely. So, I think between the the score presentation and then talking about these platforms at our next meeting, hopefully we can devote a little more time and a little more back and forth to to get those questions answered. uh build >> there's a whole host of history behind grading in P school at Windsor right now and um it needs a complete overhaul at this point and I've brought this up at the SU meetings as well because it issuide um and um from my understanding as Christine's pointed out it is being worked on and So that's kind of a hope. But Justin, if everyone want to talk or anyone wants to talk about the difference between a SIS or a LMS, I am I am happy to have that discussion outside of this forum because
015P school is an SIS, Google Classroom is a LMS. and south. >> Oh, we lost Bill >> just as he was offering his expertise. >> I'm sure he will be back. All right, Elizabeth. >> I if we're I'm I have a um just a couple of brief announcements if we are ready to move on to another and they are simply that uh next week the 18th the um the uh Commission on the Future of Public Education in Vermont is meeting from 9 to 11. And then uh the task force, the redistricting, the state redistricting task force is the next day um from 9:30 to 3:30. It's very very long. Um but they have a lot to do in a very short period of time. So um but that's again Monday and Tuesday of next week
016for those who are interested. And uh so and anybody who wants to um hear a synopsis of it, just reach out to me and I'll give you a couple of bullet points. Thanks. >> All right. Thanks, Elizabeth. >> Any other public comment or announcements? Bill, did you want to wrap up your thoughts before the internet kicked you out there? >> No. No. I want to have a public comment. Um, I want to give a um shout out to ABS Summer Camp. Um, from a standpoint of a um, community member and as a standpoint of a parent, um, the program is extremely well-run. It is organized, constructive, and the kids have a great time. And so I want to shout out for those who organize it, those that work there, and uh the ABS community for
017supporting that. So thank you. >> Yes. >> Any other public comments? >> I also think summer academy is >> wonderful. wonderful things about both those programs all summer. And I I'll just add to it. Um it was nice to see some of our students uh out in the wild over the weekend, the field hockey team to do the plant sale. >> Oh, that was good stuff. >> It was great. I bar and I picked up some uh some plants for our garden. Yeah, it's just good to, you know, reminds me the school year is getting started again, but it's good to see everyone out together and uh you know, make our gardens a little more colorful and raise some money. So, that was great. And I I also want to give a shout out to
018um and I I regretfully somebody can probably remind me but um I know that Amanda Clark who is one of our uh one of our SU SU teachers SU staff um had uh Farnsworth. Yes. Farnsworth >> uh ran also ran a summer program >> imagine arts. Yeah. Hannah's doing it this week. >> Yes. I was looking at you like no Hannah's doing it but I I I had also heard some >> great things about that. Um it's really it's great just to see the impact that our school community has. >> Gabby, our elementary art teacher is also involved in >> Oh, nice. >> That's so cool. Well, yeah, it's, you know, it's great to see the kind of impact that our uh our team, you know, has on the community all year round. >> And
019my kids >> ever do that because now I have >> All right. So, if you don't want if you don't want more animals, don't send your kids to Lucy Mackenzie camp. But if you do, it sounds like a great >> empathy send. >> Yeah. And uh you know, I guess when we're doing summer camps, the some of the kids in my family have gone to camps at the cartoon school and Ava, which has been heard great things about those, too. We're we're really lucky to live in an area with so many uh so many summer options for uh for young learners. Uh any other public comment announcements? All right. Well, thanks everyone. We will move on now to item five, which is our administrative report. So, I'll turn it over to you. Do you want
020me to share? Do you want to share? Uh, can you show? >> Yes. Right. I'm chilling. This is all comfort. All right, we ready? >> Okay, >> so we wanted to share some of the work that's been done around the buildings this summer and um this is a list of the things our custodial maintenance team has been working on. They've been doing a really great job. They do always have to weren't around summer academy and I believe they really got a lot done this year. Um big difference from last year and the year before where we were kind of trying to manage the schedule to let summer academy happen and get work done but the crew did an amazing job. We've done some replacing floors in the preschool and at Windsor. Jen, I don't know
021if there's anything else on here that you have, but feel free to jump in. Um, we moved some classrooms around to better support our students to be in their grade bands, whether they're making sure all of our elementary students are together, middle school students, high school students, and their teachers. Um, we had some window repair done. Um, we did get to do a locker refresh in the middle school. We've been open for that one for the last couple years and we're really excited to have a new paint job on our a little more aesthetically pleasing to the eye, which is exciting. Um, we also have some more display areas thanks to our maintenance team adding more bulletin boards in the middle school hallway for all their work to be shown. Um, we're going to make
022some like a little bit cozier spaces for the entrances to our to um the two entrances to the school for um visitors to have a little bit of a seating area. Um there's some playground repair items that were done and we definitely have um the painting team here in the summer and they take on all the groups that need the attention. We did get to have a middle school mural group last year who brightened up the walls with 3D murals last year. Um and the an overall deep clean and upkeep of the building that happens every summer. It was fun to walk in and see that shiny floor. Wow. And that's always a maze. M A Z E, not Pies, but a maze when you're trying to figure out which way to get to a
023room in the building because certain sections are exact. So, you have to follow all the signs. >> Yeah. >> Just for a quick comment. I really appreciate the entrance to the school thing. I think especially the lower entrance and >> it's always felt a little bit awkward down there and I hadn't really thought of that. back in the seating area, but you mentioned I think that'll be really helpful just to have some some kind of space in front of there. >> We're all cleaning up the building. It's been great to have somebody there fulltime this summer. >> Uh we're excited that we're going to be sharing a evening with families um at Al Bridge and here at Windsor. We're going to have time to visit classrooms, but we're going to start the evening with um
024an information night on behavior expectations. We worked on that as a SU staff and really want to make that clear and partner with parents as we share that information. Then after we do that, we will have um visits to classrooms. the 6th through 12th grade will offer um a little bit more time to have a a short discussion discussion on extracurriculars and athletics as well. Let me pull up share the right screen. So, we're moving into our continuous improvement plan. These um existed for a long time and then didn't for a while and they're they're back. Um so, it's kind of our it's not kind of it is our way of goal setting, looking at data results, goal setting, what are the improvements that we're looking to make in the upcoming year. Um Bridget really
025led the charge um with Kate and Colleen and I uh going through and she didn't want me to share that Windsor's has been approved. So we did get final approval that had gone back for they'll ask for revisions or clarifications you know or a lot of documenting of how we'll do this not just what we want to do. So but it has been um approved. So um >> we go >> uh yeah let me see my so you got like section two. So goals um and I hope you have these and if you don't we should get them to you because it's because it's way too much to reach you or to talk about but basically I section uh two the first goal I think speaks volumes but basic we are looking for everybody to
026improve 100% of students will improve um in math and in reading um becoming either approaching or becoming proficient I think it's important to remember that sometimes growth doesn't mean you cross into the proficient level right like it's different. You may be at a place where growth doesn't mean you you are still below the stand and students are still below the standard. So I know when I look at and you'll see our star results later, we were very excited at the elementary level of our growth. Um it it isn't that excitement isn't what I see reflected in our percentages, but the growth is there. And um so we in the CIP we have to identify um what we'll use to measure the growth and then who's responsible for it. So as you read across um each
027of the goals that comes to um when you look at I guess if you go to the second number two Christine when you look at the percentages of improvement it um any goal that's full school you can roughly um calculate it to like if if it says we're going to increase six% that's roughly 12 students. So you can double it to think about the because to me it's about the number of students that we're looking to um to cross a level and often when we dig deeper into data it's the students that are on the at their rate right for intervention to cross into proficient or even to cross into just another benchmark of growth. So um you can so where we we have approximately 500 students. So where it says we'll increase from 54
028to 60 that's 6% that would be about 12 students that we see have the uh opportunity and obviously we want we want higher than that. A important factor on the CIP is who's responsible and when you and what are the programs or the resources that we have in our budget that will help us do that. So um you see people who are responsible but then you also see programs or trainings that we'll we'll complete in order to try to show in order to achieve that growth um in um reading most of our this feels I'm going to be redundant from our report regarding report right they feel the same so um >> in math >> yeah the um the ELA or the reading um goals that we have will all stem on the elementary slide,
029they'll stem from early literacy, right? The act 139 work that we'll do because we have to start with the most foundational students and the most foundational thinking system. So, and those hopefully transfer as students go up through grade levels. So you'll see a lot of um focus on um dibbles as an assessment that we'll give to try to target the instruction that's missing for students in reading. Um for Windsor at the elementary school we're looking for um we're working with a new it's called number corner. It's a program that is a spiral review type of program that because what one of the things I think I've noticed and we've talked about is students get far away from something after they've learned it right it does if it doesn't come back it may not really be
030there so we are piloting the number corner component in Windsor um K through five hoping to see changes in that >> by by spiral review is that so there's maintenance there's skill maintenance built into skill um um acquisition work. >> Yes. And yeah, looking for it to come like at times to refresh or to bring that back to the students. So this is a like number corner is a a 15 to 20 minute um lesson that involves student observations in math um asking them to do work with time, money, all those basic skills that um really often aren't deep in problem solving programs that we that we use. So I'm pretty excited about that and I think that work will only help support the public campus day. Um just as fast. Um there's an equity
031goal in here as well. Um closing the gap and um we'll use edge of climber to try to monitor all of those. Edge of Climber training is something we're building into um staff presentations or PD days or or um staff meetings to make sure that the staff are using. And then it's also come up about um you know power school that making sure that that can transfer over to edge of primer so that students students and teachers can access culture power school is addressed and the behavior is addressed as a goal goal five and subsafe mountain schools goal and that really goes to the presentations that we've been talking about the work we've been doing with behavior um the matrix work that we've all done this summer and our we're going to um we already
032have a plan to roll that out to staff. What's their responsibility in that matrix as well? And then there's a goal for um seniors about college and career readiness and and equity goal. So um it's a lot to digest be these will be on the website >> just one one request just for um a little bit of accessibility. Would it be possible the what were the state the whole whole child whole the whole community? >> Yeah. Is it is it possible to to link that from there just so folks can see that? >> Yeah. uh link the >> where wherever this where this is posted is maybe having a link to to that >> to WCC. >> Yeah. Yeah. >> I don't think there is a link to WCC whole school, whole child w whole
033school, whole child, whole community. That's the a team that meets. >> Oh, okay. So they um and and they met throughout the year and when Bridget was doing the data inventory, what really stood out was we have some significant chronic absenteeism. It's not it's not uh it's a national problem. Been reading articles about it. It's been exacerbated by the pandemic. So >> um that team really asked that we um as our culture and wellness goal could focus on chronic absenteeism. So we have a plan for that. We have um Katie Burke who's the kind of leads that group. She um is they are decided to use some EPSDT money which is generated by nurses and school counselors. I get to decide how to use it. Um to try um we've engaged um three school engagement
034coaches. So it's a proactive. These are people that are really across CSU. They're going to focus on those kids that are, you know, not not chronic yet, but getting close and put preventative strategies in place to help work with those families to help kids get to school and figure out why they're not coming to school. Um, so I don't know what I mean I'm not sure what to link I guess is >> yeah I think it's just having referencing whole school community whole child objectives without the detail of what those objectives are. I think that's where I'm I just want to make sure we're directing people towards those questions. >> Okay, >> there is a there is I believe >> yeah I mean just if if there's some resource that connects to the objectives of
035the group I think that would be that would be helpful for folks looking at it. Um, I think everything else is either contained on our in our resources or anywhere. >> Okay. Um, I'm going to go back to >> this is um ABS's continuous improvement plan which I can easily walk through is pretty similar. >> Pretty similar. I think the basic goals are the same. Yeah. Um the numbers were slightly different because we're a different rate. We start a different place. I think things that Tracy brought up really important to think about is we start with where the students are and where we want them to be based on their basic age range, right? Capacity and then we identify curricula that we want to use that particularly ELA components and the math components um evaluate
036those based on the data we're getting back. We'll share some data with you in just a minute. Then it's about teachers teaching. You have differentation design for learning and then from there their own coaching. We got some coaching in place across the schools this year coming up and instructional team leaders which are going to really be able to I think be thought partners with our teachers so they're not isolated in this process. Um and then there's intervention when what they're doing isn't working for a couple of kids and why is it not working? And that gets into is there a learning difference for them that we need to address in a different way. Collaboration amongst teachers is something that looks like we're we're off to a really good start with this year, which is exciting.
037We learn quite well from each other, much better than usually both or that just building up the system. So we're we're in the same place. We're looking at our math data. We're looking at our early literacy data, our general literacy data, and then our culture data. So, we're on the same boat. I mean, we're all doing the same basic work. It's just we have slightly different numbers for >> and some of that um when we were looking at our measured results assessment, which um the kids take the students take in grades four through 12, they identified um I think I just saw trusted adult in there. So, we're focusing on I mean that was an area where they felt like we need to work on every student um doesn't feel like they have a trusted
038adult in the building >> and so that's something that's really important. Everybody needs somebody. So, >> that's part of the when we were writing our goals that came into play. So, listening to the students and hearing what they want as well. So, >> all right, let me get back here and This one. Okay, there we go. There we go. So um >> those are right from this continuous plan. >> So wig yeah so wigs are just wildly important goals and they came straight out of the continuous improvement plan um that just get you those percentages that I was talking about to calculate the number of students we're we're really targeting that that is there. Um the next slide is is a whole school reading on Is it tired? >> Is it whole school reading? Um
039this this is kindergarten through uh 10th grade. So th this the data is it's real. It's the results, but it's also an enormous span. When you look at these graphs, in the ideal situation, we want to decrease red, right? We want to decrease the red. Those are students who are below um the standard significantly or just or below and increase the green, which would be meeting proficiency or exceeding proficiency. And as a whole school, it it we're we're staying a little level and that's not what we want to happen. But if we go a little deeper, we have to start with our youngest readers, especially where we're shifting to the science of reading. So, kindergarten through 2 grade is where we see like that red, we have decreased the red um more emphasis on those
040foundational reading skills, teachers shifting the way that they approach the teaching of reading. So, these show good, you know, some good results. We always would want more but we you know we will we do see it improvement. No that's fine when we go second to fifth. Um we don't see that same shift right these are students who did not have not had that foundational reading explicit instruction. Um we are looking we need to shift that to we can't just let them go and get it. We have to shift that to our second fourth grade students to help them fill in those gaps. So we have uh we have work to do absolutely have work to do there. Um and I think the work that the K2 will be doing this year during professional development um
041and the support of the instructional team leaders will be huge in helping us close those um and hopefully have more students question. Yeah. >> Is um the second grade counted in both? >> Yes. >> Okay. Thank you. This is the early literacy. I actually think this is a three. >> So it depends on what they take. >> It depends on whether they took early literacy or if they took Okay. Okay. So that's the Thank you. Um with the six and eight we happy to see that we are um moving further in the green spring and winter somewhere between 58 and 62% um that are above our benchmark. So, we did not have um a lot of ELA intervention last year, but this year we did higher on our team and we will bring more of
042that time to our student schedule. So, that's really exciting. Um, grade nine is on there and we are working next year to have them all take star I think for this three times. >> Yeah. >> And so we didn't do that this this year. Um, so we're working on that for next year. We also have opened up another intervention spot. Theo who came over as a special ed interventionist has now been hired as part-time social studies in the high school and part-time regular ed or co interventionist he doesn't have to see all children and he'll be located in a classroom and we're having a meeting on Thursday myself and Jen to kind of direct now we have a lot of resources we have the hub um with Katie and David and now we have Theo
043who have um his classroom so we're having a meeting to best place the kids to get what they need to work on full classwork and lacking skills in the 10th grade. I don't think I wasn't sure if the 10th grade was on here because we didn't take it in the spring in the 10th grade because we gave the 10th graders PSAT. Next year we're going to take it again in the spring and we're also going to take work on making the PSAT results more public rather than something that just goes to the home. See what we can share with you from that. Elizabeth, >> thanks. I'm keeping my camera off because I just got a weak signal alert. But um I I don't know whether anybody has um has said anything about the drop in
044scores between winter and spring and whether and uh when we when you um conducted testing this fall. if you could uh keep the winter from up in uh that data report out, I'd really appreciate it because I don't I don't really understand why uh there some of the drops have been um more than a few points. Uh so do do you have a way to account for that? Is it just the the um rigor of the curriculum um or is there something else going on that we we could be looking at? >> I I think the um it's it's important to know that the the benchmarks change, right? Um fall to winter to spring. It's very common for fall to for there to appear to be significant growth between fall and winter because we we're
045picking up that lag that summer lag, right? So, in our winter results, we get the benefit honestly, we get a little benefit of of the summer lag, right? Because it looks like this significant growth. Um and then in the spring as the test adjusts in um in just in difficulty um it's very common if you look around to see slight dropbacks in spring scores. But I do agree with you that measuring spring to spring, winter to winter, fall to fall is a better benchmark of how are our students doing at that time. And I I think we should be able to do that. Yeah, I think that that relates some of that confusion because it I think what you're saying is because the benchmark moves in those tests, it feel what can look like a
046lack of progress can be maybe a lack of rate of progress where we wanted, but there still is progress happening, right? But that's not really the way the data. So yeah, I think I think year-to-year comparisons would be good. >> I would also I I really would love to see a um a a not just uh uh a cluster of grades, but um uh lateral progress. So a student who's in fourth grade, how are they doing in fifth or sixth grade? And not not that you can do individual students, but um cohorts though cohorts >> if you could give us that data as well that would be really helpful. >> Uh Bill, >> so star data is be really specific here. Star data is um normed on age. It's not normed on um grade level.
047And so the students are compared to based upon the the the day it even the the benchmark the cut scores change even within a week. They're not significant but if you're talking you know a student who takes it two weeks late they're going to be have a different cut score than a student who is takes the test two weeks earlier. Plus, it really depends on what their age is. A student who is three months older than a a student who is three months younger will have a different cut score. Um, and so, you know, one of the issues, especially when looking at different grade levels, um, uh, fifth grade in particular as well as sixth grade. fifth grade in particular, what happens is that um as they get near the end, the um curriculum expectations,
048the type of stuff that they're doing in being measured against in difficulty and cognitive ability raises significantly. Um, and so I think >> one of the issue is is is when getting down into wanting to look into the nitty-gritty, you're not going to get a lot more information than looking at things generally because the specifics of how this program works is pretty complicated. Elizabeth. >> Um, I uh I really appreciate that explanation and I I feel like you give it every year and I and I thank you for for your patience in reiterating it every year. But uh it would be really helpful if we could have an explanation like that at the beginning of a presentation like this. Um and also at the beginning like a slide in the beginning so that uh people
049who are not watching the presentation but just looking at the data um can have a better context for it. >> Yeah. >> Thanks. Well, my guess is also there's not very few people who actually have read the the statistic report on how star is and I happen to have read that and so um because I was tasked with it um but yeah so you're welcome Elizabeth. >> Okay. >> Yeah. It's good. Thanks for that Bill and I think it's a good suggestion Elizabeth. So, schoolwide math, again, we're looking at kindergarten through 10th grade. You know, it it does show a slight decrease, but I think it's better when we break down into um clusters. So, can we go to the decrease? >> Oh, in red. >> We decreased green. um first and second grade um
050you know a slight decrease in red a slight increase not enough but then that's part of our focus of the work that we're we're doing this year is to try to and um Bridget was really helpful in her former role of bringing to our MTSS meetings this idea of spiral review which led to and which we carried across all the grade levels and it uh it really led to this place where the elementary is going to start this year. So, um, hoping to record some great growth there. Um, again, same with our ELA. We're not seeing it, um, in third through fifth grade. I'm very excited about our instructional team leader and how weekly MTS has meetings to be able to to dive into data to look at classroom practices and consistency um, of curriculum
051and presentation. Uh, I'm really excited to see how that will help help us uh give the best instruction, the most purposeful content, and how she can help um cipher some of that out for our teachers and work with them. We were excited to use the spiral review last year with the sixth um through 10th grade math teachers. And that was something again Bridget Farrell um supported the team with and plan for and we had um more staff available to do that spiral review with our students last year and we started last year we our math scores were lower. So, we were really excited to see this jump and we accounted a lot of it for the spiral review. >> Excellent. >> That's great. Um this is where we targeted in our continuous improvement plan our
052equity piece to look at the gap between free and reduced scores of free and reduced lunch and underscores students with IEPs. You can see that the red is decreasing but not again at the rate that we want it to. So the left is green students on green reduced the right is not green reduced. So you can see there there's a significant gap the same it looks very similar. Um, in this next slide, that's whole school. >> Yeah, schools. just go through them with students on the page. >> Oh, that that's amazing. >> That's a big um wow. >> I think this speaks to our interventionists too, right? And the increase in intervention that we're having again this year is really exciting when we see what those services can do to help >> and the cross
053work we did between middle school, high school, right? And though we we really worked um on math this year process were in middle school and high school and trying to get up with skills. >> So this is just generally on IEP not a specific sub subject. >> Correct. Any >> that's wonderful. >> That's the earlier. >> Yeah. But the last one was what was the last one? >> That is free and reduced. >> Okay. And this is students on IEP early literacy. So >> there's okay. >> And then this is everybody, right? >> Yeah. This is everyone on an IEP looking star reading. And but we're pretty flat there. >> Wow. Yeah. >> Yeah. >> Same thing for B. I know at the elementary level some of the things we've talked about um we've we've
054even started to Kate and I have both shifted some resources to the middle school to try to like make sure we have intervention as place and you know for behavior for intervention or in across the school and not just focusing on the elementary side and also um our interventionists this year we're sharing a special educator trying to help fourth, fifth and sixth trying to get students to bridge with their uh with the special educ for consistency. So, um we also moved the location to the classroom. Um, previously our ACE classroom, it kind of been held together all middle school and high school students and it was partly on there's one section on the elementary side and one section on the middle school side and we shift it separated it Amanda's um recommendation and the high
055school is located right on the high school side now um and the middle school is located right on heart of the middle school and um we were able to tell parents that and our end of the year meetings. Amanda always shared that news and two of the high school parents cried because they were so happy. >> And we also we had another staff member DS figure, did we not? Yeah. >> What percentage of students are on IEPs? >> We know across the SU. >> Yeah. >> Just us. >> It's almost 30% 30. Yeah. >> Okay. shift to absent solar. We're just looking at the data schoolwide which is right and I don't know if we included early literacy with this one. If not, it's probably generally your high-flying first graders through your sixth graders. Um
056so winter to spring uh we see a decrease in those who are achieving above benchmark or small numbers. So we probably talk about two kids. Um then early literacy I think much like you know talked about those interventions at those early ages make a big difference. Um and one of our goals is to continue to see that growth. One of the things we were able to do at ABS last year is actually introduce a multi-age teacher to support a multi-age classroom. It's not fulltime position. Um, but it does allow for our interventionist then to support not primarily multi-age teaching as a provision but to really look at intervention. And she did a lot of focus on the birth grades last year. You'll see that. Um so reading you'll see again that drop that winter to
057spring drop. Um good question. I think Elizabeth asks what is going on there? I don't know that we have a good answer but we see a strong jump from fall to winter scores and now we see a winter to spring score that drops a little bit. Go to the math. We did a little bit of growth. Um we're still looking at you know 50% of our kids not meeting expectations that's a real challenge that we're trying to address across the board I think in that but you know most know particularly with trying to figure out what's going on in our so younger grades who are looking at even fewer starting out with basic literacy skills I think the hopeful part is looking at the next slide and the three through six slide see some growth
058So while maybe they don't come to us with a lot of literate or early math skills, they are growing as we're getting um through the process. I think a sum of this I really attribute this past year to having a multi-age teacher take math groups specifically to be able to break kids into what they need, not where the groupness says everybody should be. Um, so then we're going to go to our for reduced. Uh, we're looking at on your, as you're looking at it, left side your, this is our early literacy scores. So, we've got kids, you know, the kids in younger grades. If you're not reading at home, it shows up early in education. And so, our goal is to bridge that gap. And it looks like last year we're able to make some
059progress there. Um so taking care of like the pre- reduced lunch in the left reduced right and then the next one which is um slightly older kids usually second grade through sixth grade. Um so they start right in their reading again pretty low right we still got this big old gap to to cover. It's an equity issue. We know it. We know it has nothing to do with the child or the capacity. It has to do with what they come in with and how do we support our community to make sure that our ready for school is a big part of the conversation. And what do we do once things show up and how do we help them bridge that gap because we know they can. They just supports to do that. Again, you'll see
060a similar thing right under the map when you're coming in with deficit of a home that is stressing resources, um access to summer programs, all of that stuff, food insecurities that takes a toll, right? It takes a toll and so we see it. And so the question is now what do we do? And I know we put stuff in place to try and help our kids, help our families. Um clearly it's not we're not meeting all of our kids the way that they need to be met. we're not making um and then the next one is about students with um right uh significant disabilities that got them on an IEP which until a couple of years ago was really about they had to be two years behind their peers in general right that was previous
061so a lot of kids come in significantly challenged um so early literacy this shows the impact of early intervention I Um, when you catch kids early and provide really good, high quality instruction in their classroom and with highly skilled special education teams and intervention teams, kids can grow. >> Wow. >> Um, so here's if you go to the next one. So this is Staring. These are kids who are a little older, right? So our brains were as malleable. There's a lot more larger gaps who have to cover a basic, right? Um, so if you're a fifth grader reading at a second grade level, you've got a lot more to cover than a kindergartener reading at a prek level. So we haven't met that need yet. Um, I know that we've got a team trying to
062figure out how to support these kids and support teachers to support. Um, so next point is about math. So similar basic thing is we're not meeting their needs. Just not able to bridge the gap for them. they have learning differences. We've got really skilled teachers. Um we'll respond there. So the question is why? What are we missing? What's within our capacity? Um and what do we need to change? And uh you know I think we talk about equity a lot and students who have learning, people who have learning differences, people who come from socioeconomic differences. We don't see demographics here around police or other targeted groups too. You'll also see some graphics. It's not it's not unusual across our country to see a large gap. And I think one of our jobs as public education
063is to figure out how to close the gap and it's not an easy answer. And there's not a one size. I think this is what we call teamwork. And I think I really appreciate we get a community that cares about this stuff. At the same time, these numbers These these are human beings that are not able to create are not able to do basic math and that's going to happen. It's going to happen to do something. So I had a hard conversation with my daughter earlier. So it's just with me because she's also a special piece. Um I think as we walk forward um what I what I'm really grateful for is that everybody around these tapes in our schools I feel like it's such a hopeful feel and yet we've got kids every day
064who are not waiting. So that's the work we have that's most important work we have. Thank you guys for your support to do that. Thank you. >> Did you want to talk? You already talked about >> um All right. So, I'll check into my report. Uh as you heard earlier, Summer Academy was a a great success again. Um we we had about 88 students who signed up and um our average attendance as you can see some kids are uh on vacation or doing different camps. So we averaged about you know shy of 80 um% attendance for the four weeks. Um it went swimmingly. We didn't have any major issues. Um, as you know, Katie was not here to run it this year, but um, the principles stepped up. Everybody did a week um, as the
065administrator on duty and Alyssa McDermott, who's a school counselor in H Heartland, who's helped running for the past few years. She she was kind of the lead in the office every day. And she was very proud at the end. She said, "I was a little nervous, but it went really well." So, it was nice to see you at the door practically every Yeah, I try to be there every day and it's the highlight of my day greeting the kids and having them come in. >> Elizabeth, >> thanks. Um, was summer academy this year paired again with Windsor Wreck? >> Uh, it was What do you mean paired, Elizabeth? Uh, I think in years past, um, some of the kids who were at summer academy could then transition straight into the Windsor program. >> Yes. Yes,
066that still happened. Um, we also had bridging the gap here at the same time and some of the kids, um, I noticed would would come from bridging the gap. they got dropped off earlier and they would um Emily Fielder would walk them over and say you're going to summer academy now and then transition after back to BTG. So yes, >> I just wonder um how was the drowning handled in summer academy or was it >> started yet? >> It has started yet. >> Okay. >> No, no, it hadn't started yet. I don't >> actually Yeah. >> And um I know that they had a they they were not present um when the drowning happened. They were headed up I believe and stopped. So they weren't there. >> Um >> I I know I know that
067they were that they weren't there. I just wondered how they dealt with it. I mean, just because they weren't they weren't there doesn't mean they weren't affected by it, but >> Yeah. Absolutely. Absolutely. Um Carrie, who's the director, I know she had communication with parents. Um I sent out communication to families in the community and offered support. I had um we had one or two families that took us up on that. We had a local therapist um who offered to provide services free of charge to any any students that needed that um who had want take advantage of that. So yeah, very tragic um incident. I think it it shook all of us. Um >> pretty scary and you know makes you makes you want to ensure that all students learn how to swim. >>
068Yep. >> Right. That's that's pretty >> it also its timing with uh the Grace camp um flooding in Texas because it was right at the very same time >> was I I mean I our family was impacted by it and >> uh we weren't all even here. Um yeah, >> so I just just wondering Thank you. >> Yeah. No, I appreciate that. >> I just want to throw out there too. I appreciate it because I talked to Christine shortly after that and I really appreciate how quickly those resources came together and how you know even with school not being in session how comprehensive that response was. So >> very appreciative there's >> no perfect way to deal with that kind of situation but I really I think the effort really speaks volumes. >> No I
069think you know it rocked a lot of people. Yeah, James has already reached out about us incorporating because we already incorporated swimmer swimming into our winter activities. >> Um, he reached out um who's certified swim instructor saying he would like to be involved in that this year and he wants to go that every kid in Windsor can swim by the time they're out. I think he said second grade if he thinks he could do it. >> Absolutely. That's good to hear. >> Yeah. Used to be part of PE class. >> It was my PE class in PE. We had it. Yeah. So, oh, >> and ice skating. >> All right, moving on. Um, just a couple of highlights from the summer. We were able to hold a responsive classroom training this year. Staff have been
070asking for it. It's it's an amazing training. I took it when I was a teacher a long time ago. Um, so we were able to use some carryover title money to bring it here and we had 30 people attend across the SEU, 28 K5 teachers and interventionists and two central office staff. Um, and they'll have some continued consulting during the year with that rep um that coach from responsive classroom. So that responsive classroom is a a a structure that really helps with making sure expectations are clear in your and how to handle um things when students are not meeting expectations. So it was it was a great training for for staff. Um for leadership we did have a seven habits regional training was held here. We had five of our new staff um choose to
071attend. We had um an additional we'll have an additional seven habits training August 14th this week with our district coaches who are Brian Martes, Michael Schaefer and Tracy Thompson. They're um district coaches for us. Now we've moved to that model because we want to make sure that we are making um we are using leader and me the parts and pieces that make the most sense to us and the ways that make the most sense to us. So, um, it's great to have district coaches helpful with that. Uh, they're meeting with the Lighthouse leadership teams tomorrow at 8 a.m. So exciting. Everything's everything's, uh, >> getting going. It's that time of year. >> Um, curriculum materials. I know in the past, um, it hasn't seemed as organized, but I have to just shout out Bridget and
072Wendy and the principles and the admin assistants. Um Wendy actually inventoried um I don't know if you all remember the boxes that used to sit in this room when you came in for meetings, but she inventoried everything we had on hand before we placed our order this year so that we could use uh what we had and not purchase more, which is um the fiscally environmentally responsible. And um the deliveries have come in. They Bridget and Wendy have um made sure everybody has what they need and so teachers are you know set up for success which is really important. It's nothing worse than starting the year without the materials that you need to teach. So we're very happy about that. Um administrative team has been hard at work all summer. I think we've met more
073this summer than we have any other any other summer. Um but it's been really good work. We've uh had four full days together. we and and other times, but you know, really focused work. We've updated the behavior matrix um and we're we're calling it a behavior handbook. So, that's updated and ready to go. We've created behavior expectation presentations for students, staff, and communities. You saw earlier there'll be a presentation here September 3rd and ABS, I think 26 or 24 September. Um so, that feels really good. It's it's really important to be clear about expectations and with everybody having an understanding on um what those are and how to respond to them. We've uh we have Wednesday we're having um an administrator and designated employee HHB training. The staff will have an HH training when they
074come back um in a week or so we can have so that that work um has been underway all summer. We've updated handbooks. We worked on our welcome back visitation and we've been doing some systems work around um chronic capsitis and scheduling and all all those types of um things. So busy but we feel ready to start the year. >> Elizabeth, >> thanks. Of course, of course I'm going to ask about HHB. Um who is conducting the training and uh is it mandatory for everybody? The training on Wednesday is not mandatory for everybody because people are still not back. Most of the designated employees are going to make it. There are a couple that are away. The training at the beginning of the year, yes, it's um all staff. It's um Tracy Price is organizing
075it. She is um it will be uh Heather Lynn will do the training for staff. Uh, okay. Thank you. >> Go over the process and procedures and make sure everybody knows what the policy and the law states. Um, hoping the new policy is is approved. I don't know, Elizabeth, if you have any inside information on that. >> I do. It's uh there's a meeting there's another meeting for it at the end of I believe at the end of this month. Um, >> okay. We're hope we we're hopeful that it's that it will be in play. >> They did uh uh just said I mean just to recap what's happened with that task force or council or whatever they call it. Um, uh, Big Hartman submitted a very long, very detailed letter critiquing the proposed, um,
076update to it from, uh, the AOE, >> which, um, apparently the the, uh, the task force or commission or council or whatever, um, >> they were only there to they were only convened to take a look at the proposed updates. Recall if you will, that um the proposed updates were um the public was asked to comment on them. >> Yes, >> Big Hartman did a very long comment on it with lots of very uh uh significant and valid um critiques. It was originally the timeline was for it to be rolled out in June and uh implemented in districts this this school year. Um big asked for that to be slowed down to next year so that there could be ample input from um members of the public including families. Um, and so it's I think
077they're going to continue to take comment until January actually. Um, and then incorporate all of that. >> Great. Um, do you know did they get a lot of um, feedback? >> They did actually. Um but the feedback was at their last meeting I believe in June um or July the feedback was continuing to roll in and uh the the request for feedback came only from the AOE. Um so it didn't extend out to families in a way that everybody on the council was comfortable with. Um, and so they're going to at the beginning of the school year, I believe they're going to um make another try to because the the uh request for feedback was kind of haphazard. >> Um, >> and it came late. I mean, I was on a very short time frame
078and wasn't really a reasonable expectation that they would receive >> uh actual substantive feedback. Um, okay. What they received was, uh, they received a lot of feedback, but not much of it was substantive. Um, and so they, uh, they're going to try a different approach this fall with families. >> Okay, great. Thanks for that. >> Yep. >> That's the end of the admin report. >> Thank you all. All right. So we are on to item six. Um we're on to item six which is items for discussion followed by motions if needed. So 6A we have SU budget representative. So we need to uh >> we're going to Yep. start the SU budget. Um as you know Larry starts in September October. So, we would love to have a representative from the board. >> All right,
079Elizabeth, I see your hand. >> I did it last year and I really enjoyed it actually. So, if nobody else would like to do it, I am glad to do it again, but only until January. >> We should we should be done by then. >> Yeah. Uh, does anybody else want to be the SU budget representative? >> Elizabeth did a great job. She did. So, >> yeah, I you know, Elizabeth, if you are willing to do it again, I think uh based on the responses from the rest of the board, I think that that would uh that'd be great. >> And do we need to vote on that or is that just a >> I don't think so. Okay. >> I I don't >> Okay. Uh and then um item B is uh music position
080at Albert School. I think Jamie you were gonna >> Yeah. So I wanted to keep you guys just kind of posted about where we are with this just so you guys know. Um we currently have a person who signed the point4 contract who was with us last year. Um due to personal reasons they have asked to be reduced to a 0.2. two. Um, at this point we're looking to agree to that. Repost for the point two. Um, in the interim and try and find an internal option. Certainly I can cover until we find somebody as a certain artist licensed music teacher, but there may be some other options within our supervisory union. Um, or we may find somebody else. But just want to make sure you guys are kind of in the blue because if
081we don't fill the gap, can't fill it with a teacher. Um it could look like a reduction in force. Yeah. >> So we're not trying to do >> and the union's informed. They're on board. >> I appreciate the appreciate the >> That's a bummer, Jennifer. I'm sorry. >> It is. And yet, um, I'm a big believer that opportunities happen for us and so you never know where this is going to lead. >> It's true. It's true. >> Yeah. And thank you for extending your music expertise and helping to fill the gap in the meantime. >> There we go. >> All right. Any any other questions for for Jen or we all feeling pretty good? >> Okay. Uh well we are all ready to item seven which is setting the next agenda. So I think um
082you know based on the the questions about Google Classroom Power School um if we put that on our next agenda I think that's that's timely in September too. >> Excuse me. >> Um so we can do that. Any any other uh kind of standing stuff coming up for next meeting? Anything on the radar? >> Just a reminder that we're meeting on September 8th uh which is the second Monday because the first Monday is a fun day. Yep. Um, we're going to be at ABS. >> We had on here an update on the start of school. School will have started. >> Yep. >> And then I have a note on here which is one of your goals. I don't know how we were going to do this. Um, getting we're going to discuss how to get
083staff input on topics for upcoming events, right? >> Yeah, that would be great. >> Staff input on topics for discussion and upcoming discussion. >> Yep. Staff input. Um, yeah. staff input. Um >> discussion. Yeah. >> All right. And then uh All right. Anything else for next agenda? Is that >> So Power School and Google Classroom? Okay. >> Uh Elizabeth, >> thanks Davis. Um I just want to be absolutely sure that speaking of HHP that we addressed everything that uh those parents who came to a couple of meetings were talking about. Um, and so if not, if we could put that back on the agenda, um, and advertise it. Well, I I would really like that. Thank you. >> I No, I think that's a really good idea. Um, and that that will extensively be after
084is it 93 is at least the Windsor school welcome back and behavior expectations meeting. So we'll have some some time for community contact with the Adrian book and um and then is the ABS one is on the 24th >> on our open house day. >> Okay. It's a little >> so we do the open presentation. >> Okay. >> No, I mean that's that's what we want. So I totally understand that. So we'll we'll have at least one one of our buildings will have we'll have had some contact with that which is which is good. it'll be accessible to everyone if they want to present it. Um, so yeah. No, I think we should put that on the uh on the agenda. >> Do you want under administrative report items for discussion? >> Um, let's I
085don't know. Elizabeth, do you have thought about that? Oh, I was just going to say um but I think it might be better at the supervisory union level like maybe an update on where all of this redistricting stuff is going and uh >> uh what it means for us. >> Yeah. I think I think >> I think it's a major item for the retreat. >> Yeah. >> Isn't it? >> Yeah. Yep. It is >> and I I just mean as far as where the where the task force is right now, what the timeline is, what the like just have a description and I can do that also at the at the SU retreat if you'd like. what the timeline is for the roll out of um things like the um building attendance minimums and stuff
086like that that uh >> yeah I've got one I've got a summary ready bill I sent you a draft if you want to take a look at it um two two presentations Elizabeth I'm happy to share it with you and you can offer um feedback and check my check my backs it would be great if you don't mind before the retreat. >> Of course I don't. Of course I don't mind. Of course I >> would. I'll send that to you. >> Um because I would love your input. Um it's a lot. So >> y >> and and a lot of unknowns still >> it's a lot but also I I think it's important uh to understand that not everything has an equal weight. like not all of that is as I mean everything is not
087as important as everything else. >> A lot of a lot of changes >> I see you laughing Amy but some of the changes may or may not take place. We just we so I'd love a chance to um kind of give a legislative perspective on it. >> Perfect. I will send it to you and you can add to it and deliver it if you'd like. I'd be happy for you to do that. Sure. >> Yeah. And I think I think just in general well that's kind of being digested and we start moving from >> legislation to implementation just having that be a regular kind of feature keeping keeping everyone updated >> you know with with your help definitely Elizabeth um making sure it's as palatable as possible to uh to us and the community because
088I mean it is >> very big complicated and to your point um the things that are written out do not all have the same weight and as they translate from legislation to implementation a lot does change. Um, >> and also I I think it Christine I I think it would be a good idea for every board to every local board to have or district board to have a presentation on it because >> um public's not going to see the board retreat. >> That's good. That's a great idea. >> Yeah. Yeah. The more we can get it out. >> Yeah. >> And if I can if if there's any any that I can help with, please let me know. I'm glad to. >> Yeah. I was at a meeting recently where they were reporting um if
089they meeting you know the part of it is um smaller part of it is graduation requirements and the comment was I think they're due by this January and to the legislature and they're going to push for another year because they need more time to get input from community and teachers and students. Absolutely. Um, so it it'll be moving. I mean, I think things will timelines might change as well. So, but yes, >> on the other hand, uh, the governor of Vermont asked the redistricting task force to withdraw their request for data and just forward without it. Yep. He did it in a press conference last week. That doesn't make a lot of sense. >> Based on that, I'm sure >> it's based on the the capacity of the uh agency of education which currently has
090a hiring freeze. >> Oh, okay. >> Yeah. >> So, >> okay. Well, that's good to know. So, um yeah, I'll put that on the local budget agendas. Um, and we'll talk about it next week with our training and then we'll come back and review our how our behavior HHP presentations went with staff, students, and >> parents. Yep. And I think that will um, yeah, I appreciate you bringing that up before we lose the thread. I know one thing that um, when we have those couple meetings that we want to do is just make sure we have a more regular um, district level data reporting or at least some kind of So, I think that'll kind of set the stage for as we go to do our monthly meetings throughout the school I know September we're
091not going to have that in but um you know I think just setting that yeah >> setting that stage and having that be a rumble regular feature in our on agendas. >> We've got it on um our plan when we do a a data report. It'll be it'll be a behavior data report as well as Yeah. >> All right. Um okay. Anything else for setting the next agenda? Right. And uh before we move past that, one thing that um and actually this kind of business is a setting agenda. I one thing we were going to do is in every agenda make sure that we had something to uh send to the Windsor select board uh Windsor and West Windsor select board I would say for events. Was that that wasn't Sue level that was at
092our >> goals were to formalize a communication plan for working with town officials, review the upcoming monthly events, and invite select observers to school events. >> Yeah. So I think I think those open houses would probably fit that bill. >> That wire can go to the select board. Now how do we have a liaison from the board that's >> I'm happy to be the person that does that. So um yeah, if you can just send that flyer to me and I'll I'll write something up and send that to uh to the Windsor West. >> Okay. >> Um do does anybody want to do that or write? Okay, >> awesome. Where is the retreat next week? >> We um Bill and I chatted earlier about um taking it off site. So, we do have the Windsor
093Welcome Center available if that's um agreeable. >> What do you think? >> Windsor Welcome Center next Sunday for the retreat. Is that okay? Are you talking to me? >> Oh, okay. Because you're not like in the screen. You're not looking at me through your camera. You're like, "Okay, you're looking at me there." I'm like, "That's fine with me." Yeah. >> I I think that's more comfortable then. >> Okay. I will um Bill, maybe we can touch base tomorrow. You have time >> on the other. >> Sure. >> Quick call sometime during the day. >> Yeah. Okay. And we'll get to the agenda. >> Um, all right. So, I think with that we are through with the setting next agenda. Um, item eight, proposed executive session. >> No need. No need. Cool. Uh, and that brings
094us to uh nine, which is adjournment. So, um I will just make a voice vote to adjourn this meeting at uh 7:59. Oh, we just turned 8. 8 o'clock p.m. Uh all those in favor, please say I. >> I. >> Opposed? No. Okay. We are enjoying the video.