001from the inter Southeast supervisory Union um are we recording Christine yes we are recording okay and um we're going to start the meeting off with the introduction of Jennifer bus am I pronouncing it right yes hi I'm hi I'm please call me Jen um so nice to meet all of you and thank you for the invite to your board meeting um I am very excited to uh to join your team July 1 okay we very excited to have you and I we do appreciate you joining us and so we can put a face to the name for the majority of us who um did not participate in the uh uh hiring process and uh I believe they did a wonderful job and then we had elizabth bur so thank you oh well thank you I'm
002super excited and um I'm looking forward to coming down and um and visiting the schools and uh Katie has been kind enough to uh schedule Google meet with me I think next week or the week after so I can start getting my feet wet and uh work on my transition from the lnsu to youth folks so I'm really looking forward to it so you're coming from the great white North I did my student teaching in MO mortown Elementary oh did you yes yes so I'm in um I'm in uh L Mo North where High Park uh we're spread out um about 25 miles from one end to the other we're pretty rural um yeah but um and I live in morseville I grew up in still right next door and um yeah so I'm making
003my way South um moving to uh New London New Hampshire um and I'm a here so that works out well and uh yeah yeah looking forward to the move H you'll have to get a pass at the uh a scottney um Outdoors yes yeah yeah I saw that I saw that there was a little a little ski hill I mean season pass is like $150 oh no kid it's just it's amazing and then that's awesome okay thank you thank you nice to see you Chang addition to the agenda I I don't have any goodness Nancy you're always confused me the F that you're up there and then you're right there H okay approval of minutes uh January 27th so mov thank you do we have a second second okay any discussion good to me yeah
004all in favor of approving am minutes please say I I iOS any opposed any abstains I'm abstaining anarie because I wasn't there last meeting okay and I am an i as well so for those taking notes it's everyone who is present is an i except for anarie who is an abstained thank you um now I completely lost my place uh none those are the draft minutes closes that uh public participation public uh comment is not legally required but we believe it is crucial for us to hear from our community members about their concerns over issues through these meetings have board models for our students how to conduct public discourse in that the board and members of the community can approach controversial issues in a civil and constructive Manner and can demonstrate mutual respect having said
005that please note that the board is here to listen the public comment period is not designed for discussion please start by identifying yourself on what what town you reside in any public comment any announcements from board members well okay items for discussion CIA director yes so I'm really um pleased to bring you uh our finalist for the director of curriculum instruction and assessment position I first want to thank um Sarah who is a rockar and uh was part of both the special ed director um initial froze on us Christine those Harland Partland internet oh am I wonky oh yeah you're back now you're welcome to turn off your camera if you want to do that for you see if that helps okay is that better yes okay um so I don't know if you heard
006me but I was thanking Sarah for being part of both interview um director of support services and CIA um and and Amy McMullen was part of this um finalist interview as well so we had board rep presentation we had a great um really great pool of candidates and we ended up um with our finalist bringing to you tonight for approval is Bridget Fiel um some of you may know her already she has been in Windor for for quite some time but uh started her career in education at the Rivendell Interstate School District she was there in 1999 to 2012 she was a curriculum coordinator there a dean of of study Middle School principal a teacher a director of academics so she's had a lot of wealth of experience um she came to Windsor in 2012
007as the principal and she's since been a math teacher targeted Sports and mtss and 504 coordinator and this year she really took on the curriculum work at the high school with the AOE so um she is she has tons of experience and passion and um she is very very very excited to be at witer Southeast I don't know what that noise is but I hope it's not me y we can hear you yeah um Sarah you have anything you would like to add no I think Christine hit it all um we had like she said we had um a large can candidate pool it was tough decisions but um Bridget's going to be great in the role so um looking forward to that no no Take that away Nancy has not raised her hand um
008Elizabeth I'd like to know if I if uh Bridget is ready to implement the Act One um eqs standards or eqs thank you yes Bridget is uh very familiar with the new eqs standards and we've been talking about how to provide professional development next year for our staff so that they are um working on implementation so yes the answer is yes thank you does she have qualifications in implementing uh standards such as act one I believe in her I mean I can't speak specifically Elizabeth but I know that she's got background in curriculum and instruction and implementation of curriculum so um also um Christine Bridget has been involved with the working with the AOE from Windsor and in in developing these standards for Elizabeth of the process working with the AOE with not just developing
009but then of course working with um the uh curriculum people the um subject area individuals with the AOE so I think she's quite qualified too unusually well-placed to um to do this besides the fact I know personally the the fial energy that uh that exists in that family is uh quite um spectacular that sort of intellectual ability and energy and dynamic personality to bring forth I am looking forward to see what she's able to do I would like to uh make sure that she works with on the implementation of specifically the Act One Provisions thanks I think the other really important point and I don't know if this was a factor or not um is the fact is that uh how invested in the community that Bridget already is um so any other discussion well
010um Christina are you asking us to um move on this tonight yes okay I will take a motion to uh approve the hire of Bridget Fel for the uh curriculum instruction what's the assessment assment um uh director do I have a motion so moved Davis do I have a second okay mark thank you um any discussion on this any further discussion on this any further input from anyone else who is part of this process okay uh I will take uh I will go around the room uh Davis how do you vote hi Nancy Hi Megan hi uh Elizabeth hi sorry was going around the room Mark hi is Amy here no Hannah no Nicole is she here she's here but she's um getting ready for the budget meeting okay and is that what about Beth
011no an Marie hi Sarah hi okay than and I'm an I thank you all um FY 26 Calendar um I think we had looked at and basically agreed with everything except for that one day Christine do you have a solution for that I do I've been in touch with Hartford I think the charge was to find a day that aligned with the Hartford calendar they did approve their calendar about a week and a half ago um they have a day in March that will line up um nicely with with our calendar which would be March 2nd they're off that day um they're also off on the 3 but the second follows the February break and we thought it would be better to take the Monday and um the kids would come back on the Tuesday
012okay um I don't believe we need to vote on this because we approved it y with the understanding that you would move that day to another day you informing us has allowed for that provision so thank you Christine for looking into that yep um little FYI um uh last week I um had to inform the superintendent of Hartford that they were at 174 days so I don't know how they've solved that issue after after they had approved it but I I will let you know I think they're going probably to the next week and that was what uh a couple of the uh administrator has hinted as the going to the 15th understand course which is a Monday and that does affect us because I don't think we go to the 15 no we don't
013and so we'll have to keep in mind that harford's uh Harford votch students will have an probably one extra day to be bust up to the Tex okay you got it um thank thank you Christine you're welcome can we uh Walt right into the administrative report starting with the uh superintendent report we sure can let me um we'll continue with my dinner give me one second sorry about that all right okay here it comes there we go uh there we go okay it's a the internet's a little bit slow here sorry about that all right I'm gonna um start off with just some um connections to our goal of culture and student and staff Wellness we had uh right before the break we had a winter carnival we had lunch with a Lov one at
014a couple of our schools we had the 100th day of school you can see in the corner there there's a very old 100-year-old kindergarten teacher um Larry's wife dressed up in the picture um so definitely some culture building team building around the special um special day we had right before the break uh there's a picture of the band The this The Faculty band they play at Winter Carnival every year and they they came back this year and played for the kids as well conne um for Student Success and engagement we've got some student um spelling be Champions we've got some student science fair winners and some award ceremonies going on and a student uh that's Sam peck andpa on the um left running the winter activities festivities at the high school so working on making
015sure our students are involved and engaged um I'm going to give you a quick legislative session update it's it's that's consuming my email and and YouTube um session so and elizab feel free to jump in if I'm not getting the Crux of the things but um I know crossover is taking place in two weeks there's been a lot of information shared in committees relating to the governor's five district proposal the detailed plan has not been shared yet I did hear this afternoon that that plan is scheduled to be released tomorrow with with details so we'll be looking forward to seeing what those details are um the three parts of the of his proposal cover accountability governance and funding um I did hear this past weekend um Elizabeth and I and Bill and and um oh
016gosh I forget her name how can I forget her name Rebecca hulc Rebecca hul presented at an event and and part of Rebecca's report um stated that the governor's foundational formula assumes each Elementary and Middle School have at least 450 students and high schools will have at least 650 students so um that is certainly something to think about and consider and um if you have thoughts or ideas or feelings you are encouraged to reach out to your legislators they are um love to hear from folks um on what people are thinking that's the biggie that's the biggie in the legislature Elizabeth is there anything else you want to add about what's going on yeah I will add for the benefit of Heartland and Weathersfield people that I put in a bill to uh it's h199
017so please write to the house education committee about this um the bill would REM it it does three things one is it limits uh the tuitions for for public high public receiving schools second one the second thing it does is uh it removes any um unaccounted for fees related to um uh school choice and the third thing it does and probably the most important is that it removes tuitions from the excess spending threshold and I know that uh Heartland and Weathersfield are both really struggling with this at the moment so um write to the committee and ask them to take the bill up thanks great Elizabeth all right um I I wanted to let you know I know I've shared with this with a few of you but not all of you we did work
018on procedures for interactions with onefor and I've linked them uh I will make sure that you get a copy of them but we worked hard on these and um this was the advice of our our legal council that procedures we already have policies in place that that guide us in in situations like this so we needed some clear procedures so those those are completed I've asked Lori to up on the website well another thank you to Sarah Davis and Amy for participating in the searches it was a lot of time and energy I think um process and I think we're we're fortunate with the people that we've ended up position so I just wanted to shout them out um is on and she can certainly unmute and speak a little bit we are um about
019to send out uh gender inclusivity this is with the help of Laura Pascal who who's with us she Consulting with us on this so that will come out on March 7th and Survey is an opportunity to gather thoughts questions suggestions about the transgender and gender non-conforming students policy and respons help ensure that the policy is effectively supporting all students and creating a positive School environment everyone is Will to respond um I think this is my last slide we uh as you know we we are moving to the Windsor house um we all approve that move lasts like but it's happening and we are gonna start moving as of March we're allowed to do that even though our lease doesn't start until July 1 um slowly move our things over so just to share that exciting
020news with you tonight Christine how is the um Renovations we asked for coming along uh it looks uh actually it looks great Bill we've they all the rooms have been painted um they cleaned and painted they are we're doing some carpet some carpet updates are happening as well on the carpets that were really not in great shape um so they've they've done their their part in getting it ready you should stop in everybody should stop in and see it once we let's he get some there maybe we'll have [Music] our board meeting in April probably in April we could do it there awesome I'm gonna stop presenting and Angie is has the d a report tonight and um [Music] announc I announced that she um daughter syy had a baby on Friday a little earlier
021than expected so she has been very busy with and [Music] shareing but I don't know I don't see it in my you wanna can we skip to the next item while we wait for her to share that with us that be okay yeah okay we're gonna move to policy discussion y um and I don't believe I'm going to take any motions here because they're all second and first reading um if anyone has had a chance to read the tobacco prohibition policy in procedure um all this is pretty boilerplate I've gone through it again um and I've actually gone through the procedure which is not something we're going to vote on but uh it all looks pretty solid to me unless anyone else has most of this has to do with update to the changes of
022the reporting law one thing and I I haven't read really closely but I'm wondering if uh in the procedure Christine some place um it should say that about recording it for State reporting because by law that what by I don't know if by law or by um AOE requirement um any tobacco um uh uh behavioral has to be reported to the state okay I'll add that to the procedure okay any other comments on okay Transportation if anyone's had a chance to read that [Music] um I think uh Christine the the legal advice we got is to input the May in there someplace so Poss policy of The Windsor Southeast supervisory Union Harland Mount es scotney and wvi school jity May furnace each legal pupil who is entitled to require and but I'm not I I
023think it needs more word smithing than that um yeah throwing in May in there someplace because throwing May in there doesn't really yeah no we didn't we didn't word Smith it yet bill um I just wanted to get the board's Direction Sean Tu lawyer said that the law hasn't changed he recommended leaving May um it's part of the red uh striketh through paragraph and then he suggested that we write procedures that that tell what we do so so what what specifically has do you know Christian What specifically has changed in the law the law hasn't changed so Sean was surprised that the policy was changing okay okay I I your your transmission might might have been garbled because I I thought you had said that the law had changed but it hasn't changed and so
024I don't know I I think Mark you had the same concern that I had and other people had it as well as why would we have a procedure that requires us to do more than what the law require Ires um and seeing we just got a new Transportation contract and that contract probably was based upon the fact of certain roots and some roots are um especially on on back roads we don't cover and so that would probably change the expense Transportation if we had to require those bus companies to go on those routes [Music] also reading through the policy has written um resident students the the way it's WR written someone could insist that we pick up students in a different town if they have joint custody for an example if a student lives in
025Windsor with their mothers three days a week and lives in Handover with their fathers three days uh two days a week um the way it's worded um as now it require us to transport that student from Handover so that's that's that's kind of concertive so yes Davis so at the moment I'm just looking at the language from the old policy at the moment it does specify in the existing policy that we we pick up students within the supervisory Union right so where it says option I mean is that language we want want to add to this too to keep that set so specify resident only so residents of I mean I guess basically bringing back more of the language in the old policy if I think that makes sense but again you have to have
026to be careful is that if a student lives parttime in weatherfield and goes to Hartland Elementary that Transportation piece would become you know the same expense as some of the special ed Transportation because you'd have to send an individual bus to pick up that one student in leesfield to transport them to Harwood Elementary I think that's if we leave two in there though right instead of putting in May because we have may what I'm thinking is that assuming that it seems like everybody's I mean I haven't heard anybody speak up against having it be more conditional language like we will make that decision and then limit it on top of that to the four towns covered by RSU I think that that kind of mitigates the risk of that least I would think so right
027in addition to Transportation limit to the district that they're going to school in I think that would be important and so if a if a student lives parttime in wesfield and goes to um Harland that would be an example that Transportation would not be covered by policy but when the student is actually in webs field no is if the student is actually in Heartland then that that the policy would cover that you see my concern I just think this needs a lot of work and I agree with you some of the old language covered the concern I just like to see that within this um within the draft so do you want me to work on this one we I didn't really touch it I wanted to get your Direction on yeah okay we'll work
028on this one I I I guess my concern and anyone else here could kind of jump in my concern is unexpected Transportation cost coming up because of a new policy um that's that's my concern because we've we we've accepted a a contract contract and that contract is based upon not necessarily current routes but B and but any significant changes in transportation would add to the expense especially if there are individual students but we that we were forced to transport over long distances because of a policy change and of course we could always change the policy but still I'm I'm just really confused overall why this this this transp this policy is it is needed um it was there something in the old policy that wasn't working um or because I'm I'm assuming this is from
029just recommendations yeah CHR yes it's from the SBA but again legal council had no idea why they were suggesting changes okay be great to find out why yes I guess one last thought here you know I looking at the after the statement of policy I mean that it it starts to make more sense and I mean I love that as a definition section um and then the administrative responsibilities it doesn't seem like there any material change from the implementation section of the old language that I kind of just skim now I mean is it is is it like underthinking it to say that we could just keep the original statement of policy that's been struck out here and then adopt the second half of it um because again this is like model language the vsba
030but if if we're not looking to actually material change materially change the policy and we're really seeing some value from the second half being maybe a little bit clearer and more concise right um rather than try to use the new language and squiggle around to make it look like the old language could we just put the old language there yeah I mean Davis I agreee with you after the statement of policy I have no problem with that especially with the definition and administrative responsibilities it's just that yeah I don't know if it was they're trying to simplify the statement of policy but the simplified statement of policy is is is is drastically adding responsibilities to the suu uh um for transportation so I know let's uh I'd be interested to see what Christine you come
031up with okay I'll work on it you volunteered for the call so thank you um participation of home study students uh um and I've been through it most of it is well almost all of it has to do with the legal requirements for allowing home study students access to public education as long as it's 40% or below of their total um School dis uh total education experience um the only question I have and I I don't have a real problem with it but um the statement of policy the last part says and use of school facilities um I'm not sure what exactly that means and what it entails there is a definition H there is a definition for school facility yeah specifically what section just the use of school facilities because their access to school
032facilities wouldn't be any different than those of a regular student but it doesn't say that in the statement of policy but maybe I'm being too picky I'd be interested to see Davis's interpretation I mean I think again it does it changes a little bit because the old language here is allowing homest student students to participate in courses programs activities and services and use of school education materials and equipment so school facilities I mean it expands that a bit right yeah build portions of buildings your grounding for classes studying C I mean it I guess I'd be interested to hear Christine functionally is that what we're doing anyway with homeschool students are are there they they come in for curricular co-curricular extracurricular activities and they use the facility while they're there yeah yeah yeah yeah I
033mean that's that's what I would have assumed I mean I guess and and I'm not sure we would necessarily need Clarity to say that um they would have to follow the same procedure and maybe that would be in a procedure piece that uh that they would have to follow the same procedure as everyone else for uh use of facility requests yeah Bill are you thinking like that they're going to request the facility to do some sort of homeschool activity yes yeah okay I can add that and but I don't think that would really change the statement of policy but I think if it's in the procedure piece that to use the um the use the facility other than that what the students courses in extracurricular activity entails would require a use of facility application does
034that make sense yes I can add that thank you more than satisfies me um there was any other input on that okay uh responsible computer network and internet use um hopefully every had a chance to look at that um i' I've gone through it and it all looks very solid to me um and the the clarity of it yeah I'm yeah I have no problem with with any other does anyone have any other and put on this okay curriculum develop curriculum development and coordination um this policy just basically from my reading it just added those um numbers though that's all it did yeah that's all it did which cites the the different um laws and I think that's important to know that the policy is basically laying out that the Winds of Southeast supervisory will
035follow a letter of a law based upon I can't remember the act that it does education quality standards blah blah blah okay any other comments yeah it seems to be the connecting thread between a lot of these updates is that they yeah add you know citation Elizabeth thanks Bill um I have I I have commented on this before I I um I think it should be clearer about who is picking the curriculum because this implies to me that the curriculum um that the uh supervisory Union board is involved in at least some aspect of picking curriculum can you hear me yes yeah I'm I'm I'm kind of looking at the procedure which I didn't read super close well the the policy let's read the first sentence together the Windsor Southeast supervisory Union board shall be
036responsible for establishing a supervisory Union districtwide Curriculum by either developing their curriculum or assisting member school districts to develop it jointly do how I so I'm still confused about why we are only informed about what new curricula are being adopted and uh if there is another type of uh if there's something that I'm missing I really I don't understand what it is thank you yeah I I I guess Elizabeth I don't really disagree with you um there is a disconnect from the policy statement or even the implementation part of the policy and the procedure right on uh number two under implementation it says that the superintendent will assist the supervisory Union and the memories member School District boards in development implementation coordination and evaluation of the curricular that doesn't happen not really none of those
037things happen [Music] MH Sarah I I agree with Elizabeth we I feel I think it was her and I and maybe one other person that brought this up last time when it was brought up that that statement isn't true but also is there a point to also mention the actual CIA because I feel like there's no mention of that either it just sounds like Christine and the board would do it but we again like Elizabeth said we have nothing to do with that so should there be mention of who's in that position also yeah I mean and I I I have to admit I as a board member and knowing many of the other board members um I'm kind of in the minority the fact that I have a master's degree in curriculum in implementation
038and curriculum in instruction but for the most part board members are not uh experts in curriculum and instruction let alone um you standards and in in the implementation piece but reading the policy um we're supposed to be leading the process of implementing of choosing and implementing curriculum and so that there is definitely a disconnect there between the policy and what the board's supposed to be doing and so if pH well hang on elizabe sorry if if we're going to be responsible for it and the and the superintendent and the CIA is going to informing the board based upon the way the policy is written it it i' have to say it would require board approval at a minimum okay Elizabeth that is exactly right bill and we have had that happen in the past that's
039what is perplexing to me that we have had previous curricul curriculum coordinators who or directors who um did bring the potential uh curriculum to the board and showed the board each one of them um the board doesn't have to be a a uh an expert in curriculum but the board should know what's in what students are being taught well Elizabeth there's and that saving alone there's a bit of a a a disconnect or no I don't think there a disconnect it's just that I think the respons and in the informed the board piece it would be the responsibility of the administration and the CIA to inform the board for their um so that they are able to uh knowledgeably approve or not approve the curriculum change that is that is really my whole point my
040whole point is that the board should be approving before the before the curriculum is uh chosen yeah and Implement I made clear Elizabeth I I I don't disagree with you Amy thank you and um I um support Elizabeth um in the past when we were changing the um Ela curriculum and the math curriculum it was brought to the Su board it there what was used at that point had been piloted at one or two of the schools just to see how things were going and when it was shown then it was brought to the board and we heard from teachers who were Pro as well as con to approving the particular curriculum I think it is the board's responsibility to create a structure that allows administrators to create and put together curriculum in order to
041present to us and we then approve it and and so I'm I'm I'm not going to what I'm going to say Amy and Elizabeth is not pushing back on what you're saying but I think it'd be important within the procedure as well as for board members to understand that if the board is going to engage at this level we have to be a have to be willing to input the time to review the material um either prior or post Administration presentation so it's going to require board members to be more involved and I think that is absolutely a positive thing Elizabeth in the past uh we have not even been able to review the curriculum that has been or not in the past we are the curricula that were recently adopted we were not even
042able to review the whole of the curriculum and we are the link between the administration and the community we are elected members of the community and it is our responsibility ability to know and be able to tell the community what's being taught in our schools Christine yeah I I W to just share I I agree I think the board should approve the curriculum I think we should change the wording in this I think the last time around Bill if you remember we had some grant money that we had to spend quickly so we had to make a very quick decision on whether or not to purchase the program that we piloted um I think Angie reached out to um board I don't know if it was all the board chairs at the time but certainly
043Su board chair to to discuss the dilemma and the decision was made to move forward knowing that we were going to review this procedure and update it and I think Angie's on board with what and the new curriculum director will be on board with with whatever the board thinks is appropriate and I I agree I think the board should should approve the curriculum and it should be presented Davis yeah I mean it just to kind of summarize what it sounds like the changes we're looking to make here is the policy itself as written yeah emanates from state law I mean that I don't think there's changes that we need to make there what I'm hearing is that the procedure needs to be clarified to include the existence of CIA as something that exists in the
044supervisory Union because that's that's who who does that role and then really just make it make it clear what those touch points are where the board you know Bo would boat yeah and I think that that would be helpful and I mean my you know clearly before anything gets fully implemented um and I mean maybe just thinking about this prior to a pilot at least getting some sort of brief on it so we have an idea of what's what's being piloted I mean I you why Yeah well yeah exactly like some background why it's being you know piloted and then just a little bit of context understanding I mean I can understand not wanting to do an entire full curriculum rundown between every single pilot but definitely before a full implementation I would want to
045see that Elizabeth thank you um I I understand what happened last time Christine but I also I don't think it's right it should have been run by the board and the board should have at least had access to what was in the curriculum yeah I don't I don't disagree Elizabeth I was just sharing what what the scenario was I I agree with you the Board needs to be involved so um you will adjust and do better in the future so so Christine um I I agree completely with Davis I I think the um policy itself is fine and uh I think next meeting we could probably approve the policy but it would be I think it would be advantageous to update the procedure yeah us to kind of take a look at that I can
046do that for sure um while while I have the floor Larry and I are gonna have to go up to the budget hearing um okay I'm gonna keep recording but obviously I'm not gonna be paying attention I'm sorry so you've got I just wanted to let you know the the next one the capitalization is just a change in federal law so that's updated for that from $5,000 to $10,000 that's all it from 5,000 to $10,000 the threshold goes from $5,000 to $10,000 UMR my only concern is um executive session do we need one tonight I believe so yeah if you look at yes yes yep that's right um and also aren't we going to do the the hate action yes you got you've got that um I sent it to electronically and and Lori has
047um physical copies for anybody who is there and is there someone here who could possibly a principal that could um or I I'm assuming this is an Su employee yes is is Katie going to let me take it Christine Tracy you can do it okay thank you Tracy I was going to suggest you but volunteer so Tracy can go into executive session with you okay Tracy could you please record um who motions to come out and what time you come out just take note of it yeah yes I will do that thank you thank you um last thing bill um Angie has emailed her recording of the data report which I forwarded to you do you think that you could bring up your screen and present for me um I'm not actually in the meeting
048but I can DAV send to me I can do it Eliz s to Davis Christine I'll send it to Davis okay thank you okay have fun Christine have the best time ever so we're we're gonna try is there any way we can just add the position into the first line of the policy as being the intermediary between the the board and the adoption process and the curriculum just as as far as identifying that individual in that policy statement to begin with all the touch points and everything else can be laid out in the procedure but I just I feel like still the way it's worded unless we change the wording in the policy to identify the intermediary where we still in the same position don't you think that should be in the implementation part of
049the policy not necessarily in the policy itself but uh not in the policy statement I don't know why that doesn't say policy statement there um because that's the policy statement is pretty clear but I agree with you in the implementation piece there should be something I me where where it goes I'm willing to certainly willing to defer to you on but I just I feel like it needs to be in there somewhere no I I agree with you and then the rest of it can be hashed out in yeah procedure and yeah no I I I agree with you because in the implmentation piece it really is the responsibility of the curriculum coordinator um to inform the board and communicate with the board so yeah I will I will email Christine that or about adding
050that Davis so it looks like Mark if we were to put that in would that that would be under implementation to the superintendent shall and then I think you would insert it right under assist assist the you coordinator whatever and other members of the supervisory Union like just in that spot to clarify we have this role we have this department and other other members of the Su has needed and the rest of it yeah I think it's good and I think that clarifies it enough yep because you're going to have a hard time filling the supervisory Union board with only people qualified to establish a curriculum it's a big ass for the general public C AI c i a y through oh it did I'm I'm putting in a message to gain access so that's
051sort of the only way I don't have comment rights okay okay if I don't do it now never know what will happen um okay capitalization assets and so I mean basically all we're doing is changing the amount anybody have any other discussions and I think it's not it's not um read it out but it's uh under I believe it's two administrative responsibilities number two part three section A a value of $110,000 individual component value in one year of useful life I think that's just that $10,000 difference is the only change in this policy okay hate discussion um and had a little not much but a little more time to read this but it's not Linked In the but it's in our email it's it's in the email um I'm I'm not even in my right
052email okay U and but I have read through it and um again I don't have uh comment rights does anyone have any discussion on this I I have minute it is very long but it does accomplish an awful lot a lot of that what's in here allows for constitutional Clarity in protection Elizabeth thank you Bill um I think it clarifies a lot but it does not have any teeth whatsoever nothing I thought that was the whole purpose of creating this was because uh it's supposed to dovetail with our anti-racism policy um which doesn't have teeth so Elizabeth I'm wondering if the teeth would come in the procedure kind of like the the other piece and I'm I'm I'm not discounting what you're saying there there has to be but within this policy what it does
053is it creates the ability to look at each situation separ L because the I I understand what you're saying bill but um my the place where I'm getting hang hung up is uh non-disciplinary student remedial actions and then uh the disciplinary remedial like why list those two things and then not really have anything in the disciplinary remedial actions the reason I believe and I could beong be wrong and I think this is this lays out in the explanation is that if you if you lay out a disciplinary action it forces the hand of administration to take that particular action which may may not may or may not be warranted based upon whether or not it is legally advisable to move forward and basically I'm just kind of that a legal mumble jumble way to say
054I agree with you but I'm not sure I'm not sure we should we could input a disci disciplinary portion into it without legal advice Amy reading that over and just from my my own thought on that the the two last actions or potential actions um loss of school privileges Etc ER and then suspension or expulsion I think that those are disciplinary actions yeah but Amy they're not they're not across the board these are disciplinary actions for people who go to school performances on District Properties or sporting events or students who are on school teams clubs or other activities it it's not it doesn't apply to all students well suspension would apply to any student as well as expulsion no it's not extension or or expulsion it says removal or suspension from school teams clubs or
055other activities there's another one that's much more that I think uh Amy's talking about okay uh uh I don't know if where under this disciplinary remedial actions the second paragraph is detention suspension or expulsion addition addition okay go ahead additionally is that additionally yeah for an AC of hate and that sounds like that's it it it doesn't limit to where you are just you had to active hate additionally detention suspension or exposure may only be imposed by the district for an act of hate where that's that the students conduct Constitution Act of hate and so yeah so this portion prior to imposition of discipline where it says additionally detention suspension or expulsion that's not from a school activity that is from school right and it's under disciplinary remedial actions and I think uh that's different
056from the non-disciplinary remedial actions got it thank you thank you for reading more carefully than I did and I I just want to throw in there too I mean I think that that's that's in there and you know the interaction with other policy section too I think there's there's it may not be explicitly detailing it in this policy but I think that that does clarify that like what falls under this definition can also meet meet the definitions of hhb sexual harassment those kind of things which could yeah open doors you know policy-wise and legally to additional um you know disciplinary and and probably other dis non reactions too so I think uh and a lot of times I I I think the the removal from um school activities for many students is is much more
057of a um consequence than say a a suspension and of course that would ire that student to actually be participating in some extra cular activity but you know this yeah just one one more question on this um so this and we're still only discussing this this hasn't even been Advanced so I assume we're we're gonna have more time to yeah yeah okay I mean I would agree it's long for a policy but I think um I think it definitely leaves I mean it leaves the kind of room that a policy needs to leave for procedures to fill in that space and be more specific right um and I mean at Le at least from my perspective I think it I think it does what we want to want it to within within the bounds of
058the law yeah um but I'll I'll be interested to see you know where where this what this looks like when we do start doing official you know policy readings of it and uh and when there might be some kind of input you know when Christine's around or other folks on what the procedure is gonna look like yeah I was really concerned about the length of it the wordiness of it until it was presented why it's there and the reason that the language is there is to communicate that uh the the the board and the district districts are aware of the legal consequence in that the the policy includes the the due process outline to avoid a legal challenge so I think it's very well written um it's a sticky One to begin with I agree
059with you yeah is definitely sticky One to begin with and um good job I think starting off with the lawyers involved with a good decision any other discussion on this okay um don't have my language involved um I will take a motion to go into executive session um yes do we want to do the CIA report video before we do oh we do we do I'm sorry thank you Davis for reminding me see you are yeah no we're gonna look at the um CIA report all right so I'm going to before executive attempt to share this I got the window do here youall can let me know if it's popping up for you and for those of you who don't know uh since our last meeting I appreciate what Angie's going through because I too
060became a grandfather oh West Windsor a new West Windsor baby named kaisa May kaisa kaisa kaisa it is a Swedish name that's what happens when your daughter marries a tall handsome Swedish man um you have Kaa female Kaa as a name k Hammond H all right I got this up I'm gonna play it let me know if you can hear it um out there remotely turn that volume up here good evening everybody it's Angela director of curriculum and I'm here tonight to present you with the winter data report for February 2025 tonight I am going to be talking to you about how data is in support of our goals in our strategic plan starting with Student Success and engagement but before I get to the fun stuff the numbers I want you to understand a
061few things that at the SU level we report a different we report data in a different way than what you might have seen it already in your building based data reports we still look at the local benchmark assessments given in the fall the winter and the spring we measure progress in reading and math with those assessments star early literacy is for our kindergarten and first graders star reading is for our second through 10th graders star math is for our kindergarten through 10th graders but in the winter it's only through 8th grade because our ninth and 10th graders are taking the PSAT at the Su level though we focus on a year-to-year comparison so we're looking at winter 2024 and winter 2025 the reason that we do this is because we want to look at the
062overall progress and retention of our students in the math and language arts curriculum from one year year to the next this is only one year to the next for this year but next year it'll be looking at the data for two years and three years Etc this also helps us understand if we are making the impact with our curriculum on student learning that we hope to see we also can evaluate our programs and look at where we need to provide resources and change our policies or instructional strategies within the year comparisons are very important as well those help us look more at a individual student or a cohort of students a group of students at their progress from one session testing window session to the next it helps us to give interventions for students who
063may be struggling or who are exceeding expectations it also helps us make any instructional adjustments and helps us inform next year's teachers when we give that spring test so the year-to-year comparisons may not be comparing the same group students from year to year obviously if I am looking at 9th through 10th grade data for 2024 those 10th graders have moved on in 2025 and they are no longer the 10th graders that we are looking at the data for because we're not comparing the same group of students from year to year we're able to see how our curriculum is holding up across grade levels we're going to start tonight's Report with star reading in grades 2 through 8 in the winter of 2024 57% or 305 out of 529 of our students in grades 2 through
064eight achieved above or meets proficiency on the star reading assessment so we're really focusing on these first two sets of bar graphs these are uh from left to right level four is above proficiency and level three is meets proficiency what we want to do is see these numbers increase over time or what we want to see is to see these numbers increase over time so in Winter of 2025 59% or 337 out of 580 students in grades 2 through eight achieved above or meets Proficiency in the star reading assessment that 2% difference from one year to the next represents 32 students I thought that number might help you anchor in what that change actually means across the number of students who took the assessment now that difference in number of students from year to year
065could mean a variety of things not just that those are students who've moved out of our system they could be that for a variety of reasons those students didn't take the assessment now looking at the math uh assessment grades uh data in uh grades uh K through 8 in Winter 24 41% or 2 254 out of 626 students were at or above in the star math assessment and in 2025 42% for 372 out of 696 you can see there a big difference 70 more students took this assessment in 25 than did in 24 um that achieved above or meets Proficiency in the star math that 1% increase represents 118 students so you can see how the total number of students can vary uh quite differently across year to year based on the percentages excuse me
066in grades 9 through 10 in the winter of 24 49% or 45 out of 91 of the students achieve proficiency and or or above and in 2025 55% or 52 out of 94 students in grades 9 through 10 out above or meeting proficiency on the star math assessment that 6% increase represents only seven students and again a reminder that the nth and 10th graders did not test in the star math winter so we do not have that data or the we do not have the psad data either okay so now we're going to look at our marginalized groups the first uh set of data is looking at students who have an economic advantage or who qualify for paid lunch versus students who do not have an economic advantage or those who qualify for free or
067reduced lunch let's start with reading in Winter 2024 63% or 224 out of 358 students in grades 2 through 10 who qualified for paid lunch met or exceeded the star reading Proficiency in L of 61% so you saw a slight decline or 254 out of 450 of those students in grades 2 through 10 qualified for paid lunch me or exceeded the star reading proficiency that 2% dis decrease from 203 from 24 rather to 25 represents an increase of 30 students so it's because we're looking at percentages the group was bigger who tested in 25 so it would make sense that even though we saw a decrease that still represents 30 students who achieved or uh achieved above or meeting on their proficiency this graph then looks at our students who experience the economic disadvantage those
068who qualify for free or reduced lunch in Winter of 20254 48% or 126 out of 262 students in grades 2 through 10 who qualify for paid or reduced lunch met or exceeded star read Proficiency in 2025 that same group it was 51% or 135 out of 263 students who met or exceeded proficiency that 4% increase I'm sorry that 3% increase represents 29 students well is there advantage to being on a paid status or having a free reduced lunch status and the data tells us that 51% of students in grades 2 through 10 who qualify for free or reduced lunch met or exceed exceeded star reading proficiency I'm sorry I didn't mean to read that part students who qualify for paid lunch are more likely to meet or achieve star reading proficiencies than their peers who
069qualify for free or reduced lunch we are trying to close that Gap start reading 2nd through 10th now we're going to look at gender differences the winter 2024 51% or 176 out of 342 of our male students in grades 2 through 10 met or exceeded star reading proficiency we 2025 55% or 22 two out of 371 of our male students in grades 2 through 10 met or exceeded star reading proficiency that 4% difference represents 26 [Music] students the female data shows us that in Winter 2024 63% or 174 out of 278 female students in grades 2 through 10 met or exceeded star reading Proficiency in winter 2025 62% or 187 out of 303 of our female students in grades 2 through 10 met or exceeded star reading proficiency that 1% decrease from 24 to 25
070represents 13 students so is there an advantage male over female female students are more likely to meet or achieve star rating proficiency than their male peers finally we are going to look at what advantage there is to being not on an IEP or students to who have an i AP in Winter 2024 66% or 326 of our 490 out of 491 students without IEPs in grades 2 through 10 met or exceeded star reading Proficiency in Winter 2025 66% 42 out of 516 of our students without I APS in grades 2 through 10 met or exceeded reading proficiency that was a 16 that was a change of 16 students across one year to the next now our students who are on IEPs in Winter 2024 19% or 25 out of 133 students with IEPs in grades
0712 through 10 met or exceeded star reading proficiency winter 25 25% or 34 out of 140 students without with I'm sorry with IEPs in grades 2 through 10 met or exceeded star reading proficiency that 6% increase represents nine students we're talking about a much smaller um group of students taking the assessment who qualify or who have IEPs so students without iaps are more likely to meet or achieve star rating proficiencies then their peers with IEPs let's look at math math data for students who qualify for paid lunch in 2024 45% or 165 out of 365 students met or exceeded starm maath Proficiency in Winter 25 49% or 205 out of 419 students qualified for paid lunch in grad k through eight met or exceeded star man proficiency that 4% increase represents 40 students looking at
072our economic disadvantage for students in Winter 24 35% or 89 out of 261 students who qualified for paid lunch paid or reduced lunch in grade K through 8 met or exceeded starm math Proficiency in 2025 33% or 205 out of 277 students who qualifi for paid lunch grades k through eight met or exceeded star math proficiency this 2% decrease represents two students that's not right I need to go back to my data so forgive me I don't want to stop the recording at this point but my data is in a checklist here I mean in a spreadsheet and I'm going to just tell you what is incorrect about that statement so pre reduced we had 89 out of 261 or 91 on that's the era 91 out of 277 so that should be 33% or
07391 out of 277 students who qualified for paid or reduced lunch in grades K through 8 met or exceeded the star math proficiency and of course these slides and my notes will be all available to you in the on the wssu Schoolboard um meeting agenda for this evening the 2% decrease represents two students 89 to 91 is there in Advantage Ka students who qualify for math who qualify for paid lunch paid or reduce lunch are more likely to meet or achieve students who do not qualify for paid lunch or those who qualify for free and reduced lunch are less likely to achieve proficiency finally let's look at male and female data for math in Winter 24 42% or 148 out of 351 male students in grades case8 met or exceeded star math Proficiency in 25
07445% or 178 out of 391 male students M or exceeded star math proficiency that 3% increase represents 30 students looking at our females in Winter 24 38% or 106 out of 275 female students in grades K through 8 met or exceeded star MTH proficiency and in Winter 25 39% or 118 out of 305 female students in grades k38 meant or exceeded star proficiency that 1% increase represents 12 students so who has the advantage when it comes to math proficiency male students are slightly more advantaged than female students according to this data looking at our students who do not qualify for an IEP in Winter of 2024 47% or 227 out of 490 students without IEPs in grades K through 8 met or exceeded star math Proficiency in Winter 2025 49% or 250 out of 524
075students without IEPs and grad Cas rate meant or exceeded star mou deficiency that 2% increase represents students now for our students who qualify for IEPs in 24 18% or 27 out of 147 in grades K through 8 met or exceeded starm math proficiency and in Winter of 25 20% or 34 out of 165 students with IEPs in grades K through 8 or exceeded star Mass proficiency that 2% increase represents seven [Applause] students our last set of graphs are looking at student engagement and wellness as measured by attendance rates and behavior data I don't think this graph is really super easy to understand but what I will let you know what it is showing you is that the attendance rates which are represented in the right most column have slowly improved this is har School District
076Mana school district weatherfield school district and across the Windsor Southeast supervisory Union as a whole so the first one was in the fall and the second one is in the winter so we are seeing a slight Improvement in attendance rates over the last quarter [Music] oh I'm sorry I went backward um in our 9 through 12th attendance we're seeing a 71.85 in the fall up to 9376 in the winter good work there that is um not correct that is not correct that's the attendance rate the full day attendance rate is 71.85 and the student in um information system can I just start over again right there the the student information system so power school reports a attendance rate by classes so you might see a different rate there than for the full day attendance rate
077we really want to look at the full day attendance rate and I don't see I apologize I didn't put last year last quarters in in there so I will have to correct [Music] that okay in our Behavior data culture and wellness data our Behavior data is minor behavior data is showing a decrease now we're not all the way through February when this was taken last week but it's showing a decrease a significant decrease of 330 last February around this same time to um 87 uh decrease in minor behavior reports now that could be explained is there less truly less minor behavior or are uh staff um not reporting minor behaviors because their tolerance for minor behaviors has increased these are some of the questions this data would raise if we were going to dig into
078it deeper major behaviors again we see a significant decrease from February 24 to February uh 25 and I'm going to try to see it's like 120 that point up there to 80 so that is almost what 33% uh decline in major Behavior reports so if you want some additional information uh Patty gray our curriculum and instruction specialist included a little fall to winter look at our reading benchmark scores so that is there for you if you want to take a look again I appreciate your attention and time this evening and you can find this spreadsheet not this spreadsheet this um slideshow in the agenda notes for this meet and notes folder for this meeting thank you so much and and uh I'm sorry for some of the clunkiness of this report if you have any
079questions you can reach out to me um a do at ws.net thank you very much and have a good evening right so that's that stop sharing there okay a hand oh Elizabeth thanks does anybody in the room right now know what a minor versus major behavior is yes a minor behavior is something that should be able to be handled within the classroom um by the teacher a Maj give me an example what's an example um a an example would be a student disrupting the the classroom with um swearing would that be minor that's the issue is is is whether or not um I think by definition [Music] a major disrupts the educational flow Tracy might be able to better describe can I help Phil yes um when Tracy which TR hi Tracy Tracy Price you
080are muted do you want to jump in it really depends on until Tracy un it really depends on how the individual School District Define it um huh but a major disrupts the educational environment bill can you hear me yeah Tracy Thompson I can this is Tracy Thompson sorry we have a lot of Tracy hear Tracy Price um I don't have it in front of me but I we have a behavior Matrix that we use and each in each category in The Matrix which is broken down by grade level clusters we identify major and minor behaviors based on um descriptions of events um the age of the child and it kind of guides us to the actions that we might take and Elizabeth I don't have it in front of me but it is a document
081that we could show you that would show how we identify in in all areas what what is major and what is minor based on their age now for um I'd really love to see that yeah for State reporting it is um that that that Harford one of the definition is if it's a state reported event uh would automatically make it a major um and that would be anything with a weapon any sort of physical contact fighting for an example uh tobacco use uh harassment bullying um those all would be major put our documents Davis has put our documents yeah in the chat but in in in in in some definitions and this is just just to Harford you could have uh disruption as a minor and a major and the difference would be um you
082know whether or not it interrupted the education of of of the uh the educational experience or not okay um oops uh can is Tracy Price can you tell us uh how your um how the anonymous tip line is going and and whether um whether that adds to uh this data we can't hear you no darn it I guess what I'm trying to get at is um uh whether how to break out bullying from Major versus minor and I'm I'm curious to know what the what the rate of bullying is in our schools um because uh my understanding is that it has increased quite dramatically um can you all hear me yes okay sorry about that um so so far we've gotten about a hundred I think actually today was the 123 um Equity tickets so
083we have those but they don't necessarily I mean because some of them come in anonymously which was the purpose of having it we um they don't they don't formally like connect to the behavior Matrix although that's actually not true I should say that sometimes they lead to followup right where where maybe an investigation is started but I don't we're not tracking how many of those tickets lead to like investigations of hhps which we could I mean could I could find out um if y'all are interested in knowing that and Elizabeth I'm sorry I think there was more to what you were asking too well I guess what I'm what I'm really asking is so 120 tickets over what period of time this year this school in this school year this in September and is that
084are those broken down by schools at all yes and I will share that in one of our schools we have had a lot of students submitting tickets that aren't really what we would qualify as tickets but it's really led to some good conversations in the school about what Equity is and what it's not um so not all 123 of those tickets I would say would really qualify as like an equity based incident okay and maybe two of them have actually been positive so I think two out of 123 have been positive so there's that I I really would love to um uh be able to really understand um the rate of bullying in our in our three districts um and and whether there's been an increase and to what degree I can include something like
085next month I'll do a Dei report so I can um I can try and pull in some information to share then thank you thank you very much and Elizabeth I don't know if this this would add to your understanding but in by in the federal civil rights reporting as well as the state reporting the schools are required to report every single report of bullying and harassment um regardless if there's substantiated or not and that's that's something that I find really difficult to get school administrators to understand you know even if it doesn't rise to what you think requires an investigation per reporting requirements you have to count that as a reported incident um in both the federal and the state reporting and so I I appreciate that and I also know that a lot of
086bullying goes unreported because of the nature of bullying yes yes and uh a lot of the incidents that are reported um I think Tracy Price alluded to this can actually lead to learning experience for those that reported one you know this is not bu or harassment and but this is how it could have been handled and so that that reporting mechanism is is still incredibly important D chasy talked about tickets who sends the tickets the person a student or a teacher well yep yep students teachers and students know that they can send uh a ticket to you how do it we've been trying to um you know one of the things we ran into is like okay we can post um information with a QR code but then it's like well we're trying not to
087have students use cell phones you know so we put it in our clever portal in both the student portal and the staff portal so there's somewhere that people can access it so it's just really it's it's um creating the habit or the the the knowledge that it exists um so I think we're getting better at doing that and also trying to figure out what we need to do to make it um yeah to make it more valuable oh good thank you yeah thank you Tracy yeah and Tracy thank you um okay the um the site that um Davis gave you is really good with all the you've seen it yeah it's extremely helpful to lay out what staff have discussed and created in a major minor output because it clarifies and creates consistency not just
088through reporting but also and understanding of of how things should be handled yes um okay executive session will take a motion to go into executive session under 1 BSA staff seconds I actually got the language here yeah take it out Tracy can you please mute yourself um there's a lot of static on your line thank you uh it looks like this would be section 313 A4 disciplinary or dismissal action against the public officer employee talking about thank you Davis okay I will take a motion second okay I will take a Voice vote I'll approve all uh agreed to go into executive session please say I I I I opposed anyone abstained and I believe we are in compliance and we are going into executive session it has the reporting stopped