001Katie you look like you're getting ready to bake cookies or just finishing baking cookies yes our cookie has our kitchen has thrown up cookies it's just everywhere so I'll be bopping in and out to finish but here I go I look more professional now oh no that's quite all right put it on put a little elf hat on you look perfect look like you're in Santa's Workshop okay I am we are recording so I have to stop being foolish am going to call this meeting to order at 6:31 of the Windsor Southeast supervisory Union number 52 um on the December 18th um are there any changes additions to the agenda okay good just the way I like it um well uh look at the approve the minutes do I have a motion to approve the
002minutes from November 27th 2023 so move Davis second Nancy there you go Nancy um are is there any discussion input about the minutes when I read them they seemed as concise and wonderful as usual Elizabeth sometimes has some stuff so I see Elizabeth as joined and we're doing the minutes right now Elizabeth oh she joined again any discussion okay um all in favor of approving the minutes of November 27th 2023 say I I I I I all oppos say nay anybody up stain okay um moving on to well I'm actually looking at the minutes not the agenda like hey we did that already um public participation um Carrie you have a quick question yes it's um there's actually two pieces to it um I did ask this at the Weathersfield school board but I just
003want to ask here as well I'm just wondering um as regard to the Su budget um so Carrie if you can hold on a second I we haven't actually got into my the public participation yet um I thought maybe you had a procedural um with at the start of public participation I read a quick disclaimer and if you allow me to read that so everyone knows what sort of rules we're under and then we'll go right back to your question okay okay thank you public comment is not legally required but we believe it is crucial for us to hear from our community members about their concerns over issues through these meetings our board models for our students how to conduct public discourse in that the board and members of our community can approach controversial issues
004in a civil constructive Manner and can demonstrate mutual respect having said that please note that the board is here to listen the public comment period is not designed for discussion please state by identifying yourself and by in what town you reside in Carrie Jewel I believe that you have the floor and you reside in weatherfield yes um so my two questions um are one I understand how the Su budget is established and how the assessment like there's a formula I get that my question is is it a school policy or is it a agency of Education or state of Vermont law that the Su budget gets approved prior to the local budgets needing to be passed and the second part of that is I am wondering if there's been further conversation since um Albert Bridge
005joined with um Windsor to create Manis scotney because I'm newer to the community um why that district has six members on the Su board in weatherfield and Hartland only have three yes um usually we don't go into discussion but as a board member I I feel these are very quick questions um and I will I don't know exactly even though I've read the law recently uh the suu was required to create a budget um by a certain date um and I can look up that date for you um I have it in a document because this question has come up at the weather field so that's why I've been researching but yes the the the procedure and steps of how the um an Su is created uh what sort of power it has and when
006it has to create a budget for a certain timeline um is within state law it may also be but I don't think so I it may also be some uh within the State Board of Education um some of their guidance uh when dealing with education law there's always two sort of areas in which bring it in actual uh uh uh code 16 um which covers education law and State Board of Education rules so I don't know where the State Board of Education rules come in but there is a a a time date in which we have to have that approved by I just can't remember the day and um the reason for the uh the es scotney board having um six members and it was voted on by um the entire Su boards that uh
007the reason is because it's two towns so technically right now each town has three board three board members on the isue board also at the time um it felt that uh the suu board had worked so well together that it it seemed logical n to change the balance in the membership of it so it's possible though that could be if enough interest was to revisit it that that's just handled through our the local boards that's a good question I don't believe so I think it would have to be voted on uh there's some sticky points there because one that agreement I believe is codified in the um Artic articles the Articles yeah the articles of agreement um it doesn't mean that those articles agreement can't be changed I'm just not quite sure what the procedure
008would be okay um thank you I I've taken enough time I really just wanted a couple of so I kind of know where it ahead in my research thank you for your time okay Larry you had your no I think you hit the nail on the head with the ACT 46 uh School Board of Education uh State Board of Education the S and the local towns uh requested a waiver from the State Board of Education to not have to merge um so if you remember we had one merger on one side which is Windor West Windsor and then Hartland and weatherfield asked to stay separate and as part of that uh getting the State Board of Education to bless it uh they said they would keep this setup of the Su yeah it's important it
009the whole governance of Education in the state of Vermont is a little funky but one important point is a lot of things that we do are dictated by the state we can't mix and change our Su the creation and the setting of a supervisory Union is complete in the hands of the state legislature is or the and the Department of Education we have no power of that so for an example if one school district wants to leave an suu the actual suu and the school districts have no power and no recourse to do that um and isues along with the power of a superintendent really is codified in state law um which limits what can happen now a discussion on reorganizing the school district and merging other school districts I'm sure the state would enjoy
010that but at at the time that we merged uh it was pretty clear Hartland and weatherfield was not were not ready to to entertain those ideas and may never be and that's fine so but um and I have to ask everyone's excuser for taking the time in this one thing because I I feel that's quite important okay is there any other public participation okay uh moving on with the administrative report can I can I make an announcement first bill absolutely okay um I was working with Larry and actually Davis today getting uh timelines ready for uh um budget meetings and elections so just in announcement that peti petitions for running for board seats um are due January 29th if you're a mount of scotney school board member those petitions go to Larry he's our school
011clerk um in the other towns they would go to the town clerk who also functions as the school Clerk and um we have to post the warnings and the sample ballots by February 1 so we need those um petitions by March uh sorry not March January 29th and just just just to let you know um in mounta scotney Elizabeth Rebecca and Megan are up Harland Nikki and Colleen are up I know Colleen has announced she's not running I know Rebecca also announced at the last meeting she's not running for mounta scotney and then Weathersfield I believe it's Mark Vincent Sarah and Jamie are all up this year so just an announcement to get people thinking about um what they Christine I don't think that Vincent is up I believe he was elected for three years
012last year I was actually gonna mention that to Lori I just saw that just when I was entering this meeting his date is wrong on there okay so it's just Mark Sarah and Jamie yeah okay thanks welcome okay that was the announcement thanks thank you Bill that's quite all right and you have the floor still okay I think Tracy's gonna go first Tracy do you want me to share my screen or would you like to share your screen I can I'll give it a try here and uh hopefully that will will work out see let me know if yall can see this I'll turn it into a slideshow all right great so uh tonight uh it's nice to see some of your faces um the ones that I can see on my screen uh did
013not send out any pre-work thinking I mean you didn't really we didn't have a lot of time between meetings plus this seemed just like a good time to share some updates about what's going on so I'm just going to roll through this and please anybody jump in raise your hand at any point if you have any questions so first I wanted to um offer some spotlights I didn't get a chance to say some of these things out loud at the last board meeting so I just wanted to be sure to acknowledge and publicly thank gak if you are not familiar with gaka uh they are an organization that is led by and focuses on supporting Native American Youth uh one of the programs that they have is called the ones shelf book project and so
014uh they go through they review a number of books and they're looking for uh books that depict indigenous characters in culturally appropriate historically accurate and positive lights and so they have a whole collection of books and they uh gift them they gift them out to schools and so we were a recipient of their one Shelf book project and we've got a bunch of books now in our schools and the Librarians were excited and they shared them between some of the libraries and so I just want to note this is a place you'll hear me uh come back to talking about things like developing land ackowledgement these are the kinds of things that I see us doing in relationship with and partnership with uh folks who are local and Indigenous and so we're looking forward to
015continuing a partnership with gaka uh a couple other things that happened in the last month or so uh we had a number of students who uh came to a it's a GSA gender sexualities Alliance uh conference that was led by outright Vermont it's an opportunity for students to go and to develop leadership in hosting their own I know uh we used to have a committee uh an alliance that was part of Windsor School and so it's um it was an opportunity again leadership development for some students who are now meeting and will continue to meet as this GSA within Windsor which is great they have that support um and yeah we'll see where they take it uh the other thing I wanted to mention is that some students from Windsor Middle School who I think
016I mentioned last time how there was a Colleen put out word to see if there were any students in the Middle School who were interested in showing up to work on anti-hate and uh 18 kids came out uh Christine and and Colleen and I were there for the meeting and so one of the ways that we were channeling some of their energy and interest was into starting to make some posters twice a year there's this national campaign that's called us vers hate they have posters students can submit posters alth those the students didn't submit any for this timeline there's another one that's in April but the point is is that 18 kids showed up from Windsor Middle School to try and work on stuff this is some more this is one of the posters that
017a couple students made uh I'm sorry that it's small but they have an acronym for Bully which is things like be a friend and so kind of redefining what bully can mean uh that's just one of the one of the projects the students are working on I'm actually going over to Windsor every Monday now during the lunchtime hour and holding that to help support some of the some of the cool things that students want to do like reading books to younger kids about uh about diversity about Community uh doing posters and we're also going to get them involved in um I'm highlighting this particular slide because Windsor has been uh noting monthly themes right so this last month uh the theme was around Universal human rights and so there was an opportunity to have there's
018going to be more of an opportunity to get students involved in helping to educate folks around whatever the monthly theme is there's um you know we're all familiar maybe with like black history month that's in February so themes like that but have it be more student L have students responsible for making bulletin boards uh figuring out activities for Universal um human rights month they actually share there were a number of videos that were shared about different identities which can become part of our advis there's just lots of opportunity to be more intentional about highlighting and lifting up these monthly themes and getting students involved in helping us do that so we're gonna look forward to more of that this is something that just started last week I know there have been questions like Elizabeth has
019talked about act one right talking about how we've got the educational quality standards the new ones that are coming out and so um I think I've mentioned this before that the Vermont Coalition for uh sorry the Vermont education Justice coalition is hosting a class that's about it's called applying inclusive and Equitable teaching practices that's aligned with these educational quality standards to help support us thinking about how we bring these into our schools and so um I just started the class last week but this is just a little glimpse into some of the things that they're sharing this is something that we could potentially and this is you know we'd have to figure out how we would do something like this but it's basically a reflection activity for educators to do things like um you know
020examine your own cultural identities reflect on how your identity shape your teaching so it's a reflective Tool uh that Educators can use to think about how are they really bringing in diversity Equity inclusion into their classrooms so more to come on that as the class progresses so I'll pause there for a second just see anything coming up for folks any questions comments okay I'm going to keep rolling along so um I wanted to share back some notes we've had we shared the equity audit findings with all staff a couple months ago and since then we've been going out to each of the schools for some follow-up meetings we'll have two of them so we completed the first round of follow-up sessions so during this during these follow-ups it was really an opportunity to engage staff
021and find out you know what meaning are they making out of the equity audit what are they noticing about some of the findings and so I'm going to share some notes with you that have come up from uh these follow-ups and I'm going to frame it if if this looks familiar to you this individual cultural institutional this was the same framework that I offered when we were talking about race and racism uh thinking about how racism can play out institutional cultural individual levels this is also a way to organize right how we're creating change over time to look in these three areas so that's how I organized this and I think I'm going to use this model too for sharing different um updates with you all and and hope this makes sense if it doesn't
022please stop me anywhere so a couple things I just want to note is that the notes from these follow-up meetings came from the audit the audit was done last year so it doesn't mean that these notes are reflective of what's happening right now it's it could be like as people are processing some of the findings maybe they're also connecting it to something that's going on currently but it's a little bit of a mix of both okay uh so some of the notes that came out along institutional lines what were what were people noticing about the audit uh this is again and there was no scientific uh analysis of these notes that I'm sharing right now this could be one person I try to pull things that were mentioned at least a few times across the
023groups we also know that not every everybody attended these sessions so there may be things that are also missing from what from what I'm sharing but um there was definitely an interest in some more professional development there was a noticing that uh equity and diversity inclusion is not consistent across grades in schools uh some uncertainty we've seen this before I think we've even talked about this some some uncertainty or lack of clarity around what we mean when we say Equity I know we've talked about that as a board like having the board get to a place where you all are also defining what educational Equity means there's also like people know that we have policies but there is sometimes a disconnect sorry I don't know if you can hear my dog uh with his toy
024in the background but at home uh okay so policies we've got some great policies but sometimes there's a disconnect and people don't know everything that's happening in the policies uh so some other comments were that you know there was some great work happening before co co disrupted the work uh and so now it's sort of like we're we're we're trying to get back into it uh people felt like a little bit communication accountability a little bit lacking uh yeah there's some comments about curriculum but I I I want to note too that there are a variety of comments around curriculum from people saying oh it's not diverse you'll see later that there are folks who do say it is really diverse so it's a little bit of of a mix bag on a cultural level
025uh culture school to school we know that there are slurs there there are jokes that are happening uh not very funny jokes right there they're hurtful harmful uh things that folks that are being said in our schools we know that that's happening some people felt like unconscious bias may be a factor in that that there's also some some disagreement different perspectives between school teachers families um wondering what we're doing to make the theme of belonging relevant what does that really mean on a cultural on a cultural Al uh I don't know for for our culture what does it mean to really belong some different understandings about trauma we need more feedback follow through you know again student staff experiencing some hate and discrimination and some uncheck behaviors this isn't there shouldn't be anything in here
026that is surprising to to see that's noted on an individual level people wondering like are they being spread to thin again this theme of of a lack of training and education some wonderings around whether stud students are able to be themselves or if kids may be hiding feelings you know that we don't recognize or realize uh there was a sense that individual teachers may bring in some diversity Equity inclusion into their classrooms um maybe it connects with curriculum maybe it doesn't uh but it's really individual teachers who already have this awareness who are able to bring stuff into the classroom teachers are trying their best they got a lot going on uh some not feeling heard uh feeling like some guidance is a little disjointed I think that also uh reflects to like communication and
027and and really having a plan for how we're doing all this work and so lots of room to grow uh what I want to also touch on too is that within all the notes that came up there are also lots of opportunities we ask people about opportunities we also ask them about what are some of the things that you're already doing in your classrooms that we know are these promising practices and examples for what we could do more of so again just organizing this around and this is where having our anti-racism policy this is what I think I said last time like this is like my work plan right I mean these are some of the goals that we have in the anti-racism PO these are also the goals that we have generally and broadly
028for diversity equity and inclusion in each of these three areas so um some of the places people noticed uh promising things happening right on an institutional level could be some of the classes right there are classes that are being offered that are really looking to uplift a firm marginalized identities and groups like the gender Studies classes that are happening I think that's a new class happening in the High School this year programs like flexible Pathways personal learning plans here's a comment like I mentioned right our new ca the new uh curriculum has a lot of diversity and Equity safety plans so again these are just some examples people offered on an Institutional level some promising things that are happening on a cultural level there are some amazing teachers I don't know if I've said her
029name out loud but Destiny lawyer is a phenomenal teacher if you go into her classroom she has like every book on every identity like tons and tons and tons of resources and she is really teaching kids about diversity uh all this stuff right so um lots of promising things happening in classrooms um folks inviting guest speakers to speak to different uh identities that's happening a little bit more or it's happening in some cases I'd like to see that happen a little bit more uh Community dinners and events again thinking about engaging with families and communities uh collaborative problem solving is something that's happening in some schools leader and me has some really cool we heard from a third grade teacher who was talking about one of the things leader and me ask classes to do
030is to create a classroom mission statement and she said her class uses this mission statement they came up with every day as a way for saying like that they all belong in this classroom together so it's like it's one of those places we can look for alignment um in in some of the things that we're already doing uh and then there were some examples of what some individual teachers are doing also and more broadly I know I'm not going to read through all of these it's got really tiny print on it but you have um you have the slides and so these are just again a way of organizing some of the things that are happening some of the things we're excited about one thing I'll mention is we've been talking about restorative practices before
031I started here we have somebody from greater Falls Community Justice Center who is holding January 22nd to come and work with the middle school students at Windsor so to start idea is like if we can start training them one hour a month in some restorative practices then those middle school students were building their leadership and their ability to actually intera uh to intera upate where it shows up right and then they can be uh culture holders really for their for their class and for their grade so excited about that uh let's see what else do I want to highlight in here oh the Heartland I've mentioned Heartland has a middle school student group that's really they're working on an audit for the physical building again looking for who's represented in the building who's not we're
032seeing if there's an opportunity to connect what they're doing with the Windsor students so there's a little bit more sharing ing back and forth um there's a lot going on and so what I will say is that uh the goal is for um this spring is to have a road map you know here are the next three years here's where all of these activities uh fit in here's how they connect here's how they align here's how they support some of the things that we have been doing so all of that will be coming uh I'd say by spring for a little more clarity all right thank you Elizabeth big party over here so I'll pause there these were just in case anybody wanted to share anything that you're seeing that get that has you excited
033about what's coming up um or anything that you're feeling like you where where you might want support as an individual or as a board member so I'm gonna pause see if anybody has anything I'm gonna stop sharing also Davis yeah thanks Tracy for uh for giving us an update on you know the kind of breadth of uh of what you've been doing and what's going on right now I think that you know starting with some of the challenges that we're still facing um is a a good place to go you know we're always going to have something to uh to be moving towards um just in a general sense I think hearing about what the students are working on what's you know what's motivating them I know that we talk a lot about student voice
034and choice in our Su and and seeing how students have taken some of these opportunities and are and are finding ways to you know Express themselves and start conversations and and and build understanding in the student body and the school Community is very uh very encouraging so yeah just appreciate hearing more detail about that and seeing some more of the opportunities that are coming up for uh for our student and for our faculty oh thanks Dava Mark yeah yeah just a quick comment I I'm really reassured um by hearing that there's a road map um for progress coming out in the spring um that's always been the my biggest concern about this is that we've got these big overarching themes of how we want the learning environment to look and who we wanted to include
035and I I've just never really had the time to look at all of it and then figure out how we're going to get there and it sounds like by waiting for the spring to to do a rough roll out and and a road map it just shows me that you're you're taking the time you're taking the consideration and you're you're taking the input in from the entire establishment so thank you very much for that you got it Rebecca hello um hi Tracy um I really appreciate how you have broken down um the um approach to um this discipline through the lens of a institutional lens a cultural lens and an individual lens I think it helps me and I hopefully others also really be able to understand the better um and and and try and
036um look at you and understand what is institutional what is cultural and what is individual I think that that's been so helpful and so I wanted to thank you for that process that you have created in know putting out great thanks for sharing that that's helpful to hear too I won't do things if they're not useful for you all so thanks for that Elizabeth hey hi uh thanks thank you thank you this is um I I agree with what everybody has said so far and it and seeing like how many kind of uh irons you have in the fire is really exciting and uh I was wondering um whether you're getting enough support and whether like H what does it look like when you go to talk to individual teachers versus talking to teachers in
037a group group um and do you have a different response from teachers when you talk to them individually as you build those relationships thanks good questions um I would say part of the road map uh will likely include things like I would love to have teachers who have some stipended roles you know next year who could be building based folks who are more I mean it's a model that other schools have they have like Equity coaches Within school so I'm curious about that um and whether that's something that would work here um there are a couple things I think with individual teachers you know it varies sometimes teachers will reach out with a specific request around something and so uh it's been great getting to know teachers that way some people show up for those
038Monday meetings that I've been holding space for like the Dei restorative practices I think people just aren't really sure yet what that space is for but um I'll share one cool thing that happened at Heartland um was actually in response to um they want to get better right at interrupting when people hear things like during a meeting when somebody may say something they want and and then everybody silent because they don't know like how to interrupt or how to practice that and so I was at their last all staff meeting offering up some ways because I'm thinking the March I'll have a training spot like a a couple hours during the inservice to offer a session about interrupting hate you know and so if we all have some of those same signals and they're like
039well some of us might not be able to make it and one of the teachers offered like hey maybe we could put together a committee of folks who like some of us could go but then we could be the building based folks to bring that practice back here I was like that's that's that's amazing because that's actually what we're hoping for right is that you have like capacity building within teams in the schools so I think uh I don't know if this is helpful but sometimes individual teachers and building relationships with indiv individual teachers is really um uh valuable right it helps me understand a little bit more about what's happening in the classrooms a little bit more about what the needs are and then also being able to work with groups is like like
040in what I describ for Heartland I feel like that's the best thing we could hope for is that there's actually a group of people who feel like they have some agency and desire you know to to take on holding some of that for their school so um hold on uh just as an aside bill as our lead negotiator are we still trying to get stiens for those positions into the teacher contracts and those those contracts are for you're you're muted but are they for are they for this next year the following you know the year that we're currently budgeting I can't hear you yeah me either together is that better yes okay I have an extra button that sometimes gets pushed um that has been part of the discussion so far um it has not
041come up in the actual negotiation piece yet okay yeah so the answer is yes okay so if we can make sure that it gets into the negotiation discussions and then but you are talking when you do the negotiations you're talking about the year that we are currently budgeting for is that right yeah this is yes the three-year contract ends this year okay so so next school year is we're budgeting for so my my uh my next statement is to uh the whole Su board please make sure that you put some of some set aside some money for that in your budgets because it won't matter whether it's in the contract or not if it doesn't go into the budgets thanks for that Elizabeth I should say too there is like the there is a small
042um Dei budget that does include some support for potentially roles like this next year so there is some money that's in there that's being held so if whatever details have yet to be worked out about what that might look like but um yeah well just I just want to make sure that we board members are doing our part as well that's great love it thank you thanks thank you Tracy yeah thanks everyone Christine you ready for my report ah yes okay I thought maybe you thought I had a question but I just uh I don't have a question but I do have a huge shout out to Tracy who's really helped organize and um moved this work forward without her we would not be anywhere near um where we are so appreciate her she's doing
043a really wonderful job and and really spending the time to to listen and build relationship which I think is really critical in this work so a big shout out to tr see um let me pull up my report and I will apologize now if you hear any loud noises in the background um it's not a dog it's my husband our basement is currently flooding and he's trying to he's trying to I don't know what he's trying to do he's trying to siphon it out or something so I'm apologizing in advance okay all right it seems like we were just together we're a week early which is nice right before the holidays um two procedures were in the report and in the portal uh procedure for homeless students and procedures for proficiency based graduation requirements I
044hope you had a chance to look at them um are there any questions with either of those procedures I know Katie worked on the homeless um procedure and and with the proficiency based graduation requirements they're both here and can help me answer uh yeah B go ahead um whoa that was odd um the pro um the homeless one looks great um the procedure Prof proficiency I think it would be useful not necessarily this year but at some point to put in uh uh procedures and expectations on what the assessment would look like what what a summative piece of assessment for proficiency based graduation standards what are the standards for the assessment a lot of times I have noticed in my professional career that uh when dealing with proficiency based standard measurement the the assessments are
045BAS based upon really non based upon crap and let's put it based out there that okay you know you you you have a proficiency based standard and you base them all on a single presentation or I mean there needs to be some uh summative reliability and uh reliable and uh measurable assessments that go into these proficiency based graduation requirements so okay Angie do you have any questions about that while while we're together no I I just was going to say um Bill's comment it's about quality criteria and making sure that we have depth of knowledge like the the the range of knowledge represented in the those assessments yeah okay all right any other questions okay we'll move on okay um this was requested data by the board after Britney or during Britney's presentation last month
046so Britney is following up with um the top minor behaviors K8 and 912 and the top major behaviors K8 912 so you can see that um for minor behaviors K8 is disruption then inappropriate physical contact and Defiance or non-compliance those are the top three in the 9 to 12 World um it's a cell phone violation uh Defiance and non-compliance and disrespect and then major behaviors always um involve in uh Administration so in K8 it's physical aggression leaving uh class or lunchroom or wherever you are with without permission and disrespect and in 912 the top um major behaviors leaving cutting class or skipping class Defiance and disrespect um Britney is on if there are specific questions about that data that anyone has I can't H bill is that you that is me um are there any
047cut offs or or procedures in place in which um clarify for teachers and administrators what's the difference between a major Behavior Uh versus a major behavior that gets State reported uh yeah so I can share about that so um the teachers don't necessarily deal with the state reporting aspect of things um however we do have a major minor uh response protocol document that outlines what the difference is between the minors and the majors um so that we're making sure that we're collecting that data appropriately and then from there that that data gets sent to the administration and to the the people in each building who do the state reporting and depending on uh the different pieces and how the respon what responses are are I guess uh followed through with um that's how we know
048what state what needs to be State reported so the definitions are really kept with the administration on that one and so i' I'd be interested to to see those my concern is um a in my personal experience and no my professional experience uh uh buildings Under reporting to the state um um major behaviors um because um as you know the state is looking at different and more varied criteria for funding um and I don't want to um if ever that um that data piece is then used to factor in for funding uh especially for all the behavior staff that we use um I I think the criteria should be very clear and concise about what's supposed to be State reported and what's not supposed to be State reported so that's just my concern in that
049not with what you're doing with minor versus majors and what the staffs do it's just there's that whole other piece which I think administrations struggle with for a couple reasons one um teachers have a tend uh schools have a tendency in the past to try to unreport problems and two because the state guidelines are so fuzzy as well so it looks like Beth has a question bill is that okay okay Beth hi good evening um I just had a question about like how deep I guess we dig into the disrespect data um because it it seems like you know if there's a if a student is bringing up an issue with Equity feeling maybe that they're not being respected as well um that person in a position of power tends to feel disrespected and so
050I can see how a student might be getting reported as being disrespected when they are actually trying to report an equity issue and is there like how deep do we dig into our disrespect category around that I mean I mean that's a great question Beth I think we really try hard to um with our practices around relationship building and collaborative problem solving to really hear from the student um you know hear the student fully out to try to disaggregate where the disrespect is or lies um and I don't know if Britney has further further information on how we um use that data um I I mean I don't specifically and especially in terms of the you know digging into the disrespect per se however I do know that all the buildings are looking into their
051behavior data pretty regularly um and trying to come up with patterns and figure out how to how to be proactive in their responses to behaviors um so I'm not sure about the disrespect per se um but that's certainly something we can look into I'm I'm assuming buildings have a some sort of flowchart that they use oh yeah yeah yep we have a whole guide um wh which um uh administrators and Britney was on that team worked on this summer so it's consistent across the entire Su now which is which is great because we can have conversations with each other um because we're doing the same things in terms of behavior um Rebecca you have a question thank you Christine um uh this information seems really valuable and and helpful um and um and I appreciate
052it and I'm just wondering how does this information um get broken down simply the way it is broken down here to community and into parents overall I'm not saying specific parents but overall and and I'm and I know that in our last one of our last meetings at the Mount Ascutney School District meeting um um it was mentioned that um behavior issues were down and so this becomes a really great tool um to have with community members and parents about um well these are the behaviors that we have problems with but also point to well where are they down and look at maybe why is it that they're down um so that patterns can be identified um the community members can be informed parents can have a sense of what some of the behavior issues
053in the school specifically are even though they don't maybe affect their children right yep and I think that's a great idea they can certainly go in the newsletter I know Britney has in the past reported out on her you know the data dashboard which um is being uh revamped or not revamped but um we're going to be using Edge climber uh she's going to share that out in the spring so parents will have a they'll be able to log in and see that data am I correct in that um Brittney yeah so right now we uh I kind of revamped the website the data dashboard was on the website at the time and um I revamped it a little bit made it a little bit more simple and uh use the visuals from Ed of
054climber on that website so we'll keep continue to grow that um in a variety of ways so that's that's up on our website right now live um and I I mean it's not broken down by categories like these at this point in time uh usually what I put on there is what I shared at the board report something similar to that so it's more of a longitudinal over the course of the year kind of graph um however we can certainly add something along these lines you know these are the areas that we're improving on these are the areas that we're continuing to work on and I I think that's a that it's a great idea for us to um improve our website in that way all right I will move on if there are no
055other questions um the next slide and I hope you have it I had intended to bring you copies tonight but since we're remote um this is the calendar the proposed calendar for for next year it has um gone uh through we meet with the union and and Union leadership and go over it they take it back to their membership and we meet again so we've come up with a a final draft tonight that we would like for you to consider approving um if not tonight at the next meeting and if there are any questions I'm happy to entertain entertain those uh yes bill um one issue that I've been hearing about and also living in my school experience is the number of early releases um and I I think it would be academically prudent to
056try to trim those in some way um and I'm not sure how to do it okay I have some suggestions but you know I'm not necessarily gonna throw them out here um oh I may actually yeah I mean might as well you might as well I guess you know one issue I have is uh one one place would be um the uh early release for vacation days for for example December 20th um and I believe this uh June 12th um granted I know it's the last day of school at the same time I always like to teach until the last minute of the day and having a whole day to to finish out my school year with the students I really like that instead of only having a half a day um also the um
057parent conference days um early release on the uh November 7th and on um April 10th y um they we have the required uh two days for parent conference in there and I understand the the desire for staff sta to have those half days at the same time it's not contracted and it's also uh you're losing a full day in of instruction because of that um the other thing that uh I've heard uh regarding um the the usefulness of early uh release for um staff development and some other school district have actually moved away from early release and started to do um uh a delayed starts yeah so a two-hour delayed start um teachers come in 7:30 they're fresh they're ready to have a lively discussion to get a lot of work done in staff development
058um as opposed at the later part of the day and also it doesn't interfere with uh parents uh after school plans it doesn't interfere with students Sports Transportation students aren't released and then are around and have to return for sports practice or whatever and um both groups are able to achieve more for that especially seeing you've got middle school and high school students able to sleep in another couple hours we all know how important that is um and so I I guess that's something that I don't know if at this late in the game things can be changed but uh um those are two concerns that I have been hearing about um okay from community members other board members and so forth well what I can offer is um I mean I don't I think
059we can take it back to um the ad team in the union I think it should be it should be approved by January I mean I think that is the latest um if you want us to take another look at it we know early releases are difficult for families we Tred to place them you know there are aside from the um parent teacher conferences which I know I know teachers start at um when kids are released and they usually go into the evening most teachers that Thursday or offer evening conferences which we know are better for many families and I think just you know having been a teacher teaching all day and then going into six hours of conferen is really it's it's a long long rough day so I think that's part of the
060half day um rationale although I think it's been in place for a long time and it hasn't been examined um if if that makes sense the other ones are I think for professional de development or for um work that we want to do when we add them all up it's it's three over the course of the year if I'm doing my math correctly September March and may September March y they're on Fridays um which we thought would be better for parents if they are you know yeah long weekend type things yeah the other two are parent teacher and the other you know the the staff um on the 20th the students do get out I know staff you know have you know holiday Gatherings at that time um and they do they do appreciate that
061but that's something we could certainly look at and I'm happy to try to do that before next month if you you does does does any other board member want to chime in I'm I'm I'm not speaking just for myself I'm speaking to other people who have spoken to me but um I I I think the uh half day let's call it creep began about four or five years ago when half day started to be added for staff development for work of course that needed to be done um at the same time uh when you get up to uh 10 half days then you're looking at approximately five instructional days lost um and I have heard I know Woodstock does an early uh late start once a month which I which which I think um which
062I've heard has gone pretty well and that is certainly something we can entertain yeah just involves communication and making a plan yeah one thing Harford has done is uh um is of course we're limited on that because of our contract of seven and a half hours but um that the students come in the middle school and high school students come in a little later so that they get to sleep in and the staff have that hour in the morning every day yeah um um it looks like Angie has her hand up Bill is that okay for her to chime in I bill can you tell me again what the hours were for that like was it 2 hours was it 3 hours for a ear uh delayed start um my understanding is the same as
063what Christine quoted was Woodstock is they had a a 10 o'clock start so it was a twoh hour delay so which allowed you know if you say teachers are going to come in at 7:30 we're going to get going right on time um gives you a good solid two hours yeah okay thanks it looks like Megan has her hand up as well I I just have a quick question about the morning my only concern would be that of um I know not every family does after school program or btg but that I know that saves my family with the early releases and I can see that that could be a struggle for um people if they weren't able to do it in the morning like what would that look like if there was no before
064school care if there's no before school care yeah like right now I know there's um a group of people that do count on that with the half a days and would that change if the um time was changed to the morning Becca Christine I I really appreciate what you said earlier regarding um how things are being done done and um I appreciate it hearing you say you know we've it's always been done that way but there's no harm in examining it and I just wanted to thank you for that yeah I mean I'm happy to go back to the ad team in the in the union leadership and and talk it through and see if we can make some adjustments that's um you know we need to hear what the issues are and and we
065know that early releases are difficult for for parents um and yes they have creeped up I won't disagree with you Bill I think in the last couple years we've tried to really keep them at Bay and balance the work that needs to get done because in the contract now I mean we have five professional development days a year and that's it so we we do try to get some of the work done um in these early release days and I know from from lots of conversations with staff um time is like the greatest um need for staff that's what we hear time and time again it's time we don't have enough time to do all the things that are requested of us or on our plates or to be prepared for um to give our
066students the best experience possible so it's just trying to balance all that all the needs Y and I don't expect and I think anyone would expect this last moment to to to to make any significant changes or even any changes at all but I think it's something to consider um looking at and you know I am more than willing to go to bat um negotiation wise to try to get you some more days um for staff development and that because I know all the work that uh the the Su team Angie and in in particular is trying to do with these teachers with the new curriculum yeah appreciate that uh but it doesn't hurt to look so um it looks like anarie has her hand up yeah I just I just would say that I
067mean I understand you only have the five professional development days so it would be good if we could negotiate more of those because I think from a parents point of view either the afternoon or the morning they're both kind of a pain for working parents so um you know I would rather as a as a parent I would rather the kids just have a full lay off once in a while that's easier on me than uh you know coming to pick them up at 11:30 or 12 or dropping them off at 10 yeah thanks amme okay so why don't I just take it back we'll we'll just put it on pause we won't adopt it tonight we can certainly do that in January and we'll take another peek at it and maybe we can make
068some adjustments uh for next year uh with a goal of really taking a deep look for the following year that sound okay all right okay um bringing back um this this was brought up I believe at the Su board meeting we did share this at the Mount Ascutney meeting last week but wanted to bring it to the full board there was a question about um students uh are freshmen and math and the classes that they are going into are they prepared to take algebra when they are freshman um freshman students at Windsor high school so the data um you know is out of 58 students we have one student in a algebra lab that that really gets the student ready as does foundations and we have 16 students in foundations 22 in algebra 10 in
069Geometry so they've already completed their algebra requirement and then we have some nine students placed in different um other other options um Kate is not here but she did want me to let you know that um um the sending School makes the decision on where the students are going to be placed so if they're going to go into foundations or algebra lab or algebra um she said 12 of the I think 12 of the students that aren't in algebra that are in algebra lab or foundations are coming from sending schools so the uh what does that leave four or five of those students in algebra labor found are Windsor um K8 students if that makes sense so I don't know if there are questions on that but this is the the data that was requested
070last month all right bill you have a question oh it's just that even for sending schools weatherfield in in in Heartland um having other school no I mean um that send to other we're sending from the suu out of to um uh having um that communication piece and that alignment to what the expectations are for for an example um an algebra for freshman they're going to an Algebra 2 Class A at Hartford it's really important to to to get those recommendations and that alignment as close as possible yeah so the kids are ready Y and they're placed properly yeah yep yes okay um this is just an FYI the southeast superintendence uh which I'm a part of the regional group we have a legislative breakfast every year an annual breakfast and we kind of advocate
071for the things that we are hoping that our legisl legislator will will take on in the session so I just wanted to share that um we had our breakfast on December 8th it was very well attended um Elizabeth was there in attendance as well as other other representatives from our region um we talked we started with talking about some things that we're proud of as a region which is we have started a um Vermont learning collaborative which has been um pre predated me they've been trying to start this for years and use some Esser funds to really get it up and running so we do have a collaborative that's established we've hired a director we are starting to offer professional development we are starting to um uh really work together to um fill positions that
072are those hard to fill those hard to fill spots so we're really proud of that work um we've taken a position on literacy really um pushing uh you know belief and work in the science of reading and making sure all our staff are on board with that because we know how important um we know the importance of learning to read early so we were proud to share that the other things that came up were building Aid which you've heard about um building assessments were done across the state and um there is work to figure out which buildings need the most work the soonest and and how that is all going to play out and where the funding is going to come from um there was talk about Career and Technical education and um other concerns
073which you continue to hear about from us is uh hiring and retention of staff and mental health um of students and staff and the impact of you know the Esser funds going away what that will be on our staff and our students so those were the topics that were covered we had a great discussion and we have a great group of legislator so um very feel very supported by them and I think um not my last slide but next to the last Angie's going to talk talk about the Title Nine this was a question that came up um last month as well so Angie I'll will hand the floor to you thank you Christine I have been um trying to participate in Title 9 sexual harassment training with uh the lawyer Heather Lynn she is
074really become the state's um expert at the title 9 in hhb hazing harassment and bullying um law and how it impacts uh schools so in the training she's talked about the legislative changes that were enacted perhaps this fall sometime and the one so as I went back through the um materials that were provided this was the one place where I could find information about it that it is um it was expected and I believe this did happen to require that all sex-based harassment matters and not just sexual harassment which currently it was well the current practice prior to this was just sexual harassment be handled through the title 9 process what that means is um that that would come through the title n coordinator to determine whether or not the behavior is um sexual harassment
075so sex based they mean it is that it would not have happened if it weren't for the um sex of the complainant that's the person who is the potential Target of of specific behaviors um and the reason that that the reason that that was explained to us because they want to make sure that any um that some behaviors aren't going unaddressed so if they come through the title n process then the Coordinator would the coordinator right now holds that decision-making power of whether or not to pursue um the complete um Title Nine process um but this would assure that um fewer behaviors would be missed uh that's the only information I could find because the slides from the November training that I was unable to attend have not been shared yet Elizabeth can I oh
076sorry Bill what noeth has her yes okay thanks yeah thanks thank you for that Angie that I was the person who asked about that and uh I appreciate you you digging that up for me um who is the Title Nine coordinator for our Su me okay so uh are you ready for um are you ready to be able to handle okay no we're not ready um we need to establish our Title 9 process more clearly in the buildings and if we had Title 9 building based coordinators that would help somewhat um and that is just a process I we came to you to the board and presented the the Title Nine online reporting form training for staff um is the next step and um then really figuring out what the system looks like so that
077there's more support in the building for that work we've had PE some people have been trained heatherland does these their three four-hour sessions and she does them in the worst time of the year frankly which is in October and November when there's a lot of things happening so it's trying to make sure we get that training and hopefully she'll be offering more or the videos I think she was supposed to provide the videos which would also make it available when people are available okay so in the so what happens before uh before that's all in what happens in the meantime I think we're hearing about we're hearing questions our principales know to to contact me to ask me questions about whether I or not I think it needs to move into the process and we
078are hearing I am hearing about those situations okay I'm I'm just with all the stuff that you do Angie and it is a lot I'm I'm concerned that there might be an uptick in title n cases coming in the in the coming months and I just want to make sure that you're ready so I mean last year um we I I learn the system so at least I know I have some processes in place um we it it is what it is we have to respond so we will do the best that we can which is and we will stay in compliance which is the goal and do you know where easy yeah do you know do you know where to seek out side support yeah our um our relationship with Heather Linn and patr
079Lyn uh is they are extremely uh helpful and responsive uh which is really nice um we also have um the like different ones of us that have been trained in it and we can put our head Collective heads together and support each other that way um okay so the principles have gotten um in recent years I'd say last year was the first time they had this where they are help helping each other if there is a um hard case in a building they that the principal will go to that bu a principal from one building will go to another building to do interviews and things last year I had um as in the Title Nine position I I can't do the investigations which is a fancy word for interviewing um students involved or adults involved
080and um so Britney has been that investigator for us for one case in another case we contracted with we stipended one of our um employees to be the investigator so we have some different ways to kind of help get the process because the process is very clearly articulated is it understandable that's a different thing it's complicated but it is clearly Artic articulated in terms of the steps that have to happen Okay because I Tried reading the title n updates and it's quite long so so if you wanted to I I tried going on I can't I don't know where to find that information so that I really rely on Heather Lyn's um uh knowledge and she puts it out in a form that schools can then respond to and like I can take it in
081and I can understand what it means in terms of our system and how we and what's required of us to respond so if there's something a resource that you would could share with me that that'd be great oh I'd be glad to I'll I'll okay I will send it to you in the next day great thank you Elizabeth y yep thanks a lot Angie you're welcome there's a Colleen has a question thanks um Angie do you have a sense of can you hear me okay yes um of the number of cases I don't know last year that might have fallen into this category um next year yeah so um no I don't in terms of what might have happened um what our principles were dealing with I I don't know and Britney might know this
082better than I do how they report um behaviors I don't even know if there's a check a checkbox that the behavior of concern was sex based so um that would be um something I know that I think last year and without my book here I think I had two formal I went through what they call the grievance process which is basically the title n process from start to finish two formal um situations last year and they um both happen in January so by right and the whole um I mean there's a timeline it takes like 80 days to finish a a Title Nine investigation so it's that's about correct yeah so um Angie's done a great job keeping us keeping us on track we know we we know we have to figure this out because
083it does cons it takes time um so that is certainly um a priority on our to-do list currently and I will say the the VIS website is where we get our our toolkit so that's where all the resources that Angie's referring to um live I I was just thinking that now that it exists um you know there can be more like now that these updates exist there will be more uh incidents of them because they didn't exist before yes as we become more aware of what behaviors constitute Title 9 UM VI a violation of our Title 9 policy um the other thing the AOE has done is they offer um lunch monthly lunch sessions where you can go and you can bring your questions to the to Heather who hosts them so I think the
084state is recognizing the complexity of the laws and then how it's impacting um uh schools and how they uh respond to this kind of behavior with more support and every year like I did part I looked at the slides from last year that she did every year she does the training or every time she does a training Heather reworks them and tries to get the language more clear and more clear I mean she's dealing with the law which isn't always in layman's terms right so well it's like 380 pages long the updates is I mean it's not possible really to not go into a coma while trying to read it it's quite long good bedtime reading I guess yeah right all right there are no other questions I just have one more slide and it
085shouldn't be take too long I just wanted to let you know that um Larry and I recently attended a a Vermont School business officer Vermont superintendent Association training it sounds like it was the first um time that these groups have come together in this way um for a training it was called effective practices in school district fiscal planning and management um and it was really all about uh some of the time was dedicated to understanding the new formula that we're using currently or we're going to be using or we are using um as information comes out and um a a big um takeaway that Larry and I had from the training was that it would be really important to have some staffing rules in place as we move forward um we have some currently in
086place but Larry's going to work with principles you know over the course of the rest of this year to review what we have in place and add any additional rules that make sense so for example a staffing rule is um some of them are based on our um education quality standards uh K I think it's K2 um the eqs standards say less than 20 students per classroom um third grade and it's 25 so looking at those rules making sure that we have them in place may come in handy um in the future as we prepare for um what they keep calling the fiscal cliff um sounds horrible and I think we're doing a good job of being really cognizant of what the needs are for our students and balancing that with um you know the
087the needs of our communities in terms of fiscally responsible so it was a training it was very formative two days um we would go again and we have some work to do based on what we learned at that training yes Elize thanks Christine sure my next question is uh how are you and Larry and the's principles working together to uh kind of really dig into the new um equalized pupil waiting formula and what that means for not just for budgeting but also for uh the way we educate kids because it does weight I mean it's some of the weights are kind of philosophical um so I will say that Larry and Larry can pipe in as he sees fit um we started hearing about the new waiting system you know a couple years ago and
088I think we practiced with it last year we did go to a training one training that that tried to describe it it was very complicated I have to say I have a better understanding now so it with the numbers and and the changes really rolling out now um in my meetings with principles I've tried to explain what that means just on a basic level um because we're right in the middle of budget season and so there was a part of that training was how are you going to bring this information back to your our principles and help you know have them work with you on these things so I think our plan is starting that work it does apply to Staffing rules or or will help work so that's our kind of inroad at this
089point but um I mean they need to be they need to be part of the discussion for sure well I I my suggestion is I I sent you and Larry and I think all the princip or all the board chairs that um explanatory document from The Joint fiscal office which was it was worked up for legislators who don't care about it at all but they need to know about it and they need to understand it um for people who aren't on school boards or don't follow education funding it's very uh very simply explained so um just take a look at it it might be helpful yeah thank you we definitely do that all right and that concludes my report there are any further questions I'm happy to take them otherwise I'll turn it right back
090over to you Bill but we can't hear you Bill you're still muted I just always assume that people really want to hear me so badly that they can read my lips um Okay so I am going to go through this and um for the uh the first one here I'm not going to ask for motion just because it's the first reading uh C4 English language Learners um I I think it's important to have a quick discussion here uh this is one of the um policies I have questions regarding if there are um existing policies under this or not do we have an English learn policy or something that covers that already or uh I don't not it's not coming to my brain Angie do you know if there's a current policy and she also does
091our in charge of our L program I yeah I don't remember seeing any in in my quick memory so I wondered if anyone else did um other than that this is pretty boilerplate it basically States out legal federal legal state legal responsibilities so are there any other questions that people have or comments I'm just looking to see if there is one okay okay um second procedures you do I see a policy from adopted in 2021 yeah I remembered those conversations so we do have one in place okay thank you comp and contrast the two yeah okay I'll put that on my to-do list at quick yeah there might be a few changes in here but not too too many so it shouldn't take long though no okay um B20 Personnel recruitment selection appointment and background
092checks this one really surprised me um but same question is there I I'm I'm thinking maybe there might be one and more one or more policies that cover some of this information actually I know there Isis I can't remember it but um it looks like we adopted it in 2019 okay policy recruitment selection appointment and criminal background criminal record checks Nikki what would we do without you yes okay so again i' before the second read I I'd like to go through and look at comparison contrast and to see what sort of changes there are um any other discussion questions okay moving right along I will take a motion to a um to approve E20 Community use of school facilities for the third reading we did add that one question bill I don't know if it's
093worth pointing out um when you and I met right where there option um shall permit POS possession or use of a firearm or a dangerous or deadly weapon for instructional and educational purposes only yeah and I wanted to get a motion before and if there isn't really um a a a a push to approve it then we can pull the motion Nancy so moved seconded Davis okay thank you uh discussions Christine will you go over that piece that um I just interrupted you no that's okay I was out of order thank you for for putting me in my place um so Bill and I met because this came up at our last meeting um there was discussion over whether or not Firearms should be allowed in the school or not and so um we met
094and talked about um allowing them on a very limited basis only for instructional or educational purposes and that there would need to be some really um really clear procedures put in place for for when that happens and how that happens yeah and uh I read reread the whole thing just to make sure and um in the in the opening uh sentence for that section uh it's very clearly says the superintendent shall establish procedures for the use of school facilities for by community members which at minimum and then it lists out and and one of those is shall permit possession or use of a firearm or dangerous or deadly weapons for instructional and education purposes only um that's pretty common um in in my experience and I know in many rural um schools throughout the state
095uh hunter safety is uh carried out and um there's never any firing of these weapons but sometimes a hunter safety instructor would like to bring either a dummy rifle or an example of a rifle to make a point about the safeties and the pieces um I have uh had uh reenactments come for uh historical demonstrations which they fire muskets unloaded muskets they there's no balls in them but they fired those I've had high school students bring um uh in in um uh military uniforms to to to discuss about the pieces and so forth about it and included swords and so forth and so but all of them went through a procedure and got permission before bringing them into the school is there any other questions discussions about this um uh this policy um I want
096to thank Christine for taking uh the time to to go over it and meet with me to to come up with that very sticky question um but if there's no discussion I am going to call for a vote um all in favor of approving um E20 Bill yes when you're when you're taking a vote online you and everybody's online you have to do a roll call yes for a policy yeah sorry yeah no I know no you're absolutely right um I'm gonna take a row call um for um E20 Community use of school facilities and as I can't see everybody I will try to call around the room as best I can Elizabeth how do you vote I Coline I Davis I Nancy hi Nicole hi um Mark I uh an Marie thank you I'm
097I'm functioning completely on memory here um Rebecca thank you Rebecca um 13 others who are we missing here uh who have I missed um Megan Megan I okay Beth I thank you Beth Jamie I thank you Jamie is that everybody and I am an i and thank you for helping me in my visual um so that has been approved um e42 uh school entrance age policy uh we touched on this a little bit um last meeting not really much just to rec we just changed the um in the second bullet I think we added preschool program that's right does anyone I because it's just the second reading I have't call for a motion Katie go ahead there was a question last time because we had Universal prek and you asked me to look for some
098information about that and in the ACT 166 rules um it does state that for three fours and fives no matter where they are under the universal pre law they do need to look at rsu's cutoff date for age eligibility so that that was the question that you asked last time yes thank you for looking into that so that basically makes it uh the preschool bullet point important right so I think originally we had Universal prek um there had been at one point a little bit of ambiguity on that especially as children turned six um so I did did the digging so it could go back to being stating Universal prek instead of just our own preschool program um that may be something that might be important to clarify that would it be called Universal prek
099the it is um it has that that the state program is called Universal pre education that's what you okay that's what it's called so I think we wouldn't change preschool program we would add Universal prek in there as well unless you want to write it as for admission into a universal preschool program a child must have attained the age of three because all the preschool program programs within the suu are part of universal pre programs it's it's or in order to access the universal prek funds you would have to be that and they have to abide by our age cut offs okay let's make that change and then uh it will be an easy pass next time thank you Katie for looking into that and I'm very happy you put the cooking vest back on
100Bread's baking yeah um okay on to what I think is actually the fourth reading um I will take a motion to uh approve c28 transgender and gender non-conforming students so move Davis that's second okay thank you DAV and Beth um is there any discussion on this Mark yeah uh on the draft I have uh page three third paragraph down um it has listed reached age of majority um I'm not sure that's accurate I'm wondering if is meant to be age of maturity in regards to the changing of student documents page three third paragraph down uh I'm going off my notes I think it's the second or third line we can't hear Bill we can't hear you students no longer enrolled in the district may have their permanent education records updated upon request of the parents
101legal guardian of a minor student a former student who ha who former students who have reached the age of majority is it age of majority I don't think it's the age of maturity it's majority seems like if you're GNA have minority it's 18 years old yeah yeah the age of majority yeah it's not a term that gets used a lot kind of colloquially but that is the legal term yeah okay well great I'm glad that was addressed thanks yep it is technically no age of maturity uh because that varies between you know I think 30 and 42 for some of us yes yeah any other discussion uh Elizabeth uh I I don't want to change the subject but I like the way this is uh worded and I think we should um word all of
102our our uh policies just decide that we're going to word all of our po policies in uh meaningful language like this yeah I I have to do a shout out to you Elizabeth for for sharing those documents and for Christine for taking the time of the documents I mean was um it was the Burlington or was it yeah it was the Burlington model um Christine took uh what we got from asking legal advice on some of the changes uh and some of the wording of the the Hartford and um that really coincided well with what the Burlington policy used for wording and referencing so uh that was a wonderful job that she did um and she and I actually met on this as well C can I shout out um sorry you didn't call on
103me oh go ahead go ahead I was getting ready to um I will say uh shout out to Tracy because I was talking to her about it and she said wouldn't it make sense to take this to our transgender staff and and and students so she took that on and did that um and they appreciated that and approved um really didn't have many recommendations they thought it was a really strong policy as well so seems like it's a long time coming and it's and it's here which is exciting yes Elizabeth was that an old hand that was up or a or previous hand or do you have something else you want to add no that was it and and again I don't want to change you know we are in the middle of a of
104a motion so I don't want to change the subject matter I just wanted to say that I really appreciate the language and the tone of the and the kind of full explanation of the purpose of the policy yeah a lot of workers went into this and I think the time we take has really paid off looking at sources and so forth yep so um again let's see how well I do I um I will take a vote on a what is it called Elizabeth a roll it's not a roll call it's a yes it's a roll call vote roll call oh roll call vote uh for uh c28 transgender and gender non-conforming students um and I has the motion has it already been moved yes okay Davis so long hi Elizabeth I Beth enthusiastically I
105okay uh an Marie I Jamie hi uh Mark I Colleen I Rebecca I Nancy I Nikki hi did I miss anybody Megan Hi Megan well if I miss just one I'm really getting better at this okay and I am an I so this has passed um setting the next agenda um we have uh I believe that uh the calendar should definitely go on there because we we we do do need to get to that next month regardless of of of of what happens um I've got um uh Tracy's report and then I'll put the calendar in M we'll put it under um items for Action as well I've got Larry with financials next month Larry is that sound about right next month is January that'll be the uh end of the second quarter it'll be
106in the board portal and yeah and then I've got um C C4 as a second read B20 as a second read c42 as a third read um and and we paused the c80 which is the local wellness policy as our um local Wellness team is uh has just met for the first time and they want to review and I just took your pen out as a a as a not necessary m of uh procedure let's see if I can get through through ny's um um I think the wellness policy would be another policy that would be good to bring to students as well see their perspective on it um yeah great yeah in fact part of the um guidance in um that policy there's a lot of procedures that go with it uh you have
107to have students on your local Wellness team so there will be some students involved in it okay that level at least um is is Tracy planning on giving us some homework seeing we have an extended break I'll let her speak to that Tracy are you you know I I don't have anything right now but uh I'll hit you up I'll hit you up after the after the New Year okay um so Bill there is another um b23 selection of Library materials is um on the the vsba website as a policy to be okay so I don't know if you want four policies next month or you want to leave it at three or you just uh I I I would prefer to get it on there just because I know that is a political hot
108button issue I'd like to take our time on it and uh okay I'll add it even if it's a first read we you know get everyone to read it through and sort of banter it around really quickly okay and I think I think two of them uh on already the English language Learners and the uh recruitment piece once we uh do the pre-work of looking at the existing policies and see what changes those should those should be pretty quick to get through they're very procedural yep and uh I think the age school entrance age policy is just just going to be a straight pretty much just a straight vote I think that's pretty solid especially with all the um the with the time that Katie took to to look into it before this meeting so
109thank you okay do we have a need for executive session or I know anarie and uh Christine are going to chat about something um after this not Su related but for a meeting that we have up coming up yep Thursday just kind of be on the same page which may run into a executive session but if we can nip this in the butt then no okay I will take a motion to end uh this um Su Schoolboard meeting no one wants to end I know I'm just okay I have KS coming in and out I want to give other a chance to get now Nancy you are our our Workhorse second person so come on take second okay um because it's not a policy I will take a Voice vote unless Elizabeth is going to
110tell me I can't is Elizabeth here she gave you the thumbs up okay all in favor of ending uh uh exiting this meeting please say I all oppose say nay Elizabeth thank you good night thank you