001yeah I will take a motion to approve the minutes of October 23rd DAV okay all in favor say I I I I I I all um I'm gonna be a little spacey today all P say no say no mark thank you okay Jamie abstains as well okay so it passes with two extensions um for those just joining I'm a little out of it today i' been in bed since Wednesday but uh we're going to push through this um so if I I pause with my memory more than usual that's that's why um uh public participation public comments 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
002that the board and members of our community can approach controversial ISS issues in a civil and constructive Manner and can demonstrate mutual respect having said that please note that the board is here to listen the public comment period is not designed for discussion please start by identifying yourself in what town you reside in are there any public comments and if you are not commenting please mute as there does not seem to um be any public comments we are going to move on to the um administrative report um I I'll say right off I I it's my understanding that we do have an executive session so I'm going to be pretty tight on time tonight um So Christine take it away uh Tracy's listed first on the agenda genda is it okay if I pass it
003to her first absolutely okay okay all right um I can start my video here if that's helpful um hey everyone uh it feels kind of weird just to jump in and be like hey let's talk about intersectionality but I think we will just for the sake of time so uh last session similarly you know 20 minutes 15 20 minutes however long we talk about this is definitely not a lot of time to to talk about intersectionality it's a big topic so I just want to preface that with that and a reminder just care for yourselves in whatever way you need to if anything comes up for you um no shaming or judgment around whether or not you got to any of the work um or the uh requested pre-work if you didn't I can share
004those links again but maybe we can just start with intersectionality as a theme as a topic as a word what do you know about intersectionality what is it or what do you think you know about it is okay too I thought it was all the traits that describe you all those different little things that make you a whole okay anybody else intersectionality yeah I really first of all thank you for those they were short clips you know I wish homework for zombies like quick you know but I mean to the point um I really appreciated those little videos it was um also nice that they were people that um were able to speak to their own intersectionality um um and and I really um it was a part of me that really enjoyed or have
005or really appreciate intersectionality because it just really doesn't you know you're not a woman you know but you're this and that it as Nancy said it's all of these qualities about who you are and it makes you kind of like feel like oh you know yeah this this is important this is me right and also unique you know this is me this is you know I'm different than my friend Nancy here and these are the unique qualities that I have and and you know she has own so I I really appreciate it that recognizing that about people that's great yeah so much uniqueness I mean while you and Nancy May both be women right there are lots of things that make you unique that are all these other parts of your identity yeah yeah app
006I did your bubble thing did oh I wanted to do the bubble I had six more Bubbles and I could have put you know they just it really makes you think when you start with those bubbles yeah I'm glad you did that thank you for that and Elizabeth I think I saw your hand oh thanks I was just can you hear me okay yeah um I was just uh going to say that um often people start off thinking that intersectionality is like you know the the different hats that you wear as a human but it's really not because um so it's not just a tally of your traits or um you the the pieces of your identity because because some of them are multipliers and that's the I think an important distinction to make yeah
007Elizabeth would you mind sharing just a little bit more about that what do you mean by multipliers I mean uh just as the the very first video suggested if you're black and you're a woman you have uh it's not just two separate traits both of those traits combined um uh is not both of those traits combined is not necessarily um twice the the uh marginalization sometimes it's three times the marginalization it can be it can be a multiplier and not just uh an adder does that make sense yeah thank you for that so compounding definitely can be compounding aspects yeah I think to me the intersectionality is is definitely the term that makes the most sense but I think that that almost interactional right because it's how all these different aspects of your identity all
008these different not even all these different identities that we carry interact and multiply or contribute to one another and and you know abolutely can add up um yeah know Elizabeth very well they don't they don't stand alone right yeah exactly right right I mean that's no one of us can really show up as any one part of who we are right so within the theme of thinking about belonging right I mean I know last time we talked about race and racism and I know that there are people who think like oh Dei is only about race and it's not only about race right it's about all of the ways that our identities make us who we are and the way that Society has sort of set up an arrangement for how we navigate Society based
009on our identities and so when I think about it it it allows us to see so much more right um and I was sharing with with Christine today that you know um there was somebody who was telling me a story about uh they were they were a planner and so they were building a new building somewhere this was in Oregon and they were thinking about how do we make sure that this building is safe that people feel safe here so who do you think they would want to ask about lighting about uh cameras like who do you think what kinds of identities do you think they might want to ask or find somebody with what kind of intersecting identities who could shine a light literally on safety for this building I mean anybody who could
010conceivably use the building yeah but who do you think might be most vulnerable who's G to give them information that you may not get from somebody else I think older people and people with disabilities great yeah yeah and I think those were I I don't even know if those were folks who they I imagine they did they were thinking like black Trans women like who are people who don't feel safe somewhere and the thing about thinking about intersectional is when we think about how are we centering people with most marginalized identities because their perspective is actually going to contribute to solution that works for everybody right because in that case whoever they ask about safety for the building is actually going to benefit everybody else who uses that building somebody somebody who doesn't live with
011any sort of fear isn't going to be able to give them that same kind of information so intersectionality can help us really understand and navigate like the nuances of things around us so I realized I was going to share an update of where we are I'll jump back to that because I want to just walk through a couple slides and I think I can let's see if this you want to share let's see if this will well actually if not because I feel like it does something funky sometimes um thank you sure and so um to start too intersectionality wasn't always a thing right I mean it was in who we are in our uniqueness and the ways that our identities intersect but it was really meant to um respond to something that was missing
012within the legal system there were women I think there was a small group of women who were black women who worked for General Motors back in the 80s and they felt like they were experiencing discrimination both as women and as black people but the law didn't actually have a way to like you couldn't sue them for discrimination against black women it had to be discrimination against black people or discrimination against women so before Kimberly kensaw was the one who's credited with really coining this term that before that you couldn't you couldn't [Music] actually I did that I just don't know all was the last meeting I did I got you the volume down so in our case right it's like so these women weren't able to actually file a lawsuit for the for the unique
013experiences that they were having they couldn't be seen as both women and black people at the same time yes Elizabeth I see you thank you if I'm not mistaken that well I know in our state um that uh uh it's still that's still holds that all of our discrimination laws at the moment still have to be pursued one by one and they can't be pursued intersectionally and it's a horrendous frustration for some people but I I believe that our hhb our hazing harassment and bullying laws are exactly the same that if a student has an intersectional identity that they still they still have to be pursued I mean they still have to they still have to uh address bullying at separate um separate identities just as if they're ganged up on by more than one
014student they have to address bullying by uh each separate student that's really interesting yeah thank you so much for sharing that it's really unfortunate but uh that's where we are yeah so like the points about I think that you made about like you can't just tease one part of your identity apart from the rest of who you are right and so in this case that you're describing it's like we don't get to actually do that to be seen in our unique experiences of our intersecting identities that's really interesting and I think that that I think that that's part of that's the challenge for education on some level I think that's the challenge because I don't think many of us really see ourselves um with all of these unique Parts we're talking about it now only
015because we're talking but I don't we don't see that and so I think that's part of the the challenge in in education how do you how do you really teach that yeah and what does that mean yeah what does that mean does it inform an influence yeah interesting yeah yeah one thing that was particularly interesting and Salient about uh a couple of those videos is it pointed out that you there's also more necessity to be constantly aware of those identities depending on what identities you have um based on how you can navigate the world right like like I don't have to think about my whiteness a lot because like I don't get a lot of push back in almost every space in right and that's whereas if I had a different racial or ethnic Identity
016or you know visible like you know gender or sexual identity those things change but they're compounded with all those other identities so that I I think think was the first that clation video really like yeah put that very clearly which I think is an interesting thing because we we tend not to think of sort of the dominant culture or identities as much like you're saying right and I think one of the points of intersectionality is we can right we can I know we've talked a lot about the ways in which margin marginalization in our identities can be compounded the same is true for the ways that maybe some identities that we hold that are privileged can also experience compounding but we don't always name them or talk about it you know yeah I mean the
017Dynamics are different it's another way to look at it is the the framework of like kind of norming versus othering right yeah like if you have like identities that are more in line with dominant culture those are considered Norms versus things that are not our others and and how those fit into an intersectional framework are going to you know the way that you experience the world is going to be somewhat different yeah yeah all right great discussion let's scroll through a couple slides so if you can skip over the first couple and let's just go through to I think keep going maybe just all the work she's been doing she's skipping over she's doing great work say that all l i maybe come back to that so intersectionally keep Audrey lur talks about there's no
018such thing as a single issue struggle because we do not live single issue lives right same same conversation that we're talking about and how about the next one again rooted in the work of Kimberly kotw intersectionality looks at the ways our identities overlap I think I shared did I share one of the videos where she's really standing in in an intersection or someone standing in an intersection and talking about the way the cars literally are coming through an intersection there are more there are more videos I think there's another short one so I'll share that with you um so it can be yeah compounding experiences oppression um privilege or maybe a mix maybe a mix of both right like I walk through the world as somebody who's I'm a white I'm a woman I'm Jewish
019so at any given time right all of those identities are kind of intersecting in different ways um okay so the next one we also tend to think about intersectionality as sort of like a deficit way but we can think about it is like these unique aspects of our identity can actually be can offer greater perspective so what do you all see on the screen here yeah it's kind of hard to see it's a little a little flower but if you go to the next slide it enhances the whole picture right so this is like the ways in which our in identities May intersect can offer right more perspective which means that we also get to benefit from people who are living in different intersectional lives because it in increases our own understanding and our awareness
020and perspectives too okay I think there are a couple more um you know it's like a marriage these two people have to join with all the many you learn so much from each other or you learn you don't want to be great great um so M Mingus if you don't know if you don't know them I believe they use them but I'm not positive um is a is an intersectional advocate activist amazing um but says here intersectionality is not just talking about places you're repressed also places you have privilege it's me having to choose between the people of color caucus the disability caucus the um Asian Pacific Islander women's caucus or the adoped caucus right it's like breaking apart all these aspects of who she is um uh it's thousands of lbgt and queer folks
021coming out for Pride but only 15 coming out for transgender day of remembrance right so it's it's what does it mean what what where where do we find sort of where it's okay to experience or uplift certain identities and where is that not happening so again it helps with our perspective and the next slide is just this was something um Someone I used to work with she used to talk about it like a cheeseburger right like you can't have a cheeseburger or cheeseburger deluxe you can't have that without the cheese without the you know it's got to have all of the things and that's what makes us who we are all the ways it intersects and the way it helps us really understand things in a more nuanced way if you go to the next
022slide I know I had always had this understanding right that like women make 77 cents to the dollar was what I thought I understood about women and how we compared to men in terms of what we made but anybody can can anyone see anything on the screen that you might be able to notice what do you notice about this graphic oh the gra I mean different intersectional identities you know when we look at it in terms of compensation there's there's an impact right yeah a disperate impact yeah and there's some interesting things if you spend some more time with this you can probably tease out a little bit more but like kind of to your point about the normal right here it just says women overall earn but nowhere does it say what white women
023earn specifically um it says what black women earn what Native American women what Latinas and we also know no one group is a monolith So within any one of these groups there's a huge range for Asian-American women there is a huge huge huge range for how much they're making again compared to dollar the white M so it helps us understand the nuances of issues that were that are big and complex like the next one if we just thought about the right to vote as like oh like all women got the right to vote in 1920 but that's actually not true white women got the right to vote in 1920 and so there are all these ways again it helps us understand things and it helps us actually name what's happening instead of just lumping everything
024together because if we did that and when we do that it's it's not it's not it's not really I mean so actually that's interesting when we think about hhb and Elizabeth what you shared about like so what are we not noticing what are we not able to actually track because we have to see things as being separate what are we missing in that um the next two slides also so this one talks a little bit this next one another story I feel like I have held is that the middle class is disappearing that we're losing the middle class but if you look at this graphic it's about the it's it's showing that the the middle class is being impacted but depending on who you are and what racial identity you have according to this it's
025just breaking it down by white Latino and black which also May uh maybe there's some other questions right like why is it only broken down by that but if you can see white people are actually are gaining in middle class this is like overall what household wealth Trends in the United States show that white middle class folks are actually gaining a little bit so kind of holding on to middle class where you see like overall Latino and black populations it's actually decreasing the household wealth and the next slide shows that there are predictions like with the way that the wealth divide is happening that by the year 2053 the median black household wealth is going to hit zero and by 2073 the median Latino household wealth hit zero so this is this is this is
026different right than than I know the narrative I have was just that the middle class is somehow disappearing this is showing that there are different impacts based on our racial identity and you could probably break that down even more right into in by by all different kinds of things and maybe you anyway you can see a little bit more in how it shakes out when you do actually layer in the nuances I've never seen these these Statics yeah it's pretty alarming yeah and so these are the things like when people especially like in our community you talk about can't we talk about socioeconomics and not talk about race can't we talk about something else and not talk about race it's like let's talk about all of it I mean I I find in the in
027um places where I've worked before this have mostly been led by founded by people of color who like they lead with race because race is the most difficult thing for us to talk about and it is a factor in everything so if we can lead with race through an understanding of intersectionality then we get like a more complete idea of what's happening or what's not happening so I think that's all I got probably about all the time I have I know I kind of bypass some of the things that are happening and they're in the slides I can yeah so just I'm gonna pause I I for me I wonder as a board member as someone that is trying trying to help um understand make sure or support our um educational institutions um prepare our
028students um for the world that we not only live in but will um that we're living in my question becomes how how do you how do how is this sort of information um shared in the school and and because it's one thing to have this discussion okay but what are yeah what are students in kindergarten and first grade and second grade looking at hearing seeing when they go into um into classrooms into schools into what are they um seeing on on the bulletin board has it really changed or is it pretty much the same and yet the world is changing and yet all of this is happening and so and and yet they're graduating and we think oh you know we have a um 80% graduation rate yeah what exactly does that mean yeah yeah
029that we have an 80% graduation you know what are our students walking away from here yeah and there are students one of the updates I was going to share is that students in Heartland middle school students want to do an audit of their building to see who's being represented who's not and how are they so there are things yeah and they came up with that on their own as something they wanted to do which is really cool and Bill yes I see you are we at time are you yes I'm going to I was kind of planning to do a transition here so so you know basically um very fascinating in an interesting fact but how this impacts our work on Equity is the you know simple fact that the single greatest indicator of earning
030potential is education and so um when we look at how we can impact um the the disparity and earning potential is is through educational Equity um so that those who um are from marginalized groups um have the same educational opportunities those who aren't of those groups so that's my transitional comment so take it away Christine all right it's Britney next here we go still not CHR still not going last she's doing a really good job of delegating thank you hold on a second I did something wrong sh this tab instead okay perfect um so I'm going to present a little bit about a little data for you tonight so feel free to ask questions um I believe this was shared with you ahead of time so hopefully you had a little time to look at
031it I wanted to let you know as we get started that all the data was pulled from our new data warehouse called Edge climber um that's a an amazingly powerful system um we have a group of staff that are kind of becoming experts in the system and are helping us customize it so that when we roll it out to all of our staff next year for our data meetings data discussions mtss documentation systems all of those kinds of things it will be all set and ready to go so they're working really hard on that so that's where we're kind of pulling all of our data from so go ahead the presentation is organized by our strategic plan goals so that hopefully we can really stay focused on the things that we're working on oh no
032I to move my tab hold on sorry there we no no no we're all good okay so I know it's so small but hopefully you know I can kind of explain a little bit about what you're seeing here so we adopted star Renaissance star this year um which replaced track my progress for reading and for math um we're giving this assessment K through 10 however a couple of things you'll notice on this um star has an early literacy assessment for three K12 depending on our reading level for our students so that's why our first grade is so low because beginning of the year many of them took the early literacy assessment instead of the star reading assessment um it's a little bit more basic it it helps us with our dyslexia screening all of those
033kinds of things um but coming up we'll see a lot more students in first grade taking the star reading assessment um and our kindergarten did not take the assessment we don't have them take computer-based assessments at the beginning of the year we do a lot more teaching getting to know the classroom kind of things and then later in the year we'll kind of worry about that piece so it doesn't mean that they're not kind of being assessed by the classroom teacher obviously we want to know where they're at but they're not going to be given a computer for those assessments um it is all the graphs are all done by number not by overall percent so you can see we had a really big a-r group across the board um and then our ninth and
03410th grade are are lower because just by sheer numbers um go ahead to the next one lost um this one is a little bit more confusing so I'm going to take a little bit of time to explain this so again our kindergarten did not take it um because they they'll take it in the winter time but our k through eight group those standards and the way that assessment is done ranges they can go all the way down to kindergarten they can go all the way through eth grade all of those kinds of things so it doesn't matter what grade level they're in they're being assessed at wherever they're at our ninth and 10th grade is a little bit different so the way star does it um once you hit 9th grade they expect that you
035are in algebra and when you hit 10th grade they expect that you are in Geometry our students are slightly different than that one they're being assessed at the end of the year standards so even if they are in algebra they may not know enough to be able to do well on that test so we use it as a growth measure so hopefully in the winter we're going to see this these numbers shift a little bit the other piece is um we were able to use this data as well as our Vermont state testing data to really analyze you know what are what are students missing why are they not getting more algebra skills before they get into ninth grade um some of that is we've done a lot of backward planning and saying you know
036oh our students are coming in they're not quite ready so we're going to you know give them prerequisite skills and then move them on which has caused some of them to take classes that are a little bit lower than than the algebra level so in order to address that Kate was going to be here to talk about that a little bit but she she filled me in I know she's not well today so um in order to address that Kate and Colleen are working really hard to provide coaching uh for some of our teachers specifically in the area of math um at middle and high school and then uh they are doing a lot more collaboration between our Middle School school and our high school because obviously the curriculum is not going to go Middle
037School all the way through high school you know when they get to high school it's a little bit different so we need to try to figure out what that Continuum is going to look like what standards do we need to make sure that we're hitting in the Middle School level in order to make them more successful at the high school level um the goal right now is that any student who takes algebra will be put into algebra and geometry when they come into high school um which is not necessarily the case currently so that's that's the ultimate goal and that's what they're working towards I just have a question about that and that is um you're right students normally are leaving middle school and entering high school and um should be going into algebra can
038you give me an idea of how many of our students are are not able to go into algebra because they are because they're not ready not ready I don't know the exact number Kate would know that number um so I can certainly maybe Christine and I can remember to talk to Kate and get you that number I'm not sure exactly and and yeah and I was just wondering if that's an issue um with you know um Kate and alino working you know would it be good to be able to look at over the next couple of years definitely and we should be looking at it from middle school we should be able to get that data for our students that have choice and go to other schools whether or not they're moving in into algebra
039that's that's even that's very helpful also yeah yeah and um the educ now with only with our our students who are who are taking the star um data but Ed climber does a longitudinal study within the system so as we get all this information in the more data we have the more we're able to run that and it'll analyze like our program's successfulness which is the other piece because what is it that we're missing within Eureka the the assessment that we're just not getting to it I mean we always hear teachers can't they just can't get through the curriculum it's too much so what units are we missing in order to you know move M right which is it's a real problem so we have to look at that over time and now that we
040have some of these accurate data measures and a system that's going to help us organize that information hopefully we'll be able to make some really solid decisions moving forward um and I believe that Eureka squared has fewer lessons than Eureka um just because of what Britney's saying you it's just impossible to get through it all so you're know which kids are missing the fractions unit every year it just compounds so y okay next and it's not just about you know middle and high school either I mean right it go it goes earlier than that right so like our students are doing really really well and they're going up and down and then it's kind of like you know so what is the disconnect between the Elementary and high school um you know could be a
041program issue I mean there's all sorts of things going on there it could just be that Middle School's really hard you know there's so many things happening for them so how can we support other areas of the middle school you know Child Development lots of things to think about there um the next is about attendance so um this is actually kind of exciting last year well I'm excited last year this time we were at 91.6 three for our attendance rate and this year you can see we're up most schools are right around the 95 um rate which is really great so that's improved I think that that goes a lot to show for culture and just how how students are feeling coming to school and that kind of thing as well as Co being down
042is really helpful not gone it's not gone but it's down and on the next slide is our high school so that is really good awesome that's really great [Music] 9.87 really great and high school was our lowest so that's really fantastic yeah Kate's done a really nice job up there all right moving on yeah next we're going to talk a little bit about culture and wellness however the attendance could also go in that it's kind of hard to separate them but this one we're going to focus a little bit more on Behavior data so go ahead next so this chart um I ran it by month just overall for the entire Su I know that like if I were to divide it up for you by all the different ways that we could um you
043know You' have a lot more slides so I just tried to isolate a little bit but you can see we're comparing the blue is 2223 the Orange is 2324 you can see a major increase um a lot of that I I personally believe has to do with the fact that we put in place some very consistent Behavior response protocols um across the Su across the Su and they're being monitored very closely um the thing with minor behaviors is this new cell phone policy um so obviously that's going to be students are going to challenge that quite a bit in the beginning getting used to the how that how that's going to work how teachers are going to respond to things and then hopefully we'll see the decrease um so I ran this you can see
044up at the top was on the 14th um so obviously the the Orange Line will increase slightly by the end of colen thanks um can you talk a little a little bit about what changes you guys made to the resp yes responses yeah I think just the fact that we had it was was a big change so um what we did is um across the board every school had some sort of whether it be a flowchart this is how we're going to respond to things you know collaborative problem solving but this year what we did is um we very specifically outlined you know here's the overall Behavior this this is what that behavior means and here's what we're going to do about it the general response now a lot of times it might just say
045for minor behaviors that the teacher um contacts home and has a collaborative problem solving conversation with the the student however it also means that they have to report it in power school which automatically alerts an administrator and the other Behavior support staff so when they get that alert they're more easily able to say oh this kid this incident has happened for this this student three times we clearly need to do something different and then somebody else steps in and and we move on to maybe the major Behavior response protocol where an administrator gets in gets in or something along those lines that's a general overview thank you that what it sounds like you're measuring differently or you're measuring something you weren't measuring maybe last year sort of what we're doing I think is um we
046gave very clear guidelines for teachers about their reporting so this is when you need to enter data into our system and that data is helping us make decisions about what to do yeah this will be is there Christina are there also conversations around how because yeah they're entering the data in but are there also conversations about approaches and how they're responding oh yeah that's part of the document oh okay gives you guidelines on what you should do okay and this is consistent throughout the entire yes yes yeah I I appreciate the context in that and that you've updated the reporting protocols and that kind of thing I'd be interested to see what this looks like across two years of comparables um age because clearly this I mean it it looks alarming at first glance but
047if there's a good if the lay of the land has changed around how how you're reporting and the frequency of reporting then this you know exactly it's kind of it's a little bit apples and oranges yeah and I think the staff are really got start somewhere yep yeah exactly so they're invested in in actually filling out the um Power School incident report yeah which is helpful no I'm I'm glad that we're it seems like we're more consistently getting the data that we want to get to be able to accurately track this so I'm glad to see we're moving in that direction this data is all told from power school so since it's it's all entered into Power School educ climber pulls it in and then it takes it and divides it up in all the
048different possible ways that you can think of data um to be able to analyze it so that's pretty pretty exciting for nerds like me like data at least go ahead um and this is our major Behavior data very similar idea I mean it's it follows the exact same Trend um but I do hope that this will level off and the next time I give a data report I'll run the same same chart so we'll be able to see the difference over time um obviously November December gets a little funky because we're not in school most of the time it feels like so and I think that's your last slide one yeah are there any any questions do you think at some point maybe you can talk a little bit specifically about because you said there
049are some behaviors that you're seeing um one kid is doing you know three time about those particular behaviors because it sounds like you're saying there's that minor behavior Y which means that students are they're being taught um and responding to teachers interventions um but then they are these other behaviors that are just um so what specific behaviors are popping up the most kind of for our for our Majors yeah and and and how yeah yeah we can run I can definitely run that data and either share it or or do it for next time okay I was gonna write time but you got that it's on your list all right thank you you're welcome yeah we're very excited about the systems that are in place it's really across the that's that's pretty neat yeah Bill
050am I good to go I want to know what my time was I don't know for you were 42 seconds under wow okay get the right tab up here that's like competition now I've got to Beaty time good luck no I'm just kidding um I'm just the procedures are linked as I do every month I'm bringing you two more these have actually been in practice for a little bit so if you have questions or comments let me know but I'm not going to get into details especially on the harassment hazing and bullying those are very prescribed procedures that we just follow so um I'm bringing you the results of the question of the month for November we didn't get as many responses and I attribute that to the question being so pretty similar to the
051October question but as you can see written communication is by far um the preferred method um and the method that parents are using I think it's mostly email I don't think that there are a lot of comments written in power school from teachers I think it's more uh back and forth um through email with parents so that's what people preferred um people do use the power School web application and the power school mobile app and really um people don't use the report card the most which is in a big shock um this one was how often are you accessing Power School to find information about your child's academic progress uh a few people said daily a majority of the people said once or twice a week which is which is great once or twice a
052month um and then only a parent teacher conference time we have a a a small percentage of parents that just access it then which is really good information I think there were some comments just a few um there were a couple of people that said I don't know what power school is so that's good information for us about how we make sure people know what it is and how to use it um there are some schools using or classrooms I know Heartland is using Class Dojo as a school parents really seem to like that it's instant information all the time pictures and back and forth of the teacher uh no heart does yeah yeah a lot of use it as well main K yeah um and some people reported that that power school is used
053inconsistently with staff so depending on which teacher which grade level it's not consistent across the board we would expect some of that depending on the grade level but um we want to work to make sure we're informing parents of how students are doing so that was good information um I came up with the next question all by myself so if you guys want to do it differently let me know let me see if I can pull it up I thought it would be um got to find the right slideshow hold on one second did it go one uh that's weird I can't find it I have it here um so this one was around Community engagement because all the boards are working on that as a goal so the questions are what school does your
054child attend what what's the grade level have you attended any Community family events this year and what kind of community events would you like to see in the future so I hope we get some good information around what people want to um you know attend so comments or questions on that does that sound okay or were you looking to go in a different direction I like that because we need to know what they want yeah exactly because we triy things and right I wonder if I should put on there would you be more apt to attend uh not that I think it's a good idea but um hybrid event we tend to get more participation but it's it's I mean I feel like we miss something when we're not all together in person but for
055some families maybe they can't make it I don't know mean it depends on the type of event type of event too if you're doing like a presentation where you can easily broadcast slides yeah and then have people room looking them versus if you're doing like a kind of more social network dinner that get a lot harder yeah that's true okay so that'll that'll go out um was our last meeting uh about the budget was that hybrid it was a dinner but could people uh you mean last year yeah could people see it online at the the Su presentation that Larry did was hybrid and some people were here we were here and some people could access it online you me about the big meeting meeting yeah the mney that no that was not a hybrid
056yeah that was in person by yeah so me talk about that yeah budget okay um the next thing on my report I I said I would bring it back because we didn't get to spend up very much time looking at the Strategic plan report card so I brought it back this month I have copies for you and um it's it's linked as well in the presentation but oh yes I just wanted to go over it for a few minutes Bill how am I doing on time thank I'm good okay so this was um this report card was created by um the administrative team so at our uh winter retreat last year we started looking at all of the strategies in within the within the Strategic plan in each goal area and rating whether we um
057had started work or not started work or we done a little bit of work or work is we're feeling underway or we've achieved um the strategy and so you'll see I think I mean I feel like we're in a pretty good place knowing that we have uh really two more years to finish out the Strategic Plan before we Implement a new one and most areas are either underway or achieved um and I can go through quickly or you can look at it and ask me questions whatever you prefer I tried to write we tried to collect some evidence of how we know these things are moving along and just drafted those in the evidence column but some of the things like our our comprehensive assessment system is in place up and running each year gets
058updated Britney Britney um and the CIA team's in charge of that we've had Extended Learning opportunities in our system for a while um and flexible Pathways Kim's going to come present get the next Manis scotney meeting on flexible Pathways we're working on student advisory board student Lighthouse team is being established in each of our schools which is really important so we're pretty excited that that's underway it's not fully achieved but we're in progress um the the one thing I think it's just the one thing that we really haven't touched is the portrait of an Su member so we did portrait of a graduate our thinking was we're going to do portrait of an Su member and we have not started that yet but I think what does that mean an Su member a teach a
059faculty and staff oh okay yeah so what do we really um think is important that all our staff members um have carry with them what what is important for us who would be involved in in in that sort of conversation um I would say representation from all areas you know Community teachers um support staff board members students uh we did it when we did the portrait of a graduate I mean it was a very large stakeholder group and it took us a year I think it was about a year right to come up with those competencies yeah so um it's definitely on our radar we haven't really had the capacity to do it hopefully we'll be able to get it started um so that one we haven't really made any progress on and I think
060some of that's been the stress level of our staff um and just that having the capacity to even get there so something we hope to get to this is very helpful good it's not complicated I hope that it's easy to read I mean I I do want to um our goal three are data and Communications I mean um I give credit to Larry he's pretty strategic in how we get these things um moving so we do have our data leader that's Britney that's achieved woohoo um she's in our budget we do have um a part-time stipended Communications person um which just happened in the last uh month and um I can say her name right it's Brooke um winter yeah Brook winter and she is uh a local yeah W graduate WS a graduate she's
061doing it part-time and she's got some she's taking on the website she's taking on some other um social media yeah getting getting her she's gonna start doing some of the newsletters uh this summer when we redo the website that'll be a big part so right now it's part time she has a fulltime it's pretty exciting though so that's great yeah so um I will I will stop but you have this and you can you know if you have questions just reach out to me we'll come back and R youw again um I do just and you know I may be off with this but um I know that there were certain people that were involved um in putting together the Strategic plan yes um in the community and I just wonder if um we can
062reach out to them just like you did here oh sure I and just kind of let them know you know thank them for because they were part of putting this together and I I don't know how L this feel but I mean it would be sort of nice to be able to say this was however many years ago and that's a great idea this is how far we've come and we're still moving but we wna want to thank you for being part of this because I know you've talked about we're going to start looking at at our strategic again but I think that it's one way of commun engaging those folks that yeah we have that list Angie right yeah so yeah that's a great idea as long as their emails have stay the same
063and what is the plan for the next strategic plan so plan next year we'll have to start planning and then in I mean we'll have to budget for well we'll have to decide whether we're going to hire someone to help us with that work but that work should start um we should start planning for it next year and it should get budgeted for so that we I just felt like this is such a huge it seemed that way I I was not part of it but seemed that way it was just such a huge undertaking a strategic plans were just like a roll over yeah are you developing the whole thing or you did the portrait of The Graduate the first half we wouldn't have to redo the portrait right so it would only be
064the second half half of it and it might have felt longer because we were meeting virtually doing it during Co so well just kept yeah yeah okay so that's on our agenda um for the future okay the last thing is the draft calendar for fy2 24 25 next year it's it's in draft form I've taken it to the union um leaders they're taking it back to their membership so we can adopt it tonight we need to get their input but I just thought I would share it with you it it's not a huge change from the current year and it's aligned with the region so our kids that are accessing tech programs have the same schedule that the rest of um students have so it should look like harford's Bill pretty close and hopefully I
065can bring it back next month for a you can adopt it but it's just there for you to look at if you want to start planning vacations well if it looks like Harford I hope it isn't the hot mess Harford was this year but well I hope not as well um it it's a regional calendar that I get from it doesn't come from Tom it comes from another superintendent CT superintendent okay for whatever reason the last minute they staggered their dates the starting dates at Harford it was really weird this current year this past year yeah okay yeah that's not on here so um last slide is um Katie's going to report out on resignations and new hires I think Katie's online she's not gonna do it yes I'm here she is Kati you're on
066okay um uh Nicole manino who is a mental health clinician um resigned two weeks ago from their position um they were the mental health clinician split between Weathersfield and Heartland um the other two things we have going on Nikki kurtal is out on a six- week leave starting in December and um her long-term sub for that U Position will be Serena ALG Gary um she's just coming on and getting on boarded now um and she will be the speech language pathologist for both weather ski and Heartland split between the two and will also be remote oh so so um under actions bill I think we have to accept the resignation of Ni manino um we have to accept or we have to vote on it you have to vote on it that's what I okay
067you get to decide what you want we have to take action on it okay that concludes my report believe y uh Katie before we transition can uh was uh Nicole a um at will or not okay no she was not and we have posted the position yeah and hope to fill it Elizabeth thank you uh I was wondering whether next month since I thought we were going to do it this month we could have a um a presentation of uh what's in our curriculum because uh we we don't get to we just get to hear what the name of the curriculum is we don't get to hear anything about what its contents are and I was hoping that it could be uh we discussed it last month as something that is not just a presentation
068of the kind of um book jacket version but actually uh uh learning about what's inside there thanks so so Elizabeth might that be something more appropriate to an actual whole different event when looking at describing in reviewing curriculum that may be something that we might want to do as a curriculum presentation not as a school board but just as an Su in general because when you get into outlining curriculum I mean that's that could take an entire school board meeting and then another week I my concern bill is that um we don't like we have had several curricula implemented without the board's approval or even knowing what's inside the curriculum and uh it's I mean I'm yeah I'm not disagreeing with you I'm just wondering how exactly I'm I'm I'm trying to I'm trying to
069Envision how a meaningful uh discussion or presentation on what's in the new curriculum how that could fit in within the format of a school board meeting um and I'm I I'm I'm open to to suggestions it also might be something that we do similarly on how we do the equ thing now take take 20 minutes a board meeting and review certain pieces but it's not something that we're GNA do in a single meeting in a single night within a 30 minute block I yeah I understand I do understand but I I am expressing my frustration over not knowing what's inside any of the curricula that we did not even approve we just were it was just reported that we were getting new curricula implemented or it was reported that we were testing curricula and then
070suddenly it's we don't hear anything about the testing we hear that it's implemented and uh I'd like to know what's inside there I keep hearing things about different I hear things from different perspectives I haven't heard anything from uh the administration about it and I I think it's very strange so so so maybe Christine you and I and possibly um Angie if Angie could have a discussion about how how that could fit in in in the structure of it Beth yeah I just I just want to clarify I mean it is not the board's role to be voting or approving curriculum correct I mean we are voting on policy issues but that curriculum is not considered policy issue correct um Christine there is something about in a policy about Bo discuss about this when it
071when it when it was um purchased at the end of the year with funds um Angie reached out B we had a conversation about like how do we do this the policy isn't clear what do you want um and so that's one of the policies we need to update I think Angie's basically said I'll do whatever the board the board wants us to do right and that's where we that's where we ended policy on it is is is is meeting discussion yeah yeah yeah um before it was imp that is a good point is that um that the policy on curriculum and approval is not particularly clear and you know at at at at some point we do have to trust into the professionals we um we do um to hire at the same time
072I I do understand and agree with Elizabeth's point that it would be nice to get a reporting on what is involved in this new curriculum and and and how it's structured and what's hoped to go forward I'm just struggling with visualizing how to do that in a meaningful way in a school board meeting um but I'm I'm more than happy to to work with anyone to try to formulate a way to do that Elizabeth you had another comment I was just goingon to say that I don't think the board has uh the role of the board is not necessarily to pick curriculum but we are spending money on the curriculum and as board members we should know what what curriculum our schools are using I mean it it just seems very strange to me that
073we that we don't okay I am very happy to tackle this thank youill yeah and I can email you we can set up a meeting yeah okay thank you Elizabeth um that ends the and I've lost track of where we were with time because it ran out um so I can't jump into how the competition was going which is not a competition items for discussion followed by motions if needed legislative funding for public TV access um I thought I I I believe we did this at the Ascutney board as well we did yeah we did is this uh Davis is this in your uh core again or uh yeah in so far as I I brought this your attention Elizabeth with my my Windsor on airboard number hat on which means that I will be
074abstaining from this vot um yeah it's and Elizabeth you did a good job filling in some of the gaps here but uh the form if you click on the link in the agenda it pretty clearly spells out what the ask is which is really just getting permission from members of this board to have a representative of the board sign on in our on our behalf to a letter that says please support Community Media Center the very short version is that previously collectives of small you know cable access stations were supported by cable subscriptions there's been a huge like precipitous drop in those because of the Horizon streaming so there is a and I seeing what exactly it is but there's an ask for uh for state level funding yeah appropriate 1 million onetime funding to
075the Vermont access network uh which WIS AR is part of uh along with a bunch of other stations around here and then enact the community media public benefit fund Bill to assure long-term funding um I mean I think that most of us are aware but w a and other local cable access stations provide a lot of benefit to our community um this meeting will go out on it it is where a I believe the vast majority of people actually watch these meetings through that uh through that Channel or through other channels that can rebroadcast it so uh yeah that's that's the short version so I don't if anybody has any questions or thoughts on that but uh in order for us to sign this we just as a board need to give someone permission assign
076somebody to submit it so you're specifically asking the supervisory we did this at ours yes yeah so uh I just had it open where exactly did it go it was in a okay okay so um if I remember correctly uh I would take a motion to um support the community Media Center by approving blank blank to uh fill out this form and send it on behalf of the Windsor Southeast supervisory board um is there any takers on who would like to do this it should not be it shouldn't be Davis okay right who did it for scne we did it for yeah I don't know Rea um how about Nikki 4 seconds she was right I can do 40 seconds and I agree with I mean completely agree with okay okay so I will take
077a motion that Nikki uh represent our board and fill this out and send it to the state okay okay I just uh forth with yes so moved so moved do we have a second Nancy who who is the second there's a lot of seconds okay all in favor of having Nikki uh take this on uh filling out the support Community media center and sending it in say I all [Music] opposed okay so moved it has passed who helped you with it re how do I do it's a Google je yeah you just sign it it's who sends it to her Google Elizabeth sent it to me okay okay and and also I can send it to you if you want to okay that would be great okay all right we're good thanks okay thank you
078Nikki yep thank you thank you okay policy and I am going to click the timer on here uh the new community use of school facil facility second read um let me take a look at it Elizabeth thanks uh Christine you were going to follow up with Petro to see whether it was possible to impose the question of uh Behavior within the building um being consistent throughout the say yep Christine do you you you shared that with me I believe you want to go over that yeah um so basically I asked patro um if all groups are and maybe I didn't word it correctly required to adhere to the rules of the school during the day uh P's answer was no he said we can't limit or deny access based on anybody's beliefs we can't limit
079access because of a of a group's viewpoints um if we're going to open open it up to one group we have to open it up to all groups um yeah but that wasn't the question the question was whether we can require groups using the buildings to adhere to the same kinds of rules that we uh require during the day so that piece like firearm smoking alcohol those kinds of rules absolutely we can have them adhere to those and whatever rules are in policy um this I believe was the answer is whatever rules are in policy um we can't um impose Behavior expectations that we have on students that you are there but whatever whatever policy rules that we have within the building we can expect those uh members of who use the building to follow
080them okay so I guess for an example is I I think it was in I don't have the policy ight in front of me but I think it was in yellow the question of whether we want to allow guns in the building um shouldn't that just be off the table since it's already off the table for for the daytime I don't really understand why it's why it would be allowed at night well well it wouldn't be because it's policy also it's a state law it's also state law right so why was that question in there well because safety at Heartland that's where I took hter safety right and so yeah some some schools want to do hunter safety um and there are exceptions to that for example if a a a uh social studies demonstrations
081and bringing in uh a demonstration on uh Colonial Firearms then that person would have to get a superintendent and principal permission to do it um even if there were no bullets well yeah I mean it does say that the superintendent shall establish procedures for the school uh use of school facilities by community members which at minimum and then at lists and it says or under the yellow highlighted section Elizabeth is referring to um says choose one of the following and delete the other choice once your board decides whether or not to permit possession or use and so the first choice is shall prohibit possession or use of a firearm or dangerous or deadly weapon or shall permit shall permit possession or use of a firearm or a dangerous or deadly weapon for instructional or other
082specific purposes example gun safety courses or gun shows so you can either prohibit them completely or you can choose to have a a protocol if you're going going to offer a hunter safety course in the school which which our schools have done for sure when I was there so that's you know so so Elizabeth that that's that's something we needed to sign the board yeah so you know the question is if we uh completely um don't allow the use of firearms which instinctively would be my choice um what would it affect because I being you know so old since the day that I took hunter safety which I think it was at Springfield one of the Springfield schools um might hadn't considered that does does Harland do that yeah of does this happen once a
083year and I always brought rifle in to show how to load and do all that stuff so the question is is if we open it up to like Hunter Safety does that mean we have to open it up to a gun shell like are they equal can we it says with superintendent approval it says the examples are gun safety courses or gun shows yeah so if you're going to permit a gun safety course then do we permit a gun show I mean that because that's what unless you're G to list exactly this specific purposes in the policy can't you just say such as gun safety hunter safety and not list anything else yeah that's what I'm thinking and then it's and then it's up I can't think of any other reason do we have anything
084analogous to this policy at all right now in place or is this no completely this is new yep that's what I thought and has has hunter safety ever been taught at the police station we don't have a police station that's the I mean in Heartland they don't use real guns they use dummy guns for hunter safety for the hunter education course yeah they use real Firearms at the range which is down past the and if you have a colonial rifle they usually don't work anyway it's it would just be like a museum piece I I think though that we're just at a time in a period where um we are are just seeing so many fatalities as a result of gun um use I I I I mean the topic is right at at the
085top of our um um news feed our new every day and and we're seeing this so I I I think we we want to be careful about I'm not saying we we shouldn't have the hunter safety but I'm just trying to think how do how do we make that available to to those students who who value that and those families who do value that but I think we want to think about how is it that we we promote guns in our educational Institution B yeah I think we also just need to think about um because it also says other deadly weapons so are you talking about like if there's a martial arts class that wanted to use the gym and they're going to use I don't know numchucks or something whatever it may be also
086my daughter does fencing there's a lot of deadly weapons just in the other room that they're fencing with yeah um and I'm just thinking too um people that do reenactments and things like that like would we if this you know group wanted to come in to do that so like how are we you know how do we just have to do it on a onetoone basis of how we approve that but it's not just a gun issue well before I jump in um Colleen when you have your hand raised thank you I'm just wondering how much choice we have about it like um this is are we are we able to write policy that would control who can come and I mean that's kind of what the question is on the table like yeah I
087think I'd like to take some time with with Christine and work on a statement in which um there would be a procedure involved for the approval of firearms and other dangerous and deadly weapons um based upon their education the the educational purpose of them and so if there's an educational purpose for for those to come through then there would be a in an approval process um because I it's a great Viewpoint here and a great different point for example if there is a fencing exhibition that wants to come in we don't want a blanket statement that would prohibit that I'd prefer to have a statement within the um the the policy that indicates that there is a educational component and then there is a procedure to go through to get approval and and to to
088answer Colleen's questions absolutely we can we can shape this into a way that makes it logical um and usable especially for the um uh the the community that that we live in in the simple fact fact is um that many of our community members are are hunters and it is a it's a part of of Vermont life that many of has of us have grown up with so I think this particular piece will take some time to try to make something that makes sense if you do speak to Petro again too it might be worth just really parsing out what what the legal definition in that statement is a firearm or dangerous or deadly weapon um because again if if it's dummy Firearms being used in a hunter safety course I don't even know if
089that means that definition if they are not if they are not fire if they look like Firearms but could not are not functional and could not possibly be live right because those are two very different one is an inert object that looks like a thing and one is that thing yeah and we should run it I mean if we're going to make decisions and changes we should run it by legal council anyway so yes absolutely okay I didn't think we were going to pass that tonight anyway um anti-racial procedures and uh anti-racial policy and procedure review so Tracy started to review that last month in her presentation Y and I just wasn't sure if there there if we needed more discussion on it or we felt like it was okay so that's why that's there
090and this isn't up for review on our timeline five year this or it's not I mean it's good to I'm sorry yeah to make sure that we're implementing the procedures Elizabeth it says in the either the policy or procedures that it should be reviewed annually and it hasn't been yeah it's part of the policy okay so has um has I I think the first thing to kind of consider has anyone gone over the the the definitions uh Tracy have you taken time to look at their definitions and see anything concerns you I mean I just kind of I've I've read them but I also know there was a lot of work that went into passing this so kind of haven't thought about rewarding it you know and just sort of following through on what was
091said in here that's kind of how I've been looking at it but so nothing no glaring issues that you see I have to take I haven't looked at it through that lens if I change anything what would I change so I can look back at it well not so much is there anything that you would change of course there's something I'm sure there's things in here that we'd all would change if we read through it again but but uh what I'm asking is not you but I I'll thr this in out here is there anyone who has see anything that would require um further review and discussion as a later time well you know I I had an opportunity to go over it again and and um and as Tracy mentioned um appreciate it thinking
092back to the work that went into it um I I really would like to um get some input from students about this policy is you know is this something that just us adults are are looking at and um uh because uh um yeah I I I'd really be interested in thinking about how do we how do we get in input from our students about our policy because this this policy really was intended um um to um to lift up all voices including student voices and so um and and and teachers and Educators but I really I I don't know how we would do that we can that's something we we can talk about yeah and we haven't we haven't done that with students but we should um so tracon and we can put our brains
093together and figure out yeah I mean this is definitely a living breathing like I see this is a lot that's guiding my work plan so I think it'll continue to you know we'll keep finding ways to bring it in but yes do boys for sure I I I want to piggyback on what Rebecca said I I would also not just to get student input about the policy but also student input on uh the success of what's in the policy statements if they see any changes um that have been enacted or have ideas of changes within the building to make this policy more successful not not not necessarily changing the policy but you know um students would say we think that X Y and Z would make it more Equitable in this environment okay I I
094I'd like to sort of come up with a way to to to enact that this school year at at some point is there a a student Equity committee that um there's not an official student Equity committee but I know it's come up like one of the things I was going to share that we're working on is trying to come up with a process for how we address like when hateful things are said you know like what happens where do we plug in with like restorative practices there's there's um somebody who's coming in that's gonna hopefully help shape that and we we want to do that with input from students so it's like seeing all the opportunities for ways we can get students involved in in helping to support those kinds of processes yeah there's that
095and then there's the student group at Heartland that started I mean there's like the light there's like a lot of student things but one official Equity student group but we can I I mean I I like the idea of getting them more involved in this so yes it's it's a yes I mean we just have to figure out like do it you know in what ways well it sounds like the Heartland piece is really exciting that is so so cool I'd like to hear more about that as that's as that's Evol that is evolving there's also the Middle School in the Middle School group at Windsor yes yeah so that would be a perfect yeah there were 18 kids who showed up to a meeting that Colleen put out a call for who wants to
096come in to help do stuff that's like anti-hate and 18 kids showed up in two days notice which is super hopeful and inspiring we've got them working on a bunch of different things some of them are doing anti-hate posters like some of they're yeah and we see them as a group that we could potentially train and restorative practices over time so that the Middle School students are actually the ones who are leading are equipped to like actually lead that kind of stuff yeah so happenings but not process but not like yeah how do you get those Pockets together I mean even like you said the lighthouse team and abs you how do you bring even a few of them together y yeah okay so yeah we've got that I I wrote that on our our
097our list go I see yes is someone yelling at one question about this policy um under a four policy statement it has a number two opposed teaching that uh teachings that perpetuate white supremacy superiority White Privilege by acknowledging the violence disenfranchisement and bigotry these topics depict before a before a lesson begins I I would I I wouldn't want to tell a teacher what to do um you that's what we do though that's that's what the policy is that's that's that's where we I I don't I don't agree with how that's I just don't like that as you know that's like a formula I just didn't it it it should be part of it all the year but not before a lesson begins I I just don't like that at all but I don't know I
098think it's just thinking about things in a different way right and and Tracy's teaching us to really ask questions like through an equity lens like when you're looking at a lesson you know who's being left out right yeah so I think I think we're we're starting to do that it's not systematized yet by any means but um I mean a a quick example and I think Tracy brought this up in you know the signing and the creation of the Constitution and that you know the fact that uh the men who signed the Constitution were all white men uh but looking at it through an equity lens and and researching you realize what what ethnic group was what were the two major ethnic groups in that participated in the creation of the Constitution okay what ethnic
099group was the the most populace in it and the fact is that the room was full of the Aban not the abona but the iry tribes um much of the Constitution comes from the actual uh IR na Nation uh Constitution and in the creation of the Constitution uh many of the members uh many of those who were in the room during the signing of the Constitution we're we're actually uh Native Americans and so just looking at it from so before I would teach about the Constitution I would consider that lens and how I would incorporate that within within the lesson and I think that's just what this policy is asking us asking teachers or as you said telling teachers to do to consider something before you teach or create the lesson to consider what sort
100of lens that we're going to put on this and you know the usual cookie cut cutter you know answer was that well James Madison was actually the father of the Constitution when in reality yeah he had a lot of ideas and he wrote many parts of it but actually in the room was the eroy nation Representatives so I yeah I don't know what to say about I mean I think a lot was stolen from the iroy in terms of things that they like how they lived but I don't know how much they were really I I don't know I was yeah they they were in the room they they were in the room during the creating of the Constitution and that's been whitewashed that that's been within the pictures that was not paint did uh
101when in in some paintings you can see them painting the signing of the Constitution and the left of the painting is all blank because that was where the representatives of the iro iro nations were so so yeah that may not be something that you're aware of Tracy so but that's a reality I have many questions because they were also at the time actively attempting genocide against the Native American so I don't know if it was a yeah I don't know I I'm curious well both can be true at the same time you know the genocide of the Native Americans was uh you know I don't think this really pertains to our policy absolutely not let's wrap this up but it was but it end on time yeah it was actually a an example that I
102had of of how you would how we this policy is asking or telling teachers to look at an event um through a lens that could um oppose the that that that would stop the the the perpetuation of white supremacy superiority okay we might want to stop before we like sign off on a unit or like a unit that say that like Elvis and Carl Perkins solely and by themselves invented rocking roll right one that's a little bit um okay moving on and I local Wellness I think is next that true yeah it's an updated I mean we have we have a wellness policy this is the updated um policy put out by the agency of education and there are lots of um implementation um there are lots of things that we need to implement some
103we're already doing some we're not so we have a um committee meeting on December 6 which will be an initial um meeting with representation from the school nurses from our health teachers or lack thereof our PE teachers school counselors um eventually that group will have um community memb students but this is the initial meeting to Food Services there and Food Services they're there I forgot to mention them yeah so we have to go through the policy and create the procedures but the the Board needs to adopt this policy by June of 24 so by the end of this school year has to be adopted I think it's a a really good policy in terms it's addressing the issue of obesity which we're seen I I you know I'm sure the nurses that but um a
104lot of the disease diseases that our our young people are coming up with and so I think it really begins to um address that piece you know from our point of view and I think that that's um that's so important so I think that this is an important policy yeah it definitely is and it's got um under that nutrition piece I mean GRE and I are always talking about how to well the cafeteria is the biggest classroom in the school and how are we going to educate our kids on where their food comes from and sustainability and all those things so it's just figuring out how to do it and who helps with that and I think it falls into this strategic plan when it talks about um the plan strategy student mental health and
105social emotional leader but student mental health and I what we eat really can impacts on how we feel so I I yeah I think it's an important policy the one the one thing that I was as policy for the most part but um under the nutrition guidelines um bullet for um I just I feel like I feel like a year ago I would have been like yeah definitely um as far as like um food that's provided um for classroom celebrations and stuff but I also feel like um some of the stuff that I've heard and read in the last year is that by shaming Foods we create them to be more of a craving and that that that there should be space for celebration and so I just that's number four under the goals for
106nutrition services the reward yeah well no but there's also Foods provided but not sold may include food that is part of a classroom celebration or provided by parents and community members and I just I I feel like a parent makes a celebration that doesn't happen every day it's like those foods are not the foods that are making kids obese um yes I agree with like we shouldn't be handing out candy for kids rewards but I I but it's okay to have a class H celebration if the car brings in cupcakes like there are foods that you can celebrate with that are yeah I I don't think we I think that those place they hold an important place as we're ra as we're growing children and I think that they're really important to honor and and
107also encourage I mean we want the parents to bring in whatever um so right that's really good but then we here can also create an opportunity um to then um speak to a plan um that where where we that we intru that um that gives parents another lens you know saying oh okay so the school is doing this and so when they have conversations with children it's like well at school we're eating this you know yeah um yeah it's it's okay I just this is designed to limit what parents can bring directly and I'm not okay with that yeah neither neither am I I I think we need to allow for celebration I agree with that so I guess to me the the really key words in that hang on Davis our B you raised
108your hand yeah I think the term like when feasible is in there so I think we you know can hang a lot of our hat on that in the sense of allowing for celebration um and it's also like we need to also think about culturally appropriate foods and like people from other cultures may be bringing in foods that we don't understand or recognize or things like that and so just making sure we're not shutting down things or um you know families wanting to share their culture through food um in the policy as well yeah and Beth that that essentially was what I was going to say is that those words when feasible are really key there to me and it it sounds like none of us are advocating that we go with the second option
109there which is that that to me is the much more restrictive one that they will at minimum comply with smart snack standards I think I think that's over restrictive and I think that the first option on a policy basis I think that if you were to just directly translate that policy into procedure that it may come across as being overly restrictive yeah on a policy level I worry less about that because I think that procedurally it creates the options like you know Beth outlin right is you know you GNA have celebratory foods that are you know when we have celebration Foods they're not always going to be the healthiest options we just had Thanksgiving like we all understand this but and it leaves the door open too for like you know foods from different cultures
110like we're not I think that it's I think that it's widely understood that we're not going to be like putting a microscope under any kind of snack option or like celebratory food option that comes in yeah I think that just on a policy level especially and I I think that first option is the better one setting the standard that when feasible you know just take that pause and think like you know yeah if it's somebody's birthday or something like and they like a certain kind of cake bring cake but yeah if you're providing and no one knows what a smart snack is yeah I was gonna say is a smart other than hopefully our food service staff but they're the only ones that should know it yeah exactly just to finish that thought like if
111it's if it's like oh I'm bringing in sacks for like students that are doing some sort of active event then just having that like hey you know think about like what's the most appropriate for that event yeah um so I I think that bullet one as it's written makes sense but I I would expect the procedure to be a little bit clear on how that works and I don't think it would be overly restricted unless Christina's some point I'm not no sounds like a good plan to me I read that okay so um next policy to kind of quickly go over school entrance age um and you did you did ski the transgender one I did yes yes on purpose because uh we had um some legal input that Christine and I are going to
112input it before we really go over it some more so we did the bill and I after the last meeting said we would um look at all the suggestions from the Hartford policy they were highlighted in there and so we went through it um and I think some board members gave comment and so the policy is in the portal um the the final policy that bill and I worked on but we have advice from the lawyer so we need to make some changes or look through it carefully yeah Elizabeth yeah uh I I requested that you um that you take a look at the new uh South Burlington policy that you've probably read about in the news um I can send it to you but I'd love to see some of that kind of Incorporated
113side by side as well um I don't know if that was in the last month I have been heard about that Elizabeth so if you could send it to me that would be I to okay thank you okay school entrance age um the only difference I see here and I could be wrong uh is that the um September 1 year for threey olds and I I know at Hartford we sometimes have students who turn three mid year and then get um join a universal preschool program and so that would eliminate that um and my guess it's probably a state required thing but I don't know um Katie you worked on this piece right with Lori do you want to speak to that that was that so I think that's different for the universal prek program
114and not the public preschool which has the entrance age requirements if I'm not mistaken let me just pull it up um the that's because this is for P for school not prek public prek Universal pre so this would not apply to let's say like little Susie peanuts or Heartland Cooperative um does that make sense no but that's okay um because I I do know if I'm not mistaken at Hartford a a student would not necessarily start mid year um unless they were and that's why we put the clause in there for for Early Childhood special ed that we that those are the only students that sometimes will start based on a student's particular program or if they've recently moved and we have space um but in general we keep to the same school age as
115this the for public school as September 1st for age five September 1st for three year olds because then it keeps it consistent as kids move through the grades right um so no I'm I'm not disag agreeing with this policy but okay I I guess Universal so basically Universal preschool program is that every student has the ability to go to a public school for preschool they have the ability to but they also have to meet their entrance requirements just like Heartland Cooperative has their entrance requirements right okay so that makes sense but where does it say that entrance requirements it's where the only part of this with the entrance requirements is the the age oh she they named it she named it Universal preschool program I think um that is why that's the confusion um we
116went back and forth on a few R iterations of this so I think it should into the public into the um into the wisor southeast preschool program instead of saying Universal I get I I think when we went back and forth because this is a policy that um we didn't have schol age so that didn't that may not have been caught when I was reading it either bill so it should say the Windsor Southeast supervisory Union Preschool okay but you said something about uh uh entrance requirements is the only entrance requirement and age requirement or are there other requirements for our preschool the only one is age okay so I would change to that for would make sense add take out universal because we don't have control over the that part I think that because
117the universal prek has their own requirements um for our board purposes I think it we should just have it as wind or Southeast so that if a just to play devil's advocate for a couple minutes so but we would have at least some control because we're paying for private pre um would we be able to require those students those threey olds to be three year olds by September 1st I would want to double check what the universal prek law says Okay I I I don't feel secure in answering that but I can find out well I'm pretty sure the answer is no I think we have to follow the actual law so I I think so too and I do not think that's in there I know it the requirements for when how long you
118can um use those funds for example up through age um past age six if they're on a waiver I mean there's some nuances to it I would just want to make sure that there wasn't a Nuance in there that I'm not remembering right so I think that would be neat to know if um if you want to look into that or maybe I'll even look into it to see so thank you Katie yep so for now the only change is that that Universal comes out Windsor Southeast Raz Union is added in its place and ktie get back to us or bill on the just one really NY question about that so in the top line of that statement under policy this will be the policy of the wior soue supervisory Union that seems to be
119stating that it's preschool that falls under our purview because we don't say w CSU kindergarten so do we need to put it before preschool or can we just remove the word Universal or does it need to be more descriptive on that line you mean just for admission into into the preschool program because we're already talking about WSU I think you're right I think it's we don't need it like can do that okay words always good okay thank you everybody productive night um moving on from policy we took much longer than I wanted to and that's my fault um I will uh take a motion and I would ask for help to remember what exactly I'm supposed to say to go into executive session um the agenda will you also take action on that resignation oh
120that's true um I will take a motion to accept the resignations of just one Nicole manino Z moved second any discussion is there any letter or further context yes I have the letter right here somewhere right here um so it was written to me uh this email is formally notifying you that I am re resign resigning sorry resigning for my position as mental health clinician with the Windsor Southeast supervisory Union it has been such a pleasure and privilege to have the opportunity to support the students of the Windsor Southeast supervisory Union as I write this with a heavy heart I am also holding on to the conviction that I must be in an environment in which the students and I can drive in order and then she goes into a transition time um and announce
121is her last day and thank you for the opportunity so that's not a lot of information but that's what she had shared well it says a lot but it does he for students it doesn't feel that you can continue under the circumstances I heard none of that but I was wondering too if this is because we said this is a contracted not a will employee so if we if we needed to discuss that more we did in masd we could talk about that in executive session just to get a better idea of it and then putote in the resignation after is that could do that yeah yeah okay so I would uh Elizabeth Oh I thought you were gonna move to uh table I was yes I will take a motion to go to Executive
122session to oh okay are we not going to set the agenda for for the next meeting yeah yeah sure before we to Executive session that after okay are we waiting to vote on the yeah yes we are thank thank you Elizabeth um we have a request for our next agenda okay just a very brief um Christine could you could you just provide us with a very brief update to uh the changes to Title Nine at our next meeting I will um ask Angie to do that she's our title line coordinator is that okay yep just to to be clear too about the resignation did we and forgive me if I'm misremembering this did we have a motion to do it and then we were in the discussion portion so I think we would need withdraw
123that so right can't we stay in discussion and do we have to withdraw before we go into executive session I just want make sure we're not yeah oh if you want to I withdraw the motion all in favor uh well I I will take a motion to withdraw the motion you got it I already moved I think you can do that I don't think I don't think you have to vot okay okay I think we all agree that that's the right thing to do I also think that we can you know go into executive session and uh discuss it and vote afterwards I don't think the motion actually has to be withdrawn yeah but I do think we we have did you hear that b not yeah no um Davis uh if you have two
124motions on the table you can't you can't have two motions on the table I'm not an expert it's just that's my that's been no that that makes more sense to me so but we someone was saying we don't have to vote on it we just can do unanimous consent on table again for 20 minutes so um are we done with the next agenda and so this is what I've got we've got our Tracy operationalizing diversity Equity inclusion administrative report um which will include the hopefully the final calendars and procedures and update um Title 9 changes and then we've got policy review which would be the transgender policy the new community use of school facilities which would be the third read local Wellness po policy second read kindergarten policy second read um I did have on
125the work plan English language Learners first read which was C4 and B20 which is um recruitment selection appointment and background check uh Personnel recruitment selection appointment and background check as a first read does that sound okay to you Bill yes okay um I just want to point out that the next board meeting we agreed would be December 18th instead of Christmas day so it's a we earlier just want to remind everybody a we [Laughter] early all right that that's all I had um and Bill you and I are going to touch based on curriculum content uh presentation yes some other policy um we're going to talk about the community use of school facilities policy and the Y in terms of weapons and yes GS okay okay are we ready to go to uh I will
126take a motion to go into uh executive session to so we've got we've got um I have it written down uh one VSA 3132 negotiating or securing a real estate purchase or lease options and we're also going in for a contract issue yes okay I will take that motion moved second all in favor say I I okay all oppos say nay okay okay going into executive session so let me just make sure I turn off the recording