001good evening everyone and welcome to the regularly scheduled meeting at the Windsor Giuseppe supervisory Union award um it says special board meeting that is not true so this is our regular it was going to be special yeah now it's just a regular meeting um so let me see are there any changes or additions to the agenda nor do I Amy Amy do we have a quorum yes we do oh thank you hello [Music] okay first on our agenda is the approval of the match we have minutes from our regularly scheduled meeting of January 30th we have minutes from February 9th which was a special meeting around our superintendent search and we have minutes from our special meeting of February 13th which was also our superintendent search and regarding interviewing I will take a motion to
002approve those minutes is there a second Rebecca II are there any Corrections clarifications editions Etc that need to be made to any of the minutes hearing none I will do a roll call and I'm going to start with people in the room Bill all right Davis hi uh hi Colleen meeting minutes yes I mark I Nancy we can't hear you Nancy abstain abstain okay thank you and Rebecca hi wonderful thank you the minutes have been approved and next we have public participation on items not related to the agenda and any announcements let's see Rebecca yes I I did want to announce that um the windsu Jedi committee um which is the Justice Equity diversity and inclusion Committee in Windsor will be having a potluck on March 9th at the Welcome Center in Windsor and um
003the focus of this potluck or the focus of the discussion um is going to be uh to be looking at the influence of the Arts on Justice Equity diversity and inclusion um and they're they're looking for input from local artists um so that's going to be happening um uh next next Thursday not this week um and and it's real interesting because they're looking at um uh creating a project of some sort it may be a mural it may be an art exhibition um so it's really exciting and um I just wanted folks to know if they had the time to come out um it should be an interesting and a very good discussion nice and what time um down across from the Windsor Station restaurant in Windsor great thank you are there any other comments
004announcements hearing none we will move on to our items for discussion and at the top of that list is the equity audit update um I'm going to give you that in just a little bit more of what we're doing in terms of our Dei work in the Su if that's okay um so the equity audit I'll start with that was the focus groups which was phase three were completed last week there was one final interview and that was with me and I did it on Wednesday so uh the consultant Kate England she is now working on compiling the report it'll take her three to four weeks should be done uh mid to late March and then um that will will come to us and then you know some of the work that we need to
005do is make a plan on how we're gonna roll that information out and so we've been working with Mary Gannon who's our consultant um and the admin administrative team and Angie and figuring out how we use that data as a starting point with staff because I think the staff need to see it first and then and then roll it out to the community um we've talked about how we uh embed that work in everything that we do but really start with a baseline for all staff because we haven't done that we haven't had a you know what is educational equity um discussion framework workshop with the entire staff yet and we think we need to do that and we think that Equity audit would be a great starting place for some of that work um
006so just to let you know Mary has been coming to well she came to the last administrative team meeting on before the break on the 15th and she's really trying to make sure that administrative team has a common understanding and a baseline of and what are um role is is the leaders in that work so she did that last week she's going to come back because she didn't finish that work um uh the coordinator of diversity equity and inclusion position is going to get posted this week so we're ready to post the full-time position and it's hiring season so we need to do that great so that's exciting um I did check in with Jackie Wilson the um and Sultan who is also engaged in some of this work at the uh with the Vermont
007School Board Association she was going to come actually tonight um I I called her to see if she could come in March and do that training and at this time one of the members of um the vsba staff is leaving so that is on hold for for now but I'll continue to check in with her um and then the last thing I wanted to share is uh Mary Gannon did attend the staff Equity team meeting this afternoon they met their monthly meeting and Katie is here and if it's okay she's gonna she was at that meeting she's going to do a quick report out on what that work looked like so Mary met with us today during our monthly meeting and she did a bit of what she explained to the board the other day
008as well as what she explained and worked with the administrative team to just work on a common understanding her next we're going to have her come back for our next meeting and really look at the definition of the equity work that we're going to that what that looks like for our Su and I think that's most of her Focus was building on that common understanding she also listened to a lot of Staff um at that meeting which is representative of the Su talk about where we're currently at and some answers some great questions it was really nice to have her there so she's made herself available to that group and will continue to work with her great thank you so that's where we're at yeah great yeah Rebecca your hand is raced yes thank you
009Amy um Christine I have a couple of questions um um I was wondering um wasn't the staff included or certain staff members included in the equity surveys and and forums uh through the equity audit yes all staff were invited to attend and we had representation from all our schools so staff support staff yes okay okay and and my second question is um I know that you have the staff Equity um um meeting and that's really wonderful and I'm wondering if you're going to consider um bringing back uh another group that in involves parents um community members and others um so that you have um Community engagement in this conversation in addition as we move forward um actually at length the decision was to keep the staff group separate kind of a safe place where they
010could talk about issues without having you know parents present which is important um and figuring out how to Not Duplicate the work um but figure out how to meld the work with maybe committees like the Jedi committee that's already meeting in town so that we're not having all you know all sorts of committees doing the same thing so Mary you know it's a discussion that we've had with with her as well um and it's just figuring out how to do that and so that's on our list great thank you absolutely are there any other questions or comments hearing none we are moving into the policies in his favorite oh my goodness dozens of them okay um first is the notice of non-discrimination and that is the first read for that one and you see I've
011printed most of them but not all of them wow so does anyone have any comments or questions on this yeah yes um how does this course spawn with other policies we already have regarding equity discrimination and so forth is your crossover also does anyone know if this is a required policy or not um [Music] given the fact that it is to comply with regulations implementing title six title seven and Title IX and Section 504 and other non-discrimination laws and regulations that's probably yes yes I have no problem with the policy pretty boiling plane um it's very oily um and then again um it doesn't go into the detail of our um our anti-racism and Equity policies I think when we finally adopt this um that checked box at the top should be as well as
012the disclaimer at the bottom yeah because it is so boilable I I firmly believe that this has been pretty thoroughly legally get it oh yes so yeah um just an aside any of the the policies that are either required recommended Etc and there's a um a template on the Vermont School Board Association website um those have been discussed with legal counsel as well as with the AOE and superintendent Association and the principals Association I mean they all get together and have a lot of conversation before it ever gets posted onto their website hi there Rebecca so um I I would imagine that um because most of these do come from the um Vermont School Board Association that they probably have been um uh cross assessed with the other policies like the anti-racism policy um but
013um one of the things that I had a question about was in the back where it says uh um the designated coordinator um and and do we know who some of these designated coordinators are yes okay okay so that name would be made available um once the policy is adopted and made um and given to um the community members and parents but I don't think you would are you saying that those names should go into policy or just made available you shouldn't go in the policy policy yeah definitely not but maybe the handbook right right yeah yeah so you don't have parents trying to find you know um these names I just think that it's really important for them to be able to go straight to the person as opposed to go through many through
014many people to find out who they need to deal with I believe it is but I'm going to put it on our list to double check to make sure Beth could you just also put in the position they hold instead so then you're not changing it anytime there's a staff changeover yeah that's that's the way it's listed in other policies I mean it's typically we have them here Katie and Angie do a lot of that but I'm going to make sure to make sure we have it in our handbook okay did someone else raise the hand they messed up [Music] okay so that was the notice of non-discrimination are there any other comments questions okay next we have proficiency-based graduation requirements and that is one that I printed out for myself I'm not flipping tabs
015um so on here the first reading was January 23rd and they're still in the second paragraph The Windsor Southeast supervised reunion will slash will not yes because we didn't actually do the policies in January so oh right yeah the first read will be February 27th okay yep thank you yeah and you definitely need to pick will or will not for sure um and we do so we'll put will we'll take out them now will not I have strong opinions about this okay let's talk about it I think currently it's credit bearing right yeah but there's two parts here that's right the Windsor Southeast supervisor will Aroma use credit for the purposes of demonstrating their students met the graduation requirements it's not required by the state it's not right and basically from my experience with elementary
016schools that will remain nameless at this time um what I find is because the use of the credits continue only lip Services played towards pcrs yes and so uh my strong feelings would that we would have will not use credits and that doesn't mean that we don't continue to Grant credits because being a boss a uh so close to New Hampshire we kind of necessary to be able to have students go from one state to another with credits also to be able to the second one is pretty students in the Windsor Southeast supervising Union will receive credit for learning that takes place outside of school together yeah yeah and so if it's in policy that Reddit per the requirements of the state of the moment are not used to decide if the student has met
017the skills necessary to graduate that's the purpose of Oklahoma and if we do otherwise in policy then that doesn't give the motivation to actually begin to move that direction of a true standards-based proficiency based graduation School District so that is my opinion I agree value Rebecca so um help me to understand this so what what you're saying is that right now our high school students when they graduate we are using a proficiency-based graduation requirements we're using pdgrs we are not using any credits to identify their Proficiency in a particular area not currently right now currently not currently it's not practice right now right we do credits I mean they're getting they've receive those Credits based on achievement of a certain level of proficiency based on there's but then there's so many credits to graduate currently
018and I understand what Bill's saying I I'm glad you brought this up because it's what I wanted reading this is that so we'll still be giving credits but those credits are not used for the purpose of demonstrating the student has met graduation requirements correct yeah okay so how so how are you identifying so there needs to be some sort of a a a cheat cheat that's clearly transferring those credits into I I you know I'm just trying to think of of what that final document looks like in terms of what how they have to choose certain credits when when I was a guidance counselor we all had sheets we basically knew well we also were transferring but prior to that we had um sheets which said the student achieved you know three credits you know
019four credits over in English um over four year period or three year period and we were able to identify what they received um so um and so when we sent you know when we were checking them off before graduating and saying okay you've taken you've accomplished everything that you need to accomplish in order to fulfill your graduation requirements how is that being done right now I'm I'm just not clear well I can explain how it's supposed to be done is it is basically credits basically measure seat time and and getting a passing grade pbgrs is based upon a set of Standards minimum of proficiency that measures the proficiencies that the districts have laid out um Communications the ability to um all these things that are in our standings those have to be measured not by
020finishing a course but buying some other means the way it's supposed to be done is that measurement is done through it doesn't matter what class you're taking of these different standards and a student reaches those proficiencies excuse me I switch back and standards and I know they're not the exact same thing a student has reached a Mastery level in that particular proficiency um and that checks it off as they're finished with that level um and it is a ongoing building process on how to measure those um it doesn't mean that this class or a graduating senior hasn't gone through particular classes and received credits is just that those creditors aren't tally in a check based system to decide if a student has qualified for graduation per law of the state of Vermont so if a
021parent a parent has a sophomore in the school and they want to sit down with the counselor with the student to look at where they are in this process their sophomore they have supposedly two more years and in those two years the parent wants to know what is it that my child requires in order to satisfy the state requirements for graduation will they be able to see that and understand that since 2020 the school's supposed to be able to do that yeah so Larry yeah I haven't made really more mechanical question if this was adopted so if it says obviously learning that takes place off campus They will receive credit right so if they take like a Dartmouth class or a CCB class will get credits but if you truly implement pdgrs the way I
022believe the policy is being read it would look odd on a transfer so for example on a transcript you have the dvdrs and then you'd have these other classes with two credits One Credit One credit so instead of having whatever they need for high school let's say right now today see time is 60 credits or whatever it is to graduate if that person might have one two might have ten another kid might have two because they took two CCB Classes the other kid took more or one kid might take no no CCD classes so and and uh they only have the dvg RS gone this morning mechanically how that would look I've seen it done in a couple different schools Washington state Washington u32 does a great job it was both you know okay so
023they list their grades their credit and the vote I as a border state with a state that has a credit requirement by law there's no way we can't give credits for a class okay so basically you're talking about quote you have to report yeah because if a student leaves here we're not going to scramble and say okay this student this student your biology and so on and so on what was but as part of a report card you can also report out where the student is on the pbgrs so I guess the question would be as far as the policy is concerned the second paragraph the website will will not use credits you're saying they don't have a choice we should we have to experience not progress not for graduation yes so you have to
024yeah and we're poured out on any credits they would have received if they're going to transfer to Claremont so no no really okay okay just because we're staying in policy that we as a school district will not use credits doesn't mean we don't can't keep track of them all right so everything would stay the same within the mechanical piece right but this is a different discussion okay right yeah and and the way I read and and Beth I see that your hand is raised and Kate and Caitlyn but and I will just just a moment the way I read the statement students in Windsor Southeast supervisory Union will receive credit for learning that takes place outside the school I I don't see that as credit in the traditional you know like you're getting three credits
025for whatever um because not everything that a person does outside of the school in um in [Music] that it will be acknowledged as a way that they have learned something yeah like the students who for their PE credit um does takes dance classes or gymnastics classes and is able to show that they are proficient in whatever way that they have chosen thing then they receive acknowledgment um they have bad credit okay um okay so I'm just trying to make sure I unders I'm understanding this um it seems a little convoluted um and so my understanding is that like right now we do give out credits and kids have to have a certain number of credits to graduate correct and so they're also supposed to be having these proficiency-based requirements as well right so in my
026mind it makes me think of like D's get degrees kind of situation in that like you can still have a solid D or a two uh you know rating across everything you do through your entire career and you would still get your degree because you still you still would graduate because you have all the credits you need but then you may not be proficient like are we are we are we in the mar like if we pass this policy are we in the ability to say that these get degrees situation is no longer acceptable because that is no longer considered proficient so getting two is that what she's asking yeah you know like what so how are we you know are we in a situation where we are prepared to evaluate this once this policy
027is put forth because it seems to really if we put this policy forth and we have no ability to actually follow through then we're just being willfully irresponsible it seems like we are not there yet so yeah I mean that and I don't I don't know it's gonna take work together so do we have to put the do we put the policy in place just to put the put the screws on you know like what like what comes first you know do we need to put the policy out there and then we're not following in the policy and that's a bad thing like how do we what's the best I guess way to move that forward then without putting people in the hot seat I guess well so proficiency-based graduation requirements have been a lot
028for a couple of years now and it has taken a significant amount of time to work that into the common practice in any given school in the state of Vermont some schools are they are just yes we've got this other schools for whatever reason it's taking more time there has to be a considerable amount of time and effort and support for um professional development to work towards this I remember when we first started talking about proficiency-based grading that there was a significant amount of um tension and um concern about what that would look like and there was a significant amount of pushback and that came at every level so we are we're still working on it it's and I think it will probably always be a work in progress I mean our the flexible Pathways
029that was that kind of gave birth to proficiency grade proficiency-based graduation requirements that has been around for eight or nine years and it is only now that we can feel that we have that that we're working towards a a real flexible pathway opportunity for all of our students and it's the same with proficiency-based graduation requirements or with proficiency-based grading that that there are still some classes that some instructors are having a little bit more time getting their arms around it so having this policy in place then we have that policy to say we have a policy that there's a law and we have a policy and this is what we're doing okay hi sorry I just wanted to say pretty much what Amy said this is a work in progress but we are moving forward
030I had um we're moving forward in two ways we have a team scheduled to visit two different schools um Otter Valley being one that supposedly is really good at this and talking about the transcripts and what they look like as well and I guess the other one bill you want to still remain nameless so it will remain nameless but we are visiting there to learn from there um and part two is we're really trying to pick up the flexible Pathways this year um we've paused on our scheduling because typically in the past we had said these are the classes we are offering please pick out what classes you want to take we do have those sheets Rebecca that say class of like 2023 you need 23 credits to graduate here's where you're at um and
031this year we sent out a survey to students asking what classes they wanted and as a result so far we've put in American Sign Language as a language for next year and our PE classes are going to change from or hoping to change from just PE to which we'll still offer but to like a yoga class or a personal fitness class that they can take in school but also trying to um educate them educate the students and the parents on what exactly flexible Pathways consist of and all the opportunities you have to earn credit so I don't know where all that falls into the policy but I just wanted to let you know that all that work was going on now thank you and and also that once this policy has been approved then that
032also gives the support for moving forward with that type of class schedule and the offerings and Rebecca is your hand raised from the work or do you have another question no like thank you Amy I have another question I you know just based on because what Kate was saying um I was looking at this document and trying to see where in this document we would be able to sort of give a a an ongoing um um report on the work that's being done because we can have this conversation next year and not have the the background that Kate just shared with us that there's been you know a meeting and that there have been School visits and and the team has gone out so I I'm just wondering how do we sort of not only
033have the documents the policy but also an ongoing um sort of a report that's kind of pointing us to the in that direction no I didn't bill page two has the administrative procedure and that's on the reporting oh I do see it it's in the back so where where would that okay so we'll build that into our report structure right thank you some of it will be uh correct the part of the likely part of Angie's curriculum report going forward and Caitlyn Gould your hand is raised yes thank you so um couple questions uh Beth um so elegantly put a couple of my concerns up there and um my I think biggest question is is with the transition from you know credit based graduation to proficiency-based graduation um what how is that going to be
034reflective of like the Vermont standards on what classes are required for graduation and I know that that can be through flexible Pathways as well as figuring out you know which classes still meet the you know standards and competencies for those specific areas such as you know the four credits in in English the um you know refread it to the the credits for math the credits for social studies um you know electives things like that you know how are we going to measure those credits through flexible Pathways and proficiency based and then also along with this you know is there going to it says you know there the the pbgrs are going to be described through Landing uh through learning or excuse me through policies through learning standards adopted by the state are those going to
035be fluid policies that we see and we see you know what those standards are and how kids are going to meet those meet those proficiencies at different levels like what level one is is going to be for proficiency how are we going to know if a student has mastered it what are those companies competencies going to be that show that um if students aren't getting you know graded based on the work that they're completed in the classrooms um I think that that's going to need to be something that's really written out and very well defined so that it's consistent throughout the teachers in the classrooms um if it's not well defined I think we're going to find that um it varies um and our students truly prefer truly proficient if we're not able to track
036that in a standardized way okay so what we have to do that is the work we have to do that's also being done at the state level and it is coming down from the agency of education and the Board of Education and there are also working groups I I know there's the um the learning quality educational quality standards that are all part of this um that come from act one and those are about to be published probably in the next couple of months but the schools have had a a version of the educational quality standards for a few years now 2014. yeah and then this the next iteration is sometime this very soon yes yeah as they were revised with act one which is the equity right right yes be something that was kind of
037like we're we're building the plane as we're flying it or these things going to be set in place before we start you know really um you know diving into it with with our students and with our educators we have been working in with proficiency-based graduation requirements for a few years now and it just hasn't been as easy in some subjects as others there are some subjects that just lend themselves to proficiency based whereas there are other subjects that are a little bit more challenging to put on a proficiency level and build if you had something more to say yes one of the most difficult things for a lot of people to wrap their heads around of them is the fact that there are no Vermont credit requirements that's just plain and simple the other thing
038that I think is very exciting is to move away from content based education students get the high school that's when we lose them because we put them into boxes and those boxes don't fit everybody when we move away from credit based graduation we're able to break the boxes and allow students to be themselves and pursue topics and ideas that fit their motivation this is the next step of creating a holistic educational system that fits the needs the emotional needs the employment needs and uh of our of our future citizens and I feel extremely strong with the fact that if we voted to say we'll use credits we're taking a step back and this district has worked extremely hard to move it forward okay and this is nothing I want to do more and keep moving
039forward that's why exactly and when when a student says this is what I want to do this is what I'm interested in then there is someone to assist them and say okay if you want let's say a person does want to be an electrician so this is what you need as a foundation for that profession and and so they get that through school I mean they're learning to read because you have to learn to read so you can then read to learn and it goes the same with any sort of math because electricity is now it's physics it's you know having an understanding of how all of that works and so they are designing an educational experience that will help meet the needs of what they want to do instead of having a school counselor
040saying well you need to take this because you need three more credits in English and you're still meeting the proficiency doing it in the different yeah yeah exactly still meeting the proficiency and doing it in a different way and for any parents who are saying but what's going to happen that the parents who are concerned about their their child that they want to have go to college what are colleges going to say colleges have been working with proficiency-based education for years and they know how to read transcripts from from schools Rebecca I I just want to say that um I agree with everything that um um has been said in terms with Bill and Amy in terms of um the the change in Direction um and you're right colleges do work with you because um
041my last couple of years at the high school um we went into it and we jumped into it and there were lots of parents who were very concerned about um their students not getting into the schools that they were and they did there was no problems the colleges were great they were just very accommodating and and really appreciated um um uh um the change in some way it was for them they said it was quite refreshing and the other piece I wanted to comment on was um because I think there was an issue brought up regarding you know level one and level two and level three I was part of a school when they were going through this and it took years um it took years and yeah we would we had meetings after meetings
042after meetings and um and um you're right Amy there are some subjects that are were they they were so much um more um accessible to proficiency-based learning some you know some departments really got it and they got it quick but there were other departments that um it was just um challenging and and but it did take years but I'm sure that some of that would will probably come up when the teachers who visit um that Kate mentioned um will probably come up in those discussions so I'm really excited to hear about um those um those um discussions and just to let you know every School Board conference that I've gone to for the past however many years I've been going to school board conferences at the state level as well as a couple Regional conferences
043that I've been to this topic proficiency based grading graduation flexible Pathways this is all part of the conversation and school boards asking how does this look and there are other school districts and Boards who have been working with it for quite a few years and they have ideas and ideas are exchanged and it's all very very exciting David's so um I'm not going to Second what all of you've been saying too much I mean I I agree that I think that obviously the movement towards proficiency-based grading grade requirements is that it yeah excellent um I think that what what to me is important just based on this conversation right is that a that reassurance that just because we are saying in policy that we will not use credits for the purpose of demonstrating the student
044has met graduation requirements it doesn't mean that we're jumping off a cliff and suddenly we don't know how to assess whether students are able to graduate right that there's some and that I just want to say it plainly because the thing is that this and the second part I'm going to say is that this is like deep educational policy Theory stuff like it it is not like I it took me a minute reading this to kind of get my brain up to speed and I work in educational design and administration like so what I am hoping is that there is some sort of way I don't know if the state has materials that that sort of translate this into more lay understanding they can be distributed or used or if we as supervisory Union can
045come up with some materials or some sort of communication plan to make sure this is getting out and being understood for what it is because just reading this I can understand why there might be that perception that it's just like oh well we're axing credits and now we're just going to be suddenly like you know throwing our hands in the air and saying like well we think you're good at this so you can graduate and that's clearly not what's happening and that has been part of the pushback sense Spin and flexible Pathways and proficiency grading yes is that what I think I think it's happening yeah that puts the onus on us though to be able to explain that in clear and comprehensible terms so I think that again I I think this is a
046fantastic policy I completely agree with the will not use credits and will receive Credit Credit lowercase credit for outside learning that's clearly the direction we've been moving in it's what flexible Pathways is guiding us towards it's what we want to be doing to support as many students and as many learning styles as we possibly can I just want to make sure that we're making sure that we are expressing that clearly to people because this policy is a bit confusing yeah and we all do this all the time so we I think that we can talk about it in these this kind of terminology but we really want to make sure we're we're communicating that to a broader audience yeah yes and the state is working on it yeah the state is and there there's more
047information coming out all the time there are organizations called the Nelly Mae Education Foundation they have a wonderful website that they've been working with flexible Pathways and student voice for many many many years and they have some amazing resources to look at Caitlin Gould yes thank you Davis I I appreciate what you what you just said and I think as a as a community member who hasn't been a part of the building of this policy that really just hit home because you read through this and you can you can tell that a lot of time has been spent on it but I think as somebody who doesn't who hasn't been part of part of the building of it and who may not be familiar with all the you know bits and pieces having it be
048in a really user-friendly language for parents and other community members is going to be so important so that way they understand um you know I have worked with other schools that have the proficiency-based graduation requirements and I definitely see the benefits of it and you know if we can get it to to take off and you know in in the right way it can do so well for our students especially you know the population that we have um my concern is you know if it's if we're we're building the plane as we're flying it you know what students are going to you know possibly fall through the cracks and how are we going to to be aware of those students um that that may do it so I Davis I appreciate the way that you
049that that you stated that um and I know that other community members will will be happy to hear that as well so thank you sure and I mean my concern too is that my understanding and I can completely understand where the perception of we're building a plane is we're flying in comes from again just looking right at this document I think that one of the first steps is to be able to have Administration and us on the board be able to like clearly and in Lay terms explain how that is not really the case right like it's to me it's if we're if we're saying we will not use credits there's still a transitional period where it's not again it's not like we're just immediately Switching gears and like kind of throwing our hands in
050the air it's like we're continuing a transition that's that's been happening um it's a working problem it's a work in progress exactly but yeah and it has been poor pretty clear message to teachers yeah and it is yeah yeah it is yeah yeah I think we're all in agreement okay um Rebecca you had one more and then we are moving on to another to our next policy thanks Amy um yeah so I thought um I know Christine you've done a great job of just like putting things in the superintendents um newsletter and and and I think the the school website also has done a wonderful thing and I'm wondering if there can be maybe some sort of uh an ongoing um piece you know on the website you know um just giving ongoing news of
051on on um on um pbgrs this way it's not it's not a document that someone needs to understand at at a meeting that they can go online and check it out and and inform themselves and say oh okay so this is a work in progress um but I think that would be valuable yeah it's really a shift in mental model from credits to pbgrs and I think that I think that as much assistance as you know the folks in this room can give the general public the better it's going to be yeah and it's a big show yeah no it's a big show some pictures too and so and it really all hinges on the personalized learning plan and we don't have our personalized learning plans we got really we got a good start on
052that and then covet happened and we've had a really hard time getting back in um and part of that was it also landed on the shoulders of our school counselors and our school counselors um uh we've been challenged with that in our buildings not understaffed and then just the other demands on our school cancers so um I know in Windsor our student leadership team is working on personalized learning plans they've got templates we've seen kids in seventh grade here in this building something that's great they have their personalized learning plan websites um but that is where a kid is going to say hey I want to study you know cartooning and this is how I'm going to show proficiency language arts and and social studies Etc because I'm going to hey we are moving on
053students records let me see I had that one we have education records is what it's called yep were there any questions or comments yes um we just stepped out he'll be right back okay um this came up at uh technology community in in Hartford about uh adding um electronic storage endings on certain records and I don't know if this applies to this or not um on on particular records though and have to do more with with emails and other things like that and I'm not sure if it applies to this Iran or if we already have a policy um there's a there's a new um just because if you don't have a an end date to when records are destroyed you've got a lot of Records yeah building up yeah and what records will remain
054and so forth but I think that would be a procedure piece and is that in the administrative's responsibilities so I didn't read this to to think about the the emails like when with a student's email account I read this more of their education you know if there's been again there proficiency and or credit depending on the glass um and my question is and also um so if there's been any sort of disciplinary some things [Music] um and the transcripts because at a certain point let's say a person um they're 25 years old and they decide at that point they want they need to take a college course for whatever reason and the college says can we see your high school would they would a college at this point ask a 25 year old Oh by
055law we can't we can't do any transcripts okay that's what I thought but with things like uh an email common uh District assessment records um student disciplinary records things like that in which what how long does the district keep those um and it has to do with litigation down the line if you the thing is it needs to be in policy so when someone comes up on a litigation of a student who has been gone say for 10 years if our policy is that those records will be destroyed after five years after graduation if it's in policy we're not responsible for that because it's a policy so somewhere in policy there has to be a um a cutoff of non-transcript data and I think there is somewhere I mean yeah and this may not be
056the place for it yes it really is whether or not a parent how a parent or a guardian gets access or student gets access to that yeah but that's I can understand how you got there because I'm just looking at the definitions provided within this policy and it seems like it it's a little bit of a a dotted line right right where it says the term education records means those records that are directly related to a student and maintained by the school district the schools in the district of party acting for the school or the school within the school district and that can be any kind of record in the email exactly just by this definition that's it but it doesn't say anything what you're saying bills it does not stipulate how long you would
057have to keep email records so any type of electronic any type of paper record exactly some place that needs to be ended in policy for litigation purposes I'll find out yeah because for let's say email student when that their email account goes away it does but the teacher's email account doesn't go away right now that's true and then there's reference to that student in the email it becomes part of the public record so right the actual for the educational record depending on the school but um the email doesn't actually it's deactivated that's right yeah right okay and then a lot of times emails well at Hartford he doesn't kept for five years or any correspondence yeah so it'd be good to see to see where like station is that just yeah right yeah so that's
058on our next issue I'm saying the next reading yeah okay you have your hand raised and then Rebecca yeah I think I I I don't know I think I think you're getting way too deep in the weeds for this because I think we're really just in this policy it looks to me of talking about educational records and they made a very point of defining record versus educational record and so I don't think we're talking about every single email that a child sends out is is it's not part of their educational record um if you ask for an educational record or student that's not what you would be getting um and so how I mean I it just seems like we're a little bit in the weeds with with that but I think we can we
059don't need to go into that now because it's already getting late so I think we just need to move on okay um thank you Beth Rebecca we can move on thank you Amy okay so we'll bring that one back for a third reading yeah yeah okay all right okay so student conduct and discipline and I believe this is the second reading um did anyone have any questions or comments again when we finally approve this that little text box at the top will go away looking at clarifying to the term violence so I suggest that we hold up not necessarily but if we have a definition we want to put in there um or we want to just realize that we will have to change it change this at some point for State reporting reasons they're
060going to require an award reporting on violent incidences but again to find them okay right and the state is going the state is going to yeah yeah while I wrestle with principles but yeah it sounds violent um Rebecca I'm sorry it's not I didn't get a more recent copy so I have an old copy and I I and um I think in the past we talked about um adding Guardians um one two three four five six line six where it says the goal of this policy is to create an environment where the expectations for student Behavior are clearly stated or understood and accepted by students staff and Guardians yeah I think we talked about putting Guardians in there and it is it is okay foreign if you read through well that Sears required is is
061if there's a suspension it's bullying is weapons is drug use in uh and a lot of principles take that as oh the police were called No it isn't no in the definition it's so battery or maintenance I mean that could be important that's the definition the definitions in it but yeah the only reason we might not want to do that is just again that the word violence doesn't appear anywhere else the policies I think we would have to go through and see like we have to do a lot more legwork to yeah yeah so um I guess that is something that we would keep an eye out for and um we would probably get a heads up from Vermont School Board Association and superintendents Association yeah if they make those changes yeah and ruling from
062the state Visions too it states ruled by they just have fertilized extremely important so this one will come back as a third read in yes March okay and substitute teachers I'm good with this this one's good now it's fun I did not so this is this is our third reading yes so if there are no concerns with this we can put that items for action oh it is an item for Action okay never mind okay moving on um Title One parental involvement compacts and this is the first reading and I remember as a in my earlier years as a school board member being somewhat confused by this okay it took me a while to learn that this is this is Title One which is different um Katie would you be able to explain a little
063or or Christine uh it's Angie okay never mind yeah the basic question would be just why yeah why is this required it kind of sounds like it's required it is yes oh it is very much required and and it's not I mean we talk and we do our very best as a school Community to have parental involvement and we talk about Community engagement and having opportunities for parents to um be part of their child's educational world this is this is standing beside it and above it and below it um it's a slightly different animal having to do with Title One and um early or no sorry part A of the elementary and secondary Education Act which is that has anyone here read that um I have I it's a lot yeah um so it's as
064Essa and that is the what took over from No Child Left Behind [Music] because that was leaving children behind so let's see um and you won the title one policy um and how this works it's a separate it's it's own being based on title one that it's it's different from when we are talking about parental overall parental development yes yes I think it um I have some look at it but I mean title one has its own requirements for for um and the grant they call it family engagement so they have certain things you have to do if you if we received a certain amount of funding certain things that we are required to do right so let me pull it so for instance can I just ask if my example is correct okay and
065the school where I am currently working they received Title One grants for literacy so part of the requirement is that there be family engagement nights or a literacy around literacy okay yeah yeah so we have a requirement that we for Heartland and Windsor who qualified for um school-wide plan that they have to do a school-wide plan information session and they are doing those they did them in March last year and they're doing doing having that information available there's some other things we're currently under monitoring for that there's some other things that we need to put in place um in order to communicate that um I don't in the monitoring this policy did not come up so okay it is a required policy right so yeah very much yeah yeah again though and I think the
066contact center it's in our school handbook the title one compact yeah I I believe so because we we had a very long discussion about that when you put it in five years ago yeah yeah when and maybe even before that when people were saying well what does this how is this related to our overall Community engagement parental involvement and this is like I was saying before you came in that this is beside above and below our regular right Community engagement um Rebecca well personally I I think it's a pretty um I think it's a pretty powerful document I think it's really um uh um holding schools accountable for the uh um efforts put into uh uh working with the community and bring trying to engage parents which I think is really important because we are
067we struggle with that I mean no not only us but all schools struggle with um getting parents in so I think it's a I think it's a pretty um good document so my question to um Angie is do we um um have uh um documentation that's showing that we are I because I think you talked about that in the past showing um the the reaching out to the parents and the community um as a result of getting Title One funds I'm not understanding the question so do we have um so we received the funds but we need to show that we did we're following the regulations um that was abiding you know so I'm saying that you know we have documentation which show does it shows that we do reach out to the community that
068we do um and yes the parent engagement that that's that's an effort that's ongoing and we're doing it on a regular basis yes right yes and that is part of the monitoring process was for us to talk about I had to talk about all the ways that we include um parents um in the decision-making process now there's some ways that we're very good at that and other ways that we could improve and so I think this is this is our first reading yep just one question because looking at this appendix 8 gives us a sample of what uh Karen parental welcome compact would look like do we have that or a version of that document right now at the new level we use or would we be adapting it from something like this I don't
069think so I don't think okay so we need to adapt it okay I'm trying to see what we've gotten behind the book right now yeah the sample they give yours is pretty comprehensive yeah but yeah and we do a lot of these things just might of course yeah it's just matching the words with what we do saying oh this is what we do right so it definitely gives us a good road map here okay [Music] my students this updated boarding um I believe what has Elizabeth [Music] um housing insecure as opposed to homeless because and I tend to agree because even the definition of homeless is more just kind of in like common parlance now replacing homeless but I think the legal term is housing look at the state level if a student who is
070living with a friend is considered homeless yes my wall but that is more about housing insecure their housing is in support they're having to live with a grandparent or a non-legal Guardian because what the whole family is yeah yeah so anyway sleeping on someone's couch or so that so we'll just change homeless to house insecure in everyone and let me see Caitlyn Gould your hand is raised yes this is a real quick question do we have as a district do we have a McKinney vento liaison at this point she is our um yeah I mean I'm so I see the catch that I'm sorry Christine the sound keeps cutting in and out Christine on your end can you hear us now no I can yep okay uh our home our housing insecure liaison is Katie
071Ahern our director yeah thank you yeah here maybe I don't know generally we're using the term under housed in from the AOE and they are still using just so you're aware because it's with McKinney vento is still referred to as homeless students or um unaccompanied youth so I just wanted to point that out federally that's given what we're following um if that's as we're in our own policy homeless means this so bad yeah we have a federal term in the document somewhere yeah because I I think most of us use the term either housing insecurity or under housed um pretty much more frequently than we use any term um the term homeless because that definitely gives it's a it's a um different characterization but nothing has officially changed in the rules as far as the
072AOE or um is concerned on their website Christine and I were looking at this the other day um we're writing procedures yep so I'll just put that on our list Katie you and I can figure out where the definition makes sense in that policy okay and can we have it read next at our next meeting yeah yeah okay yeah we'll do that again thank you and thanks for the work that you've done on that okay we are thank you oh my gosh um we are ready for items for action and our one item for Action is to approve the substitute teachers policy and I will take a motion to approve the substitute teacher policies and that is bills by Davis are there any comments or questions pertaining to the substantive teacher policy hearing none I
073will start with a will call and I'll start with online and Anne-Marie I mean I David oh Davis yeah there you are I'm sorry you're also here on though yeah I'm sorry going down this um yeah Jamie hi mark hi did she say Nancy I couldn't hear it I um Amy you are going in and out um we need Executive session I don't believe so um thank you everyone for all the work that you've done on policy I hope everyone can still hear me kind of sort of and I wish everyone a very good evening and just a reminder um town meeting is coming up people are running for school board and budgets will be voted on so please get out and encourage all of your friends and relatives to go out and vote if
074they're not registered to vote get them to register to vote you can register today yeah same day registration it's all very made very nice by the state of Vermont so um and good luck to everyone at town meeting and good luck to our budget yes so I wish everyone a wonderful evening thank you for coming out and have a wonderful time we'll see you Wednesday Wednesday yeah so take care everyone oh no I'll take a motion to adjourn so moved Nancy second [Music] although it's in favor just raise your hand yay an emery your hand is virtually raised thank you very much have a great evening take care good night