MASD Board Meeting - December 12th, 2022

001I am going to start with changes to the agenda first change to the agenda is that we will not be hearing an administrative report this time the second change to the agenda is uh the word tree will be stricken from our agenda for this evening and that's it next uh public participation before we get started with that I'd like to read something public comment is not legally required but we do believe it is crucial for us to hear from our community members about their concerns over issues through these meetings our board models for our students how to conduct public discourse and that the board and members of our community can approach controversial issues in civil and constructive Manner and can demonstrate mutual respect having said that please note that the board is here to listen

002public comment period is not designed for discussion I would also like to start with an announcement and that is that uh I'm gonna be into it okay but as you guys always do I just want to publicly congratulate a sixth grader Natalie Ranney today for uh making it all the way to the National Junior Olympic cross-country uh finals um in College Station Texas over the weekend while she didn't win boy was that an extraordinary when every single step along the way congratulations uh senior Liam Atwood also went oh I'm sorry no you're okay congratulations yes congratulations William that was really really remarkable uh okay uh Danielle Wertz I see your hand up for a public discussion thank you uh soundtrack okay thank you um well since it struck from the agenda I guess you can

003call this public participation for item not on the agenda because I would like to um read something I put together or around what I assumed to be behind the tree agenda item and some of the happenings from there um and uh especially when it comes to the involvement of the Dei coordinator and a very recently hired position explicitly listed on the job description as an activist uh to my view the situation that kind of spun out from the tree into the school was a bit of a manufactured softball for the Dei coordinator to Signal their virtue as a nice Ally to the politically sympathetic board and let it fly from there with everybody willingly or turning the other uh joining in a bit of repressive tolerance against Tara Tom Paul and some other people with

004the town of Windsor um again I've I've made some I think Fair warnings about this to me this position is explicitly an activist they're gonna Pro create problems out of situations twist realities where uh where they can be made for some type of political or power uh advantage or to advance some cause and if it comes to it you school kids as pawns to get what they want let petitions fly let pamphlets fly uh it doesn't matter if anything they say in them is true right um I I think everyone's kind of complicit for the situation in signing off the creation of the position in the first place and helping hire for it and creating the environment that exists around it uh kind of to put it frankly helping create good little activists in the

005school and and grooming students into specific political ideologies uh plainly evident with everything around this tree issue with the town the pamphlets the petition anything for deeper societal acceptance that you could classify under the lgbtq plus agenda um my view of it anyway I'm about half done if that's okay but stop me if not someone that was on the job description uh for the Dei coordinator was quote ensuring safe and brave spaces within our community quote uh and I don't know what where you'd break that down with this situation or how you define safe space as ridiculous as that concept itself is uh but it seems like it only applied to those who could be claimed to claim to be part of some victimized class supposedly didn't seem to apply to officials of the town

006of Windsor uh some of whom have kids in the schools and some of whom were knowingly outright lied about called homophobic uh alleged to have created actual harm just ridiculous things uh I would think and what I was hoping to see out of the tree agenda item was a bunch of people making apologies to these people but uh frankly the Dei coordinator himself as well uh publicly and perhaps even Distributing materials to students like they did the pamphlets but maybe with this time a bit more of a story of reality rather than that lies designed to further a Cause uh and I also want to point out that it's in the Deep coordinator's director I'm stopping you because none of this has anything to do with the Dei coordinator none of it so I'm not

007and further the Dei coordinator position is at the Su level not at our district level you'll have to hear other sides of the story I suppose what's up there's other sides of the story to hear from what I could tell and there's there's organization there was material creation and distribution as far as as far as our school board goes we we don't really have anything to do at this level with the baby upwards here we we are strictly here for the Minnesota school district the um the treat issue is not going to be addressed tonight because it is not currently a school matter so uh agree to disagree um I think you're doing a good job uh deepening the complete ideological capture of the schools and uh well if I'm cut off I'm cut off

008I will share in writing my whole thing for the record right any other public participation this is where we do the opponent for Leader in Me I'm sorry is this the leader of me part or is this on a different part of the agenda after um okay yeah but we missed the approval of minutes I'm sorry I think I don't remember okay we'll do it after this is there any other public participation okay hearing none I will uh I have to recuse myself from the minute since you ran the well I can still take a motion to um to approve the minutes from the last meeting second foreign [Music] okay Bill how do you vote I and uh let's see Rebecca how do you vote hi Nancy how do you vote hi Davis how do

009you vote hi and I am uh thank you abstain thank you thank you um so the next thing is watch it what's next we have shorts focus on learning focus on learning I'm sorry it wasn't on the agenda focuses on learning at this point annalize you don't see if you can share your screen yes just hold on one second okay we've changed a couple of agenda items why I will go to the tree from the agenda and uh as you may have heard but we've also removed thanks a work story I like it so Albert bridge is presenting tonight all right I will focus on learning see what they're up to and Annelise is going to spearheaded I believe all right can you guys hear me okay yes perfect [Music] all right so um I'm

010here today with Jennifer to share kind of what we're doing in Albert bridge and how we are incorporating leader in May [Music] um I feel like it's important to kind of start with highlighting the things that we already were doing in our school to kind of um show how putting in Leader in Me is kind of um gone with some of the things that we already have going so some of the supports that we already have is responsive classroom this is something that all of our teachers use in terms of classroom management this allows our students to role model the behaviors we want to see in our students versus focusing on the negative or the challenging behaviors we find this to be very successful for our students because it gives them not only the information

011of seeing peers modeling it to that visual but it also helps them in the terms of pure motivation along with responsive classroom we use cares which is cooperation assertiveness responsibility empathy and self-control and this starts incorporating in our students starting in kindergarten and working throughout their whole um life at Albert Bridge then we have I think kids as our collaborative problem solving a majority of our staff has had various forms of CPS training with people like myself as certified also as well as Jennifer and then we've been also engaging in restorative practices so circling up um we've been doing this for both you know when it comes to like making rules in the classroom um how to make our classroom environment like warm and friendly and then also using it to restore any kind of

012um situations that might have transpired in a classroom due to some challenging behaviors and then all of these practice and supports fall in line with us being a fairly we have a very good base of trauma-informed teachers and support staff and so that's kind of how they all kind of click together and then we also being a play-based learning our students are really enriched in our community not just our school Community but our overall Community um you can see here we have pictures of our first grade students that are actually trying to make a number one because we had um this great uh program that came in where they talked about how to do aerial mapping of our school we have students that are off to the side that are at our Butcher and Pantry

013I'm still having relationships with Peter and Lauren at the butcher and Pantry then obviously at a scunny Outdoors Shelly Seward is great at opening up the doors and the kids really have learned this great amount of community and how to respect community and you know paying back so like when they do something special for us then we make sure that we reciprocate um and then when it came to then you know coming in with some of the habits of leader in me we've started to do is incorporate it by using the things that we already had which was our like responsive classroom the first six weeks and then um tying them into the leader in new material that goes along you know picking out different curriculum that um goes with our responsive classroom language on

014that kind of goes in our already established values one of the things that's really important in our morning meetings is and this is for our whole school this is before we even go inside um our students recite this message which is I am part of this community I belong here I am valued I'm cared for I am curious creative and caring I am a leader my voice matters and so those students respond and we keep that Mantra going um throughout the year and this hangs actually in our front door so even visitors just coming into our school can see that this is the message we all have for each other as well as our students um another thing that has happened is that we have our fifth and great fifth and sixth grade students who

015are coming in and they're modeling um the behavior in the terms of how to greet each other the importance of making eye contact UM stating to them do you want a fist pump or an elbow um these are all skills that they've been practicing throughout their abs learning career and they were wonderful because they actually were like can we do this and it was like of course you can so this has been fun um the same as these students have taken in the initiative of taking care of our community we came in this morning and our our sidewalks had yet to be shoveled and so instead of complaining these students grab shovels and began to clear away and um got other people engaged in it so we've got some great um leaderships going on as

016in terms of leadership like leader and me and incorporating one of the things that we've Incorporated is in our fifth and sixth grade class using um the stress Continuum which also has a little bit of the zones of regulations placed in there in the colors and having students use that when we talk about seeking to understand before being understood so talking about the importance of you know if you're going to have a challenging conversation with the peer like you know both of you are very heated about who is supposed to have the soccer ball where are you on the stress Continuum how how can we regulate first so that you know you can have that conversation and both parties can be understood um they've also been learning about put things first so learning the habit

017of prioritizing things that are necessary but not urgent to then have the ability to handle situations that come forward that are necessary but urgent foreign in our second grade students have been talking about what makes somebody who's a leader and so using things like cares um and talking about how that works and we had a fun time we we did it by doing a gingerbread man like how would you make a gingerbread man into a leader and all the students said the first ingredients you had to have was self-control because if you can't have self-control then nothing else matters so our self-control was our flower um our first grade students are learning about Aesop's Fables and each student is going to have a fable and they're going to take this they're they're doing it with

018the end of mind so how does their end goal want to be their end goal is that they're going to be doing a puppet show for their peers in the shadow puppet and they're um gonna take Esa fables and bring it to life with their own initiative so they're going to figure out what kind of puppets they need how do they puppets are going to look how um do they want their peers to think about it and um they're very very excited about it so it'd be very fun um when we came to recess we started having students do a great job about advocating um the first thing we established was leadership roles in recess so having kids who modeled on some skills that we already we wanted our other students to see in terms

019of like setting up recess activities and then from there it started to grow where students began to advocate for things that they wanted during recess time so drawing Club was started by a student advocating for herself she did a wonderful job by stating that not everybody understands or feel comfortable with recess and with that we worked and helped her organize the drawing Club so every day she or another fifth grade student teaches a drawing activity and then students grade first through six um they can either participate in that drawing activity or they do a free draw but if you participate in the drawing activity she has this great notebook that's going along where she takes every drawing that the kids want to share she they cut them out they paste it in there so that

020they can reflect on their drawing skills from the beginning to advancing throughout the year um and the same goes for a dance party it was started in a similar way with a group of girls in grades three through four advocating for an area to dance to make up dance routines and listen to music we have these grid headphones that are silent disco headphones and so um everyone is hearing the same song they have a kid for dimming the lights because they felt like that was more comfortable in expressing themselves and um I I've noticed it also has helped them be a little bit more aware about their bodies so there is bumping into each other but it's not it's it's like a I guess skilled bumping in if that's such a thing um so here

021is um one of our students talking about drawing Club hi I'm wondering if you could tell us a little bit about what's going on here in Dragon Club it provides creativity how we started is Lucy here the main um the main builder of this she had the idea of that some people don't want to go outside and do the activities and they don't want to just go outside or do stuff inside they need to be creative and she's like well I could build this so everyone could explain yeah so they could be more creative and see what they can do why I saw this in the first place is because I noticed that many people had a hard time foreign [Music] I don't know maybe tape and scissors so there's absolutely no teacher's erection and

022it is totally controlled by the students in this group and a couple of them will serve as like the mentors and they will do like checks to see if you're ready for the next level of Challenge and so it there's like three stations and it's pretty remarkable the way they've worked it out but like I didn't leave that room and there's no problem and Lucy um she they have a whole box that can um has all of the different like drawing agendas we've actually you know they they've set themselves up better than like oh you know any of us could ever imagine it's absolutely wonderful and any adult who gets to supervise we feel like we got like a little bit of a break hi I'm wondering if you could tell us a little bit

023about what all right then the next one was dance party and so the first time we started um you can see it's just like a small number of kids the best is that they are listening to music um a couple weeks this is what you know you know what has happened oh my God together [Music] yeah get over here [Applause] [Music] recess reimagined right there oh and the little one in the middle who's kind of taking Center Stage wanted to know if I was going to put it on YouTube oh um have been really successful about our student-driven recess is that it's created student-led activities students are setting up spaces and returning them to normal without Direction adult direction or very little adult Direction like at the end of dance party I can say oh

024guys time to put the room back and they all put the tables back they take the headphones they put them on Chargers uh they're very strong about advocating them you know like somebody's not using it responsibly they help them with it um the older kids like in the dance party when they come in and they're looking for headphones they make sure the headphones are working for that child that it's on if there's a problem they help them problem solve and then they come to me um so they're like they're aiding in the dance party and both with the drawing techniques we've had less periods of pure conflict because there have been heavily engaged in activities that they are um they're liking it's their choice and um they are busily brainstorming about future recess Act activities

025to come so it's been it's been a wonderful thing to see um and then here's our last one what's my superpower which is a couple kids for this hi my name is Lexi and my superpowers win-win hi my name is Lucy and my superpowers cooperation [Music] and all the kids at the fifth and sixth grade classes because they're our thing they had to create their own kind of sound to wear and they expressed their superpower through their crown they're cute so that's it thank you we should all go to that dance party actually I think maybe my new exercise routine this is how I'll get back in shape Rebecca I see your hand thank you annalize that was just wonderful that really was um one of the questions I have um is um I know

026that ABS has been engaged in many many activities and as and the little that I have you know seen about or read on leader in me I kind of find that there they have real specific activities and and yet I find in some of the activities that [Music] um um the kids at a are engaged in seem so much more relaxed so much more um appropriate age and so I'm wondering is there sometimes uh can there be a conflict sort of integrating into a program when you you have a lot of that already in place am I making myself clear yeah I mean there I think the big thing is is that we have spent a lot of time trying to look at the different um curriculum and resources that are in leader in me

027and picking the ones that first of all already go with language and values that we have in our community as a school and then um finding ways to incorporate it with things that we already we already use that makes sense yeah just to add to that we have been working with Barb who's our consultant on this and we talk about some of the challenges as we come up like how do we make these things match in a way that makes sense for what we've already had in place and what do we need to change that's already in place if we need to change something um to be more in line so she's given us a lot of flexibility to make it work for us but the basic tenets the seven has technically the eight habits

028um that they're solid they they don't conflict with anything that we've put in place so far yeah go ahead what strikes me about every every time we've seen these Leader in Me presentations um and this is it's great to see what's going on at Albert Bridge having seen what's going on I think every level of our of Windsor School now um it is not only how creative the students are when they engage in this but how happy they are and I think that that's really important to to reflect on and take in you know there's um so I just read this fantastic book on leadership uh by Patrick linccioni called three took the three signs of a miserable job and in reading it and thinking about this this setting though I was like you know

029you know when you're when you're working a job you don't want to be miserable when students come to school they don't want to be miserable and we you know as Educators and administrators and board members we don't want to be them to be miserable either and when you allow for this kind of agency and Collective leadership in a student's body so that the three things just I didn't want to bring that up and drop it the three things are that tend to make people miserable and this model is a measurability um anonymity and oh I knew I was gonna forget the third one here but uh oh and uh uh impact like lack of impact and I think that you know in school you get measured all the time you're getting given grades you kind

030of know that part of it but in your as an individual as a person when you can collectively lead you know you get that agency you get to be the one who's leading the group for bringing up ideas you get seen you know and you see the impact of what you're doing you know you have some ownership on it I think that you know I see that in all these things that our students are doing and it's uh it's awesome it's so cool I love to see this program kind of come to fruition and I can't wait to see where it goes in the in the coming years and they've done a great job dovetailing it the things that they're doing already but it is I mean I was at a dance party and the

031kids are on they're leading it they're empowered right they came up with it they're happy they're joyous they're they're not there's no conflict they create the rules that there is a conflict yeah yeah I'm sure that when conflict happens too when you have that kind of a framework because I mean conflict is part of learning but you can you can have constructive conflict you can you can navigate it and you can come out with a little bit more to start with yeah it's fantastic thank you Annelise thank you that was that was great thank you for having me I think pertaining to the agenda uh the budget is next great um I think I get to kick us off here uh with this amazing cool clicker and just get um and I would say as

032a little bit of uh context and um an inroad for myself is that this feels like an incredibly exciting time to be here at the school district and Windsor Southeast in general I've worked with a lot of schools there is a lot going on here right it's incredibly positive the student-focused community focused there are great people here there is the sense that I get and I think I can provide a little bit of this context as I really do here um kind of like we're right so I think a lot of what you will hear in our budget presentation today is that forward momentum of the wave taking this school district and Su forward uh the rough outline for our budget presentation tonight if I'm going to use the metaphor I'm going to just throw

033it for us all around tonight um it's going to start at the thirty thousand foot view with our our framework our philosophical alignment uh what we value as a non Scotty school district and obviously wsesu as well and then we'll take it down into layers of specificity down so Jen will follow with some of the programs and specific Staffing roles and strategies that we'll be investing in and Kate and Colleen will take us down into the specifics of budget strategies and asks so I'm going to start us off here oops not my computer before all right now the question is coming up this way [Music] now let's see if that works okay um our FY 24 budget budget framework and strategic plan for Madison County School District obviously in Missouri Southeast supervisor reunion um I'm

034not sure where this quote comes from so I'll have to credit it somewhere but essentially I'd like to think of a budget as a value statement it is on paper and in numbers in structure what we as a school Community value and wish to take forward in the service of our students and our community our budget framework uh this year for fy24 is focused on engaging all students supporting a culture of learning for all and communicating with efficacy for Equity obviously all of this ties us into something that we all know pretty well worked at this Su and school district has been engaged in for quite some time I won't go into all of the aspects of the Strategic plan but just wanted to note with importance that all of the work and all the

035work on the budget and strategies that you will see in the later slides here tie back to and use the Strategic plan as our our well our North Star a lot more focused on what we're heading towards what we are using to guide our work in helping our students and our community it's a portrait to the pathway be the voice is something that you see everywhere and I hope you see as we get into this budget a little bit more that this work is all centered on our strategic plan that our community has worked on together that we have through many Community forums and working groups so on and so forth and brought forth input from the community to create this Vision that really is of our community school district and I think that's really

036important um I'll just touch on sort of The Big Three Pillars if you will of the Strategic plan and again we're still sort of at the 30 000 foot level and then I'll hand it over to Jen to take us down to some of the specifics of this budget so Student Success and engagement Mass scheduling school district and Su will improve students learning experiences because the personal educational vocational and Civic successes of our students are increasingly challenged in our rapid but we're heading towards so our robust work on learning on our learning Frameworks making sure that our evidence-based best practices are in place across the school district and supervisory Union that we have a robust assessment system to better understand the learning needs of our students and we'll see them later slides to support and

037again that deeper learning and understanding what students learn of themselves and are able to engage in and use to go forward and Extended Learning opportunities The Real World project-based Learning and all of the other incredible incredible things that you will see further home also culture and student wellness company school district and Su have strengthened and broaden the connections between and among staff and the core work of education and pursuit of Greater staff engagement well-being Innovation inclusion and resolve I would go back briefly to what I said at the beginning is that there are amazing people at Su and in the school district and all of these buildings who deeply care about students the passionate Educators and the budget here is to support obviously for students but also to support our educators and the folks who

038helped bring student learning forward across this building and that's collaborative practices us working together at all levels really modeling for our student Community what that looks like and of course our diversity work through TBI initiatives curriculum policy or Equity audit all of that stuff that's sort of some of the ways that I'm speaking to sort of exciting this school district moving forward Matt has got me in the Windsor sorry I'm from Windham County so I slip into that every once in a while I used to serve on a school board of Windham County so apologies in advance I know this is [Music] Windsor Southeast supervisory Union will further integrate the whole student into their education so that students increasingly see relevance purpose and connections between their learning experiences Davis I wasn't planning on you sharing

039what you shared but sort of speaking again we all want a student agency and engagement and and ultimately leads to happier more engaged students and that's I think what we're certainly all about so obviously a focus on student Mental Health social emotional learning and and those critical aspects of being in school and our third pillar uh leading towards that strategic plan information and communication uh it's got any school district and Windsor Southeast uh will improve the quality and Effectiveness it's two-way Communications of the stakeholder trust understanding and support continue to advance education love and opportunities for its students so that is robust data practices information gathering and communication all around that we are seeking to elicit the thoughts and concerns and hopes and dreams of our students and our community that we are using robust

040data practices to better understand the needs and outcomes and that we are communicating our progress and work for greater accountability and transparency the end of the school things all right so going down to the what did you call it I think I was at 30 000 feet so down to 20. 15 20. all right so we'll get a little bit into what our budget um really is trying to continue to support things that we've already put in place and ways that we've sort of adjusted moving forward um so we talked about different levels of um learning and we talk about first order Universal support our Universal approach which is all kids deserve a certain amount of education at their grade level with their peers and we try to do that in a way that meets

041the kids needs through things like um Universal Design for Learning differentiated approaches as well as double dosing and so part of what we're doing here is trying to make sure that we have good solid classroom instruction through connected curriculum we've got structured in place like responsive classroom leader in need positive behavior interventions and supports to help support how we teach children students how to act how to be not just assuming that they all come in with the same set of understanding because we don't we all come from different backgrounds and to get us along the same page we actually have to do a lot more teaching than um maybe we used to think we needed to um and then from there we moved to how we support when kids don't get it when our Universal

042supports aren't working so one part is looking at the certain Universal supports that they're more we need to do there something we need to change but even then when that doesn't work we use what we call interventions and so in the intervention we're looking at both academic and social and emotional interventions so as king Colleen go through the budget I think he's doing most of the details of numbers you might hear some of this stuff come out in the budget as we're trying to look at more and more areas where we're pinpointing needs for our students in order for them to get what they need so that they can move forward their peers we're also working more as a as a whole Su and certainly within our district in trying to unify our curriculum in

043a way that allows us to share data and talk through challenges and learning in a way that supports teachers being able to be more creative and more fluid in their practice and one way is one of the ways that we try to support our students learning is by these kind of more unified curriculum walks of learning as well as interdisciplinary learning as Sergio mentioned collaboration continuing to find ways to put in College Planning time across the issue within our schools so teachers can talk with each other and plan and talk about what students are learning where they're struggling so we can get some more ideas on the table and not leaving it up to one teacher to have to figure it out an entire class all by themselves um as well as continue to support

044professional learning and process because that's reunion and believe that every adult in this building is here for every child so no child belongs to one person every child wants to talk about um so high quality instruction and interventionists will show up um really looking at and Kate we'll talk some more about this just specifically where we're looking at some intervention needs um to shore up some of the kids who have some gaps that aren't being navigated in the Universal world and we've got a pretty high number of kids not unexpectedly after the um covid pandemic that needs some extra support there as well as instructional coaches so one of the things we're looking at is Educators is when we are able to reflect and get feedback in an ongoing basis that is not judgmental that

045supports our learning it helps us grow as improved and I don't know if anyone knows this but when you stop and watch yourself on a video you learn so much more about yourself so having somebody come in and give you an extra lens is incredibly helpful in helping us shift and understand how our teaching might be impacting students the way we're not aware of or something we may not be doing that may be more helpful for our students um we're partnering with not just going to be mentors we know that the relationship between a child and a trusted adult is one of the most powerful things that we can offer some of our students and then we have a very robust special education program which Katie Ahern is taking the lead on which really is

046working to integrate with our classroom teachers so we're working also as we continue with um kind of collective curriculum comprehensive assessments um so we've got a few different ways of looking at this far as the traditional ways that people think about in the classroom so your math assessment so your Ela assessments we've got other kinds of Assessments that might be done through science social studies those kinds of things and then we have these kind of next layer of assessments type of progress we're doing a pilot pilot or Star which in the place of traffic members that the team decides that that's a better way of looking at data and what those do is take a snapshot in time of where a kid is in certain areas and is able to highlight like in this Continuum

047let's say in math in sixth grade geometry your student can do this and both kids at sixth grade at this point can do this I give you that kind of information and then we have more specific uh pinpointed targeted and assessments for 504 and special education so we're connecting as we go through our budget we're connecting to these areas we talk about Student Success and engagement really thinking about the different ways that kids learn Universal Design for Learning making sure that learning has purpose when we talk about project-based and place-based education that is about making that connection to why we do the learning and helping them integrate it and keeping at the base of it we know that our social emotional Wellness is essential in order for kids to access the academics our culture and

048student and wellness we're doing a ton of work here with leader in me this year really pushing a lot of that into our classrooms to help create a culture um that being said all of our schools have a culture already that we're weaving it into the more we work together as adults how we work together as adults is probably just as important as how we work with students that's one of our beliefs is that that is Central to our growth yes what does what wsbc stand for that's whole school community and child I like to add an F at the end to it because I believe they actually leave out family so this is the whole school community and child and family is um it's an approach that looks at the wellness of the child

049through a larger bins of not just social emotional academic looks at the components of like food and security and those kinds of things it was started Obama wsec before that you remember my Illustrated yeah so it's a national that we've been working with for quite some time and right now it's mostly led by our nurses teachers involved in that school system of our social emotions our food service program if you guys don't know this um Craig is really passionate about the belief that feeding our students and teaching them about their Wellness in terms of food is one of the most fundamental things um and he looks to actively find ways to engage students and learning about not only what they eat but where it comes from and where it goes afterwards um I want to

050come to information and communication um voice is really important and that's voice of the adults and sports of the students it's worse of our community it's a voice of our parents really trying to find ways as we've been doing to give space for these conversations Collective conversations happen help us build an education program a system that is better supportive of the community in which we are embedded in as a part of our challenge I believe and you'll see things like March intensives capstones there's all kinds of other ways that you'll see kids presenting their information and hopefully with later we were going to be seeing even more of this out in our community or inviting our community opening out more into schools now that we're out of Canada so I wanted to take a moment

051to um put in place kind of the next step of what I think is one of our big charges right now as Sergio said we're kind of riding a wave I think right now there's a lot of cycles that are happening in the world that happen in our education system that have them in our culture that happen in our societies that we have a responsibility as public Educators to actually try to interrupt the cycle because when we talk about every child we have to think about where every child's coming from and where we want them to go and what are those roadblocks they're going to get in the way and what are those roadblocks that do consistently get in the way for groups of people so we're talking about children who experience trauma adults who

052experience trauma what that side was like poverty the cycle of poverty and how that plays out in school when a kid comes to school as a five-year-old from poverty and their families have a certain understanding and skill set and knowledge and access how that perpetuates itself the implicit biases with racism those kinds of things so that's a part of what we're really working to do is find ways to make sure that all kids can get access so we don't need to clean off the stairs we need to clean off the ramps and so it takes a little bit of my shift set and it takes some different resources so just want to quickly go over the social emotional component and lay it out it's a little hard to see but they're just walk through it

053real quick so this up here is what we would call um our tiered systems of approach so when we talk about interventions we've got our Universal instruction then our double dosing this is happening in the general classroom environment um and then when that the data from there shows that a kid isn't getting it then we look at more targeted interventions and this is usually done in small groups um sometimes one to one but usually smaller and then there's more intensive interventions and then there's like something very very different and so what we have at the universal instruction level leader in me all staff is involved in this the whole staff no matter what they're doing is Leader in Me responsive classroom for the younger grades PBIS in some of our schools um second steps is

054done at the universal level trauma-informed approaches you'll notice goes all the way across as does down here the reflective practices moving towards restorative practices so reflective practices are necessary in order to engage in restorative practices because if you're not making connections here by helping kids understand and people understand each other or themselves you can't get to restore something you have to build it first and then from here you've got the kind of double dosing Universal instruction we've got a clouded problem solving which can go all the way through and then social thinking Psychological Services that should sorry go all the way through I'm not the Intensive this is our Behavior plan safety care and those kinds of things so that's kind of the Big Ideas behind the social emotional components of the work that we're

055doing as we have it currently embedded and here are the kids that we are serving questions at here are the numbers associated with the kids that we are serving um for next year that's our anticipated numbers and with that okay thank you so um I usually get to do the numbers because people don't like to do them and I have to say I got the easiest job this year because we have lived and learned um and it is very consistent um from what we have learned over the past couple years so these next couple slides um and it was this slideshow shared with you not yet okay I'm gonna share it all of you but our next couple of slides are the breakdown of what has changed where we're spending um our money I think

056the things that are worth pointing out is that we do want to add um if I can go back to this numbers for a sec right now these projected fifth graders are in fourth grade and the funds always have three fourth grades um and it just didn't work out uh just a lot of things happened that had a had an impact so they're still in two it is an extremely strong team um we that being said we don't um um we don't love it so we want to add in that bubble teacher so that when we have a group like that current fourth grade or our current eighth grade we have that opportunity to split them into three yep we want to add in an interventionist um and an academic coach those are kind of

057the big things Staffing wise um I had heard someone raise their hand but I don't know Bill don't raise your hand yet because I'm about to publicly apologize to you so we also um when we had the capital reserve Bill had was really passionate about putting these for lack of a better word he knows more than I do sound systems into our school and I thought to myself well that's the house in the moment his priority we have built in the budget to put him in the rest of our classrooms bill so I publicly apologize for doubting your idea they do add to the education of our students the teachers love them um now you may speak though [Music] okay can you go back to the slide before uh maybe thank you uh one more

058uh with all the numbers did you I think you skipped two the the budget no I so we're gonna share this with you so this is wait can I take you to the bottom line for a second I just had a question about that what is it well I have to look at it go back Colleen's gonna share it out with the school board well that's that's fine but I have a question this was uh the one we were on that one okay so what does Windsor School wide mean so Windsor school-wide is like uh art art teacher who teaches maybe some Elementary classes and some High School classes and some Middle School classes they teach school they teach School K-12 okay okay thank you that's uh that's my only question yeah so the positions

059I mentioned are the ones that we want to add Staffing wise we are we do want to put money into the Strategic plan and give we have a strong teaching staff um and we're very very fortunate and you know Mike Nicholson used the term nudging that the nudging along we're moving along and we want to give the teachers um the money they need to move along and do that in terms of if I go forward to kind of like our wait I have a class go ahead I met a question back there go ahead um so I I saw that the total uh oh not Contracting Services yeah so out of the total wages at Windsor all of the Windsor Schools all of the Windsor um does that does this add back in all of

060the um all of the the missing um staffers that positions that weren't able to be so we never took them out so yeah that's the question so it looks like so it looks like hey look at new guy on the Block putting up 25 there that sixth grade generalist even though it's broken down right there that sixth grade generalist still goes into the elementary okay this is the bubble tea as does the bubble teacher yeah the coach could be like four through six or seven so it's not necessarily just in there Elementary but that not only it was a given but correct okay so you don't have to ask for it again right right Nancy I I think I just answered my third question I was looking in that uh amount of scotny wide and

061Windsor wide and so I think the the metal scrutiny of sharing um people to both schools and Windsor School is just sharing it to what oh not I still have my question what's the difference between manuscript knee-wide at the top and Windsor white at the bottom when there's someone who works just in Windsor School K-12 and Mount Ascutney is someone that maybe does one day at Albert bridge and four here or something like that okay got it thanks uh benefits kind of goes along with the wages um so before I got sidetracked there I was talking about the Strategic plan I'm giving the money to the teachers uh that they need to move that strategic plan forward and how this nudging is working so some of the things they've asked for is another interventionist um

062but at the upper level they've asked for money for supplies in the middle school for that passion period for that that last project so for student lesson choice so more student voice and choice at the high school um we started slowly with Ross doing uh project-based learning math which happened to be at the height of the lumber increase um so we put the money in for that and this year we started out the school year with our with our traditional classes and one of our teachers Rob Johnstone came forward and said this isn't working um I'd like to redesign a class where students can now get their um language arts and social studies credit out of one course that he works with the social studies teacher with and then that frees that student out to

063get a period in the hub where they get academic support during the day uh so they kind of pivoted mid-year and got that going so we put money into the budget to have um to be able to buy more resources or supplies to to meet needs like that because we want to look at doing a math science class that same way next year is for the students that come that comes into school it's a build student engagement it's for the kid that comes into school on this bang bang I'm going to seven classes uh have seven different assignments it's not working for them um so and we got a new science program so there was kind of an increase in what we've asked for before and supplies not major in which this budget is very

064consistent across the board but I did want to point that out that that's kind of where we're going in terms of reaching the Strategic plan bill yeah a quest a side credit do do um does Windsor High School still have credit based graduation requirements so we do um and it's it we tweaked with the law during covet so that kids wouldn't be punished for you know missing sort of school but we do have credit based uh requirements and we will continue to meet those through the combined forces right I was just wondering because the state doesn't require it anymore Archer does but as well um contracted Services is down that's another one that's worth noting because the difference because we're hiring so many people in town instead of Contracting out to hdrs we now hire

065them right all right yeah that's awesome yeah yeah it's been great um this one's an easy one thanks to Larry back there in his Five-Year Plan that he's already shared with us wait there was a bloop that's Rebecca Rebecca Kate I I was wondering um since we have a lot of the uh mental health um professionals in-house I I said it I heard you said it's been great um in in one what way has that worked for both students and staff so I can tell you why is that it's great and how it works for me because we have what we call coordinated service plans meetings right and this is this is just the first example off top of my head and they take a lot to coordinate and in the state truancy protocol it

066says once you have 15 days we'll offer you this plan and we offer it to parents and if a parent wants more support we have this meeting they take a lot to coordinate because it's outside agencies it's the bar programs DCF it's hcrs um and in the past if we had a contracted one uh contract on somebody from HRS we couldn't put that um organizing that meeting that school to home coordination we couldn't put that on their plate their job was strictly to work with students that's how we were built that's how they were built but now that our clinicians are are here that kind of coordinated service plan and we recognize the amount of work it is we can split that we can say hey Julia do you mind coordinating this one I'll coordinate

067this one um so in that sense it's been a lot easier for me and uh and the student access to the clinicians has been way easier you know you could walk in at eight o'clock in the morning and say hey I want to give you a rundown the student I already talked to their parent you know they'd like to meet with you today and it's right there they look at their calendar and say sure 10 to 10 o'clock work yes it does so just those two things have been tremendously busier this year thanks you're welcome um so these flies are just in here for you to look and come back with us for any questions of anything glaring but like I said we've been really consistent um I just shared it with all the board

068members perfect and um our tuition works that we will continue to pay tuition ninth grade we're in ninth grade year right now so 10th 11th 12th and then that will be down you can see our books and supplies is up go ahead sorry can you just go back to tuition so let's see a 56 okay thank you you're welcome um our books and supplies and this this goes out to to the teacher saying like is there anything you know like when the science department needs a printer we need a printer and the ink cord is is a lot of a lot of money so this goes out to the teachers first and say hey this is what you asked for last year this is what you spent last year these are the numbers we were

069looking at for this year is there anything else you need um to go along the way but we're really hoping to Move Along by getting them what they need to follow to meet the goals of the Strategic plan um and this is kind of the bottom line it is a 3.5 increase right now so this is our you know kind of our working budget Ed won't have the numbers I believe he said till January um of what tax increases will look like and Colleen you're up to kind of um I think we've mentioned the one of the big differences um in the wages is that we had to put the positions in a line item and most of them fell into the elementary school but they there were at least two positions that will be

070shared across the Su but that's just the way it's built as K through six in the budget um wait did you just like start across the whole lesson um I guess I mean the case six and the 712. the k6 position that where it's at Windsor School the numbers were right outrageous it's um because of that the way it's built I'm not sure but I did want to say about what is shared across the Su where we are looking at more ways to work together and we're doing that right in Phillips in the school counselor position on one day a week here and anytime we can solve a plan whether it's a man or a person or where their needs are we work today work together to make sure we can help each other out

071for what students need and so starting with the sixth graders coming over for passion period we had a plan at the beginning we're now kind of backing up a little bit taking it a little bit slower but have a plan for a second semester so um this is just telling us how it's broken out but I would say the piece that really um stands out for me in this budget is the collaborative work that we do and the collaborative practices that we're doing with all the kids and that whether it's mental health or or trauma informed or conflict resolution we're always modeling the collaboration even if it's one student who's struggling we're modeling collaborating a team for them collaborating trusted adults for them if it's a whole class who wants to have a dance party

072we're collaborating together to just put that voice in there so I feel like collaboration is a huge piece of our budget in making sure like the pieces that Christine's bringing to our team and helping us with the walk-throughs and having more um staff doing walkthroughs of each other so we can look at that data and collaborate together the staff the the teachers are the ones who are giving us the ideas to help improve their structure I just feel like collaboration is our thread through this whole budget that's great I've got a I've got a question when you have a position like uh analytics position and she's employed by ABS but she also spends a day a week apparently no she doesn't have no Andrew McPhillips is okay when you have a position like Andrew McPhillips

073does he get reimbursed by the winter sport does anything else get reimbursed by Legends he's under ABS but he spends a day here and last year we had Jessica Vivian who was here but intimidated there right since it's all the same budget we didn't feel like we needed to like put it in a specific area right yeah it just seemed like it made more complicated make them like a 0.8 and then a point two in one position especially if at some point they do hire somebody yeah because both times when Jessica went over there one day a week or more he went up another day like Maureen went over there one day a week and then we switched out and Jessica went over there one day a week and Andrew coming over here one day

074a week they all Rose just from a need at the moment yes um I agree I mean I I get that um but I'm just thinking about how like when you say we have X many full-time positions and x 90.2 positions where it gets where that where the point twos are going and how it how it's accounted for not money going out or in but you know how how it's broken out yeah so we have not put together anything for me like that um as far as I know we didn't need to we certainly can look at it that way and anytime we go outside of District um we can do it like a buildback so I know like before we've shared somebody at one school they'll be paid so like for example like our

075art teacher for example could be paid through the Weathersfield school and then we reimburse them in point before you can do that when you're outside of the district um and that's a cat but I think what we're doing is we're just being really flexible our teachers are being flexible and we're just trying to fill up the needs with I don't want to say triage but it's a little bit like 300 and then if at some point some amazing counselor comes up they won't read it just yeah pull it back no yeah and I and again I I commend your collaborative nature I appreciate that um I simply I I think every year it's been how many were some point at least one point in the past but I think for several years in the past

076there is breakdown of how many ftes there were at each school and how many point ones and and whatnot and I just was wondering how that squared is when some people are spending time with each school I stopped doing it because it doesn't make sense of who we are now it's strengthening that we're in Minnesota not doing it thank you I understand that carry on I'm sorry I just got the clicker I have the clicker but I it should be the last person yeah I mean this was our it was Consciousness ideas things I have a question uh and it goes all the way back you don't have to um event to bring up any slides don't worry about it okay it was about uh uh that's where the people looking if you want to

077put it to the next slide they kind of a big idea um Jennifer you mentioned uh mountas got any mentors what is that is mentors they are a group of it's an organization that's housed here in the Windsor was it is it formerly Windsor campus again to change their name again okay good thank you bill yeah looking at the overall budget uh it it looks good the only concern that I have is the fact that uh you know taking a 32 percent jump in in energy cost um but I'm wondering you know why um looking at wondering if any uh Juniors or seniors in there might want to look at a Capstone at researching um bioheat as an option for like someone did for solar um for an option for the Windsor Schools and Albert

078Bridge modern wood heat is you know has significantly updated over the past 10 years um and it's a great cost stabilization feature that many schools St John's for is the latest one who's updated their heating system and went completely with wood um I think it's a great idea like if there were students who are interested in doing that is it wood pellets Bill no what pallets aren't really cost effective because they get in high demand but when you have a large building like the Windsor Schools in particular dried wood chips is a really economical and energy efficient use of wood for the most part it's waste wood and um when you use it um modern wood boilers now are gasification so 90 of the um uh smoke so to speak is um uh water vapor

079so it's not the old billowing wood furnace of old of toxin waste coming out of his top it's um modern first is actually burn oh man and there's actually um there actually is a Federal grant for that right now part of that's part of the infrastructure and there's a lot of there was a lot of grant money I don't in in Vermont I don't know if there still is but um just something for maybe a Capstone project or a for a student to kind of look into and I'd be willing to help great we will definitely volunteer you but students get to have their voice and choice first [Laughter] is that Rebecca go ahead Rebecca thank you um I I wanted to just comment on a couple of things I I appreciate it very much

080um the road map that was presented today um the 30-foot View and then drinking it down um I also appreciated very much that this plan um is a plan that the community um was involved in creating because it was connected to the Strategic plan and that was really made extremely clear um and um and and so um I think that many community members hopefully will remember um their part in in bringing this to fruition um and so I wanted to thank the the presentation was I thought um informative um presented in a way that um most people could understand it and so um kudos um one of the questions I had and I and I know that um there was a little bit of talk some time ago was um looking at potentially a plan

081to um work with maybe some of our students to um Mentor them around um uh becoming um either paraprofessionals or or working to try and create that sort of of a of opportunity for some of our seniors and I'm wondering if if any anything can come out of that this year and um if not boom yeah I uh one of the things Rebecca I think to understand I believe looking at certain contract language a lot of the to make that happen um I think a lot of that would have to be included in the next round of of contract negotiations if we're going to offer some sort of incentive for Windsor High School um students or you know District students I'm more interested in just focusing on Windsor high school students that's why when I

082first brought it up I brought it up in in terms of this school board um I I think we really need to to have a group and to talk about how to make that possible within the existing contract or have to wait until we move forward with the next rounds of contract negotiations um to include that and that and yeah I I think that's something to consider I think sorry I didn't mean I thought you were done I was and sometimes I need a kick to stop talking well I don't mind doing that um I think these patients are going to start organically right now at the high school because like um I had said with Rob coming forward and saying this isn't working and we need to do something and we don't need to

083recreate the tech center we don't need to offer what they have we don't need to um recreate like a special ad we need like we need a something different something that's going to build student engagement for our students who are quite real on the fact of like I'm gonna go graduate high school that's all I need and then I'm going to work with my dad um this is the job that I'm gonna have how do we still keep them engaged in school and the teachers Roger kind of that first jump help me design this how can we do this well can we please do this um and everyone else is kind of jumping on board saying hey I think this is something we consider a math and science next year we just started talking about

084what this can look like because we already have to start building next year's master schedule in January what can this look like and I had already said to Christine and Colleen can people live in Two Worlds can they teach Traditional High School classes you know two to three and then kind of come on to this alternate pathway which would be an opt-in um and it's also Chris rivets action research this year he's in the action research stage and he's researching one that this could look like could look like in our building while still meeting Vermont state requirements so I'm hoping maybe I can help you kind of move that next contract piece of Law and we'll have a lot of it ironed out before we even get there but I think the other piece about

085offering as Rebecca said something to students this year who might be interested in I don't think we even have to be looking at contract language to do the piece of introducing anticipated openings a mock interview letting kids know what's coming up next year kind of a first round of an informal interview of what this might look like if this were something you were interested in those things we can do as positions open and encourage that with our team here at school I I think that would be wonderful Colleen I I and I because I don't know how many um credits uh paraprofessional um would require in order to to be in the school but you know that many of you students graduate um and if they put into the school as a para um and

086they need several credits they may even be um um credits that they can take over the summer time and just be available to you you know come September I I don't know exactly what it is but I I understand um that there is a new program that uh um um that um that the state is offering I'll find out more about it and I'll get you the information but I think they were like offering 3 500 to students that are that are graduating and and you may you may have some some students if you can prepare them and let them know you have you potentially can have a job come September um something that Katie hearn's been talking about because we also the sooner we have people in positions of support staff or roles that

087we are looking to fill next year there's there's trainings that go along with that that we want to have have them to have um but also the when we talk about the voice and the um the initiative for students to have what they want and everyone can be a leader we are also really working very hard at getting our support staff who want to have advanced degrees and go back to school and supporting that as well so we want to do that for any new hires as well even if they're recent graduates and and the state support is that as well the state's got you know new new initiatives where if you are a support staff member you can actually go as far as you want to um and with state tuition we have a

088pretty amazing track record for hiring alum ni so we are very lucky does anybody else have any questions about the budget um would you mind taking like stop sharing so we can try to see everybody's computers done uh thank you all that that represents a lot of a lot of hard work and uh and a lot of them I mean we get to do the public part but Ed and Larry are like publicly thank you to Ed Connors for supporting us to help us put it together every next one he does an amazing job well I think I love the way that you that you uh foreign good thank you I see you growing okay does anybody else have any questions about uh the budget nope okay I'm going to skip the board resolution for

089now down to the to student representation um uh this is uh partly about an application that we have received for a student board member that's one thing and I don't know is that student on here I'm here um you are here good so we need to talk about how you know what um what the deadline is for applications and uh whether we can interview with Hudson um to be on our board and sit at our table and the second thing is that uh I haven't been it was some it wasn't here last month [Music] um at the front School Board Association meeting in October um I had a realization that really um we need to have a student rep on our board um as a member of our board but we also as board members

090ought to consider going to where the students are and seeking their employer it can be really intimidating for our students to come before a board we have Hudson who's you know um who feels comfortable doing it but everybody does and I would really love for us to consider um in turns going into the school and seeking input from students [Applause] on a regular basis no so we have a lot of options that we can actually talk about I personally would I Christine and I Colleen what the factors is go down and have lunch with the kids yeah right right um great so you learn a lot in the lunchroom yes it just kind of open up um but we also have a lot of student leadership groups which would be nice if we could set

091up a schedule so you can see on the athletic Leadership Council you can see later in me uh leadership team you can see the student council um I'd love to help you set up a schedule to do that that would be great um I I uh I have to say that my the trip that God's honest truth is that starting January 4th I really am only available on Mondays but whatever Monday's okay remember I see your hand um [Music] there's a lot of feedback I think coming from Hudson um uh one of the things that I recall when um when you and I visited the students um was that they were invited to come to the school board and that um we were not only inviting those in leadership positions but we wanted to make

092sure that all students had voice and so when um we put together the list of um those repre those groups that um can be represented um I'm just wondering how we can brainstorm to make sure that um they're not the only voices that we're hearing um at the school board meetings I think the lunch room is is the key to that and I also think coming here that what I hate most about my life is that it's over scheduled right my kids are over scheduled I'm over scheduled Hudson's at a game of some sort right now but this is important to him so he's logging in and I try to alleviate adult stresses from Ken and I don't want them to be over scheduled um and feel like oh my God now I have to

093get to this board meeting just to be heard so I love the idea of coming in and having lunch right right so and they expressed that when um student council and meetings as I can and they when we talked about it they they asked what does it mean and um I said well it's a board meeting every month it's a couple hours minimum you can come in remotely you don't have to be in person and they just the sense that you get from them is they are overwhelmed with all the things and um so I love the idea of going to the school meaning where they're at it's a great idea um yes yes I was just going to throw in there that I think and you would kind of brought this up initially but

094I think it really does reduce the perceived power distance yeah right right going to see where students are and assuming them like you know just being around chatting with them I mean it's a lot less for one thing you know it's just lunch so it's not like they have something else being thrown under schedule but it's also a lot less pressure than you know yeah this can be yeah that's the whole idea right yeah yeah it's meeting them in their space I always call it home field events here yeah for real and once you build relationships with them they're going to tell you everything oh yeah Rebecca [Laughter] I think um and and I agree with everything said um but I also feel that um we we we want to um we want to stretch

095them and that we want to show them that yeah you're um you're going to um have to look at your schedule and and and I I know that um that's easy for me to say but but their schedule is is is pretty packed but um that and and look at your schedule and say you know can I take you know one day of one one day it doesn't because they don't ever have to come back again but one day of the year um to come before my school board um in my community to share one day one hour um we we can create a situation that it's a win-win not only for them but for us but I think we want to give them the opportunity to be stretched so that and prepare them to

096be able to um be in situations that can be um a bit stressful but that um one they can overcome and and also um their voice um can be heard so but I agree meeting them where they at um I I'm a MSW so you know the theme was always meeting the person where they're at but I think and so we we do want to I feel we want to stretch them a little bit and I don't think to ask them one day one out of the year um is as asking a lot I think it's an equity issue like there's a lot of people who like I don't want to show my house on camera right so I can't come in remote I don't want my house background noise on your camera so it's

097in I don't I don't want to come in remote I can't get a ride there at night or I have to work at night or I have to babysit at night I think coming and seeing them just evens the playing field well I think we you know we're taking a several problem approach by going into this school and talking with students they may feel more comfortable because approaching us anyway if they they want to and we'll have a student rep on the board and uh you know we'll we'll have it all yeah I think the equity framework and I appreciate you brought that up because that I agree with what you're saying Rebecca and I also think that coming into school is important and having both of those doors open is really important because then

098students you're right you know students work students might not want to show their home environment to you know had be recorded in a public meeting that's all completely understandable um but if you have those multiple opportunities for engagement available and you are leveling the playing field right yeah and I I what I think too and what I suspect is that if members of this board become a little bit more familiar in those student settings in that kind of home field and students are able to have some of the conversations about like well what is the board what do you talk about what kind of decisions are you making it I think it demystifies it a little bit and then some students who maybe maybe do have the you know are able to make it to

099these meetings uh and might have some interest but I don't really understand what it is you could open that door a little bit more too yeah yeah so yeah I think it's all it can all kind of work together I think all these various ideas sort of buoy each other so I think it's a great conversation love to take part um yes Hudson I really think that having this student rep will bridge the gap in having that leeway of communication between students of the board and they can kind of view US view a student rep is kind of a way to hear their voices even if they are not comfortable presenting those their input to the board directly absolutely yeah absolutely and so that brings us to the other part of the student representation which

100is um uh what is the deadline for applying to the board is there a deadline well it's been out for a while and we've had one application yep um I think we can still post I mean talk to the kids about it if you want more reps um what part of United stuff too but we have one person that's very interested and I don't think we should delay much longer and well if we delayed longer than we'd be interviewing him in January which isn't really fair it's right so yeah and it's been out there I mean applications have gone out the kids know about it so uh so what do we want to do do we raise your hand board members if you can stay for a few minutes uh to have an executive session

101this evening where we interview our our one candidate okay Bill you cannot you can you cannot yes you can't bill can you say for a minute or not I don't know Elizabeth yes are you able to send me an invite so I can dial in I am not but right now I'll send it to him okay thank you so much Mr shamp that I really appreciate that yep okay so we will interview you at the end of this meeting Hudson is that all right thank you yeah I think that's great okay but yeah so yeah uh okay and uh student teacher blind feedback on high school culture it's the next that was also about student voice but I wondered whether um whether we could have a survey sent out about that culture in the high

102school I think if we were I think we're a little bit surveyed out right now um but I think if we were transparent of what we're going to use it for right because we just did the panorama the kids are forever I just got one today running from another kid are forever sending out surveys everything for their Capstone project we wanted you to get it why and we want to get that group together um that's about culture too yeah and that's about culture and then we want to put together our student group I think it might be a little Overkill right now to do one more yeah I totally hear that I'm scared did you have a survey tool in mind that you were looking at so it does sound like a lot of the

103kind of culture questions get addressed maybe not all in one place but sort of piecemeal and they're getting to why I'm now I'm calling it why that's not what it's called the youth risk behavior chair refocuses yeah and that should be out in January but it does it doesn't take out two years I would almost like to see um like during midterm week based on like an individual I am how is this well I get the luxury of talking to people a lot and one-on-one and getting feedback and I hear a lot of this place feels really good this classroom feels really good or this one doesn't feel really good I don't want to be interested in a survey that's um teachers could use right so now it feels like there's some ownership over it

104there's some teacher can give it at the midterm of their class and get the feedback about their culture in their classroom and I think we did a nice job modeling that of sending out Anonymous staff service about how we do now we're asking you to do the same at the midpoint send out to your students about the culture in your classroom but if you're learning fast maybe and then we have a something specific that a teacher can have from the students that they don't even need to show it to us they don't even need to show us the answers just tell us one goal they got out of that survey that might feel more useful than another okay broad survey that's just we're just into a lot of surveys yeah yeah we survey we're giving

105give us feedback survey we're asking teachers to do walk-throughs and kind of give feedback to each other so there's at least four going on right now yeah let's focus on that uh Rebecca I see your hand um I I'm just wondering uh because um I know that most of the uh uh [Music] um most of what's going on in the in the schools are basically presented by the administrators um and I I I think that it would not be um I'm wondering if the board on some level can just get a flavor of um some of the feedback that is coming back from the teachers and the students um in in some way I don't know how that would happen but it would it would you know we we don't really get to hear much

106from the teachers um or from uh the students um we're now going to have a student rep which is great um um and um you know even when we go into the schools to visit we we hear from you know the students in the classrooms and so I'm just wondering if there is a way for the board to hear um to find out what some of that feedback from the teachers and the students are that um that Administration is receiving uh I don't know if you could ever take it a day or a half a day but I feel strongly that everyone should Shadow a student for a day I I would I would yeah genuine idea yeah and you'll get um you'll get the Panorama data you'll get the MRI that's the measured results

107assessment data um I know our goal is um lead Learners is to sh is to somehow um really dive into the and we started this at our last principal meeting looking at the data from staff about how we're doing as leaders and um sharing that back out in some way with staff and setting an action based on the data so I don't think it's I mean we're not hiding anything we're all work in progress so um I think that's we can figure that out we're better to share that information thanks Christine yeah you're welcome it's important it's good modeling yeah it really is good modeling so um so the model School Board resolution uh I would like to wait to talk about it when Amy is here because she had some strong feelings about it

108um would everybody else be all right with that okay then [Music] he doesn't have any items for Action do we no no you'll come back next month with the budget we'll have to take action next month on that yep so our next agenda will include that model School Board resolution okay and uh speaking of getting to yes maybe I think since it'll be January the yrbs survey should be out um so maybe we can have somebody come and through that with us okay um and because I think if the kids get a look at that survey data with the representative with my month from map yeah they they'll be trained and to yes to look at a group of students where it is as hard to get students to do it as it is to

109get them to do the board um so I've kind of targeted a couple who and offered them a Health Credit you can get your health care right through this way you can get a community service I'm looking at what they need and then so I have about three buddy right now but ideally with like six how long what is that process what's the timeline I'm just wondering it would be great maybe tap into those students that are looking at the results as well what's the timeline for that training I mean ideally would have would give them six names by the 16th this Friday and then they're going to look at it and then review it and come up with a plan based on the data yeah and that'll take a while to walk that'll take

110a while yes Rebecca it um if if Hudson um um could he be part of something like that be especially um since he would if he's elected to be part of the board but can he be part of something like that I mean he can but he you know he's one of the leaders of leader of me he's a student council then he'd be on the board and we're looking the the recommendation for the getting to wise this students who are part of the problems are part of the solutions so that makes I'm trying to say this nicely on a public meeting uh that's getting to yes getting to yep beginning to why sorry but if that report is out before the next um meeting I can bring in the The Wire the yrbs yeah

111yeah we have our meeting tomorrow don't we we have a monthly meeting with um so the do you think we could have somebody regardless come and talk to us about getting to Hawaii yes which is different from yrbs yeah yes so if we have yrbs the yrbs is out yeah let's have that too okay but regardless got it do I that would be great yeah um fancy and the budget and the that's four things that's enough doubtless something else will come up there's always something yeah um and maybe we should add something to our agenda reporting out what we've learned from the students okay um and so between now and next meeting I will be I will send emails out to everybody seeing what people's availability is to um coming to the school and talk

112to the students of course there isn't that much time between now and our next meeting did you say um what you've learned from the students from the schedule you're we're going to create yeah okay okay our concerts here this week our elementary concerts tomorrow our High School concerts the next day Matt maker had a granddaughter and Julia Moore had a daughter he was right there 12th night middle school performance of 12 tonight on the 20th 20th thank you the high school players are good test two concerts yes and that's the other thing there's one more thank you at the same time that's the other concurrent opportunity okay but you have the one o'clock in the afternoon uh okay okay [Music] oh I know it is the name of the student who's going to be part

113of Riley She's going tomorrow I know Amanda Riley oh so exciting yep so I just wanted to say her name one more time um I'll be there tomorrow great okay um are there any objections to my um ending the meeting now at 8 20. are we we're doing the first session sorry are there any objections to mine going and having us go into the executive session hearing nothing uh Rebecca how do you vote hi and Bill how do you vote all right Nancy how do you vote Davis how do you vote aye and I am an I so I will start the recording okay