SU Board Meeting - January 24th, 2022

001so we are calling our meeting to order at 6 45 and one change to our agenda is that we will be hearing from is it leader in me people yeah we'll have our leader in me presentation before the superintendent's report if that's okay with everyone um are there any other changes or auditions david or angie or jen or colleen or larry no okay that's great so i will take a motion to approve the minutes from december 13th and i see colleen spence's hand is raised is there a second someone could just say hi it's me gonna state your name and uh i second it scott okay thank you scott okay are there any um comments changes clarifications that are needed in the minutes from december 13th hearing none all those in favor of the minutes

002i am going to go down my list of board members starting with bill hi anne-marie no colleen i davis hi mark i nancy i rebecca i scott hi and amy is i so our minutes have been approved thank you next up we have leader and me presentation or no i'm sorry i'm sorry oh oh my gosh i'm so sorry uh we have public participation on items not related to the agenda i was excited for the leader in me presentation so public participation and or announcements by board members colleen deschamps i was wondering if i could mention our finalists from our high school science fair yes that is so exciting i would love to do that um in our junior class we had three categories in physical science our top three winners were third place brennan

003jackson second place jade martins and first place liam atwood in our category of psychology we had uh third place natalie strout second place alexina peckinpah and first place hollis wilson with an honorable mention for skyler thibodeaux in our behavioral science category we had third place rain lockwood second place brianna beeland and first place parley birkeland and i do not have the sharing privileges but i will get those to dr baker or lori so that people can see what the titles of their projects were ah that is so exciting um one question for you colleen so are all of the people who placed they're going to state correct they are all invited to go to the state science fair that is correct that is excellent and i just want to let people know that in the

004past windsor has had an incredible experience at the state science fair we have won [Music] medals we have one scholarships we've won grants we've won just different prizes and opportunities to go to other science fairs or other different types of competitions and at least in the past the only other school that had a better a larger representation was a a school up in chittenden county called south burlington which is just a little bit bigger than we are so um congratulations and best of luck to our science people yes and we do have all of their professional science posters displayed in the science wing of the high school are past winners who went to the world state science fairs as well as all of our current science fair winners i also just wanted to mention quickly

005that 28 out of our 49 seniors presented their capstone presentations from semester one last week and we were very um thankful to have some of our administrators and principals community members staff members be a part of the panelists for that as well as for science fair and some of our community members and this year we had 16 juniors as panelists for the senior capstones and um i'd like to just say thank you to um our senior advisors mr mulloy ms aileward and ms verial and our junior advisors for science fair ms engwall mr rivet and mr baichi thank you great thank you [Music] are there any other announcements or public participation okay hearing none um i believe now we have our presentation for leader in me yay so i'm going to uh take this opportunity

006to introduce you to dana jean stewart and barb lintner they are the team from franklin covey that's working with us to realize our leader in me dreams and i'll turn it over to you guys right now thank you thank you so much angie and colleen congratulations that's such exciting news for all of you in windsor school it's fantastic um indicate too of course all right so let me um just open up this presentation here are you able to have i have the share button dana jean i do there it is it's working yeah i had it here thank you all right so if i am doing this i'm so used to zoom if i'm doing this i just can't see anyone i'm just seeing the presentation but i'm assuming you can see me yes we

007can okay perfect all right very good um so as angie said i just want to do a very brief introduction um and dana jean stewart i'm a client partner for franklin covey education throughout all six new england states so i work with all pre-k 212 schools throughout new england to provide them with a variety of franklin covey solutions to help support their schools and districts families communities and really just be there to support their goals and needs and mission and vision so leader in me is one of our solutions and before i dive into too much i'll just pass it over to barb thank you dana jean good evening everyone i have some feedback so i apologize for that um i just want to congratulate the high school students on their state science fair um

008that's wonderful news congratulations to uh colleen and kate and to all those students um i'm barb littner i'm a coach with franklin covey and i work with nine different states mostly the new england area starting from pennsylvania new york all the way up and um i was a former classroom teacher an earlier education teacher and i came out of the classroom in 2016 to do this work i could work with 30 students and their families every year or i could work with hundreds of thousands of students with the schools and the staff and the admin teams that i work with so that is my why i hope to uh you know convey that as we go through our presentation tonight thank you thanks barb uh so what we are going to do is take this

009time to just talk through the leader in me process and help you understand um more so the the framework to the model how this is aligning with wscsu's uh goals strategic plan portrait of a graduate um and then um just be able to align you know really align the model to all that you're trying to accomplish as a district we'll then of course leave room at the end for any questions that you might have um so without further ado i'll uh jump into um just again a very high level description of what leader in me is so uh leader in me is um really focused on driving measurable results around these three areas of leadership culture and academics and you can see from this diagram that the three areas are woven together because we believe

010that all three areas are equally as important and um you know it should equally be a focus um uh to really build up a school um you know in many different ways so the idea of again with leader and me is also working with a student from again the pre-k through the 12th grade while they go you know before they are when they graduate to build the skills necessary to be able to not only thrive through their pre-k to 12 experience but also thrive throughout life and their career choices their college courses you know whatever path they decide to take so we are equipping them with the skills necessary to succeed in life in general um and within these three areas we bring in three different content areas of uh franklin covey the foundation of

011the model being the seven habits of highly effective people and we use that content in the very beginning of the process and we start with the staff and helping them understand what the seven habits are in ways that they can model the seven habits with their students and across the staff in general so the seven habits really work to align with the leadership skill building and also creating a common language across all levels um across the district across the schools and then bringing the language of the seven habits home um and having the families understand what the seven habits are we also bring in the speed of trust and the speed of trust content really helps to build the culture of the school really helps to build trust across the staff across the district and

012the individual school buildings um across the teachers and the students in the classroom um and so there's there's many different ways as we know where trust is so key and so important to the success of everything that we do um so we bring that in to support the culture and then with academics uh we use the speed of trust to really make sure that the students are feeling empowered to lead their own learning and that's where that trust relationship between the teacher and the student is so critical um along the lines of academics we have the four disciplines of execution um and this is the um kind of the goal setting aspect of our model so we're not just explaining that goals are important which we know in so many different ways but we're helping

013kids starting at a very young age understand um how to actually what needs to be done to get to a goal what do you need to do to reach a goal what are the lead measures that need to be put into place so there's a lot of things that go into achieving a goal and having a student set both personal and academic goals and seeing them meet those goals and get there is a real accomplishment uh and really teaches them a lot of skills around accountability and responsibility so um throughout the process it's typically a three-year implementation we started working with the district uh in july to to set a foundation of you know what we wanted to accomplish which we'll get into that alignment in a little bit but that's the general idea of

014this model in the areas that we focus on with a three-year implementation process so this is franklin education's fragment coffee education's student leadership portrait which really portrays the idea of the different skills that we're developing throughout that pre-k to 12 experience so we start with um leading self the personal effectiveness the blue area of the diagram and in order to get to a point where you have the ability to lead others we do first need to focus on ourself so we're developing strength to be able to have you know students set themselves up to become much more independent and understand the idea of self-regulation um you know ideas around ways you know they can build up their personal effectiveness or what we refer to in the seven habits for those who know it their private

015victory so we're really thinking about prioritization um you know time management skills um you know what it means to set a goal what it means to set a mission for yourself and and continue to live that that mission every single day so really having that vision of what one wants to accomplish um and then you know just understanding too that this diagram really portrays the importance of developing the whole person um and so that's what that center diagram represents is we refer to it as habit number seven or sharpening the saw that while we're focusing on ourself and developing skills to allow them to lead others it's always important that we're creating balance in order to be effective and focusing on our body our mind our heart and our spirit um so the the skills

016around leading others and really getting into that interpersonal effectiveness i know a lot of this shows up not only in portrait of a graduate but also some of the goals set in your um strategic plan um you know collaboration and communication understanding the importance of listening skills building understanding um you know empathy and how those listening skills and and communication skills really help with empathy and then there's all the the leadership skills and that's where we bring in the idea of how trust really helps develop relationships and really allows you to model as a leader in sharing purpose and empowering potential so all of these skills and ideas are brought in by some of the content i just showed you in the previous slide and we do believe that when a student goes through the

017leader in me process throughout their pre-k to 12 experience they are going to graduate with all of these skills and be a more interpersonal effective interdependent individual so this slide breaks down um the seven habits and the competencies and character traits that come with the different habits for those of you that aren't um very uh aware of the seven habits of highly effective people this breaks it down in a really nice way and again brings in some of those traits and character qualities that you're looking to achieve within a portrait of a graduate um so habits one to three that's again focusing on leading yourself um that's where we focus on the idea of um being proactive really setting a goal and understanding you know what you're setting out to do in a given week

018in a given month in a given year or five years from now um prioritization putting first things first so again competencies we think we're talking about goal setting we're talking about time management organization all the things that we really need to make sure that we are managing before we can start to really be a model and lead others so character traits you know responsibility taking initiative having vision so going back to beginning with the end in mind and then integrity um i know integrity is one of the character traits in the portrait of a graduate and so that really shows up in habits one through three where they really learn um you know how to build integrity in themselves moving to habits four to six is where you do start to build those skills to

019allow you to be more interdependent and collaborate and communicate with others um so we're thinking about uh think win win um we're thinking about listening skills synergizing um you know think win-win is all about mutual benefit um so that leads to the ability to understand how to be a more empathetic person and i know again empathy is um something that you want these students to graduate understanding so listening skills teamwork problem solving conflict management uh critical thinking all of those important skills that you're looking to achieve um and then when you think about the character that those habits are building you know we're looking for students to really understand valuing diversity and respect and honesty um so so again we're looking at the whole person developing the whole person when i showed you the center

020of that student leadership portrait um that goes back to the habit seven uh in creating that balance and thinking about the social emotional and mental health of a student um in addition to all these other competencies and character traits so so important for not only our students but our staff to be in a place where they are um you know their mental health is um you know being supported and every day they're walking away with some social emotional learning which is so so important um right now we know it's been forever but right now it's really very much needed so i like this slide because i do think it speaks to a lot of what the district is trying to accomplish and build up in all of their students before they graduate so i just

021want to dive into mental health a little bit more because i know that's another important part to your um strategic plan and portrait of a graduate um so this is a kind of a foundation that comes from the canadian comprehensive school health it's a framework they developed with these four pillars and we think that this foundation aligns really nicely with leader and me and creates a really strong foundation to support mental health the leader in me is a model um that really does show up in so many different things that the the school um the staff the community the families are all already doing um pillar number one um with social and physical environment um you know leader and me uses leadership practices to build a feeling of community establish a common vision um establish

022a common language through the seven habits and really focus on building trust amongst all levels within a building in a district and so all the activities that are happening and that students are encouraged to do within this model really support um the social and physical environment and i'll get to that uh of the physical environment after after this slide so pillar 2 is all about teaching and learning and so when we're talking about leader in me we're integrating social emotional learning school-wide but not only in the classrooms and in the school but also bringing it home to the families and the community and families and community are always brought into this model um we're bringing families um you know we're teaching families about the seven habits and how they can be used at home in

023the very first year um when this model is implemented and we know the importance of connecting families to schools and how families can really help strengthen a school building so as students are learning social emotional skills they're then applying these skills within a school setting through various opportunities and leadership roles with you know public speaking we encourage service learning again really giving back and getting involved in the community um they're using it for their goal achievement uh they're becoming involved in schools um you know with different leadership roles and responsibilities and just really taking time to apply all that they're learning not only again through school-wide activities but also activities in the community so pillar three um partnerships and services uh and this really goes to the idea that as a model um leader and

024me is creating systems uh and processes to help strengthen everything that's happening in a school so we're doing this in ways to support partnerships that are already being created partnerships and communities that we haven't yet created and we know will help strengthen our schools and just reaching out to the larger community and and bringing everyone together um so in in supporting each other in in various different ways and then when we talk about pillar number four in a healthy school policy uh leader and me it's very much a whole school improvement model um and we're we're focused on starting with the adults it's a very much an inside out approach and so when we begin the training which we did in august we first trained staff on the seven habits and they went through that

025foundation um to understand what they are and practice the seven habits amongst themselves to be able to then learn how to model those behaviors for their students so we can't really make a profound impact if we're not first practicing those behaviors um and really understanding them ourselves so um that's the idea of the approach is the adults we create the foundation the adults model the behavior and support the school in so many different ways socially emotionally academically and then we continue to work with the schools to create systems and strengthen systems um and continue to build these uh skills that i refer to as you know personal and interpersonal uh leadership skills so the model becomes a very ubiquitous approach and does end up showing up um in everything that's happening in the school so

026uh in terms of the staff being equipped to model the behavior for each other and their students and their families we're starting that on day one we're providing a curriculum to be able to for the staff to provide direct teach lessons which all are scaffolded and come with a scope and sequence and each lesson is unique throughout a child's pre-k to 12 experience um i mentioned the physical environment and that's a really important part and where we're looking to make sure that a school is um a warm safe and welcoming place for every student to walk into every day so it is something when we think about that area of culture it is something that we focus on when we start implementing the model around culture we want the physical environment to be a focus

027we want the environment to be colorful and lively and inspirational we want students to feel engaged we want them to come to school um so that's a really important aspect of the implementation process um and then with curriculum instruction it shows up in absolutely every subject um any type of teaching that happens because leader and me and the seven habits can be applied to a gym lesson the seven habits can be applied to a history lesson um you know and as the implementation process moves and continues uh and strengthens we're using that language and everything we're teaching our kids you know think when when um be proactive it becomes part of all that we're doing so we are aligning ourselves to traditions that are already happening at the school we're aligning ourselves to initiatives that

028are already happening at the school this isn't uh meant to take you know away from anything that's happening this is actually looked at as an operating system for the school and it's looked as a model to really strengthen everything that's already happening and everything in place and what's unique too is that the four schools that are implementing this model can all look different this is not an out of the box program and it's really meant to align to what each of the individual school buildings are trying to achieve and that is what barb is helping these school leaders to do so i'm going to pass this over to barb and she's going to continue explaining the alignment of this model to the district thank you dana jean so think of um think of leader in

029me and how it aligns with everything that you're already doing is some of the things are noted on the slide many schools are dealing with this pbis social emotional learning restorative practices mental health attendance parent engagement and what we want you to think about leader me is it's the mortar that holds it together these are all multi-initiative schools are you know in process and we want you to think of leader me as the mortar that holds it together if you would go to the next slide that's based on a foundational practice that we have which is the seed you get and it's based on the the the idea that the way we see the world our paradigms really affect what we do which gets us results and so if we want to have an impact

030or we want to change the results we're getting we need to go back to our paradigm because the paradigms really do direct what we do and it's really the way that we see the world not necessarily as reality is and so this is one of our foundational models that we build this framework around if you could go to the next slide so this is the leader in me framework and i hope you can see some of the finer detail as you can see the c do get it's based off of that and these are our five core paradigms everyone can be a leader everyone has genius change starts with me educators empower students to lead their own learning and educators and families partner to develop the whole person so if we truly see these paradigms

031and we do these effective practices in leadership that's seven habits and core paradigms teaching the adults in the building that's our families and community as well or we're teaching the students and we build and create a culture of leadership looking at the physical as well as the social emotional leadership environment and we share leadership with our students so that we engage their voice and we create opportunities for them to practice those seven habit skills or pbis or any of our sel skills that we're asking them to demonstrate to to bring in and and and have that inside out approach we're creating that environment then we're layering on that academics piece which is the goal setting where we truly will empower students to lead their own learning it will no longer be my data but their

032data and the the process of the four disciplines of execution is one that it's not only we're setting goals we're tracking goals and we're getting success and we have accountability around it very simple approach but it's to get results and for the students to be able to experience that so there's a game on switch that they're engaged in truly their learning and with that we then create empowered learners as we go deeper into our instructional practices in our classroom we we have the leadership portfolios where they're able to have conversations with other adults in the building and their parents in student-led conferences and we look at our instructional practices to say how can we further empower students to lead their own learning to engage them and lead their own learning and so if we do

033those highly effective practices which i just went through that's a three to five year process that a a school or a district is undertaking then we are going to get results in leadership culture and academics and all of leader in me is designed to get results we must get results we must get results in our school we must get results in our district we must get results around our family and community partners with our staff and with our students so this framework and and dana gene mentioned it earlier it's an it's like an operating system where we align the things that we're already doing and we're going to be able to do them then through the lens of leader in me so that we truly do get results that we have highly effective students and

034adults who are leaders in their school and in their community that we create that high trust culture that everybody's voice is heard and affirmed right the leader in me as a process is summed up in one quote from dr stephen covey leadership is communicating worth and potential so clearly you are inspired to see it in yourself you the staff member you the student and you the family and parent that's connected to the school community and that goes out into the wider community this is what business leaders parents schools have demanded and want to see their students graduate much like your your portrait of a graduate right and if we engage students who are truly looking and equip them to achieve to lead their own learning it starts back here at the paradigms and that's why

035we bring it first as the seven habits to the adults and we look to shift some of these paradigms about how truly we do see everyone can be a leader not just a few students not just a few teachers but everyone in the building can be a leader everyone has genius if we truly see that we'll behave like they have genius and we're going to get the results that they have genius and so change does begin with us if you want to go to the next line how do we measure this how do we measure that we're getting the results so this is a 360 survey it's called the mra the measurable results assessment it's it's fourth grade students and above families and staff and we do this as a baseline and then we do

036it toward the end of our school year usually in april early may so that we truly see what what do the you know staff students and families think what are their thoughts and feelings through the survey if you go to the next slide what the mra truly is measuring is these areas highlighted in red green and blue now each of the four schools have their specific mra targets what they're targeting to get a result this year the district has targeted staff social emotional teaching readiness supportive school environment and teaching efficacy this is where it starts as our baseline we need to have the staff so that we can have the staff model and work with the students and the wider family involvement so if we go to the next slide so this summer we did

037an alignment we looked at what are the the main district initiatives and what are their goals and purposes and then how do they align with the framework that i just shared with you and the seven habits and you can see what the results were barb will you be sharing the is it possible to share the slideshow so that then i can put it with reporting thank you yes i think dana jean already shared that with you thank you so when we share this with our staff staff realizes this isn't just one more thing this is the way that we can get results in the things that matter most to us that's the purpose of leader in me it's leadership communicating worth and potential inspiring others to see their in themselves but it's also to get

038results if you want to go to the next slide with that this might be a good time to do some questions rebecca your hand is raised thank you um i i wanted to thank you for the presentation because now i'm i think i'm really getting it i've been hearing a lot about it but now i think i'm i'm getting it i i and i did like why that you presented barbara um with the mortar um because i i kept on hearing of so many programs that the school has but seeing it with the mortar just really helped me ah okay um so i i i thought the the slides were really um excellent um uh and dana jean i just wanted to comment because you you made a point to speak to physical environment and

039um i recently did a tour of um the school and you're so right um as i'm walking around in the school it felt welcoming it felt warm and you can see wanting to be there and be a student be it staff be it administrator whatever and and and you're right it's it's it's like that um sort of foundation that's needed to make you even feel okay i'm here and all right i feel good about being here now let me move in the those other directions i need to move in so i i did want to thank you very much i did have a question though and and my question was um you spoke to a three-year period three to five years and what i was wondering is um will you be able to uh at

040the end for instance of a year be able to present outcomes from what you have been doing i i to me it would be like a celebration it would be saying okay folks this is where we started and this is where we are we still have you know um we still have places you know um to go but this is where we're at and to me it sounds like a celebration and kind of like a um all right you know we did all this okay let's let's move on now so that's my question will you be able to do that at a certain period um as opposed to at the end of your stretch there dana gene i can address that too yeah that's fine i'm just shaking my head because my oh yeah yeah

041so um rebecca i shared that mra survey which is a very detailed um survey that really gets a snapshot of how we're feeling as a staff the students and the parent community and we take a baseline of that which we have um and then when we begin to implement the process and each year that we do the process we retake that in the spring so we do the baseline once and then as we're implementing this and it's going to be organic some of us are starting at different places some of us are going to go deeper in culture some will go deeper dive in leadership we do leadership and culture first that's the first thing that we implement not that we're not working on academics but we feel it's just too much to focus on

042for our building because we're really transforming culture um we're taking what you already do and we're doing it through the lens of leadership that we can all be leaders staff students families parents and and that takes time and so think of it as you know we plug this big nice crock pot in and it's plugged in and then each school will be doing in the sprinkle of their ingredients to make that meld into something really beautiful and it's going to look different in each of the buildings but what will be common is the language that you'll hear the the sense of um belonging that happens for not just staff members you're going to see the students begin to truly run the school because we're going to be engaging them in leadership roles that are not

043just in the classroom but also school-wide and you could go to a school that um you're one of your buildings in their third or fourth year and you would walk in and the students would be pretty much doing most of the events that happen at the school the back to school night would be run by them and so what we're doing is we're creating this um culture of you know giving them the skills and and the habits and the practices of the habits a common language and then giving them an opportunity to put those into practice so they in a they apply they interview for jobs the students first we teach into that but those roles then become the students will be interviewing the the next group of students they'll be teaching those students the

044roles um of what to do in that position and what are we doing we're creating an environment where you know a sixth grader knows what it's like to apply for a job and why is that important and why would they be good and and they're they're beginning to see that hey people here see my passion they see my genius and uh when they you know when they come out of high school they're demanding leadership they're prepared for leadership so those are you know how we how each school addresses that is very unique to the school and the culture of the school what's already in place but that mra survey tells us a lot of data points and it's measuring what we're really assessing what we're doing in our building and then we set new targets

045for the next year based on the data so if we're really high and hitting great with staff but we see that parents need to be connected or students still feel they need to have a greater sense of leadership that becomes our new target and then we do everything right seed you get that becomes the the result we want to get this year what do we need to do to get that result and what is our paradigm that's going to guide us because then we set that emotion and i as the coach repeatedly meet throughout the the year with the teams both action planning and supporting the teams but also reflecting on what are the results we're getting what are we doing to get those results and what's our paradigm and that usually takes us to

046a next step in an action plan so it's a very intentional process of um support and coaching to really implement a unique leadership culture in their building using the leader me as the framework the backbone of which to put all these things in others this is amy this has this is so very exciting i'm thinking oh i want to be a student yes yes you do and so my daughter graduated four years ago and my son graduated six years ago and this this would have just knocked them over yeah it's really cool so thank you for the work that you're doing thank you are there other questions or comments i mean do you mind if i jump in for just a moment oh that's fine sure um so one of the things that i feel

047like is really helpful with is the whys of why we're doing leader in me i feel like for so many years we've been trying to move towards direction and leader me puts us in a position of understanding the whys it's very clear about the whys we also have a lot of things that tell us the not only the whys but the how's to do it and i think that's also incredibly helpful for putting meat on the bones as i like to say um so the actual doing in action so we think about you know trauma-informed practices why we do it and then the how we do it there's lots of things to do with the house you talked about the mortar it's the mortar of the process and i'm wondering if you can help us

048get a clear sense of how we connect the important why we're doing this work of leader and me because it aligns with so much of what we're already trying to do and helps us bridge the gap between the detailed house does that make sense so like teaching math in a specific way is a how-to or teaching um trauma-informed practices in a specific way is a how-to can you help us understand how the mortar bridges the gap between the wise and the house in a way that makes it uniform because i think that's part of the magic of the work but i think it's also helpful to try and articulate it in a way that makes it accessible for people do you want me to go there dana sheen do you want to put the mortar

049slide back on yeah so when we think about the different initiatives that we're doing right in our building um and a lot of buildings this is um very typical of a of a district right or school the leader in me becomes that mortar in the sense that it brings it all together right so it's not one more thing as a program that sits on the side but a process and the framework is through the lens of which we do that and so when we did that alignment activity and we saw that the things that we were doing and how it aligned to that framework if you want to put that slide on to dana gene that would be helpful because that's specific to your district right so when we're talking about the trauma-informed schools we're

050looking at the paradigm of change is what connects us right change does begin with me and that's a very powerful thing that the staff starts with right is to change the paradigms around what trauma and what students with trauma are coming into our buildings um it also impacts the motivation education right and then where on that framework does it align well we have to do new and ongoing staff learning not only in the leader in me right we have new staff or ongoing staff we have to keep that fresh we have that seven habits training but if we're not doing something regularly five ten minutes at a staff meeting then we're not and to drive those practices of the habits deeper we all get the language right be proactive but the habits the the practices

051of habit one are what we want to drive deeper and so when we do that it's the same with trauma informed if we just do a once and done our our staff isn't going to be able to to really you know use that in their practice right so it's aligning to when we're doing professional development we want to think how does this connect to the paradigms what about the trauma informed can we look at through the lens of those paradigms that we're really trying to have our staff you know understand model believe see right it's like when we look at um you know collaborative problem solving or um equity anti-racism right look at the areas of the framework that it aligns to and so when we say aligns it means we can teach this we

052can address these initiatives through the lens of leader me it's putting the systems in place that that is happening those conversations are happening and so you know the mortar is the why right why are we doing why are we doing leader me because it's going to allow us to get the results we want to get with equity with trauma informed with our portrait of a graduate with mtss right it's going to help us get the results we want to get in a way that we're empowering the very people that need to be empowered to be part of that solution right the students are ultimately and the families that we want to empower and this first process happens for our staff if you were to go to a a building and ask the building that has

053not had their training in seven habits say how many of you staff members feel that you're a leader you might have four or five you might have the director of curriculum you might have a school counselor might see themselves as a leader you know because they're doing things but not many people see themselves particularly staff see themselves as leaders and so we have to change that paradigm so that we can change the paradigm of staff in looking at our students through a different lens so i'd say that's that's the the gap the bridging of the gap is to be able to think about how do we do trauma-informed and anti-race for example within the context of what we want students to graduate with and using that leader me as a framework to do it does

054that help jen in okay and maybe dana jean you want to add something to that are you i mean i i think that sums it up barb i i think the framework that you know showing the framework and all that comes with the framework there's a lot on that slide as you said um but just being able to always go back to that framework with every coaching opportunity um and sticking to that we have that framework to use every single time we're meeting with the leaders of the school buildings and that's keeping us on track and it's bringing us back to our why and how we're going to do it um so it's uh yeah it's a great tool to be able to use throughout the implementation process so go back up to that rubric

055that you mentioned it again dana jean and just share that um if you look at the bulleted items um of the framework you know one more there we go if you can make that larger um you'll see those bulleted areas under each of the you know there's six areas so if we were to start and do all of our work at the beginning of a year and have that content training we would be looking at three years of content it's called core 1 core 2 core 3. core one is leadership starting with the adults and and teaching the students to lead it's also elements of that so under that you'll see like teach students to lead we start with direct lessons we first need to bring the seven habits to the students the second year

056or core two we start looking at how can we integrate it into our content how is how can we eliminate the unimportant in math how can we synergize in science and so most staff members though begin to do it organically they begin to once they've done the direct teach but we don't want to overwhelm them by saying okay you're going to do a direct teach and you also have pbis and you have other things going on so just the direct teach let's just lay the foundation of the seven habits to our students and then coming back the second content year let's see what we can integrate it into what we're already doing and and there's you know literature lists that of books that staff already have on their shelves that go through the different practices

057of the habits and how you can use that in the lens of leader and me and then the third year we come back and we're looking at service learning so now we have our students fully living the seven habits applying those seven habits in culture right because our first year we just look at leadership and culture we know you're always working on academics but we don't bring that that goal setting until year two or core two and so we're laying pieces of the framework each year so that this could be a three to five year process depending on the school we say go slow to go fast because this is not a microwave that's not a plug and play program it's a process and it takes time to change the paradigms of the people in

058the building of the staff who are ultimately 60 of what they do in their classroom will be modeling this 10 to 15 percent is a direct teach you do it every year the language is the first to come we integrate it into what we're already teaching 15 to 20 percent but most of what the staff will do we'll be modeling it which is why we need to continually have ongoing staff learning what do we do about new stuff and and and then we go our year two we look at oh those family and community partners now how can we bring this experience to family so we have the seven habits of highly effective families we do them where the model is that i might a coach might do a session of the seven habits of

059highly effective families for a group of parents that are you're very connected maybe your pta maybe your parents that are very interested in this process i'm living it as a family as well as what their staff their students are doing their you know children are doing in the schools and then they will be the models that will teach the parents so it's parents teaching parents and that's in your year three starting in year two but really deeply going into year three same with our physical environment our social emotional they impact each other what you see impacts how you feel and so we we do that the first year but over the years what happens is we have a rubric that's attached to each of these bulleted areas where it begins with staff create staff do

060to eventually staff and students to eventually staff students and families and so we're really creating a leadership school where everyone can be a leader everyone has genius change begins with me educators empower students to lead their own learning and families and educators partner to develop the whole child again wow that that's just really exciting that's why we do this work [Laughter] we get to do this work i want to thank barb and dana gene for coming this evening and helping our board understand leader in me i hope that that was that was our goal and i hope the board members do feel that they have a better understanding of what we are accomplishing and why it was so attractive to us as a leadership team that it checked all our boxes of what we're trying

061to accomplish thank you for having us we so enjoy working with you and thank you for coming and for this presentation it's very informative very exciting and i think that any of our community members who watch this recording will also feel very excited about what's happening at all of our schools so thank you great and i'll get that powerpoint over to you tonight angie all right enjoy the rest of your meeting and evening everyone yes enjoy the rest of your evening and meeting good night everyone hey thank you yes i want to go back to school or be a parent in the school again because that would be fun too but i guess i am a community member for all of our schools so i too could attend any of these workshops or conversations couldn't

062i yay yeah thank you um are there any other comments before we move on to our superintendent's report i'm hearing and seeing none i'm turning it over to you david thanks okay thanks amy um and i i also want to say it's probably obvious to everyone that with that work that's going on with leader and me it's also been a challenging year to implement that work right because we're you know we're just wanting to make sure every day we're staffed up and and able to operate a building and so far we haven't had to close anywhere but uh but it's been a challenge and that's why when we say one to three years it probably is going to be more like one to five years because we've lost a little bit of of this year

063as we move ahead i'm gonna share my screen uh and i'm gonna go fairly quickly and maybe we can save you know questions for the end if you've got questions just because i know time is marching time is marching on here so let me um let me just share oops let me share from the beginning huh here we go okay assume everybody can see that everybody can hear me uh so let's get let's give the famous covert update i'm so sick of giving covert updates but i'm going to do it quickly here uh test to stay we shifted the focus under the new state guidance right much of the responsibility now is on the families and the honest system our families have been very cooperative and have um you know uh been doing everything we

064asked them to do we're going through about 80 test test kits a week that we distribute to families and staff if they need them um lori's good my my administrative assistant lori is good about keeping up with ordering the tests and she keeps in touch with the nurses the nurses let us know how many they they're using and and lori will oftentimes jump in her car and deliver those tests um and then we get them to the families the best way that we that we can this has been a little bit controversial with a couple of parents not terribly but uh but this return to play uh has been implemented uh and we use the vpa and aap american academy of pediatrics guidelines return to play means that anybody who's tested positive for covet once

065they're done with their quarantine period they can't return to uh you know cardio activity uh especially especially sports but we also include pe because a floor hockey game in pe is very similar to a basketball game in uh in in sports and and they have to be cleared by their uh personal care position and it's a little tough some personal care physicians especially our local ones at mount scotty and um and some of the clinics uh you know close by are being very responsive to this need and it just it's just a matter of a phone call and then you know we we don't we don't monitor it we don't necessarily we don't necessarily check it we don't have to talk to the to the to the uh to the pcp or the doctor or

066or the nurse practitioner we just need to have the parents say yeah i checked in and he's he's good to go so it is the honor system uh if a parent were to come right out and say no i'm not gonna go to a physician or we're not gonna get cleared then we can't right now under the current guidelines allow them uh to uh to participate um we are feeling pretty good about the average number of students who are vaccinated across the issue uh we continue to work on a more accurate count not everybody reports when they're vaccinated not all adults are reporting when they're fully vaccinated with their boosters so we are nurses they trust our nurses they do tell them but that data is coming in uh somewhat slowly the staff has been

067uh informed that fully vaccinated now means that you have to have your booster and that's by vermont department of health definitions and as we all thanks to weathersfield school and the scotty fire department for the clinic they held this saturday i think they had over 75 participants who came in and either got their booster shot or their vaccination that was i think a real tribute to that community and i know they weren't all weathersfield uh adults did i hear somebody's hand go up amy it was anne-marie yeah because i can't see the the people anne-marie go ahead um yeah i was i didn't want to interrupt you i figured you'd ask i just want to raise my hand for at the end but um i just wanted to say that um both myself and um

068nikki who can't be here tonight um we disagree a bit with the um the return to play um standards um i guess uh from what nikki tells me um she contacted a person at the vermont department of health and um that they agreed that our policy seems like too much and is contrary to the aoe's goal of making school feel more normal um we feel like it's a bit of an overstep for the school to insist on parents taking their children to um to the doctor before they can return to recess pe i understand that sport is a bit different sometimes they have different rules as far as needing uh you know certain things met but um you know we just feel as though it's a little bit of an overreach on the school's part

069to uh force parents to take their kids to a primary care doctor um you know if they haven't had any if they had coveted and it was non-symptomatic or you know they're i really don't see a need for them to go to see their doctor i'm hearing a couple of other hands i don't know if you want to take those hands before i respond amy um well i i'm just um i will call on them in just a moment after i um just read i am looking at the vpa unless they have changed their recommendations and vpas the vermont principles association um okay i lost it okay return to play after illness consistent with the most current guidance available by the american academy of pediatrics all children and adolescents through age diagnosed with cova-19 infection

070regardless of symptom severity may not return to play until asymptomatic for at least 14 days and cleared by their primary care physician so that's where this is coming from is from the vermont principals association that might have changed but i don't i honestly yeah i i think i think the other piece that anne marie was talking about amy uh is the fact that we extended that also to to pe and in recess not that a student can't go to pe in recess until they're cleared but they can't participate in a great you know aggressive you know cardio physical activity that that would raise that same concern about about um you know their their health at that point i'm told that the aap in conjunction with the with the vermont department of health or with the

071cdc and then the vermont department of health these things all trickle down that they are you know they are rethinking the guidelines i think the issue for us right now is that we have a covert task force that includes our four nurses and our four nurses who are licensed uh school nurses and they're also licensed rns i think they just really worry about allowing a student i know we've had a couple of students i won't name the building uh that have not been cleared because they can't get a good ekg uh or they're getting an irregular heartbeat or you know i mean and this is not stuff to play around with cove but the pediatric covet has really created some issues around myopathy and and i think that i'm not an expert that's why i

072follow i try to follow the guidelines but but but i agree it's it can be tough and what's especially tough is if a parent can't just do a telemed or call their pcb and i'm told that that's happening pretty well locally and our local pediatricians by local i mean the scottny hospital um but uh you know they're the ones that are encouraging us to stay with this for a while but i don't know what's happening in springfield i'm told dartmouth isn't cooperating really well uh and you know so it's across state boundaries uh it's it it it is difficult were there a couple of other hands yeah so first is colleen then bill and then annette jennings i believe so colleen spence well after just listening to you david and it hadn't occurred to me

073that um the possibility is that you're that we're trying to get some screenings on heart stuff i don't know i mean is that the purpose of it is trying to get people to go take their kids to a doctor yeah yeah what we're being told is that yeah if if the child what this is what we're being told by our local pediatricians and local again you know learning about dr bender and amanda scotty what we're being told is it's a matter of a simple phone call if the student was asymptomatic and the students got a good record with that pediatrician and they don't have any you know preconditions or autoimmune issues heart issues then generally over the phone they'll just ask a couple of questions and then they'll clear them to play but sometimes they

074want to see the student and that's what happens they ask a couple of questions they hear something that right concerns them and then they get some kid in and then they'll bring their further testing which is yeah that that seems reasonable forcing to to state it like it's we're forcing all of the kids to go to a doctor it sounds like not quite accurate i don't know i may be misunderstanding what america's asking about but to me that seems like a good public health um process to to hopefully get some kids checked if if there might be some heart stuff going on and i'll tell you what anne-marie said you know i completely understand because if you call the aoe or you talk to the aoe which nikki did do that's part of the problem

075they're very vague and they they've got a lot of gray and they'll tell you well that's not exactly what we meant but well then change the guidance and tell us we don't have to do it then you know i mean that that's that's what our nurses want to have happen our nurses just want somebody from the vermont department of health or somebody from the the aoe to say you know just ignore that don't worry about it but but right now we don't have that authority and most of the other districts are doing the exact same thing i met with the southeast superintendents last week and i'm told that then nurses are holding the line on on this one with both pete i don't know if we had to do that with hartford with alec and

076basketball and it was a simple call and they did ask a couple of questions but i'm going to keep up with what the requirements are i'm i have to say i count on my partner for that so i i just wanted to dig a little bit thank you bill yeah i'm i'm mostly just digging i'm i'm finding um information on this i'm i'm finding difficult i wonder if you know someone can send me the links to read the um the recommendations from the state or the recommendation from aap but if it's as david described that a simple a a phone call to the primary care physician to get cleared to go back to recess after um a positive cobot test i i think that's fairly reasonable um mostly because it it's a screening process and

077i my guess this is what the nursing staff is thinking of it's a screening process in case there is especially if there's a case of um of a issue that the doctor would know about a pre-existing condition a a child who has issues with periodic issues with their lungs with bronchitis or tonsils or anything like that i just think it's sort of a i think it's a nice safety mechanism thank you bill annette is it jennings yes it's me i'm the uh school nurse in heartland um so all of us nurses are on the same page when we met with dr baker the other day we hold um to these return to play uh guidance that we're being asked to follow we've all been in contact with mary bender um who pretty much heads us

078up at mount scotty i've talked to white river family practice i've talked to the pediatric office at apd they've all come to a conclusion some offices differ on how they're handling each particular patient who's tested positive for kova that's a child but they're all holding up this vpa guidelines um they've requested that we hold this um with pe in recess in case there would be a child who does now have some sort of covet inflammation in the chest or new cardiac onset of a you know disorder that's come from covid which has clearly been happening um we're following the guidelines from aap which is also being you know followed by the practices and we just really feel that it is not the responsibility currently at this time for the school nurses to clear a student

079to return from covid we don't diagnose anyone that's not within our scope of practice and we would prefer that the doctors clear their their students patients you know of any kind of dysrhythmia or inflammation in the chest um to return them back to school and not leave that to us currently at this time and you know with all of this um and i'll put the bill for you i'll put those uh uh american academy because they're they're the clearest i'll put the american academy of pediatrics guidance in the chat if somebody hasn't already uh done that but i will tell you too that uh this is the honor system too i mean it's not like we're visiting houses or calling doctors or i mean we just you know we trust our parents i mean we're

080the only place we're having difficulty and it was only with a couple of parents is when they say i'm not going to do that that's stupid when i'm not taking i'm not going to call my doctor i'm not you know that then if they dig in then you know we just have to say then that's the way it is um and and if the guidance changes will will will change it but i i understand it's it's it's hard and not all pediatricians are handling it exactly the same way which which is a problem but anything else on that and and i'll keep you posted believe me because uh it's uh we we discuss it every single week um uh in our covert task force there are um anne marie and then annette um yeah i

081just want like not all doctors are handling it the same way and i just i just worry that it's going to affect lower income people more so than others because they may not have a um you know pediatrician the same one that they see all the time they might just go into urgent care or whatever and and i'm just thinking that you know things like this can add up and i mean i think it's a good policy to have the kids checked i mean it's definitely good to have them checked i just think maybe this should be covered with covered money or something i don't i don't see why it should fall to um each individual family to have to cover this cost and i just worry that some of them won't be able to

082and then the kids aren't going to get to be at recess which i'd you said now david that it's only like if there's something really you know crazy going on but is that like that's not what i understood it to be yeah and see what i meant by that anne marie is only if there's an irregularity that that that that the personal care physician has uh or provider has has found i mean we you know our nurses don't feel comfortable you know with that diagnosis so that's why they want this to stay in place but anne marie to your point i've thought about this and uh when we meet again this week i was going to bring this up i mean we do you know we our nurses have great relationships with our parents and

083they they they can sometimes get appointments that the parents can't get and so they're trying to work on this but if there's an undue hardship or this it's a cost i agree with you and we should we should do our best to try to to try to cover it or facilitate it if if we can and and we're going to talk about that uh this week i think that's a good point did annette have another comment or without yeah annette and then bill and then we really need to move on so we're just waiting on um new guidance that's coming from american journal of pediatrics um they work closely with um our group that we have in uvm called vchip and they're working on hopefully releasing a new set of guidelines for the vpa to

084return to play within the next week or two so hopefully some of this will be a little less for all of us to have to bear in the upcoming week or two thank you annette bill basically i it's some uh a response to some of the the um chat and so forth there's there's never going to be any perfect system but basically this is a way for the school district than individual schools to follow through on something that's called due diligence okay there's there's no way this is going to be perfect and there's no way that we can guarantee the health of all students so forth and so on but this is a way to do um to cover something um as best we can thank you bill david that was the last one that's

085it amy for questions yes okay and then the next bullet was so we still have concerns about the ability to staff our building on any particular day hats off to our staff our principals who shuffle people around and try to make it we have not had to close a building yet and that's not the case with some of our neighboring towns and school districts so i really give our administrators a lot of credit for that other general updates uh we had that in service right after we got back in january uh addressed the strategic plan and because some of our staff a lot of our staff are new they didn't even know about our strategic plan so that work went went pretty well all budgets are adopted and the warnings are posted i didn't know

086i thought we could stop for one second and maybe the board chairs could just talk about the times and dates of their annual school meetings and who's running for their board i don't know amy do you want to start sure so at the mount of scrutiny school district our information meeting is going to be thursday february 24th i believe at seven and it will be all virtual and then we will be voting using australian ballot on town meeting day we have two vacancies one in windsor and we have davis mcgraw running for that vacancy there's one in west windsor however i have not heard yet from the west windsor clerk the vacancy is mr bill yates is he running did he get his candidate certification in i'm running what do i have to put in

087you can talk to me later dad talk talk offline he'll tell you yeah okay thank you well i touched base with elizabeth so that's good yeah well we'll we'll figure it out one way or the other but yeah would be good to email amy or text amy yeah yeah okay how about anne marie do you want to talk about weathersfield yeah yes um we're our meeting is going to be a hybrid meeting um so people can either log in or um we're requesting most people to just come remotely but um if there are any members of the community that that's not possible they're welcome to come in person we'll be at the school at 10 a.m on february 26th um at least a couple of us will be to to be there in case anybody

088shows up but like i said we're hoping not for a huge crowd to actually show up just some if there are a few towns people that don't have good internet because there are a lot of areas that don't have internet that can support a uh zoom meeting or a google meets meeting so um yeah we want just wanted to be available for everybody um as far as i know i'm running um i'm up for the three year post uh i put in my petition today uh i believe mark got his in he told me he was going to so hopefully he did he's running for the one year position and um we have an open seat um kristen brusso is not going to run again this year um i did hear from floam that she

089did get um or she gave out a petition to um a person named nicole gagnon and um i have i think i've met her once um i pretty sure because um i remember i was at the weathers field um the music series that we had and uh she was talking about how they had just her and her family had just moved to the area and that her husband was on the parks and rec board and flohan mentioned that this person's husband was on the parks and rexborg board and that they were new to town so i think it was the same person and if it is then she's got a lot of energy because she was out there hula hooping and like teaching a bunch of kids how to hula hoop at the um at

090the event so uh she's got a lot of energy so that'll be good it'd be i think that'd be nice for our board so um thanks anne marie we can yeah we can start with a little physical physical activity uh at the beginning of every meeting and uh heartland i know nikki's not here i don't know whether colleen or scott if you want to just uh just talk about when when the information meeting is and who's running do you know i you want to talk scott go ahead colleen um we're having a virtual meeting the school district meetings on february 22nd is that our information meeting yes that's that's a monday correct the warning just went out so february 22nd at 7 pm and i know that scott richardson's spot is open i'm not sure

091who else is running do you do you know scott what other seat is besides yours i don't know either colleen i'm sorry it's not beth roy that's all i know right so both i like christine i like the way amy had put it a few minutes ago she said the seats were vacant i think that's um a good way to to put that then every whether it's a two or three year term somebody runs for it and they may they may run again or they may be another person i'm not sure yeah yes yes scott decided not to run i think i saw you're not running again i am not oh my i know yes stock goes way back christine your hand is raised we can't hear you though thank you colleen christine getting her

092sound on maybe not okay and she's running again i suppose i presume who's that nikki nikki was the other one who was okay good all right so monday thursday and saturday are our annual school meetings sub-degree temperatures makes the morning delay call a tough one it's what keeps superintendents literally up all night and uh so far we've only had to have one delay but hang on tight it's going to get a little cold toward the end of the week but we are we're braving it when we are holding our own it really does matter on whether the buses think they can run or roll uh finishing up the second round of exact path which is part of our data recovery uh and uh and i know brittany was gonna talk about data recovery but you

093know what we might save that until next month because uh it's it's running it's running a little late here tonight we've got a couple of things to do so sorry brittany i know you uh you had uh you were gonna share a little bit with us and then we have nape testing that's the national association of elementary progress fourth and eighth grade uh tests are coming up in february we don't get any local data back on that which is why we hate giving this because it takes time but you know what vermont gets state data back and we always end up at least in the top 10 of the states if not the top five so vermont does very well on the nape and the windsor science fair last week we talked about that thanks

094colleen for sharing that and then the equity audit update uh i will talk about that in just a second so hang on tight um teachers contract negotiations bill scott and jackie still our representatives we're just getting the final signatures to the teachers contract now i mean there were little typos and stuff you've got to just make everybody happy before they'll sign it but we're we're basically the esp means the support staff negotiations have started we have our third session this wednesday i think we're pretty close i'd be shocked knock on wood if we didn't wrap it up on wednesday so then we'll have multi-year multi-year contracts with both the teachers and with the support staff so we're caught just cautiously optimistic that that session will wrap it up and last but not least um task

095force will meet soon to review and prioritize action steps that's coming up with our equity task force uh and we do have the equity audit baseline and i'm gonna send out the rfp on that baseline uh i just really finalized it with the company that's helping us put the put the baseline equity audit rfp together and we're still not sure if springfield's coming in with us or not but i would say by tomorrow or wednesday i can get that out to everybody so you can see it there's no rush on it because the timeline uh is not till um march into april with a start date of somewhere around july we just felt this would not be a good time for people crawling over data or walking through schools and all that stuff so we'll

096probably wait till the summer to start that audit and then last but not least we sent out with the packet mary gannon's proposal i thought it was very uh reasonable um and uh she put some hour amounts to it and it looks like uh the contract would not exceed six thousand dollars i i would love maybe under items for action if we could uh if we could approve that proposal uh and uh because i know she'd like to start working with the board on getting the job description together for uh for a uh diversity equity uh and inclusion uh director coordinator whatever that title is going to be and uh and also start working on board training that was what we had talked about um so i don't know if there's any questions or we

097want to take that up under under discussion items um amy but but i i'm done great thank you did you sh did you share that proposal everybody should have mary gannon's proposal if not i can put it in in the chat let me just stop uh presenting um let me see if i can get to that i'll put the i'll put the uh in case you didn't get it i think lori sent it out with all the stuff but i'm putting it in the chat now so that when we discuss it you will uh you'll have it i think it's view only but make a copy if you're going to play around with it all right okay thank you that's it for my report and okay does anyone have any questions or comments for david

098hearing and seeing none we will move on to items for discussion the first one being the school calendar right and uh and that went out with the packet too uh you should have seen it there's not there's nothing really uh unique in that calendar we're gonna start before labor day all of the vacation dates have to match up with the hartford technical center which they do but usually the su board has had a motion to approve that that that calendar for the ensuing school year okay has everyone had a chance to see it we can put that on items for action yes i did not see it yeah that would have gone out with low i just looked at laurie's email it went out with the packet but i can see let me see if

099i can get a link to that hold on i actually don't think i got the packet this week david that was one of the things when i was looking for the um for uh you know tonight's meetings thing uh the code for tonight's meeting i wasn't able to find the packet for this week um i think it got through to me i don't know if it got caught in my spam filter or what but i didn't get it right so jamie didn't mean it i didn't get it either well that's that because yeah maybe it didn't go out okay let me uh let me forward the email from laurie uh it looks like it's got everything in it including the calendar the equity proposal and what i'll do is i'll i'll share it with i'm

100going to email it to the whole i'll email it to the weathersfield board i'm on scrutiny board even though they're not all this is just the easiest way to do it uh and the heartland board yeah that's unusual for lori to she's usually pretty um all right there we go all right it should be coming to email now with all of those attachments tell me if that doesn't happen i know it's possible with chasing test kits and everything she might it might have just been an oversight those legs on test kits are pretty short she shouldn't have a hard time catching them did everybody get that in their email yes thanks david thank you david so in all seriousness um and i can look it through does this match uh hctc exactly okay because that

101that that didn't create some issues this year because of the i mean it was almost a two-week difference at the beginning of the year no no that's because we started after labor day yeah that that shouldn't happen again sometimes there's a two-day start date because they've got a few more in service days or we have a few more and but it's it won't be like last year believe me okay because i know that's why lebanon um high school follows the vermont schedule right because of the tech center yeah i mean they've got 70 kids in the tech center yeah right and in the past when our start day has differed from the tech center we've provided a bus we've taken the students for their tech center time yeah we do we get them there yeah

102yeah but it is um well true two weeks last year was tough that was yeah yeah and when you have a high school student and then you have or a junior or a senior student and you have a freshman or younger student and one has to start school really early and the other doesn't that can create interesting family dynamics and i'll find out why this didn't get out ahead of time i mean i'm sure it was just some sort of a glitch but because she's usually so thorough um but i'll i'll i'll check on that and don't ever she tries to get out a week ahead of time so it would have gone out early last week if you don't get it by the friday of of the meeting then email me because that means

103something went wrong okay and there were just so many things going on i know i know that keeping up with okay i got that agenda because there were about three other agendas that i was having to look at so and if people want time to look at that calendar i mean we can give you time i mean we i i don't i don't send it out to our parent community until the su board has approved it so but but we don't have to do that tonight i don't think anybody's thinking about the start of school right now but you know planning is critical people do like to know fairly early so they can plan their vacations so when we get to items for action i will ask that question okay that's it for me okay

104thank you um next we have our sr3 plan and i think that would be angie it is hang on a second i'm going to share my screen david you might want to mute okay i just realized that it's slow helps if i push the button though i'll admit that come on sorry i started at the end maybe i need to go back to the beginning so the basic so our pastor three is that third pot of money that we've gotten american rescue plan elementary and secondary schools education relief fund um which i probably didn't quite get it all right but uh there are different requirements around this pot of money than what we have had in the past for um essers sr1 and sr2 this year uh so last spring we shared with you our

105recovery plan we also shared with you our um our our budget for how we were going to utilize as are two funds and esther three has a much broader uh uh what do they call it community feedback loop where you have to do meaningful consultation so we have done that to the best of our ability we've had community forums we've had surveys we've had opportunity for students staff and community members and uh we hope that this plan reflects that feedback so in tonight's presentation you'll review three areas of our recovery plan you'll review what our data collection activities have set as priorities review how recovery is achieved through a braiding of funding sources we will review how the three recovery areas will be supported in the arp sr3 plan you will understand how those funds

106are distributed among the three recovery areas actually there's a fourth one in esser three and we will determine a date for our public community forum during which public comment and discourse will be invited the three recovery categories are social emotional learning mental health and well-being engagement and fluency and academic achievement and success stakeholder feedback identifies three main areas of concern mental health investments not only for students but for staff as well academic intervention and maintaining small class sizes we accomplished those aims through abrading of funding sources so not only are we using local funding each each of your districts have had their budgets approved now and you know that in those budgets there are there have been some investments in things that will increase our opportunities for students to be supported a fully staffed building

107encourages uh and supports mental health for our staff it the the people that are in the having the right people in the right places as you know decreases the amount of stuff amount of stress and allows us to better meet the needs of our students we have several federal grant funding mechanisms consolidated federal programs titles one two and four and the s are grant funding sr1 is pretty much wrapped up i just submitted a final amendment and then esser2 is um we're still in the midst of working with that one and then our passer three idea b is our special education funding we also have two other um grants through arp um a homeless grant for around eight thousand and then arp idea b which is i guess around 129 000 and then of course

108there are other grant funds local grants as well as state grants so the distribution by the recovery plan areas we are going to look at um first we're going to look at social emotional mental health it's in the upper right hand corner and you will see that we have about six percent of our total rps or funding being going toward social emotional learning and mental health supports these are anxiety coaching services for students the a power school add-on for behavior data currently we we don't have a mechanism to collect our behavior data which makes it very challenging for us to determine if our interventions are having an impact professional development and materials for leader in me i hope now you understand why this is definitely a investment for improving our social emotional learning of our

109students uh school-based clinicians not limited to hcrs could be up from other sources as well a social emotional screen or two tool panorama that subscription and some professional learning that goes along with it as well as investments for staff mental health support not quite sure what that looks like yet i'll be reaching out to staff to ask for more ideas uh for what that could possibly look like in the area of engagement oh i apologize we have 15 percent in um social emotional learning and then there's six percent in engagement i thought that was a little bit off now you'll you may be thinking that's a very little amount to spend on engagement but what you'll notice is many of the investments that we have in social emotional learning mental health as well as an

110academic success support student engagement students who feel uh ready to do their academics and feel supported will be showing up and engaging in classroom that's our that's our theory anyway uh one of those things in addition is at 9 12 we have a peer mentor and we will be continuing to support smaller class sizes increase mental health services and coaching as well as leader in me which we believe leads to greater student engagement academic success is where the bulk of our funds are being invested 72 percent those are things for our reduced class size classroom teachers there are two of those positions in each of our districts our transitional kindergarten includes a teacher of support staff supplies and transportation from their home-based schools the recovery coordinator she is building our mtss system she is formalizing

111data systems and allowing us to use data in a much broader way than we ever have before and she's also working on how we communicate about that data and how she is also helping us improve communications about what's happening in the curriculum instruction assessment office summer academy is a big investment that we make and that includes teacher support staff mental health support supplies and transportation the last area is uh just a other area and this is uh monies that we would like to set aside for improving our computer network infrastructure that equip it is the equivalent about six percent whoops so this last um slide just kind of shows you the beginning numbers for the preliminary for the budget i real it really is preliminary because we have a new contract right now so all

112those positions in the in the budget need to be updated with updated wages and benefits so until i know those numbers i can't provide a more solid budget this gives you an idea 390 000 for social emotional and mental health 152 000 for engagement 1.9 roughly million for academic success and this is over two years please i forgot to mention that this is for next year fy 23 and the following year fy 24 and then 155 500 for the computer network infrastructure our next steps are we would like to present the rfser plan to the community for public discussion the first draft of that plan is due march 30th and then we will be drafting the budget presenting the budget to the board posting that budget on our website uh and asking for public feedback

113and comment and then we will submit the budget and i don't quite remember what that date is i don't know that i know it i think it's september 30th 2024 or something like that so i think we get a while on the budget are there any questions nancy um is summer academy going to be able to continue after the ushers funds are gone i think that's a question that the board should consider it is a very uh it is a we have a budget of about 180 000 for that and that is all our passer and i know special ed has their own things that they add to that so but that's all part of uh the special ed mechanism funding mechanisms are there any other questions or comments i just i wanted to let

114nancy know we are good for this summer and the summer after essa runs right through september 1 of 24 so we we should be good but i think this board needs to talk at some point and our local boards about robust summer recovery programs because this was not really a recovery year thank you right there uh having that discussion about maintaining these efforts is something that school boards all our school boards should be thinking about in terms of the positions that we are funding through esther funds and the programs that we're offering and the board of course for the supervisory union um positions we need to look really carefully about what at what we would be locally continuing on thank you angie so in terms of the initial conversation um community forum you said that

115the draft budget is due march 30th so you would like some draft budget the plan yeah so you would like that conversation a couple of weeks prior to that yeah that and now that i'm thinking about the plan does ask you to put a budget in um but i don't think i have to submit the budget in the grant management software for a while so it's sort of like just an outline probably much like what i've done already would satisfy the our passer plan i have to look more carefully at it there's all these moving pieces okay we got the plan that's the big thing yeah so does will you be setting up you know looking at everyone's your calendar david's calendar it's great it's real amy i i appreciate that and i'm just thinking

116end of february is town meeting time and that's everybody's out straight with that that whole week the last week of february and then i'm thinking if brittany and i can put our heads together and we would certainly appreciate and welcome board members to come to that meeting but it'll be much the same way that we did it um when we were with doing community forums to gather input feedback if that's if that's pleases the board we'll we'll do that that way and then maybe we can have it before february break okay yeah and then then at the march su meeting we could report out you know where we are yeah i mean i i was going to say this amy we don't have to go this route but because the end of the february month

117is so busy with town meetings and school annual school presentations we've sometimes skipped an su meeting in february but i'm not suggesting that but we have done that in the past um yeah we can get to that at towards the end of this meeting but yeah if you'll just let us know angie the date and then okay because i think it's good that we continue with the community engagement yes it's it's showing good faith in our community response and it's also part of you know we're modeling leader in me giving our community an opportunity to respond to um you know and for us to respond to their needs as well so i think it's all good okay thank you we i mean that week the week before break we have board meetings monday and tuesday

118night so it'll likely be the wednesday or thursday of that week okay okay thank you meetings upon meetings it's always fun thank you and and if we don't get a broad enough response from that then we can determine if we want to have another one in march second week of march could also work okay yeah great thank you are there any other questions or comments hearing and seeing none thank you again angie and we'll look forward to hearing about when that forum is going to be and we are moving on to public participation policy and let me get to that on my other screen does anyone so our old public participation policy was revised july 1st 2019 i know that elizabeth has a lot um in terms so this would be the the first reading

119of this policy anyone have any comments or questions proposed policy yes i put it in the chat too amy just showing you okay can't open it quickly great thanks we talked briefly about this last time right and it's just the all of the um yeah when when we're asking for our residents in our communities for community engagement um we need to make sure that we have a useful and um sustainable method for people to comment or participate in our meetings and also in in light of not all participation being as positive as we would like we also need to have a few a few ground rules and to let our community understand what the roles and responsibilities are of the board as well as our community members in terms of participation at a board meeting

120or a public meeting so um again this is the first reading so at our next meeting whenever that is scheduled um we will have more discussion and possibly approve it um scott thank you amy just to clarify it's the policy that we're looking at for public participation is that a freshly a fresh one from vspa or is that the policy that's on the books from 2019 that's the policy that's on the books the fresh one i'm going to put in the chat right now okay thanks scott yeah that that was in the alleged packet you were supposed to receive but there it is and it's in the forwards that i sent um and like amy said it's just first reading [Music] it still has the vsba code a21 um but this is it's a complete

121revision of our public participation policy and it's based on information that was received and discussed during a vsba workshop on public participation and there are two in the chat bill and um no one has access to that document david okay let me uh there there was a lot of um technical challenges for this agenda yeah i guess wrong the one that you sent and email the old one or the new one there there is in the the packet that david sent yeah with all the attachments yeah there is the old one and then if you look further um there is a new one all right let's try this now i'm gonna try it again see if this works if not i'm gonna try one other thing but this this is the it should have cut

122when i folded laurie brown's items it should be in there too but maybe not yeah yeah because in that email there are several attachments isd5 minutes calendar public participation policy agenda and equity proposal use the one that david just posted in the link um at 8 46. you have access now yeah and that's working thank you okay minor glitches sorry so that is what we will be working with at our next meeting correct now what about mary gannon's proposal um okay that is that will also be item for action thank you um were people able to look at that i can share that link in the chat too and thank you scott for sharing the link of the the sba model policy okay i just shared mary gannon's proposal i that should have gone out

123with the packet we looked at that last week or last month but it didn't have numbers attached to it now she's got numbers attached to it and it it would be a proposal not to exceed six thousand that would be for the work uh and we've got we again i say this with trepidation but we do have we can bank on probably some asset money for that because we have not hired an equity coordinating we did have some money in that proposed esser pot for equity coordination but will but i know that was a high priority and i'd like to get mary going on that if everybody's okay with that okay bill your hand is raised oh thank you um this may sound a little strange but in the education world anything under eight thousand

124dollars is quite reasonable um but i'm wondering if somebody um on the board who is um more closely aligned with with working with this and i know nikki's not here tonight could speak about their opinion about this also elizabeth is not here tonight yeah she she was the big elizabeth you know has a lot of experience with mary gannon and and she was the one that had proposed her initially and then i've had probably two or three meetings with mary since then exchanged some contract work back and forth i know elizabeth isn't feeling well tonight she would have loved to have been here and she said please let the board know i completely support her work rebecca your hand is raised uh i was just going to repeat what david said i know that elizabeth

125um has high regards for mary's work and um [Music] and and has um supported what she does and i did have an opportunity to read uh the proposal david and um i would have to agree with bill um you were saying it's not going to exceed 6 000 based on the numbers i i didn't get that last piece but i think that it probably would be a um a good idea for to move forward with this proposal and and at least have mary begin to um identify the path to um introducing this piece at this point yeah i would like to move to i don't know how to put this vote to approve this proposal yeah not to exceed thousand people say six thousand yeah it could be in the middle i would i was

126going to ask for a motion for that okay bill has made that motion is there a second second mark many seconds oh my goodness there it was a race to second who gets it um give it a mark he's been quiet tonight you okay with that rebecca so i am going to go are there any other comments or questions on this topic before i do a roll call vote okay we are ready anne-marie hi bill hi colleen i davis i jamie hi and mark i nancy i and i i just have to say i don't think any of us read the minutes because we didn't have the packet and we all okayed the minutes but we'll just let that slide it's a very trusting group i assumed you all had the packet thank you nancy

127and rebecca bye scott hi okay and um i amy vote i so it is unanimous so amy just i was gonna say just to be clear what will happen next is mary will probably come to the next board meeting with a specific work plan you know so that we have a timeline of her work with us uh so that's how we'll start i just want to make sure everybody understood that i'll give her the news tomorrow that she's on board excellent thank you just making a note okay um so our next item for action if people are ready for this is to approve the calendar and bill gates your hand is raised a quick i i posted in the um in the chat there's really not significant difference we're talking one two three four five

128days and i know the hartford uh admin pulled in some opinions which is why there's some in service is that are a little different but it's really not a it it aligns pretty well about as well as it does in a year normal year right rebecca bill does does that mean that our kids would not miss any classes um at the hartford tech center with this calendar no they would miss very few though um the harford tech center would start a day early um they would not go to the hartford tech center that i think it's march 23rd and 24th no that's february 23rd and 24th that's uh in service um hartford um starts school a day earlier after vacation um so it's it's nothing it's nothing huge and especially um with the day early

129of the start of the year and the holiday there's no reason why they can't go to those classes yeah right i was going to say um we as a school district can supply the transportation that's necessary for them to correct it yeah it's particularly important for them to go on the first day and i think we should plan to advertise that to the tech center that there will be a bus they'll go up and you know the first day is always pretty important right in fact i think i think the tech center has reimbursed us for that bus yeah we let every parent know that we're going to travel on that yeah on that on that 30th with the calendar just so everybody knows because this may be the first time people have been through

130this and and and hartford faces this too our contract our teacher contract says that i have to meet with the union which i've done twice now calendars are a lot of fun meet with the administrative team then you meet with the union and and you try to come up with uh you know with a general consensus that this works for everybody um and uh it never matches exactly but it's it's it's as close as it's ever been yeah with me it goes back and forth at hartford between hartford and union then when it's all done i have to make all the corrections because they usually miss a day somewhere exactly you got to make sure you got the right count this has the right code okay so um if we are ready to do this

131um i will take a motion to approve the calendar so bill made the motion and nancy was a quick second um any other questions or comments jamie i just have a quick question the the calendar for this school year has early release days on pretty much every last friday of the month and this one i only noticed the early release day before the christmas holiday is that something that's added after the fact yeah that's a great point jamie that's a separate conversation that we'll have with with the local boards and with this board probably next month or in march and we'll when this goes out to the public which it won't right away but we'll we'll mention that there may be some additional release days but that this board decides that uh in consultation with

132the local it's good good catch though jamie thank you yeah thank you jamie um bill i just like to say thank you to the admin for uh aligning it with the aha calendar because i just think that opportunity for windsor students is extremely important thank you bill um if we are ready i will go with the roll call beginning with anne-marie hi bill i colleen i davis hi jamie hi mark hi nancy hi rebecca hi scott hi and i amy vote i so another unanimous vote thank you everyone were there any other items and items for action i think that covers it um [Music] next we are setting the agenda for our next meeting and of course i don't have my calendar with me um what is the fourth monday of february does that happen

133to be the 28th um so the 28th is the information meeting for the town of windsor so i would not be able to make a school board meeting um from now spending people right i'm sorry so when all three of you from madison county school district not be able to attend correct no um so this is the town of windsor oh okay yeah and i [Music] um i think by default or something to that effect i am going to be the moderator for our virtual windsor town meeting information meeting so i would not be able to be here for the school board meeting however that does not preclude anyone from having that meeting because we do have a an admirable vice chair in mr bill yates thank you very much so um i will take

134comments um if anyone wants to say uh yay nay to um a meeting on the 28th of february is there any particular business we need to finish before um before town meeting before town meeting um rebecca is that the meeting david that mary would attend yeah i will clear that date with her but she certainly could we could spend a little time going over a work plan from her which we will try to get out before the meeting we would have the second reading of that policy right right and elizabeth and nikki or no i guess elizabeth that's the public participation policy yeah so elizabeth would be here although she might not be because she would come spend a little bit of time at the windsor information meeting because legislators is there another day in

135february that perhaps we could have a short meeting that would include mary and looking at that policy yeah are there any issues with the just the week before the 21st [Music] what is a senior night the 21st is that senior night for basketball is that what you're talking about let me check where the girls are if the only night we don't have a board meeting that week would be the 20 the 23rd 21st 21st and 23rd but i think 21st might present some conflict 23rd is open 23rd is open right and that's the wednesday that's the wednesday it would be a busy board meeting week but we can do it um are people good with so we can meet with mary we can look at that policy and we can have a virtual party for

136scott and try to talk him into running a write-in yeah [Laughter] the other thing i'd like on that agenda colleen i know you're trying to scratch notes the other thing is i think we should look at that request for proposals for the equity audit so just put the rfp equity audit on there for next agenda items the policy and and mary gannon's uh work so yeah and i'll get a hold of mary so do we want to go with that is that a go works for me yes yes thank you and thanks everyone for being very flexible i'll be very late but i'll come [Music] thank you nancy i missed the date what date would we settle on february 23rd i think right yes nancy i'll be early just to balance it out for you

137and he'll take copious notes for you okay you should have the invite we'll get that cleaned up and we will get packets out this time yay excellent thank you and let me see do we need executive session i don't think we do rebecca has her hand up though um rebecca i uh i just wanted to say that i was really disappointed with hearing that scott's not i'm running but i i really do encourage you um amy to encourage him scott's shaking his head um yeah but i i'm really sorry to hear that it's been real it's been really um a fun and challenging and uh rewarding that's the word i'm looking for working with the board in heartland and this board and i i really respect you guys and feel great about the few years

138that we've we've done this i thank you all thank you well scott i want to thank you for all of the work and just your your um your thoughtfulness i've always considered you to be a voice of reason you remind us to you know to keeping the common direction and a positive direction and not straying and yes so thank you we will miss you and i will still be you know i'll send you emails come on scott write in and scott scott didn't you volunteer to to do negotiations in three years just to come back no i didn't billy you must have missed that i don't know but i'm gonna really miss your kids running in front of the camera well thank you scott um so if there aren't any other comments or um information

139to share i will take a motion to adjourn our meeting at 908 so moved second that was nancy and rebecca and does everyone raise their hand yay we raise we wave and i'll see you all on the 23rd have a good week have a take care bye bye