001Yeah. >> So, it is 6 PM and because it is 6 PM, I'm going to call this meeting of the Boss Union High School Board to order. Um, let's go ahead and start with a pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh, let's do introductions. Uh, June, you want to start down on your end and we'll go around. >> June, I'm June Streer and I represent Westville. >> I'm Mary Howard Hall. I represent Grafton Cardian, director of instructions. >> Andy H, superintendent. Chris Hawk and I represent Rockingham. >> Jinger Driscoll, I represent Rockington. Emily Greg Braganeer representing Westminster. >> Jamie Starell from Westminster. >> Paul Bahoski from
002Rockingham. >> Ben, are you available? >> Yep. Uh, Ben Wallace representing Rockingham. >> I think that's all the board members we've got. >> No, that's it. Yeah. Um, communications and public comment. Are there any once twice or add adjustments to the agenda? Uh, yes. Change. >> Um, could I add um executive session to go over two issues from previous meetings that we've held in executive? >> So, you would have to separate those two out. >> All right. >> And I and I can't comment on both of them. >> You can. >> Yes. publicly. >> Oh, right. So, okay. Can I add two executive sessions, both having to do with personnel? >> So, you um I I've spoken with uh legal counsel and we have no updates at all on either of those two issues. >>
003So, hearing that yes, that's why I want now everyone hears the same thing, Mary. That was my point. So, >> okay. >> I didn't understand. >> So, I've spoken with legal counsel regarding the executive session uh regarding a staff member um and there is uh nothing to report. There's no there's been no communication and the issue um surrounding a former board member. There has been no communication. >> Okay. Thank you. Thank you. >> Anything else under adjustments to the agenda? I would just ask the board's uh a little bit of levity. Um, principal Orion is dealing with a situation with a student. That's why she's not in this room right now. Um, doesn't know when that's going to be finished up. So, if we get to her report, I know she sent it out to
004you all. If we can kind of just move through it and then if you have questions, you can email me and I'll get them to her afterwards. So when we get to principal's report if there are any we will use what we have read to reflect upon that and if there are questions bring them to you Dr. So, we don't need to move that. >> Anything else? Review and approve minutes from 69, 811, 8:20, and 8:26. Sounds like it's been a busy summer for us. Um, I'm going to start by entertaining a motion to approve all of those minutes. And if we need to go one by one, we can do that. But um but we can also speak to concerns with any one of them starting with 69 and moving chronologically. >> So do
005motion we would uh accept the minutes of June 9th, August 11th, August 20th, and August 26 as printed. So we have a motion to uh accept the minutes of of June 9th, August 11th, August 20th, and August 26th as presented. Is there any conversation or discussion? Yes, June. >> On June 9th one, um so Jamie opened that meeting and then the next minutes has Chris opening the >> I I saw the same thing. We already approved the 14th minutes and the 14th is where we >> made that transition. Okay. I was thinking the same thing. So I took a look and yeah, we already did the 14th. >> Okay. And then under um on page five of um uh the financial ed should it say special 10? Um, it said the board reviewed the financials
006even though it looks like there will be 874,37 deficit and oh no, Ed Connor, never mind. >> Okay, >> Mary, >> I have one for the August 11th. >> Um, it was just a mis typing. It says Jeb, JB instead of Jed D for Jed Foundation. And that's right here. >> What page is that? This is uh number boy 9C on page I think it's four. >> Got it. >> I have one on August 11th. Wait a minute. I had one more for June. Um, it says under 10 director's comments, there's just one large paragraph there. Should it say who made the comment? >> I'm just asking for >> is there some sort of solet? It's this. It's just >> because I think people all contributed to that. >> So when it says appreciate all
007of the hard work, congratulations to the graduating. It doesn't break out. Who said that? I will say my recollection is that lots of people kind of echoed that sentiment. >> Um, >> so again, minutes do not need to be verbatim. >> So it it it is if you'd like them verbatim, then we need to just make sure that >> it's just I didn't know >> the noteaker knows that. >> I I just didn't know if it had to at least say who said the No, there's just supposed to be minimum summary of the meeting. So does um >> highlighting who made the motion and whether >> motions motion. Yeah. Yeah. Thank you for >> uh and June >> um on page 10. Um I and maybe this is a day Chris. >> This looks like
008um page 10 is August 11th. Um, so there's the paragraph on page 10, the top one, um, about PCBs and, um, all that. Do we, it's been over 30 days that it was supposed to go for public review and all that. So, do we have to approve the PCB action plan because it's been more than 30 days? that that was the time to have any inaction like there's been there's been no public feedback to my knowledge and so that plan will be submitted. >> Okay. All right. Thank you. >> So, so far the only correction that I think we've agreed upon is the Jeb Foundation versus well to correct it Jed Foundation. Other than that, is there anything else? So the emotion the motion is to approve this group of um minutes from June 9th,
009August 11th, August 20th, and August 26. U all in favor of approving those minutes indicate by saying I or raising your hand there in TV land. I >> I and those opposed it that it that passes unanimously. So we are now at principal's report. >> Hi. >> Hello. >> I read it. Great report. So I don't know if there's anything you want to elaborate on there. >> Maybe just questions. >> I think that's perfectly fine. >> Easiest way to >> I think that's a great way again. >> Welcome questions. The uh the hope is that with Kelly getting these out to us in advance that we read them and have questions if we do. Uh Mary, >> I'm just curious about Terrier Time and how all this excitement how do you handle that or is
010one thing more popular and how's that all going? >> So, thank you. >> What is terri time? >> So, terrier time was moved from the end of the day to the middle of the day. So, historically it was like a 23 minute time at the end of the day. Um it is now a more concentrated about 40 minute time in the middle of the day very intentionally u between block two and block three. Um and the thought process there was really one about providing more intentional academic support uh to those who need it in a more timely way uh as well as providing with it more equity and access to co-curricular and leadership opportunities to students. So in the prior model, students who needed or wanted academic support were sometimes in the same room, right,
011with a teacher and students who just didn't necessarily want or need to be there, right? And so the teacher was kind of left to manage that dynamic, which sometimes, >> sometimes it did not, right? Uh I would not say that was a win-win uh set. Um and so the pivot to this is tried to be like okay teacher you have dedicated time to meet with students who want to meet with you. Um the other thing that's really driving some of that change is really about centering student agency. So um yeah so in this dedicated advisory model that we'll have that's grade specific every Monday part of that students will log into their power school sit with their academic data right and then make a plan um and you know if their grades have dipped below
012a certain threshold then the expectation is that when they make their plan for how they're going to spend territory time in that week that three of those four days be academic in nature. Um, and then we still want to hold space for them to have the opportunity to access a co-curricular and they get to choose, right? So, um, it could be some more one-on-one or small group time with some of their teachers through office hours. It could be dropping into the math or ELA lab. Maybe it's they need support senior project, right? Like ultimately, they're sitting with their data. They're staying in the driver's seat showing more ownership and advocacy around uh getting their needs met. um are also we'll talk about this a little bit with our SIP right is and having students kind
013of sit with their data more regularly um our hope is right that it's more of like an early intervention system right so before we'd really hit that six week mark to kind of pull eligibility and look at grades and then develop some intervention plans again this is putting the student more in the driver's seat of that and also kind of us sitting with that data and more we're kind of bringing the bottom up, right? Um, yeah. So, today was signups, our first round of signups. Um, the system decided it did not want to cooperate for the first part. So, we have 180 signups that we're manually processing in advance for tomorrow. Um but I just in looking at some of the preliminary signups I think it's pretty awesome to see how many students are like
014oh yeah know I need they want to meet with my teacher and I need to you know so um as well as seeing just the broad levels of interest like we have huge demand for crochet for example >> right it's just kind of like a quiet sensory kind of reset opportunity at the middle of the day um certainly the outdoor and PE movement options which I think everyone benefits it's from are also very popular. So, we'll be kind of watching the signup trends over the next couple weeks and if and when we need to pivot, right, and either add a second section or this thing isn't getting interest, we'll yeah, >> try again. But yeah, I >> I am really excited about it. Um and they'll definitely I tell the staff you know each faculty
015meeting you know we start with some sunshine and opportunities to shout out one another in a positive way and then I call second section ready fire aim meaning there are some things that we have really good intentions on that you know life has different plans right so we need to course correct and so I've been very clear there's going to be some ready fire aim energy in this model as we kind of u iron out some pieces is, but I think the underlying premise of it is everything that we need and should be doing. So, >> June's been a big lift, though. >> Um, I have a few questions. >> Yeah. >> Um, with the unfortunate closing of Compass, did we get a lot of their students and what is the total students in the
016building? >> Great question. So, we did get a number of students. I can check my thinking in a moment. I think it was around 15 students ended up coming. Three of those students were supported with school choice. They were more on the periphery of Leland and Gray and Green Mountain and so for family life. Um and so we still had capacity to support those requests. Um my challenge in answering the enrollment question is one of the other changes we made this year which will be good in the end uh is we are pushing all of our required paperwork across the district terms of registration and wellness forms and things like that into powers school. So moving from paper to everything online and there's a lot of value to that. Um but with that came some
017kind of unexpected hiccups. So, we have some membertomember opportunities for athletes, for example, and for us with their paperwork. We have to enroll them. And there's not there's not a clear way for me to filter through what I'm seeing yet. And so, I'm still kind of working with Shannon over in IT to better understand how to filter that out. I think we're about 295. That's my best guess, but I can confirm at the next meeting. The cell phone thing looks a lot better than I thought it was going to be. >> Um, yes. Um, yes. Um, I have appreciated. I mean, I was very clear as part of our advisory orientation, uh, Alisa, our new AP and I met with each of the grades in the auditorium, which was amazing to have a large meeting
018space online this year to do that. Um, and as part of those meetings, we really tried to center for the students like, listen, we had a choice in how we operationalize this expectation. Some schools assume the worst and stand at the door. Everyone take out your phone, put it in this magnetic pocket, write this really top down um process and expectation. And I said, we had a we had a decision point. I chose to believe that you all were more than capable of meeting this expectation and self-managing that. And for those of you who slip up, then we're going to support intentionally there. I got a lot of head nods from that, especially from some of our older older students. Right. I think the I think added thing that I really like is we've been
019very clear with staff that the I'll say burden because it does feel a little bit like that at this moment in time. The burden of managing this policy should not fall to them. Meaning I did not want staff or students getting into any power struggles over a phone. And that my expectation is that when they saw a policy violation that they name it respectfully, quietly, right, with the student and then hold out the expectation at the close of the class or activity, they do the right thing and bring it to the office and turn it in. Uh, and then on the back end in the office, we're managing who in fact is following through. Right? So it's, you know, I would say probably 85% of the time, the students who do have a mess up,
020do the right thing, turn it in. And so we kind of follow our standard policy in terms of escalating consequences there. Students who don't follow through, right? Then they're also they're getting more of a wraparound at the outset to include the cell phone, you know, the policy violation, but also non-compliance. >> And there's a separate and added and I think important consequence looming for students who rack up a series of non-compliance concerns. Um something called social probation. So we added that last year. And so basically we have a duty to provide an education. We do not have a duty to have open access to all of our dances and things of that nature. Right? So, if a student is showing us that they're unable to meet the behavioral expectations, then they're not going to be
021able to attend some of these other really fun events that we would like for them to attend, but we need to, you know, especially at those events, we have less staff, right? Less band to manage that kind of stuff. So, it's it's pretty logical when you kind of and the students are like, "Yeah, yeah, that makes sense, right?" Um, I think one of the shifts is before, you know, we always had an expectation that phones not be out in a point of distraction. Um, but that was really teacher managed, teacher collected or, you know, they each classroom kind of had their own thing. Um, now it's really admin managed. Um, and so that has, you know, that's 70 extra conduct reports right out of the gate that we were not doing last year. um that
022does take up a lot of bandwidth. Um I'm hopeful, right, that we'll see those numbers continue to trend down as we get to week three and four based on other what other schools have seen. Um but that is just kind of one of the things we're not dealing with. >> All right. Anyone else? Yes. >> I just um wondered if going back to the clubs, if the enrollment is capped at a certain point, do they get too big? Is it possible to just have to like crochet one? >> Yeah. So, great example like we um I think initially had put in there into adaptive 10. Uh and then I reached out to the teacher this afternoon and said, "Hey, I mean I could fill it to 22. I'm not going to do that, but you
023think you could do 12, right?" Um and she was like, "Absolutely." Uh weight open weight room was another popular thing. So, I went back to Mr. Lockerby. I was like, "Any chance you feel comfortable with eight? there are like physical parameters around what he can safely accommodate there. He's like, "Sure, no problem." Right? So, um, we'll add it. You know, open gym was very popular. Um, so we'll push in a different staff member and bump the enrollment to 35. So, we're that's one of those things we're kind of going to be figuring out over the next couple weeks. But, yeah. Yeah. >> Yeah. >> Um, can you talk about the AP class piece and what some of the parent concerns were and where we're maybe Yeah. Yeah. Um I think some of the concerns there
024are one around um enrollment. So with the class size policy, the board issued class size policy, the AP expectation is five to run. Um and I think in most of the cases still we see that threshold being met. There was one history course uh in the spring when we ran the master data that came in I think at like three um and I was really hoping it would run. I know the three students who really wanted to take it um was really hoping it would work. actually held open, you know, the original plan was to make the go no-go decision for students and teachers by graduation, but with the last minute closure of Compass, I opted to hold that open through the second week of July and in the strong hope, right, that some of
025those enrollment courses, including that one AP, would be able to run, but we had no interest in that. Um, so students were offered the opportunity to complete that. I think some of the APs could run through VHS, the Mount High School, some through uh VTBLC. So, those are two of the primary online providers. So, we're offered that opportunity. And in another case, with the departure of um one of our teachers from medical leave um that AP course, we just didn't have anyone qualified to run it. So, in some cases, I was very grateful. Green Mountain was very open to hosting two of our students. So they're were able to enroll in there at no cost to us. Um and then some of the other students um opted to complete it online through BHS. Um so
026there was kind of like two variables that came into play in those two AP courses this year. I think what's unknown is um under Act 73, right? There's language around class size minimums, which I think mostly aligns with our current um policy, but not entirely. Um there are some yeah unknowns about what the states going to say about AP enrollment expectations. Added to that is you know in January we expect to receive guidance about statewide graduation requirements um which will be universal and I think the expectation is those go into effect next fall. Maybe it's class size next I can't remember exactly. There's a lot of pieces to that. um it's not clear to me in looking at what I can access what kind of additional mandates they'll have there. I think we last year
027had several meetings with area schools and superintendent to explore a more collaborative AP kind of option, right? So maybe some schools are um providing, you know, the hub for social studies, some are the hub for this. Um I would say there was not a lot of traction from those meetings in part because more schools are kind of moving away from AP more firmly into the camp of dual enrollment. Um, and so I think that's like another variable that's out there kind of hampering some of our ability to collaborate more intentionally. Um, I wouldn't say that there's not space to continue to explore that. But I think everyone's interest or ability to collaborate further on that. It's like we're kind of at a standstill until we have a bit more guidance on what the state is
028going to say. So I think that's Yeah, there's a lot that's wrapped up in that. >> Yeah. >> So I I'll just add that minimum class size averages to go into effect next >> next year. >> And I don't know where they are with graduation requirements. >> January January is when they say we'll know, but I don't recall when those go to effect. I I I I don't think that >> I I think they're very focused on on >> a redistricting map right now and that seems to be the only >> thing we've heard about. So, >> anyone else? Thank you for all that information both written and the elaboration. Um >> we are now moving on to old unfinished business for discussion action and we have three ratifications. Just a quick um explanation. There
029are times where we take action for the sake of moving um for the sake of timeliness, I guess I would say. And I think that's where most of this followup is and a ratification is us um officially getting something onto a printed agenda and then follow up with essentially an endorsement of support or lack of support depending upon what that action is. Um and so these ones we'll take on individually. I'm going to look for a motion to ratify our decision of 8:26 August 26 meeting to hire Garrett Bolan as a math interventionist. >> Salute. Um, is there any questions about that? Yes, June. >> Um, I didn't get the resume, but um, he's working under a provisional license. I thought Kelly took it from her husband. Um, no I did not. He worked with
030both Sergio and I Yeah, I did not. >> So you still Okay. >> So he he's working under provisional license because he retired and his license. >> No, he he worked in >> uh private institutions. He was a public school teacher. However, >> um in California. >> Okay. New Jersey, >> New Jersey Parties. That's a different person I talked to about California. >> So, the motion is to ratify our earlier decision to hire Garrett Bolan as a math interventionist. Any more discussion under the motion? All those in favor say I. >> I. I. >> And Ben. Um, and so that passes unanimously. There is a lawn tractor that was purchased and I was unable to track down where which meeting there was a conversation about that that um led to the we're in favor move
031forward with that. Um does anyone have any details? >> Came out of one of the buildings and grounds and then it was added to the agenda. >> I was I I felt like it would be valuable to mention the date that that happened but I wasn't able to >> I think it was before the school year ended. Yeah, definitely before the school year. >> Okay. So, I'm going to simply look for a motion to ratify the recent purchase of a lawn tractor. >> So, move. >> Is there any questions or conversations under that? May >> we ever heard what the cap in spending was going to be? And I think that's important information. I know that they desperately need it. That was explained to us really carefully. It was going they were going to give
032us some specifics and we asked for that and we haven't received it. That's my understanding. >> All right. 32,000 is my understanding. >> But we have it. >> Yeah. Already here. >> It's been purchased. >> Yep. >> And the purchase was 32,000. >> Okay. >> Is that >> That's my understanding. Yes. >> Any other questions under the motion? >> Hearing none. Everyone, all in favor of ratifying the purchase of the lawn tractor, indicate by saying I. >> I. and I and I keep forgetting to say those opposed, but because I hear everyone say I. And any abstensions, so it passes unanimously. And last but not least, ratification of the support staff CBA. We certainly had um conversations about that and expressed our endorsement for that, but again, we need to ratify that to um tie
033that up in a nice neat bow for the district. Um, any questions on the support staff CBA? Oh, actually, can I have a motion to for us to ratify the support staff CBA? >> June. Thank you. >> Any questions, comments? Hearing none. All in favor of ratifying the support staff CBA indicate by saying I. >> I. I. >> Ben, where are you on that? Also I those opposed. Any abstens abstensions? Hearing none. That also passes unanimously. That puts us into new business. So FY27 budget timeline board goals and priority. This is again informational. So let me start by saying in our um agenda setting meeting um a suggestion was made to use the um alternate meeting dates for the month to do that which would take two weeks from today. we would have our first
034introductory let's start a conversation about goal setting and priorities for budget. Um is is everyone comfortable with that as a starting point? Let me just get a reminder for those of you who are on the budget committee that's myself, June, Jamie, Paul, and Ben and Chris. >> Um June, me, >> Jamie, Paul, and Ben. And I don't know if we also use that to um flesh out the schedule down the road with anything that would be in addition to our alternate meetings. And I'm open I'm opening it up for conversation from everybody but particularly budget committee members and your availability for meetings. Any any thoughts, suggestions, ideas? >> Would it be the first Monday then? The budget meetings would be the first Monday and then the second >> No, no, it will be the fourth
035t fourth >> fourth Monday of each. >> Yeah. >> Today it's going to be the 29th. Is that why it's it's actually the fifth Monday? Is it the 29th? Well, yeah, because we don't we don't meet on So, um you would be looking at a calendar of um >> and my understanding is Kelly cannot make the 22nd that I think when we talked about >> well so it should be the 22nd is that when it would normally be but >> I can join online just couldn't be here in person. So I think the question before us right now to stay as focused as we can is we would normally go to the 22nd. Is there a preference for the 29th as a first one? Um gives a little bit more time to get the ball
036rolling. Um is there anyone that can't make the 29th? >> All right. So we're going to set as our first budget committee meeting the 29th. We will use that date to establish meeting times and dates going forward from there. Are folks comfortable with that? >> We 6 p.m. >> Sure. >> That's what I was just going to >> usual time. >> Yeah, 6 p.m. >> In previous years, we've met in the allpurpose room. Will that be where the budget meetings will be held or will they be held here? I think we used that room so that it was quiet and >> No, I just think that's what room was assigned to us. >> Oh, okay. Yeah. Okay. >> So, >> I think I think we you know like the high school sets up what's available
037and depending on what they have going on type of thing. >> Yeah. >> DVD. >> All right. So I would assume here, but if it's not, we will and I'm just saying this for the public as well that like just like we have a sign up today, you know, directing people where to go that we would use signage in that sense if something changed. >> So we've got a starting point for our budget work for this fall winter. Anything else on 9A? That brings us to 9B. EFUHS sit continuous improvement plan action anticipated. >> Hi Kelly, do you need to share? You want me to >> just a document that was >> there was a document shared with us if you had a chance to look that over that being great. >> I have it.
038I just didn't know if you were sharing or I got Ben, are you able to see that? Um, >> yeah, I can somewhat see it and and I I went through it earlier. No, I just want to make sure I'm sharing correctly. >> But I will uh try and make it as big as possible. >> Is it that box up in the right? >> It's weird. That's annotation. >> All right. a little better. >> Yeah. >> All right. >> I'm here to just give you a little context. We're heading into hearing about amazing work happening again at the high school. Uh continuous improvement. We're getting a little familiar with this process. Um as a as an SU, we move through this continuous aim at improving and there are guidance. There's guidance work, there's guidance documents.
039There's lots of literature around there out there that organizations who work under this sort of a cycle see. So what that means is we look at our we look for our needs, identify those needs, we set goals, we aim to meet those goals and we identify the action steps that we want to take in order to get there. Take the action steps. Then we pause and we reflect what's working, what's not working. We adjust and we rinse and repeat. So this process happens at the SLU level. It's happening in the school level with our teachers. It's happening in the classroom level as some of what um Kelly described, teachers reflecting on their process all the way down to our students who are also being encouraged to consistently and constantly look at what they're doing, think
040about how they're performing and reflect and change. So, we're happy to have this opportunity to um bring the school specific continuous improvement for the high school plan forward. Um the state requires us, there's some state requirements. Um we need to identify two areas goals. One in academics and one in social emotional and well-being, student well-being. So, you'll see some of that represented in what um Kelly shares. And what this does produce is continuity across our district and across our SU. Pelly's going to describe specific things happening here, but we're all talking about student belonging. We're all talking about improvement in our academics and what do we need to do in order for our kids to be improving in their reading abilities in second grade and what does that look like in high school. So, it's
041really creates this common language that enables us to move forward as a unit. And this opportunity here, an important piece is our community involvement and having stakeholder voice be part of what we're how we're thinking about these goals, how we're implementing um our instructional decisions that we make. So this moment here in your board meeting is an opportunity for you to hold dialogue around the things you're going to hear from Kelly about the goals that the high school has set for the year. >> So I think that's all I have to say. >> Yep. Thank you. And I just wanted to add >> across the SU principles have been asked as they starting to look at budgets and and and what their needs are is the SIP is what drives those those pieces. So you
042know um the decisions that they are going to be looking to >> possibly make requests and budgetary things are those are academic decisions that are driven by um metrics that are hopefully you know improving student um um academically some but I think I got so >> all right >> ideally it's tied to how we budget our money because our budget is two goals. Yeah. >> All right, Kelly. >> Um, so goal one and two should look familiar. um in meeting as a large team over the course of the spring, I think the full staff team felt as though the goals and the numbers associated with it were good and noteworthy and they felt like if we were to achieve that everything gets better. Um I think some of the feedback um from that team was
043more about around um what data were we using and looking at um and how could we so for example example the Panorama climate survey um which is a data point that was pulled into this work last year is only put out once a year um and um there were some concerns noted about some of the wording on the survey And from that then comes some questions about the validity of what we're seeing in terms of data coming back. Um and so some of the recommendations which we will be taking into advisement this year is can we instead of asking once a year some of these questions can we do a better job of deploying maybe a shorter list of questions from that panorama survey around belonging for example but maybe every six to eight weeks
044right um therefore this data is more actionable right if we're asking and we're seeing good things then great we're asking and we're not seeing good things then let's do something about it and not wait to talk about it in our ivory tower in May right um so that was I think some of the things that shifted I think some of the other feedback that came through was really um you know to expand upon what we were providing freshmen last year in that dedicated advisory cohort make it a grade level specific uh model uh with the added uh adoption of the character strong advisory curriculum Um so that is something that we purchased um that does kind of provide a 25 uh scope and sequence uh advisory lessons. Those advisory lessons do align with castle uh
045which does align with the larger Jed priorities around which life skill domains we should be addressing. Um so there was some really nice alignment that kind of came through in those pieces. So again those two goals remain the same. They remain important. we're just kind of coming at it in a slightly different way and also going to be assessing it more regularly and hopefully in a more responsive way. So that's that piece. I'll pause there just to highlight something you're doing which is I think very exciting. my my geeky self says >> um thinking deeply about how do we use data and how do we make data meaningful so that that that once a year data point is not that >> so really thinking about how are we making it >> yeah really exciting and
046important >> what are max referrals >> great question so max is our uh uh >> behavior management >> yeah yeah so any care reports student conduct reports Kidback referrals. It's a database that we built at the high school that allows us to manage and track and respond. >> At our other schools, we use you might hear Swiss. So, I know some of you have kids in in lower grades. We use they'll they'll refer it's just a different vendor, but Swiss is it. And then it kind of helps track those things and pulls out trends. And so, Um any other questions on this before we move to academic >> or is this one did we forget but >> no forget? >> Uh so last year this did change a bit. Um last year the academic focus
047was really around map data which is something we use or deploy into the community three times a year. Again I think map is noteworthy in that it does show some pretty consistent trends yeartoyear. Uh but again there were some concerns noted among the staff about how seriously students were engaging with that and so maybe it wasn't the death best data point to center uh to kind of help guide our work. Uh so um as a coordinator's team uh we did kind of review that um they felt especially in light of some of the changes we're making to the terrier time and kind of student agency pieces that grade data would be a more uh valuable data set to look at. Um and so um that is where we landed. And so we're really looking at
048again right out of the gate through this terrier time model through some of the changes we've made in ELA and math. Again in the last meeting I talked about some of the co-eing better use of interventionists and how we're providing and responding to student need when it comes up. We're hoping um in looking at those two uh subject areas that we will see positive momentum there. And again, great data is what we use as one of our indicators. So that one came to me. Any questions? Anything Kelly you want to share on the progress monitoring? I mean, it's pretty straightforward there in reading where the goals are set. >> Put me in the old school category. there. >> So, the only question that I have um and it's just I'm not I don't necessarily need
049an answer, but um for the um goals one and two, you note that there's attendance data and the max referrals. I'm just wondering should there be or why there isn't in the progress monitoring um that data referenced with some particular goal um if if that's something we're going to communicate as this is how we're going to measure these outcomes. So again just food for thought I would say. >> Yeah. But other than that, I think it's fantastic. Really, >> I think it's really exciting to have landed as a school community on datadriven priorities. >> I think the process to arrive there was >> took some time. Yeah. Uh so again, this is a product, but I think the process behind it is really >> I don't want to gloss over the work >> that folks
050have been doing to get to that point. So >> and I hear very clearly in what you're saying the teachers have had a strong voice in the work of identifying what's really important and how to measure communication gets buy in so everybody's on the same or at least approaching the same page is something just like you said >> great >> it says that this is for anticipated action I'm assuming here that we need um the board to approve this is that >> we would ask the board to um support this sit So, a motion to support the SIP as presented. >> Correct. >> Can I get a motion? >> I'll make a good motion. >> Great. Um, is there any further discussion? Uh, additional questions, anything else on this motion that we support the continuous
051improvement plan as presented. All those in favor indicate by saying I. I. >> Ben, we've lost your visual here. >> Hang on one second, Ben. Don't don't go anywhere. Just can't go. >> Who's lost? >> Not forget the those opposed and any abstensions. So that passes. Great. >> Thank you. >> Thanks for all the effort on that, too. I know it takes a while to pull those things together. Um, date and time of next meeting. So, the second money Monday in October is October 13th, which is a non-school day. It's Indigenous People's Day as a holiday. Um, I'm going to suggest that in those instances, we use the backup day, which is the fourth Monday, which is October 27th. >> But I would only I would think that we'd be using that for budget. >>
052Yeah. I I mean that would be the fourth. >> Oh, is that what you do? Okay. >> Yeah, sure. So that would mean the 14th. >> Yeah. >> So we typically shift it one day over when it falls on a holiday. >> Uh because you you may uh butt up against uh Martin Luther King Jr. Day trying to think of things. So they just shift over to Tuesday and then that way and that was the whole point of >> trying to keep the budget separate. So that way you don't end up >> you can conduct business here and budget over here. Got you. So, so unless I hear some sort of objection to both have that day off. Does that bo that >> is an inservice day? >> Thursday. Okay. Yeah. >> So, I I
053do have a problem both the 13th and 14th. I know the town of Rockingham is having a special uh town meeting uh for uh certain bonds that need to be voted. And Tuesday is voting day and I'm the chief official. Yep. >> So, uh I I just know that the I have not work for May not be available for you. >> We're potentially three down. >> Um, which puts us Everybody else has to be here for a quorum. >> Um, >> so I just kick it to the 20th. >> Well, I don't know how that works. >> 20th Rock. >> Exactly. >> What about the Wednesday? Oh, no. >> Wednesday the 15th is Yes. >> So, here's what I would like to do. I would like to schedule it for the 14th >> and we'll
054see what the agenda looks like and we'll see we'll do um a poll once we get closer to that to see who can be there. If the agenda is light and we don't see we have a quorum, we might just miss out on October, but we will strive for the 14th at the usual time. Um I with the numbers there, I don't see us planning any sort of committee meetings to to go along with that. Mary, >> just so budget for October. Can we set that date as well since we're all >> Yeah, sure. That's >> the 27th. >> That'll be the 27th. >> Okay, sounds good. Well, we've got two budget dates and the 14th for the at 6 p.m. for our next meeting. >> Just I won't be able to attend on the
05527th because we have the UPM education. >> Okay. >> Thank you. um when we come together on the what did we say the 29th for budget that might be a time where we can really flesh out an overall schedule from beginning to final budget >> to be real honest if Kelly's not going to be there's no reason we're see budget >> meeting so that's why >> it's teacher >> no absolutely understand that >> so that's why the 29th but as I recall from last year we had budget committee meetings that did not necessarily fully align with just Mondays. >> That's correct. >> So, I think that we can we can really flesh that out on the 29th. >> And to be real honest, if Andy doesn't need to be here, uh, and I'm not saying
056we don't want him here, but just because if he has Rockingham meeting and we don't really know need to go to Zoom because it is a committee meeting. Yep. >> Then again, I think the committee can work out what are the best dates, >> right? So, we know we're going to meet on the 29th for budget. We fully intend to meet on the 14th as a as a full board, whatever full board looks like on that. Hey, and um see what goes after that. Brings us to director comments. Oh, you want to start? >> Uh I'm all set. Thank you. >> Jamie, >> all set. Thank you. >> Emily, >> I'm good. >> Ginger, >> also good. Thank you. >> I'm all set. Mary, >> set. >> All set. All right, Ben, the floor is
057yours. >> I'm all set as well. Thank you. Right. Um, can I have a motion to adjourn at whatever time it is at 6:50? >> 650. >> Yeah, >> that is fastest meeting I think I've ever attended. >> Bam. Mic drop. >> All in favor indicate by saying I. Those pose, you can stay as long as you