001You are recording. >> We're on. Okay. >> There's no screen. Okay. >> Um, >> welcome to today's meeting for Mount Anthony Union High School Day Union. That's is that okay? I just want to work on No. And that's you also. Um before we uh before we get started, um I would like a motion in order to move the administrators report item seven to um before public comment. So um putting that at one second. >> Motion by Susan by Scott. Any discussion? >> All in favor? >> I. Okay, we will start with the administrator's report. >> So, uh, we're going to start with middle school. So, Mr. Brooks, you're up. >> All right. Good evening. >> On the camera, my apologies. >> Good evening, ladies and gentlemen. Um, my name is Kelly Brooks. I am one
002of the site coordinator for 21C for the middle school and also I oversee our afterchool programmings at the middle school. Um, one of the first things that I want to do is I have some thank yous to give out because it is a large town and I'm going to go give you guys some numbers with the amount of kids that we service after school. Um, I have two people, uh, a Luke R and a Sarah B. I don't want to give last names because not my fault. Um, they they extraordinary. They are my afterchool cafeteria staff. They help me when all the kids when the bell rings they all head to the cafeteria. They give out the food. They help organize busing with me. Um they are a very key part to our programming. Um
003I also have Melissa Willard who subs in for them too. She she's you know there in a in a drop of a hat. She's always there to support us. Um, and then from central, uh, my director, which is Jazelle G, um, she's she's helped me make connections within the community with some of our things that we offer. And then, uh, Lisa P, she's our she helps with our payroll and whatnot. And so, it's a big task and I just want to say thank you to those individuals who help support our afterchool programming. Um, just to give you some numbers, I'm going to give you some fall numbers because our numbers have increased. Uh, we had 125 kids just sign up for the clubs and those are your yellow brochures. Those are the different clubs. These
004are year clubs that the kids can do that our teachers uh stay after school and offer. Uh, we had in our uh blue our first round of 21C experiences. we had 45 plus kids sign up for those. Um, in our fall sports, we had over a hundred participants. So that gives us a rough number of 270 kids that are doing after school programming at middle school. Um, and so that is that is a large number. That's almost half our population or more than that. Um, and so we are, you know, every day we try to get more and more kids to join the after school programming. When I hear kids say there's nothing to do in town, I say, "Well, let me show you a yellow uh brochure. Let me show you a green, pink,
005and blue one." Uh, there are many things for the kids to do. Uh, two of the things that I want to highlight that are very key to our programming. One is a 21C um after school program and that is uh Snitch Fits and they work on crocheting. Uh kids bring in some of their own stuff and they crochet. We have a girl right now that's been working on a blanket for quite some time. It's quite a large blanket. Um and then Hype Squad. Hype Squad is a game changer in our building. All right. Hype Squad is we hype our kids up for sporting events, for testing, map testing, for state testing. Uh we do words of encouragement on their lockers for them. So when a kid comes in, um and all those are in the
006nice little packets that I printed out for you. Um when a kid comes in, they see words of encouragement on their locker. They were nominated by their teacher. We do a cool little, you know, paper thing over their locker. We design it in a cool little way and that is run by uh Sarah B and Katie S and you know to walk into school and see words of encouragement especially for kids on the day of testing you know it hypens them up and gets them you know excited to see little words of encouragement. So that are two programs that are new to us this year and that have been really beneficial to our kids. um how I look at some of the programming that goes in our stuff. I I am lucky the district sends
007me once a year to a 21C event. So I get all the packets from every school that does after school programming. So I'm able to see where we line up with other schools and some of the things they are. Um and so that is our kind of a quick little update on our afterchool programming um for clubs and activities. We do have an event coming up tomorrow night that is uh we have an administrator uh Miss Austin who who this is her this is her baby. She's put a lot of work and effort into this event. uh she has a small committee that meets to kind of figure things out. And this is our family first night. This white paper was distributed to the community members to families. This blue one is our social media
008post that went up on our Facebook and across social media for us. Um and so I'm just going to read you a little blur. It's the third annual Mount Anthony Union Middle School family night on Thursday, April 16th from 6:00 to 8:00 p.m. This year we have the executive director of Bankington Child Advocacy Center, Jenna Kaslin, presenting about how to support youth in building healthy relationship and making safe decisions online. Mount Anthony Union Middle Choice Group, which is our group, our peer prevention group, will give a brief presentation on current issues among Mount Anthony Union Middle students and their solutions. Um, we also have the chance to uh discover helpful resources that are available um at Mount Anthony Union Middle School in our community. Participants will be creating a shirt for a clothesline project. They
009have a chance to enter to win exciting door prizes and also uh some pizza from Ramont. Um some of the information at these tables, hazing, harassment and bullying information. Second step which is our social emotional stuff. Uh low choice our prevention coordinator. We have art projects that we be shown. Apps will be having a table. uh our coping cafe which is another one uh restorative practices 21C after school programming and then our student council and standing ovations will be performing. So if you guys you know are looking for a fun Thursday night and want to see some really creative things and some great solutions, ideas, uh things that are available in our community for our kids, please stop by the middle school tomorrow night. We'd love to see you all. Um, also tonight I have
010two students and Mr. Arrington who are here who are part of our 21C program. Um, they are part of our Lego robotics club and over the last Lego robotics is one of two programs that runs all year long because we have so many kids that are interested in um, and so Mr. Arrington is going to give a a brief description of what Lego robotics is. And then our young gentleman here, I have >> Miles Phillips here and I have >> Andrew Pacina. >> They're going to give you some examples of some of the things they've been working on. So, Mr. Arrington, floor yours. >> Hi, it's pleasure to be here. Good evening. Uh we've been running this robotics program after school for two years, but we've been doing robotics in the classroom in the middle
011school for uh well I guess five now because ever since the SR funding uh and so very excited to do it in the science classroom, but with all the standards that we have, we can only get to robotics, you know, once or so a trimester. So it's really nice to be able to offer this kind of program after school. It's especially important, I think, because we really kind of seem to lean into sports an awful lot and we don't into the STEM and the science and the engineering. And I think it's so important. I mean, who couldn't use brainstorming, critical thinking, collaborative or who couldn't use applied mathematics at the same time as, you know, iterations, understanding that failure is part of learning. All of these things are part of uh just engineering, but also
012part of the Lego robotics engineering program. So these are their creations that they have done and just you know here we are in third trimester. Uh and this is just what they're thinking of at the time. Uh and s so gentlemen who would like to go first. >> All right let's go. Miles everybody >> I felt a car. >> Nice. It was a >> I added a sunglasses and mustache for creativity and also got >> Can you show us how it works? >> Yeah, let me just turn it off. >> Miles, what do what have you done to make this Lego robotic work? What have you used that iPod iPad? Uh on the iPad you you can go into an app and you can code it to do things. >> Okay. Cool. >> So right
013now it's attaching its Bluetooth so it's all connected. We didn't want that sound to, you know, be here until it absolutely had to be. >> And I coded it to when it senses the blue on the carpet, it will drive around a bit and come back to me. I hope it works. >> And as we all know, we're all familiar with technology. Sometimes it works and sometimes it doesn't. >> Yeah, it is very particular. They want things to match like strict colors. And if it isn't that strict color in a pattern like speckly like this, uh, not exactly the middle school floor that we were testing it with, >> right? >> Um, but what was nice is that you had to work at it an awful lot to get it to do these moves and
014spin around and then go back to its starting point. And even though you you might think, oh, just, you know, go 30° for two seconds, do this, do that, and then reverse it all because of the way the wheels actually turn, it isn't like that in reality. And so that's why you have to keep going back at it, which I think is just such an important lesson for kids this age to learn. >> You lost me at 30°. >> Another thing I had to worry about is if the wheels stuck too much and I got my measurements wrong, it would go like way off over that way or something. If the wheels were a bit more dirty, it would slide around a bit more. and I just found it more likely to come back to
015me. >> So, we're studying materials here as far as how they're interacting with their environments and that attackiness of this wheels obstructed by dirt will cause a different result. >> So, we have wipes for that and I actually haven't. So, >> that won't hurt us on the carpet though. >> I don't think it's going to sun. >> It's all right. >> That's excellent. >> It's all right. >> Thank you so much. >> Andrew, what have you done for us? I helicopter >> what? >> Turns off. >> Once again, connecting to Bluetooth. >> Now, I promise this is all working in the middle school. I swear to God. >> At this angle, it's starting off slow, but the more I tilt it, the faster it spins. up kind of not really working right now. There's technical
016difficulties. >> No, but it um when you tilt it the one way, it was going one direction and when you tilted it the other way and what it was accessing was the gyroscope inside of the hub >> and whether it was getting a negative or a positive reading would change it. >> Yeah. When I turned it up this way, it would go clockwise. And when I turned it this way, it went counterclockwise. And yeah, >> thank you. Yeah, >> you guys welcome. >> Thank you very much. >> Thank you for having me. >> I do have to give the boys prop. It is, you know, for two sixth graders to come and stand in front of a bunch of adults. You guys did an incredible job. Great. We appreciate you taking your free time to
017come and entertain us with some of the things you've been working on. >> Thank you guys. Thank you. >> Thank you very much. >> Any questions? >> No questions. >> Well, team needs to cover today. >> Can we can I ask one question of the right? >> Wait question the question for both of you. What was the most challenging thing in your project and in your project? Think about a minute then tell us what do you think was the most challenging part? I think the most challenging part for mine was probably getting the measurements right because if it spun too much, it would go way too far to the left or the right or it would just might not come to me. But if it didn't spin enough, I might have the same problem. And
018I didn't want it to not spin because it just kind of fun. >> So, Miles, when you started this, how did you decide on this? I mean, I understand the glasses, but how did you decide on this car? >> Uh, opposed to helicopter or another unit. I just thought it would be fun to build the car because I've built cars before, but I was using a bit more complex pieces and I was building a bit more complex things later in the year and this felt like it wouldn't have been really hard. So I decided like why not? >> Andrew, same question. How do you decide helicopter? >> I was just building random things and I kept getting bored of them and taking apart and just didn't know what to do. So I found something and
019I liked this. I thought it was a good idea so I built it. >> Well, it has great colors. So I'm all good. >> So one of the within the program the kids also have a challenge too where they can design a vehicle and this is coming from Angela where they can design a vehicle a helicopter and then within the plan there's a mistake for it not to work and they have to figure out a way or what's causing it not to work. And so that is, you know, brings it back to the critical thinking of I've run into a problem. Now, what are my different pathways to solve this problem? >> And so it really gets the kids thinking. >> Great. >> Nice job. Thanks, guys. >> Nice job. Yeah. >> Thank you guys.
020I greatly appreciate the time. Thank you. >> Thank you, sir. >> Thank you. Oh yeah. >> My watch report now >> and it's not even a smart one. >> So there are clubs right now. Um this week we have the theater club doing the play that goes wrong. We have shows tomorrow night um and Saturday. both tomorrow it's going to be 7 pm and then Saturday it's 2 pm and 7 pm and there are a lot of seniors in this show so if you want to show up and support them I'm sure they would appreciate it. Um National Honor Society just elected new officers for next year. Interact is setting up greenup day and they're doing a big truck night at Shaftsburg. Um spring sports have just started. Girls tennis has a match tomorrow. a
021boys tennis head match yesterday. Track and field's first meet was cancelled, but they might have an invitational on the 18th. Um there was a boys lacrosse game yesterday. Girls had one a couple days ago. And um AP tests are starting soon, unfortunately. So, um yeah, there's a lot of studying going on for that. Some teachers are having practice tests on the weekends, but I don't know, it's an exciting time of the year. Um, and next meeting you will have a new student representative coming with Alia because this is my last meeting. But yeah, thank you. >> Can you tell us your plan for next year? >> Um, I'm going to dart next. >> All right. >> Congratulations. >> What will you be studying? >> Um, I think majoring in chemistry and minoring in neuroscience. >>
022Too light subject. Yeah, it's matched for the girls. Home or away? >> It's home tomorrow. >> I'll add the girls lacrosse was up 9 to4 when I left. >> That's great. >> Um, can I add Mr. Carmichael on just a really quick uh there was a spring fling dance which I think was covered last month. It was the 20th of uh March. Had great turnout, almost 200 students. Reality Fair and College Fair were Thursday the 9th. Uh gave juniors and seniors an experience navigating real world decisions related to managing finances for example careers. Uh college fair provides opportunities for all students to explore post-secary education uh or post-secary options. Uh I think we plugged this already but unified basketball game on the first of this month. A thrilling buzzer beater. Uh we beat Bradboro. Packed
023stands good turnout. If you haven't seen it on the socials, you should check it out. It'll make your day a really good one. Uh for the seasons already. And then Wednesday, next week is break for the middle and high school. So if your student tells you they don't have school, they're telling you the truth. And then half day on um there's a half day Wednesday the 29th. On that day, there's a vape exchange event in the morning from 7:30 to 8:30 that is organized by the Choice Group with support from our friends at ACT Bennington, Centers for Restorative Justice, and the Bennington Police Department. Students are encouraged to exchange their vape without repercussions during this event for a selection of free tools to deal with cravings and support quitting. Um, there we go, Mr. Carmine.
024Thank you. Congratulations. Congratulations, Sunshine. Nice job. >> I did see that the um basketball game um or at least the end of the clip on it was um very fitting right after the um college basketball game that >> it was awesome. >> I heard it was >> Yeah. Um okay, we will start with public comment. Is there anyone? >> Uh, I do not have any hands up in the public section on that. Um, moving on to the consent agenda, we have minutes, warrants, retirements, resignations, nominations, and I I'm almost cognitive. I saw a field trip. Okay. Um and field trips. Uh can I have a motion to approve the consent agenda? >> So moved. >> Second. Motion by Scott. Second by Susan. Um any discussions? >> Field trip looks like an exciting opportunity for students.
025Have they identified them? >> I don't know that. All right. Um any other discussion? All in favor? >> Okay. We will um move on to uh the finance. There is a um action. There's requested Patriot Challenge Day donations. Um there's a letter in the packet um from uh Pat Ordway referencing the donations. Um can I have motion to ex uh to include approve the uh donations as stated? >> So move by Susan, second by Scott. Any discussion? All in favor? Thank you. >> Bye. >> I I would like to publicly thank the folks at MSK Red Clover Pediatrics and Williams Financial Services for their gift that helps uh make Patriot Day possible. >> It's a very fun day. >> Um we move on to uh Steuart's holiday match award. Um that is also in the
026packet. Can I have a motion to approve the donation of $350 from Seu Sign Anthony Middle School? >> So motion by Beth second. Um >> I'll second. >> Okay. Any discussion? >> All in favor. >> What was the Sorry, question. >> What was the the grant application? Never mind. because it's a >> it's a donation but it's a grant so so you apply for it. >> Oh okay. >> Um so please describe how the money will be used. >> So this goes to >> focused events. Yep. Got it. >> All in favor. >> I >> Okay. Uh we will move on to operations. There is um item in the packet for bleacher donations. Um CC Tim, do you want to talk a little bit about it or should I just I can ref talk about
027that really quick? So this is uh outreach from the the Southern Vermont Medical Center uh overseeing the property currently at SDC. There are a set of there are six sets of bleachers at what was the baseball field right there off of Monument. they would like to make a donation of those bleachers to the MAU. Uh the bleachers have been looked at. They can uh there's some repair that needs to be done, but the framing in the back is all still good. Uh they've been designated according to Mike uh sets going to Bennington Little League property because we have middle school and JV teams that play there. The middle school would receive a couple sets in the high school as well at the they would be designated for the vets home and for the softball field.
028All right. So, it looks like uh for discussion, can I have a motion to approve the um donation of the bleachers which includes signing a hold having or sign a holdless agreement uh and providing a document of insurance to cover. >> So, move second by Beth. >> Any discussion? All in favor? >> I. >> Okay. On to radio equipment rental. Oh, I'm sorry. I'm going to stick it. Did not mean to. Um Anthony High School kitchen. >> So, you want me to do a really quick? Okay. So, my understanding is that this comes out of um federal grant. It is in uh support of renovations at the Mount Anthony Union High School kitchen. This is a result of work that's been going on for several years. The board was last informed of this way back
029in November of 2024. Um it is it is monies through our work with the uh food service program. During COVID, the kitchen was identified as an area that serves the community and as a result there were funds set aside in the SPSU food services account. So work was undertaken in March. Uh a design was made um for the kitchen and for the general cafeteria area. At the time that bid the bids it went out and bid work was 2.4 $2.5 million. Subsequent to that, um the cost of the project has gone up uh because there are requirements under the USDA which manages this federal program that you must buy Americanmade products and that has caused the project to skyrocket. As a result, the actual budget is not 2.5 2.4 as the as the bids were.
030It's 1.655 $1,655,000 that you have set aside in the SVSU food service account that has been uh that would go toward the recommendation which is you award the contract to Naylor and Breen for the 1 655 and that the work be focused on the kitchen and that would be a complete renovation of the kitchen at Mount Anthony Union High School. That work would be done this summer with completion by mid August of 2026. >> And that work can I have a um motion for uh to approve the recommendation for Naylor and Green uh to award the contract for the renovation as defined in the construction contract documents from Centerline Architects and Planners dated March 26. um uh awarding $1,655,000. >> So move second motion by Scott, second by Kristen. Um discussion. >> Is any of
031the are any of the pieces that were recently purchased going to remain like the proofing roars and some of the other things that they've recently purchased in the last couple of years? My understanding is it was explained to me because I'm not a building guy was that imagine you take the kitchen and shake it. Anything that hits the floor stays. Everything else is, you know, plumbing, heating, electrical, things like that. So any equipment that's been purchased recently would be staying in the kitchen. >> Okay. Thank you. >> And um do we believe that we can that they can accomplish the renovation for the 1.655 655 million as opposed to the kids. >> I have asked we will be open mid August because school >> time. Yeah. >> Yeah. >> I have been told we will.
032>> Okay. Um any other discussions? All in favor? >> Okay. Carries. Uh radio equipment rental agreement. >> So uh this is a rental agreement. We had this discussion yesterday with the elementary school board. I will hope to do a better job tonight. Uh basically the plan is to have buildings and grounds personnel wearing the same radio so they can be on the same frequency and they can communicate across campuses. Currently there are a couple of different sets within them and it makes communication that much more difficult. So the ask is 12 radios for the high school uh middle school staff. Uh it is uh $40 in radio. Total project is $468. It is a rental. That question was asked last night. Um I followed up this morning. The rental is seen as a way of
033putting in place pretty quickly everybody on the same radio. And is also advisable as the radios get busted up during work, they get dropped. Not that I've ever done that. uh and that this allows for uh replacement of equipment as the the radios purchased are about5 $600 a piece. So this is the recommended number for Mount Anthony staff. >> So it's $40 per radio. Is that what you said? >> To rent? Yep. >> Like per monthly. >> Sorry. Sorry. It' be$468 a month for a rental for the 12 units. >> And sorry this is coming. I know it's a small amount of, you know, for a month, but this is a two-year um contract and as such, the board needs to approve it in order for the chair to initial in nine places and signature.
034>> And this is to award it to >> uh CBC 2A radio. Um, can I have a motion to approve toward the or approve the contract for uh CDC2 radio uh with $468 a month for the length of two years? >> So move by Scott. Um, any discussion? All in favor? I Thank you. Um moving on to policies. Uh enclosed is a um policy number 7205 board member conflict of interest. This is to warn the policy. Can I have a motion to warn the policy? >> Motion by Beth. Second. Second. Second by Susan. Okay. Uh any discussion? All in favor? Um, we can move on to the superintendence. >> Just lying tonight. >> Uh, one really quick here slideshow. Share this with folks. So, so we did this we um we're going to be sharing
035with you some student data. Uh this is a format that is same across all uh school districts. So, we shared this with Arlington School District last week. We shared this with the elementary school district uh last night. Uh and so, let me back up for just a second. So, um, purpose this evening is to give you a snapshot as we kind of travel along. Every school in this district, every school in the SDSU has what is called a continuous improvement goal or plan and it sets goals on the yearly for schools and they are you will find them in social emotional learning, you will find them in ELA and you'll find them in mathematics. The SVSU as a whole has a continuous improvement grant or plan. It's a three-year plan. We are in year two.
0362627 will be year three. And as a result of that, the SDSU will be reddrafting goals to push us forward. Schools then take those goals, build goals for themselves. Um in the case of the middle school and the high school, um data from academics is fastbridge map. uh we'll talk a little bit about that and uh VT CAP under social emotional uh uh data you'll have a treatment integrity social validity survey which is completed by staff. Um and so those are your sources of data. The screen is laid out in a way we hope is helpful. Um I'm open to feedback as um go through this as you're looking at the screen. I really like this the way it looked this time around. I remember the previous okay >> one that we were presented and
037I I felt that this was much more digestible and um I very much appreciated getting it in advance. >> Okay. Um and >> I didn't have a whole lot of time to look at it. I just noticed it today. So if this is two started in 2024, it would be help. I don't know if I I didn't read the left side and I can't see it from here, but it would be helpful to see where we started. >> Okay. So, let me >> see the progress over the years. >> Yeah. So, two things. Remember this is a snapshot. >> Any questions you have this evening much like we did at elementary school board with the expectation you come back next month. We like we were asked last night, can you show us longitudinal data? That
038would be great. >> Can you break it down by grade level was the request in Arlington? All that's good feedback. So, it's a couple of pieces and the goal is definitely to take the jargon out of it. So, on the bottom left corner, sorry, on the top left corner is your identifying pieces. Mel school, East Road, Grace span. The bottom left corner is a snapshot of the state's report card. So, this was put out in February. Um, this is just one screen off of that. What we want to show you is VTCAP. That is the states test in the spring. It measures proficiency. What it shows you is in that corner the measure of the middle school over three years time. 22 23 23 24 25. And you can see that the middle school at
039that point approaching proficiency. For some context, the state of Vermont as a whole is rated as approaching over that same time span. Okay. So, in case folks, yeah, folks want to know how's the rest of the how are we doing compared to the rest of the state. On the right side, what we wanted to do to try to make this a snapshot easy to understand is the first column is the CIP goals for the middle school. There are two. Then we broke it down into plain English. What's your goal? What's the number you're attaching? What do we want to see? And then on the right side, and I apologize for my name being in the upper right corner for some reason, what you actually are at this point. And this point is we measured from
040the winter of 25 to the winter of 26. That's the snapshot. These two goals are measured by MAP, which is a test that we use locally, but it is normed nationally and we can we give it to kids in the fall, in the winter, and the spring. And what it'll do is it'll take a snapshot of a kid and say, "Okay, the next time we see you, if you've been going to school and studying hard, we expect you compared to your peers to grow this much. That's your goal." And we can get into that a little bit if folks have questions. But so what the first goal is, are students meeting or exceeding their norms growth rates in ELA? So these kids have been given a goal. Middle schoolers are really good, by the way.
041They can tell you how many points they went up and how close they got. They do a very good job. What they want to see is they want to see at least 60% of the kids at the middle school meeting or exceeding what MAP thought they should grow in the period of time that they've been measured. And you can see that they're at 43% at the middle school. Same thing with math. Takes a snapshot, says, "Okay, we should see you grow this much over time the next time we see you." They want to see 60%, they're at 48%. uh have some work to do. Uh but um I will say this, I've looked at different schools and some schools that you can take the percentages of where they are and you can flip it. ELA
042mathematics. I've asked the data team what's going on like why are some schools their scores higher? The higher scores in ELA, the higher scores in mathematics. The only thing we've really talked about so far is that um the ELA curriculum has been in place a bit little bit longer so that teachers might feel a little bit more comfortable implementing it. Um but again like I said in different schools it's flipped. So something to dig into as teams go forward. Um high school same thing. Bottom left corner is the one screen that you would find in the the uh report card. You can see that uh the high school, this is MAU high school over time has been approaching over the three-year span that is on par with the state. They have three goals. One of
043which is a social emotional learning goal. Um and the social emotional learning goals sometimes even though we stripped out the jargon are a little bit hard to read. So let me try to do this. Do we have a decrease in high risk of internalizing behavior? First of all, internalizing behavior could be kids who shut down, uh kids who are not engaged. This is a survey taken by their classroom teachers several weeks into uh semester so they get to know kids and it's just asking teachers what you're observing. What you want to see is that what they want to see is greater than 70% of those kids reported. And these are all kids. This isn't just kids who show up in the office, get in trouble or something like that. We want to see greater than
04470% kids. staff rates them as low or no risk for internalizing behavior. And you can see that the high school has met that goal. It's at 73% according to the survey. Next two are academic goals. Our students in grades nine and 10 meeting or exceeding their norm growth. So this is a MAP score. Uh at the high school, it's a little bit different. We ask students to take it at the beginning of the semester for an ELA class and then we have them take it at the end of the semester. Uh so it's a little bit shorter period of time, but it's also probably a little more condensed learning. But you can see that they want to see at least 60% of their students meeting or exceeding what we thought they would grow in that
045period. And you can see that in ELA, the high school came very close, 58%. and students uh meeting or exceeding their math scores or their math growth rate in that period of time they were looking for 55% they were at 50%. So a positive trend as you look middle school and high school you're seeing kids closing that gap and that's a positive thing. Now, administrators and teachers will take this data and map data. There's a ton of it to break down. It'll break down into, you know, standards underneath ELA and mathematics. It'll tell you exactly where a kid has weaknesses and things like that. But teachers will take this data and they will say, "Okay, this is how we how far we are for the goal." And they'll reset another goal for the next year.
046They'll also take this data to say, "Hey, we need resources. we need to, you know, we need a better screener, we need a better intervention for or not, and we just need professional learning for some new teachers, whatever they're identifying is. So, they the goal is to be using this data to push the goal, but also give teachers and schools the resources that they need to meet those goals. So, those are the two snapshots for folks who will be sit um who folks who'd like to see others. We are my goal is to get through these presentations and then we will put these up on the website so folks can go you can look at Arlington you can look at the elementary you can look at NAU when we come back after break we have
047an uh an SU board meeting we will do this for the SU as well and all four of those presentations will be available to the public >> ask questions >> absolutely >> so in the presentation that we were sent earlier Today the MAU high school is that first question there is talking about externalizing behaviors but on the screen it's internalizing behaviors. So what we received says do we have most of our staff having a high fidelity implementation of our multi-tered system of support goal is 80%. Uh and where are we now? 63.4% 4% of students are low risk for externalizing behaviors. Just wondering what >> Oh, can you read that back to me again? I'm sorry. Take >> So, the question is, do we have most of our staff having a highfidelity implementation of our
048multi or MTSS goal is 80% or higher. >> Yep. >> And the results are 63.4% of students are lowrisk externalizing behaviors. So we I apologize for that. We double checked that this morning at a director's meeting and there's a there's two pieces of data in that result. >> So one, you want to see uh 80% of your staff saying that we implement MTSS. So that's a goal that we're working on to get staff's like, "Yep, I understand the system. I know what kids need to support." And then you have the internalizing number in there. And it said 63%. >> This is externalizing, not internalizing. >> Yeah, that that's a mistake. I'm sorry. That is the corrected one. >> Correct. >> Cuz well, we we should have broken that out into two pieces. It should have
049said, "All right, your internalizing goal was 70%, you hit 63." So, I need to double check that. >> 73. >> And we said 73. So, that >> 70 result 73. This one doesn't have a a goal for the students. >> Yeah. >> With externalizing behaviors and it doesn't have a result of the staff. Do you know that off the top of your head? >> I don't uh but I apologize that slide should be the corrected one. We understood that that's confusing as we had it posted, but I can I can correct that and bring that back to you. And I would think that that question, it's not up there, but about staff having highfidelity implementation of MTSS intersects with this student services audit report. I haven't gotten through the whole thing. I did watch the
050presentation to the SPSU board. Uh, but there is some language in there around kind of staff reactions to MTSS and the different >> training >> systems. Yeah, training. So, I'm I'm really interested in that response. >> Thank you. Any other questions on this topic or do you have more on your >> I just have one other thing on my report? >> How do we move the needle seeing that we've been stuck in approaching for three years in a row for both the middle school and the high school? Do you have ideas around how we move the needle to at least meeting the standard? >> Uh I do. >> You do. I'm going to hold that thought and come back to you. Um, yes, we do have some ideas and we can, um, yes, we do,
051but if you be patient with me, I'd be happy to come back because the elementary school presentation is connected to the middle school, connected to the high school, and so there would be some trends you could see. >> Um, if you would indulge me, >> I think Oh, go ahead. I mean, correct me if I'm wrong, but what we're seeing is it, like you said, a snapshot in time. Um, it could be approach have been approaching all along, but there also could be a lot of progress. It could have been 51, 55, 58. >> Goal is at 60, right? Um, and still fall within that approaching bracket because you have not yet gotten to 60. >> Yeah. Um, I'm looking at the elementary numbers. Um, and I'm looking forward to a wider conversation with the
052SU board, the elementary board, um, all of us, all of us together. Um, because, you know, the the two that we're looking at are constantly being fed by some pretty um, severe challenges um that obviously at the elementary level people are facing. And we've got a you know, it's going to all of us be be all of us working together to help make it. So, to your point, um it's a it is a holistic approach that is involving everyone to get these numbers up. Yeah. These projects. Um, >> it's interesting that you say that because at the board meeting last night, we also said we need to look backwards as well and find out are the kids that are coming into kindergarten ready. >> Sure. >> To start. So, we're also doing that as well
053because we find out where it is that we have a strike and what we do need to >> Yeah. I mean I great great point and I I paused and I when I read 63.4% of students are low risk for externalizing behaviors is that that's not necessarily a product. I this is I want to make sure I'm asking this the right way. Kids are coming to school with some incredible challenges. Probably greater than in some cases greater than 63.4% depending on the building. Um is it is it is it possible? Is getting to 80% even even possible? Yeah, I think so. I I mean one of the things highlighted in my student services, you know, survey as you read through that is you think of school as a wide variety of opportunities for kids. And
054what that report points out is you're missing some opportunities >> like you know and then of course you you we've had a slide where you get down you know you they always teach you is it's a pyramid. you know the top 5% these are your kids who need the most services and some of them may not be able to be serviced in a regular school whatever you know program whatever but as you move backwards really what we get dinged in the report is that I always say it's the 80 to 95% the ideal is 80% of your kids are going to school every day they need minimal supports are finding success next 15% they need some level of support check in checkout they need uh specific speific intervention in math and reading. That is definitely
055some area where they're like, "Hey, some consistency in what you offer. Make sure every building's got that." And then even at that tippy top piece, what do you offer for the kid that, you know, I I worked at the high school. I had kids who told me, "I can't do high school. I can't do this. 800 people's too much. I need a smaller setting. I need fewer adults to interact with. I need I need to have half my day is a you know a work-based experience. That's the kind of thing that I think if you have more kids feel like I have a place of school I have a purpose you'll see less of the the externalizing behavior is the acting out physical aggression to each other pound sand things like that but the research
056says hey if they have their place they feel some success that's going to shrink and you're going to hit that goal. So it is absolutely connected. Do you have the opportunities available to kids? And that connects to what Sandy said. We got this amount of money. How we're going to spend this >> and how we're going to meet the needs of the kids. So >> and to that other question about staff implementing the the multi-tered systems of support with fidelity. It's do the do the staff are the staff consistently not just implementing you know reading supports and extra math supports but at that base level classroom management supports and emotional um you know development and regulation supports for the whole class because the whole class benefits and then you kind of work your way up
057the pyramid and I so I think that question is also really closely tied to the results. Um, I mean, third, if you flip that, 37% of kids at risk for externalizing behaviors feels high. >> Well, remember too, though, you're going from a low, there's a medium band and then a high band, too. So, like if you're not falling in the low, you could be you could be a borderline medium kid to a okay, this is a kiddo that needs, you know, supports during the day to navigate that. And to your point, Scott, I think there is a certain percentage of there that it's mental health supports. Yeah. That you're not you're certainly never going to get to 100% because you can't control for all variables in the in the kiddos environment. Right. >> But that's
058like you said, the top tier, whatever those percentages are would be reflected in that result. Right. Do you only expect this percentage of kids to meet? >> I I was thinking we'd never get to 100% because our goals would change. >> Yeah, that's true. But so many set these goals. I thought it was realistic. >> I have one other thing. Um what I'm showing folks on the screen, this is the website. Uh, if you go under schoolboards, right there on the right there, drop down to current school boards underneath there, I put a page for Dave. uh my inspiration was and you got to scroll down past the calendar, but this right here is uh my my initial step to address a concern that Dave shared with us last time, which was I sure would
059like to have an idea of what's going on in school and I know your love of all things that is websites and jumping around putting enough paper copy. This is by no means complete, but what this does is by school it'll tell you the various social media platforms they use, the websites. There is one for athletics in there. >> Um and so um this is a first step in putting it in one spot. Um had a conversation with a uh graduating senior's parent today. a few more suggestions and working closely with the Mount Anthony High School to start uh adding some things that will do some what we talked about highlighting events and highlighting kids. Uh so that is work that we will forward but um I did hear the feedback the last time we
060met as a group date. This is my offering an initial point. We'll keep working on >> I apologize for the eight font uh in an attempt to it looked better on the TV on the screen and then I printed it. I was like, "Good lord, this is quite small." But I don't think it's enough. >> Yeah. But that is on the website if folks want it. Again, that is under uh school boards. It says current school boards. You drop down, you'll see all the links to your school board, your calendars. At the bottom there's the uh resource. >> Any other questions? Um moving on to the SPS report. Scott, do you have anything that you were >> um trying to think of what's happened since we were So, we have a new slate of which
061we which we elected. Um Nicole, I don't go through all of them. Nicole Whan is chair. I am um vice chair. Few new members. Steph being one of them. Any any other new Oh, a couple from Arlington that are new. Um and uh seems that that that was the majority of our last meeting was slate of officers and >> retreat >> talking about a retreat. Put that on the date for retreat. Um and our next meeting is next week. >> Two weeks. Two weeks. Two weeks. Okay. >> Uh any questions for Scott? Um I do not have a chairs report other than I have a request. Um I know that the high school um have a they have their graduation date set. >> Oh yeah. >> Um >> I know that uh it means a
062lot to people that we go. So um if I should have brought the date, you know off the top of your head the 5th. >> The 5th. Okay. Yeah. Um, if people would look at their calendars and decide if they want to go um and then email me and I'll or you can it just go to Chris. Who would you like it to go to? >> Uh, Christina would great. >> Okay. To send directly to her. >> Um, >> we will provide you with a capping gown if you would if you'd like to walk with the graduates beyond the day. >> Um, the other is the middle school moving up ceremony. Um, which I haven't seen a date for yet. Uh, I didn't know if you knew it yet or if it >> usually Chris
063goes after, so it could be the week of the 9th, June 9th, >> Tuesday. >> Okay. So, once we get that date, let me know. And um and I don't know if other if in the past board members go to any of the award ceremonies but one of the things that was relayed to me from a parent was you know that the participation in some of those um celebrations might be nice or if when those dates got get set maybe we can try to send at least somebody to some of those spaces. Um and that's all I have for a chair's report. Uh we have uh there are items uh posted for your information. There's budget status report which is not yet posted. Treasures report which I saw and the FY25 audit and management there
064are all online look at. Um can I have a motion to move by Scott? >> Yes. >> All in favor? >> Thank you. Thank you. We did that.