Norwich School Board Meeting 10/01/2025

001Test test. It's better than whatever. >> Yeah. Whatever the >> That's amazing. >> I know. How do you ship? Like I need to actually ask her like did they ship seriously like my niece's husband drinks here? That would be the perfect gift to send, you know, like meeting to order at 6:38 agenda review. Is there anybody anyone like to change or add to the agenda? Okay. If not, public may address the board. The rules of God damn. Hello. Are you Now I can't see him. Yeah, exactly. Zoom. Enter your meeting on Zoom followed by pound. >> Yay. >> Has some roads pick tonight to like go all out. >> Enter your participant ID followed by pounds. Otherwise, just press pound to continue. Please enter the meeting password followed by pound. >> I was going to

002say nice entered any numbers. >> Linda, can you hear us? >> You have joined the meeting as an attendee and will be muted. >> I think I can hear you now. I just can't see you. >> Oh, well that's okay. >> I'm also trying to call in by telephone. So, we've been troubleshooting or not we jam has been troubleshooting. The royal we has been troubleshooting. >> It looks good on my >> except thank you so much everyone. >> All right. >> Linda, do you have comments other than you couldn't hear things? >> No, I'm good to go. >> It's okay. >> If it's not working again or cuts out, put your hand back up and we will revisit. >> Okay, but last meeting I had my hand up the whole time and you never called

003on me. >> Sorry. We'll do a better job and run away and now it's back. >> All right. Um All right. Well, thank you Mara for the update. >> I just made you. I think we are actually natives. >> We are natives. >> You have my dog. >> Caleb has your dog. >> She's very happy to have that passed on. Okay. Um, sorry, we're going back here. Okay. All right. Business priority discussion. >> Move on to Tony for our facilities report. >> How are you? >> Hi, Tony. >> So, I am Tony Dill. For those who don't know me, I'm the facilities director for the SA70. Um, thanks for inviting me tonight. Um I know Tesa gave you a little update in August, but I'll expand on that a little bit. So um you know,

004they've got we got a healthy building improvement budget last year. Uh so we were able to get some things accomplished. Um I gave all a little cheat sheet up there. But you know the first thing is these are annual expenses for inspections systems, fire systems, handicap doors, our elevator, kitchen exhaust, right? Those are all things that not in the building improvement but they're in the this form. Let you all know that those were all completed and everything's in fairly good shape. And the boilers, we all we have new boilers as you all might know. We'll be servicing those in Scott here this fall and hoping everything will uh go smoothly. And uh back to the building improvements, right? We one of the major things $10,000 or more items which I really appreciate. Um we're able

005to repair some of the roof. We'll be getting admin offices this year. We um we reco the basketball court out in the the front. And then one thing that should be ongoing is the way that they were basis and um cleanups of the classrooms when we when we took out that asbestous. Those are really nice improvements for the building. Um, bunch of other things. We installed one more prek fence out here in the front uh playground. [Music] Um, this new septic system is working well. we didn't have to spend a lot of money on that was put a bunch of funds into that two years ago, but I didn't have any uh breakouts on the green this past winter, so that was an improvement. [Music] And so yeah, my my opinion on facility is that

006we're we're still somewhere between um good, fair, and poor. If we uh I know you all are familiar with some of the assessments we've had over the last few years where that's how they kind of grade things, fair or excellent. Um, so we have some new stuff like I said. So that's all good or excellent condition. We have some components or systems that are significant in age. So those are in the core. And then we have a lot of components that are showing signs of wear and use but uh useful. So, thanks. I think um I haven't been able to speak with principal or assistant Greg, but um I think things are going well for far this year. We've been in school 24 days and it's been a cool fall, so we haven't had many

007uh issues with the second floor overheating such things like that. So we'll be good on that and just the basic annual stuff. Do you have any thoughts or questions for me facility? So that really isn't I mean facility is functioning. It's again where they can do with what we have. So yeah, just to make sure we're connecting kind of knew this by email too, but as you might I may have not paid attention to the budget guidelines that we have. But the two items in there that we've talked about with Teresa as far as over this course of this fall as the budget's coming together is >> one is just to work with you and confirm and obviously Teresa that you know we have the same amount in the I think what you just call

008the building improvement budget. annual expense budget. Last year was 104,000 and we've kept it the same amount this year. >> Okay. >> But obviously, >> you know, we want feedback as far as is that enough, too much, >> not enough, right, for kind of some of the projects. And then the other part that we've kind of added in as far as items that we want to make sure we're having a dialogue with as we build a budget, >> right, >> is we had specifically mentioned the roof, but I'll call it kind of, >> you know, it'd be nice to get a sense of kind of capital needs like something what's coming down the pipe big and when we keep talking about the roof, you just mentioned the roof is kind of we're fixing it and

009doing the repairs, right, >> with leftover budget, but I've also heard some we need to really do the roof and then of course we're also working with which um Robin sent out that huge capital improvement plan which I think is kind of a future thing, right? It's not really going to impact this budget season. So, so I am well I'm somewhat aware of our budget season and how we budget for nine years, right? >> It's going to be higher than lower and we're around $100,000 seems to work for getting some things done, >> right? and it's not going to accomplish some of the things that are on our assessment list, but I did highlight a few that are high on the list, which is a stressless abatement um groups, right? So, those those are pretty

010important items. But when we want to I'll segue right into the CIP which um again I didn't come to your meeting in August but I did go to the president meeting so you all saw it there. Um we you know hired an outfit to to work on this with us a little bit. we fully engage with them to produce a CIP, but they're still engaged with us and they are expecting to report in in November. Um, so in August, I didn't think there was, you know, a real push to to have a CIP or answers to a CIP until November. Um, but now we've moved that timeline up a little. So, we have engaged with principles Teresa and I and other directors Lauren um and we're working on that. We actually have another meeting a

011follow-up meeting on Monday, right? And in by November, we will have all of our opinions of what are the priorities for the Pacificas. Um and some of those yeah a lot of that would be based off assessment and then I do believe principles will be adding things that pertain to curriculum what they need right you know whether that's renovating a part of the facility adding on whatever that is um so yeah so I don't know and that was my thought when when you consider expedited CIP list. Are we going to try to borrow money this year or plan to do some of that bigger stuff or are we just going to, you know, put stuff in our building improvement line and just bubble away? >> At this point, we at least of the budget we've

012got going right now, it's going to be doing a building improvement budget, making sure that that's >> sufficient or if we need to add more what to. Then I think and then Neil and maybe you know this obviously part of our next budget meeting as well. Um I can't really speak to the capital improvement. I my understanding or understanding is I believe that there's a committee now right that's been formed >> and it's probably going to be some bigger decisions and bigger planning. Um unless there's something >> again I'm kind of speaking to the board here but unless there's something that's like you know catastrophic that's really impending that we need to go out with a bond but I think that we all do not have asked for marrying cross that is the case. >>

013I do believe we have to plan correct. >> Um and then yeah then it would just be desire whether we want to try to get that in into March or >> so those are really the budget guideline pieces for you at least was just the again that building improvement the annual kind of what we got out there for the annual spend and then if there's any big capital needs there that we really need to be aware of or not. right? Or if it's just going to be part of the kind of on right now the more formally organized capital improvement plan with the capital committee and the confirm we've got the big spreadsheet for the province. >> I can just add to that. Um and based on the last strategic planning meeting that we're at

014and I'm not sure if you created a spreadsheet or who but but there's a tab for each of the schools. So, we've asked them to go and actually plug in now to review the spreadsheets and everything else and to go in there and plug in what their um projection is or or their interpretation of their needs and um wants for the school and stuff like that. And so that gives us that point of view already from that standpoint and then of course reviewing it ourselves from our point of view. And then on Monday's meeting is with the committee and then we have individual school meetings still we want to still do one-on-one for a little more nitty-gritty and stuff like that. So that's our plan. >> And then is there any safety thing? You mentioned

015asbestous that makes everyone's hair go up in the back of their neck a little bit. But is that as is fine if it's not disturbed, right? But anytime we do some improvements to an area like the concern was this year improvements to the prelay classrooms. >> Got it. >> So we had to obey the best in order to get those other improvements done. >> Right. >> And we could continue on that path for multiple years. I will use race school as an example because we have been doing that race school for at least five years now. We take out a little estice, we do some improvements and you know they help with the facility. So we can do it all at once. identify all this and do it all at once. As far as as

016we as if you all remember Trux Collins's comment about um lumping projects together, if you're going to borrow money, >> yeah, >> there might be projects you want to loan together >> and you do it all, you know, >> borrow the money all at once and then it >> I think at least to cut this short then I think from at least a budget committee standpoint like we need that guidance, I think, right? So a little bit like you know whether whether these projects should be done and again you know I think we're finally moving on with the capital improvement plan Kevin. So I think that is all good and now it's a matter of for this budget season is there anything that we should be planning for or not and you don't need to

017answer it now. I think that you've got the internal budget meeting coming up with in the middle of the month and then our meeting where we're going to be our next meeting is the 29th needs to change that but it's going to be towards the end of the month. >> Sure. Where we're going to kind of review the you know >> Yeah. We'll have the we'll have our annual budget meets by >> and if something I mean and it's I find this tricky because right we have three different school districts >> trying to figure out how we can go together button. >> Okay. Any questions for Tony from the board? Sorry kind of questions there. Does anyone else have questions? >> You asked one. Any questions? Um no no questions. I I think just the

018point um there is you know as in we all know a lot of uncertainty on the education finance piece and the school consolidation piece in Vermont. Um, one aspect of that is, um, how Vermont, uh, funds construction projects or I should probably say how Vermont did not fund projects. And as board members may be aware, >> um, the recent issue um, in Woodstock in attempts to get a local bond pass in order to be able to um, uh, pay for needed building repairs. um that school district reached out to the legislature asking for help because what happens is is that when you bond for this, those uh those payments, those finance payments end up getting added to your per people's spending forward. Um and you and if you trip the threshold, then you get penalized

019for that. And so it's it's a ridiculous system that we have in place right now um that a the state doesn't provide any assistance in funding these local projects. So, B, that puts it all in the backs of the local taxpayers in order to be able to fund building improvements. And then C, on top of that, if you spend what they call too much, you get penalized for that. Um, so I'm really hoping that some of the redistricting work that's going to be going on when the legislative session starts up again, um, and some of this work on what are we what is the state going to do when it comes to capital, um, you know, improvements or just I want to say improvements, just fixing our our old and dilapidated buildings that sorely need

020to be fixed. if if the state's going to finally step forward, admit that this is a priority, and actually do something about it so local school districts aren't left with the burden. Um, so that being said, I I I think we want to know what those things are that need to be addressed. I guess I would caution my board colleagues that we may want to hold off on engaging on any massive bonding work until this piece plays out so that we know what's going to happen, whether or not the state's going to step up and provide some assistance. They're going to alleviate any of the potential, you know, burden that local districts would incur and taking out bonds. At this stage, it's just all over the mix. I agree. >> Sorry. Well, I think you

021know even after the budget season would go through I think maybe something for the spring is once the scal committee's done some work and the spreadsheet that Robin sent nice to that kind of at least lays out kind of year one through five and once that gets more fully baked because obviously right now the numbers are for the district are a little mindboggling and we I think it's probably going to be a matter of figuring out what the real priorities are but I think having you guys come to us and kind of have that time frame laid out as far as here's the big stuff that's going to benefit and obviously things can deal with the state issues and decide how long we can wait or not. Okay. All right for the help on that

022see um all right we'll move on to our next item which is the reading of the policy. This is the second reading. >> Again, it's a it's a um behavior threat assessment. It's necessary for the Vermont schools by October 1st, which is today. So, you're getting right in there. Perfect timing. And as we talked about in the last meeting, Sean has reviewed this as well and everything's in line on that front. So, any comments on this reading? This will be part of our consent agenda. That's good. Okay. >> I have one like I don't think it's um material on the third paragraph in the first line. Marian cross schools should have apostrophe s instead of the way it is. But that's not material. I'm just analy. >> Good catch. >> Okay. I can send Ryan

023quick. >> Yeah, too. >> Okay. You want to do it? >> Sure. >> Okay. Our VSBA resolutions. See here the resolutions are posted here. Annual meeting is October 23rd. Any discussion on any of these items? Gil is gonna be our for our last mate. He's going to be our representative that we're delegating to vote. And at this point, I guess the board we would be recommending to Neil to vote according to what's being recommended here in the green on the far right column. Okay. Except for clarification. So anywhere where it says take no position, the VSBA board has offered no opinion as to whether pass. So I need direction from this body >> as to how you all think I should vote on those ones that specifically say take no position. >> I just [Laughter]

024>> um if I may, Mr. Chair, I will offer this. So the items that you see on the list here for taking a position um you'll find that most all of them have sort of a similar um focus. >> Yeah. Um that was uh that sort of came out of the last legislative session where several school districts um there was a lot of anxiety there continues to be a lot of anxiety around what was H454 which is now act 73 which was the school consolidation bill that was passed and signed by the governor. Um, there were a lot of school districts that were concerned during the legislative session that BSDA wasn't accurately reflecting their concerns and their position relative to the bill as it was being developed. And so they in turn then submitted resolutions

025for um the VSBA annual meeting where membership will actually decide then what the you know what the VSBA's resolution is going to be on this matter. Um, I will say it is, and this is just purely my point of view, having served on the VSBA board for quite some time and having been the president of that organization for four years, it is challenging to balance the the positions of an entire state of school boards, right? not everybody is coming to the table uh in lock step and how they view um you know whatever piece of legislation is being considered in the state house at the time. And so it's always this push pull of trying to make sure that we're a adhering to the resolutions that we already have in place in the organization and

026b that we're also then listening to our membership and our constituents and and trying to make sure that we're representing them accurately in the state house. the VSBA board's decision to take no position on these items reflects that difficulty from the last session. Um, and so that's, you know, why the board has recommended take no position. But indeed, we will be voting on each of these individually. And so some guidance from from this body as to how you would like me to vote on these would be greatly appreciated. >> All right. Well, with that being said, then maybe we just take them item by item. Good. So, why don't we just go with with resolution number one? It passes a continuing resolution, but um again, we'll start with the I don't Do we agree that

027Neil should pass the board recommendation on that one? >> Yep. >> Okay. Uh, number two, this was the local control of public schools and buildings. I read it. It's a lot. It seems like they basically Sorry. >> Yeah. Sorry. What I what I will add to this there's it was clear. So the the task force on school district redistricting met yesterday um and then I also was part of a meeting yesterday evening on heard from the co-chairs of that task force um that was for the BSBA regional meetings um where board members got to ask questions. It is pretty clear to me that anxiety is running really really high around this order. >> Um and uh school boards and school board members all across the state I think are very anxious as to what's going

028to happen to my local district to my town to my school. And what we're hearing quite frequently is uh we're unique. We do things special here. This is the heart of my community. Um, nothing should change. And I hear that mantra over and over and over again. Um, they may be right. I find it um, interesting that we have so many unique school districts in our state. I thought we were all kind of doing something similar here and educating our kids, but apparently uh, that may not be the case. Um, I personally find um these resolutions um not in the best interest of the SDA and not in the best interest of membership. Um but I will leave it at that before I say I I am not trying to influence the vote of this

029this body here as to how you would like me to vote. I will follow whatever you direct me to do. >> I think we should go through each one of them. No, no, no. That's fine. I just wanted to give a little bit more context around what you're reading here. >> Okay. Because after two was it seems like it makes sense, but then it also kind of flies in the face of trying to get anything done, >> right? because the decision I mean again reading this one that basically it's saying if you make a decision then basically you need to go back and study it all again which I thought was kind of what the redistricting task force and the other task force were doing it was completing the studies and making a decision but

030you're not bringing it back again for yet another which I think is kind of what you're getting at right that you need to move forward with this but it seems we don't necessarily want one person with be department of education is making a decision everyone accepted right in I mean it's the it is the challenge of um how do you deal with a group of folks where not everybody's on the same page and and if you're the organization that's tasked with um representing all of those people how do you accurately represent Okay. So, do we have any discussion on number two or >> for now? Why don't we assume that based on Neil's comment that you know our position will be to vote no on these unless unless there's a reason unless we have a

031discussion to vote yes. Can I I mean before I I I'm struggling with the the ones down below. Um like starting with I think it's I got to go up to the top, but like 8 through >> Yeah. 8 through 11, they sort of all say the same thing. I mean, which I'm struggling to see kind of what the difference is. is I mean they're all coming at it from a different perspective, but the final paragraph is basically we want local control and and please don't do anything that would take away local control. And I guess I'm just kind of I think we're all for local control and consol like consolidation takes away like there's no way to to have the t to consolidate and also keep local like it's going to be very difficult

032to do both. And so I just I'm struggling with with what to say about any of these to be honest. And also um what difference does this make? Because I feel like this meeting happens after the last task force meeting. Correct. Isn't the last task force meeting October 10th >> for the for the consolidation? >> Question. What difference does this make when these are passed as resolutions? then they become um the guiding principles by which VSBA then engages on this particular topic >> whether it's uh you know now or >> no I understand that part of it but I guess I'm my question is the timing of it because our meeting is on the 23rd and I thought the last meeting of the consolidation task force was the 10th so this feels like these votes

033happen too late to influence what the commission would do or is that wrong >> I mean it doesn't it's not too late influence the legislative session, but >> all the task force is going to do is make a recommendation to the legisle and the legisle is going to pick that ball up then and they're going to go to town with it. >> So, this sort of has nothing to do with the task force. >> Um, >> because they'll be done. No, that has everything to do with the VSBA and how the VSBA is going to weigh in on this particular topic >> in the legislative session, >> any forum, >> whether that's in the legislative forum, whether that's in another task force that gets spun up somewhere. Okay, >> this just becomes one of our

034one of the things we turn to and say when somebody asks us VSBA, what is your position on >> this is going to be it. >> Uh school consolidation, local control, and the closing of schools, we will refer to this resolution. >> Okay. um if it passes and say this is our decision. >> Okay. So then back to my first point is I I I'm having I'm struggling with seeing they all land in the same place. So >> well kind of actually like it seems to me like it you know that and again maybe I'm seems to me that two and eight kind of take the position of you know this has to be done in a way that's interacting with the local, you know, making sure that people still have some local control. And

035it seems like 9, 10, and 11 are a little bit more strong as far as just saying they will oppose any consolidation. I was the images. So I I guess if I were to read these myself, I would almost say I would support number two and eight and not support 9, 10, and 11 because it seems to me that like if you're reading 9, 10, 11, they're basically saying, >> you know, you will, you know, for example, sorry my screen is smaller than my big screen at home, but number nine, for example, is the first one that the VSBA will vigorously oppose any legislation cease to force the consolidation of school to make it easier to force the closure of small schools or of those minimum class sizes. Like >> I think at least from

036our perspective is is that schools do need to consolidate to some point, right? There has to be this is going to work. >> Yes. I if I may, Mr. Chairman, I would have one question for Neil and then potentially a comment. Neil, when when this group comes together to vote, right, I'm going to support these resolutions. is the vote of the Nor school district like would a vote in either direction harm us in the larger political conversation that must occur about the future of Vermont's health uh education system >> potentially the way that the way that the VSBA uses these resolutions for guidance um is um to figure out you know what is how are we going to engage especially in the legislative process that these are the resolutions that we have. What we have

037found in the past is that when resolutions um say for example cause the VSBA to vigorously um oppose anything >> that's pretty black and white. >> And so what happens is that we would vigorously oppose anything and then we're done. >> Yeah. And what we've found is that the legislative process isn't always linear that way. It kind of goes up and down as you well know. And we sometimes can get hamstrung by these resolutions that force us to act or behave or advocate in a certain way and doesn't leave us that room to monitor bills as they go through the legislative process and react. I 100% agree. Um, I feel like we're trying to figure out how we're going to play our hand of cards and the dealer is not even in the building. >>

038I mean, for me, if I were instructing someone on how to vote, I'd say, uh, pretty easy to be for universal school meals. Pretty easy to be against vaping. Everything else, please don't take a vote contrary to the interest of the interstate school district. >> That's how I instruct the delegate to vote. Okay. Unfortunately, if I was Neil getting that direction, I would not know where to go to >> vote yes on one end. >> I would say Neil can work with those guidelines as long as the board is willing to uh allow that. >> So, do you feel that that I mean again, do you want to have us? >> No. What I don't want to have happen is that you find out the way that Neil voted and are suddenly upset. that that's

039what I don't want to have happen. >> Well, I think I think from my perspective as the chair, I think we all place enormous trust in in your guidance, Neil. I think I guess what I'm asking is at least for you're basically looking at the at the ones that say take no position, which is like I said, it's basically 2 8 9 10 11 2 eight n 10 and 11, right? And again, if we want if we did want to talk about these 9, 10, and 11 that the recommendation is I think it's forbidden, isn't it? I mean, I didn't actually like >> Yeah, it's pretty much the same instruction to the VSBA is identical. >> That's what that's my point is like it it Yeah. >> 910 and 11 again, we could probably if

040we wanted to, but we could also just leave it to you. But I think 910 11 the be it resolve language is literally verbatim in 911. So it's really two and it's really maybe putting those into the bucket. I think to your point at least I'll just maybe I'll just state my opinion if you want to vote your own way. Those seem pretty black and white that if if the VSBA is going to do that then we basically are going to be back. There's going to be no progress made at this stage as far as any sort of talk about >> yes >> consolidation or changing our system which seems to be let's leave it at that and then you know two two and eight seem a little bit more vague at least from my

041perspective I'd be more supportive of those resolutions because it does seem like you know if these task for aren't taking into consideration some semblance of local control and just giving it all up to the state. That's right. How many people have >> that's just my opinion seems 9 9 10 11 seem pretty pretty punitive. I think that this is territory instructing the SBA to just shut down whatever task force says if they decide there's some consolidation that should happen uh more board discussion. Do you feel so do you feel like you're okay then or do you want us to go through uh if you want to I I can um work under Michael's suggested parameters if the board is so inclined to approve that. >> Okay. >> Does anybody on the board feel very strongly

042about any of these other ones then or do we think that's how we support that? >> Okay. You know, Michael, we're making a motion when we get to the businessing action. >> I will have my motion ready to go. >> So, Michael, you can make that motion. We can >> Let's make sure we've got it right here. >> So, maybe we will pull that out then, right? Approve the VSBA resolutions as a separate >> item out of the consent agenda. Does that sound okay? >> Y. Okay. All right. Any other discussion on that item? >> No. Okay. All right. Moving on to our next item. The uh how do you say this? Is the Vermont cap the Vermont chap testing update. So this is our usually happens at during the fall. So Greg, are you

043uh >> yeah to that? >> Yes. >> Okay. So I put the presentation on the new board here along. But um I'll introduce myself. My name is Greg Bagnado. I'm an associate principal and usually I do the testing organization, but when I heard what I was going to do was data review. That's only partially Vermont CAT. So, you might have to bear with me to hear some other things, too, if you don't mind. I think it's important to look at all the stuff we're looking at and how our kids are achieving and growing. So, we do a lot here. So, I'll try to be kind of quick though because it's um there's a lot the idea of presenting data to a school board is great because but it's like really what we're trying to do

044as a school the last few years especially um really incorporating data into our decision making. So, takes a little bit here um but I'll try to go through through it quickly. Um this is part of our strategic plan. Um it's not about data but it's about you know providing instruction co extracurricular programs professional development other forms of support. Um so we're really looking at all types of data to go ahead and um accomplish this goal. I think it's important to describe to you these three things. I did this at our back to school night for parents and Sean and I present it to parents. And so when whenever we talk about universal or tier one, that means every student in the school gets it, which is every single student that walks through the doors. If

045some kids need a little bit more, they're in that targeted range and there's a few kids that might need some intensive. When I talk about supports, it could be academic, it could also be social, emotional, could be behavioral. um all those things that we look at. Um but we do have particular systems for those supports and these show the percent of our students um in those different support systems. There's some things that are not in here because we don't have the data, but for example, our IEPs are around 12%. That's far the column on the far right um shows the kids that are in supports in the state of Vermont for IEPs. So Vermont State special ed is the same thing as IEPs. It's just the whole state versus just us. Um there's our percent

046of kids on 504s which is like 3 something%. And I'll talk about the different things. And then ESOL is what New Hampshire calls ELLL but it's the same thing. students are learning English language learners. Those are just our percents. The significant thing about this is our ELLL numbers have kind of grown quite a lot in the last three years, maybe doubled. Um, so that's something interesting. And I think our our IEPs have gone down a little, but I can't say that for sure. That's what I would have been talking with the red. >> You guys can ask questions at any time. >> Um I just make sure I didn't have the benefit of reading this beforehand. >> Yeah. >> Um so the three data points on the left are not apples to apples for the

047fourth data point on the right. They're just a comparison of IEPs. >> Yeah. The IEP bar graph is apple to apple with the Vermont special ed. >> Got it. >> But the other two are just kids in different supports. >> Got it. And the four the fourth support program we have at school that's a formal system is called education support team. So we do not have numbers for that. Kids don't qualify. We look at data to determine what their needs are. Um these are the three things that we have at our school. Um, I won't read it all, but basically the education support team is for any kid that maybe has some behavior referrals that they've had several of and we start coming up with a plan for them or they're behind in their um

048base 10 counting and then we have data to share that. So, anytime that teachers um or anybody, but typically grade level teams we meet every week have concerns about students, we can bring them up here and we usually have data. We should have data to back it up and then we make a plan and we have we identify what the data is going to be before we you know at the next meeting when I come back and see if it's it's working. The 504 super quick is a civil rights law to make sure people have access to the education program. And so that's usually accommodations. And then the IEP is an and this is where some people um like we we're talking about this a lot because we want people to understand it's an individual

049education plan. They don't the kids in this area may get the universal instruction but they also need a totally different way of like getting the uh information presented and learning it. So a good example of that could be like with reading and maybe some way of you know some specific learning disability that they may need a specific program to learn reading better. One of our school goals is this which is basically making our EST team more effective. There's uh guidance from the state that every school needs an EST team, but how your school does it is very different. So, ours looks very different than where I was before. Um, like it a lot, but basically really want insurance to receive timely datadriven interventions. That's really important. So what we do at school especially this time

050of year um is we look at a bunch of different data and this isn't only what we do. The most important thing is probably what teachers are experiencing in the classroom. However, it's really nice to have a nationally norm screener like dibbles and I ready to know that it's an outside test that's nationally normed and we can kind of see how our students are doing. So we use I ready. I think I've talked to Beth about that in the past. Um, Dibbles is is a foundational literacy skills screener. It's the one that's approved by the state of Vermont that we have to do K through three now and we have to inform parents about how their students did um to pick out reading specific learning differences for reading. It doesn't show a specific learning difference,

051but it just kind of might put kids on like that. >> A question is when did um Baron cross start doing these things? >> Um I Ready is like our fourth year probably. Dibbles we've been doing for three years, but okay. >> For K through three starting last year, >> so long after some of us who had children in the district have kids. I mean, yeah, we might have done something called track my progress, but it wasn't like with fidelity when I >> It wasn't like this. Yeah, I'm I'm glad to see this. >> And then for math, we don't have like an equivalent of dibbles, but we do do a universal screener for number sense, which is pretty it's a pretty straightforward screener. Dibbles is can be as well. They don't take a lot

052of time, but they are like one-on-one with the teachers that it does take resources. Um, and you can see that we did get that speed. >> We um, and I don't want us to fall down a rabbit hole here. >> Yeah. Um, over the last year, once or twice, we heard from faculty members about the reading horse and phonics based education versus full language acquisition method. um and and some some pain and frustration with how that's worked and not worked for students. Is dibbles I know it's mandatory but is it on either side of that or is it agnostic? I'm just really fascinated by that last year and just wanted to ask the question. >> We have people on the ELA committee that I'm glad you want to I have >> I just think it's

053it's pretty much agnostic but it is really on the phonics. So it's more the science of reading. I think you guys the foundational stuff that young kids need every week and same with the number sense for math. Um so yeah we just I can see that we can do it for all new students and that includes kindergarten students and then any other kids that identify through I ready or we see classwork when we want to get a little bit more information. Uh there are other things too. Student work is one and we do have a big goal with that as a staff. I'm really psyched about it this year. Um I think most folks are and of course um we have more math and reading type like dig deeper into particular stuff that we can

054do on a case by case basis. Um this is our this is our second out of three goals. We're not going to talk about the the sort of practice goal, but it's basically how community building. So, this one is every month um grade level teams are looking at student work and we have a protocol that they're going through um and they have facilitators that are seven different people in each school each for each grade including specialist teachers. They're all in one group and we're looking at student work and they're like making next steps. um we're we're identifying next steps to better teach that concept. So this kind of small for you to see, but this is an example from our last one. Um this group, this grade level looked at a cool down from their

055unit one lesson nine. So they looked at all that student work. They identified how many kids were proficient in that um standard which was at the very top represented solve problems involving multiplication and division. So we can identify some are almost and some are not yet proficient. And then below there I can't scroll down. It's a slide but basically has had action steps for that teacher's name who's blacked out. Um and to if you're proficient what can you do? If you're almost proficient what do we do? Not yet proficient what do we do? And our classes are set up where we can do that all kids. So that's this is a tier one intervention, not not special. So it's important before I get into the numbers that you just see that we're doing lots of

056different things to try to identify kids and figure out what their needs are. Um here's our decap and I ready achievement. Um I spent a lot of time this summer trying to see if they are aligned and at first glance it looks like a little um but in so our IRA at the end of the the whole school at the end of the year in math we had 84% of our kids on grade level but that means early mid and late grade level. So if you can teach a fourth grader, it's that includes all kids on early fourth even at the end of the year. And that's what I Ready tells us is on grade level. But when looking at data and comparing to the VCAP, we really need kids at middle or late to

057be to get proficient, especially from math. In the LA, it seems like they can meet early and still make proficient inc. So that's from my small Mary crossill sample size. Um but you can see that so we're pretty darn proficient schoolwide. Of course we want to do all the things that we just talked about to improve. Um these are our performances for last year. And if you want to know level four is above proficient. I can't exceeding proficiency. I can't remember what they say. Level four level three is proficient. Level two is approaching and level one is below. Um I don't really have I don't really have a lot to say about all these. Um our math is lower this past weekend >> than it was the year before. And our ELA is a little

058maybe about percentage about the same percentage point higher. Um you can see there's a couple grades up there that are a little bit lower. And we I hate showing grades because then we think about those grades, but really it's these kids are learning in a number of sense in kindergarten. And so, you know, it's a cohort that we're all working together. So, we've identified that and talked about that and um we're working to try to improve that. grade. When you see a grade that is lower, are there things that we're doing to like um the business you call like a tiger team where you like throw something at it to try to like really like address it? So, I don't know what you call it here, but like do you do special things to try

059to say, hey, this grade really seems off in front of the others or how do you handle that? Well, I I think with this one, this is not like necessarily a big surprise because we're doing all those things earlier and we know that there's certain groups of kids that had a lower had a lot of history intervention throughout the year. Mhm. >> Um, and you know, sometimes I think about the Vermont cap in third grade, honestly, and those kids have never sat through a computerized like two, not two hours necessarily, but definitely an hour plus. >> And I think that's pretty challenging for them. I think you see third grade, sometimes lower, but um, yeah, we definitely have looked at all this. We looked at each individual kid, the teacher, they're super motivated by seeing

060their kids and how they did. and now we've identified them for this year. So hopefully that but fourth in the year you'll see that fourth grade and sixth grade score go up for that cohort. >> I guess my question then on that fifth grade number so that's the current sixth graders. >> Yeah. >> Um they leave here at the end of the year but they stay in our school system for the next six or so years. Um, so I mean there it's striking on the math side like are there conversations like let's say that that doesn't improve in sixth grade. Are there conversations you RMS about hey you got to like figure out how we all work together with that group like tagging up on Gina's question. >> Yes. >> Yeah. I think we really

061look at individual kids and we talk about these are the kids are going to need that particular area of support at RMS. Um yeah, I really want to concentrate too like if you look at the IRA which is also national test might even better than decap honestly you know I don't know I look at some I don't really think that but this is one data point showing something else class performance may show something different >> so that's why I didn't want to just showcap results and have us talk about that but if there is a theme which sometimes s in a grade level. I'll get things I was like if there's a theme of a cohort of kids. >> Yes, we will talk about that theme. What maybe they missed somewhere along the way? >>

062Just a followup. Sorry on that the RMS that RMS question. >> Is it trending the same way at the Ray school? like, you know, are this year's well, I guess they would now be at RMS, but are this year's sixth graders also struggling compared to other grades in math or is this >> do we know? >> It was last year was an interesting fifth grade and I can't really Yeah, >> okay. >> We had a change of teaching staff mid year that I think impacted overall some happening. So that was not a great comparison to be able to draw. Yeah. >> I just think it's sometimes helpful if both sides of the river are having similar problems that it makes it easier for the RMS teachers to deal with it. Like I know sometimes um

063reputations of classes behavior-wise match on both sides of the river so the RMS teachers are prepared for like a higher energy level for this particular group of seventh graders. Um >> but we do talk about that when students go into RMS from both schools. We look at what has happened in terms of the state testing scores and some of these other scores like high ready and so >> staff are aware of that >> and what's what's also kind of cool this year's race still starting high ready so they'd love to >> oh great talk look at that >> especially now since we're also aligned around illustrative math >> and some of our collaborative Wednesday times this year we'll be focusing in on what's happening with the program and steps. >> If I'm doing the math

064right in my head, I just want to make sure I'm getting is 2% is roughly one kid. Oh, I haven't done that math in my head, but >> probably since it's about 45, you're not going to complete >> and this includes kids on plans, right? I mean, every happen to have a few, >> right? A cohort with a lot of kids on >> plans just like it's going to change the data. >> Yeah. >> Presuming they're they're on a plan and they're not performing, right? Yeah. So, we've moved four kids from from level one to level two or level two to level three. A huge difference in percentage. >> All right. Um, here's I like sometimes I like to talk about growth more than final state testing. So, are I ready? Because we do it

065three times through the year. We can look at the growth. Um, and what this is showing basically is that mid and above grade level numbers from last year to this year. I like to look at the overall. So if you looked at we had in math supposedly uh 84% proficient in grade level and the year before was 83%. Um so about the same and then reading also. And then if you take when the kid takes their test, their first diagnostic in the September, it'll kind of predict depending on where they started where they can end. And you want to get every kid to have a 100% growth throughout the year. So that purple line is the average of all the kids growth from last year, from two years ago to last year. So it's nice

066to see growth. Um, and a lot of this has to do with, you know, these things. This I ready test takes like a lot of grades are doing 20 minutes a day and it may take it several days to do it. They just do it during the like math minion time. So getting accurate information is essential for us some doesn't work well to for kids. So um so that's our ready growth. Um and this is one thing I think there's another thing just to look at. This would be growth. This is dibbles. So let's look at kindergarten. BOI is beginning of the year, middle and end of the year. >> Now the problem with dibbles is that the the ceiling or I guess the benchmark changes throughout the year. So kids are expected to know

067more at the end of the year than in the beginning where I write it's always the same. But you do want to see. So even with that, like in kindergarten, you can see the amount of kids in green and blue goes up a lot. So even though it's gotten harder, it's gone up a lot. And that's really what we want to see with our young, especially with our youngest learners. We want to see that everywhere. Interesting in grade one how it fluctuated. Um >> um but really kindergarten is such an important year to start off and have kids by the end of kindergarten doing pretty well. But most of it shows that our kids are are doing pretty well and it matches up a lot with some of the other proficiency numbers we have. If

068you look at third grade, seven 81% of kids are proficient in dibbles, which is only like the phonics and the foundational reading skills, but not like comprehension. So, it's a test of them. Um so we are doing a lot and we don't really my next steps are we really our next steps usually are a lot of things and now it's like we are really just working with ESTs which is student support and looking at looking at student work monthly because that'll have the most immediate impact for me and I'm happy to take any questions. I'm sure Sean would be happy to take any questions too and Jillian not as much with the testing and all the data. But >> I will say that I think sometimes reading is higher because kids do it at home

069and they don't do math at home. >> They spend time reading on their own and so they continue to grow outside of the school context and math is something that they don't have a practice of I'm going to do this in my free time. And when we have these data discussions, we then take the ones from June and talk meet with the next year's the teachers that have that cohort this year. And so many of those discussions said like how can we make math work at home fun like what's the games they can play over and over that they like get as a reward like why play math with my parents or my brother. >> All right. Thank you very much. I just want to commend Mary and Frost because when I came here five

070years ago, none of these pieces were in place and those have been built upon over time. And so I've just seen such incredible progress and growth in this area. And so I'm just really proud of all the work that they've done to take a look at all of these data points that they now have and to sit in on VST meetings when you know you're really getting to the heart of what is happening with individual children and really trying to address those needs behaviorally and academically. I mean it shows in the data. So I think they've just done an incredible job. >> Thank you. >> Yeah. Great. All of you. Yeah, I had one on slide four there you had the percentages of standard sport systems and you mentioned quite an increase. One second. >>

071It was the graph. >> I don't remember the slide. This is >> There's the blue graph. You just said that that was it's quite so and 504s are are here, right? And then >> the ESOL is just for comparison. >> No, ELLL is here. Sorry. It was labeled ESOL >> because Rhett gave me the data and he was reporting from New Hampshire. >> Okay. But then you mentioned that this is But then the Vermont special ed, that's just the state of Vermont. >> Yeah. So the state of the Vermont and you take all my kids about 18% of them have IEPs. >> So that's Vermont state special. >> Okay. And then as far as these bars, if you're looking at these bars from the prior year, I mean is there you I think you mentioned

072that they >> I think the IEPs have gone down a little bit. I have to get back to you. >> He said the English language had gone up, but the >> definitely gone up. I've seen that. That's probably double over the years. I mean, it's not that much, but when you had like two kids, >> okay, but the IEPS and the 504 got it kind of steady. >> 504s have been pretty steady. >> Okay. All right. All right. Any other comments or questions? >> That's awesome. Thank you. We got it. >> Yeah, I'm just presenting like I just like looking at David and >> great back in. Let me just sign it out. >> Okay, >> just disappeared. All right. Yes. Nor budget guidelines again. Um, as we talked about the last meeting, we did

073include the red line. Neil had made some ones just because I admit I got it in at the last minute um and had not given Neil a chance to review it yet. So Neil did provide some red line which you can see there in the um in the red line version and then we have the the VF is the version file which we will be approving tonight. So that makes it easy for everybody to >> Yeah. And I would just say I just noticed one typo. It's actually in the in the bold sentence in that first page which is the one that's important. >> Um it's just the dates are wrong. So it's recommends compared to the 2526 >> 242. >> That's how it should read. It reads 2425 budget. That is wrong. Should be

074the 2526 budget. >> I was going to ask you about that. Thank you. >> Sure. Last time I had the had it wrong. Okay. >> The school always confused me. >> All right. So uh why don't we keep it and we'll just uh we'll fix that. But everything else will be the same. Everyone's good with that. Okay. So, we'll keep it in about just because we want to get that done. Okay. Um I think from here we can ends our business crying discussion. Does anybody have any comments on that? First of all, is everyone okay with the uh sorry Sean? >> Just a question for Traes. We met today to talk about um budgeting for next year. One of the things that we talked about were the two technology positions that are down here in

075the world points at the bottom and Trace was going to try to come up with a cost for those positions. I'm just wondering if we had time to read that. >> I didn't this afternoon. [Music] >> Okay. And that was one of the that was the third final point of the two the two um um group but building things and then that was our third point delivery and we want to make sure we handle on as we were moving through budget statements. I don't think we need that for tonight anyways. That's just one of the items that we want to keep an eye on. I sure at our next meeting on the facility side you can keep the 23 24 numbers if you'd like. That was a good year. I don't know the dates anymore

076until a lot of work to figure out which year that was. >> Okay. >> Think that's the meal we're trying to >> All right. Sorry. >> Y >> sorry I was a little late. Um, not to throw a wrench in this, and I'm fine with all of this, except for at the SAU budget meeting, we talk about the social worker position and the fact that um the social work position was seemed um not more important, but more essential or more urgent at the Ray School and the Marian Cross School and not necessarily at RMS and the high school. And I don't know whether that is true or not. And that's not I don't feel that that's a board decision. That's something that you guys need to decide. But that is the information that was shared

077in the SAU budget meeting. And I just I would add that as another bullet point to talk about um during the budgeting process here. It may be that we decide we can't do it this year. I I'm not I'm not landing one way or the other. I just feel that um we've been pushing that can down the road for a couple of years now. and >> I'd like to see it discussed. Um even if it's just, you know, we have to wait another year, two years, three, you know, whatever it is. So, and if it's not true that it's more important at these elementary schools, then that conversation should be held as well. So, thanks. >> Um, but to clarify, were you talking about it in the SAU budget committee meeting as a possible addition

078to the SAU budget? Yes. Um because like Rhett's position, so the conversation we had at the SAU budget meeting was would the social worker be considered something like Rhett and the special education position as a coordinator at the SAU level that then got divided amongst the four schools. And the information that we received during that conversation, and I wish Michael were here because he chairs that committee, um, was that probably can't do it this year at an SAU level, that it might be too expensive, but per and that it didn't seem like something that would be used by all four schools immediately, but maybe if we started at the elementary school and it was it was seen as something that was useful, it could then go throughout. So I just again the the SAU budget

079committee decided not to add it to the SAU budget and it felt as if it was a discussion that should probably happen at the handover the Norwich and the and even the Dresden level um because again it's part of the strategic plan. It is something that we said that we wanted to do five years ago or whenever that process started and it has not yet happened. So >> good. Well thank you for that. I think from a budget perspective, we, you know, rely on Sean and Greg for more input on that budget meeting as far as because that's going to just be an FTE at that point, right? If it's not districtwide. >> Yeah. >> Okay. >> Can I ask just a a procedure question? Um, I don't know when feedback from people outside of

080the school board is helpful for planning the budget. >> Can you tell me when that should happen? If we have like concerns about certain areas or you know when is it that it's helpful for you to get perspective from say teachers in the school. >> I mean so I would say it's I mean the budget calendar is rapidly moving on here. So I think again that calendar is in the I think it's in the address. It was approved at the address and I can send it to you but I would say as far as any of those meetings they're publicly warned definitely people should show up from the public. I think you're talking about the public. You talk about teachers >> I'm talking Well I think teachers are part of the public too. >> Yeah.

081>> So from a public standpoint I would encourage people to come to any of the Oops. >> Any budget meeting >> any of the budget meeting. So specifically to a budget meeting as opposed to this context. >> Yes. Okay. >> I mean if there's specific things and they can't be there, I would say I'm the chair of the Norwich budget committee. So you know Simeo Garrett. Yeah. And then but I would say as far as those meetings go. Well, I mean are the the internal ones are publicly born to the yellow ones? >> No. No. >> So it's more going to be just the So we have like the one that's at the end of October is the first kind of you. So, we've had the initial meeting where we did the budget guidelines and

082then we've got basically up to three more budget meetings. And then I would say also like listen, I'm going to amend my answer a little bit. So then we actually as we get into the end of the budget season on the schoolboard agendas, we start having those the budgets, right? So if someone wants to come to that meeting, this meeting at the towards the end of the direction discussion the budget. >> Yeah. >> We're in the process. It's more helpful because it feels like more helpful on the front end. >> I would say during the put things >> right. So I would say for example the big one you know so for example I mean and again unfortunately this is going to change slightly because Neil's at the meeting during October when this one's scheduled

083but >> on that calendar it is >> supposed to be October 29th. So it'll probably be that last week of October, >> maybe that first week of November, depending schedule. I need to just finalize that. And then the second one is November 20th. So right before the Thanksgiving holiday. So I would say either one of those. >> Okay. >> Is and because then then we're really kind of starting to get into, >> you know, okay, what do we get from here? I think also we had our internal meeting today for Norwich and >> we asked Sean to go back to well we talked about going back and gathering information from staff members at this point too for the next two weeks give feedback to the budget. >> Right. So the way it works is right

084internal external we had our first budget meeting where we did the budget guidelines and then this week the week of literally it's today Wednesday October 1st we call it the internal which is basically the administration with the principles who are creating the budget and then there's going to be another one of those on October 23 and then we have our public budget meeting with the budget committee >> and Sean's at those as well. Um but but now it's actually it's a public meeting a little bit more meeting and then there's a second one of those and then like I said then then the budget will start being added to the schoolboard agendas as well so the whole board can start looking at them before we go for you know voting on it into Janu January.

085Yeah. I just want to if I can I just want to add I want to make sure though that we're um that we're working with a process here. Right. So I do think if if if these are um ideas concerns that are coming from teaching staff then it really wants to be funneled through your principal. Correct. Right. >> Um if these are ideas coming from members of the Norwich public that they want to share with their board then yes a budget committee meeting or a regular board meeting would be the right venue for that. But um for somebody that has both hats, if you're wearing your teacher hat, I really would encourage you to flow those discussions through >> your principal and your superintendent rather than before or uh if you're going to bring them

086to the board, I really would want you to have those conversations with Sean first before you came to the board. I think it's just it would work much better that way. And sorry for Yeah, that's why I was asking you if this is public teacher. So, >> I can't take off my teacher hat when I think about like because I have inside knowledge that I wouldn't have if I was just a parent. Um, >> I think put your hat on as far as like, okay, am I taxpayer in Norwich or am I a teacher? If this is something to do with the inside of the school, as Neil said, I mean, this is a chair of the board. We really rely on the administration to tell us what they need. And then obviously we kind

087of that point given the budget situations and the tax rates are kind of saying, you know, what you think can handle. >> Thank you for walking me through that. I appreciate that. >> But again, that's why it's if it's a teacher thing, get to Sean earlier because again, they're having these internal meetings, right? So that's why they're put the budget, but then they present at our budget meeting. Okay, enough said there. Okay, so um back to where we were. We can do have an approval. So sorry, I've been updated. So we have B through E and then we'll have Michael do his VSBA resolution. Do I have a motion for consent items A through E? >> I move to items B, C, D, and E by consent. B second by Lisa. All those in favor?

088Michael, would you not like to do that? I'm just trying to prep for thinking of his next time. >> So that's uh approved by unanimously. Now we have for item F our VSBA resolutions. Do I have a motion for that? >> I move that our delegate to the VSBA meeting take a position of pass on resolutions one and five and for all other resolutions our voting delegate shall not take a position adverse or potentially adverse to the interest of an interstate school district. Got a second, Lisa. All those in favor. All right. Thank you very much. And thank you, Neil. All right. Uh we'll move on to our communications reports report of the chair. I'll keep mine short. Um the one thing I think that I've been keeping on, I have not heard anything back

089from the select board. Unfortunately, I did not have time. I think they they've had some meetings. Um, I have not had time to view those meetings or see if they had had any more movement on the Norwich Finance Committee. Um, but what I will do, um, is let Steve Heburn, who's the chair of that committee, at least reach out and make sure that he's aware of the public meeting that we'll be having. Again, it's currently scheduled for the 29th of October and will be moved at some uh soon. Um, but at least we'll let them know what they're we're having those means that you know at this point hopefully that we'll get some direction from the select board as far as what we put forward to them as far as the existing MLU and the

090existing charge. Um, but I'm not sure what what has gone what has transpired on that side, but at least trying to keep things moving more. Um, and yeah, that's it. I think obviously it's dark out already, so the ball's been moving on and I think the schools are going and everything's they're we're getting into the school year here. So, I think it's definitely an exciting time. Okay, on to um principal report. Sean, >> I submitted my report. I'll hit a couple highlights and then take your questions. Uh we've remained at we're up one to 326 this month. I'll put some highlights in about some learning that's going on in the building. Um I think to note that the force seems to have taken an increase in interest this year and many more classes have been

091out there. Special thanks to Tony and came to borrow my be the other day to go out there and have them influx of brown was not even honey be brown wasps that are not very nice out there wanted to say that we are fully staffed. hired for our last two positions with people just starting on Monday, but it's nice to have a fully functioning and set up school. [Music] We are getting close to having our first school celebration for PBIS system on the way out. The pelletar is getting close to be a lot of fun and when we announce it, you're welcome to come and take part in the activities. We are working as a community of for getting kids here to school one on time. So I'm just going to include every report including

092parents of the who's wise where it's just our attendance data and doing pretty good this year. We dropped a little bit to 97% present throughout the week or last week and 2.7% party which compared to the end of last year is really impressive. makes a huge difference, especially with our third school goal of having community meetings and building climate and getting kids comfortable in school. Super important for them to come on time and if be here when school's in session. The other thing we're trying to discourage this year is we have a lot of families that take vacations during the school year, maybe gone for a week or a week and a half and just trying to give some education that that time that can't be made up. what happens in an elementary school can't

093be replicated with a workbook or an assignment that goes kids on a vacation. That really has to happen in classrooms. So, we're just trying some further communication and so far we've got much better attendance than we had. And I just included in here a couple considerations. We're thinking about next year's budget. One being a a second building substitute. When we're thinking about the data that we share, it sometimes happens. Now, we have one building substitute, Mr. Fry, who's amazing, and he's busy every day. Our need is greater and we cover most all of our classroom positions. But what often happens is if there's a support person who's not here, a special educator or an interventionist, um, an education assistant, those positions go unfilled. And I think what we're seeing is some of our media students

094aren't getting the services that they require to be able to grow because we don't have the staff to provide that on any given day. So my uh recommendation is that in budgeting that we think about how we can put that second and be able to fill some of those positions throughout the weeks as well. And then I put again the the technology and register position that that are going to be required us to be able to be in the federated model. We should be working with that as well. And the sheriff participated important dates in case you might want to come to any of them. You're welcome. You think any questions for Sean? Actually is the report. >> I didn't have the report. They linked the data presentation. >> Yes. >> I'm sure we all

095appreciated that you just I mean it >> was great. >> And it is nice to have the data review report there. Yeah. >> The only question I have about your report is probably more appropriate for Robin. I'm just trying to wrap my head around like when did we go to the federated model. What was our assumptions and making that it's kind of like starting for the presumption we're underresourced? Is that true? >> You know what I mean? and like really pushing on that from a budget perspective, >> which is probably more appropriate during budget >> discussion but just in hearing that like anytime there's a budget ask I always try to like hey are we budgeting around something and there other ways to do this particularly because >> we have budget challenges um in the

096other school district boards that we serve on there are some immediate financial challenges just wanted to take a part of it before having a presumption that >> right >> yeah we got to add resources right away. >> Mhm. And I think Bryant presented the federation model last year, maybe toward the end of the school year. >> Was something that >> I'm sure I was captain. >> It was something he'd been working on with Jay. And it was really incorporating more technology. And this was something that Josh had been working on doing too is aligning more technology within the SAU office to send out to the schools because it's been so decentralized and so that really has been a plan but I can also bring some of that information back. >> So just whenever the appropriate

097time just signaling a point that we talked about at that >> I guess and part of it probably is from my day job in healthcare. Everybody goes we should share resources. >> Yes. Yes. And then someone tries to share research. No, no, no. You should share your research. >> Well, and technology has changed. >> I think right. And so there are greater needs in different areas like the registar now is responsible for inputting so much important data that has an impact on scheduling testing and you know for I ready for BCAP. So if any of that data is incorrect then it has a major impact on library libraries that um so and we have more state reports that have to be done again lot of data collection so >> yeah so it's very different the

098jobs have become very different over time >> given how quickly Sean just loaded his principles report I don't think we need a technical person here >> I do need to mention one thing though. Um, we had a grant that came in that doesn't be approved by the board because of the below the threshold, but I do want to give thanks to the generosity of the friends of Hover Nor Schools. Our artist K6 will be getting a new tutorial on print making that will assist this ean teaching about negative and positive space through color theory was received a generous grant. Thank you. Go out. >> All right. Thank you. Any other questions for Sean? >> I Well, we play hockey and we miss school sometimes. Full disclosure, um I I work in healthcare and we have

099a pediatric practice at Gibber um that really pushes hard on everyday counts and illuminating the effects of absenteeism and the benefits of showing up and being there. And so I applaud your efforts in focusing on that. Thanks, All right, Robin, on to you. >> Okay, so I just wanted to talk about a few things. Um, one of the things that I've scheduled throughout the year with the leadership team, our strategic planning meetings. We had our first two weeks ago and we focused on the capital improvement plan and taking that information as a first step that we were talking about before to go through the trick Collins information. Each of the um administrative teams at each school looked at their information and tried to really look at what they would put as top priorities, sort of

100medium priorities. And a lot of it was based on the data from the Troy SM report, but also from personal data worked in the schools and seeing the needs. And additionally, they were looking at some things that hadn't been included in the report that they thought were important as well. So, we did this as a precursor to the first official capital improvement plan meeting with the team, but I think it's great first start and it's allowing us to move forward with really thinking about what we want to do in the long term and then in each of these strategic planning meetings, we'll look at the different categories. So, that is sort of my plan for how we'll move the strategic plan forward over the course of the year. um which is really very closely tied

101to the capital improvement plan. Also, I have been talking about trying to be in the schools frequently and so I'm continuing to be here a lot as much as I can and today was my first day of my visits with students really trying to meet with different student groups. And so this morning at 7:45 I was able to meet with the news team which was just such a highlight of the day. Um so that's been really wonderful. And the students of course provide me with the most important feedback. You know how they're enjoying the school year, how much they love their teachers, really everything in these schools. So they want pools to be put on the property, >> hockey rinks, things like that. But um no, so that's been amazing. And I've talked with you

102about the changes to the leadership team meetings. We'll have our second one um in two weeks and that one will be held at the middle school. I think our third one will be here at Mary Frost. So, I'll get feedback about those and we'll continue to move forward with a leadership team that is really focusing on pieces of instructional coaching and looking at classroom practices across the board in all of our schools. And I think I mentioned to you after our first that we I took that data and I shared it with the staff the feedback that we had gathered as a leadership team. So hopefully I feel like it's a powerful process that that will continue to help us grow as a team over the course of the year. >> Happy to answer any

103other questions. Oh, and I just wanted to mention that I was looking into the federal shutdown that occurred as you all know midnight and it looks like that will not have an impact on any of our funding that we've received in schools. Most of that has already been collected and even some of the federal title funding that we are supposed to collect today has already gone through. So we're at least good for a while. So >> any questions for Robin? >> Sure. I just want to give an appreciation because I know all the things that Robin has on her plates and I appreciate that you prioritize kids in schools and show up here and and do tours and watch classes and just makes the whole school better for all of us. Thank you. >> Thank

104you, Lauren. >> All right. So, uh, I feel like the months of August and September, we're learning about sort of the broad strokes of what happens here across all of the four schools. And my focus was really around the bucket that you see reported on in my report this evening around grant work, um, curriculum work and our ELA committee as well as organizing our K12 meetings, um, doing some safety planning, but then also really trying to prioritize visibility among the schools as well. Um, and it feels like this month is probably going to be marked with some more of the nitty-gritty. So, some of the finer micro pieces of what's happening in our district. Um, you know, building on what Robin is doing with our leadership team. uh being able to see across the schools,

105being present in those schools where those real strengths are showing up and where we have some opportunities for exploration and potential growth that then I can hopefully help um provide some action planning around and just working with the folks that make the district as special and wonderful as it is to just keep us moving on that path forward. So, I'm starting to see that, you know, the connections between the schools, the alignment and opportunities for alignment. um vertically and horizontally. Uh and it's making for some really exciting work ahead. Um lots of learning, lots of learning. And that's been uh both a challenge, but also just something that's really reinvigorating. Um and I've appreciated the support from all of the school leaders, Robin's support, the warm welcome at the SAU, and then just being welcomed

106into so many classrooms in this district. So, I'm happy to uh answer any questions about what I provided in my report, but just keep an eye on >> questions. Just just one comment. Um, and let the record reflect. I waited until October 1st to ask question about math. >> We're just I say I'll frame it and comment as you go up to speed. >> Yes. I would just um urge people to think about hey like our kids in Norwich get to the middle school at a different time. >> Yes. >> I've learned that people in the upper valley love the outdoors. They love King Arthur and they love to gossip about this and that. >> Yes, they do. >> And so like did you know that the race pool talked about what do you have

107to do to get to advance? Oh my goodness. >> So it's just like in the broader point of like hey hopefully you were in your job for a long time and really successful at it. that on-ramp of getting there in seventh, like people get really sensitive about what happens when. >> So, I just think that might be a focus of emphasis at some point in your journey and your role. >> Absolutely. It's actually one of those opportunities I've already alluded to. >> Yes. Thank you. >> All right. Any other questions? I'd like to learn onto the business administrator's report. Teresa. >> Um, so I've uploaded my financial report for the first quarter of this year. It's not much really to anything much going on in that respect. Um, at this given time, we still have

108an un audited um, fund balance assumption of three about $300,000. Um, given that and everything else, um, again, as far as we're moving forward with the changes in the office, the transitions, um, spent all day Monday working with the new assistant VA, kind of getting her on track where she needs to be taking over the a lot of the tasks that I've been doing prior, everything else. Um, so that's been going well and everything else. And um the bigger thing is having a lot of meetings um between budget meetings that we've started kicking off. We had the one in Norwich in handover today. Um so we'll again conveniently come back together with more meetings and what we've come up with figures and meeting with Tony and Matt regarding facilities and CIP. I know you've heard

109already from Tony today on that. Um it's a big big thing getting the CIP committee going and being able to take the data that's being given us because even like the figures that are in the data, the dollar amounts, they're they're already outdated. So although some of the recommendations that are in there, um we need to make sure that what we're looking at now is still still on target or still need to be on radar. So, we'll be checking that out. And uh things with the food service seem to be going okay. Nothing exciting. I mean, it's been going well with the knowledge. Um but and then transportation. Um I asked Sean because we still had questions on the the arrival time of the buses and the pickup at the end of the day. So

110I we had talked about him maybe doing and writing down the times because without something substantial like that it's kind of hard to go back and say hey your bosses aren't showing up you know so I don't need things to on the radar to do that that's pretty much >> I probably missed this is the fund balance something we expected to be that number or is that unexpected like is that No bonus. Well, we anticipated that we would have about 300 at the end of the school year. So, that was built into the budget itself. And right now, obviously, the options are going ongoing. So, I do not have that. >> Awesome. Thanks. >> Any questions for Teresa? >> All right. If there are none, we do have need for an executive session. Um, you

111know, we want to do it with the twostep motion. I think we should try it. >> I think um we actually list the two things that we're doing as far as >> I mean they're both related to contract, >> right? But they also show up as two different >> mention. Correct. >> Yeah. Yes. Okay. Um I can do it or do you want it? I'm chair so I probably shouldn't. >> So the way we're supposed to be doing this is is you because we're moving into the first one which has to do with contracts, labor relations, arbitration or mediation grievances or the confidential client attorney communications. You make two motions in the state of Vermont. So the first motion which I can make now is I will move to Let me just uh went so

112quickly here. >> Exactly. >> I have progressives if those help. >> Well, there's so we'll move into executive session. I will make the move to uh find that premature general public knowledge regarding both the issues of the grievances and the contract negotiations would place the board at a substantial disadvantage if it's publicly uh discussed. Um uh so I'd like to make a motion to move into a non-fold session to discuss those two items. >> Do I have a second? >> Okay. All those in favor? >> All right. That's unanimous. And then we'll make a second motion that I move to enter into executive session for the purpose of discussing the grievances and the teacher uh contracts uh under title one section 313A1. Do I have a second for that? Michael call those in favor. All

113right. So we move into executive session. That was not fully >> in session. Are we on? >> Yep. >> Great. All right. Um, we turn to public session at 9:10. Um, as far as uh agenda topics for our next meeting, our next meeting is the November 5th, Wednesday. Get me the agenda topics. Um, and with that, do a motion to adjurnn. >> I move to adjourn at >> 910 a.m. Second. >> Uh, Lisa. in favor. >> We are my co ara to get my left arm moving. Um >> Oh, thank you. Who seconded us going into non-public? I know Garrett made the motion. Who was the second? I I >> I seconded. >> Thank you. That's all I needed.